Research
Experience for
Teachers at WPI:
Bioengineering Design
in the Middle School
Classroom
Curriculum design process
&
Curriculum unit descriptions
2009
Contact Information
Terri Camesano, Ph.D.
Worcester Polytechnic Institute
[email protected]
1
Research Experience for Teachers Program: InquiryBased Bioengineering Research and Design
Experiences for Middle-School Teachers
Getting Students Excited about Bioengineering
Middle-school is a critical time in the education of our nation’s students. In particular, there is a need to provide them with more exposure to
science and engineering, and to show them how these disciplines can be used to help society. In the WPI RET program, we provide hands-on
learning opportunities for middle-school teachers in bioengineering. They return to the classroom full of ideas and knowledge on how they can
pass this excitement on to their students – and the confidence to teach the engineering design process, since they have done it themselves.
Bioengineering is an area that lends itself well to the design of inquiry-based learning modules. For example, teachers can learn about assistive
medical devices from WPI faculty, and they may then choose to design a curriculum unit for their students on the same topic.
The teachers in this program spent 6 weeks engaged in high level bioengineering work, alongside with WPI faculty and graduate students. They
also developed units for their classrooms through a collaborative process. The teachers received feedback from each other and from external
mentors before presenting these units in their schools.
If you are looking for ideas about how to engage middle-school students in inquiry-based bioengineering design activities, then the lesson plans
presented here will give you complete information for several interesting examples.
Terri A. Camesano, Principal Investigator
Department of Chemical Engineering
Worcester Polytechnic Institute
Email: [email protected]
Phone: 508.831.5380
Kristen L. Billiar, Co-Principal Investigator
Department of Biomedical Engineering
Worcester Polytechnic Institute
Email: [email protected]
Phone: 508.831.5384
2
Research Experience for Teachers Program: InquiryBased Bioengineering Research and Design
Experiences for Middle-School Teachers
Table of Contents 2009
Elbow: the Perfect Hinge
Jennifer Bremer
Poster: Page 4 Curriculum Unit: Page 5
Designing a Muscle Conditioning Device
Donald Brown
Poster: Page 18 Curriculum Unit: Page 19
What do kidneys do?
Tanea Cezar
Poster: Page 26 Curriculum Unit: Page 27
Nano-Invention: The Nervous System
Cecelia Gray
Poster: Page 39 Curriculum Unit: Page 40
Design of a Wheelchair Accessible Greenhouse
Thomas Oliva
Poster: Page 54 Curriculum Unit: Page 55
All-Natural Antibacterial Disinfectant/Bacterial Resistance
Jared Quinn
Poster: Page 62 Curriculum Unit: Page 63
Design and Build a Working Model of an Arm
Robin Scarrell
Poster: Page 91 Curriculum Unit: Page 92
Using Gaming to teach Science and Technology
Veronica Tate
Poster: Page 97 Curriculum Unit: Page 98
3
Elbow, the Perfect Hinge
Jennifer Bremer
WPI-NSF RET Program in Bioengineering, Worcester Polytechnic Institute, Worcester, MA
Fuller Middle School – Framingham Public Schools, MA
Introduction
This is a lesson unit to teach
grade students
measurements and data analysis math concepts related to
the frameworks, while introducing basic concepts of
Bioengineering and the Engineering Design Process.
Chosen Solution
6th
• Title: Design protective equipment for the elbow
* Figure 2 Clip Art
Figure 1
Teaching Objectives and Constraints
The goal of this project is to develop a curriculum module based on
the Massachusetts Department of Education frameworks, which
requires the students to learn the to identify, measure, describe,
classify, and construct various angles. This module incorporates the
use of the Engineering Design Process in the context of
bioengineering.
Objectives:
Teach math concepts that are used in science and that are related to
the frameworks
Teach relevance of math and technology in science
Sub-objectives:
Increase classroom engagement in math classes
Use technology
Constraints
Academic level of students
Lack of classroom materials and technological tools
Students with different languages and limited English Language
Proficiency
Figure 2
• Objectives: With important mathematical concepts in
measurements and data analysis imbedded in the activity, using the
Engineering Design Process, students will test a variety of
materials, analyze results and make a protective equipment for the
elbow.
• Pre-test and post-test will assess student’s ability to correctly
identify benchmark angles and their classification.
• Tables and graphs produced by students will be utilized to assess
their ability to collect, organize and interpret data.
• Lab notebook will be used to assess student’s ability to describe the
engineering design process within bioengineering.
• The prototype of the elbow pad will be assessed by how well it
addresses the purpose.
Conclusions and Future
Lesson will be taught during the first trimester of the school year;
Conclusions will be drawn post teaching the unit based on results of
assessments and observation of student’s behavior and
engagement;
Revisions will be made upon completion of unit;
Results and observations will be shared at WPI in the fall of 2009.
Acknowledgements
• Constraints (students must):
Work in groups
Use the following materials: latex, cotton, nylon, bating, rubber
and/or vinyl
Produce a pad that addresses specific need or purpose
Document of each step of the process needs to be provided
Demonstrate the skill to measure angles and identify them by
name, when appropriate
Make tables to compare data for analysis
Research/Possible Solutions
Luttgens, K. & Hamilton, N. (1997). Kinesiology: Scientific Basis of
Human Motion, 9th Ed., Madison, WI: Brown & Benchmark.
http://www.rlocetl.ac.uk:8080/open_virtual_file_path/i1967n2922t/muscle_mecha
nics_load_arm.html
Possible Solutions:
1. Have students identify, research, and design adaptive
equipment for handicapped children to be used at the school’s gym
2. Have students research, design, and build a composting bin
at the school, and observe how insects help decompose organic
matter, reducing the amount of trash to be sent to landfills.
3. Have students research about the human elbow and identify
a material that could be used to make a protective barrier to an elbow
that would allow the full range of movement of the human elbow, and
make an elbow support/pad prototype.
Assessment
Special thanks to:
• the RET – WPI Professors and presenters;
•Alex Christakis, for his expertise and great help;
•To the RET-2009 colleagues;
•To the National Science Foundation grant that funded this program.
References
Massachusetts Curriculum Frameworks http://www.doe.mass.edu
Mathematics Frameworks for Measurements and Data Analysis,
Statistics and Probability, grades 5-6
Figure 1: www.shockfamily.net/skeleton/HINGE.
Figure 2 : www.firstaidandsafetyonline.com
Figure 3: Luttgens, K. & Hamilton, N. (1997).
Kinesiology: Scientific Basis of Human Motion, 9th Ed.,
Madison, WI: Brown & Benchmark.
Figure 3 – range of human elbow
4
Research Experience
for Teachers at WPI:
Bioengineering Design
in the Middle School
Classroom
Curriculum Unit and Assessment Plan
Elbow: the Perfect Hinge
RET Project Connection
Biaxial Testing Device for skin-like tissues, using digital technology to collect data and measure elasticity of tissues was
the project I worked in as an RET. I used concepts and methods from this project to create my lesson plan, in which
many mathematical concepts are imbedded. Students will have the opportunity to learn these concepts in the context of
using digital technology to analyze the mechanical behavior of materials while using the engineering design process.
Subject Area
What subject taught does this curriculum unit fit into? Math and Literacy (ELL and ELA) skills.
Key words/Vocabulary
Right, straight, hinge, elbow, angles, range, acute, analyze, obtuse, data, motion, research, photography
Grade Level
Time Required
What grades could this be applied to? 6th grade, but can be expanded to include 7th and 8th
What was the originally planned number of lessons and time per lesson: 8-10 45 minute lessons
Learning Objectives - After completion of this unit, students will be able to:
•
•
•
•
•
•
Correctly Identify benchmark angles
Classify angles according to their characteristics
Collect data
Organize data
Interpret data
Describe the engineering design process within bioengineering
Prerequisite knowledge
No pre-requisite knowledge is needed.
5
Educational Standards
Content Standard A:
(Math) 6.M.1 Identify, measure, describe, classify, and construct various angles, triangles, and quadrilaterals.
Content Standard B:
(Math) 6.D.3 Use tree diagrams and other models (e.g., lists and tables) to represent possible or actual outcomes of
trials. Analyze the outcomes
Content Standard C:
(Engineering Design) 2.1 Identify and explain the steps of the engineering design process, i.e., identify the need or problem,
research the problem, develop possible solutions, select the best possible solution(s), construct a prototype, test and evaluate,
communicate the solution(s), and redesign.
Content Standard D:
(ELL + ELA)
R. 6. Research: Students will gather information in English from a variety of sources, analyze and evaluate the quality of
the information obtained, and use it to answer their own and others’ questions. (ELA 24)
Content Standard E:
(Bioengineering) 7.1
Explain examples of adaptive or assistive devices, e.g., prosthetic devices, wheelchairs, eyeglasses,
grab bars, hearing aids, lifts, braces.
Introduction/motivation
This unit teaches middle school students about the range of the human elbow in terms of angles and to follow the engineering
design process in the context of bioengineering, while reinforcing important benchmarks in mathematical measurements, as well as
use of available technology to analyze results.
Lesson background and concepts for teachers
Angles, Engineering Design Process, Digital Photography and Technology
Associated Activities
(pacing guide)
1. Introduce topic. Pre-teach vocabulary that will be used. View Power Point and video on how the elbow works, range of movement
and prosthetic devices created by bioengineers. Rubric for project is given and explained
2. Lesson about angles and benchmarks. Groups are formed. Groups receive their “lab notebooks”.
3. Students start Internet research about elbow injuries, preventions and solutions. ImageJ tutorial. Students start recording
information on Lab Notebook.
6
4. Students are given an array of fabric materials to test for elasticity. Students use digital cameras to take pictures of the experiments
to load to ImajeJ.
5. Students analyze images on ImajeJ, and take notes of results.
6. Students put data onto graphs or tables and justify using a material over another to make a prototype of the elbow brace/pad.
7. Students work on prototypes and reports
8. Students present their prototype and report.
Lesson closure
Students will present their product and display it in the school library, along with their written report of the process.
Additional multimedia support
 ImageJ
 Power Point presentation (not attached)
 Video Stream from Internet
http://www.rlo-cetl.ac.uk:8080/open_virtual_file_path/i1967n2922t/muscle_mechanics_load_arm.html
http://fr.truveo.com/Prosthesis-Transhumeral-Above-Elbow-Amputee/id/2204009961
Assessment
•
•
•
Pre-test and post-test will assess student’s ability to correctly Identify benchmark angles
and their classification
Tables and graphs produced by students will be utilized to assess their ability to collect,
organize and interpret data.
Lab notebook will be used to assess student’s ability to describe the engineering design
process within bioengineering
References
 http://www.rlo-cetl.ac.uk:8080/open_virtual_file_path/i1967n2922t/muscle_mechanics_load_arm.html
 medical-dictionary.thefreedictionary.com
7





http://fr.truveo.com/Prosthesis-Transhumeral-Above-Elbow-Amputee/id/2204009961
American Academy of Orthopedic Surgery
www.bcmamedicalmuseum.org/
Massachusetts Curriculum Frameworks - http://www.doe.mass.edu
Luttgens, K. & Hamilton, N. (1997). Kinesiology: Scientific Basis of Human Motion, 9th Ed., Madison, WI: Brown &
Benchmark.
Summary
Students will learn about angles, imbedded in the context of designing adaptive/protective equipment for the elbow,
using the engineering design process and concepts of bioengineering.
Engineering Connection
Engineering design process and knowledge of the field of bioengineering.
Engineering Category
Biomedical Engineering
Attachments
Pacing guide
Rubric
Word Search
8
THE ELBOW
Rubric - Pacing guide
Name:______________________________________________
Date:_______________________
9. Introduce topic. Pre-teach vocabulary that will be used. View Power Point and video on how the elbow works, range of movement
and prosthetic devices created by bioengineers. Rubric for project is given and explained
10. Lesson about angles and benchmarks. Groups are formed. Groups receive their “lab notebooks”.
11. Students start Internet research about elbow injuries, preventions and solutions. ImageJ tutorial. Students start recording
information on Lab Notebook.
12. Students are given an array of fabric materials to test for elasticity. Students use digital cameras to take pictures of the experiments
to load to ImajeJ.
13. Students analyze images on ImajeJ, and take notes of results.
14. Students put data onto graphs or tables and justify using a material over another to make a prototype of the elbow brace/pad.
15. Students work on prototypes and reports
16. Students present their prototype and report.
Day
Day 1 / date
/ date
Activity
Completed
Vocabulary
Yes
Day 2 / date
observations
No
Angles names and
benchmarks
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Day 3 / date
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Research and
Lab Notebook
Day 4 / date
Yes
Testing
Take pictures of tests
Load pictures to computer
Day 5 / date
Day 6 / date
Day 7 / date
Day 8 / date
Day
Analyse images, measure
angles and take notes of
results on Lab Notebook
Make tables and graphs
Prototype and report
Presentation of report and
prototype
/ date
10
Elbow Protective/Adaptive Equipment
(Lab Notebook)
Team Members:__________________________________________________________________
(document all the steps of your project as you go!)
Step 1 – Identify the need or the problem:
What do we have to do?
Standards we must meet:
_____________________________
______________________________
_____________________________
______________________________
_____________________________
______________________________
Step 2 – Research the need or problem
1. What is bioengineering?
__________________________________________________________________________
2. List 3 practical applications of bioengineering
_____________________________________________________________________________________________________
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3. What is adaptive equipment? What is protective equipment?
_____________________________________________________________________________________________________
4.
How are adaptive and protective equipments related to Bioengineering?
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
5. What type of material can be used on adaptive/protective equipments?
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
Step 3 - Develop Possible Solutions
Sketch 1
Sketch 2
12
Step 4 – Select the best possible solution
Include dimensions and the materials you plan to use for your final design
13
Step 5 – Construct a prototype of your solution
List the steps you took to build your adaptive/protective equipment
(also write down any idea changes you have while you build)
1. _______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
2. _______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
3. _______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
4. _______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
Step 6 – Test and evaluate your solution
We are going to evaluate only!
Can you see something wrong with your design?
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
14
How do you intend to fix the problem?
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
Step 7 – Communicate the solution
Your group will present the equipment to the class. List any needed changes or adjustments
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
Step 8 – Redesign and / or rebuild
List any and all changes you made to your equipment
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
Word Search Vocabulary Activity
The Elbow
C O M P A R I S O N S S K Q W Q H I C C
K B A G J A S N F T U E C E E I A Z E X
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ACUTE
ANALYZE
ANGLES
BIOENGINEERING
COMPARISON
DATA
DIGITAL
ELASTICITY
HINGE
MEASUREMENT
MOTION
OBTUSE
PHOTOGRAPH
RANGE
RESEARCH
RIGHT
STRAIGHT
TISSUE
Created by Puzzlemaker at DiscoveryEducation.com, sponsorship by Scotch.
16
Owner, Contributors, Copyright
RET Teacher
School
Town/District
Jennifer Bremer
Fuller Middle School
Framingham Public Schools
17
Designing a Muscle Conditioning Device
Donald Brown
Forest Grove Middle School
WPI-NSF RET Program in Bioengineering, Worcester Polytechnic Institute, Worcester, MA
Introduction
Many Science topics are taught in isolation, as a result , students
often do not understand the connections between them. The goal of
this unit is to show the connections between the Engineering Design
Process, muscular and skeletal systems, Newton’s Laws of Motion
and Theory of Gravity.
Teaching Objectives and Constraints
Problem Statement:
Using the Engineering Design Process, design an engineering unit that
conforms to the MA. Frameworks for Science and Technology Curriculum
for grades 7 and 8. The curriculum must aid the student in learning difficult
engineering and bioengineering concepts.
Curriculum Objectives:
Aid the students in learning and using the design process
Aid the students in integrating the function of muscles, bones, and
connective tissue with their bioengineering device
Aid the students in applying their knowledge of Newton’s Laws of Motion
concepts and Gravitation Theory to create bioengineering devices
Constraints:
Time –
Unit must be taught in 50min
Frameworks – Unit must conform to the MA State Frameworks
Materials –
Must be common, easy to obtain, inexpensive, and
non-dangerous
Inquiry –
Unit must be inquiry based
Chosen Solution
Assessment
Lunar gravity muscle conditioning problem. While on the Moon (low
gravity) Astronauts lose muscle and bone mass. Students must design a
lunar gravity muscle conditioning device to assist lunar colony participants
in maintaining muscle and bone mass while on the Moon for long periods
of time.
Design Assessment:
- Ability to meet design constraints
- Will be tested to determine:
- The amount of force resistance or weight placed on the muscle sets
- Simplicity of use and safety
Client statement: Using the engineering design process, design a lunar
gravity muscle conditioning device to assist lunar colony participants in
maintaining muscle and bone mass while on the Moon for long periods of
time.
Assessment of Student Learning:
- Lab based activities used to check students understanding of the
Engineering Design Process
- Production of a muscle conditioning device will demonstrate
understanding of key concepts and procedures
- Class presentations will demonstrate understanding of the Engineering
Design Process and material properties
Objectives:
- Should provide 10 to 20 lbs of resistance force on one or more muscle
sets
or additional body weight
- Should be common, easy to obtain, inexpensive, light weight and nondangerous materials
- Should be a full size working model that fits within a school bus seat
and
can easily be carried by one student
- Should be easy and safe to use
Constraints:
- Must be completed in five class periods, two after school sessions
( optional ) and two weeks homework time
- Must work in groups of four
- Must select, obtain, and use your own materials
Topics Covered: Bioengineering, Engineering Design Process, Physics,
Space Science, and Life Science
Student Grade: 7th and 8th
Number of students: 20 to 25 working in groups of 4
Lesson duration: Five 50min class periods
Future Work: Students will have a better understanding of the connections
between various Science topics, and have a greater interest in Science,
Engineering, and Bioengineering.
Special thanks to:
Project Mentors: Professors Raymond Page & Marsha Rolle
RET program PIs: Professors Kristen Billiar & Terri Camesano
The graduate and undergraduate students involved:
Alex Christakis, Jonathan Grasman, Jason Hu, Jen Makridakis, Amanda Zoë
Reidinger
Project Partner: Robin Scarrel
Possible Solutions Considered:
Research:
- Mass DOE Frameworks
- Teacher RET discussions
Conclusions:
Students will apply the engineering design process to design a
bioengineering device
Students will be able to integrate the function of muscles, bones, and
connective tissue with their bioengineering device
Students will be able to apply their knowledge of Newton’s Laws of
Motion concepts and Gravitational Theory to design a bioengineering
device
Acknowledgements
Research/Background
- Design a life support system required to place a
colony on the Moon
- Design a device to stimulate fibrin threads
- Design a Lunar gravity muscle conditioning
device
- Design an artificial skin tester device
Conclusions and Future Work
1
In this unit, students will be given a current authentic problem to
investigate and solve: The students must make the connections between
the Engineering Design Process, Muscular and Skeletal Systems,
Newton’s Laws of Motion and Theory of Gravity.
References
1. W.W. Mendel, Editor, Lunar Bases and Space Activities of the 21st
Century, Lunar and Planetary Institute, Houston TX (1985).
2. www.doe.edu/frameworks/current.html
3. http://spacefellowship.com/2009/07/10/the-beating-heart-minus-gravity/
Photo credits:
1. http://static.howstuffworks.com/gif/exercise-in-space-3.jpg
18
Research Experience
for Teachers at WPI:
Bioengineering Design
in the Middle School
Classroom
Curriculum Unit and Assessment Plan
Designing a Muscle Conditioning Device
RET Project Connection
Biomedical engineering research is being performed in Professor Rolle’s and Professor Page’s labs at WPI . Muscle grafts
are being engineered for implantation into wounds with traumatic muscle tissue loss. Fibrin micro-threads are used as a
biopolymer scaffold, helping to support and align the muscle cells. These cells need to be conditioned prior to in vivo
transplantation (placed into the wound). The ultimate goal is to repair severely injured muscles with bioengineered
muscles. These engineered muscles need conditioning (expand and contract) prior to implantation. Our role was to
design a device and method to mechanically stimulate biopolymer micro-threads. This curriculum “Designing a Muscle
Conditioning Device” relates to the bioengineering work we completed in the lab.
Subject Area
Engineering Design Process, Muscular and Skeletal Systems, Newton’s Laws of Motion and Theory of Gravity.
Key words/Vocabulary
Bioengineering, Fibrin, Biopolymer, and In Vivo
1: Bioengineering - Biological or medical application of engineering principles (as the theory of control systems in models
of the nervous system) or engineering equipment (as in the construction of artificial organs)—called also biomedical
engineering
2: Fibrin - A white insoluble fibrous protein formed from fibrinogen by the action of thrombin especially in the
clotting of blood
3. Biopolymer - A polymeric substance (as a protein or polysaccharide) formed in a biological system
4. In Vivo - in the living body of a plant or animal
19
Grade Level
6-8
Time Required
Five class periods 50 minutes each, two after school periods 50 minutes each ( optional for students ), and two
weeks homework time
Learning Objectives
At the end of the lesson, the students will be able to:
• Apply the Engineering Design Process to design a bioengineering device.
• Integrate the function of muscles, bones, and connective tissue with their bioengineering device.
• Apply their knowledge of Newton’s Laws of Motion concepts to create a bioengineering device.
Prerequisite knowledge
The Engineering Design Process, basic systems of the body, Newton’s Laws of Motion, and Theory of Gravity
Educational Standards
Explain the organization of living things.
Identify structures such as cells, tissues, organs, and systems.
STANDARD 5
Life Science
Gr. 6-8
WPS BENCHMARKS (06.SC.LS.08)
Explain the relationships of cells, tissues, organs, and systems.
STANDARD 5
Life Science
Gr. 6-8
WPS BENCHMARKS (06.SC.LS.08)
Identify the major components and functions of the following human body system: Muscular and Skeleton System
STANDARD G
Life Science
Gr. 6-8
WPS (06.SC.LS.10)
20
Understand engineering design is an iterative process that involves modeling and optimizing to develop technological
solutions to problems within given constraints.
STANDARD 2
Technology/Engineering
Gr. 6-8
WPS BENCHMARKS 906.SC.TE.01.08)
Demonstrate that forces must be overcome to have movement
WPS (08.SC.PS.13)
Demonstrate an understanding of Newton’s Laws of Motion
WPS (08.SC.PS.12)
Explain how everything is affected by gravity
WPS (08.SC.PS.15)
Identify and explain the steps of the engineering design process
WPS (06.SC.TE.07)
Solve problems involving proportional relationships and units of measure
WPS BENCHMARKS (06.MA.ME.03)
Introduction/motivation
Many Science topics are taught in isolation, as a result, students often do not understand the connections between
them. The goal of this unit is to show the connections between the Engineering Design Process, Muscular and Skeletal
Systems, Newton’s Laws of Motion and Theory of Gravity. The goal of this unit is to motivate students to want to learn
more about Science, Engineering, and Mathematics and give them a deeper understanding of what engineers do.
21
Lesson background and concepts for teachers
The bodies of astronauts, in space, undergo many physiological changes due to the decrease in gravitational pull their
bodies experience. Among these changes are loss of bone mass, space anemia, loss of muscle mass, and changes in
calcium and hormone levels. As a result of these biologic changes, bone density decreases in astronauts at a rate of 1 to
1.5% per month while out in space. This loss of bone mass results in weakened, brittle bones, a condition often referred
to as osteoporosis. Fortunately for the health and well being of these astronauts, the loss of bone mass experienced in
space can be reduced by participating in weight bearing activities while in space.
On the Moon, prolonged exposure to low-gravity environments will have a similar detrimental effect on bones and
muscles and will therefore be a medical issue for the lunar colonists, as they will have to acclimate to 1/6 of Earth's
gravity.
Associated Activities
Day One:
1.
2.
3.
4.
Day : Two:
1.
2.
3.
4.
Define engineering and bioengineering
Give examples of different types of engineering including bioengineering
Overview and facilitated discussion of the Engineering Design Process
Explain the purpose of the engineering note book and show examples
Review the hierarchal organization of the human body
Review the muscular and skeletal system
Review Newton’s Laws of Motion and Gravitational Theory
Explain the connections of the Engineering Design Process, function of the muscular and skeletal system
and Newton’s Laws when solving a bioengineering problem
Day Three:
1. Assign students to groups of four
2. Introduce the bioengineering problem and provide the students with a “Designing a Lunar Muscle
Conditioning Device Guide”
3. Review the client statement (include objectives, function, constraints and materials), research,
brainstorming in the engineering design space, best solution, prototyping/evaluation, and communication
poster
Day Four:
22
1.
2.
3.
Day Five:
1.
2.
Review timeline, deliverables, after school session opportunities (optional), and homework requirements
Students start the design process
Observe and guide the groups as needed
Students continue the design process
Observe and guide the groups as needed
Materials: Students must bring in their own materials and must be common, easy to obtain, inexpensive, and safe.
Lesson closure
Many Science topics are taught in isolation, as a result, students often do not understand the connections between
them. In this lesson students have learned the connections between the Engineering Design Process, the function of
muscular and skeletal systems, Newton’s Laws of Motion and Theory of Gravity. In addition, they have learned how the
connections are applied to designing a bioengineering device. They have become aware of the professional
opportunities and the academic requirements for Science and Engineering professions.
Lesson extension activities
N/A
Additional multimedia support
N/A
Assessment
Formative assessment: In progress observation of student’s bioengineering device. Ask probing
questions during construction to determine student’s understanding of key concepts and
procedures.
Check Engineering Design Process against the rubric. Check device against project rubric. Check
student design posters against poster rubric.
Prototype will be tested to determine:
- Device within design constraints
- The amount of force resistance or weight placed on the muscle sets
- Simplicity of use and safety
23
Assessment of student learning:
Pre-test on engineering design, body systems, Newton’s Laws, and Gravitational Theory
Pre-test Science and Engineering Attitude Survey
Lab based activities used to check students understanding of the Engineering Design Process
Production of a muscle conditioning device will demonstrate understanding of key concepts and
procedures
Class presentations will demonstrate understanding of the Engineering Design Process
Post-test on engineering design, body systems, Newton’s Laws, and Gravitational Theory
Post test Science and Engineering Attitude Survey
References
1. W.W. Mendel, Editor, Lunar Bases and Space Activities of the 21st
W.W. Mendel, Editor, Lunar Bases and Space Activities of the 21st Century, Lunar and Planetary Institute, Houston TX
(1985).
www.doe.edu/frameworks/current.html
http://spacefellowship.com/2009/07/10/the-beating-heart-minus-gravity
Photo Credits:
1.. http://static.howstuffworks.com/gif/exercise-in-space-3.jpg
Associated Unit
N/A
Lesson #___ of ___
N/A
Lesson Dependency
N/A
Summary
After reviewing the Engineering Design Process, Muscle and Skeletal Systems, Newton’s Laws of Motion, and
Gravitational Theory, Students learn the connections between the three subjects when applied to solving a
24
bioengineering problem. In addition, students learn about the important contributions engineers play in improving their
health and quality of life.
Engineering Connection
Engineering design process and bioengineering
Engineering Category
Bioengineering
Attachments
N/A
Other, Related URL
N/A
Owner, Contributors, Copyright
RET Teacher
School
Town/District
Donald Brown
Forest Grove Middle School
Worcester
25
What do kidneys do?
Tanea Cezar
WPI-NSF RET Program in Bioengineering, Worcester Polytechnic Institute, Worcester, MA
Introduction
Develop a curriculum unit related to life science, using the
Engineering Design Process, which will fulfill the State of
Massachusetts standards which includes understanding of organs
function. This project will focus specifically on kidney function, kidney
diseases and remediation, dialysis.
Chosen Solution
• Title: What do kidneys do?
Assessment Plan
•Based on rubric, lab work will be assessed.
•Based on rubrics group participation and behavior will be assessed.
•A unit test will be given.
•Based on rubrics, presentations will be assessed.
•Based on rubrics ,the written part of the project will also be
assessed.
•The prototype of the filtering device will be assessed on:
Quality of water returned
* Illustration 1 by Kopp Illustration, Inc.
Teaching Objectives and Constraints
The aim of this project is to develop a curriculum module based on
the Massachusetts Department of Education frameworks, which
requires the students to learn general functions of the major systems
of the human body. This module will incorporate Bioengineering and
the use of the Engineering Design Process.
Objectives:
•Learn the concept organs function
•Understand the functions of the kidneys
•Use the Engineering Design Process to design and build a filtering
device out of a plastic bottle
Constraints
Long curriculum to teach and not much time
Lack of classroom materials and technological tools
Students with different languages and backgrounds
Topics covered: Systems of the human body, Engineering design
process
Student grade – 7th and 8th grade
Number and duration of class periods: 3 x 54 min (classroom) and
4 x 1 hour after school
Research/Possible Solutions
Possible Solutions:
1st option: Students will develop a PowerPoint presentation using
information gathered from research.
2ndoption: Students use their knowledge of the human heart and
create a new heart with slight variations in anatomical structure.
3rd option: Design a device to simulate kidneys function. After
researching about the functions of the kidneys students will design
and build a prototype of a filtering device from a plastic bottle.
Illustration 2 Google image
• Objectives: Using the Engineering Design Process students will
design and build a filtering device to simulate kidney function.
• Constraints:
Work in groups
Use the following materials: Cotton balls, coffee filters, pebbles,
cloth , sand, foam, paper towel
Dirt water should come out as filtrated as possible.
• Lesson development:
Step 1: Using the Engineering Design Process to come up with at
least 2 possible solutions for the filtering device. With the help of the
teacher chose one of the possible proposals and write a brief
explanation of how each material will work to obtain the cleanest
output. Draw and label the parts of your filtering device, explaining
the purpose each part.
Step 2: Submit your project explanation and illustration to the
teacher. These will be checked for design originality and
thoroughness in applying unit concepts during the planning of the
filtering device
Step 3: Making the prototype
Step 4: Testing the prototype
Step 5: Testing the output for “dissolved oxygen” – quality of water
Step 6: Redesign
Step 7: Test again
Step 8: Communicate the best solution to the teacher and
classmates
Conclusions and Future
My conclusions will be drawn post lesson unit.
Results will follow as the lesson is presented.
Implementations are expected and will be welcomed.
This lesson unites standards and real life situation.
Acknowledgements
•Special thanks to the RET – WPI Professors and presenters.
•Terri Camesano, Kristen Billiar and Jeanne Hubelbank.
•To the RET-2009 teachers and specially to my project partner
Cecelia Gray.
References
Massachusetts Science and technology/Engineering Curriculum
Framework – October 2006
http://kidney.niddk.nih.gov/Kudiseases/pubs/yourkidneys/
Videos:
http://www.youtube.com/watch?v=r7m5IyzQzAM&feature=fvw
http://www.youtube.com/watch?v=eXb5ScDZ_cg&NR=1
26
Research Experience
for Teachers at WPI:
Bioengineering Design
in the Middle School
Classroom
Curriculum Unit and Assessment Plan
What do kidneys do?
RET Project Connection
As a result of the RET experience and presentations. I was able to design a lesson plan incorporating Engineering Design
Process and Bioengineering principles to reinforce this important and relevant topic in Life Science. This unit will
enhance understanding of organs function, more specifically kidney function, kidney diseases and remediation, dialysis.
Students will then apply the knowledge acquired to design and build a filtering device simulating the hemodialysis
machine.
Subject Area
Life Science
Key words/Vocabulary
Urinary system, kidneys, renal failure, hemodialysis, bladder
Grade Level
7 and 8th grade
Time Required
3 x 54 min, 4 x 1 hour after school
Learning Objectives
At the end of this unit the students will:
• Describe the functions of the kidneys
• Apply the Engineering Design Process to create a filtering device
Prerequisite knowledge
Background info (technical/societal) for other teachers potentially interested in this unit.
Educational Standards
Content Standard A: Life Science – Grade 6-8
• 6. Identify the general functions of the major systems of the human body (digestion, respiration, reproduction,
circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways
that these systems interact with each other.
27
Content Standard B: Technology/Engineering Grades 6-8
• 2.1 Identify and explain the steps of the engineering design process, i.e., identify the need or problem, research
the problem, develop possible solutions, select the best possible solution(s), construct a prototype, test and
evaluate, communicate the solution(s), and redesign.
•
2.2 Demonstrate methods of representing solutions to a design problem, e.g., sketches, orthographic projections,
multiview drawings.
•
2.3 Describe and explain the purpose of a given prototype.
•
2.4 Identify appropriate materials, tools, and machines needed to construct a prototype of a given engineering
design
Content Standard C: Technology/Engineering - Bioengineering Technologies Grades 6-8
• Central Concept: Bioengineering technologies explore the production of mechanical devices, products, biological
substances, and organisms to improve health and/or contribute improvements to our daily lives.
Content Standard D: English Language Proficiency Domains and General Learning Outcomes
Listening and Speaking (S)
S3 - Academic Interaction: Students will comprehend and communicate orally, using spoken English to participate in
academic settings. (FL 1, 2, 5, 6, 7; ELA 1, 2, 5)
S4 - Presentation: Students will present information orally and participate in performances in English that demonstrate
appropriate consideration of audience, purpose, and the information to be conveyed. (ELA 3, 18; FL 3, 6, 7)
Reading (R)
R6 - Research: Students will gather information in English from a variety of sources, analyze and evaluate the quality of
the information obtained, and use it to answer their own and others’ questions. (ELA 24)
Writing (W)
W1 - Prewriting: Students will plan for writing in English by building on prior knowledge, generating words, and
organizing ideas for a particular audience and purpose. (ELA 4, 20, 23; FL 7)
W2 - Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and
sufficient detail. (ELA 19; FL 1)
28
W3 - Revising: Students will evaluate and revise word choice, sentence variety, and organization of ideas when writing
in English for a particular audience and purpose. (ELA 20, 21, 25)
W4 - Editing: Students will understand and apply knowledge of Standard English grammar, spelling, and conventions to
improve their writing. (ELA 5, 22; FL 5)
Introduction/motivation
1. The kidneys and how do they work?
2. What do kidneys do?
3. Why do kidneys fail?
4. What can be done when the kidneys fail?
5. How can you use the information acquired to design a filtering device out of a plastic bottle?
Lesson background and concepts for teachers
The State of Massachusetts mandates the students to learn content within a certain frameworks. In life science students are required to learn
the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from
disease, and movement, control, and coordination) and describe ways that these systems interact with each other. The students in science class
will be challenged to design a filtering device which would help a person with failing kidney disease. Students will be given a plastic bottle several
choices of other materials. Students will then choose only 4 of the materials to build the best filtering device.
Associated Activities
Rationale for project:
Suppose you are a Bioengineer and you just started working and you already have a client whom is an adult with kidney failure problems that
needs your help. This person needs a filtering device. Our challenge is to design the ideal filtering device for the patient.
Materials/resources
• dirt water
• Plastic bottle
• Cotton balls
• Coffee filters
• pebbles
• cloth
• sand
• foam
• paper towels
29
1. Day 1: Teacher will introduce the Human Body and its different types of systems.
2. Day 2: Teacher will present the Urinary System Students, PowerPoint presentation not attached, in groups of 2 will explore the Urinary
System focusing on kidney function.
3. Day 3: Teacher introduces the Engineering Design Process (attached) and assigns the project to the students.
4. Day 4 (after school): Students should go thru the Engineering Design Process to design and build a prototype of the filtering device. The
project’s rubrics (attached) will be also introduced to students. Students should come up with 2 possible solutions with written
description of each part of the device.
5. Day 5 (after school): Divided in groups of 2 students will analyze the given materials, research about them and decide which materials to
be used and will start thedevice’s prototype.
6. Day 6 (after school): Work on prototype, test prototype, redesign.
7. Day 7 (after school): Final testing and presentations.
Lesson closure
The lesson will be concluded by the presentation of the prototypes. Students will present to the class. The prototypes and write ups will be
displayed in the classroom.
Lesson extension activities
Rationale for project:
Suppose you are a Bioengineer and you just started working and you already have a client whom is an adult with kidney failure problems that
needs your help. This person needs a filtering device. Our challenge is to design the ideal filtering device for the patient.
Project requirements:
Step 1:
Using the Engineering Design Process to come up with at least 2 possible solutions for the filtering device. With the help
of the teacher chose one of the possible proposals and write a brief explanation of how each material will work to
obtain the cleanest output. Draw and label the parts of your filtering device, explaining the purpose each part.
Step 2:
Submit your project explanation and illustration to the teacher. These will be checked for design originality and
thoroughness in applying unit concepts during the planning of the filtering device.
Step 3:
Step 4:
Step 5:
Step 6:
Step 7:
Step 8:
Making the prototype
Testing the prototype
Testing the output for “dissolved oxygen” – quality of water
Redesign
Test again
Communicate the best solution to the teacher and classmates
30
Additional multimedia support
N/A
Assessment
1. At the end of this unit, the students will be given a unit test that will cover the concepts of functions of the kidneys, parts of the kidneys
and vocabulary.
2. The students will be graded on their prototype development (rubric attached).
3. The application the Engineering Design Process will be assessed by attached worksheet
References

http://kidney.niddk.nih.gov/Kudiseases/pubs/yourkidneys/

Videos: http://www.youtube.com/watch?v=r7m5IyzQzAM&feature=fvw

http://www.youtube.com/watch?v=eXb5ScDZ_cg&NR=1
Associated Unit
N/A
Lesson #___ of ___
N/A
Lesson Dependency
N/A
Summary
N/A
Engineering Connection
Engineering design process
Engineering Category
Bioengineering
Attachments
31
The Engineering Design Process
32
Filtering device Rubric
4
Design
Phase
Construction
Phase
Machine
Operation
Presentation
Phase
3
2
1
Clear, concise, well developed design
plan with definite evidence of unit
concepts
Clear design plan with
evidence of some of the unit
concepts
Design plan with unclear
evidence of unit concepts
Unclear or no design plan with
little or no evidence of unit
concepts
Device complete, tested and filtering
well
Device complete, tested but
not filtering well
Device complete with limited
or no filtration system
No Device constructed or
Dialyzer incomplete with no
filtration system
Device works, filtrates, and returns
clean water
Device works, filtrates, and
returns water with a little dirt
Device works, but the
returned water is almost the
same
Device does not work, no filtration
noted
Student presents device with
extensive explanation of its
functions
Student presents device with
clear explanation of its
function
Student presents device with
unclear explanation of its
function
Student does not present device
or explanation of its function not
evident
33
Engineering Design Process
What do Kidneys do?
Team Members:__________________________________________________________________________________________________
Step 1 – Identify the need or the problem:
What do we have to do?
Standards we must meet:
_____________________________
______________________________
_____________________________
______________________________
_____________________________
Step 2 – Research the need or problem
______________________________
1. What is bioengineering? __________________________________________________________________________________________
2. List 3 practical applications of Bioengineering
________________________________________________________________________________________________________________
3. What is a hemodialysis machine?
________________________________________________________________________________________________________________
4. How does a hemodialysis machine is related to Bioengineering?
________________________________________________________________________________________________________________
5. What type of material can be used on the filtering device?
________________________________________________________________________________________________________________
34
Step 3 - Develop Possible Solutions
Sketch 1
Sketch 2
35
Step 4 – Select the best possible solution
Include dimensions and the materials you plan to use for your final design
36
Step 5 – Construct a prototype of your solution. List the steps you took to build your equipment (Also write down any idea changes you have
while you build)
1. _______________________________________________________________________________________________________________
2. _______________________________________________________________________________________________________________
3. _______________________________________________________________________________________________________________
4. _______________________________________________________________________________________________________________
Step 6 – Test and evaluate your solution
We are going to evaluate only! Can you see something wrong with your design?
______________________________________________________________________________________________________________________
How do you intend to fix the problem?
______________________________________________________________________________________________________________________
Step 7 – Communicate the solution
Your group will present the device to the class. List any needed changes or adjustments
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
Step 8 – Redesign and / or rebuild
List any and all changes you made to your device
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
37
Other, Related URL
N/A
Owner, Contributors, Copyright
RET Teacher
School
Town/District
Tanea Cezar
Fuller Middle School
Framingham/Massachusetts
38
Nano-Invention
The Nervous System
Cecelia Gray
WPI-NSF RET Program in Bioengineering, Worcester Polytechnic Institute, Worcester, MA
Introduction
Educational research show that K-12 teachers and students generally have a poor
understanding of what engineers do. The data has found that the public believes
engineers are not engaged with societal and community concerns as scientists or
as likely to play a role in saving lives .1
Professors Terri Camesano and Susan Zhou’s chemical engineering labs are
investigating the possibility of finding a means to cure the disabilities arising from
injuries and disorders of nervous systems by stimulating injured neurons to repair
and regulate their growth in a proper way. From an engineering perspective, they
can help the regeneration process by creating surfaces that have conduits to guide
axonal growth. This project has greatly enhanced my content knowledge and lab
experience in the chemical engineering field as well as biomedical . My lab
research is focused on neuron growth; therefore, this curriculum unit will focus on
the nervous system and the engineering design process.
Problem Statement:
Society is increasingly dependent on engineering knowledge; unfortunately, middle
school students are not exposed to the many career opportunities, or the positive
impact engineers have on society. The goal of this module is to motivate students
and give them a deeper understanding of what engineers do through the hanging
engineering design process. This will be done through the study of the nervous
system.
Teaching Objectives and Constraints
Topics covered: Science, Math, and Engineering
Student grade: 6
Number of students: 36
Objectives:
• Students will apply the engineering design process to a biomedical
problem or need that needs to be solved.
• Students will be able to define the major functions and components of
the nervous system.
• Students will identify and explain the engineering design process.
• Students will understand what engineering is and learn about what
engineers produce.
Constraints
•Time, only have four 40 minute science/engineering periods a week.
• Lesson will be taught over 12 class periods.
•Must only use materials provided in class.
•Limited budget $5.00 per student
Chosen Solution
Nano-invention
Cooperative groups of students (3 or 4), will research a
neurodegenerative disorder after studying the nervous system and
mapping its parts. Then apply the concepts they uncover to develop
a prototype of a new piece(s) of technology that will benefit someone
with a neurodegenerative disorder. Students must focus on how this
new piece of technology might work inside the nervous system.
When prototypes are complete students must prepare a brochure
that explains their new piece of nanotechnology. Cooperative
groups will present their prototype and brochure to the class.
Outcomes
At the end of the lesson, the students will be able to:
• Utilize and explain the design process in order to solve a
biomedical/bioengineering problem they are faced with.
• Explain the parts and function of the nervous system.
• Solve problems involving proportional relationships and units of
measurement when designing their prototype.
• Design a method for improving the quality of life for someone with
a neurodegenerative disorder.
Materials
• Various craft materials such as:
• Beads
• Pipe cleaners
• Clay
• Yarn
• Cardboard
• Glue or glue stick
• Scissors
• Classroom computers (for research and brochures)
Assessment Plan
Assessment will be ongoing and include the following:
Formative Assessment of student learning
• KWL chart of nervous system
• Engineering Design Sheets
Assessment of designs
• Prototype
• Brochure
Summative Assessment of student learning
• Presentations
• Oral rubric
Assessment of designs
• Prototype
• Brochure
Conclusions and Future
•
•
•
•
Lessons will be taught the first term.
Results will be reported after implementation.
Attend call back session in the fall.
Revisions will be made as assessment dictates.
Acknowledgements
Special thanks to Chunwei Kuo, Dr. Susan Zhou, and Dr. Terri Camesano for
their ongoing support. Also, thanks to Dr. Kris Billiar and Jeanne Hublebank
for the assistance in curriculum and assessment.
Research/Possible Solutions
Research how the problem could be solved:
• www.teachengineering.org
• http://faculty.washington.edu/chudler/flash/million.html
• www.school.discoveryeducation.com
Possible Solutions:
1. Students research an engineering-related job on the classroom
computers. Then do a presentation on it.
2. Students research Biochemistry. Biochemists have to
understand both the living world and the chemical world to be the
best at their jobs. Students will include in their research the role of
chemical changes in the brain.
3. Students will be engineers to assist a person with a
neurodegenerative disorder to improve their quality of life.
.
References
1. Changing the Conversation: Messages for Improving Public Understanding of
Engineering. 2008. The National Academies Press. accessed from
http://books.nap.edu/openbook.php?record_id=12187&page=1 July 28,
2009.Cunningham et al. 2005
2. http://www.nanozone.org/whyvideo.htm
3. Engineering Design, A Project-Based Introduction; Clive L. Dym & Patrick Little, John
Wiley & Sons, Inc. 2000
4. http://faculty.washington.edu/chudler/chgames.html
5. www.teachengineering.org
Images
6. www.BrainConnection.com
39
Research Experience
for Teachers at WPI:
Bioengineering Design
in the Middle School
Classroom
Curriculum Unit and Assessment Plan
Nano-invention
RET Project Connection
Professors Terri Camesano and Susan Zhou’s chemical engineering labs are investigating the possibility of finding a
means to cure the disabilities arising from injuries and disorders of nervous systems by stimulating injured neurons to
repair and regulate their growth in a proper way. From an engineering perspective, they can help the regeneration
process by creating surfaces that have conduits to guide axonal growth. My role with a colleague, Tanea Cezar, was to
design carbon surfaces with different degrees of roughness and to produce a surface in which roughness is designed to
optimize neuron cell growth. Chunwei Kuo, senior at WPI has been working on this project as part of his MQP, and he
has trained us in the proper procedures. This project has greatly enhanced my content knowledge and lab experience in
the chemical engineering field. My lab research is focused on neuron growth; therefore, this curriculum unit will focus
on the nervous system and the engineering design process.
Subject Area
Life Science, Technology/Engineering, and Math
Key words/Vocabulary
Axon, brain, brain stem, cerebellum, cerebrum, dendrites, hypothalamus, nanotechnology nervous system, neurons,
spinal cord
1. Axon-the long cord that carries a signal away from the neuron: part of the brain
2. Brain- is the primary center for the regulation and control of our body’s functions. It receives and interprets sensory
impulses, and transmitting information to the muscles and body organs.
3. Brain stem-controls the cerebrum to the spinal cord and controls many important functions such as cardiac and
respiratory functions as well as digestion and urination.
4. Cerebellum-connects to the brain stem and controls motor functions such as balance, posture, etc.
5. Cerebrum-our largest part of the brain that is made up of four lobes: frontal, temporal, parietal, and occipital. It
integrates information from all the sense organs, controls our emotions and holds memory and thought processes.
40
6. Dendrites-small branch like objects that receive and integrate incoming signals.
7. Hypothalamus-works with the pituitary gland to control processes such as temperature, mood, hunger, and thirst.
8. Nanotechnology- The ability to observe measure and even manipulate materials at the molecular level or atomic
level.
9. Nervous system-in charge of coordinating the activity of the muscles, monitoring the bodies organs, forming and
processing input from the senses, and initiating actions.
10. Neurons-nerve cells, which are composed of the cell body, the axon, and dendrites (nerve endings).
11. Spinal Cord-the thick, whitish cord of nerve tissue that extends from the medulla down to the spinal column and
from which the spinal nerves branch off to various parts of the body.
Grade Level
6-8
Time Required
12 class periods 40 minutes each
Learning Objectives
At the end of the lesson, the students will be able to:
• Utilize and explain the design process in order to solve a biomedical/bioengineering problem they are faced
with.
• Solve problems involving proportional relationships and units of measurement.
• Explain the parts and function of the nervous system.
Prerequisite knowledge
Educational Standards
none
Explain the organization of living things.
Identify structures such as cells, tissues, organs, and systems.
STANDARD 5
Life Science
Gr. 6-8
WPS BENCHMARKS (06.SC.LS.08)
41
Explain the relationships of cells, tissues, organs, and systems.
STANDARD 5
Life Science
Gr. 6 -8
WPS BENCHMARKS (06.SC.LS.08)
Identify the major components and functions of the following human body system: nervous system.
STANDARD G
Life Science
Gr. 6-8
WPS (06.SC.LS.10)
Explain how different body systems identify the major components and functions of the following human body
system: nervous system.
STANDARD G
Engineering Design Process
Engineering Design is an iterative process that involves modeling and optimizing to develop technological
solutions to problems within given constraints.
STANDARD 2
Gr. 6-8
Technology/Engineering
WPS BENCHMARKS (06.SC.TE.01-08)
42
Math
Gr. 5-6
Measurement
Solve problems involving proportional relationships and units of measure.
6. M.3
WPS BENCHMARKS (06.MA.ME.03)
Introduction/motivation
Educational research shows that K-12 teachers and students generally have a poor understanding of what engineers do
(Cunningham et al., 2005; Cunningham and Knight 2004). The data has found that the public believes engineers are not
engaged with societal and community concerns as scientists or as likely to play a role in saving lives (Harris Interactive
2006).
The majority of middle school teachers are lacking in a formal training in engineering, but are being expected to teach
engineering in their classrooms. Society is increasingly dependent on engineering knowledge; unfortunately, middle
school students fail to take the required math and science preparatory classes they need to go into the engineering field.
New motivational approaches are called for in recruiting students into this field.
The goal of this module is to motivate students and give them a deeper understanding of what engineers do through the
engineering design process. This will be done through the study of the nervous system. Cooperative groups of students
(3 or 4), will research a neurodegenerative disorder. Students will then apply the engineering design process to a
bioengineering problem or need as stated in the Massachusetts State Frameworks and the Worcester Public Schools’
benchmarks.
43
Lesson background and concepts for teachers
The nervous system can be divided into two main parts the Central Nervous System (CNS) which consists of our brain
and spinal cord. The average adult brain weighs approximately 3 lbs. It contains about 100 billion nerve cells (neurons).
The spinal cord is approximately 43 cm long in adult woman and 45 cm long in the adult male. It weighs between 35-40
grams. The vertebral column, (back bone) that houses the spinal cord, is about 70 cm long.
The other main part of the nervous system is the Peripheral Nervous System (PNS). This can also be divided into two
main parts: the somatic nervous system and the autonomic nervous system. The somatic nervous system consists of
peripheral nerve fibers that send sensory information to the CNS and motor nerve fibers that project to skeletal muscle.
The autonomic nervous system is divided into three parts: the sympathetic nervous system, the parasympathetic
nervous system and the enteric nervous system.
Main differences between the CNS and PNS are:
1. In the CNS, collections of axons are called tracts. In the PNS collections of axons are called nerves.
2. In the CNS, collections of neurons are called nuclei. In the PNS, collections of neurons are called gaglia.
In the peripheral nervous system, neurons can be divided in three ways:
1. Sensory (afferent)-carry information into the central nervous system from sense organs or motor (efferent)carry information away from the central nervous system (for muscle control).
2. Cranial-connects the brain with the periphery or spinal-connects the spinal cord with the periphery.
3. Somatic-connects the skin or muscle with the central nervous system or visceral-connects the internal organs
with the central nervous system.
The ability to observe, measure and even manipulate materials at the molecular level or atomic level is called
nanotechnology or nanoscience. Scientists and engineers apply the nano prefix to many “some things” including meters
(length), seconds (time), liters (volume) and grams (mass) to represent what is understandably a very small quantity.
Most often nano is applied to the length scale and we measure and talk about nanometers (nm). Individual atoms are
smaller than 1 nm in diameter, with it taking about 10 hydrogen atoms in a row to create a line 1 nm in length. A typical
virus is about 100 nm in diameter and a bacterium is about 1000 nm head to tail. The Atomic Force Microscope and the
Scanning Electron Microscope have allowed us to observe what was previously invisible.
Associated Activities
Teacher power point and/or lecture on the nervous system. After studying/ researching the nervous system cooperative
groups of 2 will design a model of the nervous system using a variety of craft items. Each part of the nervous must be
labeled, and must include a key explaining why they chose that particular item (size, shape). Also, students’ design must
44
include a method for attaching the function of that particular nervous system to their prototype. Researching will
include students playing the game “Who wants to be a Mill-Neuron-Aire?” using the classroom computers utilizing the
following website link: http://faculty.washington.edu/chudler/flash/million.html
Nano-invention
Cooperative groups of students (3 or 4), will research a neurodegenerative disorder after studying the nervous system
and mapping the system. Then apply the concepts they uncover to develop a prototype of a new piece(s) of technology
that will benefit someone with a neurodegenerative disorder. Students must focus on how this new piece of technology
might work inside the nervous system. When prototypes are complete students must prepare a brochure that explains
their new piece of nanotechnology. Cooperative groups will present their prototype and brochure to the class.
Materials:
•
Clay
•
Beads
•
Yarn
•
Craft sticks
•
Butcher paper
Lesson closure
In this lesson students have learned how our nervous system works in order to help take care of our body, and the
important connection between physicians, scientists, and engineers. Engineers, particularly biomedical engineers, need
to understand how our body systems work in order to help physicians solve problems when a system breaks down.
Students have also learned about the important role of nanotechnology and the nervous system. Engineers work with
developing technologies to help people prevent brain injuries, and to create ways to regenerate damaged nerves so that
people with spinal injuries can walk again.
45
Lesson extension activities
N/A
Additional multimedia support
http://faculty.washington.edu/chudler/flash/million.html
http://www.nanozone.org/whyvideo.htm
http://www.youtube.com/watch?v=9umtU0teRnw
http://www.nanowerk.com/n_neatstuff.html
Assessment
• Engineering pre/post test. (This will include their feelings about engineers, as well as the engineering design process).
•
Participation/collaboration in their cooperative groups.
•
KWL chart on the nervous system.
•
Nervous system mapping use butcher paper and various crafts to trace the outline of their body and label all the parts of the nervous
system and the function of each.
•
Complete all homework assignments.
•
Prototype.
•
Engineering Design Sheets.
•
Oral presentations.
References
www.teachengineering.org,
http://faculty.washington.edu/
http://pbskids.org/dragonflytv/show/index.html
http://kidshealth.org/kid/htbw/brain.html
http://faculty.washington.edu/chudler/chgames.html
www.trynano.org
46
Associated Unit
N/A
Lesson Dependency none
Summary
Students are introduced to the functions and components of the nervous system. Students learn the important
contributions engineers play in working with the medical profession in improving the quality of life to people with a
medical disability or injury that has impacted their life. As a culmination of the unit, students apply the engineering
design process to solve a biomedical problem. Then apply the concepts they uncover to develop a prototype of a new
piece(s) of technology that will benefit someone with a neurodegenerative disorder.
Engineering Connection
Engineering design process
Engineering Category
Biomedical Engineering
Attachments
Other, Related URL
• http://engineeringyourlife.org
•
www.wpsweb.com/curriculum
•
www.CHEM4KIDS.COM
•
http://yucky.discovery.com/noflash/body/pg000136.html
•
http://www.mrsec.wisc.edu/Edetc/cineplex/nanoquest/index.html
•
http://www.tryengineering.org/
Owner, Contributors, Copyright
RET Teacher
School
Town/District
Cecelia Gray
Midland Street
Worcester
47
KWL chart
What I Know
What I Want to Know
What I Learned
48
Engineering Design Sheets
Step 1: Identify the need or problem:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Step 2: Research the need or problem: (Explore all your options using a variety of resources, and then attach your
hand written research notes to these engineering sheets).
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
49
Step 3: Develop possible solutions: (Brainstorm with your group)
Step 4: Select the best possible solution(s) by determining which solution(s) best meet(s) the original need or
solves the original problem._____________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
50
Step 5: Construct a prototype (Model the selected solutions in two and three dimensions). Draw a diagram of your
prototype and label the parts.
Step 6: Test and evaluate the solution(s). Does it work? Does it meet the original design constraints?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
51
Step 7: Communicate the solution(s). Make an engineering presentation that includes a discussion of how the
solution(s) best meet(s) the initial need or problem. Please use the oral rubric to assist you with your presentation.
Step 8: Redesign Overhaul the solution(s) based on information gathered during the tests and presentation.
Draw and label your redesign. You may use the back of this paper if necessary.
52
Oral Presentation Rubric
Category
4
3
2
1
Volume
Volume is loud enough to
be heard by all audience
members throughout the
presentation.
Volume is loud enough to
be heard by all audience
members at least 90% of
the time.
Volume is loud enough to
be heard by all audience
members at least 80% of
the time.
Volume often too soft to
be heard by all audience
members.
Preparedness
Student is completely
prepared and has
obviously rehearsed.
Student seems pretty
prepared but might have
needed a couple more
rehearsals.
The student is somewhat
prepared, but it is clear
that rehearsal was lacking.
Student does not seem at
all prepared to present.
Speaks Clearly
Speaks clearly and
distinctly all (100%-95%) of
the time, and
mispronounces no words.
Speaks clearly and
distinctly all (100-95%) of
the time, but
mispronounces one word.
Speaks clearly and
distinctly most (94-85%) of
the time. Mispronounces
no more than one word.
Often mumbles or cannot
be understand or
mispronounces more than
one word.
Props
Student uses several props
(could include costume)
that show considerable
work/creativity and which
make the presentation
better.
Student uses one prop that
shows considerable
work/creativity and which
make the presentation
better.
Student uses one prop
which makes the
presentation better.
The student uses no props
or the props chosen
detract from the
presentation.
Collaboration with peers
Almost always listens and
shares with and supports
the efforts of others in the
group. Tries to keep
people working well
together.
Usually listens to, shares
with, and supports the
efforts of others in the
group. Does not cause
“waves” in the group.
Often listens to, shares
with, and supports the
efforts of others in the
group but sometimes is
not a good team member.
Rarely listens to, shares
with, and supports the
efforts of others in the
group Often is not a good
team member.
53
Design of a Wheelchair Accessible Greenhouse
Thomas Oliva
Forest Grove Middle School
WPI-NSF RET Program in Bioengineering, Worcester Polytechnic Institute, Worcester, MA
2009
Introduction
Engineering programs teach and use the Engineering Design Process
• Functions as a crucial tool for effective problem solving
• Provides an intelligent, iterative system in which designers follow a
set of constraints to generate designs for devices or processes that
address a client’s and user’s needs 1
Engineering Design Process guides solutions to technology/
engineering design challenges
• Learning technology/engineering content and skills is greatly
enhanced by a hands-on, active approach
• Students engage in design challenges and safely work with
materials to model and test solutions to a problem
• Students can solve technology/engineering problems and apply
scientific concepts across a wide variety of topics to develop
conceptual understanding 2
Biomedical Engineering combines the fields of engineering, biology
and medicine
• Improves human health through cross-disciplinary activities
• Integrates the engineering sciences with the biomedical sciences
and clinical practice 3
Teaching Objectives and Constraints
Objective
Develop a lesson to increase knowledge of the Engineering Design
Process that uses Bioengineering
Chosen Solution
Assessment
Problem Statement
Design a low cost greenhouse that is accessible to all people
This design project has the following different components to assess
the stated learning objectives:
1. Final presentation- illustrates Engineering Design Process using
the greenhouse design project
2. Informal questioning and conversation
3. Deliverables- research, brainstorming, design sketches,
completed scale model
A rubric will be created and used to assess the final presentation and
the deliverables.
4
Conclusions and Future Work
5
Objectives
1. To increase students’ knowledge of Engineering Design
2. To increase students’ knowledge of Bioengineering
3. To apply the Engineering Design Process to solve a problem
Conclusions
Students can benefit greatly by doing hands-on, inquiry and problem
solving activities in the classroom. Using the Engineering Design
Process lends itself to all of those kinds of learning experiences.
Constraints
• Must be designed with commonly available materials
• Must be designed with locally available materials
• Must have planting/work tables
• Must have a ventilation system
• Must have an irrigation system
• Must have an inside area of 120 square feet
• Must be completed in four weeks
• Must be safe
Future Work
• Unit to be taught during the first quarter of the school year
• Follow up to take place in November, 2009
• Results available after implementation
• Revisions to be made to project to refine objectives
Acknowledgements
• Dr. Terri Camesano and Dr. Kristen Billiar for designing an effective
teacher training program that increased our knowledge of
Biomedical Engineering and the Engineering Design Process
Constraints
• Must be completed in four weeks
• Must be completed with resources in the school Technology Lab
• Must be designed and created in groups (design teams)
Topics covered
Grade level
Number of students
Lesson duration
Engineering Design, Bioengineering,
Construction, Universal Design, Math
Grade 7 or 8
20-25
20 class periods, 50 minutes
Research/Background
Possible solutions to this design problem are:
• Design a living wall
• Design a device to test the tensile strength of soft biomaterials
• Design a planter to be used by a person in a wheelchair
• Design a wheelchair accessible greenhouse
• Design a composting/recycling container
• Jeanne Hubblebank for facilitating productive meetings to keep us
focused on curriculum and assessment
• Dr. Chris Sotak and Dr. Glen Gaudette for additional instruction on
effective use of the design process in our research projects
Reasons for Selection
• Best addresses instructional objective
• Targets three topics: Engineering Design, Bioengineering and
Construction
• Real life connection- illustrates concept of Universal Design
Benefits of Selection
• Increase awareness and curiosity of solar energy
• Can be constructed on school grounds if desired
• Can be used by teachers and students in classes in the school
6
• National Science Foundation for funding the RET grant
References
1. Engineering Design: Clive Dym & Patrick Little
2. Massachusetts Department of Elementary and Secondary EducationScience and Technology/Engineering Curriculum Framework
3. The Whitaker Foundation
4. www.jsbhealthcare.com/shop/images/Imported%20Wheelchair.jpg
5. www.minigreenhouse.org/images/fullsize/mini_greenhouse4.jpg
6. www.organic-foodgardening.com/wp-content/gallery/black-point2004/hoophouse.jpg
54
Research Experience
for Teachers at WPI:
Bioengineering Design
in the Middle School
Classroom
Curriculum Unit and Assessment Plan
Design a Wheelchair Accessible Greenhouse
RET Project Connection
Engineers rely on concepts in the subjects of math and science as the underlying foundation when trying to solve
problems. The Engineering Design Process is a formal set of steps used to efficiently derive a solution to a design
problem. In the Research Experience for Teachers at WPI, middle school teachers act as engineers and use the Design
Process to solve a research problem that is set forth before them. WPI faculty mentors work closely with the classroom
teachers to help them learn and use the Design Process in their research. Having classroom teachers learn the Design
Process by applying it to solve an actual problem is an effective strategy. Likewise, it is beneficial for classroom teachers
to use the same strategy- immerse their own students in the Design Process to solve a problem.
Subject Area
Problem Solving
Key words/Vocabulary
Bioengineering, construction, engineering design, universal design
Grade Level
Grades 7 or 8
Time Required
4 weeks, 20 classes, 50 minutes/class
Learning Objectives At the end of this lesson, students will be able to:
1. Explain the steps in the Engineering Design Process
2. Give two examples of Bioengineering
3. Solve an open-ended design problem
Prerequisite knowledge
none
55
Educational Standards
Massachusetts Curriculum Frameworks
1. Materials, Tools, and Machines
1.1 Given a design task, identify appropriate materials (e.g., wood, paper, plastic, aggregates, ceramics, metals, solvents,
adhesives) based on specific properties and characteristics (e.g., strength, hardness, and flexibility).
1.3 Identify and explain the safe and proper use of measuring tools, hand tools, and machines (e.g., band saw, drill press,
sander, hammer, screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) needed to construct a
prototype of an engineering design.
2. Engineering Design
2.1 Identify and explain the steps of the engineering design process, i.e., identify the need or problem, research the
problem, develop possible solutions, select the best possible solution(s), construct a prototype, test and evaluate,
communicate the solution(s), and redesign.
2.2 Demonstrate methods of representing solutions to a design problem, e.g., sketches, orthographic projections, multiview drawings.
2.3 Describe and explain the purpose of a given prototype.
2.4 Identify appropriate materials, tools, and machines needed to construct a prototype of a given engineering design.
5. Construction Technologies
5.1 Describe and explain parts of a structure, e.g., foundation, flooring, decking, wall, roofing systems.
Introduction/motivation
Begin with an explanation of the discipline of Engineering. It would be good for students to know various categories of
engineering (e.g., biomedical, chemical, electrical, mechanical, etc.) and a brief explanation of what each one does.
Once an overview is given, have students brainstorm a short list of things in their lives that are “engineered” and have
them identify why each is considered to be engineering. Explain that, through engineering, things around us have been
designed to address a specific need or problem by using concepts in math and science. Therefore, not everything can be
categorized as engineering. For example, a new style of clothing is not considered engineering but designing new
materials for clothing to keep you warm in the winter (e.g., Thinsulate®) is an example of engineering design. Also a new
candy bar that has different ingredients for a new flavor isn’t engineering but some foods (e.g., Activia®) are made with
specific ingredients that can help with your health and well being.
56
Students need to know the Engineering Design Process. Explain that engineers use the Engineering Design Process as a
guide to effectively solving a problem. This formal set of steps helps ensure focus when attempting to solve a design
problem. A graphic showing the Engineering Design Process and its steps can be found on page 84 of the Massachusetts
Science and Technology/Engineering Curriculum Framework.
Create and show a presentation of various structures that result from construction (e.g. buildings, bridges, tunnels,
dams, etc.). Ask students to identify how different structures are important to them. They can make a list of how they
rely on different kinds of structures daily. This design project can be made interdisciplinary by researching famous
structures from various periods or cultures as a background to the category of construction. For example, early
structures dating back thousands of years can be linked to various human needs for that time. (e.g., a teepee was an
early dwelling, aqueducts were built to carry clean water into the city of Rome and roads and bridges were built from
stone to have a more efficient surface for traveling).
Explain that Bioengineering addresses the development of devices and processes that aid humans with regard to
biology, medicine and technology. Assistive and adaptive devices are important components of helping humans with
special needs to live better lives. Ask students, “What things can you think of that help people who have some kind of
special need?” Also, many students have relatives, neighbors or other acquaintances that have had heart issues. You can
explain that new devices and processes in Bioengineering (e.g., artificial heart valves and stents) have extended peoples’
lives by replacing the problematic parts in humans.
Buildings also equipped with various assistive and adaptive technologies to make them accessible to people with and
without disabilities. This is known as Universal Design. Ask students to think about things they see in public buildings
that might be designed to help all people (e.g., door handles have replaced door knobs).
Lesson background and concepts for teachers
Bioengineering
Bioengineering addresses the development of devices and processes that aid humans with regard to biology, medicine
and technology. Assistive and adaptive devices are important components of helping humans live better lives. Buildings
are adapted to meet the needs of people with disabilities.
57
Construction
Large and small structures are all around us. Construction is the discipline of technology wherein engineers design
various structures that are vital to humans. From the building you live or work in to bridges that help us cross over
waterways and other obstacles, we depend on them every day to carry out activities in our daily lives such as living,
working, transportation, etc.
Engineering Design
Engineers create solutions to problems we face in our lives. In order to successfully arrive at a solution to a problem,
they follow a formal set of steps known as the Engineering Design Process. This process helps keep focus on the problem
and its specific needs. These needs are known as objectives and constraints and they are important as they serve as a
guide to generate designs for devices or processes for a client.
Universal Design
Today, engineers design new structures to accommodate people with various needs. Since all people depend on
structures every day, this is especially important. Universal design refers to designing things to meet all people’s needs.
Designing a building to accommodate a handicapped person will require objectives and constraints that the designer will
need to meet.
Activities
Week 1
Introduce Engineering, Engineering Design Process, Bioengineering and Construction
Week 2
Introduce project with problem statement
Introduce the concept of Universal Design
Research greenhouse design and wheelchair accessibility details
Introduce sketching and scale modeling
Week 3
Begin designing greenhouses following objectives and constraints
58
Continue designing greenhouses
Build scale models of greenhouses
Week 4
Finish building models
Evaluate designs against objectives and constraints
Communicate designs (presentation)
Materials possibly needed:
• wood
• plastic
• glue
Lesson closure
A greenhouse is one of many different kinds of buildings. What kinds of buildings do you rely on every day and why do
you need or use them? A wheelchair accessible greenhouse is one of many examples of Universal Design. Can you
identify any examples of Universal Design in your life? What do you see, if anything, right now that is an example of
Universal Design? What do you see each day in buildings you use that are examples of Universal Design? Think of a
typical day in your life and imagine yourself being in a wheelchair. What things would be important to you to live your
life? Brainstorm a list of at least five things that would want to have available to you.
Lesson extension activities
1. Have student make a list of every structure they have used since last class (or 24 hours). See if they can identify why
they needed these different types of structures (e.g., buildings- residential and commercial needs; bridges- crossing
over various barriers)
2. Have students pay attention to their environment for 24 hours (or until the next class) and make a list of everything
they have seen or used that is an example of Universal Design.
3. Develop an open-response question that references the importance of Universal Design.
59
Assessment
Formative Assessments
Pre-project survey/questionnaire to assess attitudes towards engineering
Post-project survey/questionnaire to assess attitudes towards engineering
Summative Assessments
1. PowerPoint presentation- illustrates Engineering Design Process using the greenhouse design project
2. Informal questioning and conversation
3. Deliverables- Brainstorming, research, design sketches, completed scale model
References
Dym, Clive L. and Patrick Little, Engineering Design: A Project Based Introduction (Third Edition), Hoboken, NJ: John
Wiley & Sons, Inc., 2009
Massachusetts Department of Elementary and Secondary Education
http://www.doe.mass.edu/frameworks/scitech/1006.pdf
Summary
Students are first introduced to Engineering Design and the Engineering Design Process to begin this problem solving
project. They will also be taught basic components of building construction (e.g., foundation, floors, walls, etc.). A focus
on Bioengineering with respect to designing for people with disabilities is addressed. Students also learn about Universal
Design. The design task is for students to design and create a scale model of a structure (greenhouse) that has to meet
various objectives and constraints.
Engineering Connection
Buildings are just one of many kinds of structures that are designed by engineers for humans. Bioengineering is the
discipline that includes designing for needs regarding the human body. There are people in our world that have needs
that may not be the same as ours (e.g., wheelchair accessibility, visual impairment, etc.). Knowing that, designers of
60
buildings plan to accommodate various needs of all people. While structures not only need to be safe, law also now
dictates that public buildings are designed to be accessible to people with varying needs. This concept of Universal
Design has specific constraints that must be closely followed by designers.
Engineering Category
Engineering Design
Other, Related URL
http://solutions.3m.com/wps/portal/3M/en_US/Thinsulate_Insulation/Homepage/AboutUs/WhatIsThinsulate/
http://www.activia.us.com/about.asp
http://home.howstuffworks.com/greenhouse.htm
http://en.wikipedia.org/wiki/Bioengineering
http://en.wikipedia.org/wiki/Construction
http://en.wikipedia.org/wiki/Engineering
http://en.wikipedia.org/wiki/Universal_design
Owner, Contributors, Copyright
RET Teacher
School
Town/District
Thomas Oliva
Forest Grove Middle School
Worcester Public Schools
61
All-Natural Antibacterial Disinfectants :
A Mini-Unit Designed To Study the Engineering Design Process
In Conjunction With The Study Of Bacteria
Jared R. Quinn
WPI-NSF RET Program in Bioengineering, Worcester Polytechnic Institute, Worcester, MA
Introduction
http://www.heartofengland.nhs.uk/upload/Bact
eria%20being%20grown%20in%20a%20petri
%20dish.jpg
This mini-unit is designed to introduce
students to the engineering design process
and show the relationship between the
fields of engineering and the life sciences.
During the course of this mini-unit the
students will utilize the steps of the
engineering design process to research,
design, and test an all-natural antibacterial
disinfectant. The students will utilize digital
imagery and the ImageJ computer
software (http://rsbweb.nih.gov/ij/) to
analyze their test results. The students will
also learn about the development of
bacterial resistance and how it can affect
their lives.
Teaching Objectives and Constraints
Chosen Solution
Student Problem:
Welcome to Σ4 Bioengineering Inc. Over the
past decade we have focused our efforts on
chemical based disinfectants and have been
very successful at producing some of the best
cleaning products on the market. Recently we
have noticed a change in our target audience,
showing a keen interest in all-natural and earth
friendly products. We are looking to carry our
previous level success into the all-natural
market. As our newest engineer your job will
be to research, develop and test an all-natural
antibacterial disinfectant. You will need to
follow all of the steps in the engineering design
process and document each step along the
way. Your team will need to prepare a
presentation to share the results with the rest of
the department.
http://pro.corbis.com/images/4218712948.jpg?size=572&uid=%7B2CB9FBA7-C1F044EE-8A8E-034CF30B654E%7D
Objectives:
This mini-unit will aid the students in…
•Understanding the Engineering Design Process
•Learning about all-natural substances that may reduce
the growth of bacteria
•Understanding the causes of bacterial resistance and
the issues that may arise from it
Objectives:
•The unit will educate the students about the engineering design process.
•The unit will be a support structure to the existing curriculum.
•The unit will follow the year-long theme of individual and planetary sustainability.
Constraints:
•The lesson must utilize the engineering design process.
•The lesson must support the existing grade seven life science curriculum.
•The unit must have a duration of at least 10-14 class periods.
Client’s Problem Statement:
Create an all-natural antibacterial disinfecting agent.
This substance needs to be plant based and perform as
well as, if not better than, GermX hand sanitizer during
the laboratory experiments.
Topics Covered:
•Technology and Engineering (T2-1 Engineering Design Process)
•Life Science (LS6-2 Classification and Adaptation LS6-18)
Grade Level: 7th
Number of students: 24-28 students, arranged into groups of 2 or 3
Lesson Duration: 12-16 class periods (55 minutes each)
Formative Assessments:
•Pre-assessment- prior to the start of the unit the students will complete a pre-test. This
pretest will function as a tool to determine if curriculum compacting is necessary, and it will
also function as a baseline to determine student growth during the unit.
•Guided Reading assignment- as students complete the guided reading activity, an informal
assessment can be made about the students understanding of the material they are reading
based on the questions they are creating and the answers they are giving to their questions.
•Vocabulary assignment- the students understanding of the vocabulary can be assessed
based on their illustrations and the sentences that they create for the vocabulary words
•Individual/small group discussions
•Skeleton Notes- during the skeleton notes the students can be assessed based on their
participation in the class discussion
•Review Questions- student understanding of the reading material can be assessed based on
the student’s difficulty with answering the questions, and the clarification questions that the
students ask.
•Graffiti Wall- Student comprehension and assimilation of the bacterial resistance content will
be assessed based on the information shared by the students and the connections that the
students make between bacterial resistance, and the previously acquired content of the
Archaebacteria Kingdom and the Eubacteria Kingdom.
All-Natural Antibacterial Disinfectants
Problem Statement:
Design a teaching unit that will assist students in not only understanding that there are
prescribed series of steps in the engineering design process, but they will also gain a
working knowledge of the design process. This lesson should seamlessly connect with
the existing seventh grade life science curriculum and allow the students to see the real
world connection between engineering and the life sciences.
http://www.allopharm.ru/photos/projects
/CV_50/Petri_dish_test_3ab54d6e.jpg
Constraints:
•Must perform as well or better than GermX hand
sanitizer
•Must be created from plant based substances
•Must use digital imaging and ImageJ software to
evaluate the test results
Summative Assessments:
•Quiz - This end of unit quiz will be identical to the pre-test. This will allow a picture of student
growth or class growth using the mean quiz scores. The quiz will contain material about the
engineering design process as well as information about Bacterial resistance
•All-natural Antibacterial Disinfectant Presentation/Lab Report- This portion of the activity
will function as a summative assessment for the student’s ability to accurately use engineering
design process to create their product.
Conclusions and Futures
Conclusion: Students who complete this mini-unit
should be able to…
•Utilize the Engineering Design Process for the
creation of their antibacterial agent.
•Identify, three possible all-natural antibacterial
agents.
•Identify the causes of bacterial resistance.
Future Plans: This unit will be piloted as an
afterschool program for female students. Based on
the success of the unit and the student feedback, this
program will be implemented into the regular seventh
grade life science curriculum.
http://sp.mit.edu/publicity/files/frontpage/Envir
onment-1244063123.jpg
Acknowledgements
Thank you to the WPI/RET faculty and staff including…
Engineering design mentors: Professors Allen Hoffman, Ph.D. and Kristen Billiar, Ph.D.
Independent Assessor: Jeanne Hubelbank Ph.D.
A special thank you to…
Principal Investigators: Terri Camesano, Ph.D. and Kristen Billiar, Ph.D.
Research/Background
This program was supported by a grant from the National Science Foundation
The research for this curriculum resulted in the following three possible design solutions;
1. Cells and Heredity: A series of activities and discussions revolving around the idea of
genetic disorders. Design and create a device to assist a person with a genetic disorder.
This would be an extension of an existing project from the cells and heredity unit where
the students research and present information about one specific genetic disorder.
References
2. Human body systems: A series of activities and discussions to demonstrate how the
muscular system and the skeletal system work together to allow movement. Design and
create a mechanical joint to replace one of the major joints in the human body.
3. Classifications of living things: A series of activities and discussion about bacteria.
Create a natural antibacterial disinfectant that can be used in place of harsh chemicals.
The students would develop the natural antibacterial disinfectant and test it on bacteria
grown in Petri dishes. This would be an extension/modification of the existing activity
where the students collect bacteria samples from the classroom desks and test three
“unidentified” cleaners.
Assessment
http://www.sciencelearn.org.nz/var/sciencelearn/storage/images/contexts/icy_ecosystems/sci_media/images/marine_ba
cteria_on_an_agar_plate/37640-1-eng-NZ/marine_bacteria_on_an_agar_plate_full_size_landscape.jpg
1. http://rsbweb.nih.gov/ij/, ImageJ, 8/1/09
2. http://www.gbiosciences.com/EducationalProducts/Antibiotic-Sensitivity-and-BacteriaScreening.aspx, 8/1/09
3. http://health.howstuffworks.com/question561.htm/printable, 7/28/09, © 19982009 HowStuffWorks, Inc.
4. http://www.doe.mass.edu/frameworks/scitech/1006.doc, 7/28/09, Massachusetts
Department of Education, 2006
5. http://www.accessexcellence.org/AE/AEC/CC/chance_activity.php, 7/22/09
6. http://www.accessexcellence.org/RC/AB/WYW/wkbooks/SFTS/activity5.php, 7/22/09
7. http://www.labnews.co.uk/laboratory_article.php/2983/2/antibiotic-resistance:-a-globalphenomenon, 7/22/09
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Research Experience
for Teachers at WPI:
Bioengineering Design
in the Middle School
Classroom
Curriculum Unit and Assessment Plan
All-Natural Antibacterial Disinfectant/Bacterial Resistance
RET Project Connection
During the course of the RET program, I had the opportunity to work with the Mechanical Engineering
Department in the Assistive Technology Resource Center. The ATRC was developed through a grant from the Fairlawn
Foundation and focuses on engineering solutions for people with various disabilities. The task I was given during the
program was to develop a magnetic reaching device for patients with severe cognitive and physical disabilities at the
Seven Hills Pediatric facility in Groton, MA. The device will be utilized during educational, recreational and occupational
therapies.
This project connects with this curriculum on a very basic level through the use of the engineering design
process. Prior to the RET program I was unclear on the need for, much less the how to, of the engineering design
process within the life sciences. The mini-unit that I have created will guide the students as they work with the
experimental design process to create their product, an all-natural antibacterial disinfectant, just as I was lead through
the process in creating the magnetic reaching device.
Subject Area
Life Science (Bacteria, Adaptations) and Technology Engineering (Engineering Design Process)
Key words/Vocabulary
Bacteria, Antibacterial, Antibiotic, Disinfectant, Resistance, Adaptation, Bacteriocidal, Bacteriostatic,
Transformation, Permeability
Grade Level
7 (appropriate for 5-8)
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Time Required
This mini-unit is designed to last 16 (55 min) class periods
Learning Objectives
At the end of the mini-unit the students will be able to…
• Utilize the Engineering Design Process for the creation of their all-natural antibacterial agent.
• Identify three possible all-natural substances that may reduce the growth of bacteria
• Identify the causes of bacterial resistance
Prerequisite knowledge
As a modern day Shakespeare might say “To wash, or not to wash, that is the question.” As we become more
entrenched in the age of innovation, we are often faced with many still unanswered questions. Who would have
thought that we would be questioning the basic foundation of hygiene, washing our hands? The Mayo Clinic’s website
explains the importance of regular hand washing for disease control and personal health.
Despite the proven health benefits of hand washing, many people don't practice this
habit as often as they should — even after using the toilet. Throughout the day you
accumulate germs on your hands from a variety of sources, such as direct contact with
people, contaminated surfaces, foods, even animals and animal waste. If you don't wash
your hands frequently enough, you can infect yourself with these germs by touching your
eyes, nose or mouth. And you can spread these germs to others by touching them or by
touching surfaces that they also touch, such as doorknobs.
Infectious diseases that are commonly spread through hand-to-hand contact include the
common cold, flu and several gastrointestinal disorders, such as infectious diarrhea.
While most people will get over a cold, the flu can be much more serious. Some people
with the flu, particularly older adults and people with chronic medical problems, can
develop pneumonia. The combination of the flu and pneumonia, in fact, is the eighthleading cause of death among Americans.
Inadequate hand hygiene also contributes to food-related illnesses, such as salmonella
and E. coli infection. According to the Centers for Disease Control and Prevention (CDC),
as many as 76 million Americans get a food-borne illness each year. Of these, about
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5,000 die as a result of their illness. Others experience the annoying signs and symptoms
of nausea, vomiting and diarrhea. (1998-2009 Mayo Foundation for Medical Education
and Research, http://www.mayoclinic.com/health/hand-washing/HQ00407
Unfortunately, it seems that mass marketing has placed its own spin of this basic hygienic belief. We are lead to believe
that the best way to stay healthy is to use harsh chemicals as antibacterial agents within our soaps and cleaners. On the
Business Wire website, the American journal of Infection Control was quoted regarding the potentially harmful chemicals found
in hand soap.
Nearly 100 percent of antibacterial liquid hand soaps found in U.S. stores contain the
toxic ingredient Triclosan. Bar soaps contain a similar ingredient called Triclocarban.
Once these toxic ingredients are disposed down the drain (due to hand washing), they
pose an immediate threat to the environment by polluting the water supply and, thus,
compromising public safety. "Products with ingredients such as Triclosan or Triclocarban
have been known to combine with sunlight and trace chlorine in tap water to form
dangerous carcinogens," said Ann Blake, Ph.D., a leading environmental and public
health consultant. "As a community, we need to take public health into our own hands
and take the necessary steps to eliminate the use of these toxic ingredients in our
personal care products." (2008 Business Wire,
http://findarticles.com/p/articles/mi_m0EIN/is_2008_Feb_7/ai_n24251766/?tag=conte
nt;col1)
The real question is not whether to wash or not, but rather, what to wash with. There are many natural substances that
have antibacterial qualities, without the harmful environmental effects that accompany harsh chemicals. People have been
using all-natural approaches to solve human ailments for thousands of years. Although some of the solutions, like blood letting,
have not held up under the scrutiny of modern science, but many of these natural remedies may hold solutions for some of the
modern worlds difficult problems.
Through the excessive use of antibacterial products we, as a society, are helping to create the next generation of
superbugs. Through adaptations many microbes, including bacteria, have become resistant to the everyday antibiotics and
antibacterial cleaners. This process known as bacterial resistance, has lead to the unintentional creation of stronger bacterial
strains , such as MRSA, that are immune to the basic antibiotics administered in western hospitals, resulting in the need for
more harsh and dangerous types of antibiotics. According to a University of Manchester study from 2004,
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It is estimated that infections such as MRSA (staph infection) kill 5,000 people each year.
This is partly due to the fact that current treatments are only successful in around 50
percent of cases; such treatments can also cause skin irritation.
However, researchers may have discovered a much more efficient, not to mention
pleasant, way to treat staph infections: Essential oils (compounds found within aromatic
plants). It seems that the use of these oils, typically used in aromatherapy, have been
found to kill deadly MRSA bacteria within just two minutes of contact. By simply inhaling
these essential oils, patients are able to prevent the risk of infection. And, unlike the
current treatments made of single compounds, essential oils are made up of a complex
mixture of chemical compounds that MRSA and other bacteria have a hard time
resisting. http://www.freerepublic.com/focus/f-chat/1320361/posts
According to Allan Spreen M.D., there are four natural substances that are widely accepted to have anti-bacterial, and
anti-viral, properties. These four substances are; vitamin C, grapefruit seed extract, olive leaf extract, and colloidal silver. Many
of these substances, on a limited basis, have been utilized by the medical community, with a great level of success. Dr. Spreen
also noted that “while bacteria contain the genetic material to resist synthetic drugs, this does not seem to be the case with
natural agents that have antibacterial properties” (http://www.annieappleseedproject.org/fournatanag.html). By utilizing allnatural antibacterial agents as opposed to the chemical/pharmaceutical versions, we potentially avoid the rapid development of
resistant bacteria. Unfortunately the all-natural approach is still considered as a holistic approach and has not become as widely
accepted as the traditional approaches. http://www.annieappleseedproject.org/fournatanag.html
The problem of bacterial resistance seems to be growing very quickly with no end in sight. Bacteria have become more
resistant to antibacterial and antibiotic agents due to overuse and environmental pollution.
Antibiotics and antibacterial agents are added to the environment at a rate of over a
million pounds per week. There are several routes of entry of antimicrobial agents into
the environment.
Sewage. The antibiotics that we take in are not all processed by our bodies. Some of
them are expelled as waste and wind up in our waste water treatment plants. Of
bacteria isolated from sludge remaining after wastewater treatment at one plant, 46.4%
were resistant to multiple antibiotics. Sewage from hospitals and pharmaceutical plants
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has been shown to contribute to antibiotic resistance in treatment plants. Rivers
contaminated with urban effluent and agricultural runoff have also been shown to have
greater antibiotic resistant bacterial populations than areas upstream of the
contamination source. Antibiotic resistance in streams is also indirectly selected for by an
increase in industrial wastes containing heavy metals.
Medical waste. The dispensing of antibiotics in a medical facility inevitably leads to
waste. Discharge from hospitals has been shown to cause an increase in bacterial
populations resistant to certain antibiotics such as oxytetracycline.
Production. Antibiotic sales total more than $8 billion worldwide each year. That is 50
million pounds produced each year, 25 million pounds of which are prescribed for human
use. Discharge of wastewater from pharmaceutical plants have been associated with an
increase in the prevalence of single- and multiple-antibiotic resistance in indicator
organisms.
Household products. Over 700 “antibacterial” household products have been introduced
in the past five years. These include such items as sweat socks, toothpastes, kitchen
plastics, cement and paints. The more common antibacterial ingredients in these
formulations are triclosan, quartenary ammonium compounds, alcohol, and bleach.
Microbes resistant to each of these compounds have been documented in nature and in
some human pathogens. These products wind up in the sewage or landfill after being
used in our households.
Sprayed on crops. About 300,000 pounds of antibiotics are used in plant production each
year. They are sprayed on high-value crops such as fruit trees to prevent bacterial
infections. This practice can select for resistant bacteria on our crops. Not all of the spray
remains on the fruit. Most of the antibiotics are washed into the soil and eventually end
up in the ground water.
Animal production. Antibiotics are commonly added at subtherapeutic levels to animal
feeds as growth promoters. They are also added to fishery waters. About 24 million
pounds of antibiotics are fed to animals every year. Due to this practice antibiotic
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resistance in foods has become a health concern. Bacteria such as drug resistant
Salmonella typhimurium, Escherichia coli and Enterococcus have increased clinically as
animal antibiotic use has risen. It is also possible that our normal gut microbiota have
gained antibiotic resistance from antibiotic-exposed food animals. A popular theory is
that vancomycin resistant strains of the bacterium Enterococcus (VRE), a major cause of
postsurgical infections, have arisen in Europe due to the use of the antibiotic avoparcin
as an animal growth promoter. At least one study, however, shows that in minced beef
and pork, VRE occurs very rarely. The use of oxytetracycline in aquaculture has been
shown to cause a seasonal shift in bacterial species towards Enterobacteriaceae and is
associated with increased antibiotic resistance. (Maura Meade-Callahan,
http://www.actionbioscience.org/evolution/meade_callahan.html)
As the amounts of antibacterial and antibiotic agents released into our environment rise, the bacteria strains adapt and
become more resistant to the drugs and disinfectants. To understand how bacteria become resistant to the drugs and
disinfectants we first need to understand how antibiotics and antibacterial disinfectants work. According to How Stuff Works,
they either kill bacteria directly, which is a bacteriocidal agent or they inhibit the bacteria’s ability to grow and reproduce which
is a bacteriostatic agent (http://health.howstuffworks.com/question561.htm/printable). According to How Stuff Works,
Bacteria have many ways to avoid the effects of the antibiotics or disinfectants. The bacteria may be capable of;
• Preventing the antibiotic from getting to its target
When you really don't want to see someone, you might find yourself doing things like
hiding from them or avoiding their phone calls. Bacteria employ similar strategies to
keep antibiotics at bay. One effective way to keep a drug from reaching its target is to
prevent it from being taken up at all. Bacteria do this by changing the permeability of
their membranes or by reducing the number of channels available for drugs to diffuse
through. Another strategy is to create the molecular equivalent of a club bouncer to
escort antibiotics out the door if it gets in. Some bacteria use energy from ATP to power
pumps that shoot antibiotics out of the cell.
• Changing the target
Many antibiotics work by sticking to their target and preventing it from interacting with
other molecules inside the cell. Some bacteria respond by changing the structure of the
target (or even replacing it within another molecule altogether) so that the antibiotic
can no longer recognize it or bind to it.
• Destroying the antibiotic
This tactic takes interfering with the antibiotic to an extreme. Rather than simply
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pushing the drug aside or setting up molecular blockades, some bacteria survive by
neutralizing their enemy directly. For example, some kinds of bacteria produce enzymes
called beta-lactamases that chew up penicillin.
How do bacteria pick up these drug-fighting habits? In some cases, they don't. Some
bacteria are simply making use of their own inherent capabilities. However, there are
many bacteria that didn't start out resistant to a particular antibiotic. Bacteria can
acquire resistance by getting a copy of a gene encoding an altered protein or an enzyme
like beta lactamase from other bacteria, even from those of a different species. There
are a number of ways to get a resistance gene:
•
•
•
•
During transformation - in this process, akin to bacterial sex, microbes can join together
and transfer DNA to each other.
On a small, circular, extrachromosomal piece of DNA, called a plasmid - one plasmid can
encode resistance to many different antibiotics.
Through a transposon - transposons are "jumping genes," small pieces of DNA that can
hop from DNA molecule to DNA molecule. Once in a chromosome or plasmid, they can
be integrated stably.
By scavenging DNA remnants from degraded, dead bacteria.
http://health.howstuffworks.com/question561.htm/printable
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Educational Standards
Massachusetts Science and Technology/Engineering Curriculum Frameworks
Content Standard LS6-1:
• Classify organisms into the currently recognized kingdoms according to characteristics that they share. Be familiar
with organisms from each kingdom.
Content Standard LS6-2:
• Recognize that all organisms are composed of cells, and that many organisms are single-celled (unicellular), e.g.,
bacteria, yeast. In these single-celled organisms, one cell must carry out all of the basic functions of life.
Content Standard LS6-18:
• Recognize that biological evolution accounts for the diversity of species developed through gradual processes
over many generations.
Content Standard T2-1:
• Identify and explain the steps of the engineering design process, i.e., identify the need or problem, research the
problem, develop possible solutions, select the best possible solution(s), construct a prototype, test and evaluate,
communicate the solution(s), and redesign.
http://www.doe.mass.edu/frameworks/scitech/1006.doc
Introduction/motivation
The motivation behind this BME mini-unit was to design a teaching unit that will assist students in not only
understanding that there are a prescribed series of steps in the engineering design process, but also to gain a hands on
working knowledge of the design process. This lesson will seamlessly connect with the existing seventh grade life
science curriculum and allow the students to see the real world connection between engineering and the life sciences.
Lesson background and concepts for teachers
This BME mini-unit will take place two- three weeks into the Classification of Living Things Unit, typically taught at the
beginning of the school year. During these first couple of months of the school year, activities and assignments take
longer than they would at the end of the year. This is primarily because I use this time to teach not only the content, but
also the classroom routines and study skills that the students will use for the remainder of the school year.
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Leading up to this BME mini-unit the students will have learned about the characteristics of living things, and the levels
of classification of all living things (Domain, Kingdom, Phylum, Class, Order, Family, Genus, Species). The students will
also have a general knowledge of the 6 kingdoms (Archae bacteria, Eubacteria, Protist, Fungi, Plant, Animal), and a more
in-depth understanding of the 2 kingdoms of bacteria and the non-living viruses.
Associated Activities
Guided Reading assignment- as the students read the Bacteria Resistance packet they will complete the QRP guided
reading strategy.
Materials:
Reading Packet- attachment 1
QRP Guided Reading Strategy- attachment 2
Review Questions- The students will answer the review questions at the end of the reading packet. The questions are
designed to help the students assess their understanding of the reading material.
Materials:
Reading Packet- attachment 1
Science Notebook
Vocabulary list- as the students are completing the research for the All-natural Antibacterial Disinfectant activity they
should compile a list of important words and their definitions. The students should also correctly use the word in a
sentence and draw a picture to illustrate the word.
Materials:
Reading Packet- attachment 1
Science Notebook
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Graffiti Wall- As a culminating activity for the bacterial resistance portion of this BME mini-unit the students will, in
small groups, create an informational work of Graffiti art on 5’ x 8’ piece of paper. The theme of their graffiti will be
Bacteria and Bacterial Resistance. The art should include everything important to the topics and can include
illustrations, words, phrases, sentences, poems, etc. The graffiti should be colorful, and one of a kind.
Materials:
5’x8’ chart paper
Markers, crayons, etc.
Rulers, protractors, compasses, etc.
All-natural Antibacterial Disinfectant Activity- The students will research possible all-natural alternatives to chemical
based disinfectants. The students will need to develop, test, and evaluate their first generation prototypes. The
students will utilize digital imaging and the ImageJ software to help evaluate the effectiveness of each of their possible
disinfectants. The students must follow the engineering design process in their product development.
Materials:
Computer and Internet access
Design Process Form- attachment 3
Petri dishes and Nutrient Agar
Sterile cotton applicators
Sterile water
Small Graduated beakers
Digital Camera
ImageJ software- http://rsbweb.nih.gov/ij/
Student Intro: Welcome to Σ4 Bioengineering Inc. Over the past decade we have focused our efforts on chemical based
disinfectants and have been very successful at producing some of the best cleaning products on the market. Recently
we have noticed a change in our target audience, showing a keen interest in all-natural and earth friendly products. We
are looking to carry our previous level of success into the all-natural market. As our newest engineer your job will be to
research, develop and test an all-natural antibacterial disinfectant. You will need to follow all of the steps in the
engineering design process and document each step along the way. Your team will need to prepare a presentation to
share the results with the rest of the department.
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Client’s Problem Statement: You need to develop an all-natural plant based antibacterial disinfectant. The product
needs to perform as well as or better than GermX when tested on the bacterial cultures collected from the school. The
all-natural disinfectant can not contain any alcohol or harsh chemicals.
Lesson closure
The culminating activity for the Engineering Design Process portion of this BME mini-unit will be the student
presentations. Following the student presentations we will create our Graffiti Walls to help the students assimilate what
they learned about bacterial resistance into what they know about the two kingdoms of bacteria.
Lesson extension activities
All-natural Antibacterial Disinfectant Activity Extension- As an extension to the development of an all-natural
disinfectant activity the students should create an ad campaign to market their product to the fictitious public. The
advertisement campaign should include specific information about their product as well as general information about
bacterial resistance
Additional multimedia support
News Article- Squashing Superbugs, The Race for New Antibiotics,
http://www.scientificamerican.com/article.cfm?id=squashing-superbugs
News Article- Making Sense of MRSA, http://kidshealth.org/research/mrsa.html
Web Article- The Danger of Antibiotic Overuse, http://kidshealth.org/parent/general/sick/antibiotic_overuse.html
News Article- Experts Warn Against Stores’ Antibiotics Giveaways, http://kidshealth.org/research/free_antibiotics.html
Full Video (20 min.)- Life Science, Bacteria, http://player.discoveryeducation.com/index.cfm?guidAssetId=9A7AFEE43E11-4820-8597-5403F1802ADA&blnFromSearch=1&productcode=US
Video Clip (1:33)- Antibiotics, http://player.discoveryeducation.com/index.cfm?guidAssetId=E852A83C-8149-4D4E8181-439511CBC0CD&blnFromSearch=1&productcode=US
Video ( 8:29min.)- Killer Microbe, Nova Science Now, http://www.pbs.org/wgbh/nova/sciencenow/0303/04.html
Video Clip ( 6:19 min.)- Why Does Evolution Matter Now? Teaching Evolution Now,
http://www.pbs.org/wgbh/evolution/educators/lessons/lesson6/act1.html
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Assessment
For the purpose of this unit the students will be assessed on their ability to accurately use the engineering design
process as well as their ability to design, test, and evaluate three potential all-natural antibacterial agents. The student’s
ability to identify the causes of bacterial resistance will also be evaluated. The unit will utilize both formative and
summative means of assessment to evaluate the students.
Formative Assessments:
Pre-assessment- prior to the start of the unit the students will complete a pre-test. This pretest will function as a tool to
determine if curriculum compacting is necessary, and it will also function as a baseline to determine student growth
during the unit.
Guided Reading assignment- as students complete the guided reading activity, an informal assessment can be made
about the students understanding of the material they are reading based on the questions they are creating and the
answers they are giving to their questions.
Vocabulary assignment- the students understanding of the vocabulary can be assessed based on their illustrations and
the sentences that they create for the vocabulary words
Individual/small group discussions
Skeleton Notes- during the skeleton notes the students can be assessed based on their participation in the class
discussion
Review Questions- student understanding of the reading material can be assessed based on the student’s difficulty with
answering the questions, and the clarification questions that the students ask.
Graffiti Wall- Student comprehension and assimilation of the bacterial resistance content will be assessed based on the
information shared by the students and the connections that the students make between bacterial resistance, and the
previously acquired content of the Archaebacteria Kingdom and the Eubacteria Kingdom.
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Summative Assessments:
Quiz - This end of unit quiz will be identical to the pre-test. This will allow a picture of student growth or class growth
using the mean quiz scores. The quiz will contain material about the engineering design process as well as information
about Bacterial resistance
All-natural Antibacterial Disinfectant Presentation/Lab Report- This portion of the activity will function as a summative
assessment for the student’s ability to accurately use engineering design process to create their product.
References
http://www.gbiosciences.com/EducationalProducts/Antibiotic-Sensitivity-and-Bacteria-Screening.aspx, 8/1/09
http://esciencenews.com/articles/2008/10/05/disinfectants.can.make.bacteria.resistant.treatment
http://www.sciencealert.com.au/news/20082804-17233.html
http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=88911
http://www.accessexcellence.org/AE/AEC/CC/chance_activity.php
http://www.accessexcellence.org/RC/AB/WYW/wkbooks/SFTS/activity5.php
http://www.labnews.co.uk/laboratory_article.php/2983/2/antibiotic-resistance:-a-global-phenomenon
http://www.pbs.org/wgbh/nova/teachers/viewing/0303_04_nsn.html
http://www.mayoclinic.com/health/hand-washing/HQ00407
http://findarticles.com/p/articles/mi_m0EIN/is_2008_Feb_7/ai_n24251766/?tag=content;col1
http://www.actionbioscience.org/evolution/meade_callahan.html
http://www.associatedcontent.com/article/51175/understanding_bacteria_harmless_and.html?cat=5, Understanding
Bacteria-Harmless and Helpful, 2006, Schwabe, Deborah, 8/4/09
http://health.howstuffworks.com/question561.htm/printable, 7/28/09, © 1998-2009 HowStuffWorks, Inc.
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http://www.doe.mass.edu/frameworks/scitech/1006.doc, 7/28/09, Massachusetts Department of Education, 2006
http://rsbweb.nih.gov/ij/, 7/28/09, ImageJ: Image processing and analysis in java, National Institutes of Health, 2004
http://kidshealth.org/parent/general/sick/antibiotic_overuse.html#, 7/29/09, The Danger of Antibiotic Overuse, Kids
Health, 2008.
http://kidshealth.org/research/mrsa.html, Making Sense of MRSA, Kids Health, 2007
Life Science: Bacteria. Discovery Education. 2002. Discovery Education. 29 July 2009,
http://streaming.discoveryeducation.com/
Antibiotics. Cochran. 1996. Discovery Education. 29 July 2009, http://streaming.discoveryeducation.com/
Killer Microbe, Nova Science Now. Aired on PBS July 9, 2008,
http://www.pbs.org/wgbh/nova/sciencenow/0303/04.html
Walsh, Christopher T. and Fischbach, Michael A., Squashing Superbugs--The Race for New Antibiotics, Scientific
American, July 2009, http://www.scientificamerican.com/article.cfm?id=squashing-superbugs, 7/29/09
Learning and Teaching Evolution, WGBH, 2001,
http://www.pbs.org/wgbh/evolution/educators/lessons/lesson6/act1.html,
Associated Unit
Lesson #1 of 1
Lesson Dependency
76
Summary
The purpose of this BME mini-unit is to provide the students with a real world application for the engineering design
process as it relates to our life science curriculum. The students will utilize the Engineering Design Process to research
and develop an all-natural antibacterial disinfectant and present their findings to the group. The students will also learn
about bacterial resistance and its progression in modern society since the discovery of penicillin, by Alexander Fleming,
in 1942. The students will be introduced to some of the consequences for the overuse of these antibiotics, and they will
connect the ideas in bacterial resistance to their study of the two kingdoms of bacteria.
Day #1 (Thursday)
Pre-Quiz
Intro project
Begin Background research
Day #2: (Friday)
Continue research
Begin student created vocabulary list
Day #3 (Monday)
Continue research
Rework clients problem statement
Day #4 (Tuesday)
Create problem statement
Define Objectives, Functions, and Constrictions
Continue research
Day #5 (Wednesday)
Develop antibacterial test agents
Day #6 (Thursday)
Collect bacteria samples
Set up antibacterial agent test
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Day #7 (Friday)
Record bacterial growth
Read Bacterial Resistance Packet
Complete QRP, guided reading activity
Add vocabulary words to the student created vocabulary list
Day #8 (Monday)
Record bacteria growth
Begin class discussion about bacterial resistance
Day #9 (Tuesday)
Record bacteria growth
Finish class discussion about bacterial resistance
Review questions
Day #10 (Wednesday)
Record Bacteria Growth
Begin data Analysis with ImageJ software
Day #11 (Thursday)
Finish Data Analysis
Day #12 (Friday)
Prepare PowerPoint presentation
Day #13 (Monday)
Finish PowerPoint presentation
Day #14 (Tuesday)
Group presentations
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Day #15 (Wednesday)
Grafiti wall activity
Day #16 (Thursday)
Quiz
Engineering Connection
Engineering design process
Engineering Category
Biomedical Engineering
Attachments
Reading Packet (pp.18-23)
QRP Guided Reading Form (p. 24)
Lab Form (pp. 25-28)
Other, Related URL
N/A
Owner, Contributors, Copyright
Jared R. Quinn
Overlook Middle School
Ashbunham – Westminster Regional School District, Ashburnham, MA 01430
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Design and Build a Working Model of an Arm
Robin Scarrell
WPI-NSF RET Program in Bioengineering, Worcester Polytechnic Institute, Worcester, MA
Introduction
Chosen Solution
Student integration of knowledge is important to a deep
understanding of science content. Being able to make connections
between topics is an important part of that understanding. In this unit
my goal was to help students integrate bioengineering, the
Engineering Design Process with the interrelationship of the muscular
and skeletal systems.¹
Assessment
Student Problem: In order to integrate engineering design and
the musculoskeletal system design and construct an anatomically
correct model of a working arm that can move a mounted object a
distance of at least one foot.
Assessing Student Learning:
• Lab based activity to used to check for student understanding of
the Engineering Design Process.
• Production of an anatomically correct working model will
demonstrate understanding of musculoskeletal system
• Class presentations will demonstrate understanding of the
engineering design process and material properties.
Teaching Objectives and Constraints
Problem Statement:
Design a curriculum unit to teach bioengineering that will use the
engineering design process to reinforce the concepts of the
anatomy and physiology of the musculoskeletal system as it aligns
with the Massachusetts Science and Technology/Engineering
Curriculum Frameworks.
Objectives:
• Aid students in learning the Engineering Design Process
• Aid students in integrating the concept of material properties into
the Engineering Design Process
• Aid students in integrating the concept of how muscles, bones,
joints, ligaments and tendons work together as a system
• Encourage interest in science and bioengineering
Constraints:
• Must be able to integrate into currently taught curriculum , as
opposed
• Material choices must be readily available
• Must be completed within 10- 45 minute period
Topics covered:
• Bioengineering
• Engineering Design Process and Material Properties
• Musculoskeletal system
Student grade: 6, 7, 8
Numbers of students: 20-30 working in groups of 4
Number and duration of class periods: 10- 45 minutes periods
Glas
s
Research/Background
Possible solutions:
• Students will design a virtual arm using a computer program.
• Students will build and design an anatomically correct model of a
working arm.
• Students will design an arm on paper.
Research:
Mass DOE Frameworks²
Design Assessment:
• Ability to meet design constraints
Will be tested to determine:
• Mobility of model
• Correct attachment of structures
(1)
Objectives:
• Should be anatomicallycorrect
• Should be able to lift an attached can at least one foot
• Material properties should be appropriate for structure
Constraints:
• Must be designed and completed in groups of 3 or 4
• Must be completed and ready to be presented in 5 days
• Must be proportionate to the average measurements of the class
• Must use only materials offered by teacher
Conclusions and Future
Conclusions:
Students should be able to:
• Solve a given problem using the Engineering Design Process
•Integrate the concept of material properties
•Recognize and understand the interrelationship between
musculoskeletal systems
Additionally, students will gain an increased interest in science,
engineering and bioengineering.
Acknowledgements
(2)
In this unit, students will be given a problem that will:
•Require application of the engineering design process
•Reinforce concept of material properties
•Utilize the engineering design process to design and construct a
working prototype
•Encourage the concepts of how the muscles, bones, ligaments,
joints and tendons work together as a system,
Special thanks to:
• Project Mentors: Professors Raymond Page & Marsha Rolle
• RET program PIs: Professors Kristen Billiar & Terri Camesano
• The graduate and undergraduate students involved:
Jenna Balestrini, Alex Christakis, Jonathan Grasman, Jason Hu,
Amands Zoë Reidinger
• Project Partner: Donald Brown
References
¹Linn, M.C.; Lee, H-S.; Tinker, R; Husic, F.; Chiu, J.L.; INQUIRY
LEARNING: Teaching and Assessing Knowledge Integration in
Science. Science.2006, 313 (5790), 1049-1050
2 www.doe.edu/frameworks/current.html
Photo credits:
(1) usera.imagecave.com
(2) http://iris.nyit.edu/~rpootrak/Pics/cooperative.jpg
91
Research Experience
for Teachers at WPI:
Bioengineering Design
in the Middle School
Classroom
Curriculum Unit and Assessment Plan
Design and Build a Working Model of an Arm
RET Project Connection
Professors Marsha Rolle and Raymond Page’s biomedical engineering labs are investigating the use of fibrin threads
used as a scaffold on which to grow muscle cells to be used for implantation into damaged muscle. Progenitor muscle
cells, in the form of satellite cells, are being seeded, in vitro to grow muscle tissue. Because muscles contract and relax in
vivo, the cells must be conditioned prior to being implanted into damaged muscle tissue. My role, with colleague
Donald Brown was to design a device to condition those muscle cells. Working in this lab regenerated my love of
learning new material and has emphasized the necessity to motivate more kids about engineering, specifically
biomedical engineering.
As a result of my experience RET program at WPI, I have expanded some of the goals for my classroom:
•
to motivate students and give them a deeper understanding of what engineers do
•
to teach the engineering design process as stated in the Massachusetts State Frameworks and the Worcester
Public Schools benchmarks
•
to apply the engineering design process to the biomedical/bioengineering field to solve a particular problem
while using this approach to, additionally, aid in the synthesis of life science principles.
RET Teacher
Robin Scarrell
School
Forest Grove Middle Schol
Town/District
Worcester Public Schools
Subject(s) taught
Integrated Science
Key words/Vocabulary
musculoskeletal, biceps, triceps, radius, ulna, humerus, joints, ligament, tendons, engineering design process,
biomedical engineering, materials properties, prototype, model
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Subjects covered/Key words
Life science, muscular skeletal system, technology, engineering
Grade Appropriate: 6,7,8
Lesson duration
8-10 days with 50 minute periods
Goals/Objectives of lesson
•
•
•
Students will, in teams, be able design and produce a prototype of a movable arm using their knowledge of the systems. Each
structure should include bones, ligaments, tendons, joints and major opposing muscles associated with that arm.
• Sub-objectives:
• Students will able to label a diagram and give functions of each of the following structures: bones, ligaments,
tendons, joints and major opposing muscles
• Students will be able to synthesis the importance of the interrelationship of the above structures by the design of
the model arm
Students will be able to solve the given problem using the engineering design process.
Given materials, students will be able to determine the best choice of materials by taking into consider that material’s properties.
Background information
The current 7th grade and 8th grade textbook (for part of the life science curriculum) is Prentice Hall “Human Biology
and Health”. Though the series of books is excellent, there is not a strong engineering component. The goal of this unit is
to link the previously learned muscular skeletal system to a biomedical engineering component (though some of the
standards addressed appear to be inappropriate for 7th and 8th graders, the children come in with a limited science
experience). Additionally, students will come away with knowledge of many of the major engineering fields. This unit
will allow the student s to synthesis their previously learned knowledge of the skeletal muscular system with the
engineering field. Given the number of men and women returning from the war with damaged or missing limbs, there is
also a societal component in this lesson. It is an excellent opportunity to discuss the advancements in engineering
spurred on by these events?
Essential questions
What is engineering?
What do engineers do?
What around you in life involves engineers?
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What is the difference between engineering and science?
How do engineers solve problems?
What are the steps of the design process?
What are the functions of the skeletal muscular system?
How might the political climate of the country
Educational Standards
Explain the organization of living things.
Identify structures such as cells, tissues, organs, and systems.
STANDARD 5
Life Science
Gr. 6-8
WPS BENCHMARKS (06.SC.LS.08)
Explain the relationships of cells, tissues, organs, and systems.
STANDARD 5
Life Science
Gr. 6 -8
WPS BENCHMARKS (06.SC.LS.08)
Identify the major components and functions of the following human body system: muscular skeletal system.
STANDARD G
Life Science
Gr. 6-8
WPS (06.SC.LS.10)
Explain how different body systems identify the major components and functions of the following human body system:
muscular skeletal system.
STANDARD G
Life Science
Gr. 6-8
WPS BENCHMARKS (06.SC.LS.10)
Engineering Design Process
STANDARD 2
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Gr. 6-8
Technology/Engineering
WPS BENCHMARKS (06.SC.TE.01-08)
Introduction and Motivation
Introduction to their project (Day 3) begins with discussion of physical effects of the war for many returning soldiers.
This discussion leads into muscle damage versus amputation. The work of Dr.’s Page and Rolle will be discussed at this
point, which will lead into discussions of amputation. Biomedical engineering will be discussed, specifically work being
done is prosthetics.
• Video: “More amputee soldiers return to active duty”: http://www.msnbc.msn.com/id/18944766/
Lesson Background and Concepts for Teachers
The background for this lesson is knowledge of the body systems (specifically the muscular skeletal system), the
engineering design process and material properties.
Associated Activities
Day 1: Introduction to engineering and how it differs from science. Additionally, introduction of the different types of
engineering (specifically biomedical and biomechanical engineering), what they do and the things that have been
accomplished will be presented.
Day 2: Introduction of the engineering design process and it’s similarity to the scientific method. It is important to make
clear here that the scientific methods looks linear but it is not. The students should recognize that an experiment does
not always go as planned and that there are changes that will be done to the design of the experiment, the procedure or
even, ultimately, the hypothesis.
Day 3: Read an article regarding Walter Reed Hospital and their overwhelming numbers of leg and arm amputees. Intro
their project by giving them their problem statement (a) and constraints (b).
a. Student must design and construct an anatomically correct model of a working arm that can move a
mounted object a distance of at least one foot.
b. Model should be anatomically correct
Model should be able to lift an attached can of soda at least one foot
Material properties should be appropriate for structure.
Day 4-6: In groups, draw anatomically correct model of an arm (must include correct bones, major muscles, ligaments
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and tendons) and brainstorm material ideas. Students must keep in mind the function of each of the parts and
the materials properties of their brainstormed materials. Materials used must be attained from home or
materials offered in class. Prototype will be sketched after brainstorming (in 3D if they have had technology class)
Day 7 & 8: Groups will begin building their prototypes.
Day 8 or 9: Groups will test their prototypes and redesign if necessary. Will the arm lift a full can of soda 1 foot?
Day 10: If necessary for final redesigns and tests.
Materials Required
•
•
•
•
•
•
Card board tubing cut into lengths appropriate for middle schooler’s arm (bones)
0.75 inch pvc piping, cut into lengths appropriate for a middle schooler’s arm (bones)
Different materials (cloth, elastic, fish line, raw hide, rubber, twine , rope etc.) with different strengths
(ligaments, tendons)
turnbuckles (simulates muscle’s ability to contract and then return to its original length)
Velcro: to attach mounted object which must lift an attached can of soda 1 foot
any materials may be brought in from home and used in the prototype
o students will determine materials used to affix structures (hooks, tape, etc)
Assessment
Students will be assessed by their final product. Did they meet the goals set for at the beginning of the project Students
will also(as teams) design a poster featuring the process by which they designed their model arm. Each step will be
accompanied by a step in the Engineering Design Process. Students will present their posters to the class.
References
•
•
http://www.msnbc.msn.com/id/18944766/
http://www.armytimes.com/news/2007/09/military_amputee_070912w/
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Using Gaming to Teach Science and Technology
Quarter One – Environmental Science and the link with Assistive and Adaptive
Technologies and Biomedical engineering and Biotechnology
Veronica L. Tate
WPI-NSF RET Program in Bioengineering, Worcester Polytechnic Institute, Worcester, MA
Introduction
My major goal this year is to teach Science in such as way as to
encourage students to pursue Engineering and Engineering Technologies
as careers. This involves keeping students motivated so that they will
invest the time and effort in developing skills that are necessary to pass
higher level Science and Math courses. This also involves encouraging
students to work in groups and communicate both verbally and in writing.
To that end, students will be taught the environmental unit, the design
engineering process, the difference between Assistive and Adaptive
technologies and the difference between Biomedical engineering and
Biotechnology.
Teaching Objectives and Constraints
Objectives;
Using the Engineering design process (T.E. 2.1), design and create a unit, that
will teach the differences between Assistive and Adaptive Technology and
Biomedical and Biotechnology and show how these engineering processes is
connected in some way to Environment Science (LS12-LS17), while being
effective, motivating and enjoyable to the students. This unit should encourage
interest in engineering and not deter it.
Constraints:
Biomedical engineering and Environmental Science do not easily connect.
Lack of tested lesson plans
Differentiated Learning – All proposals should affect different learners
Topic Covered: Environmental Science (LS12-LS17);Engineering Design
Process T.E. 2.1; Bioengineering Medical Technologies;
Student Grade: 7th
Number of Students: 25-30 in 4 classes
Lesson Duration: 6 weeks (55 minutes per class)
Title: Assistive and Adaptive Technologies
Objective: Create a board game to teach other students in grades 3-5 the
difference between Assistive and Adaptive Technologies or the difference
between Biomedical engineering and Biotechnology
Students Problem Statement:
Using games to teach a difficult concept can be both fun and productive for
students. Using your knowledge of either assistive and adaptive technology or
Biomedical engineering and Biotechnology design and create a game that will
teach students in grades 3-5 the difference between these subjects. Can you
make give an example of how Assistive and Adaptive technology or Biomedical
engineering and Biotechnology is used in the Environment
Constraints:
Must become literate in Environmental Science as taught from LS12-LS17
Must know the difference between Assistive and Adaptive devices
Must know the difference between Biomedical engineering and Biotechnology
Must use the Engineering Design Process
Must use board game provided by teacher.
Assistive Technology v. Adaptive Technology
In recent years, adaptive and assistive technologies have become
buzz words in technology education. As the technologies evolve, the
definitions and what relates to the technologies do as well. Assistive
technology was officially defined in the Assist Technology Act of 1998,
passed by the 105th Congress. The broad definition of assistive
technology usually encompasses the definition of adaptive
technologies. This leads to confusion for people dealing with assistivetechnology issues.
Figure 1- Assistive and Adaptive Technology
Pre-test: Unit test given to assess where students are and to use as a
baseline from which to measure learning growth
Bell Work: A question students are given 5-7 minutes to complete
answers can be either written or verbal to assess students understanding
of the topics. This done is at the beginning of the class.
Exit Slips: A question students are given 5-7 minutes to answer prior to
leaving the class to assess student’s understanding of the daily lessons
Post-test: The same unit test
Student Lesson Evaluations:
Product/no product:
Usability, creativity, and was the goal met: Can a student learn the
differences between Assistive and Adaptive technologies using the game
Connection/no connection:
Did students make a connection and are they able to articulate this
connection to other students?
Peer-to-peer team work Evaluations:
Each student is required to grade peers during group-work activities.
Conclusions and Futures
Engineer Design Process is an excellent tool for teaching student, in
conjunction with gaming. Since my 4th quarter is devoted to teaching
technology, I will be teaching technology through out the year, making
connection with Science through out the year. By the time students
reach the 4th quarter, it is my goal that they know the engineering design
process well enough to create and build one assignment after another.
Future plans:
Assistive Technology
Connect every Science and technology topic to Engineering career
Adaptive Technology
Research/Background
Much of the research was completed on using Gaming to teach
difficult subject:
Solution 1: Photosynthesis and Bioengineering.
This solution relates to Biotechnology, such as food engineering and other
types of products but not to Biomedical engineering.
Solution 2: Using Bingo to teach Biomedical connection to the
environment.
Bingo could help in teaching, it is not inquiry based. It might be good for a
review or for vocabulary but not for the design process.
Solution 3: Create a board game like a dungeon and dragon game.
Again, where is the inquiry base? It could be set-up to perhaps contain an
inquiry base, but students maybe engaged in creating the game, and not in
learning the concept.
Solution 4: Create a board game to teach students in grades 3-5 the
difference between Assistive and Adaptive technology
Solution requires research and is inquiry base and is does have a
biomedical connection, but not the environment connection
Solution 5: In conjunction with creating the game board, students are
required to make a connection with environment and Assistive and
Adaptive technology or Biomedical engineering or Biotechnology.
(such as assistive and adaptive devices, plant engineering, use of
plant and animals for medicine etc.)
Assessment
Chosen Solution
Figures 1 & 2 –copied from ATTV4.pdf
Acknowledgements
Simply stated, assistive technology is any object or system that increases or
maintains the capabilities of people with disabilities. Adaptive technology is any
object or system that is specifically designed for the purpose of increasing or
maintaining the capabilities of people wit disabilities. All adaptive technologies
belong to the broader assistive-technology category.
Figure 2- Examples of Assistive and Adaptive Technology
Crutches
Hearing aides
Assistive Technology
Much gratitude to WPI/RET faculty and staff including:
Mentors: Allen Hoffman Ph. D. and Kristen Billiar, Ph.D.;
Terri Camesano Ph.D. and
Independent Assessor: Jeanne Hubelbank Ph.D.
Printing: Adriana Ahera
Librarian: Christine Drew
My partner: Jared R. Quinn
Mechanical organs
Adaptive Technology
Contact lenses Cochlear implants
Gene Therapy
Pacemakers
Artificial limbs
Assistive and adaptive technologies can be even more useful to humans
when integrated with bioengineering. Bioengineering is the application of
engineering principle or processes to field of biology or medicine.
Bioengineered technologies are specially designed to change how the
organism functions, which means they are adaptive technologies.
References
Using gaming to teach difficult concepts:
http://icampus.mit.edu/projects/GamesToTeach.shtml
http://www.seriousgamessource.com/item.php?story=24348
http://www.ypulse.com/ftc-uses-virtual-mall-to-teach-kids
http://www3.interscience.wiley.com/journal/120119642/abstract?CRETRY=1&SRETRY=0
http://www.educationarcade.org/gtt/proto.html -- game to teach project
http://www.tripdatabase.com/SearchLander.html?s=1&gk=gaming+to+teach&itemId=710217 -teaching medical students
Scientific method and engineering design process
http://df1d1f2be44ed1b00cfcf7d0e4f3861f9706d381.gripelements.com/pdf/LearningByDesignAbts
070908.pdf
http://www.asa3.org/ASA/education/think/science-design.htm
http://www.teachengineering.org/documents/ItsAllAboutEngineering3.pdf
http://highered.mcgraw-hill.com/sites/dl/free/0078901367/594902/AAT_v4.pdf
97
Research Experience
for Teachers at WPI:
Bioengineering Design
in the Middle School
Classroom
Curriculum Unit and Assessment Plan
Using Gaming to teach Science and Technology
RET Project Connection
I worked in the Biomechanics Lab with the Assistive Technology Resource Center (ATRC), working together to design a
more accessible future. ATRC provide technical resources for the selection and modification and design and
development of assistive devices.
We were charged with the design and creation of an assistive device, which we referred to as an assistive fishing pole.
The Fishing Assistant is an assistive device designed to be used in conjunction with a game board. The fishing assistant is
a single switch activated electromagnetic extendable pole. When activated the fishing assistant allows the end user to
pick up a metal object and move it from point A to point B.
Assistive technology when connected with Bioengineering is more productive for humans. My students will be taught,
the differences between Assistive and Adaptive technology as well as the difference between Biomedical engineering
and Biotechnology.
Subject Area
Life Science: Structure and functions of Cell (LS 2); Living things and their environmental (LS13); Energy
and Living things (LS 14, LS 15, LS 16); Evolution and Biodiversity (LS 12); Changes in Ecology over time,
emphasizing on human impact on ecosystem; Engineering Design Process (TE 2.1); Importance of creating
a Prototype (TE 2.3); Bioengineering (TE 7.1-7.2)
Key words/Vocabulary
Adaptive technology, assistive technology, assistive device, assistive product, biomedical engineering, biotechnology
98
Grade Level
7th grade
Time Required
4-6 weeks; 20-30 classes (55 minutes each)
Learning Objectives
Student will be able to:
•
List the steps of the engineering design process
•
Differentiate between adaptive and assistive technology
•
Differentiate between Biomedical Engineering and Bioengineering technology
•
Defined bioengineering and Biomedical Engineering
•
Give examples of assistive and adaptive technologies
•
Give examples of adaptive or assistive devices
•
Give examples of how adaptive and assistive technology and Biomedical Engineering and Bioengineering technology has been used in
the environment.
Prerequisite knowledge
It is important to understand, that the underlying theme is to connect engineering with science. The engineering design
process should be taught as well as a class on differentiating the engineering design process and the scientific method.
Please NOTE: The design and creation of the game is an end of unit project. Students will be doing the project
through out the quarter. They will use the engineering design process, an engineering note book for their notes, and
weekly computer visits for their research. Homework assignments will be focused both around the material being
taught as well as the end of unit project
Educational Standards
Engineering Design:
• TE 2.1, TE 2.3
Bioengineering Technologies
• TE 7.1, TE 7.2
Structure and Function of the cells:
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• LS 2
Living things and their environment:
• LS 13
Energy and Living Things:
• LS 14, LS 15, LS 16
Evolution and Biodiversity:
• LS 12
Changes in Ecosystems over time:
• LS 17
Introduction/motivation
I read many articles testifying to the fact that games can be an effective method of teaching students difficult concepts. I
have used games for reviewing, repeating and re-enforcing material, such as jeopardy for reviewing the unit material
and bingo for vocabulary, but never for teaching the concept. I read an article with the titled Learning while having fun:
The use of video gaming geriatric house calls to medical students. “A new method for medical students to learn how to
perform an effective home visit was developed using an instructional video game. It was expected that students would
learn the principles of a home visit using a video game while identifying the usefulness of video gaming (edutainment) in
geriatrics education.” {J AM Geriatic Soc. 2008} – Pubmed. If gaming can be used to teach medical student, surely it
could be used to teach middle school students.
If students can learn through playing games, they could learn through designing can creating a game to teach other
students. They would have to literate in the subject matter, prior to being creating an effective game to teach it to other
students.
Worcester East Middle School serves a 68.1% minority (Hispanics, Asians, African American) population. Students within
the demographic do not choose a career in Engineering. Hence, they are under-represented. This may be due either to a
lack of interest, a lack of confidence, or a lack of exposure to the possibilities of being successful if they chose an
engineering career. It is my mission to teach Science in such a way as to expose students to the Engineer Design process
T.E. 2.1 and 2.3, Bioengineering T.E. 7.1 and 7.2, and other Engineering careers. Through out the year, I will be teaching
life Science, physical Science, earth Science and Technology while exposing students to the connection between the
subject matter and engineering.
100
Student’s Quarter One Project: Using games to teach a difficult concept can be both fun and productive for students.
Using your knowledge of either assistive and adaptive technology or Biomedical engineering and Biotechnology design
and create a game that will teach students in grades 3-5 the difference between these subjects. Can you make give an
example of how Assistive and Adaptive technology or Biomedical engineering and Biotechnology are used in the in Cell
biology and Environmental Science?
The first two weeks of the quarter will introduce students to the concept of Science and Engineering. How are the two
fields different? They will examine the Scientific method and the Engineering Design process. They will research and
explore Biomedical Engineering, Biochemical engineering, and bioengineering technology. They will also be asked to
differentiate between Assistive and Adaptive technologies. After this foundation, students will begin the life Science
unit. As we are going through and after teaching a concept such as Structure and function of the cell, Students will be
asked the questions: Is there a connection between assistive and adaptive technologies? If not can there be? Is there a
connection between biomedical engineering? Is there a connection with bioengineering technology? If not can there
be? This document contains material and plan for the foundation piece of the unit.
Lesson background and concepts for teachers
Week 1: Set the stage for the quarter. (3 Class periods)
Explain to student that this quarter, 7th graders are studying Life Science specifically environmental Science. In
conjunction to this they will also be learning an Engineering discipline. Through out the year, they will be working on
Quarter Engineering project. This quarter they will be learning about the disciplines Biomedical Engineering and
Biotechnology. We will be discussing how these disciplines relate to Environmental Science. In fact, their quarter
project will be to design a game that will teach 3rd – 6th graders how Assistive and Adaptive Technologies relate to
environmental science.
To assist in getting us to this we will start immediately on learning skills necessary to design a game.
Students will be working in groups, so it is important to get them into groups as soon as possible. Assign the get to
know you activity (attached). The activity attached should accomplish several things, it requires the students to be in
groups, requires them to do some research, and requires them to present their findings to the class. This could take a
great deal of time, depending upon your class. However, assign it for half a period. Students can gather information
one day and report out on the next day.
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The ability to communicate verbally and written is important in Science and in Engineering. Also the ability to work
effectively in a group is important for both Science and in Engineering.
Begin by asking why do we learn Science? What is Science? Why do we learn about Engineering? What is engineering?
Accept any reasonable answer. The goal is to get them thinking and talking. You suggest we learn to gather information
to solve problems, to make life easier, or simply for gathering information. In my class I am teaching Science to make
students aware of the natural world. I incorporate engineering in my classes to make students aware of what the world
can be. Theodore Von Karman, an Aerospace Engineer said “Scientists discover the world that exists; engineers create
the world that never was.” Can you glean from what Karman said, a definition of Science and a definition of
Engineering. Accept reasonable answers.
How do you determine if an answer is correct or not? Discuss research and observation. Is it correct to say, both
Scientist and engineers do research and observation? What is research and how would you perform research? The
group activity was one way of performing research? What is it called? (Answer: Interviewing). Have Students name
some other forms of research. (Possible answers: Google, dictionaries, books, etc.)
Students will perform an online research activity. Students will do research to determine a definition for Science and a
definition for Engineering. Then we will compare and contrast the two.
Students will compare the Scientific method and the engineering design process. Ask students what steps they would
take to perform a scientific experiment. (Answer: Scientific method) Ask students what steps they would take to design
a bridge. (Answer: Engineering Design process). Are they concepts the same or different?
Week 2: Compare and Contrast Scientific Method and Engineering Design Process (4 class periods)
Continue with Scientific Method and Engineering Design Process. We will work on identifying problems, observations,
and brain storming. Example to importance of identifying the problem:
Assign the engineering design problem (attached). Let student’s discover the problems of not defining the problem and
gathering all the needed information prior to designing something.
102
Careful observation is also necessary. Assign the Apple Observation (attached).
Discuss the importance of identifying problems and proper observations in Science and in Engineering.
Another important activity in Science, engineering is brain storming. Identify what brain storming is. Give rules to brain
storming (attached).
If there is enough time complete a brain storming activity. Use this opportunity to brainstorm characteristics of living
things. What do all living things have in common? Request students to Brain storm non-living things. Ask students if
they know what living and non-living things are called in the environment? (Biotic and Abiotic): Go on line and Google
Biotic and Abiotic biomedical engineering – Reveal the connection between biomedical engineering and Biotic and
Abiotic Brain-computer interfaces (BCI), or brain-machine interfaces (BMI), are systems designed to aid humans with
central nervous system disabilities, including disabilities in movement, communication, and independent control of
one’s environment (Donoghue, 2002; Friehs et al., 2004; Lebedev and Nicolelis, 2006; Schwartz et al., 2006).
Use this as a lead-in to Assistive and Adaptive Technology lesson (attached as a separate document as PDF file).
Complete the one page lesson and activity.
Week Three: Is it Alive? (Five Class periods)
Review material from first 2 weeks, especially engineering design process and scientific method. Continue with Biotic
and Abiotic elements in the environment. Show the slide show is it alive. Show the Complete “Is it Alive?” Lab
(attached)
Students will define Eology and Ecological relationships
Week four: Ecological Relationships (five Class periods)
Students will expound upon Ecological relationships and human impacts on the Ecology
103
Associated Activities
Outline of Lesson Activities (Week 1)
Day: 08/31/09 (Monday )
Objective: NON STUDENT DAY
Day: 09/01/09 (Tuesday) Teachers Development Day
Objective:
Activities:
Assessment:
Homework:
Day: 09/02/08 (Wednesday)
Objective: Students will get to know classmates and write about that person and give an oral presentation; Students
present to class the presentation classmates to the class
Activities: Students will work in groups (2-4); Student handout, “Getting to know Each Other Interview Guide.” They will complete
steps 1-5 over the next one or two class meeting. This is an example of a research activity, which we will be doing a great deal of;
Evaluate team activities – Why is team work important?
Assessment: Completion of tasks
Homework: We perform some research today by interviewing your classmates, how would you begin your research to design a
teaching game.
Day: 09/03/09 (Thursday)
Objective: Students will define engineering and Science and determine the differences; Students will be introduced to Scientific
Method
Activities: Completed in Computer room – In teams students will be research the definition of Science and Engineering. They will
also research Bioengineering, Chemical Engineering, and Biomedical Engineering:
Websites: http://www.sciencemadesimple.com/science-definition.html
http://www.discoverengineering.org/
–
Practice Scientific method online: http://www.brandonbeltz.com/scimeth/intro3.htm
Assessment: Completion of Lab Assignment handout
Homework: Name the steps of the Scientific Method and explain each step
Day: 09/04/09 (Friday)
Objective: Students will state the eight steps of the Engineering design Process
Activities: Time to design: What is the design process?
http://www.teachersdomain.org/resource/eng06.sci.engin.design.lp_tanglefree/
Video on the design process: Complete the design project.
Assessment: Exit: Write and explain to a classmate one step of the engineering design process.
Homework: None
Vocabulary: Science, Engineering, Scientific method, engineering design process, biomedical engineering, bioengineering, chemical engineer
104
Outline of Lesson Activities (Week 2)
Day: 09/07/09 (Monday )
Objective: LABOR DAY
Day: 09/08/09 (Tuesday)
Objective: Students state in their own words why it is important to identify the problem
Activities: 1) Students will work in groups (2-4); Student handout: “Design a device to get you from point A to point B
2) Students will be given direction for their end-of-quarter project
Assessment: Completion of the design process
Homework: Write the problem statement for your quarter design project.
Day: 09/10/08 (Wednesday)
Objective: Students will discuss the importance of observation
Activities: 1) Go over problem statement for quarter project .2) Complete the apple observation; Students will also
draw a penny activity. Complete an observation lab. Students will need to write down observation in their lab
notebook
Assessment: Exit: why is it important to make proper observation
Homework: Look in the news online for incidents when not doing the proper observation caused lives.
Day: 09/11/09 (Thursday)
Objective: Students will practice brain storming; Students will describe and explain adaptive and assistive
technology
Activities 1) Student ask do they know what brain storming is. It will be defined, and the rules of brain storming
explain. Then do a brain storming activity – Living (biotic) and nonliving (abiotic). As a class we will do a google
search using biotic, abiotic, and biomedical engineering. We will discuss the biotic and Abiotic interface. Braincomputer interfaces (BCI), or brain-machine interfaces (BMI), are systems designed to aid humans with central
nervous system disabilities, including disabilities in movement, communication, and independent control of one’s
environment.
2) Ask students if they know of anyone who uses an assistive or adaptive device. Ask student what under which
category would you place the biotic and Abiotic Interface.
Assessment: Students will give example of devices and determine whether they are assistive or adaptive
technologies
Homework: How would you explain Adaptive and Assistive Technology to someone in 3rd grade.
Day: 09/12/09 (Friday)
Objective: Students will demonstrate their knowledge of the steps of the scientific method and the
engineering design process
Activities:
In groups students will be given the steps of scientific method and engineering design process, they
will be requested to put them together in the proper order. They will continue until they get them all together in the
correct order. Each group will be given a step of the scientific method or the design process and they will have to
explain that step to the rest of the class. They will explain what the step means in their own word; how they will use
the steps; they will say with the step is before and after their assign step.
Assessment: Exit: What are the steps in order of the scientific method and the engineer design process?
Homework: None
Vocabulary: Brain storming, problem, cell, cell theory, hypothesis, observation
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Outline of Lesson Activities (week 3)
Day: 09/14/09 (Monday )
Objective: Students will recognize all living things are composed of cells
Activities: Student will go through the cell presentation – watch video is it alive – Prepare for “Is it alive?” lab
Assessment: Exit – define aboitic and biotic factors in an ecosystem; Please give examples
Homework: Gather materials for Terrarium; bring in 2-liter soda bottle; gather aboitic materials such as gravel and
soil and biotic materials such as small-leaved, slowing growing plants
Day: 09/15/09 (Tuesday)
Objective: Students will determine if entities are alive in the lab
Activities: 1) In lab groups, students will observe Sewer Lice and Yeast and determine if these entities are alive;
Students will build a terrarium
Assessment: Completion of Lab sheet; Using direction from Bottle Biology – construct a terrarium, adding biotic and
abiotic materials
Homework:
Day: 09/16/09 (Wednesday)
Objective: Students will discuss Reading in Science
Activities: Students will discuss Lab results; Students will read pg. 100-116 of Reader’s Handbook
Complete an observation lab. Students will need to write down observation in their lab notebook; Students will define
vocabulary words.
Assessment: Exit: Why is reading in Science important?
Homework: Write one sentence for each vocabulary word
Day: 09/17/09 (Thursday)
Objective: Students will define ecology. Students will define predator and Prey
Activities: Brain pop – whose eating who? Guided reading from text book
Assessment: Students complete guided reading form
Homework: Do an on-line search on the ecology and its relationship to Biomedical engineering, Biotechnology, or
Adaptive and Assistive devices. Write one-two paragraphs on your findings, be sure ot include the web-sites
Day: 09/18/09 (Friday)
Objective: Students will Predict Ecological Relationships
Activities: Students will predict ecological relationships of interacting species such as Tiger Shark/Loggerhead Turtle
and Shark/Mackerel; then they will watch the PBS video and check their predictions
Assessment: Completion of worksheet
Homework: Study for vocabulary test on Monday
Vocabulary: Bacteria, Biology, ecology, carbon dioxide, cell, characteristic, evolution, fungi, micro-organism, unicellular, multicellular, tissue,
organism
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Lesson closure
Through out the year, I want to continue to connect Science and Engineering. We also want to start the design process
for the game early on. By the end of two weeks, I want students to be familiar enough with the design process to begin
working on the problem statement for their quarter project. What will the focus of their game be?
Lesson extension activities
Connection between Science and Engineering will be done through out the year. In quarter two we will connect Physical
Science and Engineering and in quarter three we will connect Earth Science and Engineering. We will also use gaming
through out the year, we will be playing games to learn and to re-enforce learning.
Additional multimedia support
Extensive use of computer needed for research
Assessment
Pre-test: Unit test given to assess where students are and to use as a baseline from which to measure learning growth
Product/no product:
Usability, creativity, and was the goal met: Can a student learn the differences between Assistive and Adaptive
technologies using the game. Assessment for the game will be have students in a colleague’s class (elementary 3rd to 6th
grade), play the game and assess what they have learned after playing the game by responding to questionnaire.
Note: obtain from teacher whether there is prior knowledge of Assistive and Adaptive devices, bioengineering and
biomedical engineering.
Ability to demonstrate working knowledge of steps to engineer design process and the scientific method via correctly
assembling puzzles
Bell Work: A question students are given 5-7 minutes to complete answers can be either written or verbal to assess
students understanding of the topics. This done is at the beginning of the class.
Exit Slips: A question students are given 5-7 minutes to answer prior to leaving the class to assess student’s
understanding of the daily lessons
Post-test: The same unit test
Student Lesson Evaluations:
Connection/no connection:
Did students make a connection and are they able to articulate this connection to other students?
Peer-to-peer team work Evaluations:
Each student is required to grade peers during group-work activities
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References
http://librarygamingtoolkit.org/montpelier.html -- article
http://www.download-esl.com/ppt.html -- ell down loads
http://www.internet4classrooms.com/skills_7th_science.htm -- to help teach 7th grade subject matter
http://www.csun.edu/science/ref/games/ -- Games for Science Curriculum
http://www.group-games.com/
http://www.funbrain.com/ -- kid games 1-8
http://www.unawe.org/site/index.php?option=com_content&view=article&id=222:scifun-communicating-sciencethrough-play-games-and-simulations&catid=174:india&Itemid=98 – article Scifun: Communicating science through play,
games
http://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=01297314 – article teaching computer through games
http://ieeexplore.ieee.org/xpls/abs_all.jsp?arnumber=1297314 – article teaching computers through games
http://www.theedventuregroup.org/gamingineducation.html?gclid=CLvisvHj2psCFR9N5QodxC_HAA – where education
meets adventure
http://www.educationarcade.org/SiDA/learning -- the education arcade – learning from and through games
Games:
http://www.kineticcity.com/
http://www.scienceyear.com/wired/
http://www.pbs.org/wgbh/buildingbig/bridge/challenge/multi/meeting.html
http://www.enasco.com/product/SB39285M
Associated Unit
Lesson #___ of ___
Lesson Dependency
Summary
Provide a short summary – see online for examples.
Engineering Connection
Engineering design process
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Engineering Category
Biomedical Engineering, bioengineering technology
Attachments
Lessons handouts
Other, Related URL
http://www.middleschoolscience.com/life.htm (Great for lab safety and introduction to lab
Owner, Contributors, Copyright
RET Teacher
School
Town/District
equipment)
Veronica L. Tate
Worcester East Middle School
Worcester, MA
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Attachment 1: Comparing Scientific Method and Engineering Design Process
Step 1 (identify for problem)
Step 2 Research
Step 3
Step 4
Step 5
Step 6
Step 7 Communicate
Step 8
Scientific Method
Challenge: “How can we prove this theory
right or wrong?”
Problem
Background and research
Observation
Hypothesis
Hypothesis
Design and experiment
Experiment
Draw Conclusion
Conclusion
Communicate
Engineering Design Process
Challenge: “What is the problem? What can
we make to solve the problem”
Is there a need to resolve the problem
Brainstorm many different solutions
Select the best solutions
Construct (Build) a prototype
Test and Evaluate
Communicate the solution
Resign
Source: Adapted from Teachengineering
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Attachment 2: The Importance of defining (Identifying) the Problem
Source: Amazon.com
Engineering Design Problem
Problem: Devise a way to get from point A to point B on the island below.
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Attachment 3: Steps
of the Engineering Design Process
Source: Massachusetts Department of Education. Massachusetts Science and Technology/Engineering Curriculum Framework, May
2001, page 73.
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Attachment 4:
Apple Observation
by Liz LaRosa
Source: www.middleschoolscience.com
Objectives: to stress the importance of observations
Thinking Question: If I called you on the phone and said I had a red apple in my hand, what image would enter your head?
Describe your answer.
Procedure:
1. Hold up a real apple in front of the class. Have them list all their observations and thoughts about the apple. For example:
color, texture, shape, etc. Accept all answers.
2. Have students close their eyes. When they open their eyes, hold up a plastic or wooden apple. Have them cross off everything
on their list that does not apply to the new apple.
3. Have students close their eyes again. When they open their eyes, hold up a rubber apple. Repeat.
4. Have students close their eyes again. When they open their eyes, hold up a picture of an apple. Repeat.
5. Have students close their eyes again. When they open their eyes, hold up a piece of paper with the word "Apple" written on it
in red marker.
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Attachment 5: Rules
of Brainstorming
What is Brainstorming?
1.
To raise ideas and suggestions in a small group. Brainstorming helps a group consider all possible solutions to a problem before deciding which the
most suitable choice is.
2. When you think of many different ideas, and sort them out later.
3. To think of lots of different ideas about something quickly
4. Try to solve a problem by thinking intensely about it
5. To attempt to solve a problem by a method in which the members of a group spontaneously propose ideas and solutions. A device used to generate
a large quantity of ideas, not necessarily creative or original.
Rules for Brainstorming:
•
NO CRITICISM ALLOWED. People tend to automatically evaluate each suggested idea--their own as well as others. Both internal and external criticism
is to be avoided while brainstorming. Neither positive nor negative comments are allowed. Either type inhibits the free flow of thought and requires time
which interferes with the next rule. Write each spoken idea down as it is given and move on.
•
WORK FOR QUANTITY. Alex Osborn stated that "Quantity breeds quality." People must experience a "braindrain" (get all the common responses out of
the way) before the innovative, creative ideas can surface; therefore, the more ideas, the more likely they are to be quality ideas.
•
HITCHHIKING WELCOME. Hitchhiking occurs when one member's idea produces a similar idea or an enhanced idea in another member. All ideas
should be recorded.
•
FREEWHEELING ENCOURAGED. Outrageous, humorous, and seemingly unimportant ideas should be recorded. It is not uncommon for the most offthe-wall comment to be one wherein lies the solution for the problem.
Ideas for short brainstorming exercises:
•
Imagine you are on your winter break from school. You and couple of your close friends have been planning to sleepover at one of your friend’s house.
You’ve been planning this getaway event for weeks now. Unfortunately, on the day of that the event there is a strong snow storm coming to town.
Brainstorm ideas as to how would you convince your parents that it’ll be safe in your friend’s house.
•
Imagine you go apple picking with you family. You younger brother challenges you to see who can pick up the most number of apples. What would you
do to make sure you get more apples than your brother?
•
Your group is a team of highly talented and creative engineers! You are asked by the President of the United States to develop a space shuttle that the
President Family and cabinet members could tour the moon. What are some of the topics you would consider in developing this space shuttle?
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Attachment 6:
Getting To Know Each Other Interview Guide
Directions
Step 1: Find out from your teacher who your partner is. You will want to work with someone you don’t know very well. After all, it’s not any fun
to ask questions to which you already know the answers. Interview your partner using the questions on the Interview Guide. Try to engage your
partner in conversation rather than just jotting down facts.
You will present this information orally, and you will feel more confident if you know your material is interesting.
Step 2: After you interview your partner, begin to put the information together. You should write a rough draft and include only the most
interesting information. Do not arrange the information in the order of the questions. Be creative. Be funny. Be complementary. Include an
introduction, a body of information, and a conclusion.
Step 3: Read your rough draft to your partner. Change anything that he or she finds incorrect or embarrassing. Ask for suggestions. Make
revisions.
Step 4: Write your final copy using your best form; check punctuation, spelling and mechanics. Think of a title.
Step 5: Rehearse your oral presentation in front of a mirror, with a friend or a family member. Become very familiar with your material so that
your presentation will be smooth. Your audience will notice if you have not practiced!
Now, copy the main parts of the speech and the details for each main part on note cards. Do not write in full complete sentences. You will use the
note cards for your speech and turn in your final draft to the teacher.
Step 6: Present your speech.
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Getting To Know Each Other Interview Guide
Directions
Ask your partner all or most of these questions. Write down the information on notebook paper. Use those notes to organize the Introduction
Speech written paper and oral presentation.
1. When and where were you born? What were any unusual circumstances? Who were you named after? How old are you?
2. What is your earliest memory?
3. Who are the other people in your family? What is unusual or special about any of them? Who is your favorite?
4. Which member of your family are you most like? How? Why?
5. In what places have you lived? What other school have you attended?
6. Where would you like to travel?
7. If you were a fruit or vegetable, what would you be? Why?
8. Who are your best friends? What is special about them?
9. What kinds of books or magazines do you like to read?
10. If you were a cereal, what would you be, and why?
11. What person has influenced you most? How?
12. What are your favorite activities, hobbies, sports?
13. Describe your pets. How did you decide to name them?
14. What is your favorite TV program or movie? Why?
15. Where do you want to go to college? What will you choose as a major?
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16. What are your goals for this year? What are your goals for life?
17. What kind of music do you like?
18. What is the most embarrassing thing that ever happened to you?
19. If stranded on a desert island, which three possessions would you absolutely have to have? Who would youlike to be stranded there with?
20. What is the worst thing that ever happened to you?
21. Describe your talents.
22. What do you like best about school? Least?
23. If you were granted one wish, what would it be?
Source: ©AVID Center, 2002 Reproducible for classroom use – Pg 134-135
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Attachment 7: Science Games for Children
GENERAL SCIENCE GAMES
(Teaching basic scientific principles)
Kinetic City is an online science activities site dedicated to children grades 3 to 5. Some of the games are fun enough to
teach and entertain children and adults past the fifth grade. (www.kineticcity.com)
Games include:
• All Systems Are Go! where players help Arnold (supposedly Schwarzenegger) click and drag his respiratory,
digestive, nervous, and circulatory systems back into the correct position in his body.
• Gravity Launch teaches angles, motion, and basic physics using satellites.
• Zap!, which teaches about reaction time by helping a frog try to catch a fly.
Planet Science has some of the best science games and activities on the web.
(www.scienceyear.com/wired/)
Games include:
• Earth Rock Hunter (which is reminiscent of old Atari games), where you fly through space shooting aliens and
collecting rocks from the former planet Earth, which exploded. After you collect the rocks, you have to answer
geological questions before you are paid, or given points, for the rocks.
• Energize, where you try to stop pollution by turning Smog Jockeys into Eco Monkeys while traveling in your Ecoraft down a polluted stream in front of a smoke billowing factory.
GAMES TEACHING ABOUT SPECIFIC TOPICS
COMPUTER SCIENCE
• Neverwinter Nights teaches computer programming, visual design, and more. It must be purchased, but it will
operate on Linux, Mac, and Windows. Neverwinter Nights is great for all sorts of learning because such a
complicated and modifiable game. Teachers could even have students use it to build scenarios that could then be
used to teach other students.
• Cosmic Blobs (http://www.cosmicblobs.com/software/index.html) Cosmic Blogs is a computer animation program
that teaches concepts of form, shape, and movement, as well as basic computer skills and a level of comfortability
with technology. This must be purchased.
• Josie True (http://www.josietrue.com/)
Mary Flanagan's The Adventures of Josie True is a web-based historical adventure game for girls. The hero of the
game is Chinese-American Josie True, a regular girl who becomes involved in intrigue across time and space as
she tries to find her inventor-turned-teacher Ms. Trombone. This is a free online game with over 11 cool science,
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math, + technology games in this internet adventure. One thing that makes this site appealing is that it has a
phenomenal teacher’s guide that gives prep for teachers before the games and worksheets and activities to
reinforce the concept after the game.
NATURE
• National Geographic interactive maps teaches about Earth's ecosystems
(http://www.nationalgeographic.com/wildworld/)
• PBS interactive nature (http://www.pbs.org/wnet/nature/fun.html)
• Planet Science doesn’t claim to be the most amazing science site like Kinetic City, but it does declare to have the
best science games and activities on the web
(www.scienceyear.com/wired/).
• Other general science games you can demo online and then purchase: Role-playing photo hunt in Yellowstone
(http://www.spinapse.com/products/photohunt/)
ART AND NATURE
• Two beautiful and delicate introductions to the beauty of nature and science are the Orisinal games.
(http://www.ferryhalim.com/orisinal/)
• And, AquaMoose 3D (http://www.cc.gatech.edu/elc/research.html)
• Grow – a beautiful game that teaches how objects affect those around them.
(http://www.albinoblacksheep.com/flash/grow.php)
• http://www.funbrain.com/
• Explanatoids teaches about science. While these aren't really games, students are certain to enjoy watching
these and exploring the website:(http://www.explanatoids.org)
ENGINEERING
Bridge Building Games
• http://www.pbs.org/wgbh/buildingbig/bridge/challenge/multi/meeting.html
• http://www.bridgebuilder-game.com/links.php
• http://www.gingerbooth.com/courseware/pages/demos.html#toys
• Build a satellite (http://www.thetech.org/hyper/satellite/)
• Do it yourself 3D model building blocks
(http://www.distorter.net/builder/default.asp)
ORGANIZATIONAL AND CRITICAL THINKING GAMES
• Games like SIM CITY and the Civilization games teach city building, social trends, and about issues like irrigation,
farming, city zoning, and more. These games must be purchased, but they are extremely fun and students can
learn many different skills and concepts.
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HEALTH
• http://www.connectforkids.org/resources3139/resources_show.htm?attrib_id=374&doc_id=255417
• http://healthfinder.gov/kids/
• http://www.kidshealth.org/kid/
PLAGUES
• Infectious disease study game (http://www.amnh.org/nationalcenter/infection/infectionindex.html)
• Epidemic/who wants to be a millionaire game
(http://www.disted.mcw.edu/mpm/epidemic/millionairegame/millionairegame.htm)
• Paper-based plague game http://www.mcn.org/ed/cur/cw/Plague/Plague_Sim.html
• Online of the same (http://scorescience.humboldt.k12.ca.us/fast/teachers/Plague/P.html)
GIRL SCOUTS
• GirlTech has a “game cafe” where you can download instructions on science games to play with your friends, but
it is not an actual video game. This is quiet prevelant now as online gaming for both girls and education becomes
more popular.(www.girltech.com)
CHEMISTRY
• Proton Don’s Game to learn the periodic chart (www.funbrain.com/periodic/index.html) or other element games
from the Jefferson lab (http://education.jlab.org/indexpages/elementgames.html).
BIOLOGY
• Virtual frog dissection kit (http://froggy.lbl.gov/). After learning the parts of a frog, students reconstruct a 3-D
virtual frog, piece by piece, by pointing and clicking to complete the frog’s anatomy (http://froggy.lbl.gov/cgibin/dissect). The Virtual Frog is just one example of the many video games and interactive websites that help
students of all ages learn science.
• Cool board game that teaches the basics of genetics (http://www.edvotek.com/S-80.html)
SCIENTIFIC AND TECHNICAL WRITING
• Almost all games can teach scientific and technical writing through the fan walkthroughs, which detail how parts
of the game operate and how to play each section, including details on how to perform certain maneuvers and
more. To see examples, see (http://www.gamefaqs.com/ )
OTHER, NON-COMPUTER GAMES
• Many games aren’t directly created to teach still teach scientific concepts. In nonfree, console game systems,
games like the Nintendo GameCube's Super Mario Sunshine, Pikmin, Metroid Fusion, and Beyond Good and Evil.
• Almost all games teach basic scientific concepts, along with most games that use evolutionary monsters (where the monsters slowly
become stronger versions of the earlier monsters – SMB, Maximo, MMORPGs), creatures indigenous to their regions (Legend of
Zelda, MMORPGs, almost all games), and more. Overall, the best games for education are the games that both teach abstract skills like
critical thinking, accurate real world data, and games that are fun to play so that kids will play them. This list includes some of the best
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games we’ve found and we encourage you to email us (using the contact form here: http://www.recess.ufl.edu/contact.shtml) with
any games that you find so we can keep our online list updated and useful as we encourage kids in science.
Source: http://www.recess.ufl.edu/Transform2/05sciencegames_handout.pdf
Attachment: 8: See Assistive and Adaptive Technology. PDF
Source: http://glencoe.mcgraw-hill.com/sites/dl/free/0078901359/594902/AAT_v4.pdf
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Attachment 9: Is it Alive?
Purpose:
• To recognize the difference between scientific evidence and observation, as opposed to opinion or suggestion.
• Observe and describe the characteristics of life.
• To differentiate between qualitative and quantitative observations.
Materials:
1 packet of active dry yeast
sewer lice in sewer water
1 cup very warm water (105° F–115° F)
hand lens
2 tablespoons sugar
Petri dish
a large rubber balloon
ruler
a small (1-pint to 1-liter) empty water bottle
rubber band
test tube
test tube rack
Procedures:
Part 1
1. Place a pinch of dry yeast in a Petri dish. Set the Petri dish on top of white paper for easier observations.
2. Use a hand lens to observe the yeast in detail. Record your observations and measurements on the data table.
Part 2
1. Stretch out the balloon by blowing it up repeatedly, and then lay it aside.
2. Add the packet of yeast and the sugar to the cup of warm water and stir.
3. Once the yeast and sugar have dissolved, pour the mixture into the test tube.
4. Attach the balloon to the mouth of the test tube and secure with a rubber band, and set both aside.
Background Information:
Sewer lice were first discovered in 1997 in the St. Louis County Water Treatment Facility near Duluth, Minnesota. They are believed to be a
mutant aquatic form of human head lice (Pediculus humanus). Unlike human lice, sewer lice are not parasitic. Scientists have discovered that
they have the ability to digest the organic matter found in sewage wastewater, producing water that is 99.98% pure. The bodies of the sewer
lice are edible and rich in protein. They are being considered as a new food source for third world countries. Sewer lice are photosensitive, and
will quickly become dormant in direct light. If exposed to light too long, they will die.
Part 3
1. Obtain sample of sewer lice in sewer water from your teacher. Do not shake the container.
2. Use a hand lens to observe the lice in detail. Record your observations and measurements in the data table.
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Data Table
Quantitative
(measurable)
Qualitative
(observable)
Dry Yeast
Yeast in Test Tube
Sewer Lice in Sewer
Water
Conclusion:
1.
2.
3.
4.
5.
What is the difference between data you observe and measurable data? Which one is more reliable?
What are the characteristics of reliable data?
Did you believe what you were told about sewer lice in the beginning of this activity? Why or why not?
Is yeast alive? What evidence do you have to support your conclusion?
Are sewer lice alive? What evidence do you have to support your conclusion?
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