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Module Title

Module Title. RET Corps Member:Grace Kim-Ateca Workshop Attendee Group Members: Anna Farkas, Pat Williams, Cottina Woods, Diana Dudley, and Charles Routen IIT Research Mentors:Dr. Ali Cinar and Dr. Emmanuel Opara.

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Module Title

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  1. Module Title RET Corps Member:Grace Kim-Ateca Workshop Attendee Group Members: Anna Farkas, Pat Williams, Cottina Woods, Diana Dudley, and Charles Routen IIT Research Mentors:Dr. Ali Cinar and Dr. Emmanuel Opara This material is based upon work supported by the National Science Foundation under grant No. EEC-0502174. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

  2. Overview of Module • Topics Covered: • Background info on Diabetes Type 1 • How to operate Glucosim simulation prog. • Designing an automatic device that reads blood glucose level while injecting correct amounts of insulin • Catagorizing/identifying food groups • Identifying different organs in the human digestive system

  3. Overview of Module • Student Involvement: • Pre/Post Test • Define engineer and technology • Reading background information • Watching power point presentation • Viewing animation and locating the pancreas in a diagram • Identify different types of food • Guided inquiry on Glucosim program • Chart and graph data • Discuss an ethics issue • Design an automated device

  4. Pretest/Posttest Results • Pretest • Eliminate questions 13 and 14(Short Answer Test) • Eliminate questions 1, 2, and 3 (Long Answer Test) • Few students attempted to answer questions • Posttest • Eliminate questions 13 and 14(Short Answer Test) • Eliminate questions 1, 2, and 3 (Long Answer Test) • Top score is 88%

  5. Pre/Post Test ResultsLong Answer Questions

  6. Pre/Post-Test Results Short Answer Questions

  7. Student Surveys • Question # 1: List 3 new things that you learned about diabetes from this module. • Top 3 responses: • There are different types of diabetes • You have to watch what you eat and take insulin if you have diabetes • Diabetes is a serious life long condition and has some bad side effects including losing body parts and death.

  8. Student Surveys • Question #2: How will you change how you eat, exercise, etc. after completing this module? • Top 3 responses: • I will eat less sugar, carbohydrates and junk food and exercise more. • I will eat smaller meals, chew my food, and eat more slowly • I already exercise, I am in sports, and my metabolism takes care of my blood sugar so I don’t need to change anything. (Teacher note: Just wait until the big “30” hits, honey)

  9. Student Surveys • Question #3: What have/will you share with family and friends about what you learned? • Top 3 responses: • I will tell them to eat less sugar and tell them about diabetes. • I will tell them to exercise. • I will tell my mom to let me keep playing baseball.

  10. Design Activity • Brief Description: Students were to design a device to both monitor glucose levels in the blood and then automatically inject the appropriate amount of insulin into the body. • Lessons Learned: This lesson was not completed with the pilot students due to time constraints.

  11. Inquiry • Brief Description Level One – Students manipulated carbohydrate and insulin intake attempting to maintain blood glucose levels within a normal range • Lessons Learned Students must have sufficient prior knowledge to benefit from this module i.e. cells are the basic units of life, cellular structure and metabolism. Raise to inquiry level 2 by: broadening the question, i.e. How could you produce a graph for a Type I person and a healthy person’s glucose levels to be within the normal range? Students would have to formulate their own procedures. Raise to inquiry level 3: What questions can you develop to address the various issues about diabetes? How would you go about answering the questions

  12. Ethics • Brief Description: Define professional ethics, discuss at least one of the developed ethical scenarios, create a set of ethics for the group to follow, share the biomedical engineering ethics from the Biomedical Engineering Society. • Lessons Learned: Not covered

  13. Ethics Design Scenario #1 You are the chief design engineer for GoodStuff Biomedical Engineering Corporation. The Wekillemfast Hospital is requesting the design of an automatic insulin system. They are looking for something that they can implant into their patients with diabetes that will measure their blood glucose levels continually and deliver the correct amount of insulin when the patients need it. It just happens that your girlfriend works for a company that makes three major parts that you need. Your boss has assigned you to this task. What are the ethical principles you must consider when planning your design? How will you address these ethical issues when planning your device design?

  14. Ethics Design Scenario #2 You are the chief buyer for the Wekillemslow Hospital group. You are seeking to purchase 10,000 insulin devices for your patients with diabetes. Your father-in-law is the owner of a design company that makes these devices. The wife of the chairman of the board of the Wekillemslow Hospital owns another design company producing this device. When you evaluate the devices produced by the design companies that make this device, what will you consider when making your choice? What ethical considerations do you have? What ethical choices are you looking for on the part of the design companies?

  15. Code of Ethics Covered and Reworded: • Biomedical Engineering Professional Obligations • Biomedical Engineering Health Care Obligations • Biomedical engineering research Obligations • Biomedical Engineering Training Obligations

  16. Improvements/ Recommendations • Engineering Design More artifacts from medical engineering designed for diabetes should be available for students to handle • Scientific Inquiry Expand inquiry challenge • Professional Ethics Not covered in module • Materials Model of digestive system Medical artifacts Other artifacts reflecting engineering Food pyramid Bring in diabetic patients Bring in doctors and nutritionists Graphs in Glucosim all scaled consistently

  17. Modifications • Elementary (K-4) Play games, i.e. have students in a line and act out the absorption of insulin and carbohydrates into a cell. • Middle (5-8) Students will study cell parts and make a model of the cell • High School (9-12) Service Learning Project : At completion of module, students will conduct a Diabetic Health Fair • Special Education Modifications: Larger font for all written materials, less information per page of all written items, all graphs are printed and then attached to worksheets by the student if possible.

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