SummaryStudents are presented with a challenge question concerning color blindness and asked to use engineering principles to design devices to help people who are color blind. Using the legacy cycle as a model, this unit is comprised of five lessons designed to teach wave properties, the electromagnetic spectrum, and the anatomy of the human eye in an interactive format that introduces engineering applications and real-world references. It culminates with an activity in which student teams apply what they have learned to design devices that can aid people with colorblindness in distinguishing colors— as evidenced by their creation of brainstorming posters, descriptive brochures and short team presentations, as if they were engineers reporting to clients. Through this unit, students become more aware of the connections between the biology of the eye and the physical science concept of light, and gain an understanding of how those scientific concepts relate to the field of engineering.
Engineers use the properties of waves in the design of everyday tools. Rearview mirrors, x-ray machines, and microwaves are examples of technologies that rely on an understanding of waves. When engineers work with ophthalmologists and optometrists to design eyeglasses, as another example, they apply their knowledge of light waves to the interactions light has with human eyes, so that they can customize solutions for individual deficiencies. Engineers of all disciplines employ the steps of the engineering design process in order to create innovative, effective and efficient solutions to human challenges.
More Curriculum Like This
Students learn about glaucoma—its causes, how it affects individuals and how biomedical engineers can identify factors that trigger or cause this eye disease, specifically the increase of pressure in the eye. Students sketch their own designs for a pressure-measuring eye device, prepare them to cond...
Students learn about the basic properties of light and how light interacts with objects. They are introduced to the additive and subtractive color systems, and the phenomena of refraction. Students further explore the differences between the additive and subtractive color systems via predictions, ob...
Students learn about the anatomical structure of the human eye and how humans see light, as well as some causes of color blindness. They conduct experiments as an example of research to gather information.
Students are introduced to an engineering challenge in which they are given a job assignment to separate three types of apples. However, they are unable to see the color differences between the apples, and as a result, they must think as engineers to design devices that can be used to help them dist...
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.
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
(Grades 6 - 8)
This Performance Expectation focuses on the following Three Dimensional Learning aspects of NGSS:
Science & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions. The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions. All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment.The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions.
Do you agree with this alignment? Thanks for your feedback!
ContributorsEllen Zielinski; Courtney Faber; Marissa H. Forbes, through Clemson University's "Engineering Fibers and Films Experience – EFF-X" Research Experience for Teachers Program, National Science Foundation grant no. EEC-0602040
Copyright© 2013 by Regents of the University of Colorado; original © 2010 Clemson University
Supporting ProgramResearch Experience for Teachers (RET) Program, Center of Advancement of Engineering Fibers and Films, Clemson University
This unit was developed through Clemson University's "Engineering Fibers and Films Experience – EFF-X" Research Experience for Teachers program, funded by National Science Foundation grant no. EEC-0602040. However, these contents do not necessarily represent the policies of the National Science Foundation, and you should not assume endorsement by the federal government.
Last modified: January 12, 2019