Sleep, Sleep Disorders, and Biological Rhythms

160 Pages·2004·2.46 MB·English

Sleep, SSlleeeepp NIH Curriculum
Supplement Series
DDiissoorrddeerrss,, and
Grades 9-12
BBiioollooggiiccaall

RRhhyytthhmmss
National Institutes
of Health
National
Heart, Lung,
and Blood
Institute
Department of Health
a.m. p.m. and Human Services
a.m. p.m.
SSlleeeepp,, SSlleeeepp DDiissoorrddeerrss,,
aanndd
BBiioollooggiiccaall RRhhyytthhmmss
under a contract from the
National Institutes of Health
National Heart, Lung, and Blood Institute
5415 Mark Dabling Boulevard
Colorado Springs, Colorado 80918
BSCS Development Team Field-Test Teachers
Rodger Bybee, Principal Investigator Amy Lee, King Kekaulike High School, Pukalani, Hawaii
Mark V. Bloom, Project Director Christina Booth, Woodbine High School, Woodbine, Iowa
Jerry Phillips, Curriculum Developer Frank LaBanca, Stamford High School, Stamford, Connecticut
Anne L. Westbrook, Curriculum Developer Jeff Padgett, Arlee High School, Arlee, Montana
Lynda B. Micikas, Curriculum Developer Lisa Minkin, Bell High School, Bell, California
Sharmila Basu, Curriculum Developer Sanford Herzon, Watkins Mill High School, Gaithersburg, Maryland
Sherry Herron, Curriculum Developer
Concept Development Panel
Wendy Haggren, Curriculum Developer
Mary Carskadon, Brown University School of Medicine, Providence,
Carrie Zander, Project Assistant
Rhode Island
Diane Conrad, Project Assistant
David Dinges, University of Pennsylvania School of Medicine,
Karen Bertollini, Project Assistant
Philadelphia, Pennsylvania
Raphaela Conner, Project Assistant
David Gozal, University of Louisville School of Medicine,
Doug Coulson, Evaluator
Louisville, Kentucky
Ann Lanari, Research Assistant
Phyllis Zee, Northwestern University School of Medicine, Chicago,
Barbara Perrin, Production Manager
Illinois
Ric Bascobert, Editor
Barbara Resch, Editor Cover Design
Diane Gionfriddo, Photo Research Karen Cook, Medical Arts and Photography Branch, National
Lisa Rasmussen, Graphic Designer Institutes of Health
BSCS Administrative Staff Cover Illustration
Carlo Parravano, Chair, Board of Directors Martha Blalock, Medical Arts and Photography Branch, National
Rodger W. Bybee, Executive Director Institutes of Health
Janet Carlson Powell, Associate Director, Chief Science Education
FIGURE CREDITS
Officer
Teacher Background
Larry Satkowiak, Associate Director, Chief Operating Officer
3: © Dr. Timothy Roehers, Sleep Disorders Center, Henry
Pamela Van Scotter, Director, Curriculum Development Division
Ford Hospital, Detroit, Mich.; 6: Data from Roffwarg et al. (1966).
National Institutes of Health Ontogenetic development of the human sleep-dream cycle. Science,
Sue Rogus, Coordinator, Sleep Education Activities, 152: 604–619.
NIH/NHLBI/NCSDR
Pre-Lesson Activity
Carl E. Hunt, Director, NCSDR, NIH/NHLBI/NCSDR
0.1: PhotoDisc
Michael Twery, Lead, Sleep and Neurobiology Scientific Research
Group, NIH/NHLBI/DLD Lesson 1
Bruce Fuchs, Director, Office of Science Education 1.0: © 2003 www.clipart.com
William Mowczko, Project Officer, Office of Science Education
Lesson 2
Cindy Allen, Editor, Office of Science Education
2.1: NASA; 2.2: © Dr. Timothy Roehers, Sleep Disorders Center,
SAIC Henry Ford Hospital, Detroit, Mich.; Master 2.1: © 2003 www.
Bach Nguyen, Project Manager clipart.com; Master 2.3, Master 2.4, Master 2.5 (EEG, EOG, EMG
Steve Larson, Web Director data): © Dr. Timothy Roehers, Sleep Disorders Center, Henry Ford
Doug Green, Project Lead Hospital, Detroit, Mich.; Master 2.6a–c: Edge Interactive
Tommy D’Aquino, Multimedia Director
Lesson 3
Paul Ayers, Lead Multimedia Developer
3.1a, b: Corel; Master 3.1, Master 3.2: © 2003 www.clipart.com;
John James, Multimedia Developer
Master 3.3, Master 3.4: SAIC
Jeff Ludden, Multimedia Programmer
Dave Nevins, Audio Engineer Lesson 4
Jessica Butter, Senior Web Developer 4.1: Dr. Kimberly Cote, Brock University, St. Catharines, Ontario,
Katie Riley, Web Developer Canada; 4.2: © Vital Signs, Inc.; Master 4.1: © 2003
www.clipart.com
Edge Interactive Staff
Terry Wallace, Senior Project Manager Lesson 5
Liz Bernel, Senior Instructional Designer 5.1: Corel
George Rosales, Art Director
Bill Bolduc, Software Development Manager This material is based on work supported by the National Institutes
Mark Stevens, Multimedia Engineer of Health under Contract No. 263-99-C-0031. Any opinions, find­
Greg Banse, Multimedia Engineer ings, conclusions, or recommendations expressed in this publica­
tion are those of the authors and do not necessarily reflect the view
Advisory Committee
of the funding agency.
Charles Amlaner, Indiana State University, Terre Haute, Indiana
Michael Dougherty, Hampden-Sydney College, Hampden-Sydney, Copyright © 2003 by BSCS. All rights reserved. You have the per­
Virginia mission of BSCS to reproduce items in this module for your class­
Timothy Re, Sun Valley High School, Monroe, North Carolina room use. The copyright on this module, however, does not cover
Timothy Roehrs, Sleep Disorders Center, Henry Ford Hospital, reproduction of these items for any other use. For permissions and
Detroit, Michigan other rights under this copyright, please contact BSCS, 5415 Mark
Amita Sehgal, Howard Hughes Medical Institute, University of Dabling Blvd., Colorado Springs, CO 80918-3842; www.bscs.org;
Pennsylvania Medical [email protected]; [phone].
School, Philadelphia, Pennsylvania
NIH Publication No. 04-4989
Writing Team
Charles Amlaner, Indiana State University, Terre Haute, Indiana ISBN: 1-929614-08-X
Robert Greene, Harvard Medical School, Brockton, Massachusetts
Michael Hanson, Tahoma High School, Kent, Washington
Greg Nichols, New Options Middle School, Seattle, Washington
Naomi Rogers, University of Pennsylvania Medical School,
Philadelphia, Pennsylvania
Carol Thibodeau, Caribou High School, Caribou, Maine
CCoonntteennttss
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

About the National Institutes of Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

About the National Heart, Lung, and Blood Institute . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ix

Introduction to Sleep, Sleep Disorders, and Biological Rhythms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
• What Are the Objectives of the Module?
• Why Teach the Module?
• What’s in It for the Teacher?
Implementing the Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
• What Are the Goals of the Module?
• What Are the Science Concepts and How Are They Connected?
• How Does the Module Correlate to the National Science Education Standards?
– Content Standards: Grades 9–12
– Teaching Standards
– Assessment Standards
• How Does the 5E Instructional Model Promote Active, Collaborative, Inquiry-Based Learning?
– Engage
– Explore
– Explain
– Elaborate
– Evaluate
• How Does the Module Support Ongoing Assessment?
• How Can Teachers Promote Safety in the Science Classroom?
• How Can Controversial Topics Be Handled in the Classroom?
Using the Student Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
• Format of the Lessons
• Timeline for the Module
Using the Web Site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
• Hardware/Software Requirements
• Getting the Most out of the Web Site
• Collaborative Groups
• Web Activities for Students with Disabilities
Information about Sleep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
2 Misconceptions about Sleep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
3 Major Concepts Related to the Biology of Sleep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
3.1 Sleep is a dynamic process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
3.2 Physiological changes during sleep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
3.3 Sleep and the brain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
3.4 Sleep patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
3.5 Biological clock . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

3.6 Homeostasis and sleep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

3.7 Dreams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

3.8 Functions of sleep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

3.9 Evolution of sleep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

3.10 Sleep loss and wakefulness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

4 Sleep Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

Student Lessons
• Pre-lesson Activity

Sleep Diary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

• Lesson 1

What Is Sleep? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

• Lesson 2

Houston, We Have a Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

• Lesson 3

Do You Have Rhythm? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

• Lesson 4

Evaluating Sleep Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

• Lesson 5

Sleepiness and Driving: What You Don’t Know Can Kill You . . . . . . . . . . . . . . . . . . . . . . . . . 129

Additional Web Resources for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141

Appendices
I. More About the National Institutes of Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .143

II. More About the National Heart, Lung, and Blood Institute and Its Research . . . . . . . . . . . . . . . 147
FFoorreewwoorrdd
This curriculum supplement, from The NIH Cur­ built-in assessment tools. Activities promote
riculum Supplement Series, brings cutting-edge active and collaborative learning and are inquiry-
medical science and basic research discoveries based to help students develop problem-solving
from the laboratories of the National Institutes of strategies and critical thinking.
Health (NIH) into classrooms. As the largest
This curriculum supplement comes with a com­
medical research institution in the United States,
plete set of materials for both teachers and stu­
NIH plays a vital role in the health of all Ameri­
dents including printed materials, extensive
cans and seeks to foster interest in research, sci­
background and resource information, and a Web
ence, and medicine-related careers for future
site with interactive activities. This supplement is
generations. The NIH Office of Science Education
distributed at no cost to teachers across the
(OSE) is dedicated to promoting science educa­
United States. All materials may be copied for
tion and scientific literacy.
classroom use but may not be sold. We welcome
We designed this curriculum supplement to com­ feedback from our users. For a complete list of
plement existing life science curricula at both the curriculum supplements, updates, availability,
state and local levels and to be consistent with and ordering information, or to submit feedback,
National Science Education Standards.1 It was please visit our Web site at http://science.educa­
developed and tested by a team composed of tion.nih.gov or write to
teachers from across the country, scientists, medi­ Curriculum Supplement Series
cal experts, other professionals with relevant sub- Office of Science Education
ject-area expertise from institutes and medical National Institutes of Health
schools across the country, representatives from 6705 Rockledge Dr., Suite 700 MSC 7984
the NIH National Heart, Lung, and Blood Institute Bethesda, MD 20892-7984
(NHLBI), and curriculum-design experts from
We appreciate the valuable contributions of the
Biological Sciences Curriculum Study (BSCS),
talented staff at BSCS, SAIC, and Edge Interactive.
SAIC, and Edge Interactive. The authors incorpo­
We are also grateful to the NIH scientists, advi­
rated real scientific data and actual case studies
sors, and all other participating professionals for
into classroom activities. A three-year develop­
their work and dedication. Finally, we thank the
ment process included geographically dispersed
teachers and students who participated in focus
field tests by teachers and students.
groups and field tests to ensure that these supple­
The structure of this module enables teachers to ments are both engaging and effective. I hope you
effectively facilitate learning and stimulate student find our series a valuable addition to your class­
interest by applying scientific concepts to real-life room and wish you a productive school year.
scenarios. Design elements include a conceptual Bruce A. Fuchs, Ph.D.
flow of lessons based on BSCS’s 5E Instructional Director
Model of Learning, multisubject integration Office of Science Education
emphasizing cutting-edge science content, and National Institutes of Health
________________________
1 In 1996, the National Academy of Sciences released the National Science Education Standards, which outlines what all citi­
zens should understand about science by the time they graduate from high school. The Standards encourages teachers to
select major science concepts that empower students to use information to solve problems rather than stressing memoriza­
tion of unrelated information.
v

AAbboouutt tthhee NNaattiioonnaall
IInnssttiittuutteess ooff HHeeaalltthh
Founded in 1887, the National Institutes of designed to ensure a continuing supply of well-
Health (NIH) today is the federal focal point for trained scientists.
medical research in the United States. Composed • Research Facilities Program. Modernizing and
of separate institutes and centers, NIH is one of improving intramural and extramural research
eight health agencies of the Public Health Service facilities to ensure that the nation’s scientists
within the U.S. Department of Health and Human have adequate facilities in which to conduct
Services. The NIH mission is to uncover new their work.
knowledge about the prevention, detection, diag­
Science education efforts by NIH and its insti­
nosis, and treatment of disease and disability, from
tutes and centers are critical in ensuring the
the rarest genetic disorder to the common cold. It
continued supply of well-trained basic research
does this through
and clinical investigators, as well as the myriad
• Research. Enhancing research outcomes across
professionals in the many allied disciplines who
the medical research continuum by supporting
support the research enterprise. These efforts
research in NIH’s own intramural laboratories as
also help educate people about the scientific
well as the research of nonfederal scientists
results so that they can make informed decisions
working in universities, medical schools, hospi­
about their own health as well as the health of
tals, and research institutions throughout the
the public.
country and abroad; communicating scientific
results; promoting the efficient transfer of new This curriculum supplement is one such science
drugs and other technologies; and providing education effort, done through the partnership of
effective research leadership and administration. the NIH National Heart, Lung, and Blood Insti­
• Research Training and Career Development Pro­ tute, the NIH Office of Science Education, and
gram. Supporting research training and outreach Biological Sciences Curriculum Study (BSCS).
vii

AAbboouutt tthhee NNaattiioonnaall HHeeaarrtt,,
LLuunngg,, aanndd BBlloooodd IInnssttiittuuttee
The National Heart, Lung, and Blood Institute heart, blood vessel, lung, and blood diseases and
(NHLBI) is one of 27 institutes and centers that sleep disorders.
compose the National Institutes of Health (NIH),
The translation and dissemination of research to
the principal biomedical research agency of the
health professionals, the public, and patients is also
federal government.
an important mission of NHLBI. In addition, the
In 1948, the National Heart Institute was estab­ Institute establishes partnerships with a variety of
lished through the National Heart Act, with a mis­ voluntary organizations, professional associations,
sion to support research and training in the and international, national, and local government
prevention, diagnosis, and treatment of cardiovas­ agencies in order to improve public health.
cular diseases. Twenty-four years later, Congress
The National Center on Sleep Disorders Research
mandated that the Institute expand and coordi­
(NCSDR) was established within the NHLBI
nate its activities in an accelerated attack against
specifically to coordinate and support NIH
heart, blood vessel, lung, and blood diseases. The
research, training, health-information dissemina­
renamed National Heart, Lung, and Blood Insti­
tion, and other activities with respect to sleep and
tute expanded its scientific areas of interest and
sleep disorders, including biological and circadian
intensified its efforts related to research and edu­
rhythms research, basic understanding of sleep,
cation. Over the years, these areas have grown to
and chronobiological and other sleep-related
include high blood pressure, cholesterol, asthma,
research. The NCSDR also coordinates its activi­
heart attack, obesity, blood disorders, nutrition,
ties with other federal agencies, including the
sleep, and sleep disorders.
other components of NIH and other public and
The Institute plans, conducts, and supports a coor­ nonprofit entities. In addition to identifying and
dinated program of basic research, clinical investi­ supporting key research in sleep and sleep disor­
gations and trials, observational studies, and ders, education programs for students, teachers,
demonstration and education projects related to parents, and physicians are an important compo­
the causes, prevention, diagnosis, and treatment of nent of the NCSDR’s mandate.
ix