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Which one of your eyes are dominant? Do they act independently or are they equally "in control?" This activity explores how your eyes work (or don't work) together.

In this activity about olfaction (8th activity on the page), learners smell 10 different items with different odors. Then they try to identify the smells when they are mixed together.

In this activity (12th activity on the page), learners conduct an experiment to demonstrate how muscles are constantly feeding information to the brain about what they are doing.

In this demonstration, amaze learners by performing simple tricks using mirrors. These tricks take advantage of how a mirror can reflect your right side so it appears to be your left side.

In this activity (4th activity on the page), learners test to see if saliva is necessary for food to have taste.

In this activity (16th on the page), learners play a variation of the "I Spy" game to explore color. Learners work in teams with each team assigned a color.

In this optics activity, learners build an animation tool to make mini movies. When you spin a phenakistascope, the pictures move so quickly that your eyes and brain can't separate the images.

In this quick activity, learners take a balance challenge to measure their average balance time. As they collect data, they investigate how practice and repetition improve their balance time.

In this activity, learners investigate visual perception as well as plan and conduct their own experiments.

In this activity, learners construct three optical illusion toys to examine how our brains play tricks on what we see.

In this activity (1st on the page), learners explore circadian rhythms by keeping track of their body temperature.

In this activity, learners investigate procedural memory.

In this activity (on page 142 of the PDF), learners will compare breathing rates before and after hyperventilation to explore how reduced carbon dioxide levels in the blood lower the need to breathe.

In this activity (page 87 of the PDF), learners move their bodies to better understand the three axes of rotation: pitch, roll and yaw.

In this optics activity, learners make a lens and explore how the eye manipulates the light that enters it.

In this activity about how the body regulates blood pressure (page 117 of the PDF), learners make and compare measurements of heart rate and blood pressure from three body positions: sitting, standing

This activity (8th activity on the page) tests learners' ability to identify things using only the sense of hearing.

This activity is designed to let learners measure their reaction time or response time to something they see.

In this activity, learners make a Benham Top to explore visual illusions and optics.

In this easy demonstration (3rd on the page), learners explore depth perception by conducting a test with two pencils.