Curricular Unit: Biomedical Engineering and the Human Body

Contributed by: Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Five images: man blowing into a spirometer, assorted pills and tablets, man taking a step with his artificial leg, black and white sonogram shows shape of fetus, drawing of DNA double helix.
Engineers are increasingly involved in design for the human body.
copyright
Copyright © (left to right) Medline Plus, US National Library of Medicine, National Institutes of Health; http://www.nlm.nih.gov/medlineplus/ency/imagepages/1142.htm; Maine Center for Disease Control and Prevention; http://www.maine.gov/dhhs/boh/images/VariousPills.jpg; Walther Thill, US Department of Veteran's Administration; https://www.myhealth.va.gov/mhvPortal/anonymous.portal?_nfpb=true&_nfto=false&_pageLabel=spotlightArchive&contentPage=spotlight/spotlight_prosthetics.html; Jim Gathany, US Department of Health and Human Services; http://phil.cdc.gov/PHIL_Images/04182000/00005/Ultrasound_lores.jpg; President's DNA Initiative, US Department of Justice http://www.dna.gov/training/evidence/

Summary

Human beings are fascinating and complex living organisms—a symphony of different functional systems working in concert. Through a 10-lesson series with hands-on activities students are introduced to seven systems of the human body—skeletal, muscular, circulatory, respiratory, digestive, sensory, and reproductive—as well as genetics. At every stage, they are also introduced to engineers' creative, real-world involvement in caring for the human body.
This engineering curriculum meets Next Generation Science Standards (NGSS).

Engineering Connection

Engineers are increasingly involved in design for the human body. Biomedical engineers create artificial limbs using materials and sensors to replicate natural function and movement. Understanding the muscular system enables engineers to design everyday tools, appliances and products. Other engineers design medical solutions to improve health and address disorders. This may take the form of devices, implants, machines, medicines and technologies (diagnostic equipment, pacemakers, surgical techniques, hearing aids, laser eye surgery, ultrasound, amniocentesis, in-vitro fertilization, pain medicine). Engineers also apply their understanding of DNA to numerous real-world applications. As part of their design work, engineers create flow charts, prototypes and models, and make technical presentations, to learn, test and communicate their work.

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Educational Standards

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) Details... View more aligned curriculum... Do you agree with this alignment?
  • Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. (Grade 6) Details... View more aligned curriculum... Do you agree with this alignment?
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Unit Overview

Overview of topics by lesson: 1) skeletal system, 2) muscular system, 3) circulatory system, 4) respiratory system, 5) digestive system, 6) auditory-hearing sensory system, 7) vision sensory system, 8) reproductive system, 9) genetics, and 10) skeletal system.

Unit Schedule

Contributors

See individual lessons and activities.

Copyright

© 2007 by Regents of the University of Colorado

Supporting Program

Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements

This digital library content was developed by the Integrated Teaching and Learning Program under National Science Foundation GK-12 grant no. 0338326. 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: June 15, 2017

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