Engineering Understanding of a Health Crisis
NSTA Charlotte Regional ConferenceNovember 8, 2013
• Dr. Robin L. Cooper– Associate Professor
Neurobiology/Neurophysiology University of Kentucky, Lexington KY
• Diane H. Johnson– Assistant Director, P12 Math & Science Outreach
Unit of PIMSER at the University of Kentucky• Susan W. Mayo– Regional Teacher Partner, P12 Math & Science
Outreach Unit of PIMSER at the University of Kentucky
Session Goals
• Engineer a tabletop model for use at a "health fair" to help educate students and the public about stressors on the circulatory system.
Essential Questions
1. How can the use of models help us engineer solutions to problems involving the human body?
2. What do we need to understand so that we can design and evaluate a model of the CVS that demonstrates the healthy state vs. the diseased state?
3. In what ways can understanding math and science concepts and practices help us solve problems involving the human body?
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
[Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.] [Assessment Boundary: Assessment does not include interactions and functions at the molecular or chemical reaction level.]
Performance Expectation
A Framework for K-12 Science Education
9-12 Engineering Design
ETS1.A: DEFINING AND DELIMITING AN ENGINEERING PROBLEM
The engineering design process begins with• Identification of a problem to solve• Specification of clear goals, or criteria for
final product or system
Engineering must contend with a variety of limitations or constraints
Framework for K-12 Science Education Page 204
Self-Reported Obesity Among U.S. Adults in 2012
No state had a prevalence of obesity less than 20%.
Nine states and the District of Columbia had a prevalence between 20–<25%.
Thirteen states (Alabama, Arkansas, Indiana, Iowa, Kentucky, Louisiana, Michigan, Mississippi, Ohio, Oklahoma, South Carolina, Tennessee, and West Virginia) had a prevalence equal to or greater than 30%.
http://www.cdc.gov/obesity/data/adult.html
2000
Obesity Trends* Among U.S. AdultsBRFSS, 1990, 2000, 2010
(*BMI 30, or about 30 lbs. overweight for 5’4” person)
2010
1990
No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30%
The Problem
• Read “Cindy’s Story: The Conceptual Problem”
• In a quick write, record your first reaction to the task problem. Add some notes of things you know about this issue.
• Share your quick write with a table partner– Note similarities and differences
in responses
Pg. 1-3
Project Goal
• Design a model that demonstrates the effect(s) of disease on the normal functioning of the Cardiovascular System.
• Present the model at a health fair.
Pg. 5-6
Evaluation of model and presentation based on:
• Works consistently• Limitations are noted• Math and science concepts
are presented in relation to the problem
• Accurately represents the structure and the functioning of the system– Heart– Valves– Blood vessels
• Relative scale of components used where appropriate– Example: arteries, veins,
capillaries• Accurately represents
the distinction between the healthy vs. diseased states
ETS1.B: DEVELOPING POSSIBLE SOLUTIONSWhat is the process for developing potential design
solutions?The creative process of developing a new design tosolve a problem is a central element of engineering• Open-ended generation of ideas• Specification of solutions that meet criteria and
constraints• Communicated through various representations,
including models • Data from models and experiments can be analyzed to
make decisions about a design.
Framework for K-12 Science Education Pages 206-7
Group Assignments for ResearchGroup # Diseased condition Science involved
1 Plaque build-up Laminar flowTurbulent flow
2Pressure differential in arm and leg
Back PressureResistance
3Increased red blood cell countObesity
ViscosityResistance
4
Arthrosclerosis Pulsatile pumps (high/low pressure differences)Elasticity Pressure
Resources on Dr. Cooper’s web site
http://web.as.uky.edu/Biology/faculty/cooper/STEM%20NSTA%20Charlotte/NSTA-STEM-2013.htm• Videos• Animations• Papers• Journal articles• Materials list
Examples of Resources• Overview ppt• Some ppts that teachers can use: part 1, part 2, part 3• Text files (MS word): The conceptual problem, Engineering design,
parts for experiments, on line information, Sample middle school unit , Arteriosclerosis lab, AAAS Science link on heart , YOUTUBE links on demos, The circulatory role, lipid tests , Secondary New generation Stds,
• Associated PDFs & other content :• Windkessel paper, Blood doping, Altitude 1, Altitude 2, Lipid blood tests,
ankle-brachial index1, ankle-brachial index2, ankle-brachial index3, ankle-brachial index4, Guided inquiry by Colburn
• Hemodynamics for Medical , Smith's model for undergraduates• Beamer, Chpt 7 alternat integrated Framework, Baldock Chanson 2006 fluid flow,
Campbell biology fluid flow, Chapter 13 outline, Fluid flow and motion Exp9 , fluid flow chapter 8, guide to lowering BP, Maps of obesity, Microvascular dysfunction obsesity, Physics & human, Static Vs Pulse press,
Pump
Tubes
Pump
Tubes
Pump
Tubes
Constriction or a clog
Higher level
Lower level
Bernoulli's principal
Pump
Tubes
Walls have build upProduces
turbulent flow
Higher level
Lower level
Eddies and turbulence breaks up the stream. Slows down flow and can build up back pressure
A Note making Strategy
Describe the factors that cause __________, and their effects on the ___________.
Cause → Effect→
→
→
→
Pg. 7
Summary Frames• Cause and Effect Example 1Because of___, ___ (happens/occurs). __ caused __. Therefore _____.
Finally, due to ___, ___. This explains why ___.
• Cause and Effect Example 2The cause of ___is not easy to define. Some people think the cause is
___. Others believe the main cause is __. Understanding the cause of __ is important because __.
• Cause and Effect Example 3The effects of ___ are significant because ___. One effect of ____ is
___. Another result is ___. Because of these outcomes, it important that _____.
Develop ideas for design
• Ideas for design of models of CVS which can illustrate the harmful effects of disease on the system
• Work with your group– Explore the research & available materials– Think about how to use materials to model your
assigned disease– Develop/build your model – Be prepared to share with other groups
Group Assignments for ResearchGroup # Diseased condition Science involved
1 Plaque build-up Laminar flowTurbulent flow
2Pressure differential in arm and leg
Back PressureResistance
3Increased red blood cell countObesity
ViscosityResistance
4
Arthrosclerosis Pulsatile pumps (high/low pressure differences)Elasticity Pressure
Group #1 Example – Plaque Buildup
Group #2 Example – Pressure Differential
Group #3 Example - Viscosity
Group #4 Example - Elasticity
Choose
• A CVS model design to plan and test• Plan to present at the “”Community Health
Fair
Create
• A model of the CVS based on your plan
ETS1.C: OPTIMIZING THE DESIGN SOLUTIONHow can the various proposed design solutions be
compared and improved?
Multiple solutions to an engineering design problem are always possible; determining what constitutes “best” requires judgments
• Optimization requires making trade-offs among competing criteria
• Judgments are based on the situation and the perceived needs of the end-user of the product or system
• Different designs, each optimized for different conditions, are often needed
Framework for K-12 Science Education Pgs. 208-209
Test and Evaluate
• The performance of the CVS model to illustrate the difference in the healthy functioning of the system vs. the system in the disease state.
Possible Summary Frame
Problem/Solution - Example 2 The problem of __ really boils down to the issue of __. In
the past, the common solution was to __. However, this was only effective in terms of __. There are now other solutions that might work. One option would be to __. This would __.
Another option would be to __. This is ideal because __. These possible solutions are worth considering if we are to solve this issue in the near future.
Communicate• About your CVS model
design –Why you thought it
would work and what happened?
Results! Why, man, I have gotten a lot results. I know several things that won’t work.
-Thomas Edison, 1890
Redesign & Retest
• CVS model to more effectively meet the criteria, based on research and multiple first-round model designs
What Science and Engineering Practices?
• Identify the scientific and engineering practices that were used.
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Constructing explanations (for science)
and designing solutions (for engineering)7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating
information
Scientific and Engineering Practices
40
What Crosscutting Concepts?
• Identify the crosscutting concepts that were used.
Crosscutting Concepts1. Patterns2. Cause and effect: Mechanism and explanation3. Scale, proportion, and quantity4. Systems and system models5. Energy and matter: Flows, cycles, and
conservation6. Structure and function7. Stability and change
42
Networking Session
• How might integrating engineering design overtly and purposefully across the science curriculum K-12 help increase student understanding of science and motivation to learn science?
Session Goals
• Engineer a tabletop model for use at a "health fair" to help educate students and the public about stressors on the circulatory system.
YouTube Links 1st fluid flow : Simulated “Ankle-Brachial index” (ABI)http://youtu.be/XVr-MT3k0mw 2nd fluid flow: Laminar and turbulent flowhttp://youtu.be/KHxOwnh4YVo 3rd fluid flow: Viscosityhttp://youtu.be/ZOCNVUa0f_g 4th fluid flow: Windkessel effecthttp://youtu.be/UJt3-lGnhVU With student narration:http://youtu.be/6iroS6arqT8http://youtu.be/enZunzh7AnU
Contact Information• Diane H. Johnson–[email protected]
• Susan W. Mayo–[email protected]
• http://web.as.uky.edu/Biology/faculty/cooper/STEM%20NSTA%20Charlotte/NSTA-STEM-2013.htm