Unit of Instruction

Unit of Instruction
Biomedical Engineering: Focus on Prosthetics
EDTE 391 – DR. SHARON BRUSIC

SPRING 2018
ABIGAIL SWEENEY
UNIT OF INSTRUCTION | SPRING 2018 | ABIGAIL SWEENEY
Table of Contents
Section I Teacher Resources ................................................................................................................................ 3
Big Ideas ............................................................................................................................................................ 3
Unit Overview ......................................................................................................................................... 3
Unit Pre-Assessment & Analysis.............................................................................................................. 5
Interview with Mentor ............................................................................................................................ 5
Standards .............................................................................................................................................. 12
PA Academic.......................................................................................................................................... 12
Other Subject Areas .............................................................................................................................. 13
Technology Content .............................................................................................................................. 14
Unit Goals .............................................................................................................................................. 15
Assessment Plan .................................................................................................................................... 16
Content Outline ..................................................................................................................................... 18
Scope & Sequence ................................................................................................................................. 22
Tools, Materials, & Equipment.............................................................................................................. 24
Lesson Plans .......................................................................................................................................... 25
Day One ................................................................................................................................................. 25
Day Two ................................................................................................................................................. 29
Support Materials.................................................................................................................................. 33
PowerPoints .......................................................................................................................................... 33
Educational Videos ................................................................................................................................ 47
Design Report Packets........................................................................................................................... 48
Note Taking Handouts ........................................................................................................................... 58
Decisions, Decisions Activity ................................................................................................................. 60
Stations Activity..................................................................................................................................... 61
Unit Test ................................................................................................................................................ 64
Answer Key ............................................................................................................................................ 70
Differentiated Instruction ..................................................................................................................... 76
References............................................................................................................................................. 77
Section II Student Resources ............................................................................................................................. 78
Learner Outcomes .......................................................................................................................................... 78
Design Brief ........................................................................................................................................... 80
Case Studies .......................................................................................................................................... 82
Resources .............................................................................................................................................. 84
2|Page
Unit of Instruction
Section I Teacher Resources
Course Title & Grade Level

DESIGN ENGINEERING, 9-12
Unit Title
BIOMEDICAL ENGINEERING: FOCUS ON PROSTHETICS, (8 DAYS, 80 MIN PERIODS)
Big Ideas
1) Documentation of the design process as well as presentation of a working

model are effective means of communicating design results. (Variation of ITEEA
Standard 11, Benchmark R, p. 124)
2) Medical technologies assist in rehabilitation through designed prosthetics

in which health is maintained. (Variation of ITEEA Standard 14, Benchmark K, p. 147)
3) Biomedical Engineering (BME) uses design principles to create new and

emerging technologies including prosthetics to maintain and improve
human health. (Variation of PDE Standard - 3.4.12.E1)
Unit Overview
This unit of instruction is on Biomedical Engineering with a focus on prosthetic devices.
The students will learn about the field of biomedical engineering and what design principles are
used to create new technologies. Students will learn, through this unit, how to use the
engineering design process to document and communicate the results of a design challenge.
This design challenge will focus on medical technology, prosthetics, and how they are tailored to
help in the rehabilitation process. Learning about the field of biomedical engineering will aid in
the process of constructing a working prosthetic device to be presented.
The target audience for this unit are engineering design students at the high school level.
This unit focuses heavy on design principles that can be adopted in many engineering fields,
particularly biomedical engineers. The students will be able to show off their communication,
documentation, and prototyping skills.
3|Page
This unit will deliver information in many formats such as PowerPoint, guided notes,
class discussions, and a design challenge. At the beginning of the unit, a pre-assessment will be
given to see what base knowledge the students may have on the content within this unit. The
unit utilizes documentation strategies such as a design report where students may document
each step of the design process as they work on the design challenge they are presented with.
The students will also learn about how society values medical technology and give their own
opinions about good design and bad design of prosthetics through an inner, outer circle class
discussion and the use of a Likert-opinion survey to track more individual thoughts. To work on
communication skills more in-depth, the students will also participate in a directed paraphrasing
activity that allows them to put the given problem in their own words. At the end of the unit, a
post-assessment will be given and compared to the pre-assessment to document growth of
content knowledge. Along with the unit post-test, a final presentation will allow the students to
communicate their design results and then self-assess their performance using a quick write.
It is important for the students to not only understand how medical technology is
designed and utilized but they must also understand the value our society places upon this
technology. They will be given many opportunities to express their own opinions of positive
design elements and negative design elements that impact the technology user. With this
knowledge, the students will gain the confidence to analyze all technology that is used every day
and recognize what technology is making a positive impact and which is making a negative
impact. The students will also be given the opportunity to express which design elements they
find most important in the design of prosthetics by constructing a working prototype. This will
allow them to share their design process and what influenced them to choose the route they did
to get to their end result.
The Design Engineering course allows the students to scratch the surface of many
different forms of engineering (structural, electrical, aeronautical, etc.) and the Biomedical
Engineering unit follows the unit on aeronautical engineering. Although these two forms of
engineering are not heavily connected, the students have been learning how to utilize the
engineering design process and how to construct working models to communicate results, which
is necessary for the biomedical engineering unit.
4|Page
Unit Pre-Assessment and Analysis

I administered a unit pre-assessment to the students who are currently in Design
Engineering for the Fall semester. This included a total of 28 students. These students have not
yet started the Biomedical Engineering Unit for their semester.
Before I could make my pre-assessment, I had an interview with my mentor about the
content that would go into my unit. The interview I had with him was not very specific toward
the topic I selected because I was still deciding what topic to teach at that point but many of
the answers were still applicable once I had selected Biomedical Engineering as my content.
Below is the interview I conducted with my mentor:
5|Page
6|Page
ic Standards
7|Page
Unit Pre-Assessment
8|Page
9|Page
10 | P a g e
Assessment Analysis:
Question #1: 27/28 students answered this question “yes” and gave reasoning behind it. This shows me
that they understand that it is important to compare good and bad design principles which was a main
concept throughout the unit.
Question #2: The most common answers for this question included fake, artificial, replacement,
manufactured, and synthetic. All the answers given were very close to the definition of prosthetics
which makes me believe they had a strong grasp on the concept.
Question #3: 24/28 answered that BME’s design prosthetics and 2/28 answered “I don’t know”. This
tells me that the students have a very narrow view of the biomedical engineer career and its
responsibilities. I will have to enforce this content and make sure to broaden their understanding.
Question #4: 8/28 students answered this correctly. I will have to really reinforce that prosthetics aid in
the rehabilitation process and make sure they understand that medical technology are there to
rehabilitate and maintain health.
Question #5: Students gave answers including prototyping, define the problem, brainstorm, and select
an approach. These answers are acceptable which is promising for their understanding of the design
process.
Question #6: 5/28 students answered this correctly. I was anticipating this since this may be a foreign
concept for the students. I will have to use various teaching techniques to reinforce this concept.
Question #7: 20/28 students answered this correctly. I am very impressed that most students answered
this correctly since they may not be familiar with the prosthetic design process. This is promising to
know they already understand this concept for the most part.
Question #8: 16/28 students answered this correctly by giving answers such as redesign, research, select
an approach, and prototyping. Over half of the students answered correctly which is good but it tells me
that I need to explain this concept well to have all my students understand.
Question #9: This question was very opinionated, but the answers given such as “Stay on the cutting
edge of technology”, “To create new solutions”, and “To give people better lives” gives me the insight
that the students understand the value placed upon medical technology and the medical field.
Question #10: This question was also very opinionated, but the answers given tell me that the students
understand that the medical field and medical technology are constantly evolving and that much value is
placed upon research to stay current.
11 | P a g e
Pennsylvania Academic Standards for Science, Technology, & Engineering Education
The following Standards are taken from:
Commonwealth of Pennsylvania. (2017). Standards aligned system. Retrieved from: https://www.pdesas.org/
Standards FOCUSED UPON in this Unit:

Organizing Category Standard Evidence of Learning
3.4.E: 3.4.12.E1: Compare and contrast the Students will work in cooperative
The Designed World emerging technologies of learning groups. Each group is assigned
telemedicine, nanotechnology, a different medical case for a person in
prosthetics, and biochemistry as need of a prosthetic. Students will
they relate to improving human research the different types of
health. prosthetics and their construction.
Through research and student chosen
examples of good versus bad design of
prosthetics, students will take their
own research and design an ergonomic
prosthetic to control/improve their
patient’s medical needs.
3.4.D: 3.4.10.D1: Refine a design by Students, in their cooperative learning
Abilities for a using prototypes and modeling to groups, will research, produce, and
Technological ensure quality, efficiency, and present a prosthetic tailored to their
World productivity of a final product. patient’s needs. This prosthetic will be
a fully functional prototype ensuring
the demonstration of the product’s
usability. Each group must present an
element of re-design of their prototype
when presenting as well as in their
documentation and final design.
Additional Standards RELATED to this Unit:

 3.4.10.C1: Apply the components of the technological design process.
 3.4.12.D2: Verify that engineering design is influenced by personal characteristics, such as
creativity, resourcefulness, and the ability to visualize and think abstractly.
12 | P a g e
Standards Supported from Other Subjects
The following Standards are taken from:
Commonwealth of Pennsylvania. (2017). Standards aligned system. Retrieved from: https://www.pdesas.org/
Subject PA Academic Standards Explanation

Health, Safety, & Concepts of Health Students are researching and analyzing
Physical Education 10.1.12.E: Identify and analyze how medical advancements in
factors that influence the rehabilitation through prosthetic
prevention and control of health technology affects the medical
problems. These factors include community. Each group must identify
research, medical advances, which factors (research, medical
technology, and government advances, government policies, etc.)
policies/regulations. they are taking into consideration at
each step of the design process in their
design report.
Reading and Reading Informational Text Students, in their cooperative learning
Writing in Science CC.3.5.11-12.G: Integrate and groups, will document their design
and Technical evaluate multiple sources of process through a design report. In the
Subjects information presented in diverse design report, the students must
formats and media (e.g., provide evidence of multi-media
quantitative data, video, research that influenced their final
multimedia) in order to address a solution for the design activity.
question or solve a problem.
13 | P a g e
Technology Content Standards
The following Technology Content Standards and benchmarks are taken from:
International Technology and Engineering Educators Association (ITEEA). (2000). Standards for Technological
Literacy: content for the study of technology. Reston, VA: ITEEA.
Standards FOCUSED UPON in this Unit:

Standard Benchmark Evidence of Learning
11. Students will R. Evaluate final solutions and At the conclusion of the activity,
develop the communicate observation, students will present their design
abilities to apply processes, and results of the entire report which will include pictures taken
the design process. design process, using verbal, during each step of the design process
graphic, quantitative, virtual, and as well as written commentary of what
written means, in addition to three- obstacles they faced during each step
dimensional models. (p.124) and how they overcame the obstacle.
During each group’s presentation, they
will demonstrate and self-evaluate the
functionality of their final
design/working prosthetic and they
will explain how they achieved their
goals through the design process.
14. Students will K. Medical technologies include Students will research and produce a
develop an prevention and rehabilitation, medical technology used in
understanding of vaccines and pharmaceuticals, rehabilitation (prosthetic) of their own
and be able to medical and surgical procedures, design and will present how their
select and use genetic engineering, and the design maintains/improves the health
medical systems within which health is of their patient.
technologies. protected and maintained. (p.147)
Additional Standards RELATED to this Unit:
 9I. Established design principles are used to evaluate existing designs, to collect data, and to
guide the design process.
 8H. The design process includes defining a problem, brainstorming, researching and generating
ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an
approach, developing a design proposal, making a model or prototype, testing and evaluating
the design using specifications, refining the design, creating or making it, and communicating
processes and results.
14 | P a g e
Unit Goals
At the conclusion of this unit, students will be able to:
 Identify and Apply learned content of the BME field, it’s sub-fields, and BME’s job
responsibilities when researching design elements to incorporate into the final prototyping
process,
o Assessments: Design report (Research Section), Constructed final product, Unit Test
o Standards: PA Standard 3.4.12.E1, National Standard 9I, Big Idea #3
o Domain of Learning: Cognitive,
 Analyze pre-existing biomedical products for efficiency and productivity to ensure future
positive design practices (Good design v. Bad design) by using the three principles of
engineering design,
o Assessments: Design report (Research Section), Likert-scale opinion survey, Unit test
o Standards: PA Standard 3.4.12.E1, National Standard 9I, Big Idea #3
o Domain of Learning: Cognitive, Affective
 Construct a product as the solution to a given problem using the engineering design process
with a focus on addressing an area of refinement on the final prototype in order to improve
efficiency, quality or productivity,
o Assessments: Design report(including specified re-design element), Constructed final
product, Evaluation Rubric(including assessment of the design report, presentation, and
quality of working prototype)
o Standards: PA Standard 3.4.10.C1, 3.4.12.D2, 3.4.10.D1, National Standards 14K, 9I, &
8H
o Domain of Learning: Psychomotor
 Value the nature and utilization of medical technology to maintain and improve human
health,
o Assessments: Final presentation, Decisions, Decisions (philosophical chairs), Likert-scale
opinion survey, Unit test
o Standards: PA Standard 3.4.12.E1, Big Idea #2
o Domain of Learning: Affective
 Apply technical writing techniques and integrate multiple sources of information when
documenting the design process in a design report,
o Assessments: Design Report, Directed paraphrasing
o Standards: PA Standard CC.3.5.11-12.G, National Standards 11R, Big Idea #1
o Domain of Learning: Cognitive
 Defend the appropriateness of documented research in the design report using deductive
reasoning by identifying factors (research, medical advances, government policies, etc.) taken
into consideration at each step of the design process,
o Assessments: Design report, Unit test
15 | P a g e
o Standards: PA Standard CC.3.5.11-12.G, National Standard 8H

 Identify factors in the Biomedical field that BME’s take into consideration when developing
new technology and utilize those factors in the design process of the working prosthetic
prototype,
o Assessments: Design report (Specified part of the documented design process), Unit test
o Standards: PA Standard 10.1.12.E, National Standard 8H
o Domain of Learning: Cognitive
 Participate in self-assessment strategies to address individual performance within a team,

o Assessments: Design report (Quick Write self-assessment section)
o Standards: National Standards 11R
 Utilize the engineering design process to construct and present a solution to a design problem,
o Assessments: Design report, Constructed final product, Final Presentation
o Standards: PA Standard 3.4.10.D1, 3.4.10.C1, 3.4.12.D2, National Standards 11R
o Domain of Learning: Cognitive, Psychomotor
 Apply the knowledge of types of prosthetics and how they are constructed through their own
design process when developing a solution to a customized design problem,
o Assessments: Design Report, Constructed final product
o Standards: PA Standard 3.4.12.E1, 10.1.12.E, National Standards 14K, Big Idea #2
o Domain of Learning: Psychomotor
Assessment Plan
SUMMATIVE ASSESSMENTS
CONSTRUCTED FINAL PRODUCT: Students will construct a working prototype as a solution to the given
design challenge. Each team will receive a unique case study that outlines a patient who needs a
prosthetic device. The students must take into consideration the patient’s needs and construct a
prosthetic device tailored to their patient. The prototype must be functional, so the team can
demonstrate its use during the final presentation.
EVALUATION RUBRIC: The students will be assessed on the design challenge using an evaluation
rubric. This rubric will cover the following areas of assessment: Function & Overall Appearance of
Working Prototype, Design Creativity (based upon the team’s ability to meet the patient’s
outlined needs), Quality and completion of Design Report, and the Presentation of the Final
Design.
DESIGN REPORT: Students will complete a design report that outlines the 8 steps of the design
process. These steps include: Define the Problem (Directed Paraphrasing), Brainstorm (Rough
16 | P a g e
sketches), Research and Generate Ideas (Good Design v. Bad Design Likert Scaled Observation),
Select an Approach, Prototype, Test and Evaluate, Refine, & Communicate Results.
FINAL PRESENTATION: The last step in the design process, communicate results will be accomplished
by students presenting their final working prototype to the class. They will restate the problem
they were given and explain how they worked through the design process. They will identify the
one element of redesign required in their design. Each group will be required to demonstrate the
function of their prosthetic to the class.
UNIT TEST: At the conclusion of the unit, students will be tested on the content they learned
throughout the unit. This unit test will be an iteration of the unit pre-assessment, so the teacher
may easily measure the growth of the student’s understanding of the unit’s content.
FORMATIVE ASSESSMENTS
DECISIONS, DECISIONS: After the second day’s lesson on prosthetics, the teacher will pose the
questions, “Should the users of prosthetics be included in the design process, or should the
design be left to Biomedical Engineers?”. The students will be placed into an inside circle and an
outside circle. The inside circle must argue that the users of prosthetics SHOULD be included in
the design process (3-minute time limit). As the students are discussing, the teacher should
record their answers on the board. Then the inside circle will switch with the outside circle. The
new inside circle must present a counter argument (3-minute time limit). The teacher will record
these answers as well. Once, finished, the group comes back together as a whole, and the
teacher discusses both sides of the argument.
LIKERT-SCALED OPINION SURVEY: Students will be presented with opinionated statements regarding
the design of a series of prosthetics (visual examples). The students must select to what level the
agree or disagree with the statement. These levels include: Strongly agree, agree, somewhat
agree, neutral, disagree, & strongly disagree. This assessment will strengthen the concept of
good design versus bad design.
DIRECTED PARAPHRASING: Once presented the design brief and each group is assigned a specialized
patient case, the students will be asked to paraphrase the design problem they are solving. This
will take place in the design report under the “Identify the Problem” section. This will allow the
students to better grasp the expectations of this design challenge.
QUICK WRITE: To bring closure to the design challenge, the students will complete a quick write
assignment to self-evaluate their performance during the challenge. This includes their
performance within their teams when documenting and constructing their final project and their
contributions towards the final presentation.
17 | P a g e
Content Outline
BIOMEDICAL ENGINEERING: FOCUS ON PROSTHETICS
I. BIOMEDICAL ENGINEERING:
a. NATURE OF THE FIELD: Branch of engineering that uniquely leverages the vast knowledge
base of biology and medicine to solve problems focused on healthcare and the human
body.
b. SUB-FIELDS…A FEW EXAMPLES
i. Bioinstrumentation:
1. Use of bioelectronic instruments for the recording or transmission of
physiological information. (ex. sensors, microcontrollers, implants, etc.)
ii. Biomaterials:
1. Working with natural and synthetic materials as well as studying the
interactions between materials and biological tissues. (hip and knee
implants, contact lenses, coronary artery stents, catheters, etc.)
iii. Biomechanics:
1. Sub-discipline of kinesiology that is generally defined as the application
of the principles of mechanics to animate motion.
https://www.ece.ncsu.edu/research/bee/inst, https://bme.osu.edu/research/biomaterials, http://www.americankinesiology.org/featured-careers/featured-

careers/careers-in-biomechanics
c. JOB RESPONSIBILITIES OF BMES

i. Biomedical engineers analyze and design solutions to problems in biology and
medicine, with the goal of improving the quality and effectiveness of patient
care.
ii. Biomedical engineers may design instruments, devices, and software.
iii. Bring together knowledge from many technical sources to develop new
procedures.
iv. Conduct research needed to solve clinical problems.
v. They often serve a coordinating function, using their background in both
engineering and medicine.
https://www.rit.edu/kgcoe/biomedical/about/overview
d. FACTORS THAT INFLUENCE THE PREVENTION AND CONTROL OF HEALTH PROBLEMS

i. Research
18 | P a g e
1. Cancer therapy & diagnosis

2. Disease Modeling
3. Musculoskeletal & Neural Engineering
4. Tissue & Regenerative Engineering
http://www.bme.udel.edu/research-areas/
ii. Medical Advances

1. Improving: Assistive Technologies (Prosthetics & Robotic Exoskeletons)
Medical Imaging (virtual reality to improve accuracy and
outcomes of image guided surgery)
2. Artificial Intelligence: Molecular Network functions
3. Brain Research
4. Wearable Devices: Advanced versions of smart watches and Fitbits
http://hitconsultant.net/2017/05/16/biomedical-engineering-trends/
iii. Government Policies/Regulations

1. Environmental Protection Agency (EPA)
2. US Department of Agriculture (USDA)
3. Food and Drug Administration (FDA)
http://libguides.ccny.cuny.edu/c.php?g=346739&p=2337042
II. STEPS OF THE ENGINEERING DESIGN PROCESS

i. DEFINE THE PROBLEM
ii. BRAINSTORM
iii. RESEARCH & GENERATE IDEAS
iv. SELECT AN APPROACH
v. PROTOTYPE
vi. TEST & EVALUATE
vii. REFINE
viii. COMMUNICATE RESULTS
a. HOW WILL WE USE THE DESIGN PROCESS?
i. DOCUMENTATION & PRESENTATION
1. Documentation of the design process as well as presentation of a
working model are effective means of communicating design results.
2. Demonstrate learning throughout the design challenge as well as
strengths & weaknesses of a design and how they were addressed.
III. PRINCIPLES OF ENGINEERING DESIGN USED BY BMES

19 | P a g e
a. BIOMEDICAL ENGINEERING (BME) USES DESIGN PRINCIPLES TO CREATE NEW AND

EMERGING TECHNOLOGIES INCLUDING BIOCHEMISTRY AND PROSTHETICS TO MAINTAIN
AND IMPROVE HUMAN HEALTH.
b. THE THREE PRINCIPLES OF ENGINEERING DESIGN THAT BME’S USE ARE:

i. DEFINITION OF A NEED: All design begins with a clearly defined need.
1. Recognition and understanding of the nature of society, of economics, of
humanity’s needs. The human qualities of reason, compassion, service,
and curiosity all contribute to the definition of need.
ii. CREATIVE VISION: All designs arise from a creative response to a need.
1. The ability to think laterally, to anticipate the unexpected, to delight in
problem solving, to enjoy the beauties of mind. The ethos within which
the problem is being addressed must be understood.
iii. TO DELIVER: All designs result in a system, product or project which meets the
need.
1. A solution to the recognized need requires the assembly and
management of resources and of team members with the necessary
skills and knowledge of natural laws and of the materials and energies
needed to affect an efficient and appropriate creative design.
http://www.raeng.org.uk/publications/other/armstrong-keynote
IV. PROSTHETICS
a. WHY DO WE DESIGN PROSTHETICS: Medical technologies assist in rehabilitation through
designed prosthetics in which health is maintained.
b. TYPES OF PROSTHETICS: Different types of prosthetic limbs are designed with different
goals in mind. Often these goals depend on the site of the amputation and the needs of
the patient.
i. A cosmetic prosthetic limb is designed with appearance in mind rather than
controllability.
ii. Other prosthetic limbs are designed with usability and function as a central
purpose
c. CONSTRUCTION OF A PROSTHETIC
i. Custom fitted socket, an internal structure (also called a pylon), knee cuffs and
belts that attach it to the body, prosthetic socks that cushion the area of contact,
and, in some cases, realistic-looking skin.
ii. A prosthetic device should most of all be lightweight; hence, much of it is made
from plastic. The socket is usually made from polypropylene. Lightweight metals
such as titanium and aluminum have replaced much of the steel in the pylon.
20 | P a g e
d. STEPS IN THE PROSTHETIC FABRICATION PROCESS

i. Measuring and casting
1. Before work on the fabrication of the limb is begun, the prosthetist
evaluates the amputee and takes an impression or digital reading of the
residual limb.
2. The prosthetist then measures the lengths of relevant body segments
and determines the location of bones and tendons in the remaining part
of the limb. Using the impression and the measurements, the prosthetist
then makes a plaster cast of the stump.
ii. Making the socket
1. A thermoplastic sheet is the test socket; it is transparent so that the
prosthetist can check the fit.
2. Before the permanent socket is made, the prosthetist works with the
patient to ensure that the test socket fits properly.
3. The permanent socket is then formed. Since it is usually made of
polypropylene, it can be vacuum-formed over a mold in the same way as
the test socket.
iii. Fabrication of the prosthesis
1. Discussed earlier in construction
2. The entire limb is assembled by the prosthetist's technician using such
tools as a torque wrench and screwdriver to bolt the prosthetic device
together. After this, the prosthetist again fits the permanent socket to
the patient, this time with the completed custom-made limb attached.
Final adjustments are then made.
,
http://www.madehow.com/Volume-1/Artificial-Limb.html#ixzz4xaLr0BqV https://science.howstuffworks.com/prosthetic-limb6.htm
21 | P a g e
Scope and Sequence

Day # Content Teaching & Learning Strategies
 Unit Intro 1. Students will be given an intro to
 Biomedical engineering the unit by having one hand
bubble wrapped so they cannot
 Steps of the Engineering
use that hand for the class period
design process (Step 1
and gain insight into the difficulty
ONLY), of living without a functional limb.
2. Pre-assessment is administered
3. PowerPoint presentation on
1 biomedical engineering, student
note-taking handouts, oral
questions, video on BME
4. Design report is passed out and
step 1 (Define the Problem) is
completed through directed
paraphrasing activity.
5. Bring Closure to bubble wrap
activity
 Principles of engineering 1. PowerPoint presentation
design principles of engineering design &
 Prosthetics (only section a & Prosthetics, student note-taking
handouts, oral questions
b in content outline)
2  Steps of the Engineering
design process (Steps 2 & 3),
2. Design report is utilized to
document step 2 (brainstorm)
with rough sketches and step 3
(Research and Generate Ideas)
with a good design v. bad design
Likert-scaled observation activity
 Prosthetics (section c in 1. Students will participate in a
content outline) stations activity to determine the
 Steps of the Engineering order of the steps in the
prosthetic design process
design process (Step 4
2. Decisions, Decision (philosophical
3 ONLY), chairs) activity to reinforce the
importance of the prosthetic
design process
3. Design Report is utilized to
document step 4 (Select an
Approach) with a final sketch
 Steps of the Engineering 1. Students work in teams to
design process (Step 5 construct a working prototype of
ONLY), their custom prosthetic while
teacher circulates aiding as
4 2.
needed
Teacher collects design reports to
evaluate using design rubric
22 | P a g e
 Steps of the Engineering 1. Students work in teams to test

design process (Step 6 and their working prototype of their
7), custom prosthetic while teacher
circulates aiding as needed
5 2. Students begin redesign process
on one element of their
prototype, documenting this in
the design report
 Steps of the Engineering 1. Students continue the redesign
design process (Step 7 & 8), process on one element of their
prototype, documenting this in
the design report
2. Student teams present solutions
6 to the design problem; teacher
completes presentation section of
the design rubric
3. Collect prototypes and design
reports; teacher evaluates using
rubric
 Steps of the Engineering 1. Remaining student teams present
design process (Step 8 solutions to the design problem;
ONLY), teacher completes presentation
section of the design rubric
7 2. Collect remaining prototypes and
design reports; teacher evaluates
using rubric
3. Use Kahoot! to conduct review for
unit test
 Biomedical Engineering 1. Students will complete a quick
 Engineering Design write activity to self-assess their
Principles performance during this unit and
design challenge
 Prosthetics
8  Value of medical technology
(NOTE: The content listed here is the content
2.
3.
Administer unit test
Class discussion to bring closure of
how society values medical
being covered on the unit test)
technology and how we can
ensure good design practice in the
future.
23 | P a g e
Tools, Materials, & Equipment

Tools, Materials, & Equipment
Quantity Description
Per Team of 4
1 Yard stick, ruler, or tape measure
2 Scissors
1 roll Duct tape / masking tape
50 count Zip ties (6 inch)
2 BDFT Wood (Poplar)
2 rods Dowel rods (1/4” diameter x 2’ length)
2 sheets Scrap cardboard (12” x 12”)
2 sheets Scrap bubble wrap (12” x 12”)
5 feet String (for attachment)
10 Plastic straws
2 Cardboard tubes (paper towel)
1 Design Report
Per Class of 28
1 Bandsaw
1 Drill press
2 Miter boxes with back saws
5 Hand drills
2 boxes Screws (miscellaneous)
6 Hot glue guns & glue sticks
28 Design brief handouts
28 Note-taking handouts
28 each Pre-assessment & Unit Test
28 Likert-scaled observation activity surveys
28 Decisions, Decisions (philosophical chairs) activity handouts
28 Quick write activity handouts
28 Stations (Order of design process) handout
Visual representation of step 1, 2, & 3 of prosthetic design process (for
1 each
stations activity)
24 | P a g e
Lesson Plans
Day one
25 | P a g e
26 | P a g e
27 | P a g e
28 | P a g e
Day two
29 | P a g e
30 | P a g e
31 | P a g e
32 | P a g e
Support Materials
 POWERPOINTS
DAY 1: BIOMEDICAL ENGINEERING PPT
33 | P a g e
34 | P a g e
35 | P a g e
36 | P a g e
DAY 2: EDP & PROSTHETICS
37 | P a g e
38 | P a g e
39 | P a g e
40 | P a g e
41 | P a g e
42 | P a g e
DAY 2: GOOD DESIGN VS. BAD DESIGN
43 | P a g e
44 | P a g e
45 | P a g e
46 | P a g e
 EDUCATIONAL VIDEOS
LINK:
https://www.pbslearningmedia.org/resource/15314391-f710-4f64-855e-
a47ce3d22428/biomedical-engineering/?#.WiQxy1WnHIU
WHAT IS BIOMEDICAL ENGINEERING? (PBS)
47 | P a g e
 DESIGN REPORT PACKET
48 | P a g e
49 | P a g e
50 | P a g e
51 | P a g e
52 | P a g e
53 | P a g e
54 | P a g e
55 | P a g e
56 | P a g e
57 | P a g e
 NOTE-TAKING HANDOUTS
58 | P a g e
59 | P a g e
 DECISIONS, DECISIONS ACTIVITY HANDOUT
60 | P a g e
 STATIONS SET UP MATERIALS
61 | P a g e
62 | P a g e
 STATIONS STUDENT HANDOUT
63 | P a g e
 UNIT TEST
64 | P a g e
65 | P a g e
66 | P a g e
67 | P a g e
68 | P a g e
69 | P a g e
 UNIT TEST ANSWER KEY
70 | P a g e
71 | P a g e
72 | P a g e
73 | P a g e
74 | P a g e
75 | P a g e
Differentiated Instruction
This unit is accommodated to meet the needs of all students in the classroom. Specific
accommodations and active learning strategies being used include:
 Preferential seating based upon the classroom environment, taking into consideration:
o Lighting
o Board
o Windows/doors
o Whom a student is sitting next to
o Where the student can hear best
o Etc.
 Guided Notes help focus students and allow for low anxiety when giving a presentation
 Using several types of media to present information (i.e. guided notes, google form(electronic)
assessments, use of a design report to organize information, class discussions, etc.) This is
beneficial to my entire class because it plays into my student’s learning profiles. They all learn
differently and by giving a variety of teaching strategies, I am more likely to reach my
students.
 Use of active learning strategies and total participation techniques such as philosophical
chairs, Likert-scaled opinion survey, directed paraphrasing, and stations activities to promote
learning for all students.
 Group-based Design Challenge will allow students to work to their strengths and will also
allow opportunity for student’s to educate each other when some group members may be
struggling.
76 | P a g e
References
CCNY Libraries. (2017). Biomedical engineering: regulations & standards. Retrieved from
http://libguides.ccny.cuny.edu/c.php?g=346739&p=2337042
Hamill, Joseph, PhD. (2017). Careers in biomechanics. Retrieved from

http://www.americankinesiology.org/featured-careers/featured-careers/careers-in-
biomechanics
International Technology & Engineering Educators Association (ITEEA). (2000). Standards for
technological literacy: Content for the Study of Technology. Reston, VA: ITEEA.
Made How. (2017). Artificial limb. Retrieved from http://www.madehow.com/Volume-1/Artificial-

Limb.html#ixzz4xaLr0BqV, https://science.howstuffworks.com/prosthetic-limb6.htm
North Carolina State University. (2017). Bioelectronics engineering. Retrieved from

https://www.ece.ncsu.edu/research/bee/
Ohio State University. (2017). Biomaterials. Retrieved from https://bme.osu.edu/research/biomaterials
Pennic, Fred (2017, May 16). 5 Emerging biomedical engineering trends to watch. Retrieved from
http://hitconsultant.net/2017/05/16/biomedical-engineering-trends/
Rochester Institute of Technology. (2017). What is biomedical engineering? Retrieved from

https://www.rit.edu/kgcoe/biomedical/about/overview
Royal Academy of Engineering. (2002). Principles of engineering design. Retrieved from

https://www.raeng.org.uk/publications/other/armstrong-keynote
“Standards Aligned System.” SAS - Pennsylvania department of education standards aligned system -
SAS, Pennsylvania Department of Education, 2017, www.pdesas.org/.
University of Delaware. (2017). Biomedical engineering: research areas. Retrieved from

http://www.bme.udel.edu/research-areas/
77 | P a g e
Section II Student Resources
Learner Outcomes
Based upon unit goal #1
In this unit, you will:
 Use guided notes and research to make informed decisions when constructing the prosthetic
prototype; and
 Find good design elements used by biomedical engineers to incorporate into the prosthetic
prototype.
 Take the role of a Biomedical Engineer when selecting effective prosthetic designs to base
your prototype on.
 Safely use hand tools and machines to create a prototype with the materials given; and
 Take your prototype and select an element that could be improved and use resources to
refine your design.
 Make opinionated decisions when analyzing existing medical technologies; and

 Analyze how society views the medical field and its utilization of rehabilitation technology.
 Be tasked with writing in several formats to reach specified goals of documenting your
thoughts and processes.
 Support your design decisions by referencing research and content learned through the
lessons.
78 | P a g e
 Use the three factors used by BME’s that was learned in the lesson and apply them to your
design process.
 Assess your own performance during the design challenge both individually and within your
team.
 Construct a solution to the prosthetic design challenge given certain constraints; and
 Give a presentation to the class of your final prototype and identify how you worked through
the design process.
 Use what you learned about the prosthetic design process and use that to guide your team
through your own design process building your prototype.
79 | P a g e
Design Brief
80 | P a g e
81 | P a g e
Case Studies
82 | P a g e
83 | P a g e
Resources
Materials needed for this unit include:

 Biomedical Engineering PowerPoint
 Engineering Design Principles & Prosthetics PowerPoint
 Good Design v. Bad Design Survey PowerPoint
 “What is BME?” Educational Video
 Design Report Packet
 Guided notes for BME and Engineering Design Principles
PowerPoint
 Decisions, Decisions Handout
 Stations Activity Handout & PowerPoint
 Unit Pre-Assessment
 Unit Test
 Design Challenge Grading Rubric (included on next page)
84 | P a g e
85 | P a g e

Unit of Instruction - Final Draft For Submission 1

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Unit of Instruction - Final Draft For Submission 1

Transféré par

Droits d'auteur :

Formats disponibles

Biomedical Engineering: Focus on Prosthetics

EDTE 391 – DR. SHARON BRUSIC

Course Title & Grade Level

BIOMEDICAL ENGINEERING: FOCUS ON PROSTHETICS, (8 DAYS, 80 MIN PERIODS)

1) Documentation of the design process as well as presentation of a working

2) Medical technologies assist in rehabilitation through designed prosthetics

3) Biomedical Engineering (BME) uses design principles to create new and

Unit Pre-Assessment and Analysis

Pennsylvania Academic Standards for Science, Technology, & Engineering Education

The following Standards are taken from:

Commonwealth of Pennsylvania. (2017). Standards aligned system. Retrieved from: https://www.pdesas.org/

Standards FOCUSED UPON in this Unit:

Additional Standards RELATED to this Unit:

Standards Supported from Other Subjects

The following Standards are taken from:

Commonwealth of Pennsylvania. (2017). Standards aligned system. Retrieved from: https://www.pdesas.org/

Subject PA Academic Standards Explanation

Technology Content Standards

Standards FOCUSED UPON in this Unit:

Additional Standards RELATED to this Unit:

o Standards: PA Standard CC.3.5.11-12.G, National Standard 8H

 Participate in self-assessment strategies to address individual performance within a team,

b. SUB-FIELDS…A FEW EXAMPLES

https://www.ece.ncsu.edu/research/bee/inst, https://bme.osu.edu/research/biomaterials, http://www.americankinesiology.org/featured-careers/featured-

c. JOB RESPONSIBILITIES OF BMES

d. FACTORS THAT INFLUENCE THE PREVENTION AND CONTROL OF HEALTH PROBLEMS

1. Cancer therapy & diagnosis

ii. Medical Advances

iii. Government Policies/Regulations

II. STEPS OF THE ENGINEERING DESIGN PROCESS

III. PRINCIPLES OF ENGINEERING DESIGN USED BY BMES

a. BIOMEDICAL ENGINEERING (BME) USES DESIGN PRINCIPLES TO CREATE NEW AND

AND IMPROVE HUMAN HEALTH.

b. THE THREE PRINCIPLES OF ENGINEERING DESIGN THAT BME’S USE ARE:

d. STEPS IN THE PROSTHETIC FABRICATION PROCESS

Scope and Sequence

 Steps of the Engineering 1. Students work in teams to test

Tools, Materials, & Equipment

DAY 2: EDP & PROSTHETICS

DAY 2: GOOD DESIGN VS. BAD DESIGN

WHAT IS BIOMEDICAL ENGINEERING? (PBS)

 DESIGN REPORT PACKET

 DECISIONS, DECISIONS ACTIVITY HANDOUT

 STATIONS SET UP MATERIALS

 STATIONS STUDENT HANDOUT

 UNIT TEST ANSWER KEY

Hamill, Joseph, PhD. (2017). Careers in biomechanics. Retrieved from

Made How. (2017). Artificial limb. Retrieved from http://www.madehow.com/Volume-1/Artificial-

North Carolina State University. (2017). Bioelectronics engineering. Retrieved from

Ohio State University. (2017). Biomaterials. Retrieved from https://bme.osu.edu/research/biomaterials

Rochester Institute of Technology. (2017). What is biomedical engineering? Retrieved from

Royal Academy of Engineering. (2002). Principles of engineering design. Retrieved from

University of Delaware. (2017). Biomedical engineering: research areas. Retrieved from

Section II Student Resources

Based upon unit goal #1

In this unit, you will:

Based upon unit goal #2

In this unit, you will:

Based upon unit goal #3

In this unit, you will:

Based upon unit goal #4

In this unit, you will: