This lesson will teach STEM and design concepts. It is adapted from an 8-module curriculum centering around the use of 3D printed prosthetics and other assistive devices. This curriculum is aimed at grades 7-10 and provides teachers with a mechanism for creating highly engaging and meaningful learning experiences for students through the creation, customization,and engineering of a tool intended to introduce 3D printed assistive devices.
Key Concepts
Forces
http://www.innerbody.com/image/musc04.html
https://sites.google.com/a/cpsdigital.org/peraplegic/human-prosthetics
Friction
http://www.ck12.org/physical-science/Types-of-Friction-in-Physical-Science/lesson/Types-of-Friction-MS-P S/
https://www.youtube.com/watch?v=9XtGJXVnQxk
Elastic Potential Energy
https://www.khanacademy.org/science/physics/work-and-energy/hookes-law/a/what-is-elastic-potential-ene rgy
https://www.youtube.com/watch?v=9LB6JeW39kU
Energy Transformations
http://science.howstuffworks.com/prosthetic-limb4.htm
https://sites.google.com/a/cpsdigital.org/peraplegic/human-prosthetics http://www.upperlimbprosthetics.info/index.php?p=1_9_Body-Powered
Materials Science https://sites.google.com/a/cpsdigital.org/peraplegic/human-prosthetics http://science.howstuffworks.com/prosthetic-limb2.htm http://www.explainthatstuff.com/prosthetic-artificial-limbs.html
https://3dprintingindustry.com/3d-printing-basics-free-beginners-guide/materials/
Hand Biology
http://www.ncbi.nlm.nih.gov/books/NBK279362/ https://www.youtube.com/watch?v=zyl6eoU-3Rg
Key Vocabulary
amputation: The removal of an appendage due to trauma, bacterial infection or life-threatening cause. A traumatic amputation occurs when an appendage is removed as a result of the trauma without medical care, such as a bomb.
amputee: A person with an amputation.
components: The internal working parts of a prosthesis.
composite: A material that is a combination of multiple material components, designed to have specific properties, such as carbon fiber.
constraints: In engineering design, the limitations and requirements that must be considered when designing a workable solution to a problem.
cosmetic prosthesis: A prosthesis that enhances a person’s appearance or completeness, but has no functional purpose. For example, a replacement glass eyeball is a cosmetic prosthesis if it does not also restore vision.
cover: As relates to prostheses, material used to cover a prosthesis to make it appear more lifelike. criteria: In engineering design, the objectives that a final design solution is required to meet.
functionality: As relates to prostheses, the ability of a prosthesis to have a purpose or reason for designing it in a specific way. For example, a wood peg leg has less functionality than a modern prosthetic leg that enables an athlete to run competitively.
interface: The point where a prosthetic device meets a residual limb.
prosthesis: An artificial device, either external or implanted, that replaces or supplements a missing or defective body part, such as a tooth, eye, facial bone, palate, hip, knee joint, leg, arm, hand, etc. May be designed for functional or cosmetic reasons or both. (plural: prostheses)
prosthetics: The surgical, dental and/or engineering specialty concerned with the design, fabrication and fitting of prostheses.
regenerate: (biology) To renew or restore a lost, removed or injured part. residual limb: The remaining portion of a body’s appendage or limb after amputation.
tissue engineering: The use of cells, and biochemical and physiochemical factors to design new biomaterials to replace lost or damaged body materials that have specific biological functions. transfemoral: A prosthesis that replaces the leg from above the knee (includes the knee, angle, foot and toes).
transhumeral: A prosthesis that replaces the arm from above the elbow (includes the elbow, wrist, hand and fingers).
transradial: A prosthesis that replaces the arm from below the elbow (includes the wrist, hand and fingers). transtibial: A prosthesis that replaces the leg from below the knee (includes the ankle, foot and toes). trauma: An event causing severe damage to the body.
Materials List
(see also lists below in each step)
Digital Fabrication Equipment Details
Hardware
Software
Design Files: https://drive.google.com/drive/folders/0B3tPBZnliO7bSkljT0otc1l0S28?usp=sharing
Map of the Lessons
Steps:
Step One: Define disability
Essential Question: What do you think of when you hear the word “disability?
Bell Ringer (10 Minutes): In a full class discussion, have students generate a list (or Wordle) of words that answer the question: What do you think of when you hear the word “disability?
Show the video “We’re the Superheroes” – Rio Paralympics Trailer
Return to the list – are there any terms we would like to add, change, remove, etc. Have any students changed their concept of the term “disability”?
Teacher Talk (25 Minutes): Share “Upper Limb Differences” powerpoint with students
On Smartboard show the following videos:
In-class writing (20 Minutes): Using “Next Generation Assistive Devices” jigsaw activity – Have students write short responses (ungraded) on their preconceptions about disability and track their understanding of concepts.
Step Two: Science behind prosthetic performance
Essential Question: What are the areas of science that affect prosthetic performance?
Elastic Potential Energy
https://www.khanacademy.org/science/physics/work-and-nergy/hookes-law/a/what-is-elastic-potential-energy
https://www.youtube.com/watch?v=9LB6JeW39kU
Energy Transformations
http://science.howstuffworks.com/prosthetic-limb4.htm
https://sites.google.com/a/cpsdigital.org/peraplegic/human-prosthetics http://www.upperlimbprosthetics.info/index.php?p=1_9_Body-Powered
Materials science https://sites.google.com/a/cpsdigital.org/peraplegic/human-prosthetics http://science.howstuffworks.com/prosthetic-limb2.htm http://www.explainthatstuff.com/prosthetic-artificial-limbs.html
https://3dprintingindustry.com/3d-printing-basics-free-beginners-guide/materials/
Hand biology
http://www.ncbi.nlm.nih.gov/books/NBK279362/ https://www.youtube.com/watch?v=zyl6eoU-3Rg
Pre-assessment of student understanding based on responses on the know/want-to-know/learned (KWL) Chart
K: What do I know about 3D Printed Assistive Devices? W: What do I want to find out?
L: What have I learned?
Step Three: Understand a Design Process
Essential Question: What is the Design Process?
Step Four: Hack a Raptor
TEACHER NOTES:
Step Five: Create Design Files for Knuckles & Fingers (40 Minutes)
A. Knuckle Ring
Step Six: Build the Grab-tor (Grabbing Raptor)
Step Seven: “Animalize” your Grab-tor
TEACHER NOTE: Following design of “Animalized” Grab-Tor, teachers will need to decide on the printing schedule and construction of the devices
BELL RINGER: Show 10 Amazing Animal Predators or Bird Feeding Adaptations and discuss natural selection of claws, beaks, jaws, and talons
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