Medical Prototype Design Challenge

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  CTE-TECED.68.8600060.11.1 - Apply a design process to solve problems in and beyond the laboratory-classroom.

  CTE-TECED.68.8600060.11.5 - Make a product or system and document the solution.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Sticking with Family: Using the Engineering Design Process.” See CPALMS resource ID#214740.

• Career Connection

  
  

  The lesson will challenge students to think creatively and scientifically to develop solutions for improving wound care through the design of innovative bandages thanks to the use of technology. Students will experience the importance of problem-solving innovations to meet specific medical needs through the engineering design process. This lesson will incorporate collaboration with others and skills on how bioengineering design are exposed to a structured, rigorous set of methods for discovering, articulating, prioritizing, and finally selecting solutions to human needs.

• Learning Objectives

  
  

  Students will be able to:

  • Apply the engineering design process to create a solution with specific requirements and constraints.
  • Collaborate with peers to refine and improve the design.
  • Apply engineering design principles to create an absorbent, flexible, and durable bandage prototype.
  • Present their design solution to the class.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • A solid understanding of the engineering design process before this lesson.

• Guiding Questions

  
  
  • How does the engineering design process help with testing new innovations?
  • What are the benefits of team roles and responsibilities?

• Procedure

  
  
  1. To introduce the lesson, students will review the Engineering Design Process and its steps by prompting them to share their existing knowledge and examples from their daily life. The engineering design process involves brainstorming solutions to fulfill a specific set of requirements, evaluating various designs, creating a prototype, conducting tests, and utilizing the knowledge gained from testing to enhance and modify the prototype. Encourage students to think about how engineers are responsible for constructing a wide array of elements such as equipment, engines, machines, buildings, roads, bridges, parks and more.
  2. Students will be divided into groups of 3, then prompted to read the case study, "Sticking with Family: Using the Engineering Design Process" (see CPALMS resource ID #214740). Each group will share two examples in any online discussion using available software to answer the following case-study based questions:
     • How did Tom explain the engineering design process's role in testing a new invention and making improvements?
     • Why did Brittany craft a unique bandage for her brother Phillip after he experienced a fall from his bike?
     • How did Brittany use the engineering design process to enhance the special bandage she created for Phillip?
     • In what way did Brittany's background in STEM and interaction with Tom contribute to her innovative solution for the bandage?
     • How did Brittany address the issues with the traditional bandages to create a special one for her brother?
  3. After the discussion, students will be assigned to a specific role within their group: IT expert who designs the bandage using available software, an engineer who creates the physical structure, and a nursing consultant who ensures the bandage is safe and comfortable for patients. Students will use the attached rubric to guide their design functionality, requirements and presentations. Students will build a bandage to problem-solve the problems that Phillip is encountering based on three constraints: absorbency, flexibility, and durability.
     • Materials will be provided as:
       • water
       • red food coloring
       • masking tape
       • medical gauze (2 squares per group)
       • eyedropper
       • paint tray (optional)
       • pipe cleaners
       • medical tape (approximately 6 inches per team)
  4. After building the prototype, students will present it to the class in a 3 minutes demonstration using water and apply it to one of the team member skin to show flexibility and durability. In the presentation, students will also reflect on how the Engineering Design Process helped them create their prototype.
  5. To bring the lesson to a close, students will independently answer the following exit ticket:
     • How did the engineering design process influence your group’s design solutions of the bandage?

• Teacher Notes

  
  
  • This lesson can be continued into two class periods as needed.