Module 5 - The Scientific Concepts Behind eNABLE Devices
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Module 5 Goal: To provide students with an opportunity to understand the general STEM principles that determine prosthetic effectiveness, have them apply these to eNABLE devices, and create authentic products: Education Tools that other schools could use.
Module 5 Part 1: How do eNABLE devices actually work? Research: What are the areas of science that affect prosthetic performance?
Module 5 Part 2: How do our eNABLE devices actually work? Research: Application of prosthetic science concepts to eNABLE Devices
Module 5 Part 3: How do our eNABLE devices actually work? Research: Completion of Educational Tool and Teaching Classmates
Resources Used in this Module
Videos
5.1 Being Aaron Ralston - Amputee Mountaineer
5.1 How does the Phoenix Hand Work
Websites
5.1 How Prosthetic Limbs Work
5.1 KQED Education Media Making Toolkit
5.1 Science Behind eNABLE Devices - Student Research Resources:
Forces - Inner Body, Physics of Prosthetics
Friction - CK12, NCERT
Simple Machines - Inner Body, CIJE,
Elastic Potential Energy - Khan Academy, Tabitha Buehler
Energy Transformations - How Stuff Works, Physics of Prosthetics,
Upper LImb Prosthetic
Materials Science - How Stuff Works, Explain That Stuff, 3DPI
Hand Biology - NIH, eOrthopodTV
5.1 Potential Online Student Presentation Tools
Best Classroom Tools, 13 Free Web Tools, 40 Apps for Presentations
Rubrics/Student Assignments
5.1 BIE 9-12 Student Presentation Rubric
5.1 Multimedia Presentation Student Checklist
5.1 Mulitmedia Presentation Rubrics
EdTechTeacher, BIE Creativity Rubric, BIE Collaboration Rubric, Rubistar
5.2 Media Planning Worksheet
5.3 Cornell Note Taking Guide
5.3 Project Presentation Audience Feedback Form
Module 5 Part 1: How do eNABLE devices actually work? Research: What are the areas of science that affect prosthetic performance?
Module 5 Part 2: How do our eNABLE devices actually work? Research: Application of prosthetic science concepts to eNABLE Devices
Module 5 Part 3: How do our eNABLE devices actually work? Research: Completion of Educational Tool and Teaching Classmates
Resources Used in this Module
Videos
5.1 Being Aaron Ralston - Amputee Mountaineer
5.1 How does the Phoenix Hand Work
Websites
5.1 How Prosthetic Limbs Work
5.1 KQED Education Media Making Toolkit
5.1 Science Behind eNABLE Devices - Student Research Resources:
Forces - Inner Body, Physics of Prosthetics
Friction - CK12, NCERT
Simple Machines - Inner Body, CIJE,
Elastic Potential Energy - Khan Academy, Tabitha Buehler
Energy Transformations - How Stuff Works, Physics of Prosthetics,
Upper LImb Prosthetic
Materials Science - How Stuff Works, Explain That Stuff, 3DPI
Hand Biology - NIH, eOrthopodTV
5.1 Potential Online Student Presentation Tools
Best Classroom Tools, 13 Free Web Tools, 40 Apps for Presentations
Rubrics/Student Assignments
5.1 BIE 9-12 Student Presentation Rubric
5.1 Multimedia Presentation Student Checklist
5.1 Mulitmedia Presentation Rubrics
EdTechTeacher, BIE Creativity Rubric, BIE Collaboration Rubric, Rubistar
5.2 Media Planning Worksheet
5.3 Cornell Note Taking Guide
5.3 Project Presentation Audience Feedback Form
Module 5: Education Tool Project Part 1 - Research - What are the areas of science that affect prosthetic performance?
Lesson Objectives: Following this part of module 4, students will:
Lesson Intro:
Lesson body:
5. Although focused on building the conceptual framework for their area of study, groups should also begin considering the multimedia platform or format of their final Educational Tool.
Potential Online Student Presentation Tools:
- https://www.commonsense.org/education/top-picks/best-classroom-tools-for-presentations-and-slide-shows
- https://ww2.kqed.org/mindshift/2013/07/08/13-free-web-tools-students-and-teachers-should-know-about/
- http://www.techlearning.com/default.aspx?tabid=100&entryid=5848
Students may also get information/rubrics about what constitutes an excellent multimedia Educational Tool:
http://edtechteacher.org/assessment/
http://www.bie.org/object/document/6_12_creativity_innovation_rubric_ccss_aligned
http://www.bie.org/object/document/6_12_collaboration_rubric_ccss_aligned
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2562213&
Lesson conclusion:
Exit Ticket - Where is your group and what are your next steps?
Lesson Objectives: Following this part of module 4, students will:
- Understand the lack of authentic resources that explain the STEM principles behind eNABLE devices
- Have started gathering research about how mechanical prosthetics work, focusing on one specific scientific aspect involved in body powered mechanical prosthetics
Lesson Intro:
- Show video: Being Aaron Ralston - Amputee Mountaineer
Lesson body:
- Explain to students that they will be creating authentic resources: educational tools that explain the STEM principles behind eNABLE devices that other schools might be able to use. Following this each group will create an Educational Tool that will:
- Focus on one of the suggested scientific aspect of eNABLE devices
- Be useful to teachers who will be looking for resources to teach their students the scientific concepts behind eNABLE devices.
- Be created with a specific grade level audience in mind
- Contain specific, detailed, concise, useful and accurate information
- Not be plagiarized - all sources must be cited
- Be organized, have a logical flow of information, and have a professional appearance
- Be in a multimedia format that is interesting and engaging for students, including creative use of images, video, and/or graphics
- Clearly reference your school, but not include any last names of students
- Conduct a brainstorming session of questions relating to the different areas of scientific concepts that influence the performance of prosthetic devices: forces, friction, simple machines, elastic potential energy, energy transformations, materials science, and hand biology
- Break class into groups. Each group will be producing a multimedia Educational Tool that focuses on one specific area of science that affects the performance of eNABLE devices. Essentially, each group will be constructing a general understanding of the area of science they are investigating, research the ways in which these concepts influence the performance of prosthetics in general, and then specifically apply this understanding to eNABLE devices.
- Each group will teach their class about their scientific aspect and how it affects the performance of eNABLE devices – there may even be potential to share their multimedia Education Tool with Enabling The Future. Note: Jen Owen from Enabling the Future encourages schools to tag any of their work posted in social media with @enablethefuture in order to bring their work to her attention. The following rubric will be used to determine quality of Education Tools before contacting Enabling the Future to see if they are interested in featuring this tool.
- Student groups begin research. Start by having each group read How Prosthetic Limbs Work and view the video: How does the Phoenix Hand Work? Below are several on-line resource suggestions but students are encouraged to find more - and include excellent resources that inform their Educational Tool when citing sources. Additionally, teachers may consider having students play specific research roles within groups (general scientific concept information, role of this concept in prosthetics, application to eNABLE devices, etc.)
- Forces
- Friction
- Simple machines - the lever
- Elastic Potential Energy
- Energy Transformations
- Materials science
- Hand biology
5. Although focused on building the conceptual framework for their area of study, groups should also begin considering the multimedia platform or format of their final Educational Tool.
Potential Online Student Presentation Tools:
- https://www.commonsense.org/education/top-picks/best-classroom-tools-for-presentations-and-slide-shows
- https://ww2.kqed.org/mindshift/2013/07/08/13-free-web-tools-students-and-teachers-should-know-about/
- http://www.techlearning.com/default.aspx?tabid=100&entryid=5848
Students may also get information/rubrics about what constitutes an excellent multimedia Educational Tool:
http://edtechteacher.org/assessment/
http://www.bie.org/object/document/6_12_creativity_innovation_rubric_ccss_aligned
http://www.bie.org/object/document/6_12_collaboration_rubric_ccss_aligned
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2562213&
Lesson conclusion:
Exit Ticket - Where is your group and what are your next steps?
Module 5: Education Tool Project Part 2 - Application of prosthetic science concepts to eNABLE Devices and gathering feedback
Lesson Objectives: Following this part of module 4, students will:
Lesson Intro:
Lesson body:
Lesson conclusion:
Exit Ticket - Where is your group and what are your next steps?
Lesson Objectives: Following this part of module 4, students will:
- Have considered the ways in which the scientific concepts that their group has been researching affects the performance of eNABLE devices
- Be in the process of creating their “Science Behind eNABLE Devices” Education Tool
- Have had the opportunity to give and receive feedback about their Education Tool
Lesson Intro:
- Share BIE Student Presentation Rubric with class. Groups will be teaching classmates once Educational Tools are completed.
- Begin the class by having each group give a brief explanation of the scientific aspect they are researching and their thoughts about how this area may be at play in eNABLE devices.
Lesson body:
- Have each group complete a Media Planning Worksheet
- Groups continue their work, focusing on the application of the ways in which the scientific aspect that they have been researching may be affecting the performance of eNABLE devices
- Once you have the sense that most or all groups have begun working on early drafts of their Education Tool, conduct a Feedback Session for the class:
- Each group generate 2 focus questions that they feel will elicit good feedback from their classmates. These questions are intended to improve the overall quality of the final product and could pertain to the research they have been doing, to the way the concepts apply to x eNABLE devices, to the format of their Education Tool, etc.
- Each group lays out their research, early drafts of Education Tool, etc. and students circulate giving specific, useful, and kind feedback:
- Indicate some things that you like about this group’s work.
- Attempt to answer this group’s focus question
- What are some things that you are wondering about with respect to this group’s work? What are some areas that feel like they need refining or improving.
- Have groups consider the feedback of their peers and continue working on their Education Tool
Lesson conclusion:
Exit Ticket - Where is your group and what are your next steps?
Module 5: Education Tool Project Part 3 - Completion of Educational Tool and Teaching Classmates
Lesson Objectives: Following this part of module 4, students will:
Lesson Intro:
Outline expectations for student presentations - remind students of criteria for an effective presentation as outlined in BIE Student Presentation Rubric
Lesson body:
Lesson conclusion:
Have students create an authentic letter to Jen Owen and the crew at Enabling The Future making a case for why their Educational Tool should be featured on the ETF website and asking if there might be interest in this.
Lesson Objectives: Following this part of module 4, students will:
- Have completed their education tool
- Have taught their classmates about the way their scientific aspect affects eNABLE device performance
- Understand the spectrum of scientific concepts that affect eNABLE device performance
- Have reached out to Enabling The Future to see if they are interested in featuring the tool Note: Jen Owen from Enabling the Future encourages schools to tag any of their work posted in social media with @enablethefuture in order to bring their work to her attention.
Lesson Intro:
Outline expectations for student presentations - remind students of criteria for an effective presentation as outlined in BIE Student Presentation Rubric
Lesson body:
- Have each group present their Education Tool and their scientific aspect mini lesson to the class.
- Students take notes during presentation using an approach such as Cornell Notes.
- Assess student presentations as they are occurring using the BIE Student Presentation Rubric.
- Have students complete a Project Presentation Audience Feedback Form for each presentation
- Following the class presentations, have each student self assess their group’s presentation using the BIE Student Presentation Rubric
Lesson conclusion:
Have students create an authentic letter to Jen Owen and the crew at Enabling The Future making a case for why their Educational Tool should be featured on the ETF website and asking if there might be interest in this.