Module 1 - Background: Upper Limb Differences and Assistive Devices
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Module 1 Goal: To provide students with the historical, technological, empathic, and humanitarian context in which to understand and appreciate the 3D printed assistive device movement and the work they potentially might do with this movement.
Lesson 1.1: Upper limb differences and assistive devices
Lesson 1.2: Simple “Grabber” projects
Lesson 1.3: What can kids do? Digital humanitarianism and the future of helping
Resources used in this Module:
Video
1.1 We’re the Superheroes - Rio Paralympics Trailer
1.1 PBS Newshour: Robotic arms
1.1 Hands of the Future
1.1 The DARPA Challenge
1.2 How It’s Made: Robot Arm
1.3 Digital Humanitarianism
Powerpoints
1.1 Upper Limb Differences
1.1 No More Peg Legs and Hooks
1.3 Brief History of the 3D Printed Prosthetic Movement
1.3 What Can Kids Do?
Websites
1.1 Tech Crunch: The Future of 3D Printed Prosthetics
1.1 PBS Design Squad Global
1.1 9 Amazing DIY Prosthetics
1.2 PBS: Construct a Helping Hand
1.2 Simple Extendable Grabber
1.2 DIY “Soft Robotic” tentacle grabber
1.2 Mechanical trash grabber
1.3 Field Ready - Transforming Humanitarian Responses
Rubrics/Student Assignments/Articles
1.1 NYT: Becoming Disabled
1.1 “Next Generation Assistive Devices” jigsaw activity
1.2 Grabber Testing Sheet
1.2 Design Process Sheet
1.3 Gallery walk sheet
1.3 Engineering.com - ECF Gets Personal
Lesson 1.1: Upper limb differences and assistive devices
Lesson 1.2: Simple “Grabber” projects
Lesson 1.3: What can kids do? Digital humanitarianism and the future of helping
Resources used in this Module:
Video
1.1 We’re the Superheroes - Rio Paralympics Trailer
1.1 PBS Newshour: Robotic arms
1.1 Hands of the Future
1.1 The DARPA Challenge
1.2 How It’s Made: Robot Arm
1.3 Digital Humanitarianism
Powerpoints
1.1 Upper Limb Differences
1.1 No More Peg Legs and Hooks
1.3 Brief History of the 3D Printed Prosthetic Movement
1.3 What Can Kids Do?
Websites
1.1 Tech Crunch: The Future of 3D Printed Prosthetics
1.1 PBS Design Squad Global
1.1 9 Amazing DIY Prosthetics
1.2 PBS: Construct a Helping Hand
1.2 Simple Extendable Grabber
1.2 DIY “Soft Robotic” tentacle grabber
1.2 Mechanical trash grabber
1.3 Field Ready - Transforming Humanitarian Responses
Rubrics/Student Assignments/Articles
1.1 NYT: Becoming Disabled
1.1 “Next Generation Assistive Devices” jigsaw activity
1.2 Grabber Testing Sheet
1.2 Design Process Sheet
1.3 Gallery walk sheet
1.3 Engineering.com - ECF Gets Personal
Lesson 1.1: Upper limb differences and assistive devices
Lesson Objectives: Following this lesson, students will:
In a full class discussion, have students generate a list (or Wordle) of words that answer the question “what do you think of when you hear the word “disability”
Show the video “We’re the Superheroes” - Rio Paralympics Trailer
Return to the list - are there any terms we would like to add, change, remove, etc. Have any students changed their concept of the term “disability”?
Lesson body:
Lesson conclusion:
Exit ticket - Triangle Square Circle
Notes:
For an alternate lesson, check out Teach Engineering’s Pirate’s of Prosthetics project which includes an excellent vocabulary list of terms associated with upper limb differences and prosthetics and a great pdf presentation on prosthetics called No More Peg Legs and Hooks.
Also worth sharing with students is the website: 9 Amazing DIY Prosthetics
And this PBS Design Squad Global unit is also incredible
As is this article from the New York Times: http://www.nytimes.com/2016/08/21/opinion/sunday/becoming-disabled.html
Lesson Objectives: Following this lesson, students will:
- Appreciate the concept of “upper limb differences” (causes, incidence, manifestation, etc.)
- Understand the role of assistive devices in helping children with upper limb differences
In a full class discussion, have students generate a list (or Wordle) of words that answer the question “what do you think of when you hear the word “disability”
Show the video “We’re the Superheroes” - Rio Paralympics Trailer
Return to the list - are there any terms we would like to add, change, remove, etc. Have any students changed their concept of the term “disability”?
Lesson body:
- Share “Upper Limb Differences” powerpoint with students
- Form groups of 4. Using “Next Generation Assistive Devices” jigsaw activity - recording sheets for each video, Jigsaw the concept of “robotics and next generation assistive devices” by having each group send 1 member to one of four mini lesson groups:
- Have students return to groups of 4 to share out their thoughts regarding the video they just watched
Lesson conclusion:
Exit ticket - Triangle Square Circle
Notes:
For an alternate lesson, check out Teach Engineering’s Pirate’s of Prosthetics project which includes an excellent vocabulary list of terms associated with upper limb differences and prosthetics and a great pdf presentation on prosthetics called No More Peg Legs and Hooks.
Also worth sharing with students is the website: 9 Amazing DIY Prosthetics
And this PBS Design Squad Global unit is also incredible
As is this article from the New York Times: http://www.nytimes.com/2016/08/21/opinion/sunday/becoming-disabled.html
Lesson 1.2: Simple “Grabber Projects
Note: Since the development of this curriculum, Rich has created a new 3D printed “Grab-Tor” (Grabbers based on the Raptor Reloaded eNABLE hand) initiative – ed resources are coming but, for the moment, please check out this presentation that explains how to hack Raptor files, create Grab-Tor files, print and assemble Grab-Tors and some educational extensions of this activity. Also check out this Grab-Tor article in the Enabling The Future blog.
Lesson Objectives: Following this lesson, students will:
Lesson Intro:
Show video: How It’s Made: Robot Arm
Brief preview of and connection to the work to follow.
Lesson body:
Note: The purpose of this activity is to introduce students to the idea of designing and/or creating a model of a prosthetic or a functional mechanical device that uses body power (or another form of power) to grab or lift an object. We have built this lesson around the PBS Kids Design Squad activity “Build a Helping Hand” activity, but teachers are encouraged to select a “grabber”/prosthetic construction product that suits their students’ ability level from this list:
Simple extending grabber DIY “Soft Robotic” tentacle grabber
Mechanical trash grabber Autodesk VEX robot gripper (CAD only)
Build a “Treasure Grab” device Lower leg project
Possible extension project Cardboard Hydraulic Powered Robotic Arm
1. Gather materials outlined in http://pbskids.org/designsquad/parentseducators/resources/helping_hand.html
four brass fasteners corrugated cardboard hole punch two rubber bands
sandpaper scissors String tape (duct or masking)
four toothpicks four wooden skewers yardstick Pail
objects to pick up (e.g. cotton balls, plastic soda bottles, and paper cups)
and present challenge to students: “Design and build a device that does the following 5 tasks:” and then share Grabber Testing Sheet that explains the 5 tasks to be performed
2. Have students moving through the steps of the Design Squad Design Process, using the Design Process Sheet to Document. Begin by stating problem, brainstorming solutions, and deciding on a 1st prototype design.
3. Build, Test, Evaluate & Redesign - Students use the Materials to build grabber. They test it by trying to pick up different objects. They then evaluate the performance, redesign grabber and test again. Encourage students to try different ideas, learn from mistakes, not get discouraged and ensure that they are documenting their progress on the Design Process Sheet
4. Final testing, debrief, and reflection - Grabber Testing Sheet
Lesson conclusion:
Assignment: compare performance of your group’s “Helping Hand” - what factors contributed to the success of some of the most effective grabbers? What improvements could have helped the performance of other “Helping Hands” and why?
Note: Since the development of this curriculum, Rich has created a new 3D printed “Grab-Tor” (Grabbers based on the Raptor Reloaded eNABLE hand) initiative – ed resources are coming but, for the moment, please check out this presentation that explains how to hack Raptor files, create Grab-Tor files, print and assemble Grab-Tors and some educational extensions of this activity. Also check out this Grab-Tor article in the Enabling The Future blog.
Lesson Objectives: Following this lesson, students will:
- have worked in collaborative groups to construct a simple, functional “grabber” device
- have a good sense of the STEM and design principles involved in producing a simple but successful mechanical “grabber”
Lesson Intro:
Show video: How It’s Made: Robot Arm
Brief preview of and connection to the work to follow.
Lesson body:
Note: The purpose of this activity is to introduce students to the idea of designing and/or creating a model of a prosthetic or a functional mechanical device that uses body power (or another form of power) to grab or lift an object. We have built this lesson around the PBS Kids Design Squad activity “Build a Helping Hand” activity, but teachers are encouraged to select a “grabber”/prosthetic construction product that suits their students’ ability level from this list:
Simple extending grabber DIY “Soft Robotic” tentacle grabber
Mechanical trash grabber Autodesk VEX robot gripper (CAD only)
Build a “Treasure Grab” device Lower leg project
Possible extension project Cardboard Hydraulic Powered Robotic Arm
1. Gather materials outlined in http://pbskids.org/designsquad/parentseducators/resources/helping_hand.html
four brass fasteners corrugated cardboard hole punch two rubber bands
sandpaper scissors String tape (duct or masking)
four toothpicks four wooden skewers yardstick Pail
objects to pick up (e.g. cotton balls, plastic soda bottles, and paper cups)
and present challenge to students: “Design and build a device that does the following 5 tasks:” and then share Grabber Testing Sheet that explains the 5 tasks to be performed
2. Have students moving through the steps of the Design Squad Design Process, using the Design Process Sheet to Document. Begin by stating problem, brainstorming solutions, and deciding on a 1st prototype design.
3. Build, Test, Evaluate & Redesign - Students use the Materials to build grabber. They test it by trying to pick up different objects. They then evaluate the performance, redesign grabber and test again. Encourage students to try different ideas, learn from mistakes, not get discouraged and ensure that they are documenting their progress on the Design Process Sheet
4. Final testing, debrief, and reflection - Grabber Testing Sheet
Lesson conclusion:
Assignment: compare performance of your group’s “Helping Hand” - what factors contributed to the success of some of the most effective grabbers? What improvements could have helped the performance of other “Helping Hands” and why?
Lesson 1.3: What can kids do? Digital humanitarianism and the future of helping
Lesson Objectives: Following this lesson, students will:
- Understand the past, present, and future of the 3D printed prosthetic movement and the ways in which additive manufacturing and crowd-sourcing is democratizing creation and distribution of assistive devices
- Appreciate the role of empathy, creativity, collaboration, critical thinking, service, and new technologies in helping others solve their problems
- Have an inkling of ways that young people can become agents of positive change in their own lives and in local and global communities
Lesson Intro:
Introduce concept of a gallery walk, including expectations
Lesson body:
- Divide the class into 5 groups and give each a large piece of poster paper
- Each group will receive a resource (Powerpoint, video, or website) that they will research for 20 minutes. Once group has thoroughly investigated the resource they have been assigned, they will create a “gallery artifact” (i.e. informational poster) that gives the following information:
- Topic or title of Resource
- Brief (no more than 3 sentences) summary of resource
- Top 5 points that one should learn from this resource
- Reflection on the piece (choose one):
- “This was an important piece because…”
- “This resource made us think differently about____because___”
- “One thing that concerned us about this piece was _____ because____”
- Groups will post their “gallery artifacts” around the room
- Gallery walk - Students will silently walk around the room, focusing on 3 artifacts. For each “gallery stations”, students will:
- Read the information on the artifact
- On their Gallery walk sheet, summarize the information
- Answer the following questions: What did you learn that was interesting about how people help each other (humanitarianism)? How is humanitarianism changing? What are challenges to humanitarianism?
Kids and Digital Humanitarianism - “Gallery Artifact” Resources - Enable Community Foundation: Addressing a global need and the limitations of “superheroes”
- What can kids do?
- Digital Humanitarianism
- Field Ready - Transforming the way humanitarian responses to disasters happen
- Enabling the Future
Lesson conclusion: Have students share out and hand in their Gallery Gallery walk sheet