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–Diane.johnson@uky.edu

• Susan W. Mayo–Susan.mayo1961@att.net

• http://web.as.uky.edu/Biology/faculty/cooper/STEM%20NSTA%20Charlotte/NSTA-STEM-2013.htm