Portable conduction velocity experiments using earthworms for the college and high school neuroscience teaching laboratory

Subthreshold Effects of Low-Frequency Alternating Current on Nerve Conduction Delay

Background/Objectives: Low-frequency alternating current (LFAC) has been shown to induce nerve conduction block (LFACb). However, the effects of LFAC on conduction delay prior to block remain unclear. This study investigates the impact of LFACb on conduction velocity and blocking thresholds in myelinated and unmyelinated fibers using experimental and computational models. Methods: Four models were employed to analyze LFACb effects: (1) in-vivo experiments in earthworms examined conduction delays across nerve bundles with distinct conduction velocities; (2) ex-vivo experiments in canine vagus nerves assessed the upstream and downstream effects of LFAC waveforms ranging from 50 mHz to 500 mHz; (3) in-silico simulations using the Horn, Yoshida, and Schild (HYS) model for unmyelinated fibers explored size-dependent conduction delays and blocking thresholds; and (4) in-silico simulations using the McIntyre, Richardson, and Grill (MRG) model extended to 504 Nodes of Ranvier characterized myelination effects, localized nodal interactions, and diameter-dependent thresholds. Results: LFAC-induced conduction delays were independent of LFAC frequency but strongly influenced by fiber diameter and conduction velocity. Larger fibers exhibited lower block thresholds and shorter delays before block onset. In contrast, smaller fibers demonstrated prolonged subthreshold conduction delays before achieving full block. Conclusions: These findings suggest that LFACb could serve as a neuromodulation tool for selectively blocking larger fibers while preserving smaller fiber function. This has potential applications in functional electrical stimulation (FES) and temporary, non-destructive nerve blocks for clinical and research applications.

A library of electrophysiological responses in plants - a model of transversal education and open science

Electrophysiology in plants is understudied, and, moreover, an ideal model for student inclusion at all levels of education. Here, we report on an investigation in open science, whereby scientists worked with high school students, faculty, and undergraduates from Chile, Germany, Serbia, South Korea, and the USA. The students recorded the electrophysiological signals of >15 plant species in response to a flame or tactile stimulus applied to the leaves. We observed that approximately 60% of the plants studied showed an electrophysiological response, with a delay of ~ 3-6 s after stimulus presentation. In preliminary conduction velocity experiments, we verified that observed signals are indeed biological in origin, with information transmission speeds of ~ 2-9 mm/s. Such easily replicable experiments can serve to include more investigators and students in contributing to our understanding of plant electrophysiology.

Neurosimilator for Undergraduate Biophysics and Neurophysiology Courses

Stringent animal welfare principles are forcing undergraduate instructors to avoid the use of animals. Therefore, many hands-on lab sessions using laboratory animals are progressively replaced by computer simulations. These versatile software simulations permit the observation of the behavior of biological systems under a great variety of experimental conditions. While this versatility is important, computer simulations often work even when a student makes wrong assumptions, a situation that poses its own pedagogical problem. Hands-on learning provides pupils with the opportunity to safely make mistakes and learn organically through trial and error and should therefore still be promoted. We propose an electronic model of an excitable cell composed of different modules representing different parts of a neuron - dendrites, soma, axon and node of Ranvier. We describe a series of experiments that allow students to better understand differences between passive and active cell responses and differences between myelinated and demyelinated axons. These circuits can also be used to demonstrate temporal and spatial summation of signals coming to the neuron via dendrites, as well as the neuron coding by firing frequency. Finally, they permit experimental determination along with theoretical calculations of important biophysical properties of excitable cells, such as rheobase, chronaxie and space constant. This open-source model has been successfully integrated into an undergraduate course of the physiology of excitable cells and student feedback assessment reveals that it helped students to understand important notions of the course. Thus, this neuromorphic circuit could be a valuable tool for biophysics and neuroscience courses in other universities.

A critical systematic review of K-12 neurology/neuroscience pipeline programs

Background

Early exposure to neuroscience is imperative to strengthening the neuroscience and neurology pipeline and may present an avenue for increasing the number of practicing neurologists and diversifying the neuroscience workforce. Our objective was to systematically review existing K-12 neuroscience education and outreach programs to understand what educational programs have been developed and implemented.

Methods

We conducted an electronic database search of PubMed, EMBASE, PsycINFO, Education Source, and ERIC. All eligible articles were systematically reviewed to examine the type of program developed, target age group, implementation, and efficacy.

Results

Our search produced 2,574 results, from which 23 articles were deemed eligible. The breakdown by age group was as follows: 5 elementary school, 8 middle school, 8 high school, and 2 general K-12 range of students. Six articles described programs intended for URM students. All programs were found to be successful in exposing students to neuroscience and inspiring interest in pursuing a career in the field of neurology.

Discussion

Further efforts are necessary to analyze the long-term effectiveness of K-12 neuroscience education and outreach programs in overcoming the shortage of neurologists and explore the impact of mentorship for various age groups among K-12.Systematic review registrationhttps://doi.org/10.17605/OSF.IO/2G8CN.

Effects of local anesthetics on compound action potentials generated from the frog sciatic nerve

The frog sciatic nerve provides a robust physiological preparation students may conveniently use to investigate the properties of compound action potentials. Electrical stimulation with standard physiology teaching equipment elicits compound action potentials that are easily recorded by upper-level undergraduate students. The amplitude of compound action potentials increases with greater stimulation voltages, up until a maximum response is achieved. Plotting action potential size as a function of stimulating voltage produces a curve that illustrates the responsiveness of a nerve. In the present study, several local anesthetics (MS-222, procaine, lidocaine, benzocaine, and tetracaine) were used to reversibly suppress compound action potentials within a time frame consistent with the limitations of teaching labs. Highly responsive nerves generate steep response curves that reach asymptotes at relatively low stimulating voltages. Less active nerves require higher stimulating voltages and appear "right-shifted." Anesthetized response curves may also appear "flatter," exhibiting lower peak amplitude, when compared to fully active nerves. The magnitude of action potential suppression and time course of recovery depended upon the specific anesthetic applied. Nerves anesthetized with MS-222 were the fastest to recover, reaching their original responsiveness within 20 min. Tetracaine had the most dramatic effects, with nerves typically requiring more than a day to fully recover physiological responses. Carefully dissected nerves maintained their physiological responses for many days when stored in Ringer solution at 4°C, making this preparation particularly useful for undergraduate lab experiences. Quantitative analyses may be performed on the data collected, providing students with opportunities to design and implement their own experiments.NEW & NOTEWORTHY The frog sciatic nerve preparation represents a "classical" physiology lab for demonstrating principles of action potentials. Local anesthetics provide an inexpensive tool to manipulate the physiological activity of nerves and other excitable tissues. Isolated nerves retain their physiological activity for up to several days when kept in Ringer solution at 4°C. Quantitative data analysis from this robust nerve preparation should present students with many opportunities for designing their own experiments with anesthetics.

Active Learning and Community Engagement: Pedagogical Synergy through the "Mobile Neuroscience Lab" Project

The Mobile Neuroscience Lab is a project that facilitates combined pedagogical strategies of active learning and neuroscience outreach as a service learning component of a physiological psychology course. The overall project goals were to improve science knowledge, foster oral communication, and encourage positive science attitudes and beliefs. Of these goals, positive science attitudes and beliefs were assessed. During active learning, university students completed hands-on activities corresponding to the physiological psychology course. Following, during the neuroscience outreach activity ("learning through teaching"), university students and middle school students engaged in small group activities (one university student to five middle school students) using the same hands-on activities. Assessment of the perceived benefit of the active learning showed that university and middle school students responded favorably to the hands-on activities. Students' science attitudes were also assessed (Hillman et al., 2016) using a pre-test, post-test design. Data showed that the neuroscience activity did not change middle school science attitudes and beliefs (p > .05), possibly as the science attitudes and beliefs were already positive (moderate to high) prior to the outreach activity. However, qualitative data showed that the aspect of the neuroscience outreach activity that most assisted the middle school students in their learning was seeing the brain, touching the brain, and social interaction with the university students. Overall, the pedagogical strategies of active learning, and "learning through teaching", were received with enthusiasm by university and secondary education students. Future studies will include classroom teachers' assessment of these hands-on activities.

Building capacity through open approaches: Lessons from developing undergraduate electrophysiology practicals

Background: Electrophysiology has a wide range of biomedical research and clinical applications. As such, education in the theoretical basis and hands-on practice of electrophysiological techniques is essential for biomedical students, including at the undergraduate level. However, offering hands-on learning experiences is particularly difficult in environments with limited resources and infrastructure. Methods: In 2017, we began a project to design and incorporate electrophysiology laboratory practicals into our Biomedical Physics undergraduate curriculum at the Universidad Nacional Autónoma de México. We describe some of the challenges we faced, how we maximized resources to overcome some of these challenges, and in particular, how we used open scholarship approaches to build both educational and research capacity. Results: We succeeded in developing a number of experimental and data analysis practicals in electrophysiology, including electrocardiogram, electromyogram, and electrooculogram techniques. The use of open tools, open platforms, and open licenses was key to the success and broader impact of our project. We share examples of our practicals and explain how we use these activities to strengthen interdisciplinary learning, namely the application of concepts in physics to understanding functions of the human body. Conclusions: Open scholarship provides multiple opportunities for universities to build capacity. Our goal is to provide ideas, materials, and strategies for educators working in similar resource-limited environments.

Neurostimulation success rate of repetitive-pulse focused ultrasound in an in vivo giant axon model: An acoustic parametric study

PURPOSE

Focused ultrasound (FUS) is a promising tool to develop new modalities of therapeutic neurostimulation. The ability of FUS to stimulate the nervous system, in a noninvasive and spatiotemporally precise manner, has been demonstrated in animals and human subjects, but the underlying biomechanisms are not fully understood yet. The objective of the present study was to investigate the bioeffects involved in the generation of trains of action potentials (APs) by repetitive-pulse FUS stimuli in a simple invertebrate neural model.

METHODS

The respective influences of different acoustic parameters on the neurostimulation success rate (NSR), defined as the rate of FUS stimuli capable of evoking at least one AP, were explored using the system of afferent nerves and giant fibers of Lumbricus terrestris as neural model. Each parameter was studied independently by administering random FUS sequences while keeping all but one FUS parameter constant. The NSR was evaluated as a function of (i) the spatial-average pulse-average intensity (I_sapa ); (ii) the pulse duration (PD); (iii) the pulse repetition frequency (PRF); iv) the number of cycles per pulse (N_cycles ); (v) two ultrasound frequencies, f₀  = 1.1 MHz and f₃  = 3.3 MHz, corresponding to the fundamental and third-harmonic resonant frequencies of the FUS transducer, respectively (spherical, radius of curvature: 50 mm); and (vi) levels of emerging stable cavitation and inertial cavitation.

RESULTS

The NSR associated to 1.1 MHz repetitive-pulse FUS stimuli was found to increase as a function of increasing I_sapa , PD, PRF, and N_cycles . When evaluating each parameter at f = 1.1 MHz, it was observed that NSRs close to 100% were achieved when sufficiently elevating their respective values. When computing the NSR as a function of the spatial-average, temporal-average intensity (I_sata ), defined as the product of PRF, PD, and I_sapa , a significant elevation of the NSR from 0% to close to 100% was measured by increasing I_sata from values approximate to 4 W/cm² to values higher than 12 W/cm² . No clear and consistent trend was observed in trials aimed at exploring the effects of different levels of stable and inertial acoustic cavitation on the NSR. Finally, the feasibility of inducing neural responses with 3.3 MHz repetitive-pulse FUS stimuli was also demonstrated with NSRs reaching up to 60%, in the range of FUS parameters studied.

CONCLUSION

The time-averaged value of the radiation force per unit volume of tissue is proportional to the acoustic intensity. As a result, the observations from this study suggest that the neural structure responding to the stimulus is sensitive to the mean radiation force carried by the FUS sequence, regardless of the combination of FUS parameters giving rise to such force. The results from this study further revealed the existence of a minimal activation threshold with regard to I_sapa .

A low-cost computational approach to analyze spiking activity in cockroach sensory neurons

Undergraduates use a spike sorting routine developed in Octave to analyze the spiking activity generated from mechanical stimulation of spines of cockroach legs with the inexpensive SpikerBox amplifier and the free software Audacity. Students learn the procedures involved in handling the cockroaches and recording extracellular action potentials (spikes) with the SpikerBox apparatus as well as the importance of spike sorting for analysis in neuroscience. The spike sorting process requires students to choose the spike threshold and spike selection criteria and interact with the clustering process that forms the groups of similar spikes. Once the spike groups are identified, interspike intervals and neuron firing frequencies can be calculated and analyzed. A classic neurophysiology lab exercise is thus adapted to be interdisciplinary for underrepresented students in a small rural college.

The construction of high-magnification homemade lenses for a simple microscope: an easy "DIY" tool for biological and interdisciplinary education

The rise of microscopy in the seventeenth century allowed scientists to discover a new world of microorganisms and achieve great physiological advances. One of the first microscopes of the epoch was Antonie van Leeuwenhoek's microscope, a deceptively simple device that contains a single ball lens housed in a metal plate allowing the observation of samples at up to ×250 magnification. Such magnification was much greater than that achieved by rudimentary compound microscopes of the era, allowing for the discovery of microscopic, single-celled life, an achievement that marked the study of biology up to the nineteenth century. Since Leeuwenhoek's design uses a single ball lens, it is possible to fabricate variations for educational activities in physics and biology university and high school classrooms. A fundamental problem, however, with home-built microscopes is that it is difficult to work with glass. We developed a simple protocol to make ball lenses of glass and gelatin with high magnification that can be done in a university/high school classroom, and we designed an optimized support for focusing and taking photographs with a smartphone. The protocol details a simple, easily accessible, low-cost, and effective tool for the observation of microscopic samples, possible to perform anywhere without the need for a laboratory or complex tools. Our protocol has been implemented in classrooms in Chile to a favorable reception.

Developing and Implementing Low-Cost Remote Laboratories for Undergraduate Biology and Neuroscience Courses

The global pandemic caused by the novel coronavirus (SARS-COV-2) has forced many universities to abruptly change the delivery of courses from in-person to online. This change to remote learning requires creating new ways to deliver lectures, exams, and discussion groups through online meeting platforms. An often-overlooked challenge is performing lab courses that require access to specialized equipment and resources typically found in the undergraduate laboratory classrooms. Here we discuss some strategies for developing and implementing a full semester neuroscience laboratory course that allows students to fully participate in laboratory exercises at home or in their dorm rooms. Performing lab exercises remotely and independently was shown to significantly improve participant's self-efficacy and confidence that they can learn complex neuroscience material, when compared to participants who passively watch experiments online. We review best practices to ensure that lessons can be successfully demonstrated by the instructor and carried out by all students. Finally, we discuss the need to provide a level playing field such that all students may succeed, regardless of their current technology resources at home.

Development of low-cost cardiac and skeletal muscle laboratory activities to teach physiology concepts and the scientific method

Anatomy and Physiology courses taught at community colleges tend to focus laboratory hours primarily on anatomy as opposed to physiology. However, research demonstrates that, when instructors utilize active learning approaches (such as in laboratory settings) where students participate in their own learning, students have improved outcomes, such as higher test scores and better retention of material. To provide community college students with opportunities for active learning in physiology, we developed two laboratory exercises to engage students in cardiac and skeletal muscle physiology. We utilized low-cost SpikerBox devices to measure electrical activity during cardiac (electrocardiogram) and skeletal muscle (electromyogram) contraction. Laboratory activities were employed in Anatomy and Physiology courses at two community colleges in southeast Michigan. A 2-h laboratory period was structured with a 20-min slide presentation covering background material on the subject and experiments to examine the effects of environmental variables on nervous system control of cardiac and skeletal muscle contraction. Students were asked to provide hypotheses and proposed mechanisms, complete a results section, and provide conclusions for the experiments based on their results. Our laboratory exercises improved student learning in physiology and knowledge of the scientific method and were well-received by community college students enrolled in Anatomy and Physiology. Our results demonstrate that the use of a SpikerBox for cardiac and skeletal muscle physiology concepts is a low-cost and effective approach to integrate physiology activities into an Anatomy and Physiology course.

Excitation of Faraday-like body waves in vibrated living earthworms

Biological cells and many living organisms are mostly made of liquids and therefore, by analogy with liquid drops, they should exhibit a range of fundamental nonlinear phenomena such as the onset of standing surface waves. Here, we test four common species of earthworm to demonstrate that vertical vibration of living worms lying horizontally on a flat solid surface results in the onset of subharmonic Faraday-like body waves, which is possible because earthworms have a hydrostatic skeleton with a flexible skin and a liquid-filled body cavity. Our findings are supported by theoretical analysis based on a model of parametrically excited vibrations in liquid-filled elastic cylinders using material parameters of the worm's body reported in the literature. The ability to excite nonlinear subharmonic body waves in a living organism could be used to probe, and potentially to control, important biophysical processes such as the propagation of nerve impulses, thereby opening up avenues for addressing biological questions of fundamental impact.

A causal study of the phenomenon of ultrasound neurostimulation applied to an in vivo invertebrate nervous model

Focused ultrasound are considered to be a promising tool for the treatment of neurological conditions, overcoming the limitations of current neurostimulation techniques in terms of spatial resolution and invasiveness. Much evidence to support the feasibility of ultrasound activation of neurons at the systemic level has already been provided, but to this day, the biophysical mechanisms underlying ultrasound neurostimulation are still widely unknown. In order to be able to establish a clear and robust causality between acoustic parameters of the excitation and neurobiological characteristics of the response, it is necessary to work at the cellular level, or alternatively on very simple animal models. The study reported here responds to three objectives. Firstly, to propose a simple nervous model for the study of the ultrasound neurostimulation phenomenon, associated with a clear and simple experimental protocol. Secondly, to compare the characteristics of this model’s nervous response to ultrasound neurostimulation with its nervous response to mechanical and electrical stimulation. Thirdly, to study the role played by certain acoustic parameters in the success rate of the phenomenon of ultrasound stimulation. The feasibility of generating action potentials (APs) in the giant axons of an earthworm’s ventral nerve cord, using pulsed ultrasound stimuli (f = 1.1 MHz, N_cycles = 175–1150, PRF = 25–125 Hz, N_pulses = 20, P_A = 2.5–7.3 MPa), was demonstrated. The time of generation (TOG) of APs associated with ultrasound stimulation was found to be significantly shorter and more stable than the TOG associated with mechanical stimulation (p < 0.001). By applying a causal approach to interpret the results of this study, it was concluded that, in this model, the nervous response to focused ultrasound is initiated along the afferent neurons, in between the mechanosensors and the synaptic connections with the giant axons. Additionally, early results are provided, highlighting a trend for the success rate of ultrasound neurostimulation and number of APs triggered per response to increase with increasing pulse repetition frequency (p < 0.05 and p < 0.001, respectively), increasing pulse duration and increasing pulse amplitude.

The Case for Neuroscience Research in the Classroom

Neuroscience courses, largely relegated to advanced undergraduate or graduate universities, are now being offered in high schools and middle schools. Low-tech versions of advanced neuroscience research tools are being used in hands-on labs. In this NeuroView, I will argue the need for and provide an overview of neuroscience research beyond academia.

Pulsed focused ultrasound changes nerve conduction of earthworm giant axonal fibers

This study examined the effects of pulsed focused ultrasound (FUS) in disrupting nerve conduction. FUS operating at a 210 kHz fundamental frequency was administered to the medial and lateral giant axonal nerve fibers of earthworms in a burst of pulses (1 ms tone burst duration, 20 Hz pulse repetition frequency). The magnitude and latencies of the nerve potentials induced by electrical stimulation were measured under three experimental conditions - (I) no sonication, (II) sonication at 600 mW/cm spatial-peak temporal-average intensity (Ispta), and (III) sonication at 200 mW/cm Ispta. The sonication at 600 mW/cm temporarily decreased the magnitude of the action potential peak (~16%), whereas the baseline peak level was quickly restored in postsonication sessions. Sonication administered at a lower intensity (i.e. 200 mW/cm) did not alter the peak magnitude. The sonication did not alter the nerve conduction velocity. The acoustic intensities used in the experiment did not increase the temperature of the sonicated tissue. The results indicate that axonal neurotransmission can be disrupted temporarily by the application of pulsed FUS, suggesting its potential utility in modulating the functional connectivity established by white matter tracts in the brain.

Grasshopper DCMD: An Undergraduate Electrophysiology Lab for Investigating Single-Unit Responses to Behaviorally-Relevant Stimuli

Avoiding capture from a fast-approaching predator is an important survival skill shared by many animals. Investigating the neural circuits that give rise to this escape behavior can provide a tractable demonstration of systems-level neuroscience research for undergraduate laboratories. In this paper, we describe three related hands-on exercises using the grasshopper and affordable technology to bring neurophysiology, neuroethology, and neural computation to life and enhance student understanding and interest. We simplified a looming stimuli procedure using the Backyard Brains SpikerBox bioamplifier, an open-source and low-cost electrophysiology rig, to extracellularly record activity of the descending contralateral movement detector (DCMD) neuron from the grasshopper's neck. The DCMD activity underlies the grasshopper's motor responses to looming monocular visual cues and can easily be recorded and analyzed on an open-source iOS oscilloscope app, Spike Recorder. Visual stimuli are presented to the grasshopper by this same mobile application allowing for synchronized recording of stimuli and neural activity. An in-app spike-sorting algorithm is described that allows a quick way for students to record, sort, and analyze their data at the bench. We also describe a way for students to export these data to other analysis tools. With the protocol described, students will be able to prepare the grasshopper, find and record from the DCMD neuron, and visualize the DCMD responses to quantitatively investigate the escape system by adjusting the speed and size of simulated approaching objects. We describe the results from 22 grasshoppers, where 50 of the 57 recording sessions (87.7%) had a reliable DCMD response. Finally, we field-tested our experiment in an undergraduate neuroscience laboratory and found that a majority of students (67%) could perform this exercise in one two-hour lab setting, and had an increase in interest for studying the neural systems that drive behavior.

Step-by-step guide to building an inexpensive 3D printed motorized positioning stage for automated high-content screening microscopy

High-content screening microscopy relies on automation infrastructure that is typically proprietary, non-customizable, costly and requires a high level of skill to use and maintain. The increasing availability of rapid prototyping technology makes it possible to quickly engineer alternatives to conventional automation infrastructure that are low-cost and user-friendly. Here, we describe a 3D printed inexpensive open source and scalable motorized positioning stage for automated high-content screening microscopy and provide detailed step-by-step instructions to re-building the device, including a comprehensive parts list, 3D design files in STEP (Standard for the Exchange of Product model data) and STL (Standard Tessellation Language) format, electronic circuits and wiring diagrams as well as software code. System assembly including 3D printing requires approx. 30h. The fully assembled device is light-weight (1.1kg), small (33×20×8cm) and extremely low-cost (approx. EUR 250). We describe positioning characteristics of the stage, including spatial resolution, accuracy and repeatability, compare imaging data generated with our device to data obtained using a commercially available microplate reader, demonstrate its suitability to high-content microscopy in 96-well high-throughput screening format and validate its applicability to automated functional Cl^-- and Ca²⁺-imaging with recombinant HEK293 cells as a model system. A time-lapse video of the stage during operation and as part of a custom assembled screening robot can be found at https://vimeo.com/158813199.

Running Wheel for Earthworms

We describe the construction and use of a running wheel responsive to the movement of the earthworm. The wheel employs readily available, inexpensive components and is easily constructed. Movement of the wheel can be monitored visually or via standard behavioral laboratory computer interfaces. Examples of data are presented, and possibilities for use in the teaching classroom are discussed.

Dynamics of signal propagation and collision in axons

Long-range communication in the nervous system is usually carried out with the propagation of action potentials along the axon of nerve cells. While typically thought of as being unidirectional, it is not uncommon for axonal propagation of action potentials to happen in both directions. This is the case because action potentials can be initiated at multiple "ectopic" positions along the axon. Two ectopic action potentials generated at distinct sites, and traveling toward each other, will collide. As neuronal information is encoded in the frequency of action potentials, action potential collision and annihilation may affect the way in which neuronal information is received, processed, and transmitted. We investigate action potential propagation and collision using an axonal multicompartment model based on the Hodgkin-Huxley equations. We characterize propagation speed, refractory period, excitability, and action potential collision for slow (type I) and fast (type II) axons. In addition, our studies include experimental measurements of action potential propagation in axons of two biological systems. Both computational and experimental results unequivocally indicate that colliding action potentials do not pass each other; they are reciprocally annihilated.

Easy method to examine single nerve fiber excitability and conduction parameters using intact nonanesthetized earthworms

The generation and conduction of neuronal action potentials (APs) were the subjects of a cell physiology exercise for first-year medical students. In this activity, students demonstrated the all-or-none nature of AP generation, measured conduction velocity, and examined the dependence of the threshold stimulus amplitude on stimulus duration. For this purpose, they used the median giant nerve fiber (MGF) in the ventral nerve cord of the common earthworm (Lumbricus terrestris). Here, we introduce a specialized stimulation and recording chamber that the nonanesthetized earthworm enters completely unforced. The worm resides in a narrow round duct with silver electrodes on the bottom such that individual APs of the MGF can be elicited and recorded superficially. Our experimental setup combines several advantages: it allows noninvasive single fiber AP measurements taken from a nonanesthetized animal that is yet restrained. Students performed the experiments with a high success rate. According to the data acquired by the students, the mean conduction velocity of the MGF was 30.2 m/s. From the amplitude-duration relationship for threshold stimulation, rheobase and chronaxie were graphically determined by the students according to Lapicque's method. The mean rheobase was 1.01 V, and the mean chronaxie was 0.06 ms. The acquired data and analysis results are of high quality, as deduced from critical examination based on the law of Weiss. In addition, we provide video material, which was also used in the practical course.