Unit Overview – Socially Responsible Engineering & Technology (POS) Course: Y2 U? 072612Unit Title: ? (Medical Engineering, Biomedical Engineering, Bioengineering)Approximate Length of Unit: 6 Weeks (based on five day weeks; 45 minute periods each day)Unit Summary This unit will provide students with insight to the medical engineering field. Students will be presented with the following problem:

Based on a person who has sustained a physical loss of a limb from trauma, disease or defect, design and animate a prosthetic that incorporates a heat or pressure sensor and feedback system.

Some ideas for orthotic project work could be related to:1. Upper Extremity Prosthetics 2. Lower Extremity Prosthetics3. Robotic Prostheses integrating several components with or without biosensors

Some ideas for higher level prosthetic project work could be related to:1. Improve the performance of artificial joints2. Extend life of artificial joints to be used in younger and more active patients3. Develop Bionics4. Restore the senses of smell and taste

Based on a person who has sustained a physical impairment from a stroke, spinal cord injury or some congenital abnormality such as spina bifida or cerebral palsy, design and prototype an orthotic to correct limb or torso function.

Some ideas for orthotic project work could be related to:4. Upper-Limb Orthosis5. Lower-Limb Orthosis6. Torso or Spinal Orthosis

The devices are generally used to: (Orthotics)

Control, guide, limit and/or immobilize an extremity, joint or body segment for a particular reason

Restrict movement in a given direction

Assist movement generally

Reduce weight bearing forces for a particular purpose

Aid rehabilitation from fractures after the removal of a cast Correct the shape and/or function of the body Provide easier movement capability or reduce pain

Note: Prosthetics are not orthotics. Orthotics mostly resemble a brace of some sort to support a limb or

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torso, while prosthetics are the complete limb.

In order to prepare them with the understandings they will need to develop a viable solution to the problem, students will need to understand the nature of the issue. Once an understanding is acquired, students can then collaborate as a team to develop a personal unit for someone to get health related feedback. At the end of the unit, students will develop a model or animation to explain the use and operation of the solution.

Throughout the unit, students will acquire insight into the medical field careers and material science. In addition, they will take on the roles of a project manager, manufacturers, scientists and engineers in the design and development of a solution.

Primary Interdisciplinary Connections: Engineering, Medical Science21st Century Themes: Health LiteracyUnit Rationale This unit of study is important to expose students to future careers assisting people achieve a better way of life from a physical birth defect, after a debilitating illness or injury from an accident. Injuries differ in different geographic locations and career fields. Birth defects are as different as people are different. Collaboration in design is important to provide students with opportunities to take on leadership roles and experience a variety of engineering related careers. Learning to work with others can benefit students when they need to work with different professionals in the future.

Medical Engineering also known as Bioengineering and Biomedical Engineering has been responsible for such advances as hip replacements, pacemakers, medical imaging, life support systems and medical lasers. The Medical Engineer must be capable of integrating engineering practices with medical knowledge of how the human body functions when healthy, diseased or injured. Most Medical Engineering courses have a mechanical or electronic foundation; others may be based more on materials, physics or biology. Core modules of mechanical engineering and basic medicine, together with specialist modules in biomechanics, biofluids and biomaterials, implant design and artificial organs, rehabilitation engineering, computer and robotic assisted surgery, tissue engineering, physiological measurements, medical imaging and diagnostic techniques, and regulatory issues and medical ethics. In most engineering disciplines, team-working, presentation and inter-personal skills are very important for Medical Engineers as they will often be the person bridging the gap between clinicians, patients, sales and marketing, and the manufacturing activities. Medical Engineers are however unique in their systems and integrative approach to problem solving, their ability to carry the results of basic research into the commercial and clinical setting and their ability to function in a multidisciplinary environment. (Fagan)

This unit will provide the students with some insight to a dynamic and challenging field that will continue to change and evolve. With design yet again being the focus of this unit, students will gain further experience in the design process.

Suggested Materials:plastic, elastic, metal, Velcro, laces, string, rope, fabric, plaster, CAD/CAM materials

Suggested Tools/Machines:Students might need some sculpting tools, sandpaper, paintbrushes, knives, files, wire cutters, rotary drills, etc., small hand and modeling tools for project modeling and prototyping.

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Unit Assumptions Students have been exposed to the problem solving process more than once and that the steps are understood.Students have access to AutoDesk Inventor, Google Sketch-Up, Pro/Engineer, or SolidWorks.Students have processed a variety of modeling and prototyping materials in order to make informed decisions for material selection.Students have accessed and use the internet, email, and research databases.Students have used MLA and APA report formats. Students have performed on structured teams.Students know the role of various team members and a systems engineer.

Learning TargetsStandards for Technological Literacy (ITEEA)Standard 14: Students will develop an understanding of and be able to select and use medical technologies.K. Medical technologies include prevention and rehabilitation, vaccines and pharmaceuticals, medical and surgical procedures, genetic engineering, and the systems within which health is protected and maintained.Math (NJCCCS 4) 4.2 All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe, and analyze phenomena.

CPI # Cumulative Progress Indicator (CPI)4.2.12 A.2 Geometric Properties - Draw perspective views of 3D objects on isometric dot paper,

given 2D representations (e.g., nets or projective views).Science (NJCCCS 5)5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.

CPI # Cumulative Progress Indicator (CPI)5.3.12.A.6 Describe how a disease is the result of a malfunctioning system, organ, and cell, and

relate this to possible treatment interventions (e.g., diabetes, cystic fibrosis, lactose intolerance).

Educational Technology (NJCCCS 8.1)8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.

CPI # Cumulative Progress Indicator (CPI)8.1.12.A.2 Produce and edit a multi-page document for a commercial or professional audience using

desktop publishing and/or graphics software.Engineering and Technological Literacy (NJCCCS 8.2)8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate

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to the individual, global society, and the environment.

CPI # Cumulative Progress Indicator (CPI)8.2.12.A.1 Design and create a technology product or system that improves the quality of life and

identify trade-offs, risks, and benefits.8.2.12.F.3 Select and utilize resources that have been modified by digital tools (e.g., CNC

equipment, CAD software) in the creation of a technological product or system.8.2.12.G.1 Analyze the interactions among various technologies and collaborate to create a product

or system demonstrating their interactivity. 21st Century Skills (NJCCCS 9.1)9.1 21st-Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

CPI # Cumulative Progress Indicator (CPI)9.1.12.C.5 Assume a leadership position by guiding the thinking of peers in a direction that leads to

successful completion of a challenging task or project.Standards 9.4 Career and Technical Education All students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees.

CPI # Cumulative Progress Indicator (CPI)9.4.12.H(5).1 Summarize the goals of biotechnology research and development and describe how

biotechnological products that improve the quality of life are developed within legal and ethical protocols.

9.4.12.H(5).5 Identify and explain processes used for biotechnology product design, development, and production and describe how they work together to demonstrate an understanding of the biotechnology product development process.

9.4.12.M.9 Develop and deliver formal and informal presentations using appropriate media to engage and inform audiences.

9.4.12.M(1).7 Design a new product that meets identified customer needs, while also demonstrating the use of strategies and techniques for developing manufacturing production processes.

9.4.12.M(2).9 Design a product that satisfies a customer’s desires to demonstrate the relationship between production processes and meeting customer needs.

9.4.12.O.17 Employ critical thinking skills independently and in teams to solve problems and make decisions.

9.4.12.O.21 Effectively develop and apply the skills inherent in systems engineering in which requirements, configuration, integration, project management, quality assurance, and process applications are necessary.

9.4.12.O.(1).7 Use mathematics, science, and technology concepts and processes to solve problems in projects involving design and / or production.

9.4.12.O.(1).8 Select and use a range of communication technologies, including word processing, spreadsheet, database, presentation, email, and Internet applications, to locate and display information.

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9.4.12.O.(1).9 Employ concepts and processes for the application of technology to engineering.9.4.12.O.(1).12 Model technical competence by developing and applying processes and concepts in the

design process. English Language Arts Writing (Common Core)WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Industry Standards

NOCDI Employability Skills – Workplace Readiness STEM – Pre-Engineering, Engineering Technology

Unit Essential Questions What does Medical Engineering entail/include? How does a design team member work

effectively to be a productive person of the team?

Unit Enduring Understandings

Medical Engineering encompasses a broad spectrum of assisting devices from prosthetics to orthotics and internal connective body parts as well as instruments and equipment.

Large design projects require department personnel to manage the integration of engineering efforts.

Unit Learning Targets Throughout the unit, students will acquire insight into the biomedical engineering field and related material sciences. In addition, they will take on the roles of scientists and engineers in the design and development of a solution improve physical loss or conditions. Role-playing provides students with the opportunity to gain experience in systems engineering and learn leadership techniques.

Students will . . .1. Identify physical loss or impairments due to congenital abnormalities. (5.3.12.A.6) (STL #14K)2. Research and document in logs and formal reports/presentations limiting factors of a physical

impairment. (5.3.12.A.6) (9.4.12.O.(1).8) (STL #14K)3. Research and document in logs and formal reports/presentations methods of assisting someone

overcome physical challenges to regain mobility in independence. (5.3.12.A.6) (9.4.12.O.(1).8) (STL #14K)

4. Research and document in logs and formal reports/presentations nature of the challenge as a scientist, designer, engineer, manufacturer. Once an understanding is acquired, students can then be engaged in developing a personal unit for someone to get feedback on their own bodies needs for the day. (STL #14K) (9.4.12.O.(1).8)

5. Analyze the design challenge, document in logs and collaborate to create a product or system overcome the challenges of the patient. Develop viable solutions to the problem using the steps of

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the design process. (8.2.12.G.1) (9.4.12.M(1).7) (9.4.12.M(2).9) (9.4.12.O.17) (9.4.12.O.21) (9.4.12.O.(1).7) (9.4.12.O.(1).12)

6. Analyze and document in logs, materials and manufacturing processes used to produce solution. (9.4.12.O.(1).9) (9.4.12.O.17) (9.4.12.O.(1).9) (9.4.12.O.(1).12)

7. In a formal report, summarize the research and development and describe how the product improves the quality of life meets legal and ethical protocols. Identify and explain processes used for the product design, development, and production and describe how they work together to demonstrate an understanding of the medical engineering product development process. (8.2.12.A.1 ) (9.4.12.H(5).1) (9.4.12.H(5).5) (9.4.12.O.17)

8. In a formal report, summarize rationale for selected solution. (WHST.11-12.2) (9.4.12.O.17)9. Complete 2D and 3D drawings and plan of procedures. (4.2.12 A.2) (8.1.12.A.2) (9.4.12.M(1).7)

(9.4.12.M(2).9) (4.2.12 A.2) (9.4.12.O.17)10. Select and utilize resources that have been modified by digital tools (e.g., CNC equipment, CAD

software) in the creation of a technological product or system. (8.2.12.F.3) (9.4.12.O.17)11. Write Instructions for product use. (WHST.11-12.2) (9.4.12.O.17) (9.4.12.O.21) (9.4.12.O.(1).7)

(9.4.12.O.(1).9)12. In a formal report, document test procedures and test results. (9.4.12.O.(1).12) (9.4.12.O.17)

(9.4.12.O.21)13. In a formal report, evaluate the final product. (9.4.12.O.(1).7) (9.4.12.O.17) (9.4.12.O.21)14. Work effectively on multidisciplinary teams consisting of designers/engineers, scientists and

manufacturers. Keep a Time on Task Log. (9.4.12.O.21) (9.4.12.O.17) (9.1.12.C.5) 15. Present project design to peers at various stages of the process formally and informally.

(9.4.12.M.9)

Project-Based Learning Plan:Engineering Design Process (Sequence and Assessments)

Design Brief/Problem/Opportunity Statement:

In a team of 4-7 (1 project manager and 3-6 others to act as scientists, designers/engineers, and manufacturers), design and develop a model or prototype for a personal biofeedback test device.

Example Background:

As of 2008, in the United States, approximately 1.7 million people were living with limb loss. (Zeigler-Graham) Congenital Abnormalities, Cancer, Trauma, and Dsyvascular causes resulted in these physical losses. At this time, according to National Limb Loss Information Center, amputations related to cancer and trauma decreased, while dysvascular amputations increased. Congenital related limb loss rates had not changed.

Specifications:The personal device must

Function as accurately as the existing models used by practitioners. Remain portable so that the device can be stored or carried. Be operable by one person.

Constraints:The device is limited to:

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Energy: Being battery or solar powered

Time: Providing instantaneous feedback

Space: No larger than a hand held item or one kept on the body

Materials Conductive/insulated materials Modeling or prototyping materials available Water resistant or water proof

People Others with knowledge of existing devices Electrical Engineers Industrial Engineers Mechanical Engineers

Capital Classroom materials and tools.

Knowledge Understanding how the existing device works Other devices that do similar tasks

Stakeholders: The target audience would be those interested in preventive health maintenance. The intended user is anyone that wants to obtain information on daily energy level. Adults using this with children. Software updates for the unit. Marketing sales people. Fitness enthusiasts

Suggested Student Grouping:Students can be broken into small groups of 4-7 (for teams of 4, have one of each role; for teams of 5-7, have one team leader and double up on the other roles) to work together through the process and act as a competitive company that is trying to propose their design against other companies. The teams could then present to a panel of stakeholders to get feedback and a critique. The teams could also be formed so that those designing it are not the same as those producing the model so that a higher level of communication must take place in order to convey the correct information.

Suggested Teacher Preparation:Students will need a patient. The patient, missing a limb, can be sculpted out of packing tape to create the body form so students can measure and eventually test their solution for fit. If a real patient is available and willing, the solutions can be tested for operation as well. Do a search on packing tape sculpture and find some examples and tutorials. You will definitely need assistance for this activity.

Teacher Instruction Student Evaluation

Step One: Identify the ProblemLessons/ TopicsLesson 1: Reviewing Project Background

Formative Assessments: Teacher feedback on:

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Statistics Definitions Introduce packing tape patient

Lesson 2: Reviewing Stakeholders and Required Project Research

Various types of amputees Various types of orthotics Various types of prosthetics

Lesson 3: Reviewing Principles and Practices of Effective Teamwork

Leadership Teamwork Team Roles

o Completed Graphic Organizer in a “Research Log” posing prompts such as:

o What I know . . .o What I need to know . . .

(ULT #1-5)o Peer assessment – students will review

each other’s logs and pose further questions. (ULT #1-5)

o Student produced and maintained “Time on Task Log” to monitor and model work ethics and practices. (ULT #17)

o Pretest on principles and practices of effective teamwork. (ULT #17)

Summative Assessments:At the end of the step, as measured by a rubric, designated team member will be responsible for a research report or PowerPoint Slides to:

o Identify, describe and provide imagery of various amputees and their limits. (ULT #1, 2)

o Identify, describe and provide various types of orthotics. (ULT #3)-OR-

o Identify and provide imagery of various types of prosthetics. (ULT #3)

Notes: Review the questions that students will be able to answer at the end of this unit and that students will be assessed on. The following introductory lessons can spark conversation to lead into the design project.Provide students with a TOT Log to keep track of their work on the project. The TOT Log acts as a time sheet that someone would complete on a job.

Students must form teams:Head designer – in charge of overall design and appearance.Manufacturer – in charge of the material selection for the solution.Scientist – in charge of the physics related to the final solution.Project Manager – in charge of team collaboration and writing reports to include team work.

Notes: Students should divide up the research topics to complete the task. Students must present their findings to each other. Finding imagery of each topic allows the student to gain a deeper understanding of the related concerns and possibilities.

Step Two: Frame the Design BriefLesson / Topic Formative Assessments:

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Lesson 4: Framing the Design Brief for the Medical Project

Review of design brief requirements Review of specifications Review of constraints

o Using a “DBSC Organizer”, students will document the background situation, individual design brief, specifications and constraints. (ULT #1-5)

o Peer assessment - students will review and revise each other’s graphic organizers if necessary. (ULT #1-5)

o Teacher will review and provide feedback on individual design briefs, specs and criteria pertaining to role on team. (ULT #1-5)

Summative Assessments:At the end of the step, as measured by a rubric, team will be responsible for:

o Role related design briefs, specifications and constraints formalized from DBSC Organizer onto a separate document. (ULT #1-5)

Notes: Each student on the team has a different end user.

The Scientist provides deliverables for Project Manager and Designer/Engineer to use.

The Project Manager provides deliverables for the client.

The Manufacturer provides deliverables for other the Designer/Engineer and Project Manager to use.

The Designer/Engineer provides deliverables for the Project Manager and Manufacturer to use.

Each student on the team provides different deliverables, so each student will have a different design brief. Use this time to differentiate between their roles and expectations.

Notes: Students must complete a graphic organizer to organize their information about the project. The end result will be a refined design brief, and a set of specifications and criteria for their role on the team submitted as a formal document.

Step Three: Research & BrainstormingLessons/ Topics

Lesson 5: Reviewing Design Process Deliverables PowerPoint Slideshow Engineering Log Flow Chart Analysis Report Executive Report

Formative Assessments:o Teacher provides feedback on collected

research students create using the previously started “Research Log”. (ULT #1-4)

Summative AssessmentsAt the end of the step, as measured by a rubric, designated team member will be responsible for:

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Scientist o PowerPoint Slides of:

o Impairment. (ULT #1)o Physical limitations to overcome.

(ULT #4) Designer/Engineer

o Keep “Research/Engineering Log” using template format provided documenting and illustrating:

o Research on appearance, form, and materials. (ULT #4)

o Research existing conditions of patient. (ULT #5)

o Viable solution (brainstorming) to the problem using the steps of the design process. (ULT #5)

Manufacturero PowerPoint Slides of materials and

manufacturing processes used to produce existing devices. (ULT #4)

Project Managero Executive Report of the research and

development and describe how the product improves the quality of life meets legal and ethical protocols. Identify and explain processes used for the product design, development, and production and describe how they work together to demonstrate an understanding of the biotechnology product development process. (ULT #1-7)

Notes: Project Manager (1) – must maintain completed work and finalize documentation for presentation use to the client. Will have to schedule work to be done and track deliverables by team members.

Scientist (2) – must understand the performance of a healthy body. Must look materials to determine the best materials for the task. Must work together to divide and conquer the tasks and collaborate on final deliverables.

Designer/Engineer (2) – must understand the end user needs and interaction with solution. Must work together to divide and conquer the tasks and collaborate on final documentation.

Notes:Each student or pair of students on the team must become the expert(s) in a particular area of the project.

Scientist – in charge of the physics related to the final solution. Information such as patient height, weight, angles, pressures, etc. may be vital to the design challenge.Designer/Engineer – in charge of overall design and appearance.Manufacturer – in charge of the material selection for the solution.Project Manager – in charge of team collaboration and writing reports to include team work.

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Manufacturer (2) – must understand the materials involved and be able to identify how mass production of the item would happen. Must look beyond the modeling materials used for this project to the real materials in order to propose the manufacturing process. Must work together to divide and conquer the tasks and collaborate on final documentation.

Guide students to determine whom to contact as experts. Arrange for mentors for the project in order for students to have professionals in the related fields to talk to. Invite practitioner or service rep to visit with class.

Step Four: Generation Alternate SolutionsLessons/ Time

Lesson 6: Generating Alternate Solutions through Sketches and Drawings

2D Drawings 3D Drawings

Lesson 7: Modeling Alternate Solutions Materials/Adhesives

-OR- Inventor or Equivalent Animation

Formative Assessments:o Teacher conferences with students about

alternate solutions and model expectations after students complete “Concept Organizer” for each of their solutions. (ULT #6 and 13)

Summative Assessmentso Alternate Solutions as per rubric (ULT #6)o 3D physical model or computer generated

model of final product as per rubric. (ULT #13)

Notes: Indicate the level of expectations you have for end product. Provide students with the Concept Organizer to evaluate their alternate solutions.

Notes:

Step Five: Chosen Solution with Rationale

Lesson / Time

Lesson 8: Outlining a Presentation Harvard Format Phrasal

Lesson 9: Writing a Rationale Report Pros and Cons Specification Check

Formative Assessments:o Teacher feedback on outline prior to

presentation with rubric on Oral Presentation or teacher/ team meeting. (ULT #14)

Summative Assessmentso Oral presentation as per rubric (ULT #14)o Rationale report for selected solution as

measured by a rubric. (ULT #9)

Notes: Notes:

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After oral presentation of the options and selected solution, teacher will collect solution with detailed rationale and drawing of selected solution, provide feedback and return work to students for revisions if necessary.

Each solution designed must be described with pros and cons for each.

A specification check is a table with the specs listed in the first column and the alternate solutions across the first row. A rating system is designed and used in the corresponding boxes. Points are tallied and best score is considered the most viable.

Students must use their Concept Organizers to complete this step. Project manager must lead rationale report as others provide the input based on their role checking against the constraints and specifications.

Step Six: Developmental Work

Lesson / Time

Lesson 10: Reviewing Team Role Deliverables Device Instructions Preparation Working Drawings Plan of Procedures Preparation Animation Concept

Formative Assessments:Teacher provides written feedback on:

Project Manager/Scientisto “Device Instructions Organizer” for

content and layout. (ULT #11)Designers/Engineers

o 2D and 3D drawings (ULT #9, 10)o Teacher provides written feedback on

animation concept for solution. (ULT #9, 10)

Manufacturerso Completed POP Organizer. (ULT # 9, 10)o Model concept generated by student (#9,

10)

Summative AssessmentsN/A

Notes: Provide students with Device Instructions Organizer, and POP Organizer

Notes: Students will use CAD and publishing software to produce a set of Working Drawings and a Plan of Procedures (POP) for producing the final product. Note that the POP must be done for the manufacturing process not the modeling process.

Step Seven: Prototype Lessons/ Topics

Lesson 11: Reviewing Team Role Deliverables Device Instructions Working Drawings Plan of Procedures Animation or Physical Model

Formative Assessments:o Teacher feedback on prototype animation

or model as requested from student or team. (ULT #10)

Summative Assessments: At the end of the step, as measured by a rubric,

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designated team member will be responsible for:

Project Manager/Scientisto “Device Instructions”. (ULT #11)

Designers/Engineers o 2D and 3D drawings (ULT #9, 10)o Animation. (ULT #9, 10)

Manufacturerso Plan of Procedures. (ULT # 9, 10)o Model. (#9, 10)

Notes: Notes:

Step Eight: Testing and EvaluationLessons/ Topics

Lesson 12: Reviewing Testing and Evaluation Deliverables

Test Procedures and Results Report

Formative Assessments:o Teacher provides feedback on areas of

focus and appropriate illustrations or photos to include in both reports after students complete a “Testing Log Organizer” and an “Evaluation Organizer.” (ULT #12, 13)

Summative Assessments:At the end of the step, as measured by a rubric, designated team member will be responsible for:

Project Manager with team input:o Test Procedures and Results report. (ULT

#12)

Notes: Provide students with copies of the Testing Log and Evaluation Organizer. Students must form larger groups to complete these.

Notes: Students must work together as stated above to complete the Testing Log and Evaluation Organizer.

Step Nine: Redesign and ReflectLessons/ Topics

Lesson 13: Writing an Design Evaluation Report Expectations Format

Lesson 14: Conducting a Post Test for Principles and Practices of Effective Teamwork

Formative Assessments:o Teacher/Student discussion to clarify any

erroneous information about report expectations. (ULT #14)

o Written feedback by project manager and teacher on TOT Logs submitted by each team member at this time. (ULT #15)

Summative Assessments:o Team Design Evaluation report for the

project. (ULT #13)o Follow the principles and practices of

effective teamwork as measured on a teamwork performance rating scale. (ULT

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#14)

Notes: Notes: Students will complete a design evaluation report to reflect on all aspects of the project.

Step Ten: Communicate Lesson / Time

Lesson 15: Outlining a Presentation Harvard Format Phrasal

Formative Assessments:o Peer and teacher comments for improving

presentations. (ULT #18)

Summative Assessments:o Presentation of project design to peers.

(ULT #18)

Notes: Notes: Students will present individually and in small groups at various stages of the project to gain feedback and input where needed. This final presentation must be organized by the Project Manager and assure that all team members have a speaking role.

Corresponding Technology Student Association (TSA) Activities

Biotechnology DesignEngineering Design

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Lesson PlansLesson Timeframe

Lesson 1Reviewing Project Background

Lesson 2Reviewing Stakeholders and Required Project

research

Lesson 3Reviewing Principles and Practices of Effective

Teamwork.

45 minutes / 3 days1 day to review lessons and select teams

2 day to research and prepare documents

Lesson 4Framing the Design Brief for the Medical Design

Project.

45 minutes / 3 days½ day to lecture, 2 days to determine individual

design briefs, specs, and constraints Lesson 5

Reviewing Design Process Deliverables.45 minutes / 4 day

½ day to lecture, 3 days to select teams, and start research

Lesson 6Generating Alternate Solutions through Sketches

and drawings.

Lesson 7Modeling Alternate Solutions

45 minutes / 1 day½ day to lecture, 3 days to select teams, and start

research

Lesson 8Outlining a Presentation

Lesson 9Writing a Rationale Report

45 minutes / 4 days½ day to review expectations, 3.5 days to generate

ideas.

Lesson 10Reviewing Team Role Deliverables

(Preparation)o Device Instructionso Working Drawingso Plan of Procedureso Animation or Physical Model

45 minutes / 3 days½ day to review options, 2.5 days to research

Lesson 11Reviewing Team Role Deliverables

(Production)o Device Instructionso Working Drawingso Plan of Procedures

45 minutes / 3 days½ day to review options, 2.5 days to produce

deliverables

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Lesson 12Reviewing Testing and Evaluation Deliverables

45 minutes / 3 days½ day to review options, 2.5 days to produce

deliverables

Lesson 13Writing an Individual Self-Evaluation Report

Lesson 14Conducting a Post Test for Principles and

Practices of Effective Teamwork

45 minutes / 3 days½ day to review expectations, 1.5 days to prepare,

1 day to take test

Lesson 15Outlining a Presentation

45 minutes / 3 days½ day to review outlining and ½ day to prepare

outline2 days to present

Teacher Notes:

Curriculum Development ResourcesAdams, Patricia F., et al, “Current Estimates from the National Health Interview Survey, 1996,” Vital and Health Statistics 10:200 (1999).Gravlee, Jocelyn R., M.D. and Van Durme, Daniel J. M.D. Braces and Splints for musculoskeletal conditions. American Family Physician. 9 February 2010. . 26 July 2012 < http://www.aafp.org/afp/2007/0201/p342.html>.

Fagan, Dr. M. J. What is Medical Engineering. Science & Engineering. 26 July 2012 < http://science-engineering.net/medical_engineering.htm>.

National Limb loss Information Center. I.Fact Sheet. Amputation Statistics by Cause. 2008. Retrieved 26 July 2012, from http://www.amputee-coalition.org/fact_sheets/amp_stats_cause.html

Orthotics. (n.d.). In Wikipedia. Retrieved 26 July 2012, from http://en.wikipedia.org/wiki/Orthotics

Prosthetics. (n.d.). In Wikipedia. Retrieved 26 July 2012, from http://en.wikipedia.org/wiki/Prosthesis

Ziegler-Graham, Kathryn, PhD, et al. “Estimating the Prevalence of Limb Loss in the United States - 2005 to 2050,” Archives of Physical Medicine and Rehabilitation 89 (2008): 422-429.

Notes:

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Research/Investigation/Testing LogComplete all columns for each entry. Feel free to use more than one row per entry. Continue on the back

of each page is necessary. Include everything tried and your observations of the test. Date Research/Investigation/Testing Finds/Results

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Research/Investigation/Testing Log

Use the space below to sketch out ideas or calculations while investigating. Include a sketch of the tank and course, electrical circuit used as a wire diagram, vessel designs tried, issues

encountered, and solutions.

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Time on Task LogComplete all columns for each entry. Feel free to use more than one row per entry. Continue on the back

of each page is necessary. Include all class work and homework; time spent on tasks outside of class. Date Task Description Time on Task

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Design Brief, Specs and Criteria Organizer

End User

Problem

Specs

Constraints

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WhatWhy

The device must: End User must:

The device is limited to: End User is limited to:

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

Concept Organizer

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Idea Description:

Pros for this Idea Unresolved aspects of the Idea

Cons for this Idea

Cons for this Idea

Plan of ProceduresPlan of Procedures for (insert design object or system)

(Provide a 3D image of the final solution and give a brief description of the design solutions and work to be completed for construction or productions. Use the chart below to list all supplies need to produce parts of the solution.)

Supply listItem Description QTY Size Remarks1234Etc.

(Give a brief description of the material processing that needs to be done and use the chart below to identify all of the tools and equipment needed.)

Tools and Equipment listItem Description Use123Etc.

Material Processing Procedures(Give a brief description of the parts that need to be produced and use the chart below to identify the materials needed for processing.)

Material listItem Description QTY Size Remarks1 Pinewood Block 1 1.5”x1.25”x8” Lure Body 2 Zinc 2.2 Grams

(State tool with (T#) to use, include action, supply with (S#). Use words like measure, draw, scribe, cut, score, and fold. – Delete this text. )

Example: Use the ruler (T1) and pencil (T2) to measure off one-foot increments along the 4-foot side of the cardboard that represents the body (P1). Mark each location with a small pencil mark.

Part P1:1.2.3.4.

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Part P2:1.2.3.

Part P3:1.2.3.

Part P4:1.2.3.

Assembly Procedures

(Give a brief description the assembly and use the chart below to identify the parts needed for final assembly.)

Parts listItem Description QTY Size Remarks1234Etc.

(Include action, parts with (P#) for each step.) Use verbs like fold, insert, slide, crease, bend and place. This section requires images of each step!!! And an image of the final product assembled. – delete this)

Example: Fold and slide flap b into slot d on the base (P5).

1.2.3.Etc.

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Device Instruction OrganizerDevice: ________________

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STEP # ____

STEP # ____

STEP # ____

STEP # ____

Possible Illustration:________________________

Possible Illustration:________________________

Possible Illustration:________________________

Possible Illustration:________________________

Plan of Procedures OrganizerPart or Process: ______________________

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STEP # ____

STEP # ____

STEP # ____

STEP # ____

Possible Illustration:________________________

Possible Illustration:________________________

Possible Illustration:________________________

Possible Illustration:________________________