CONSTRUCT A LEAKPROOF

MOLDMary Biediger

John Marshall High School – NISDDr. Duncan Maitland, Biomedical

Device Laboratory

IN THE LAB The focus of the research is stroke

prevention and treatment.

The devices being developed are made of shape memory polymers

The engineering in the lab runs the gamut for engineering disciplines

PRELIMINARY ACTIVITY - RESEARCH Define - aneurysm

Formal Definition Plain terminology description

Find statistics – cases per year (USA)

Identify known risk factors

Identify some symptoms and warning signs

Identify family members/close friends who have been diagnosed.

FIRST CLASS DAY (OF FIVE) Groups assigned – 3 or 4 students per group

Small group discussion – share information, solidify understanding of the disease

Task – students are given model of an actual size aneurysm with parent vessel

Begin discussion - how to construct a mold that can be cast to fit the aneurysm model

MATERIALS REQUIRED Composition notebook – 1 per group

All sketches, plans, specifications will be done in the notebook

A summary of the group’s progress will be recorded here (each day they work on the project)

Any problems they encounter in the project will be recorded here

Actual size aneurysm model (made of modeling clay)

Pencils, ruler, eraser

OUTPUT – DAY 1 Group definition of aneurysm

Compiled data

Compiled list of risk factors

Compiled list of symptoms

General sketches of the design

SECOND CLASS DAY (OF FIVE) Materials selection (samples provided)

Cardboard sheets (by the square foot)Polystyrene material (by the square 9”x9”)Meat packaging trays (by the square 6”x 6”)Packing tape (by the inch)Aluminum tape (by the inch)String (by the foot)Popsicle sticks (per each)Toothpicks (per each)Gelatin (by the milliliter)

Budget

MATERIALS REQUIRED

Samples of each material provided

This day is planning/decision making ONLY

OUTPUT – DAY 2

Record group decisions about materials to use in the notebook Include quantities

Calculate total estimated cost (must be under budget) in notebook

THIRD CLASS DAY (OF FIVE)

Purchase materials

Construct the container

MATERIALS REQUIREDCardboard sheets (by the square foot)Polystyrene take-out container material (by

the square 9”x9”)Meat packaging trays (by the square 6”x

6”)Packing tape (by the inch)Aluminum tape (by the inch)String (by the foot)Popsicle sticks (per each)Toothpicks (per each)

OUTPUT – DAY 3 Completed mold

3D sketch of mold in notebook (with dimensions labeled)

Net sketch of mold (with dimensions labeled)

Notes about difficulties, discussion, etc.

Predict effectiveness

FOURTH DAY OF CLASS (OF FIVE) Pour the gelatin in the mold

Check for leaksRedesign if necessary

Leave to set

MATERIALS REQUIRED

Gelatin (prepared)

Plastic tubs/trays

OUTPUT – DAY 4

Mold cast

Notebook record – What problems did you find with your mold?How can you fix it?Redesign – Sketches + construct

FIFTH DAY OF CLASS (OF FIVE) Communicate the solution

Present product (5 minutes per group)

Disclose problems encountered and solutions devised

Explain what they would do differently if they could redesign again

MAIN GOALS Give students an opportunity to design an object that

satisfies some specification

Work collaboratively

Make decisions

Experience the engineering design process

TAKS objective – 6, 7, 8, and 10 Geometric relationships and spatial reasoning Understanding 2 and 3 dimensional shapes Understand the concept of measurement and similarity Mathematical processes

AUXILIARY GOALS Develop awareness of aneurysms

Identify symptoms

Learn about current treatment options

Determine familial connections to this condition

2ND PROJECT – DIP COATING Pretzels and melted chocolate

Measure diameter after each dip

Predict next diameter after each dip

Plot data on graph

Determine function and write model

2ND PROJECT - OBJECTIVES Main Objectives

Measure diameter of circleDetermine thickness of tube Generate and plot data Identify parent functionWrite modelTest model

Auxiliary ObjectivesLearn about a biomedical device – stentMake a fun snack

PRECALCULUS TEKS (P.1)  The student defines functions, describes

characteristics of functions, and translates among verbal, numerical, graphical, and symbolic representations of functions, including polynomial, … exponential, … and piecewise-defined functions.

The student is expected to: (A)  describe parent functions symbolically

and graphically, including f(x) = xn, … f(x) = ex, …

(B)  determine the domain and range of functions using graphs, tables, and symbols;

TEKS CONTINUED (P.2)  The student interprets the

meaning of the symbolic representations of functions and operations on functions to solve meaningful problems.

The student is expected to: (A)  apply basic transformations,

including a • f(x), f(x) + d, f(x - c), f(b • x), …, to the parent functions;

TEKS CONTINUED (P.3)  The student uses functions and their

properties, tools and technology, to model and solve meaningful problems.

The student is expected to: (B)  use functions such as logarithmic,

exponential, trigonometric, polynomial, etc. to model real-life data;

(C)  use regression to determine the appropriateness of a linear function to model real-life data (including using technology to determine the correlation coefficient);

(D)  use properties of functions to analyze and solve problems and make predictions; and

PRE/POST TEST SAMPLE

THANK YOU!This has been a very rewarding experience that will pay dividends in my students for years to come.

John Horn – Graduate student who served as my mentor Dorothy Ringer Sumner – my partner for being a

sounding board and exchanging ideas Dr. Duncan Maitland for allowing me access to his lab to

learn about engineering Matthew Parioythorn, Dr. Robin Autenrieth, Dr. Cheryl

Page, Dr. Arun Srinivasa, Ashwin Rao for organizing the program and giving teachers access to this invaluable experience

NSF, NPI, and TWC for funding this experience My 2011 E3 cohort, within which I’ve found many

intriguing personalities and friends from around the state.