In this activity, students determine their own eyesight and calculate what a good average eyesight value for the class would be. Students learn about technologies to enhance eyesight and how engineers play an important role in the development of these technologies.

Biology is designed for multi-semester biology courses for science majors. It is grounded on an evolutionary basis and includes exciting features that highlight careers in the biological sciences and everyday applications of the concepts at hand. To meet the needs of today’s instructors and students, some content has been strategically condensed while maintaining the overall scope and coverage of traditional texts for this course. Instructors can customize the book, adapting it to the approach that works best in their classroom. Biology also includes an innovative art program that incorporates critical thinking and clicker questions to help students understand—and apply—key concepts.

By the end of this section, you will be able to:Explain how electromagnetic waves differs from sound wavesTrace the path of light through the eye to the point of the optic nerveExplain tonic activity as it is manifested in photoreceptors in the retina

Students examine the structure and function of the human eye, learning some amazing features about our eyes, which provide us with sight and an understanding of our surroundings. Students also learn about some common eye problems and the biomedical devices and medical procedures that resolve or help to lessen the effects of these vision deficiencies, including vision correction surgery.

Culture, Embodiment, and the Senses will provide an historical and cross-cultural analysis of the politics of sensory experience. The subject will address western philosophical debates about mind, brain, emotion, and the body and the historical value placed upon sight, reason, and rationality, versus smell, taste, and touch as acceptable modes of knowing and knowledge production. We will assess cultural traditions that challenge scientific interpretations of experience arising from western philosophical and physiological models. The class will examine how sensory experience lies beyond the realm of individual physiological or psychological responses and occurs within a culturally elaborated field of social relations. Finally, we will debate how discourse about the senses is a product of particular modes of knowledge production that are themselves contested fields of power relations.

Students' understanding of how robotic ultrasonic sensors work is reinforced in a design challenge involving LEGO MINDSTORMS(TM) NXT robots and ultrasonic sensors. Student groups program their robots to move freely without bumping into obstacles (toy LEGO people). They practice and learn programming skills and logic design in parallel. They see how robots take input from ultrasonic sensors and use it to make decisions to move, resulting in behavior similar to the human sense of sight but through the use of sound sensors, more like echolocation. Students design-test-redesign-retest to achieve successful programs. A PowerPoint® presentation and pre/post quizzes are provided.

Students learn the basics of the electromagnetic spectrum and how various types of electromagnetic waves are related in terms of wavelength and energy. In addition, they are introduced to the various types of waves that make up the electromagnetic spectrum including, radio waves, ultraviolet waves, visible light and infrared waves. These topics help inform students before they turn to designing solutions to an overarching engineering challenge question.

Students learn about how ultrasonic sensors work, reinforcing the connection between this sensor and how humans, bats and dolphins estimate distance. They learn the echolocation process sound waves transmitted, bounced back and received, with the time difference used to calculate the distance of objects. Two mini-activities, which use LEGO MINDSTORMS(TM) NXT robots and ultrasonic sensors, give students a chance to experiment with ultrasonic sensors in preparation for the associated activity. A PowerPoint® presentation explains stimulus-to-response pathways, sensor fundamentals, and details about the LEGO ultrasonic sensor. Pre/post quizzes are provided. This lesson and its associated activity enable students to gain a deeper understanding of how robots can take sensor input and use it to make decisions via programming.

Students learn about the basic properties of light and how light interacts with objects. They are introduced to the additive and subtractive color systems, and the phenomena of refraction. Students further explore the differences between the additive and subtractive color systems via predictions, observations and analysis during three demonstrations. These topics help students gain a better understanding of how light is connected to color, bringing them closer to answering an overarching engineering challenge question.

Vision is the primary sense of many animals and much is known about how vision is processed in the mammalian nervous system. One distinct property of the primary visual cortex is a highly organized pattern of sensitivity to location and orientation of objects in the visual field. But how did we learn this? An important tool is the ability to design experiments to map out the structure and response of a system such as vision. In this activity, students learn about the visual system and then conduct a model experiment to map the visual field response of a Panoptes robot. (In Greek mythology, Argus Panoptes was the "all-seeing" watchman giant with 100 eyes.) A simple activity modification enables a true black box experiment, in which students do not directly observe how the visual system is configured, and must match the input to the output in order to reconstruct the unseen system inside the box.

Students design and build prototypes for protective eyewear. They choose different activities or sports that require protective eyewear and design a device for that particular use. Students learn about the many ways in which the eyes can be damaged and how engineers incorporate different features and materials into eyewear designs to best protect the eyes.

This course provides an introduction to important philosophical questions about the mind, specifically those that are intimately connected with contemporary psychology and neuroscience. Are our concepts innate, or are they acquired by experience? (And what does it even mean to call a concept 'innate'?) Are 'mental images' pictures in the head? Is color in the mind or in the world? Is the mind nothing more than the brain? Can there be a science of consciousness? The course will include guest lectures by Professors.

Students design and create sensory integration toys for young children with developmental disabilities an engineering challenge that combines the topics of biomedical engineering, engineering design and human senses. Students learn the steps of the engineering design process (EDP) and how to use it for problem solving. After learning about the human sensory system, student teams apply the EDP to their sensory toy projects. They design and make plans within given project constraints, choose materials, fabricate prototypes, evaluate the prototypes, and give and receive peer feedback. Students experience the entire design-build-test-redesign process and conclude with a class presentation in which they summarize their experiences with the EDP steps and their sensory toy project development.

Students are introduced to an engineering challenge in which they are given a job assignment to separate three types of apples. However, they are unable to see the color differences between the apples, and as a result, they must think as engineers to design devices that can be used to help them distinguish the apples from one another. Solving the challenge depends on an understanding of wave properties and the biology of sight. After being introduced to the challenge, students form ideas and brainstorm about what background knowledge is required to solve the challenge. A class discussion produces student ideas that can be grouped into broad subject categories: waves and wave properties, light and the electromagnetic spectrum, and the structure of the eye.

Students learn about the anatomical structure of the human eye and how humans see light, as well as some causes of color blindness. They conduct experiments as an example of research to gather information. During their investigations, they test other students' vision, gathering data and measurements about when objects appear blurry. These topics help students prepare to design solutions to an overarching engineering challenge question.

Students apply everything they have learned over the course of the associated lessons about waves, light properties, the electromagnetic spectrum, and the structure of the eye, by designing devices that can aid color blind people in distinguishing colors. Students learn about the engineering design process and develop three possible solutions to the engineering design challenge outlined in lesson 1 of this unit. They create posters to display their three design ideas and the comparisons used to select the best design. Then, students create brochures for their final design ideas, and "sell" the ideas to their "client." Through this activity, students complete the legacy cycle by "going public" with the creation of their informative posters and brochures that explain their designs, as well as color blindness and how people see color, in "client" presentations.

Students are presented with a challenge question concerning color blindness and asked to use engineering principles to design devices to help people who are color blind. Using the legacy cycle as a model, this unit is comprised of five lessons designed to teach wave properties, the electromagnetic spectrum, and the anatomy of the human eye in an interactive format that introduces engineering applications and real-world references. It culminates with an activity in which student teams apply what they have learned to design devices that can aid people with colorblindness in distinguishing colors— as evidenced by their creation of brainstorming posters, descriptive brochures and short team presentations, as if they were engineers reporting to clients. Through this unit, students become more aware of the connections between the biology of the eye and the physical science concept of light, and gain an understanding of how those scientific concepts relate to the field of engineering.

Students further their understanding of the engineering design process while combining mechanical engineering and bioengineering to create assistive devices. During this extended activity (seven class periods), students are given a fictional client statement and required to follow the steps of the engineering design process (EDP) to design a new wristwatch face for a visually impaired student at their school. Student groups share their designs with the class through design presentations. A successful design meets all of the student-generated design requirements, including the development of a new method of representing time that does not require the sense of sight. Through this activity, students design, construct and iterate classroom prototypes of their watch designs.