mary biediger john marshall high school – nisd dr. duncan maitland, biomedical device laboratory
TRANSCRIPT
CONSTRUCT A LEAKPROOF
MOLDMary Biediger
John Marshall High School – NISD
Dr. Duncan Maitland, Biomedical Device Laboratory
IN THE LAB The focus of the research is stroke
prevention and treatment.
The devices being developed are made of shape memory polymers
The engineering in the lab runs the gamut for engineering disciplines
PRELIMINARY ACTIVITY - RESEARCH Define - aneurysm
Formal Definition Plain terminology description
Find statistics – cases per year (USA)
Identify known risk factors
Identify some symptoms and warning signs
Identify family members/close friends who have been diagnosed.
FIRST CLASS DAY (OF FIVE)
Groups assigned – 3 or 4 students per group
Small group discussion – share information, solidify understanding of the disease
Task – students are given model of an actual size aneurysm with parent vessel
Begin discussion - how to construct a mold that can be cast to fit the aneurysm model
MATERIALS REQUIRED Composition notebook – 1 per group
All sketches, plans, specifications will be done in the notebook
A summary of the group’s progress will be recorded here (each day they work on the project)
Any problems they encounter in the project will be recorded here
Actual size aneurysm model (made of modeling clay)
Pencils, ruler, eraser
OUTPUT – DAY 1 Group definition of aneurysm
Compiled data
Compiled list of risk factors
Compiled list of symptoms
General sketches of the design
SECOND CLASS DAY (OF FIVE) Materials selection (samples provided)
Cardboard sheets (by the square foot) Polystyrene material (by the square 9”x9”) Meat packaging trays (by the square 6”x 6”) Packing tape (by the inch) Aluminum tape (by the inch) String (by the foot) Popsicle sticks (per each) Toothpicks (per each) Gelatin (by the milliliter)
Budget
OUTPUT – DAY 2
Record group decisions about materials to use in the notebook Include quantities
Calculate total estimated cost (must be under budget) in notebook
MATERIALS REQUIREDCardboard sheets (by the square foot)Polystyrene take-out container material (by
the square 9”x9”)Meat packaging trays (by the square 6”x
6”)Packing tape (by the inch)Aluminum tape (by the inch)String (by the foot)Popsicle sticks (per each)Toothpicks (per each)
OUTPUT – DAY 3 Completed mold
3D sketch of mold in notebook (with dimensions labeled)
Net sketch of mold (with dimensions labeled)
Notes about difficulties, discussion, etc.
Predict effectiveness
FOURTH DAY OF CLASS (OF FIVE) Pour the gelatin in the mold
Check for leaksRedesign if necessary
Leave to set
OUTPUT – DAY 4
Mold cast
Notebook record – What problems did you find with your mold?How can you fix it?Redesign – Sketches + construct
FIFTH DAY OF CLASS (OF FIVE) Communicate the solution
Present product (5 minutes per group)
Disclose problems encountered and solutions devised
Explain what they would do differently if they could redesign again
MAIN GOALS Give students an opportunity to design an object
that satisfies some specification
Work collaboratively
Make decisions
Experience the engineering design process
TAKS objective – 6, 7, 8, and 10 Geometric relationships and spatial reasoning Understanding 2 and 3 dimensional shapes Understand the concept of measurement and similarity Mathematical processes
AUXILIARY GOALS Develop awareness of aneurysms
Identify symptoms
Learn about current treatment options
Determine familial connections to this condition
2ND PROJECT – DIP COATING Pretzels and melted chocolate
Measure diameter after each dip
Predict next diameter after each dip
Plot data on graph
Determine function and write model
2ND PROJECT - OBJECTIVES Main Objectives
Measure diameter of circleDetermine thickness of tube Generate and plot data Identify parent functionWrite modelTest model
Auxiliary ObjectivesLearn about a biomedical device – stentMake a fun snack
PRECALCULUS TEKS (P.1) The student defines functions,
describes characteristics of functions, and translates among verbal, numerical, graphical, and symbolic representations of functions, including polynomial, … exponential, … and piecewise-defined functions.
The student is expected to: (A) describe parent functions symbolically
and graphically, including f(x) = xn, … f(x) = ex, …
(B) determine the domain and range of functions using graphs, tables, and symbols;
TEKS CONTINUED (P.2) The student interprets the
meaning of the symbolic representations of functions and operations on functions to solve meaningful problems.
The student is expected to: (A) apply basic transformations,
including a • f(x), f(x) + d, f(x - c), f(b • x), …, to the parent functions;
TEKS CONTINUED (P.3) The student uses functions and their
properties, tools and technology, to model and solve meaningful problems.
The student is expected to: (B) use functions such as logarithmic,
exponential, trigonometric, polynomial, etc. to model real-life data;
(C) use regression to determine the appropriateness of a linear function to model real-life data (including using technology to determine the correlation coefficient);
(D) use properties of functions to analyze and solve problems and make predictions; and
THANK YOU!This has been a very rewarding experience that will pay dividends in my students for years to come.
John Horn – Graduate student who served as my mentor
Dorothy Ringer Sumner – my partner for being a sounding board and exchanging ideas
Dr. Duncan Maitland for allowing me access to his lab to learn about engineering
Matthew Parioythorn, Dr. Robin Autenrieth, Dr. Cheryl Page, Dr. Arun Srinivasa, Ashwin Rao for organizing the program and giving teachers access to this invaluable experience
NSF, NPI, and TWC for funding this experience My 2011 E3 cohort, within which I’ve found many
intriguing personalities and friends from around the state.