5-E CLASSROOM STEM ACTIVITY: SCIENCE: THE MVP OF THE SPORTS WORLDChristine Milanese

26 LATE SPRING 2017 // STEMJOBS.COM

MEDICINE // UPMC

KEEPING ATHLETES IN THE GAME

Treatment of kids, teens, and adults who have suffered concussions is Dr. Erin Reynolds’ job as the clinical neuropsychologist at the UPMC Sports Medicine Concussion Program. She spends time with each new patient to find out how they suffered their injury and the symptoms they have. She gives them a computer-based test to measure their memory, speed in processing information, and reaction time. She also tests for balance and eye movement. All of this information allows her to come up with a treatment plan for the patient.

Erin started college taking biology and introduction to psychology. “These were my favorite classes and I immediately tried to figure out how to connect the two disciplines,” she explained. “For a while, I was focused on a pre-med track, but I felt drawn more to the psychology side as I was fascinated by understanding human behavior.”

Graduate school found her focusing on health psychology, the study of psychological and behavioral processes in health and illness. Erin then specialized in neuropsychology, the study of brain function and behavior emotion, and cognition. “For me,” said Erin, “this was the perfect mix of human behavioral science and more medically based biology and neuroanatomy.”

Pushing her to do well and “dream big,” Erin credits her

teachers and professors for getting her on a path to her current career. “Navigating the world of academia and figuring out what path you should be on can be overwhelming. Having someone who understands the process and is willing to spend time with you to plan your future can make all the difference.”

Medicine incorporates all STEM skills, according to Erin. She explains that all of her clinical work is evidence-based, and she relies on scientific literature and also produces scientific research based on patient studies. Technology is an important tool for the doctor. She uses a computer-based test called ImPACT to determine the need for more testing or accommodations for a struggling student. Engineering comes into play with research on building a better helmet or headgear to protect athletes from head injury, explained Erin. Math is used as she analyzes statistics for research.

However, she cautions, while a pre-med focus will consist of a strong foundation in math and science, it is important for students to take advantage of electives. “You may be surprised as to what you are drawn to and, with creativity, may be able to marry your interests.” Although Erin does the same work every day, each person she treats is different. “Helping people feel better is reward in and of itself, but having a new experience every day adds to the fun.”

Where Sports and Medicine CollideBY SUE HAMILTON

Medicine is the perfect storm of science, technology, engineering, and math, with each concentration colliding with the other to erupt into a whirlwind of diagnosis, research, treatment, and therapy to treat the ill or injured.

Athletes need specialized care for the injuries and illnesses caused by simply playing the very sports they love. They also look to UPMC Sports Medicine’s internationally acclaimed program in Pittsburgh, Pa., for training to improve all aspects of their ever-changing sports performances.

STEM Jobs spoke with three professionals who chose a career in medicine and work in the UPMC Sports Medicine program.

DR. ERIN REYNOLDSFELLOWSHIP DIRECTOR OF THE UPMC SPORT MEDICINE CONCUSSION PROGRAM; CLINICAL NEUROPSYCHOLOGIST; ASSISTANT PROFESSOR OF ORTHOPEDIC SURGERY DEGREE: DOCTOR OF PSYCHOLOGY YEARS IN THE INDUSTRY: 5 STEM TYPE: INTEGRATOR

STEMJOBS.COM // LATE SPRING 2017 27

A bachelor’s degree in physical education was Lorne’s key to becoming a strength and conditioning coach for sports teams. He played a lot of sports in high school, but knew that he did not have the talent to play professional sports after college. Lorne worked with young athletes throughout college to get practical coaching experience and following graduation worked for seven different teams in the National Hockey League, as well as a Canadian Football League team.

As Director of Sports Performance at UPMC, Lorne oversees the management and operations of a large sports performance center. He also supervises three full-time performance coaches who take care of both the young aspiring athletes and the professional athletes who visit the center daily. Lorne also has the opportunity to work with some of the older athletes who come to the center to develop an edge that will get them into the NHL or other professional sports.

Keys to his job, Lorne explains, are having

an understanding of the physiology and biomechanics of human movement and injury mechanism. “When presented with challenging sports or post-physical therapy training, understanding the sport and progressions for training is very important.” Different athletes have different needs, Lorne reports, and it is important to know the strength training process for a swimmer is different from that of a football player. He advises students to not only focus on sciences and math for a medicine career, but to get involved in as many sports as you can if your focus is sports performance.

“There is nothing more rewarding than seeing a young athlete make the team after an off season of training and dedication to be better,” explains Lorne.

Whether training to improve performance and make the team or recovering from a sports-related injury, athletes rely upon the STEM skills of the professionals who provide their medical treatment for a healthy and successful sports career.

Tony got a degree in physical therapy, supplemented with an athletic training degree and strength and conditioning certification. His mother, an X-ray technician in a local hospital, sparked his interest in the medical field. He suffered the disappointment of not being accepted into a physical therapy program on his first attempt, but it allowed him to do some soul-searching and focus on athletic training. “I eventually got into PT school a few years later and I was actually a stronger student because of the setback.”

Although Tony treats patients once per week, he oversees the East and South Regions of UPMC Outpatient Therapy, which consist of 29 outpatient clinics. His job includes supervision of staffing, marketing, clinic performances, staff development, budgets, hiring, firing, expansion, and other administrative activities.

He is proud of his advancement from staff therapist to vice president,

but Tony also looks to the patients he has treated for nearly 30 years to gauge his success. “I have seen many of the athletes I have treated recover and perform well in their desired sport.” But the ever-changing world of health care is challenging for Tony. “The business has become more paperwork than patient care. There is much more red tape and documentation required than ever before,” he explained.

Jobs that include all of the STEM disciplines are available at UPMC, reports Tony, as it is a large teaching hospital with many opportunities at many levels. He encourages students to check out as many careers in medicine as possible and try to match them to their interests and personality. “You will need to like the sciences, be a people person, and be someone who has empathy for others,” he said. The future of the health care industry will focus on improvements of medical technology and research, Tony reports. “Research leads to better treatment of patients.”

TONY SANKSREGIONAL VICE PRESIDENT OF OUTPATIENT PHYSICAL THERAPY, UPMC CENTERS FOR REHAB SERVICES DEGREE: PHYSICAL THERAPY & ATHLETIC TRAINING YEARS IN THE INDUSTRY: 28 STEM TYPE: ADVISOR

LORNE GOLDENBERGDIRECTOR SPORTS PERFORMANCE, UPMC LEMIEUX SPORTS COMPLEX DEGREE: BACHELOR’S IN PHYSICAL EDUCATION YEARS IN THE INDUSTRY: 30 STEM TYPE: DESIGNER

5-E CLASSROOM STEM ACTIVITY: SCIENCE: THE MVP OF THE SPORTS WORLDHere are some ideas for how middle school teachers could use this story as a launching point for integrated STEM learning. Our activities follow the 5-E Learning Cycle Model.

1

1

2

2

3

3

4

4

Discuss with students: In what ways do sports and medicine come together? Why is there a need for medicine to be incorporated into sports?Have students brainstorm some common sports-related injuries. How are they prevented and treated?Have students read the article “Where Sports and Medicine Collide” in STEM Jobs magazine.Show students the videos on sports medicine that can be found at edu.STEMjobs.com/teacher-resources.

Part 1: Engage

1 STEMjobs.com Science: The MVP of the Sports World

Separate the students into groups of four to explore concussions in sports. Show the video about concussions that can be found at edu.STEMjobs.com/teacher-resources. Each student will be responsible for leading his or her group members in one part of the project.

Injury Research: One student will lead the group to ensure the following questions are answered and that the information gathered is thorough, clear, and credible. a. What is a concussion? b. What are the signs and symptoms? c. How is a concussion diagnosed? d. What are concussion protocols? e. How is a concussion assessed and treated? f. What are the long-term effects of an undiagnosed or untreated concussion? g. Cite specific cases from athletes at any level in any sport. Helmet Research: One student will lead the group to ensure the following questions are answered and that the information gathered is thorough, clear, and credible. a. How do helmets help prevent injuries? b. How do they work? c. What do they prevent? d. How do they differ for different sports/events? e. What are the most effective materials? f. What other materials can be used? g. What are the statistics to support an argument that helmets are essential? Design: One student will lead the group in creating a new helmet design for the sport or activity of their choice. Take existing designs into consideration. What works? How can those designs be improved upon? Show groups the video about foldable bike helmets made out of paper that can be found at edu.STEMjobs.com/teacher-resources. What other readily available, household materials could be used to make a helmet? Based on the material, what force would the helmet be able to withstand? How long would it last? Build: One student will lead the group in creating a tangible prototype of the design. It does not have to be functional, but the scale and design should be as accurate as reasonably possible.

Part 2: Explore

2 STEMjobs.com

Students will be evaluated for their presentation using the following rubric, which will be provided to them at the beginning of the lesson to set clear expectations. Each group will be graded, therefore all students in the group will receive the same score.

Individual students will also submit a brief essay reflecting on their own contributions to the project. The reflection essay can be graded for completion or as a formal writing assignment as desired.

Part 5: Evaluate

Scoring Rubric

_____ /10 Injury Research Was significant research on concussions completed? Is there sufficient data to show that research was completed? Are statistics included and sources cited? _____ /10 Helmet Research Was significant research on helmets completed? Is there sufficient data to show that research was completed? Are statistics included and sources cited?

_____ /10 Design Was a design clearly defined and explained? Is it reasonable? Does the design specify what it is for? Are necessary calculations included? _____ /10 Product Was a tangible product based on the research and design created and able to be modeled? _____ /10 Presentation Did the presentation cover all areas of the process? Was the presentation clear and easy to understand? Were visual aids included and any necessary formulas presented?

_____ /50 Total

Students will reconvene in their groups to make adjustments to their own designs based on peer feedback and the ideas of the other groups. Groups will present their modified designs and explain the reasoning behind the modifications.Discuss with students: Which design did they think was the most effective? Which material was the most surprising? Which design was the most innovative? What limitations exist that would prevent widespread adoption of these new designs?

Part 4: Elaborate

Part 3: ExplainEach group will present their research and designs to the class. Each student will share the information for the part of the project they led. Researchers will briefly share the information they compiled, the designer will explain the design and why it was chosen, and the builder will model the prototype and explain what went into building the helmet. Any formulas that were used will need to be shared. Presentations should be visually appealing by incorporating tri-fold posters and pictures or PowerPoint/Google Slides. At the conclusion of each presentation, classmates should ask clarifying questions about each group’s design and prototype.

Science: The MVP of the Sports World

1

2

3 STEMjobs.com Science: The MVP of the Sports World

Common Core State Standards – Math

Standards Addressed:

CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.CCSS.MATH.CONTENT.6.EE.A.2 Write, read, and evaluate expressions in which letters stand for numbers.CCSS.MATH.CONTENT.7.EE.B.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.CCSS.MATH.CONTENT.7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.CCSS.MATH.CONTENT.7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.CCSS.MATH.CONTENT.7.G.B.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.CCSS.MATH.CONTENT.8.G.C.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

Next Generation Science StandardsMS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

Cross-Curricular ConnectionsCCSS.ELA-LITERACY.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CCSS.ELA-LITERACY.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.CCSS.ELA-LITERACY.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.CCSS.ELA-LITERACY.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.CCSS.ELA-LITERACY.SL.6.1.A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.CCSS.ELA-LITERACY.SL.6.1.B Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.CCSS.ELA-LITERACY.SL.6.1.C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.CCSS.ELA-LITERACY.SL.6.1.D Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.CCSS.ELA-LITERACY.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.CCSS.ELA-LITERACY.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.CCSS.ELA-LITERACY.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.CCSS.ELA-LITERACY.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CCSS.ELA-LITERACY.RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.CCSS.ELA-LITERACY.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.CCSS.ELA-LITERACY.SL.7.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.CCSS.ELA-LITERACY.SL.7.1.B Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.CCSS.ELA-LITERACY.SL.7.1.C Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.CCSS.ELA-LITERACY.SL.7.1.D Acknowledge new information expressed by others and, when warranted, modify their own views.CCSS.ELA-LITERACY.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.CCSS.ELA-LITERACY.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.CCSS.ELA-LITERACY.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.CCSS.ELA-LITERACY.SL.8.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.CCSS.ELA-LITERACY.SL.8.1.B Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.CCSS.ELA-LITERACY.SL.8.1.C Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.CCSS.ELA-LITERACY.SL.8.1.D Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.CCSS.ELA-LITERACY.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.CCSS.ELA-LITERACY.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

National Health Education Standards

Texas Essential Knowledge and Skills – Math

Texas Essential Knowledge and Skills – Science

Texas Essential Knowledge and Skills – Health

Standards Addressed:

1.8.5 Describe ways to reduce or prevent injuries and other adolescent health problems.1.8.7 Describe the benefits of and barriers to practicing healthy behaviors.1.8.8 Examine the likelihood of injury or illness if engaging in unhealthy behaviors.1.8.9 Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors.2.8.3 Describe how peers influence healthy and unhealthy behaviors.7.8.1 Explain the importance of assuming responsibility for personal health behaviors.8.8.1 State a health-enhancing position on a topic and support it with accurate information.8.8.2 Demonstrate how to influence and support others to make positive health choices.8.8.3 Work cooperatively to advocate for healthy individuals, families, and schools.

6.1.A apply mathematics to problems arising in everyday life, society, and the workplace6.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate 7.1.A apply mathematics to problems arising in everyday life, society, and the workplace7.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate8.1.A apply mathematics to problems arising in everyday life, society, and the workplace8.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

6.2.E analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends6.8.B identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces7.2.E analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends8.2.E analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends8.6.A demonstrate and calculate how unbalanced forces change the speed or direction of an object’s motion8.6.C investigate and describe applications of Newton’s law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth’s tectonic activities, and rocket launches

6.4.B use critical thinking to research and evaluate health information6.5.G demonstrate strategies for the prevention of and response to deliberate and accidental injuries such as using conflict resolution skills instead of fighting and wearing a seat belt6.11.D compare the risks and benefits of various health behaviors such as choosing not to smoke7-8.4.C demonstrate ways to use health information to help self and others7-8.5.A analyze and demonstrate strategies for preventing and responding to deliberate and accidental injuries

4 STEMjobs.com Science: The MVP of the Sports World