Grade Level: 11 (9-12)
Time Required: 45 minutes
Expendable Cost/Group: US $0.00 This activity requires computers; group size depends on the number of computers available.
This activity requires computers; group size depends on the number of computers available.
Group Size: 1
Subject Areas: Algebra
SummaryStudent teams explore two websites to gather information on bone mineral density and how it is measured. They also learn about x-rays in general, how they work and their different uses, along with other imaging modalities. They answer guiding questions as they explore the websites and take a short quiz afterwards to test the knowledge they gained while reading the articles.
The topics of bone mineral density and x-rays are both important to biomedical engineers and are at the forefront of many areas of current research. In this initial gathering of information stage, students begin to build their knowledge base in order to come closer to answering the unit challenge question. Having a good background on how a system works is necessary to make critical decisions on its products, which in this case is an x-ray image.
After this activity, students should be able to:
- Explain bone mineral density, its uses and tests.
- Explain how an x-ray works.
Each TeachEngineering lesson or activity is correlated to one or more K-12 science,
technology, engineering or math (STEM) educational standards.
All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN),
a project of D2L (www.achievementstandards.org).
In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics;
within type by subtype, then by grade, etc.
Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.
All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).
In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.
Telemedicine reflects the convergence of technological advances in a number of fields, including medicine, telecommunications, virtual presence, computer engineering, informatics, artificial intelligence, robotics, materials science, and perceptual psychology.
Do you agree with this alignment? Thanks for your feedback!
Established design principles are used to evaluate existing designs, to collect data, and to guide the design process.
Do you agree with this alignment? Thanks for your feedback!
Each group needs:
- Copy of question sheet.
- Access to computer or printed copy of both articles.
Worksheets and AttachmentsVisit [ ] to print or download.
More Curriculum Like This
Students are introduced to the challenge question, which revolves around proving that a cabinet x-ray system can produce bone mineral density images. Students work independently to generate ideas from the questions provided, then share with partners and then with the class as part of the Multiple Pe...
Students revisit the mathematics required to find bone mineral density, to which they were introduced in lesson 2 of this unit. They learn the equation to find intensity, Beer's law, and how to use it. Then they complete a sheet of practice problems that use the equation.
After learning, comparing and contrasting the steps of the engineering design process (EDP) and scientific method, students review the human skeletal system, including the major bones, bone types, bone functions and bone tissues, as well as other details about bone composition. Students then pair-re...
Students learn how forces affect the human skeletal system through fractures and why certain bones are more likely to break than others depending on their design and use in the body. They learn how engineers and doctors collaborate to design effective treatments with consideration for the location, ...
Now that we have brainstormed a little about the challenge question, you have told me that we all need to learn more about bone mineral density and how it is measured with x-rays or otherwise. So today you are going to read a few articles and answer some questions as you go to learn more about BMD and x-rays. You might need to finish as homework. Tomorrow we will have a short quiz covering the material from the articles and from your questions you will answer.
Before the Activity
- Make copies of the question sheet, one per student.
- Bookmark the websites on the computers the students will use, or make paper copies of the articles to hand out to each student.
With the Students
Ask students to navigate through the website https://www.webmd.com/osteoporosis/guide/bone-mineral-density#1 to gather information regarding what BMD is and why it is important. Using the website https://science.howstuffworks.com/x-ray.htm, direct students through a brief overview of the history and mechanics of x-rays. Be sure to point out to students the other uses of x-rays. Students should answer a series of questions as they are reading. Ask the students to turn in these questions and take a short quiz over what they have read.
attenuation: The reduction in intensity of an x-ray beam as it passes through a material.
attenuation coefficient: The measure of the reduction of the intensity of an x-ray beam that depends on the material of the object and the intensity of the x-ray beam.
BMD: Acronym for bone mineral density. The density of minerals (such as calcium) in bones.
dual-energy x-ray absortiometry: A method used to calculate bone mineral density that relies on two different X-ray beams passing through an object so that the materials inside the object can be distinguished (such as bone and soft tissue). Abbreviated as DEXA or DXA.
osteopenia: The natural thinning of bones over time.
Post-Activity Assessment: Administer the BMD Reading Quiz. Review students' answers to gauge their depth of comprehension.
After students have completed the article worksheet, ask them again for their thoughts on the challenge question. Ask if they have any ideas to add now that they have done some research.
Copyright© 2013 by Regents of the University of Colorado; original © 2006 Vanderbilt University
ContributorsKristyn Shaffer; Megan Johnston
Supporting ProgramVU Bioengineering RET Program, School of Engineering, Vanderbilt University
The contents of this digital library curriculum were developed under National Science Foundation RET grant nos. 0338092 and 0742871. However, these contents do not necessarily represent the policies of the NSF, and you should not assume endorsement by the federal government.
Last modified: November 17, 2019