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Zollars Dr. Donald C. Orlich The National Science Foundation supports this project Grant Number EEC-0338868 Project Overview In the SWEET (The Summer at WSU Engineering Experience for Teachers) Program the summer has left me with a fondness for the field of engineering and all challenges engineering brings. In this module you will find an overall summary of the field of engineering, and a subdivision of the many branches of engineering. An emphasis was placed in the area of biomedical engineering, girls and minorities in engineering, and virtual knee replacement. I have included references, lesson plans, current statistics, and interactive web page links that will support using this module. Module Rationale Students, from a very young age need to be encouraged to consider engineering as a possible career choice. Most elementary students have no idea what engineers really do. Research studies indicate that encouraging boys and girls in science and math, inquiry based science, and a mentor especially a teacher, to follow and support them is of great benefit. For me personally, working with Biomedical Engineers and learning about the human knee, and all the challenges of trying to improve the lifestyles of people who have been injured or have a disability has been exciting. Science as Inquiry: Operational Definition Inquiry is the process scientists use to learn about the natural world. Students can also learn about the world using inquiry. Although they rarely discover knowledge that is new to humankind, current research indicates that students engaged in inquiry discover knowledge new to themselves. Student inquiry is a multifaceted activity that involves making observations; posing questions; examining books and other sources of information to see what is already known; planning investigations; reviewing what is already known in light of the student's experimental evidence; using tools to gather, analyze and interpret data; proposing answers, explanation, and predictions; and communicating the results. Inquiry requires assumptions, use of critical and logical thinking, and consideration of testable alternative explanations. As a result of participating in inquiries, students increase their understanding of the science subject matter investigated, gain an understanding of how scientists study the natural world, develop the ability to conduct investigations, and develop the habits of mind associated with science Engineering Engineering Originally, the art of managing engines; in its modern and extended sense, the art and science by which the properties of matter are made useful to man, whether in structures, machines, chemical substances, or living organisms; the occupation and work of an engineer. In the modern sense, the application of mathematics or systematic knowledge beyond the routine skills of practice, for the design of any complex system, which performs useful functions, may be considered as engineering, including such abstract tasks as designing software. Engineering has been called the "invisible profession" or the "stealth profession" because most people have no clue what engineers do. This is unfortunate, because everything in society is linked to engineering. Science A method of learning about the physical universe by applying the principles of the scientific method, which includes making empirical observations, proposing hypotheses to explain those observations, and testing those hypotheses in valid and reliable ways. Science also refers to the organized body of knowledge that results from scientific study Engineering and Science Similarities and Differences It is the conventional wisdom of laymen that if you want a really great engineer you get a scientist. For example, the presidential commission investigating the Challenger disaster included the great theoretical physicist Dr. Richard Feynman, but no engineers. As a result Dr. Feynman, who never heard of O-rings before, was successfully misled in a cover-up and the public never found out that the failure was due to engineering negligence, a dimension error in the O-ring grooves and not to low temperature. One should no more call upon a scientist to explain why a machine does not work properly than to call upon an engineer to explain a nuclear phenomenon. Engineering is neither better nor worse than science, but it is different. The basic objective of science is to discover the composition and behavior of the physical world, the "laws of nature" (better described as the "facts of nature;" they are not the result of legislation.) The basic objective of engineering is to design useful things. Since useful things must "obey" the laws of nature, engineers study science. Since observing nature requires certain useful things - scientific instruments - experimental scientists do a good deal of engineering. In practice, the work of real-world scientists and real-world engineers overlap to some degree. Experimental scientists "do" engineering in designing the hardware of their experiments and some engineers "do" scientific experiments in developing new useful things. In some areas, such as semi-conductor research, scientists and engineers work together in an undistinguishable way; the boundaries between the two activities are blurred and unimportant. "Theoretical" scientists and "theoretical" engineers do not perform experiments but think and calculate based on the data produced by experimental scientists and engineers. Some engineers and scientists do both. The training of scientists and engineers are similar but different. Both learn basic science and the associated mathematics. (A "useful thing" must conform to the laws of nature or the thing will not be useful.) Scientists learn more advanced science so they can further advance science. Most study until they achieve a Ph.D. so they are qualified to make further discoveries. Engineers study subjects, which are specifically useful in designing useful things but are, for the most part, not useful to scientists. Examples are the strength of beams and the performance of motors. Most engineers are qualified for useful work without reaching the Ph.D. in college. Compared to other professions Engineering is concerned with the implementation of a solution to a practical problem. A scientist may ask "why?" and proceed to research the answer to the question. By contrast, engineers want to know how to solve a problem and how to implement that solution. In other words, scientists investigate phenomena, whereas engineers create solutions to problems or improve upon existing solutions. The terms "engineer" and "technologist" are not interchangeable; both describe different types of work and different professions. To illustrate: Once engineers have found a solution for the problem at hand, their work stops, and technologist begin the work of improving the solution. This process is dependent on various factors that vary with time. A solution that could be a practical application of a scientific fact does not satisfy a technologist. A technologist endeavors to bring it within the economic constraints so that the common person not only understands and marvels at science but also is able to enjoy it and loses fear of it by constant interaction. As an illustrative example, on November 21, 1877, Thomas A Edison developed the phonograph, a remarkable feat of engineering. Then, he directed his assistant (the technologist) to improve the device further by removing harmonics from the sound output. The task of engineering The engineer must identify and understand the relevant constraints in order to produce a successful design. Constraints include available resources, physical or technical limitations, flexibility for future modifications and additions, and other factors such as requirements for cost, manufacturability, serviceability, and marketing and aesthetic, social, or ethic considerations. By understanding the constraints, engineers deduce specifications for the limits within which an object or system may be produced and operated. Engineering is therefore influenced by many considerations. Engineers help to design and manufacture just about everything, from the tallest skyscrapers to the smallest computer chips, from cars to space shuttles, from miracle fabrics to artificial heart valves. Even though their efforts are all around us, the work of engineers can seem like a mystery to those outside the profession. "You grow up knowing what teachers and doctors and lawyers do. But unless your parents happen to be engineers, you probably don't have a clue what their work involves," says a woman who grew up to be a successful environmental engineer. Sources www.wordiq.com Types of Engineering: The "Big Four" In the most general terms, engineers are problem-solvers. They apply the concepts of mathematics and science to solving real world challenges. The engineering profession includes many different disciplines. In fact, engineering may offer more career options than any other profession. Engineers are a diverse group, contributing to projects that improve the quality of life on every continent. A background in engineering can also lead to a career in law, education, medicine, or public policy. Here's a look at four of the largest categories within the profession: chemical engineering, civil engineering, electrical and computer engineering, and mechanical engineering. Chemical Engineering Take a walk through your grocery store, pharmacy, or paint store, and you'll see hundreds of examples of what chemical engineers create. Chemical engineers combine the science of chemistry with the principles of engineering to produce better plastics, fuels, fibers, semiconductors, medicines, building materials, cosmetics, and much more. Their know-how has helped to develop reduced-calorie sweeteners, lead-free paint, fibers that can withstand the heat of forest fires, and thousands of other products. Chemical engineers work in a variety of settings, from research laboratories to food-processing plants to pharmaceutical companies, and universities. They tackle challenges relating to agriculture, environmental pollution, and energy production. Sometimes they even work at the molecular level to create brand-new synthetic materials. Civil Engineering Civil engineers help to create the building blocks of modern society. They work with many different structures, from dams and highways to bridges and buildings, the products of civil engineering are all around us. Civil engineers belong to one of the oldest and largest branches of engineering. They use cutting-edge technologies and advanced materials to solve challenges in new ways. A background in civil engineering opens the door to a variety of career options. According to the American Society of Civil Engineers, areas of focus include construction engineering, environmental engineering, structural engineering, as well as transportation, urban planning, and water resources. Electrical and Computer Engineering Electrical engineering has been one of the fastest-growing fields in recent decades, as breakthroughs in technology have led to rapid advancements in computing, medical imaging, telecommunications, fiber optics, and related fields. Electrical engineers work with electricity in all its forms, from tiny electrons to large-scale magnetic fields. They apply scientific knowledge of electricity, magnetism, and light to solving problems that relate to cell phones, computer software, electronic music, radio and television broadcasting, air and space travel, and a wide range of other areas. According to the Institute of Electrical and Electronics Engineers, a background in electrical or computer engineering can lead to a career in aerospace, bioengineering, telecommunications, power, semiconductors, manufacturing, transportation, or related fields. Electrical engineers often work in teams with other specialists to develop sophisticated devices such as lasers. Mechanical Engineering Mechanical engineers turn energy into power and motion. What does that mean? "Anything that moves or uses power, there's a mechanical engineer involved in designing it," explains a member of this large branch of engineering. Mechanical engineers work in all areas of manufacturing, designing automobiles or sporting goods, water treatment facilities or ocean-going ships. In a field like biomechanics, their expertise can improve the quality of life by designing artificial joints or mechanical heart valves. Other Engineering Disciplines Aeronautical and Aerospace Engineering Aircraft, space vehicles, satellites, missiles, and rockets are some of the projects that are developed by aeronautical and aerospace engineers. They get involved in testing new materials, engines, body shapes, and structures that increase speed and strength of a flying vehicle. Aerospace engineers work in commercial aviation, national defense, and space exploration. Some engineers work in labs testing aircraft, while others investigate system failures such as crashes to determine the cause and prevent future accidents. They are specialists in fields such as aerodynamics, propulsion, navigation, flight-testing, and more. I have a close friend who is an Aeronautical Engineer. As he heads off to work he is always saying, “ I’m off to make a ridiculous amount of money to draw pictures of airplanes” There’s a lot more to being an engineer then just drawing pictures of airplanes, but you do get to draw a lot, and much of it is done on the computer. Agricultural Engineering Agricultural engineers work with farmers, agricultural businesses, and conservation organizations to develop solutions to problems relating to the use and conservation of land, rivers, and forests. They look for solutions to problems such as soil erosion. They also develop new ways of harvesting crops and improving livestock and crop production. Agricultural engineers also design and build equipment, machinery, and buildings that are important in the production and processing of food, fiber, and timber. For example, they might design specialized greenhouses to protect and grow exotic plants such as orchids. Biomedical Engineering Biomedical engineering integrates physical, chemical, mathematical, and computational sciences and engineering principles to study biology, medicine, behavior, and health. It advances fundamental concepts; creates knowledge from the molecular to the organ systems level; and develops innovative biologics, materials, processes, implants, devices and informatics approaches for the prevention, diagnosis, and treatment of disease, for patient rehabilitation, and for improving health. Biomedical engineers, or bioengineers, use engineering principles to solve complex medical problems in health care and medical services. They work with doctors and medical scientists to develop and apply the latest technologies, such as microcomputers, electronics, and lasers. Biomedical engineers might develop biomaterials to speed tissue repair in burn victims, or design medical devices that aid doctors in surgery. They might help to build bionic legs, arms, or hands to improve the lives of accident victims. The biomedical field is changing rapidly as new technologies emerge. Bioengineers work in hospitals, government agencies, medical device companies, research labs, universities, and corporations. Many biomedical engineers have degrees in chemical or electrical engineering, and some go to medical school. *Later, I will discuss in much more detail the field of biomedical engineering. Environmental Engineering Environmental engineers develop methods to solve problems related to the environment. They assist with the development of water distribution systems, recycling methods, sewage treatment plants, and other pollution prevention and control systems. Environmental engineers often conduct hazardous-waste management evaluations to offer solutions for treatment and containment of hazardous waste. Environmental engineers work locally and globally. They study and attempt to minimize the effects of acid rain, global warming, automobile emissions, and ozone depletion. Industrial Engineering Industrial engineers make things work better, more safely, and more economical. They often work in manufacturing—dealing with design and management, quality control, and the human factors of engineering. They are problem-solvers who analyze and evaluate methods of production and ways to improve the methods. Based on their evaluation, they may determine how a company should allocate its resources. Materials Engineering Materials engineers work with plastics, metals, ceramics, semiconductors, and composites to make products. They develop new materials from raw materials and improve upon existing materials. Whether it's creating higher performance skis or a biodegradable coffee cup, materials engineers can be found applying their expertise. Materials engineers specializing in metals are metallurgical engineers, while those specializing in ceramics are ceramic engineers. Metallurgical engineers extract and refine metals from ores, process metals into products, and improve upon metalworking processes. Ceramic engineers develop ceramic materials and the processes for making ceramic materials into useful products. Ceramic engineers work on products as diverse as glassware, automobile and aircraft engine components, fiber-optic communication lines, tile, and electric insulators. Mining Engineering Mining engineers figure out how to get valuable resources out of the ground. Along with geologists, they locate, remove, and appraise minerals they find in the earth. Mining engineers plan, design, and operate profitable mines. They are also responsible for protecting and restoring the land during and after a mining project so that it may be used for other purposes. Nuclear Engineering Nuclear engineers research and develop methods and instruments that use nuclear energy and radiation. They may work at nuclear power plants and be responsible for the safe disposal of nuclear waste. Some nuclear engineers specialize in the development of nuclear power for spacecraft; others find industrial and medical uses for radioactive materials, such as equipment to diagnose and treat medical problems. Petroleum Engineering Petroleum engineers are found wherever there is oil, working to remove oil from the ground. Petroleum engineers might be involved in drilling or developing oil fields. They might also ensure that the oil drilling process is safe, economical, and environmentally friendly. Systems Engineering Systems engineers are like team captains who are responsible for bringing all the pieces of an engineering project together and making them work harmoniously, while still meeting performance and cost goals, and keeping on schedule. Systems engineering takes an interdisciplinary approach to a project, from concept to production to operation. Systems engineers consider both the business and technical needs of a project. Sources Discover Engineering Online  HYPERLINK "http://www.discoverengineering.org" \t "_blank" www.discoverengineering.org Engineer Girl! The National Academies—National Academy of Engineering  HYPERLINK "http://www.engineergirl.org/nae/cwe/egcars.nsf/webviews/Careers+By+Engineering+Field?OpenDocument&count=50000" \t "_blank" www.engineergirl.org/nae/cwe/egcars.nsf/webviews/Careers+By+Engineering+Field?OpenDocument&count=50000  HYPERLINK "http://www.engineeringk12.org/" http://www.engineeringk12.org/ Biomedical Engineering A Biomedical Engineer uses traditional engineering expertise to analyze and solve problems in biology and medicine, providing an overall enhancement of health care. Students choose the biomedical engineering field to be of service to people, to partake of the excitement of working with living systems, and to apply advanced technology to the complex problems of medical care. The biomedical engineer works with other health care professionals including physicians, nurses, therapists and technicians. Biomedical engineers may be called upon in a wide range of capacities: to design instruments devices, and software, to bring together knowledge from many technical sources to develop new procedures, or to conduct research needed to solve clinical problems. In this field there is continual change and creation of new areas due to rapid advancement in biology and technology; however, some of the well established specialty areas within the field of biomedical engineering are: bioinstrumentation; biomaterials; biomechanics cellular, tissue and genetic engineering; clinical engineering; medical imaging; orthopedic surgery; rehabilitation engineering; and systems physiology. Work done by biomedical engineers may include a wide range of activities such as: Artificial organs (hearing aids, cardiac pacemakers, artificial kidneys and hearts, blood oxygenators, synthetic blood vessels, joints, arms, and legs). Automated patient monitoring (during surgery or in intensive care, healthy persons in unusual environments, such as astronauts in space or underwater divers at great depth). Blood chemistry sensors (potassium, sodium, O2, CO2, and pH). Advanced therapeutic and surgical devices (laser system for eye surgery, automated delivery of insulin, etc.) Application of expert systems and artificial intelligence to clinical decision making (computer-based systems for diagnosing diseases). Design of optimal clinical laboratories (computerized analyzer for blood samples, Medical imaging systems (ultrasound, magnetic resonance, imaging etc.). Biomaterials design (mechanical, transport and biocompatibility properties of implantable artificial materials). Biomechanics of injury and wound healing (Sports medicine) Orthopedic Bioengineering is the specialty where method of engineering and computational mechanics have been applied for the understanding of the function of bones, joints and muscles, and for the design of artificial joint replacements. Orthopedic bioengineers analyze the friction, lubrication and wear characteristics of natural and artificial joints; they perform stress analysis of the musculoskeletal system; and they develop artificial biomaterials (biologic and synthetic) for replacement of bones, cartilages, ligaments, tendons, meniscus and intervertebral discs. They often perform gait and motion analyses for sports performance and patient outcome following surgical procedures. Rehabilitation Engineering is a growing specialty area of biomedical engineering. Rehabilitation engineers enhance the capabilities and improve the quality of life for individuals with physical and cognitive impairments. They are involved in prosthetics, the development of home, workplace and transportation modifications and the design of assistive technology that enhance seating and positioning, mobility, and communication. Rehabilitation engineers are also developing hardware and software computer adaptations and cognitive aids to assist people with cognitive difficulties. Systems Physiology is the term used to describe that aspect of biomedical engineering in which engineering strategies, techniques and tools are used to gain a comprehensive and integrated understanding of the function of living organisms ranging from bacteria to humans. Computer modeling is used in the analysis of experimental data and in formulating mathematical descriptions of physiological events. In research, predictor models are used in designing new experiments to refine our knowledge. Living systems have highly regulated feedback control systems that can be examined with state-of-the-art techniques. Examples are the biochemistry of metabolism and the control of limb movements. These specialty areas frequently depend on each other. Often, the biomedical engineer who works in an applied field will use knowledge gathered by biomedical engineers working in other areas. For example, the design of an artificial hip is greatly aided by studies on anatomy, bone biomechanics, gait analysis, and biomaterial compatibility. The forces that are applied to the hip can be considered in the design and material selection for the prosthesis. Similarly, the design of systems to electrically stimulate paralyzed muscle to move in a controlled way uses knowledge of the behavior of the human musculoskeletal system. The selection of appropriate materials used in these devices falls within the realm of the biomaterials engineer. Where Do Biomedical Engineers Work? Biomedical engineers are employed in universities, industry, in hospitals, in research facilities of educational and medical institutions, in teaching, and in government regulatory agencies. In industry, they may create designs where an in-depth understanding of living systems and of technology is essential. They may be involved in performance testing of new or proposed products. Government positions often involve product testing and safety, as well as establishing safety standards for devices. In the hospital, the biomedical engineer may provide advice on the selection and use of medical equipment, as well as supervising its performance testing and maintenance. They may also build customized devices for special health care or research needs. In research institutions, biomedical engineers supervise laboratories and equipment, and participate in or direct research activities in collaboration with other researchers with such backgrounds as medicine, physiology, and nursing. Some biomedical engineers are technical advisors for marketing departments of companies and some are in management positions. Some biomedical engineers also have advanced training in other fields. For example, many biomedical engineers also have an M.D. degree, there by combining an understanding of advanced technology with direct patient care or clinical research. Biomedical engineers play a significant role in mapping the human genome, robotics, tissue engineering, and in nano technology. Biomedical engineering has the highest percentage of female students in all of the engineering specialties. 30% of biomedical engineering graduates are employed in manufacturing. Many biomedical engineering graduates go on to medical school. The percentage of students applying to medical school is as high as 50% in some programs. Biomedical engineering has 38 female students at the undergraduate level (slightly lower at the graduate level). This is double the average for engineering as a whole. (19-20% female). In this module I’ve focused mainly on joint replacement, so the three most important specialties involved are Orthopedic Bioengineering, Rehabilitation Engineering, and Systems Physiology. Women and Engineering Women's Participation in Science, Engineering, and Technology—Current Statistics (Intel innovation in Education) Although women have increased their participation in science, engineering, and technology, they still comprise only 19% of the U.S. science, engineering, and technology workforce1. While women in the U.S earn 20% of engineering degrees, only 10.6% of American engineers are women2. Further, the percentage of women graduating with computer science degrees has decreased 25% since 19853. Inequity causes serious problems for individual students and for our increasingly technological society—the talent and creativity of each individual is vital to the future of the global community. Classroom Environment Counts Classroom environment makes a difference as well. A positive classroom climate, supportive students, diverse role models, and even the right pictures on the walls in the room can help to keep girls (and boys) in math and science courses. Research, summarized in the AAUW Report: How Schools Shortchange Girls found: • Girls are more successful in classes in which there is fairness and equitable treatment. • Girls who see math as what girls and boys do, are more apt to go on in math and do better in it than are girls who see math as a “boy thing.” • Getting more girls into advanced math and science classes makes a difference. When there are only a small number of girls, girls report feeling more intimidated and less comfortable. Close to equal numbers of girls and boys means increased confidence for many girls and reinforces that math and science are for girls as well as boys. What Can Elementary School Teachers Do? Believe it or not, teachers really are important influences in students’ lives. In 1987 Campbell and Metz studied female engineering students and found math and science teachers, along with parents, were the girls’ most effective encouragers. Furthermore, studies have found that the students who overcome what the research calls “devastated backgrounds” tend to have one thing in common — a caring adult outside of the family who is “on their side.” Most frequently that adult is a teacher. Teachers make a lifelong difference. Your encouragement counts a great deal. A little bit of effort in the organizing of lessons, and science curriculum reflecting girls interest will reap huge benefits in there productivity. Reading books on famous scientists and engineers could encourage women to consider engineering as a potential career. The Crucial Middle School Years The middle school years are crucial for girls who may have enjoyed science and technology in elementary school. By the eighth grade, twice as many boys as girls show an interest in science, engineering, and mathematics careers4. Additionally, fewer girls than boys enroll in computer science classes, feel self-confident with computers, and use computers outside the classroom5. Lastly, at all levels of education and in employment, women are less likely than men to choose science and engineering fields6. When girls lose interest in science and math early on, they often neglect to take the higher-level math and science courses—"gatekeeper" courses—in high school. Their educational and career options are then drastically reduced. Supportive Environments for Learning Science and Engineering In the last decade, a wealth of research has investigated why girls tend to lose enthusiasm for science, mathematics, and technology, starting in the middle grades. Additional research has focused on the learning environments that encourage girls' curiosity and interest in these fields. Importantly, environments that support girls' science learning also support all students. The factors that research has shown to have a positive impact on girls' (and all students) continuing involvement with science and technology include7: Interactive, collaborative, and team-based environments that offer the opportunity to work on real-world problems. Girls typically enjoy solving problems that are socially relevant and meaningful. They may enjoy collaboration within the context of competitions. Exploratory environments that say it's OK to ask questions, take risks, and make mistakes. Single-sex groups may bolster girls' performance in mathematics and science, and be particularly applicable for after-school science programs. Role models: Teachers, group leaders, and mentors in the fields of science, engineering, and technology who understand gender-equitable instruction; provide encouragement and support of non-traditional occupations for women, and actively challenge stereotypes about women in science, engineering, and technology. Hands-on, inquiry-based activities to foster knowledge, skill development, experimentation, and creativity in the areas of science, engineering, and technology. Inquiry-based instructional approaches place students at the helm of the learning process and teachers in the role of learning facilitator, coach, and modeler. Skill development leads to competence and self-confidence. Gender-neutral career counseling that encourages girls to take four years of math and science in high school. Upper level science and mathematics courses are the "gatekeeper" courses that open doors after high school. Career exploration through real-world science and technology experiences including after-school science programs, field trips, conferences, science fairs, and internships. Real-world experiences provide awareness of career opportunities in the fields of science, engineering, and technology. An excerpt from a report from the Girl Scout Research Institute states, "The research implies that technology and the prevalent culture would be transformed if the strengths and interests in computers of girls and women were given greater consideration. Awareness of the ways to provide increased pathways for girls to enter into the design and utilization of technology can only enhance the field." Sources Congressional Commission on the Advancement of Women and Minorities in Science, Engineering and Technology Development. Land of Plenty: Diversity as America's Competitive Edge in Science, Engineering and Technology. Arlington, VA: 2000.  HYPERLINK "http://www.nsf.gov/od/cawmset/report.htm" \t "_new" http://www.nsf.gov/od/cawmset/report.htm* U.S. Census Bureau, Statistical Abstract of the United States, Volumes 1995 through 2000: Table: Employed Civilians, by Occupation, Sex, Race, and Hispanic Origin. National Science Foundation. Women, Minorities and Persons with Disabilities in Science and Engineering: 2000. Arlington, VA: 2000. American Association of University Women. Gender Gaps: Where Schools Still Fail Our Children. Washington, D.C.: American Association of University Women, 1998. National Science Foundation. Women, Minorities and Persons with Disabilities in Science and Engineering: 2000. Arlington, VA: 2000. Hansen, Sunny, Walker, Joyce and Flom, Barbara. Growing Smart: What's Working for Girls in School. Washington, D.C.: American Association of University Women, 1995.  HYPERLINK "http://www.whitaker.org/news/womenBME.html" www.whitaker.org/news/womenBME.html Campbell, Patricia B., and Storo, Jennifer N. Why Me? Why My Classroom? The Need for Equity in Coed Math and Science Classes. Washington, D.C.: U.S. Department of Education, 1994.  HYPERLINK "http://www.campbell-kibler.com/Whyme.pdf" \t "_new" http://www.campbell-kibler.com/Whyme.pdf* TheUSA, Myth vs. Fact about Women in Engineering 10. Shoenberg, Judy. The Girl Difference: Short-Circuiting the Myth of the Technophobic Girl. New York: Girl Scouts of the USA, 2001. Myth from Fact on Gender What is the current mythology about girls and Technology? What does the most recent research tell us? Can we separate myth from fact? Research findings short-circuit the myths dramatically, as the following examples show: MYTH: Girls have little interest or aptitude in technology. FACT: Currently, girls are highly engaged with computers and their usage has increased steadily over time, on par with that of boys. The percentage of students using computers at home or in school more than doubled between 1984 (30 percent) and 1997 (80 percent), with no gender differences in the rates of use in either year. Source: National Center for Education Statistics (2000) Myth: All of us, female and male alike, use technology similarly. FACT: Girls use computers in ways very different from boys. In an analysis of technological fantasies, researchers summarized some of the most striking differences in how girls and boys think about technology. Even in their Internet use, girls emphasize educational and communicative functions, while boys tend to use computers more for entertainment and recreational purposes. Girls use technology as a tool of empowerment, sharing, creation, and expressiveness. Boys use it in ways related to control, power, and autonomy. Source: Girl Games and Technological Desire. C. Bruner, D. Bennett, and M. Honey (1998) “We need to make math and science and technology more visible in creative ways, and reach out to girls.” —Ann Ryder Randolph, vice president, Corporate Alliances Myth: Boys have greater access to computers than girls. FACT: Girls are using computers as often as boys. The amount of time girls and boys spend at the computer or on the Internet is essentially equal. Source: Safe and Smart: Research and Guidelines for Children’s Use of the Internet. National School Boards Foundation (2000). Myth: Gender-neutral software, beneficial to the technology styles and interests of both girls and boys, is universally available and prevails in the market. FACT: Almost half of the top-selling video games with female characters contain negative messages about girls, including violence, unrealistic body images, and stereotypical female characteristics (e.g., provocative sexuality, high-pitched voices, and fainting). Source: Girls and Gaming: A Console Video Game Content Analysis. Children Now (2000). “We should also focus on incorporating a female perspective in designing software and programs. Why is there a Game Boy and not a Game Girl? Girls have different interests and needs than boys and their perspective needs to be represented in the design process. —Linda M. Sherr, program director, IBM Women in Technology creation, and expressiveness. Boys use it in ways related to control, power, and autonomy. Source: Girl Games and Technological Desire. C. Bruner, D. Bennett, and M. Honey (1998) “We should also focus on incorporating a female perspective in designing software and programs. Why is there a Game Boy and not a Game Girl? Girls have different interests and needs than boys and their perspective needs to be represented in the design process. Myth: Computer and Internet use will have more harmful effects than beneficial ones. FACT: Research indicates that, although young people’s use of technology has become routine practice, they spend less time watching television; more time reading newspapers, magazines, and books; more time interacting with family and friends; more time playing outdoors; and more time doing arts and crafts than they did before computers became widely available. Source: Safe and Smart: Research and Guidelines for Children’s Use of the Internet . National School Boards Foundation (2000) Myth: Technology has become the great social leveler. All children, regardless of race/ethnicity or socioeconomic status, now have equal access to technology because schools and libraries have provided computers universally. FACT: Differences in computer usage are mainly economic, not racial or ethnic. Racial differences can, by and large, be explained by examining income level. School and library availability does not level the playing field. Young people use computers more at home than in school or at other sites. Girls and boys become proficient because they have open access to computers at home. There appear to be no racial or ethnic differences in the amount of home use, except those that are determined by the socioeconomic level of the family. Source: Kids and Media @ the New Millennium. The Henry J. Kaiser Family Foundation (1999) Myth: Increased use of technology by girls has led to increased career choices and opportunities in the field of information technology. FACT: Girls’ increasing use of technology is not mirrored in their adult academic or economic pursuits in these arenas. Myth: Technology achievement is more natural for men than for women. FACT: People with liberal arts degrees, specialized training, and critical thinking skills can fill up to 80 percent of information technology jobs. Girls’ strengths in reading and writing, combined with their current use of technology for communication and social functions, provides an entrée to teach girls more technical skills. Research suggests we can work toward re-visioning technology so that it incorporates and builds on perspectives and values girls bring to it rather than focusing on how we can help girls adapt to the predominantly male world of technology. Source: National Science Foundation, 1999 “Currently, much of the software designed for children is geared toward boys. Not surprisingly, many software game designers are men. We need women and girls to be part of the equation.” Linda M. Sherr, program director, IBM Women in Technology “It is critically important for women and girls to participate in what the future of technology looks like.” —Dr. Anita Borg, president, Institute for Women and Technology Myth: Girls today have strong women role models in science and technology. They are finding their way into careers in those fields in increasing numbers. FACT: Even girls with strong skills in math, science, and technology do not pursue careers in those areas. This may occur because they do not have women to mentor them into the field, and because they find the male-defined environments stylistically unaccommodating to women. “The key is to identify girls’ interests at an early age, provide them with the opportunities to learn about math, science, and technology, and link them together in a support network to keep them motivated.” Sally Ride, Astronaut, NASA LESSON 1 Human Skeletal System Grade Level(s): 4-5 Elementary Purpose(s) of Lesson: By using the Internet, students will explore and identify bones in the human skeletal system. Materials Needed: Student: printed copy of human skeleton diagram, list of bones, pencil Teacher: copy of a labeled human skeleton Time required: 1-2 days Lesson Procedure: The following activity allows students to explore the human skeletal system using the Internet. In cooperative groups have students identify and label bones on a printout of the human skeletal system. What are bones made of? Why do we need calcium for healthy bones? If you were to make/replace a bone, what qualities should it have? What are the pro and cons of the following materials? (Ex, wood steel glass) Be sure to discuss strength, weight, and brittleness. Obstacles/Questions/Comments: In case of connection problems, the teacher should have a copy of the skeletal system already labeled. Explorations and Extensions: In small groups have students discuss: Why do we have a skeletal system? List 10 implications of what it would be like if we didn’t have any bones. What does the skull protect? Can you think of any other animals in nature that have skulls? What about insects? In your journals compare and contrast the differences between human skulls and animal skulls. Why are ribs important? Is there any correlation between the ribs and the skull? Can you find any other areas of the body that need to be protected? Are there any areas in the body that need to be protected that isn’t? Why do our bones need to be strong? Write down all the things you eat in a week. When the week is over take your list and separate the items into food groups. Compare your foot to that of an adult. What is the same, and what is different? Can you find anything different from your skull to that from an adult male or female? Explorations: In small groups have students discuss the differences and similarities of the human skeleton to that of an animal of their choice. Students can research using the Internet for pictures of the skeletal system of the animal that they choose. How many bones do humans have? Can you think of a bone we don’t have that would help us to be more efficient? Draw a picture of a male or female with a new skeleton. The skeleton should be used for total protection from an evading force. Be creative and have fun! Sources www.Yucky.kids.discovery.com For a more interactive experience go to this website.  HYPERLINK "http://www.klbschool.org.uk/interactive/science/skeleton.htm" http://www.klbschool.org.uk/interactive/science/skeleton.htm More great websites~  HYPERLINK "http://kidshealth.org/kid/body/bones_noSW_p2.html" http://kidshealth.org/kid/body/bones_noSW_p2.html  HYPERLINK "http://kidshealth.org/kid/body/bones_noSW_p9.html" http://kidshealth.org/kid/body/bones_noSW_p9.html  HYPERLINK "http://cuip.uchicago.edu/~clandrum/humanbody/skeletalsystem.html" http://cuip.uchicago.edu/~clandrum/humanbody/skeletalsystem.html  HYPERLINK "http://www.medtropolis.com/VBody.asp" http://www.medtropolis.com/VBody.asp Cool!! Lesson 2 (Middle School) Travel Brochure of the Body Systems Your teams consisting of 4 or 5 at the Duodenum Dynamics Ad Agency have been hired as a travel consultant to design a luxury tour through the Human Body Systems. Before you can collect your fee from the Anatomy Travel Bureau, you must produce a brochure. The owner of the travel bureau, Mr. Seymore, has informed you that in order to win the contract you must highlight the trendy spots, the exciting activities, and the imports and exports of the areas. For insurance considerations, you must also discreetly mention any possible dangers or special precautions that tourists might encounter in visiting these systems. Your world body tour should include visits to the following systems: (1) Digestive, (2) Respiratory, (3) Skeletal, (Elementary) (4) Muscle, (5) Nervous, (6) Excretory, (7) Circulatory, and (8) Immune. Skeletal System (A Lesson To Bone Up On) OBJECTIVES: Identify twenty major bones in the body. State the functions of the skeletal system. Describe the composition of bone. Explain the differences in structure and function between the 4 major kinds of moveable joints: ball and socket, hinge, pivot, gliding Discuss some injuries or disorders of the skeletal system. VOCABULARY endoskeleton, appendicular skeleton, axial skeleton, ligaments, tendons, Haversian canals, marrow, joints, arthritis, synovial fluid, cartilage, Format 26" X 32" chart paper folded into 8 sections (16 front and back). 16 pieces of poster board measuring 8" X 13" should be pasted to each section. 7 systems will have 2 sections each, 1 system will have 1 section, and the cover will be the remaining section. Elementary will complete one section- The Skeletal System. The key feature is to give an overall sense of the organization and function of each of the 8 systems. You may use drawings, computer graphics, photographs of actual organs, pictures from magazines, journals, or books to help in your advertisement of each system. Whenever possible, type all written parts of brochure. Let your imagination run WILD! Each group will orally present its brochure to the class, and we will vote on which team gets the contract. Skeleton Systems Rubric FOUR POINT ASSESSMENT 1= the element described is missing 2= the element is present, but does not meet standard described 3= the element is present and meets standard, but needs some revision or improvement 4= the element is present and meets or exceeds the standard and no revision is recommended Content 50% 1   2   3   4    Information presented is accurate, factual, and relevant to the specific topic 1   2   3   4    Research is in-depth and covers all systems and required topic areas 1   2   3   4    Time, energy, effort, enthusiasm, and group commitment to the project are evident 1   2   3   4    Project shows mastery of structure and function of human systems 1   2   3   4    Interrelationships between systems are clearly depicted and explained Travel Brochure 30% 1   2   3   4    Travel brochure is neat and shows thought and effort 1   2   3   4    Travel brochure clearly illustrates all structures, functions, and risks associated with travel to each system 1   2   3   4    Travel brochure exhibits creativity Oral presentation 10% 1   2   3   4    Presentation is smooth and shows evidence of preparation Peer and Self Evaluation 10% 1   2   3   4    Evaluations show thought and effort ___________Total Points Grading: A= 37-40B+= 36B= 33-35 C+= 32C= 29-32D+= 28D= 25-27F<= 24 Self And Peer Assessment Please assess everyone in your group including yourself. This assessment should take into consideration cooperation and effort over the entire time allotted for completion of your project. Indicate the tasks performed by each group member and estimate the amount (%) of the total project which each member completed. Remember, the sum of the % should equal 100 %. Group MembersSpecific Project Tasks% of Total Effort1. Self2. 3.4. 5. 100% TotalGroup Grade- Indicate the grade which you feel your group has earned. Briefly describe the reasoning for the group grade. Group Grade _________ Remarks: Source, Faye Gottlieb Cascio http://www.accessexcellence.org/MTC/96PT/Share/cascio.html Virtual knee surgery Web Page Lesson 3 Here is the web page you will need to go to in order to complete this module lesson.  HYPERLINK "http://www.edheads.org" http://www.edheads.org Let the fun begin!! You will need to download Macromedia Flash Player, if you don’t have it installed on your computer.  HYPERLINK "http://www.soft32.com/download_500.html" http://www.soft32.com/download_500.html When you arrive at the web page, click on the “Virtual Knee Surgery tab” Next, Click the “Click here to Start Tab” and you’re on your way!! Virtual knee surgery Lesson Plans Items for discussion -Teachers It would be a good Idea to discuss why certain steps of the surgery occurred in the order they did, and why these steps were performed at all. Discussing the main reasons for the surgery, or even why the surgery would even take place would be beneficial. Reviewing all vocabulary well before the interactive lesson will increase comprehension. In order to run the interactive lesson you will need to download Macromedia Flash. Math- Grade five Congratulations, Every time you take a step your knee (real or artificial) feels a force equivalent to 5 times your body weight. If you weigh 80 pounds, how much force is on your knee? Your teacher weighs 215 pounds. How much force would his knee withstand? 2. How many is a million? In groups of three come up with a way to explain to the class your findings. 3. Your new knee will last for 36 million steps or more. Put on your pedometer when you wake up in the morning and do what you normally do in a day. At the end of the day before you go to bed take off the pedometer and document the amount of steps you took that day. With this data figure out how many steps you take in a day, week, month and a year. When you have this information, compute how many weeks, months, or years it would take before you knee may give out. Grades 5-8 Give examples of how technological advances, influenced by scientific knowledge, affect the quality of life. Design a solution or product taking into account needs and constraints (e.g., cost, time, trade-offs, properties of materials, safety and aesthetics). Why do you think the patient didn’t need painkillers during surgery? What do you think the first knee surgery was like? Get on the Internet and try to find out when the first knee surgery was preformed. Was it a success? How does it differ from the ones preformed today? Why do you think so much care is taken to mark the correct knee to be operated on? Do doctors ever make mistakes? Does your teacher ever make mistakes? Do you ever make mistakes? Scientific Inquiry Grades 5-8 Explain that there are differing sets of procedures for guiding scientific investigations and procedures are determined by the nature of the investigation, safety considerations and appropriate tools. Scientific Ways of Knowing Grades 11-12: Explain how ethical considerations shape scientific endeavors. Are there some scientific endeavors we shouldn’t pursue? Explain how societal issues and considerations affect the progress of science and technology. Biomedical Engineering Integrated Unit (High School) FOR THE TEACHER RATIONALE: At a January 2000 conference at the National Institutes of Health, doctors and researchers from across the country convened to discuss the dearth of follow-up information available on the over 25 million implant devices currently estimated to be in use in America. Such information would be beneficial in allowing doctors and researchers to compare product performance, analyze design flaws and create improved implant designs. Recently, headlines were made by a manufacturing mistake resulting in the recall of thousands of hip implants. Students will learn the importance of careful research, analysis and execution when bringing a new medical product to market and will come to view biology and engineering as different facets of the same design process rather than separate disciplines, as is often taught in school. OBJECTIVES: Students will learn how human hips or knees are commonly replaced Students will study and evaluate a variety of hip or knee implant models Students will make recommendations as to how such models can be improved Students will create an original model of a hip or knee prosthesis OVERVIEW: The unit will be divided into four lessons. During the first lesson, the students will become familiar with the basic anatomy and physiology of the human hip and/or knee. The teacher can decide before the beginning of the unit whether the students should study just one or both joints. Students will read about the recent incident in which thousands of hip implants were recalled because of a manufacturer's defect. They will study diagrams of joint anatomy and examine model joints. The second lesson will focus on types of replacement joints and the surgery necessary to implant a prosthesis into a patient. Students will compare and contrast different types of prostheses and will study several hip and knee explants removed from Cleveland Clinic patients encased in epoxy. This lesson will culminate with a viewing of a live surgery. The third lesson will compare different materials used in implants. Students will read about different implant technologies and materials and will handle metals and polymers used in the creation of hip and knee prosthesis. Students will list the criteria for an appropriate biocompatible material to be used in implants and will choose materials to use in their own model of a new knee or hip implant. The culmination of the unit (Lesson 4) will be a presentation by the students of a new knee or hip implant model. The students must present labeled drawings of their models and a written or oral report on the features of their models that set them apart from existing models. This report may include a summary of research done prior to designing the new model and should also include a bibliography listing all sources of information. Each lesson is not necessarily intended to take one class period. Depending on the length of the class periods and the depth to which the teacher intends to explore the topic, each lesson may be spread out over several days. PREPARATION: This unit is intended as a part of an advanced level biology or physics class or any high school level integrated lab science class. Students should have a working knowledge of basic Newtonian physics and a rudimentary knowledge of basic chemistry, anatomy and physiology. These lessons would be equally well-placed as a culmination to an anatomy and physiology unit or as an introduction to a physics unit on the mechanics of motion. MATERIALS: Human anatomy reference book, model joints of hip and knee, real implants encased in plastic, background and reference materials are provided with this lesson plan. Tools for additional research such as the internet or a well-stocked library may be necessary to complete the final report. SUPPLY KIT: All of the images below show components of a supply kit that is available to any school teacher who wishes to use this lesson plan. Please contact Katie Root at  HYPERLINK "mailto:rootc@ccf.org" rootc@ccf.org for details regarding borrowing this supply kit.  INCLUDEPICTURE "http://www.lerner.ccf.org/bme/education/k12/biomaterials/images/biomat01_small.jpg" \* MERGEFORMATINET  INCLUDEPICTURE "http://www.lerner.ccf.org/bme/education/k12/biomaterials/images/biomat02_small.jpg" \* MERGEFORMATINET  INCLUDEPICTURE "http://www.lerner.ccf.org/bme/education/k12/biomaterials/images/biomat03_small.jpg" \* MERGEFORMATINET  INCLUDEPICTURE "http://www.lerner.ccf.org/bme/education/k12/biomaterials/images/biomat04_small.jpg" \* MERGEFORMATINET  INCLUDEPICTURE "http://www.lerner.ccf.org/bme/education/k12/biomaterials/images/biomat05_small.jpg" \* MERGEFORMATINET Knee #1Knee #2Retrieved hip implantRetrieved knee implantRetrieved acetabulum INCLUDEPICTURE "http://www.lerner.ccf.org/bme/education/k12/biomaterials/images/biomat06_small.jpg" \* MERGEFORMATINET  INCLUDEPICTURE "http://www.lerner.ccf.org/bme/education/k12/biomaterials/images/biomat07_small.jpg" \* MERGEFORMATINET  INCLUDEPICTURE "http://www.lerner.ccf.org/bme/education/k12/biomaterials/images/biomat08_small.jpg" \* MERGEFORMATINET  INCLUDEPICTURE "http://www.lerner.ccf.org/bme/education/k12/biomaterials/images/biomat09_small.jpg" \* MERGEFORMATINET  INCLUDEPICTURE "http://www.lerner.ccf.org/bme/education/k12/biomaterials/images/biomat10_small.jpg" \* MERGEFORMATINET Retrieved knee #2Bone screwMetal implantsHip model #1Hip model #2 LESSONS: Lesson One. In this introductory lesson, students will hear a brief overview from the teacher about medical implants and will read about a hip implantation that was recalled due to a manufacturer's defect. They will discuss why it is important to test medical implants thoroughly before use and the need for tracking medical implants and improving their designs. Students will examine 3-D hip and knee models, several hip and knee explants encased in plastic and some hardware that has not been implanted. Homework: Color hip and/or knee anatomical diagrams from the Anatomy Coloring Book, read about implant procedures and a patient's perspective on joint replacement.  HYPERLINK "http://www.amazon.com/exec/obidos/tg/detail/-/0064550168/104-2717920-2958349?v=glance" http://www.amazon.com/exec/obidos/tg/detail/-/0064550168/104-2717920-2958349?v=glance (Anatomy Coloring Book) Lesson Two. This lesson will begin with a review of joint anatomy and another examination of the implant hardware and human explants. Students should note differences in implant model designs. The high point of this lesson will be a live viewing of an implant operation. By setting up a camera at the Cleveland Clinic (http://www.clevelandclinic.org) with a live feed to the classroom at John Hay, the students can watch the operation in real time and can ask questions of the doctors during the operation. Alternatives to this plan are to allow the students to come to the clinic to watch an operation from the viewing room or to show a videotape of an implant operation. Homework: Written response to the operation viewed. Suggested writing ideas: Did anything surprise you about how the prosthesis was implanted? Did the operation proceed the way you had expected it to? Would you undergo such an operation if necessary? Lesson Three. Lesson three will be an analysis of the materials used to make implants. First, students will brainstorm important qualities for implant materials. Then, after reviewing information about the materials used in implants or search the internet using the keyword "biomaterials"), students will determine which materials seem to be best suited for use in implants Students will be able to handle a number of materials commonly used in implants and will begin to think about their own, unique designs for a new type of implant. These designs may be closely modeled after existing implant designs but must contain one new element or combination of design features. Homework. Students will draw a prototype of their implant design and write a brief paragraph describing it. Lesson Four. The last lesson will be a presentation of their new implant design to the teacher and the rest of the class. Each student will have an opportunity to explain how his or her design is an improvement on some aspect of a current implant design. Along with this explanation should be an analysis of any drawbacks to their design such as excessive cost, difficulty in manufacture or implantation, or compromise of one aspect of the design's performance in order to enhance another feature. Homework: Written response to another student's design seen in class. Suggested writing ideas: Is there one feature of this student's design you thought was especially creative or unique? Does the design look like it will work? Does the design have any flaws its designer did not discuss? FOLLOW-UP AND EXTENSIONS: 1. Investigate another type of implant. What kinds of information does a researcher need to have in order to design and implant of this type? Could you improve on this implant as well? 2. Could you design a totally new type of implant or prosthesis that would benefit mankind? 3.Interview someone who has gotten a knee or hip implant and report back to the class. 4. Calculate roughly how much it costs to design an implant or to have an implant operation. Are the results always worth the investment? How long would it take an investor to recoup the money spent designing a new type of implant? FOR THE STUDENT: DESIGNING THE BIONIC MAN PART I - REPLACEMENT JOINTS In this lesson, you will be called upon to design a better replacement joint to improve the lives of the thousands of patients every year whose knee or hip joints have deteriorated to the point where they can no longer live a normal life. Biomedical engineers have long been working on solutions to this very problem, and improvements to the design and implantation of the artificial joint have been significant. However, current replacement knee and hip joints have a maximum lifespan of only 10 - 20 years depending on the age and activity level of the patient and the type of replacement joint used. With people living longer, more active lives, this has meant that some patients must have their artificial joints replaced. Recently, headlines were made by a company whose defective replacement hips were sold and implanted into thousands of patients. These patients and their doctors must now decide whether another surgery to replace the defective joint is necessary or whether the patient should try to live with the defective joint that may never perform as it should. The design, manufacture and placement of these artificial joints require a high degree of skill and a thorough knowledge of physics, biology and chemistry. Through this unit, you will see how a solid grounding in all of these scientific disciplines is necessary to become a biomedical engineer. UNIT OVERVIEW Lesson One. Examine 3-D hip and knee models, replacement joint models Learn about the hip recall by Sulzer Orthopedics Inspect explants taken from orthopedic patients Overview the implantation procedure Homework: Color diagrams from the anatomy coloring book. Learn important anatomical terms. Read about joint replacement from a patient's perspective. Lesson Two. Comparison of implant designs live viewing of an implant operation either at the Cleveland Clinic or by a live feed at John Hay (http://www.brown.edu/Facilities/University_Library/libs/hay/) from a camera in the operating room. Homework. Write a response to the operation you watched today. Did it go the way you thought it would? Did you feel uncomfortable watching any part of the operation? Do you have questions you would like to ask the doctor or the patient? Lesson Three. Examine materials used to make implants. Look at a variety of hip and knee implant models Brainstorm improvements that could be made to these models Begin to design your own implant model with at least one original or unique feature. Homework: Complete a sketch of your design for a hip or knee implant with at least one improved or unique feature. Prepare to present your design to your classmates. Along with outlining the features of your implant design, offer an analysis of any drawbacks to your design such as excessive cost, difficulty in obtaining the materials, difficulties with implantation, etc. Write a paragraph describing why you believe your model would be better than any currently being sold. Lesson Four. Present implant designs to the class. Analyze and evaluate the designs presented. Homework: Write a response to one of your classmate’s designs. What did you like about it? Were there any drawbacks to the design? Did it show original thought? Websites useful for this unit: 1. The website www.totallyhip.org offers a personal glimpse into the lives of people who have had total hip replacement operations. Read "Linda's Hip Story" to get a very detailed picture of what it is like to go through hip replacement surgery. Use with Lesson  HYPERLINK "http://www.totallyhip.org/" http://www.totallyhip.org/ 2. The following are general information sites on hip and knee anatomy and replacement surgery:  HYPERLINK "http://www.scoi.com" www.scoi.com  HYPERLINK "http://www.eecs.umich.edu/" www.eecs.umich.edu/  HYPERLINK "http://www.vh.org/Patients/IHB/Ortho/KneeReplace/KneeReplacement.html" www.vh.org/Patients/IHB/Ortho/KneeReplace/KneeReplacement.html 5. These sites explain how artificial joints can wear out over time and what can be done about it:  HYPERLINK "http://www.cwru.edu/pubs/cnews/1998/4-30/implants.html" www.cwru.edu/pubs/cnews/1998/4-30/implants.html Sources- By  HYPERLINK "mailto:ebyj@lerner.ccf.org" Janeth Eby Learner Research Institute National Science Standards      Content Standards Grades 5-8: Understandings about scientific Inquiry. Understanding of structure and function in living systems, reproduction and heredity. Abilities of technological design and understandings about science and technology. Personal health risks and benefits, science and technology in society. Grades 9-12: Understandings about scientific inquiry. Matter, energy and organization in living systems and behavior of organisms. Abilities of technological design, understandings about science and technology. Natural and human-induced hazards, science and technology in local, national, and global challenges. Understanding of the nature of scientific knowledge and science as a human endeavor. Appendix A  Appendix B  HYPERLINK "http://www.klbschool.org.uk/interactive/science/skeleton.htm" http://www.klbschool.org.uk/interactive/science/skeleton.htm  INCLUDEPICTURE "http://www.klbschool.org.uk/interactive/science/skeleton.gif" \* MERGEFORMATINET  Appendix C Student Evaluation Activity_________________________ Science Class_________________________ Your teacher is helping with a project to design science lessons. You can help with the project by answering a few questions about the lessons you have just finished. Please remember that the questions are about the lesson, not about the teacher. Do not put your name on this paper. Check each statement just once to tell us how you agree or disagree with the statement. 1. I learned something about engineering and science that I didn't know before. __________strongly agree __________agree __________disagree __________strongly disagree 2. I like being able to do science activities, rather than just reading about them. __________strongly agree __________agree __________disagree __________strongly disagree 3. I could easily understand the science lesson. __________strongly agree __________agree __________disagree __________strongly disagree 4. I would have liked it better, if the teacher had just told us about the lesson instead of having us do it. __________strongly agree __________agree __________disagree __________strongly disagree 5. The lesson was well discussed when we completed it. __________strongly agree __________agree __________disagree __________strongly disagree 6. This type of lesson makes me want to follow-up with more of my own investigations. __________strongly agree __________agree __________disagree __________strongly disagree 7. This kind of science lesson makes me interested in engineering. __________strongly agree __________agree __________disagree __________strongly disagree     PAGE  PAGE 1 8 į“ • ¦ ź ū iĖÖ×ćÖŽ;Sopqłi!‰!S"V""®&Ę&F+N+]+_+ƒ+'.;.‡1™1J4m448K8K:i:k:‘:S>k>Õ@ė@XFqF¦H¼HųóļåóŽóŽóļŌŹæļŌ“®¦ļ®ŸæóļŌ®Ÿ–ŸŌ®ŌæŌļóļļļļļóļļļļļ hUo456hUo40J5CJ hUo45CJhUo4OJQJ hUo4CJhUo46CJOJQJhUo45CJOJQJhUo4CJ$OJQJhUo4CJOJQJ hUo45CJ$hUo45B*phhUo4 hUo45 hUo45CJ 88Zpqr~‰ įāõö  . 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