Making Brochures: Presenting Painless Cancer Detection!
Students learn about breast cancer detectionCopyright Flickr https://www.flickr.com/photos/affiliate/8116044535/in/photostream/
This lesson culminates the unit with the Go Public phase of the legacy cycle. In the associated activity, students depict a tumor amidst healthy body tissue using a Microsoft Excel® graph. In addition, students design a brochure for both patients and doctors advertising a new form of painless yet reliable breast cancer detection. Together, the in-class activity and the take-home assignment function as an assessment of what students have learned throughout the unit.
As part of the engineering design process, when a need in society is established as an engineering challenge, in order for the challenge to be solved, the solution must be well tested, found to be reliable and then presented to the demographic in need, through evidential explanations. For example, in the case of biomedical engineering, a need for painless, reliable breast cancer detection has been presented to researchers at the university level. Following the engineering design process, once a well-tested, consistent and accurate solution has been established in ultrasound technology, it must be presented to radiologists in hopes of implementation on a clinical level. Similarly, in the associated activity, students must demonstrate the accuracy of their solution; while in the lesson's assessment, students must present the solution to doctors and patients with an informative brochure.
After this lesson, students should be able to:
- Present a painless means of detecting breast cancer.
- Explain how knowing the different properties of a material can lead to a useful solution.
- Describe the role of tissue properties in detecting a tumor.
- Produce an image depicting the location of a tumor.
- CCSS.Math.Content.HSA-APR.A.1 Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
Grades 9-12
Do you agree with this alignment? - CCSS.Math.Content.HSA-REI.C.5 Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
Grades 9-12
Do you agree with this alignment? - CCSS.Math.Content.HSF-IF.B.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
Grades 9-12
Do you agree with this alignment? - CCSS.Math.Content.HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
Grades 9-12
Do you agree with this alignment? - CCSS.Math.Content.HSS-ID.A Summarize, represent, and interpret data on a single count or measurement variable
Grades 9-12
Do you agree with this alignment? - CCSS.Math.Content.HSS-ID.B Summarize, represent, and interpret data on two categorical and quantitative variables
Grades 9-12
Do you agree with this alignment?
- Use computers and calculators to access, retrieve, organize, process, maintain, interpret, and evaluate data and information in order to communicate.
Grades 9-12
Do you agree with this alignment? - 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.
Grades 9-12
Do you agree with this alignment? - STEL-7DD Apply a broad range of making skills to their design process.
Grades 9-12
Do you agree with this alignment? - STEL-7Y Optimize a design by addressing desired qualities within criteria and constraints.
Grades 9-12
Do you agree with this alignment? - STEL-8N Use various approaches to communicate processes and procedures for using, maintaining, and assessing technological products and systems.
Grades 9-12
Do you agree with this alignment?
- HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
Grades 9-12
Do you agree with this alignment? - HS-PS2 Motion and Stability: Forces and Interactions
Grades 9-12
Do you agree with this alignment?
- HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
Grades 9-12
This resource focuses on the following Three Dimensional Learning aspects of NGSS:
Science & Engineering Practices- Design a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.Do you agree with this alignment?
Disciplinary Core Ideas- Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed.Do you agree with this alignment?
Do you agree with this alignment? - Design a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
- CCSS.Math.Content.HSA-APR.A.1 Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
Grades 9-12
Do you agree with this alignment? - CCSS.Math.Content.HSA-REI.C.5 Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
Grades 9-12
Do you agree with this alignment? - CCSS.Math.Content.HSF-IF.B.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
Grades 9-12
Do you agree with this alignment? - CCSS.Math.Content.HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
Grades 9-12
Do you agree with this alignment? - CCSS.Math.Content.HSS-ID.A Summarize, represent, and interpret data on a single count or measurement variable
Grades 9-12
Do you agree with this alignment? - CCSS.Math.Content.HSS-ID.B Summarize, represent, and interpret data on two categorical and quantitative variables
Grades 9-12
Do you agree with this alignment?
- 3202.3.7 Solve problems related to velocity, acceleration, force, work, and power.
Grades 9-12
Do you agree with this alignment?
A complete understanding of Hooke's law and stress-strain relationships.
Legacy Cycle Information
This lesson includes the final step of the legacy cycle, the Go Public step. In the associated activity (You Be the Radiologist! Strain Graphs That Reveal Tumors), students create a graph depicting the location of a tumor amidst fatty tissue, given certain conditions. In the take-home portion of the Go Public phase, students are given three to design a brochure advertising the new form of breast cancer detection to patients and doctors. The brochure should explain how the detection works, its advantages and its disadvantages.
Informative Brochure
Distribute the attached grading rubric to the class. Have each student prepare his/her own brochure and use the grading rubric as a guide in assessing student designs.
Today is the big day! Today we will design a painless yet reliable method for detecting breast cancer. This is the time to Go Public with what you've learned! First you will complete the in-class portion in which you create a graph depicting the location of a tumor given certain conditions. Then you have three nights to complete the take-home portion in which you create a brochure advertising the new form of breast cancer detection to patients and doctors. Your brochure should explain how it works and the advantages and disadvantages of your design. It should also explain how you disseminated the problem and found a manageable solution to a complex issue. Please use the grading rubric to guide your brochure design.
- cancer
- A malignant and invasive growth or tumor tending to recur after removal and to metastasize to other sites.
- stress
- The physical pressure, pull or other force exerted on a system by another, producing a strain. Measured by the ratio of force to area.
- strain
- Deformation of a body or structure as a result of an applied force beyond limit.
- force
- An influence on a body or system, producing a change in movement or in shape or other effects.
- spring
- An elastic body such as a wire of steel coiled spirally that recovers its shape after being compressed, bent or stretched.
Embedded Assessment:
Give each student a composite grade based on the graph generated in the associated activity as well as the informative brochure.
Dictionary.com. Lexico Publishing Group,LLC. Accessed December 28, 2008. (Source of vocabulary definitions, with some adaptation) http://www.dictionary.com
- Using Stress and Strain to Detect Cancer!
- Your Biomedical Challenge: Painlessly Detecting Disease
- Stress, Strain and Hooke's Law
- Making Brochures: Presenting Painless Cancer Detection!
Contributors
Luke Diamond; Meghan Murphy
Supporting Program
VU Bioengineering RET Program, School of Engineering, Vanderbilt University
Acknowledgements
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.
Copyright
2013 by Regents of the University of Colorado; original © 2007 Vanderbilt University