Grade Level: 7 (6-9)
Choose From: 2 lessons and 2 activities
Subject Areas: Science and Technology
SummaryThis unit focuses on teaching students about the many aspects of biomedical engineering (BME). Students come to see that BME is a broad field that relies on concepts from many engineering disciplines. They also begin to understand some of the special considerations that must be made when dealing with the human body. Activities and class discussions encourage students to think as engineers to come up with their own solutions to some of medical challenges that have been solved throughout the history of BME. Class time includes brainstorming and presenting ideas to the class for discussion. Specific activities include examination of the material properties and functions of surgical instruments and prosthetics, a simulation of the training experience of a surgical resident, and an investigation of the properties of fluid flow in vascular tissue.
Engineers have impacted the healthcare industry through the invention of creative devices that prolong life and assist in saving lives. The two activities highlight particular aspects of biomedical engineering: creating replacement heart valves and designing medical and surgical instruments.
The Medical Instrumentation lesson presents a description of the broad field of biomedical engineering, including the variety of biomedical devices and the issues that biomedical engineers take into consideration. This overview enables students to gain an understanding of the substantial underlying technology in the field of medicine. In the associated activity, Surgical Resident for a Day, students work in teams as surgical residents using surgical instruments to complete tasks that are inside of a box, hidden from direct view—a setup similar to laparoscopic surgery.
The Put Your Heart into Engineering lesson presents the human vascular system and how engineering problem solving can be applied to it. In the associated activity, No Valve in Vain, students act as biomedical engineers to design, build, test and redesign prototype one-way heart valves using plastic tubing, tape, plastic, foam and wire, testing them with water to represent blood moving through the heart.
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.
|NGSS Performance Expectation|
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. (Grades 6 - 8)
Do you agree with this alignment? Thanks for your feedback!
|Click to view other curriculum aligned to this Performance Expectation|
|This unit focuses on the following Three Dimensional Learning aspects of NGSS:|
|Science & Engineering Practices||Disciplinary Core Ideas||Crosscutting Concepts|
|Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.|
Alignment agreement: Thanks for your feedback!
|There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.|
Alignment agreement: Thanks for your feedback!
More Curriculum Like This
Students learn about the sorts of devices designed by biomedical engineers and the many other engineering specialties that are required in their design of medical diagnostics, therapeutic aids, surgical devices and procedures, and replacement parts. They discuss the special considerations that must ...
Students learn all about the body's essential mighty organ, the heart, as well as the powerful blood vascular system. This includes information on the many different sizes and pervasiveness of capillaries, veins and arteries, and how they affect blood flow through the system. Then students focus on ...
Students learn how healthy human heart valves function and the different diseases that can affect heart valves. They also learn about devices and procedures that biomedical engineers have designed to help people with damaged or diseased heart valves.
Students are presented with the unit's grand challenge problem: You are the lead engineer for a biomaterials company that has a cardiovascular systems client who wants you to develop a model that can be used to test the properties of heart valves without using real specimens.
After this unit, students should be able to:
- Describe how laparoscopic surgery is better for patients than previous surgical methods.
- Demonstrate an ability to manipulate objects using laparoscopic instruments, while seeing only the images through a webcam.
- Test prototype valves by timing the flow in both directions and calculating their effectiveness compared to those designed by other students in the class.
- Explain what heart valves do and how they work.
ContributorsEmily McDowell; Alice Hammer
Copyright© 2013 by Regents of the University of Colorado; original © 2004 Duke University
Supporting ProgramTechtronics Program, Pratt School of Engineering, Duke University
This content was developed by the MUSIC (Math Understanding through Science Integrated with Curriculum) Program in the Pratt School of Engineering at Duke University under National Science Foundation GK-12 grant no. DGE 0338262. However, these contents do not necessarily represent the policies of the NSF, and you should not assume endorsement by the federal government.
Last modified: March 17, 2018