Engineering Understanding of a Health Crisis

1. Engineering Understanding of a Health Crisis NSTA Charlotte Regional Conference November 8, 2013

2. 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

3. 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.

4. Essential Questions • How can the use of models help us engineer solutions to problems involving the human body? • 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? • In what ways can understanding math and science concepts and practices help us solve problems involving the human body?

6. Performance Expectation 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.]

7. A Framework for K-12 Science Education

8. 9-12 Engineering Design

9. 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

10. 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

11. Obesity Trends* Among U.S. AdultsBRFSS,1990, 2000, 2010 (*BMI 30, or about 30 lbs. overweight for 5’4” person) 2000 1990 2010 No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30%

12. Pg. 1-3 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

13. Project Goal Pg. 5-6 • 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.

14. 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

15. ETS1.B: DEVELOPING POSSIBLE SOLUTIONS What is the process for developing potential design solutions? The creative process of developing a new design to solve 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

16. Group Assignments for Research

17. 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

18. 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,

19. Tubes Pump

20. Tubes Pump

21. Higher level Lower level Constriction or a clog Tubes Pump Bernoulli's principal

22. Higher level Walls have build up Produces turbulent flow Lower level Tubes Pump Eddies and turbulence breaks up the stream. Slows down flow and can build up back pressure

23. A Note making Strategy Pg. 7

24. Summary Frames • Cause and Effect Example 1 Because of___, ___ (happens/occurs). __ caused __. Therefore _____. Finally, due to ___, ___. This explains why ___. • Cause and Effect Example 2 The 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 3 The effects of ___ are significant because ___. One effect of ____ is ___. Another result is ___. Because of these outcomes, it important that _____.

25. 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

26. Group Assignments for Research

27. Group #1 Example – Plaque Buildup

28. Group #2 Example – Pressure Differential

29. Group #3 Example - Viscosity

30. Group #4 Example - Elasticity

31. Choose • A CVS model design to plan and test • Plan to present at the “”Community Health Fair

32. Create • A model of the CVS based on your plan

33. ETS1.C: OPTIMIZING THE DESIGN SOLUTION How 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

34. 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.

35. 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.

36. Communicate • About your CVS model design • Why you thought it would work and what happened?

37. Results! Why, man, I have gotten a lot results. I know several things that won’t work. -Thomas Edison, 1890

38. Redesign & Retest • CVS model to more effectively meet the criteria, based on research and multiple first-round model designs

39. What Science and Engineering Practices? • Identify the scientific and engineering practices that were used.

40. Scientific and Engineering Practices Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information

41. What Crosscutting Concepts? • Identify the crosscutting concepts that were used.

42. Crosscutting Concepts Patterns Cause and effect: Mechanism and explanation Scale, proportion, and quantity Systems and system models Energy and matter: Flows, cycles, and conservation Structure and function Stability and change

43. 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?

44. 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.

45. YouTube Links 1st fluid flow : Simulated “Ankle-Brachial index” (ABI) http://youtu.be/XVr-MT3k0mw 2nd fluid flow: Laminar and turbulent flow http://youtu.be/KHxOwnh4YVo 3rd fluid flow: Viscosity http://youtu.be/ZOCNVUa0f_g 4th fluid flow: Windkessel effect http://youtu.be/UJt3-lGnhVU With student narration: http://youtu.be/6iroS6arqT8 http://youtu.be/enZunzh7AnU

46. 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