Victorian Curriculum Links

Science Understanding

Scientific understandings, discoveries and inventions are used to inform personal and community decisions and to solve problems that directly affect people’s lives (VCSSU073)

Science Inquiry Skills

Suggest improvements to the methods used to investigate a question or solve a problem (VCSIS087)

Communicate ideas and processes using evidence to develop explanations of events and phenomena and to identify simple cause-and-effect relationships (VCSIS088)

Activity Description

People are living more productive and longer lives today because of the work of biomedical engineers who develop assistive technologies, such as wheelchairs, contact lenses, eye surgery laser equipment, replacement limbs, diagnostic testing equipment, medicines and all sorts of new medical technologies. Students need to understand the importance of an inclusive society.

Students are given a biomedical engineering challenge where student groups design a prototype device that will help children using crutches carry things, such as books and school supplies.

Key Learning Intentions

After this activity, students should be able to:

• Solve an open-ended design problem.

• Use the engineering design process to solve a problem.

• Develop multiple solutions to a design problem.

Instructions

Materials

• Computers with Internet access

• Pencils and paper or notebook

• Measuring rulers or tape measures

Tune In
Have you ever had an injury of your leg or foot that required you to use crutches for a few days, or maybe weeks or months?

What was it like to use crutches? Direct students to conduct a think-pair-share on this topic. Then student share.  

Imagine you are at school on crutches. How would you carry your supplies if your hands are not free and a backpack cannot be used? It means that you would need a device to assist you when carrying the things you need each day to class. Brainstorm ideas to solve this problem.

Activity
Use the Project Design Criteria card to present the problem statement: Design a device to enable a person on crutches to carry books and small objects.

1. Divide the class into work groups of two or three students each.

2. Tell students that they are beginning step 2 of the engineering design process: research the need or problem.

3. Direct students to use computers with Internet access to complete the guided research handout. What they learn from the research is important and relevant for working on their designs.

4. Students then can begin step 3 to imagine possible solutions by brainstorming and designing possible carrying devices. Remind them to make no final design decisions right away; this is the time for groups to explore and build off ideas contributed by every team member (called brainstorming), discuss the pros and cons of functionality and materials, and agree as a team on a final "best" design solution that meets all the constraints (EDP step 4: select the best possible solution).

5. Have groups create drawings of their devices that include descriptions such as dimensions and materials.

6. Students then present their designs to the class, explaining the uses and reasons behind the design.

Discussion and Assessment

Think – Pair – Share

Students sharing their designs will give the teacher an insight into whether the students have had deep thinking through the process.