Engineering Understanding of a Health Crisis. NSTA Charlotte Regional Conference November 8, 2013. Dr. Robin L. Cooper Associate Professor Neurobiology/Neurophysiology University of Kentucky, Lexington KY Diane H. Johnson
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NSTA Charlotte Regional Conference
November 8, 2013
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.]
The engineering design process begins with
Engineering must contend with a variety of limitations or constraints
Framework for K-12 Science Education Page 204
(*BMI 30, or about 30 lbs. overweight for 5’4” person)
No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30%
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
Framework for K-12 Science Education Pages 206-7
or a clog
Walls have build up
Eddies and turbulence breaks up the stream.
Slows down flow and can build up back pressure
Because of___, ___ (happens/occurs). __ caused __. Therefore _____. Finally, due to ___, ___. This explains why ___.
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 __.
The effects of ___ are significant because ___. One effect of ____ is ___. Another result is ___. Because of these outcomes, it important that _____.
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
Framework for K-12 Science Education Pgs. 208-209
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.
Results! Why, man, I have gotten a lot results. I know several things that won’t work.
-Thomas Edison, 1890
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
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
1st fluid flow : Simulated “Ankle-Brachial index” (ABI)
2nd fluid flow: Laminar and turbulent flow
3rd fluid flow: Viscosity
4th fluid flow: Windkessel effect
With student narration: