Dialogue between a male nurse and a female patient regarding healthy diets and weight loss for practicing the simultaneous mode of interpretation. Accompanying recording is included at 120 words per minute.
A patient goes to see a doctor after she falls down her stairs. She fears she might have broken or fractured some bones. She is in a lot of pain.Simultaneous mode of interpretation. Accompanying recording is included at approximately 120 words per minute.
Through this unit, written for an honors anatomy and physiology class, students become familiar with the human skeletal system and answer the Challenge Question: When you get home from school, your mother grabs you, and you race to the hospital. Your grandmother fell and was rushed to the emergency room. The doctor tells your family your grandmother has a fractured hip, and she is referring her to an orthopedic specialist. The orthopedic doctor decides to perform a DEXA scan. The result show her BMD is -3.3. What would be a probable diagnosis to her condition? What are some possible causes of her condition? Should her daughter and granddaughter be worried about this condition, and if so, what are measures they could take to prevent this from happening to them?
Students review what they know about the 20 major bones in the human body (names, shapes, functions, locations, as learned in the associated lesson) and the concept of density (mass per unit of volume). Then student pairs calculate the densities for different bones from a disarticulated human skeleton model of fabricated bones, making measurements via triple-beam balance (for mass) and water displacement (for volume). All groups share their results with the class in order to collectively determine the densities for every major bone in the body. This activity prepares students for the next activity, "Can It Support You? No Bones about It," during which they act as biomedical engineers and design artificial bones, which requires them to find materials of suitable density to perform as human body implants.
Students learn about providing healthcare in a global setting and the importance of wearing protective equipment when treating patients with infectious diseases like Ebola. They learn about biohazard suits, heat transfer through conduction and convection and the engineering design cycle. Student teams design, create and test (and improve) their own Ebola biohazard suit prototypes that cover one arm and hand, including a ventilation system to cool the inside of the suit.
Students act as surgical residents for the day. Working in teams, they use surgical instruments to complete tasks that are inside of a box, hidden from direct view. They are able to see inside of the box with the help of a "laparoscope" (webcam and flashlight). This engaging activity shows students one application of engineered medical instrumentation and gives them first-hand experience in seeing how form fits function. They also learn that an engineer's job does not end with a finished product because s/he must train others to use the device correctly.
Students experience the engineering design process as they design, fabricate, test and redesign their own methods for encapsulation of a (hypothetical) new miracle drug. As if they are engineers, teams make large-size prototypes to test proof of concept. They use household materials (tape, paper towels, plastic wrap, weed-barrier fabric, glues, etc.) to attach a coating to a porous "shell" (a perforated plastic Wiffle® ball) containing the medicine (colored drink mix powder). The objective is to delay the drug release by a certain time and have a long release duration—patterned after the timed release requirements of many real-world pharmaceuticals that are released from a polymer shell via diffusion in the body. Guided by a worksheet, teams go through at least three design/test iterations, aiming to achieve a solution close to the target time release constraints.
Students learn about glaucoma its causes, how it affects individuals and how biomedical engineers can identify factors that trigger or cause this eye disease, specifically the increase of pressure in the eye. Students also learn how RFID technologies transfer energy through waves and how engineers apply their scientific understanding of waves, energy and sensors to develop devices that measure the pressure in the eyes of people with glaucoma. Students conclude by sketching their own designs for a pressure-measuring eye device, preparing them to conduct the associated activity in which they revise, prototype and evaluate their device designs made tangible with a 3D printer.
Student teams conduct an experiment that uses gold nanoparticles as sensors of chemical agents to determine which of four sports drinks has the most electrolytes. In this way, students are introduced to gold nanoparticles and their influence on particle or cluster size and fluorescence. They also learn about surface plasmon resonance phenomena and how it applies to gold nanoparticle technologies, which touches on the basics of the electromagnetic radiation spectrum, electrolyte chemistry and nanoscience. Using some basic chemistry and physics principles, students develop a conceptual understanding of how gold nanoparticles function. They also learn of important practical applications in biosensing.
Students reflect on their experiences making silly putty (the previous hands-on activity in the unit), especially why changing the borax concentration alters the mechanical properties of silly putty and how this pertains to tissue mechanics. Students learn why engineers must understand tissue mechanics in order to design devices that will be implanted or used inside bodies, to study pathologies of tissues and how this alters tissue function, and to design prosthetics. Finally, students learn about collagen, elastin and proteoglycans and their roles in giving body tissues their unique functions. This prepares them for the culminating design-build-test activity of the unit.
This unit on nanoparticles engages students with a hypothetical Grand Challenge Question that asks about the skin cancer risk for someone living in Australia, given the local UV index and the condition of the region's ozone layer. The question asks how nanoparticles might be used to help detect, treat and protect people from skin cancer. Through three lessons, students learn about the science of electromagnetic radiation and energy waves, human skin and its response to ultraviolet radiation, and the state of medical nanotechnology related to skin cancer. Through three hands-on activities, students perform flame tests to become familiar with the transfer of energy in quantum form, design and conduct their own quality-control experiments to test sun protection factors (SPFs), and write nanotechnology grant proposals.
Students are presented with a biomedical engineering challenge: Breast cancer is the second-leading cause of cancer-related death among women and the American Cancer Society says mammography is the best early-detection tool available. Despite this, many women choose not to have them; of all American women at or over age 40, only 54.9% have had a mammogram within the past year. One reason women skip annual mammograms is pain, with 90% reporting discomfort. Is there a way to detect the presence of tumors that is not as painful as mammography but more reliable and quantifiable than breast self-exams or clinical breast exams? This three lesson/three activity unit is designed for first-year accelerated or AP physics classes. It provide hands-on activities to teach the concepts of stress, strain and Hooke's law, which students apply to solve the challenge problem.
Students learn how viruses invade host cells and hijack the hosts' cell-reproduction mechanisms in order to make new viruses, which can in turn attack additional host cells. Students also learn how the immune system responds to a viral invasion, eventually defeating the viruses -- if all goes well. Finally, they consider the special case of HIV, in which the virus' host cell is a key component of the immune system itself, severely crippling it and ultimately leading to AIDS. The associated activity, Tracking a Virus, sets the stage for this lesson with a dramatic simulation that allows students to see for themselves how quickly a virus can spread through a population, and then challenges students to determine who the initial bearers of the virus were.
Students are introduced to the concept of viscoelasticity and some of the material behaviors of viscoelastic materials, including strain rate dependence, stress relaxation, creep, hysteresis and preconditioning. Viscoelastic material behavior is compared to elastic solids and viscous fluids. Students learn about materials that have viscoelastic behavior along with the importance of engineers understanding viscoelasticity. To best engage the students, conduct the first half of the associated Creepy Silly Putty activity before conducting this lesson.
Students are introduced to the similarities and differences in the behaviors of elastic solids and viscous fluids. Several types of fluid behaviors are described Bingham plastic, Newtonian, shear thinning and shear thickening along with their respective shear stress vs. rate of shearing strain diagrams. In addition, fluid material properties such as viscosity are introduced, along with the methods that engineers use to determine those physical properties.
This list presents a basic set of vocabulary words that deal with categories of medicine and medical conditions like colds, influenza, and pain. The majority of words contained within the website are nouns, and some verbs are interspersed. The words and verbs are presented in both Modern Standard Arabic and Egyptian colloquial Arabic. All of the words feature Arabic script and transliteration.
After students have complete the associated activity to collect and graph acceleration data from walking human subjects, they learn more about gait analysis---the study of human motion, which is used as biometric data for human medical diagnostics and (non-human) comparative biomechanics. They learn about the steps that comprise the universal process of engineering analysisâdata collection, data analysis, mathematical modeling and reportingâand consider how these steps could be applied to analyze a person's gait, which prepares them to conduct the second associated activity.
Students apply everything they have learned over the course of the associated lessons about waves, light properties, the electromagnetic spectrum, and the structure of the eye, by designing devices that can aid color blind people in distinguishing colors. Students learn about the engineering design process and develop three possible solutions to the engineering design challenge outlined in lesson 1 of this unit. They create posters to display their three design ideas and the comparisons used to select the best design. Then, students create brochures for their final design ideas, and "sell" the ideas to their "client." Through this activity, students complete the legacy cycle by "going public" with the creation of their informative posters and brochures that explain their designs, as well as color blindness and how people see color, in "client" presentations.
Students discuss several human reproductive technologies available today pregnancy ultrasound, amniocentesis, in-vitro fertilization and labor anesthetics. They learn how each technology works, and that these are ways engineers have worked to improve the health of expecting mothers and babies.
Students are introduced to the concepts of the challenge question. First independently, and then in small groups, they generate ideas for solving the grand challenge introduced in the associated lesson: Your grandmother has a fractured hip and a BMD of -3.3. What medical diagnosis explains her condition? What are some possible causes? What are preventative measures for other family members? Students complete a worksheet that contains the pertinent questions, as well as develop additional questions of their own, all with the focus on determining what additional background knowledge they need to research. Finally, as a class, students compile their ideas, resulting in a visual as a learning supplement.