This lesson reflects on “Everyday in the life of a Biomedical Engineer”
What does a Biomedical Engineer do?
Conduct research, along with life scientists, chemists, and medical scientists, on the engineering aspects of the biological systems of humans and animals. Design and develop medical diagnostic and clinical instrumentation, equipment, and procedures, using the principles of engineering and biobehavioral sciences. Research new materials to be used for products, such as implanted artificial organs. Develop models or computer simulations of human biobehavioral systems to obtain data for measuring or controlling life processes. Adapt or design computer hardware or software for medical science uses.
Related careers include those listed below:
Physicians who treat diseases, injuries, and deformities by invasive, minimally-invasive, or non-invasive surgical methods, such as using instruments, appliances, or by manual manipulation.
Develop usable, tangible products, using knowledge of biology, chemistry, or engineering. Solve problems related to materials, systems, or processes that interact with humans, plants, animals, microorganisms, or biological materials.
Supplies, facility needs, prerequisite skills and knowledge, student types, period length etc. classroom management
Class set of internet enabled computers (Chromebooks will work), 3D Printer with generic splint file, pre-printed generic splints for each table, two colors of small post it notes, and writing utensils. Technology needs include a projector/TV with appropriate connection to a computer. The ability to stream video via YouTube.
Markers, Easel pad (1 sheet for each team), and small sticky notes in varying colors
Digital Fabrication Software & Equipment
Tinkercad (3D modeling) and 3D printer
Design Files attachment
3D TinkerCAD Files
Step One: Engage – Day #1 (Introduce students to a splint, and share ideas to develop a new design.) 15 minutes
Step Two: Explore, Prepare, and Explain – Day #1(Provide context about making a splint and introduction to CAD software.)
Explore and Prepare
Teacher tells students: “Imagine if when a basketball player jammed their finger during a game. Now, imagine the player was fitted with a personalized splint before the end of the game. Over the next four days we are going to learn about design with 3D printing and discover the power of creating our own custom medical instrument.”
Step Three: Explain – Day #15
The instructor starts class with a challenge:
Step Four to Step Six: Elaborate, Evaluate, Engage – Day #2(Collect measurements, innovate, and notice connections to GE careers.)
Step Four: Elaborate – Day #2
The classroom teacher should become familiar with downloading completed files from Tinkercad, rename them according to a convention, and save the .SVG file to a flash drive before class starts. (Choose Design Download for 3D Printing)
Step Five: Evaluate – Day #2
Step Six: Engage – Day #2
Step Seven: Explore – Day #3 (Familiarize students with the Engineering Design Process.)
Step Eight: Elaborate – Day #4 (Create 3D renderings.)
Step Nine: Evaluate – Day #5
Time: Ranges from hours to days depending on projects. (Can be 6+ hours of printing time.)
Massachusetts Science and Engineering Standards
2016 Massachusetts Science Technology and Engineering Learning Standards High School: Overview of Science and Engineering Practices
Digital Fabrication Understanding – I Can Statements Fab I Can Statements:
(S.1) Safety: I can safely conduct myself in a Fab Lab, observe operations and follow general safety protocols under guidance from an instructor.
(DP.1) Design Process: I can modify an existing design under instructor guidance.
(DP.3) Design Process: I can create analog models (e.g. sketches, small physical models, etc.) to facilitate a design process.
(CAD.2) Computer Aided Design: I can draw a basic design using 2D Raster Graphics.
(MO.1) Machine Operation: I can safely observe digital fabrication machine working and describe their operation.
(F.1) Fabrication: I can assemble an object using prefabricated components.