TeacherGuide FinalDraft 102213 - OMSI Plus Teacher's... · 2017. 9. 25. · Exhibit Descriptions 5 Human Plus 2013 In Caring for a Pet, visitors start with a challenge based on a

Teachers’ Guide

This material is based upon work supported by the

National Science Foundation under Grant No. DRL-1010507.

Table of Contents

3 Exhibition Overview

4 Exhibit Component Descriptions

7 Correlation to Educational Standards

10 Your Field Trip to Human Plus

12 Active Learning Log

Post-Exhibit Visit Classroom Activities

16 What Is a Tool?

(Recommended for grades K–2)

21 Carry It with You

(Recommended for grades K–2, 3–5)

30 Within Reach

(Recommended for grades 3–5, 6–8)

39 Access Together

(Recommended for grades 6–8)

45 Extending Abilities

(Recommended for grades 6–8)

54 APPENDIX: Stories from the Exhibition

Exhibition Overview 3 Human Plus 2013

Human Plus Exhibition Overview

“It is no longer a conversation about overcoming deficiency...It’s a conversation

about potential.”

—Aimee Mullins, Paralympic champion, actor, model, and double amputee

Human Plus: Real Lives + Real Engineering tells compelling stories of engineers and users who design

and use technologies to help themselves and others achieve their goals—from everyday routines to

lifelong dreams.

The exhibition, developed by the New York Hall of Science in partnership with the Oregon Museum of

Science and Industry and the Quality of Life Technology Center in Pittsburgh, offers visitors a chance to

explore and create a range of low-tech and high-tech tools that restore and extend human abilities.

Throughout, visitors experience the creative, dynamic engineering process, which involves the user

every step of the way.

From customized wheelchairs for off-roading, to a vest that lets you feel music, to neuroprosthetic limbs

controlled by a user’s thoughts, Human Plus showcases an innovative field of engineering that improves

our lives every day.

Exhibit Descriptions 4 Human Plus 2013

Human Plus Exhibit Descriptions

Welcome to Human Plus Visitors enter the exhibition and are welcomed by three individuals whose

compelling stories are told through videos and artifacts:

• Erik Weihenmayer, an outdoor adventurer who is blind and uses a variety of tools to help him

accomplish his goals. In 2001 Erik became the first blind climber to reach the summit of Mount

Everest. Every two years Erik’s organization, No Barriers USA, hosts a summit that brings

together scientists, inventors, and people with disabilities to collaboratively develop

technologies that allow people to transcend barriers and achieve their own goals.

• Elaine Houston, an engineer at the Quality of Life Technology Center. Elaine develops

technologies to help others, like a power wheelchair with two dexterous robotic arms that allow

people with severe disabilities more independence in their daily lives. Elaine is also a user of

assistive technology: a wheelchair and a prosthetic hand.

• Carrie Krischke, a veteran who has worked closely with engineers from DEKA Research and

Development in the development of a new prosthetic arm known as the “Luke” arm. Carrie, a

busy mother of three, has participated in extensive testing to see how the arm, controlled by

the motions of her foot, can meet the numerous demands of everyday life.

Every Body Plays invites visitors to try out a mono-ski (a seat with a ski mounted below it) and use their

body movements to ski down a simulated slalom course. The mono-ski is an example of adaptive sports

technology—equipment engineered to give athletes options as unique as they are.

Re-Designing You What if you could be stronger, run faster, or jump higher—without any extra effort?

In this full-body simulation, visitors test options for enhancing human abilities that sound futuristic but

are being worked on in labs today—and will be on the market sooner than you might think.

RAMPS is a wheelchair DJ station, developed by a DIY team for an aspiring DJ with expert wheelchair

skills. The interface is controlled by the movement of the wheelchair wheels. Visitors sit down, spin the

wheels, and fade and scratch music tracks like a real DJ.

Ask, Imagine, Create is a display of some of the amazing technology that is being developed by today’s

engineers. The display includes an inflatable robot arm designed to be a gentle helper, a prosthetic knee

engineered for the rigors of snowboarding and other action sports, a prosthetic hand made of LEGOs®,

and a device that helps people who are blind “see” by translating visual information into tactile signals

felt by the tongue. A multimedia kiosk presents images, text, and videos that bring the artifacts and the

process of engineering to life.

The exhibition features two engineering challenges in which visitors explore hands-on the full

engineering process: Ask, Imagine, Create, Test, Repeat.


In Caring for a Pet, visitors start with a challenge based on a real wheelchair user’s need for a tool to

help her pick up her pet’s food bowl. With modular building materials visitors imagine, create, and test a

device that makes this daily task easier.

Finding Your Way presents this engineering challenge: design a tool that can help a person with vision

impairment avoid obstacles, like a mailbox or a pile of rocks, which are difficult to detect with a cane.

Visitors imagine solutions and use simple building materials and custom pieces to create and test tools

on an obstacle course.

More Than a Mouse Engineers have created a variety of technologies that allow people to control a

computer with a nod of the head, a tap of the foot, or the movement of their eyes. Here, visitors can use

Camera Mouse, which tracks the movement of a facial feature, like a nose, to control the on-screen

pointer. Visitors can use the hands-free Camera Mouse to type messages, edit photos, or watch videos,

which feature other technologies that broaden access to computers. Technologies like these mean that

people of many different abilities can work together, share ideas, and spur innovation in more inclusive

workplaces.

Consider This Should disabled athletes with prosthetics be allowed to compete with athletes who are

not disabled? Thought-provoking questions like this arise when we consider how technology can

restore—and extend—human abilities. In this computer interactive, visitors can choose one of three

questions. Then, based on their response to that initial question, they are presented with a series of

other questions, all designed to encourage visitors to share their ideas with each other and reconsider

their assumptions.

Attempts Created by Bill Shannon, visual artist, performer, and choreographer, this piece features

videos of Bill and internationally recognized dancer Dergin Tokmak, both of whom use crutches in their

dance performances. Dergin performed a solo on crutches choreographed by Bill in the Cirque du Soleil

production, Varekai. This piece explores how human creativity and imagination can surmount the limits

tools might seem to impose. A pair of Bill’s crutches, which he adapted with “rocker bottoms” to meet

his own dance and performance needs, are also on display.

Imagine the Possibilities Outdoor adventurer Aron Ralston (the subject of the film 127 Hours) lost part

of his arm in a canyon climbing accident. But, refusing to be limited by current technology, Aron and a

team of engineers imagined the possibilities—a climbing prosthesis that was part climbing shoe, part

climbing pick, and part claw—and Aron was back to the outdoor adventures he loves. In this exhibit, real

users present visitors with design challenges, like designing a canoe for a man who has no arms. Visitors

imagine the possibilities and draw their own designs or use stencils to help them. Visitors can post their

designs for other visitors to see, to spark further innovations.

Feel the Music Listening to your favorite music is a rich sensory experience, but what if you could really

feel the music? A researcher from the Quality of Life Technology Center has come up with a vest that


turns sounds into vibrations that can be felt by anyone, people with or without hearing impairments. In

this exhibit, visitors experience an example of this approach. Visitors choose a genre of music. They can

listen to it or turn down the volume and feel it through their fingertips—or listen and feel at the same

time. Can you guess the type of music based on your sense of touch alone?

Design a Wheelchair Engineers have designed wheelchairs for all types of users and activities, from

intensely physical wheelchair rugby to everyday life in rural areas with rough terrain. Now visitors are

challenged to do the same. In this computer interactive, a user presents a design challenge. Visitors

choose types of frames, seats, front casters, back wheels, and accessories pictured on plastic blocks,

arrange them in a design panel, and virtually test their new design. Feedback from the user helps the

visitor understand the tradeoffs of design decisions and how to better meet a user’s needs.

Exhibit Correlations to Standards 7 Human Plus 2013

Exhibit Correlations to Next Generation Science Standards Grades K-2

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Disciplinary Core Ideas ETS1.A: Defining and Delimiting

Engineering Problems � � � � � � � � � � � �

ETS1.B: Developing Possible

Solutions � � � � � � �

ETS1.C: Optimizing the Design

Solution � � � � � � � �

Crosscutting Concepts

Structure and Function � � � � � � � � � � � �

Science & Engineering Practices

Asking Questions and Defining

Problems � � � �

Developing and Using Models � � � �

Analyzing and Interpreting Data � � � �


Exhibit Correlations to Next Generation Science Standards Grades 3-5

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Engineering Problems � � � � � � � � � � � �


Solutions � � � � � � � � �


Solution � � � � � � � � �


Influence of Science, Engineering,

and Technology on Society � � � � � � � � � � � � �




Planning and Carrying Out

Investigations � �

Constructing Explanations and

Designing Solutions � � � �


Exhibit Correlations to Next Generation Science Standards Grades 6-8

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Solutions � � � � � � � � � �


Solution � � � � � � � �


Influence of Science, Engineering,

and Technology on Society � � � � � � � � � � � � �




Developing and Using Models � � �

Analyzing and Interpreting Data � �

Engaging in Argument from

Evidence � �

Your Field Trip to Human Plus 10 Human Plus 2013

Your Field Trip to Human Plus

BEFORE THE TRIP

Preview the exhibition before your students’ visit.

Ask about previewing the exhibition when you schedule your group. During your preview, make a list of

the exhibits you consider “musts” for your class to experience.

Prepare your students with pre-visit activities.

• Review the exhibition overview and exhibit descriptions included in this guide. Use open-ended

questions to gauge your students’ knowledge and engage their interest in exhibit topics. Ask,

“What do we already know? What do we want to know?”

• Introduce students to the engineering process that is the focus of Human Plus. A graphic of the

process is included on the next page. Discuss each step of the process and relate it to students’

prior experiences with engineering.

• Prepare students for the trip itself by discussing the trip agenda, student behavior, and other

expectations ahead of time.

Prepare your chaperones.

• Check with your field trip destination for specific expectations, such as number of chaperones

per class.

• Before a trip, inform your chaperones about the purpose of the visit, behavior expectations, and

your school’s policies. Give them the Human Plus website address and any other useful

information.

https://www.omsi.edu/for-museum-professionals/traveling-exhibits/medium/human-plus

DURING THE TRIP

Have students use the Active Learning Log.

The Active Learning Log (A.L.L.) is a great alternative to a conventional scavenger hunt. The open-ended

questions help keep students focused and involve them in deeper exploration of the exhibits. The A.L.L.

is included on page 12 of this guide.

AFTER THE TRIP

Follow up with post-visit activities.

Additional exposure to exhibit topics helps students retain field-trip learning. See the

Classroom Activities section of this guide for activities to use after the museum visit.

Your Field Trip to Human Plus 11 Human Plus 2013

Human Plus

HUMAN PLUS: REAL LIVES + REAL ENGINEERING

ACTIVE LEARNING LOG

Active Learning Log 12 Human Plus 2013

1. Human Plus (introductory videos)

Watch the three videos and look at the artifacts. Pick

one of the people featured. Describe a tool he or she

uses.

2. RAMPS

Try out the activity and read the story about RAMPS.

Who was RAMPS designed for? How do the design

features meet the user’s needs?

In RAMPS, a wheelchair is used for something other

than mobility. What other uses can you imagine for a

wheelchair’s wheels?

3. Imagine the Possibilities

Choose one of the design challenges and create your design.

Which user did you design for? What was the design challenge?

Draw your design below. Explain how it works and how it helps the user.

Engineer Name_____________________________


ACTIVE LEARNING LOG


4. Ask, Imagine, Create

Pick one of the technologies displayed in the case and look up information about it on the touchscreen.

Which one did you choose? How does it work? How does it help a user?

Try out the three knees that you can touch. Read about them and compare how they move. Why are the

designs so different?

5. Every Body Plays

Read Kanya’s story and look at the real mono-ski mounted on the exhibit. What parts would you change

to re-design the mono-ski and make it work better for Kanya?

6. Caring for a Pet

Step #1 Ask

Who was the user you were designing for? What was the design challenge?

Steps #2 & 3 Imagine and Create

Draw a picture of the first tool you created and tested.

Step #4 Test

What worked well? What needed improvement?

Step #5 Repeat

What did you do to improve it? Why? How well did the new design do in the test?


ACTIVE LEARNING LOG


1. Human Plus (introductory videos)

Watch the three videos and look at the artifacts. Pick

one of the people featured. Describe a tool he or she

uses.

Carrie Krischke—prosthetic arm, electric mixer

Erik Weihenmayer—trekking poles, rope, bell, GPS for

blind users

Elaine Houston—prosthetic hand, rugby ball, soldering

iron, wheelchair

2. RAMPS

Try out the activity and read the story about RAMPS.

Who was RAMPS designed for? How do the design

features meet the user’s needs?

E-Money. He was an expert wheelchair user, and

RAMPS made it possible for him to use his wheelchair

skills for self-expression, as a DJ.

In RAMPS, a wheelchair is used for something other

than mobility. What other uses can you imagine for a wheelchair’s wheels?

Answers will vary.

3. Imagine the Possibilities

Choose one of the design challenges and create your design.

Which user did you design for? What was the design challenge?

Kristin has a visual impairment: a bike she can ride independently. Max uses a motorized wheelchair: car

controls he can use to drive a car. Jacqueline has limited ability to move her head and limbs: a camera

she can use independently. John doesn’t have arms: a way to paddle a canoe.

Draw your design below. Explain how it works and how it helps the user.

Engineer Name_____________________________


ACTIVE LEARNING LOG


4. Ask, Imagine, Create

Pick one of the technologies displayed in the case and look up information about it on the touchscreen.

Which one did you choose? How does it work? How does it help a user?

Answers will vary but should reflect an understanding of one of the following featured technologies:

Fusion Foot

Flex-Run foot with Nike Sole

C-Leg

Jaipur Leg with Jaipur-

Stanford Knee

Inflatable Robot Arm

Ball Launcher

Articulated LEGO Hand

SensorHand

BrainPort Device V100

eSight Intelligent Eyewear

SoundBite Hearing System

Modular Prosthetic Limb

Utah Electrode Array

Try out the three knees that you can touch. Read about them and compare how they move. Why are the

designs so different?

Each knee is made for different types of users with different needs. The Jaipur-Stanford Knee is designed

to be durable and inexpensive. The XT9 Knee has a spring that provides support for action sports like

snowboarding and skiing. The GeoFlex Knee is designed to give a user stability and control.

5. Every Body Plays

Read Kanya’s story and look at the real mono-ski mounted on the exhibit. What parts would you change

to re-design the mono-ski and make it work better for Kanya?

Answers will vary.

6. Caring for a Pet

Step #1 Ask

Who was the user you were designing for? What was the design challenge?

Rudel Zaragoza-Rios. Create a tool that will help a wheelchair user like Rudel to move a pet’s bowl or toy.

Steps #2 & 3 Imagine and Create

Draw a picture of the first tool you created and tested.

Step #4 Test

What worked well? What needed improvement?

Answers will vary.

Step #5 Repeat

What did you do to improve it? Why? How well did the new design do in the test?

Answers will vary.

What Is a Tool?

Post-Exhibit Activity

In this activity, students will examine tools and how the tools

• Identify and explore tools in everyday life. • Recognize that engineering helps people reach their goals.

Advance Preparation

15 minutes

the day before

Segment Introduction Activity Wrap-up

TIME REQUIRED

LEARNING OBJECTIVES

PROGRAM FORMAT

16

What is a Tool? Post-Exhibit Activity : Grades K

In this activity, students will examine tools and how the tools help people in their everyday lives.

Identify and explore tools in everyday life. Recognize that engineering helps people reach their goals.

Set-Up Activity Clean

5 minutes 25 minutes 5 minutes

Format

Time

Large Group Discussion 5 minIndividual Activity 10 minLarge Group Discussion 10 min

Human Plus 2013

What is a Tool? : Grades K –2

In this activity, students will examine tools and how the tools

people in their everyday lives.

Clean-Up

5 minutes

Time 5 min

10 min 10 min

What Is a Tool? 17 Human Plus 2013


Grades K-2, Engineering Design

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems � ETS1.B: Developing Possible Solutions

ETS1.C: Optimizing the Design Solution


Structure and Function �

Science and Engineering Practices

Asking Questions and Defining Problems �

Developing and Using Models

Analyzing and Interpreting Data

Topics : Engineering Design, Abilities, Accessibility

Item Amount needed Common everyday tools, for example: 8 or more different items total

- egg carton - clothes hanger - trowel - soccer shoe - spork - clock/watch - sticky note pad

- flashlight - padlock - key - swim goggles - travel mug - sunglasses - headphones

SUPPLIES

NEXT GENERATION SCIENCE STANDARDS



� Read through the activity and the engineering challenge worksheet. � Gather and organize materials.

� Set out materials.

5 minutes

Let students speculate before offering answers to any questions. The answers given are provided primarily for the instructor’s benefit. Suggested script is shaded. Important points or questions are in bold. Suggested answers are in italics. Discuss with students some of the engineering stories and technologies that they saw on the field trip to the Human Plus exhibition. Discuss ways in which engineering is a creative field that improves people’s lives. What do engineers do? They figure out how to make things. What kinds of things do engineers design? Bridges, bikes, clocks, tools . . . Why do engineers design and make these things? To help people do things more easily.

ADVANCE PREPARATION

SET-UP

INTRODUCTION

Notes



10 minutes

Today we’re going to take a close-up look at some things you might recognize and see what makes them tools. Set out the tools and let the students touch and examine them. Ask them to explore at least two or three, both items that are familiar and unfamiliar to them. The students might act out what the tool does, and if they don’t know, have them try to think of what it might do based on their examination of the object. Encourage students to examine and think about how the tools’ shapes are related to their functions.

10 minutes

Ask for student observations. There is no correct answer. Let students guide the discussion and present their hypotheses before discussing explanations.

As a group discuss the following questions about two or more tools. Do you know what this is? What does it do? A lock—it keeps something from opening. A key—it opens the lock. How is this tool helpful? The lock helps keep something safe because only the person with the key can open it. What about this tool’s shape or material makes it good at what it does? The metal is hard to break. The key has a unique shape that only fits the lock that it goes with. Who uses this tool? Anyone might use a lock and key. Other tools might suggest other types of users: a gardener uses a trowel; a swimmer wears swim goggles, etc.

WRAP-UP

ACTIVITY



What would your life be like if there were none of these? You might have problems. Someone could steal a bike that isn’t locked. Tools help people solve problems.

COMPARING TOOLS

Assemble pairs of objects designed to solve the same problem. Have students test the objects, then compare the strengths and weaknesses of each item in the pair. Possible object pairs include: hairbrush and comb; pen and pencil; sponge and paper or fabric towel; plastic and paper grocery bags; ceramic mug and to-go drink cup with straw.

MY DREAM TOOL

Have the students draw a tool they wish they had and the goal that the tool would help them reach.

Web

For more examples of innovative assistive devices a nd the engineering process:

• Design Squad: Adaptive Technologies

http://pbskids.org/designsquad/parentseducators/guides/adaptive_technologies.html

• Design Squad: Helping Others Lesson Plan http://pbskids.org/designsquad/parentseducators/lesson-plans/helping_others.html

General Engineering Curriculum:

• Engineering is Elementary

http://www.eie.org/

For girls:

• Engineer Girl http://engineergirl.org/

OPTIONAL EXTENSIONS

RESOURCES

Carry It with You


• Use the engineering process to design a tool.• Define a problem and criteria for evaluating possible solutions. • Design possible solutions. • Build, evaluate, and improve prototypes• Understand that engineering is a creative field that improves people’s lives.

Advance Preparation Set

30 minutes 15 minutes

the day before

Segment FormatIntroduction Large Group Discussion Warm-up Group Activity and DiscussionImagine Individual Activity Create, Test, and Repeat IndividualWrap-up Large Group Discussion

TIME REQUIRED

LEARNING OBJECTIVES

PROGRAM FORMAT

21

Carry It with You Post-Exhibit Activity : Grades K

Students design a way for someone using crutches or a wheelchair to carry small personal items.

Use the engineering process to design a tool. Define a problem and criteria for evaluating possible solutions. Design possible solutions.

evaluate, and improve prototypes Understand that engineering is a creative field that improves people’s lives.

Set-Up Activity Clean -


Format TimeLarge Group Discussion 5 minGroup Activity and Discussion 10 minIndividual Activity 10 minIndividual Activity 25 minLarge Group Discussion 10 min

Human Plus 2013

Carry It with You : Grades K –2, 3–5

someone using crutches or a wheelchair to carry small personal items.

Understand that engineering is a creative field that improves people’s lives.

Up

15 minutes

Time 5 min

10 min 10 min 25 min 10 min

Carry It with You 22 Human Plus 2013


• Space for students to take 5 steps during both the warm-up and prototype testing. At least two of these spaces are recommended.

Grades K-2, Engineering Design


ETS1.A: Defining and Delimiting Engineering Problems � ETS1.B: Developing Possible Solutions �

ETS1.C: Optimizing the Design Solution �


Structure and Function �



Developing and Using Models �

Analyzing and Interpreting Data �

Grades 3-5, Engineering Design Disciplinary Core Ideas




SITE REQUIREMENTS




Influence of Science, Engineering, and Technology on Society �



Planning and Carrying Out Investigations �

Constructing Explanations and Designing Solutions �

Topics : Engineering Design, Abilities, Accessibility

Item Amount needed Carry It with You Engineering Challenge worksheet

1/student

Wheelchair or armchair (represents a wheelchair)

1 for prototype testing

Crutches One pair if possible for warm up Magazines, newspapers, or 8.5 x 11 in. paper

2/student

Cardboard sheets (approx. 8.5 x 11 in.) or cafeteria lunch trays

1/student

Items that can stand in for personal items (cell phone, wallet, glasses, etc.): book, pack of index cards, paper cup, CD case, keys, deck of playing cards

2 items/student

8 oz. paper cups 20 Copier paper 4 sheets/group Scrap fabric 1 square foot/group Rubber bands 4/group String or yarn 3–4 ft./group Duct tape or wide masking tape 1 roll/group Scissors 1/group Hole punch 1/group or share between groups

SUPPLIES



� Read through the activity and the challenge sheet. � Gather and organize the supplies for the warm-up and for building prototypes.

� Divide the class into teams of 1–2 students. � Designate test areas.

� Remind students to use scissors safely.

5 minutes

Let students speculate before offering answers to any questions. The answers given are provided primarily for the instructor’s benefit. Suggested script is shaded. Important points or questions are in bold. Suggested answers are in italics. Discuss with students some of the engineering stories and technologies that they saw on the field trip to the Human Plus exhibition. If students used the Active Learning Log during the field trip, have them refer to that. Discuss ways in which engineering is a creative field that improves people’s lives. Review the engineering process with students.

ADVANCE PREPARATION

SET-UP

INTRODUCTION

Notes

SAFETY



Engineering Challenge

Pass out the materials and challenge sheet (on page 29) to students. Warm-up (10 minutes): Have kids experience some of the obstacles people on crutches face. If actual crutches are available, ask a student to demonstrate using them. For the rest of the class, do the following to simulate using crutches: Give each kid two magazines, newspapers, or pieces of paper. Have them place the objects under their upper arms, holding them in place by pressing their upper arms to their body. With the papers under their arms, ask kids to stand on one leg. This awkward posture simulates how much a pair of crutches affects one’s movement. Next, have each kid pick up a lunch tray or flat sheet of cardboard and place a paper cup on it. Ask them to take five steps (hops, really), holding the tray and not letting the cup fall. Collect the materials and have the kids sit down. Discuss what simple tasks would be hard or impossible to do on crutches.

ACTIVITY



(Talk on a cell phone, shake hands, drink a soda, tie shoes, carry objects, get onto a bus, go up stairs, etc.) Ask (5 minutes): To get kids focused on the need for devices to improve the lives of people living with disabilities, read the following news story. One moment, teenager Carlana Stone was a gymnast and cheerleader. The next moment, she was destined for life in a wheelchair. After a car accident, both her legs were permanently paralyzed. Using only her upper body, she learned how to take showers, open doorways, and get in and out of cars and bed. Through her determination, Carlana learned to do far more difficult tasks. Even without the use of her legs, she became a skydiver, skier, scuba diver, and airplane pilot! Professionally, she landed a job as a TV reporter, broadcasting stories from all over Miami, Florida while sitting in a chair. Imagine (10 minutes): People who use crutches or wheelchairs have their hands occupied much of the time. This can make it difficult to carry lots of small personal items. Engineers like solving this kind of problem because it addresses a real need and has many interesting solutions. Today’s challenge is to invent a carrier for an assortment of personal items to be used by people in wheelchairs or on crutches. To help students brainstorm design ideas, ask the following questions: What kind of things do people carry with them in th eir daily lives? Cell phone, glasses, music player, sunglasses, keys, book, snack, drink, CDs, cup, purse, remote control, wallet, etc. What are some different types of holders? Pencil holders, backpacks, pockets, cup holders, purses, pouches, cans and bottles, drawers, etc. How could these holders be adapted for use by peopl e in wheelchairs or on crutches? Look at the materials for today’s challenge and sketch some different carrier designs. Create, Test, Repeat (25 minutes): After students have completed their sketches, pass out the prototyping materials and have them to build prototypes of their



designs. Students can test their prototypes using the crutches or the wheelchair or armchair, depending on which they designed for. Encourage students to test and improve their designs. TROUBLESHOOTING Here are some problems that your students might encounter: The number of options is overwhelming. “Should my carrier be for crutches or wheelchairs? Should it be specialized for particular items or used in general?” Point out that each option could solve a specific problem and all are good ideas. Help students choose a design and focus on building a prototype of it. They can always re-design and/or improve on an idea. It’s all part of the process. Carrier designs are all alike . Carriers don’t always have to attach to the wheelchair or crutch. Have students try making the same design out of two different materials and compare the results. For example, one carrier could be made of cloth and the other of cardboard. Tray on the arm of a chair (or wheelchair) won’t st ay level. A tray can sag or droop if it isn’t firmly attached. To keep it level, have students increase the amount of tray in contact with the chair’s arm; position the tray so the chair’s arm is closer to the middle; and use string, columns, or bracing to support the tray. Encourage kids to have the tray swing or lift out of the way to avoid making it hard to get in and out of the chair.

10 minutes

Ask students to present, compare, and discuss the prototypes they built.

How did experiencing what it’s like to be on crutch es influence your design? How easy is it to attach and remove your carrier? Which carriers are easiest for putting in and takin g out the items?

WRAP-UP



If your carrier fell off easily or was unsteady, ho w did you redesign it? Increased the area of the base, centered the weight, used stronger or tighter fasteners, etc.

ENGINEERING CAREERS

To help students better understand engineering as an innovative field that improves people’s lives every day, show them videos from the following sites:

• pbs.org/designsquad/profiles • web.mit.edu/inventeams/videos.html

Web







http://www.eie.org/

For girls:


OPTIONAL EXTENSIONS

RESOURCES

This activity is adapted from the Design Squad Nation: Invent It, Build It Activity Guide, © 2012 WGBH Educational Foundation. Used with permission.

Name _________________________________



Carry It with You ENGINEERING CHALLENGE WORKSHEET

ASK Engineering challenge: Create a tool that lets you carry small personal items on a wheelchair or crutches. IMAGINE Draw your designs. CREATE AND TEST How well did your first design work in the test? What do you need to improve? REPEAT How well did your improved design work in the test? What would you like to improve?

Within Reach


In this activity, students use the engineering process to design a tool that can be

• Use the engineering process to design a tool.• Define a problem and criteria for evaluating possible solutions. • Design possible solutions. • Build prototypes, evaluate them, and improve them. • Understand that engineering is a creative field that improves people’s lives.



the day before

Segment

Format

Introduction Large Group Discussion Imagine Individual Activity Create, Test, and Repeat Individual ActivityWrap-up Large Group Discussion

TIME REQUIRED

PROGRAM FORMAT

LEARNING OBJECTIVES

30

Within Reach Post-Exhibit Activity : Grades 3

In this activity, students use the engineering process to design a tool that can beto reach and grab things.

Use the engineering process to design a tool. Define a problem and criteria for evaluating possible solutions. Design possible solutions. Build prototypes, evaluate them, and improve them. Understand that engineering is a creative field that improves people’s lives.



Format

TimeLarge Group Discussion 5 minIndividual Activity 10 minIndividual Activity 35 minLarge Group Discussion 10 min

Human Plus 2013

Within Reach : Grades 3 -5, 6-8

In this activity, students use the engineering process to design a tool that can be used

to reach and grab things.


-Up

15 minutes

Time 5 min

10 min 35 min 10 min

Within Reach 31 Human Plus 2013


• Space for students to carry out testing

Grades 3-5, Engineering Design Disciplinary Core Ideas







Planning and Carrying Out Investigations �

Constructing Explanations and Designing Solutions �

Grades 6-8, Engineering Design


ETS1.A: Defining and Delimiting Engineering Problems �

ETS1.B: Developing Possible Solutions �



SITE REQUIREMENTS







Developing and Using Models �


Engaging in Argument from Evidence �

Topics : Engineering process

Item Amount needed Within Reach Engineering Challenge worksheet

1/student

Bucket or another container for use in testing area

1/testing area

Test objects: variety of pet toys to pick up

2-3 different toys/testing area

Tape measure or ruler 1/testing area Corrugated and other cardboard 1 large piece/student Scissors 1/student Hole punch 1/2 students Rubber bands 2/student Sandpaper I piece/student String 3-4 feet/student Masking tape 1 roll/2 students Toothpicks 4/student Wooden skewers 4/student Brass fasteners 4/student Yard stick, paint stirrer, dowel, or other stick, 2-3 feet long

1/student

Examples of devices that reach and grab, such as chopsticks, cooking tongs, hair clips, tweezers, pliers, a pooper-scooper, binder clips, a carpenter’s vise

Optional

SUPPLIES



� Read through the activity and the engineering challenge worksheet. � Gather and organize materials. � Review the story of Rudel Zaragoza-Rios from the exhibit Caring for a Pet. (A

copy is found in the Teachers’ Guide Appendix.)

� Assemble materials to distribute to individual students and groups. � Set up work areas so that groups of 4 students can share a testing area.

� Remind students to use scissors, toothpicks, and skewers safely.

5 minutes

Let students speculate before offering answers to any questions. The answers below are provided primarily for the instructor’s reference. Suggested script is shaded. Important points or questions are in bold . Suggested answers are in italics. Discuss with students some of the engineering stories and technologies that they saw in the field trip to the Human Plus exhibition. If students used the Active Learning Log during the field trip, have them refer to that. Discuss ways in which engineering is a creative field that improves people’s lives. Review the engineering process with students.

ADVANCE PREPARATION

SET-UP

INTRODUCTION

SAFETY

Notes



Engineering Challenge 45 minutes

ASK Today you are going to try an engineering challenge. In the Human Plus exhibition, we saw a story about Rudel Zaragoza-Rios. Rudel uses a wheelchair. She wanted a tool that would help her pick up a dog’s bowl or a toy. You had a chance to build some tools using materials in the exhibit. In this engineering challenge, you are going to use some different materials to design a tool that lets you grab and hold different pet toys and drop them into a container that’s at least two feet away from you. What kind of motion do you use when you grab and pi ck up something? An opening and closing motion How does the design of your hand help you grip thin gs? Your thumb and fingers work together to hold things in between them. The muscles in your thumb and fingers apply a pinching pressure. What are some tools that people use to grip and hol d things? (If possible, show students some examples.)

ACTIVITY



Chopsticks, cooking tongs, hair clips, tweezers, pliers, a pooper-scooper, binder clips, a carpenter’s vise What do all those tools have in common? They all have two parts that can go on each side of the thing being grabbed. They also have a way to press these parts together to apply a pinching pressure.

IMAGINE (10 minutes) Distribute the Within Reach Engineering Challenge worksheet (on page 38) to students. Show students the building materials and the pet toys. How can you use these materials to build a tool tha t lets you grab objects like these? After discussing students’ ideas, have them sketch their designs on the worksheet. CREATE, TEST, REPEAT (35 minutes) Help each group of four students set up a testing area, with two pieces of tape, two feet apart, on the floor. Position the bucket near one piece of tape. Place the test objects near the other piece of tape. Distribute the building materials and have students begin building their designs. Encourage students to test and improve their designs. TROUBLESHOOTING If any of the following issues come up, ask students questions to help them think about how they might solve them. Jaws don’t open or close. Make sure students have a way to both open and close the jaws of the grabber. Also check that nothing is blocking the jaw’s movement, that the two jaws can slide easily past each other, and that the jaws move smoothly around the pivot. Objects fall out of the jaws. Check that the jaws close firmly and completely. Also make sure that the gripping surface of the jaws can hold on to objects. If not, students can add cardboard



to make the jaws wider, sandpaper to increase “gripping” power, or toothpicks to act as “teeth.” The jaws bend, bow, or twist. If students use rubber bands and string to create an opening-and-closing system, it can put a lot of stress on the jaws. Students can reinforce the jaws with extra cardboard or wooden skewers. Also jaws that are longer than necessary may bend easily. Students can shorten jaws to make them less likely to bend.

10 minutes

Ask students to talk about their designs, the results of their testing, and how they solved any problems that came up. Emphasize that engineers always revise their early designs. Testing provides information about a design that can be used to improve the design.

What type of design did you start out with? What happened when you tested your first design? How did you improve that design?

ENGINEERING CAREERS



WRAP-UP

OPTIONAL EXTENSIONS



Web







http://www.eie.org/

For girls:


RESOURCES

This activity is adapted from the Design Squad Activity Guide, © 2008 WGBH Educational Foundation. Used with permission.

Name _________________________________



Within Reach ENGINEERING CHALLENGE WORKSHEET

ASK Engineering challenge: Create a tool that lets you grab different objects and drop them into a container that’s at least two feet away. IMAGINE Draw your designs. CREATE AND TEST How well did your first design work in the test? What do you need to improve? REPEAT How well did your improved design work in the test? What would you like to improve?

Access Together: Our School


In this activity, students will collect and share information about access and barriers in

• Understand the concept of accessibility.• Identify barriers to accessibility in an environment.• Share ideas about improvements to increase accessibility.

Advance Preparation


Segment

Format

Introduction Team Activity

Large Group DiscussionTeam Activity

Wrap-up Team Presentations

• Access to areas of school for team activity

TIME REQUIRED

PROGRAM FORMAT

SITE REQUIREMENTS

LEARNING OBJECTIVES

39

Access Together Post-Exhibit Activity

In this activity, students will collect and share information about access and barriers in their school and community.

Understand the concept of accessibility. barriers to accessibility in an environment.

Share ideas about improvements to increase accessibility.

Set-Up Activity


Format

TimeLarge Group Discussion Team Activity

5 min40 min

Team Presentations 40 min

areas of school for team activity

Human Plus 2013

Access Together Activity : Grades 6-8

In this activity, students will collect and share information about access and barriers in

their school and community.

Time 5 min

40 min 40 min

Access Together: Our School 40 Human Plus 2013




ETS1.A: Defining and Delimiting Engineering Problems

ETS1.B: Developing Possible Solutions

ETS1.C: Optimizing the Design Solution


Influence of Science, Engineering, and Technology on Society � Engineering Practices

Asking Questions and Defining Problems � Developing and Using Models


Engaging in Argument from Evidence

Topics : Abilities, Accessibility

Item Amount needed Access Together: Our School worksheet

1/student

SUPPLIES




� Review the description of Access Together from the graphic panel in the exhibition. (A copy of the panel is found in the Teachers’ Guide Appendix.)

� Visit the Access Together website: www.accesstogether.org. Review the types of questions asked regarding accessibility of community businesses in preparation for class discussion. Review data for your community if available.

� Tour areas of your school and begin to identify possible barriers to accessibility for people with mobility, dexterity, hearing, or vision impairments. Also note features that offer increased accessibility. Determine areas of the school to assign to student teams. Possible areas include the main entry, main office, library, cafeteria, restrooms, science lab, computer lab, gym and locker rooms.

� Organize students into teams of 4. Each team will evaluate a different area of the school. If students cannot work in student teams on their own, choose a couple of areas near one another and have the teams evaluate those areas under your supervision.

5 minutes

Let students speculate before offering answers to any questions. The answers given are provided primarily for the instructor’s benefit. Suggested script is shaded. Important points or questions are in bold. Suggested answers are in italics. What do you think of when you hear the term “access ” or “accessibility”? Students may know about some common accessibility features like ramps and curb cuts for wheelchairs, Braille numbers in elevators, and so on.

ADVANCE PREPARATION

SET-UP

INTRODUCTION

Notes



40 minutes

Today we’re going to take a look at the access and barriers to access in our own school. You will work in teams to evaluate different areas in the school. What are some types of barriers to access? Discuss barriers that might exist for people with different types of disabilities: mobility (ability to get around), dexterity (ability to hold and manipulate objects), and visual or hearing impairments. Invite students with disabilities to share their expertise regarding barriers to access and ways to increase access. If possible, introduce students to the Access Together website and review some of the questions used on that site to evaluate accessibility. Use some of the questions from the Access Together site to help students generate a list of possible barriers they might find in the school. Divide the class into teams of four and pass out the worksheet (on page 44) to students. Assign each team a different area of the school to evaluate for accessibility. Allow the teams 30 minutes to carry out their task and prepare a 5-minute report on their results to share with the rest of the class.

40 minutes (in two 20-minute sessions, if possible)

Ask each team to give a brief report to share their results with the rest of the class.

TEAM ACTIVITY

WRAP-UP



ACCESS TOGETHER IN THE COMMUNITY

Students could work in pairs to visit their favorite local businesses. Using a mobile phone or computer they can start adding accessibility information at www.accesstogether.org. Access Together has the following advice:

� Go with fresh eyes and answer the questions with the best possible answers.

� If possible, talk directly to the store owner or manager, tell them about Access Together's crowd-sourcing accessibility mission and ask them the questions directly. Be polite and thank them for taking the time to talk about community accessibility.

Web


• Design Squad: Adaptive Technologies http://pbskids.org/designsquad/parentseducators/guides/adaptive_technologies.html




http://www.eie.org/

For girls:


OPTIONAL EXTENSIONS

RESOURCES

Name _________________________________



Access Together: Our School WORKSHEET

Area of school evaluated: _________________________ Team members: _________________________________ 1. What barriers to access did you find? Be sure to consider the needs of people with the following disabilities. Mobility: Dexterity: Visual: Hearing: 2. What existing accessibility features did you fin d? 3. What improvements could be made to increase acce ss?

Extending Abilities


In this activity, students use the engineering process to design a model of a device to

• Use the engineering process to design a tool.• Define a problem and criteria for evaluating possible solutions. • Design possible solutions. • Understand that engineering is a creative field that improves people’s lives.



the day before

Segment

Format

Introduction Large Group Discussion Activity Pair Activity Wrap-up Pair Presentations

TIME REQUIRED

PROGRAM FORMAT

LEARNING OBJECTIVES

45

Extending Abilities Post-Exhibit Activity

In this activity, students use the engineering process to design a model of a device to meet the needs of a user.

Use the engineering process to design a tool. Define a problem and criteria for evaluating possible solutions. Design possible solutions. Understand that engineering is a creative field that improves people’s lives.



Format

TimeLarge Group Discussion 5 minPair Activity 30 minPair Presentations 30 min

Human Plus 2013

Extending Abilities Activity : Grades 6-8

In this activity, students use the engineering process to design a model of a device to

meet the needs of a user.


-Up

10 minutes

Time 5 min

30 min 30 min

Extending Abilities 46 Human Plus 2013


• Space for students to carry out testing



ETS1.A: Defining and Delimiting Engineering Problems � ETS1.B: Developing Possible Solutions � ETS.C: Optimizing the Design Solution Crosscutting Concepts

Influence of Science, Engineering, and Technology on Society � Engineering Practices

Asking Questions and Defining Problems � Developing and Using Models � Analyzing and Interpreting Data

Engaging in Argument from Evidence � Topics : Engineering process

SITE REQUIREMENTS




Item Amount needed Extending Abilities Engineering Challenge worksheet

1/student

� Read through the activity and the engineering challenge worksheet. � Gather and organize materials.

� Assemble materials. � Organize students in pairs for the activity.

5 minutes

Let students speculate before offering answers to any questions. The answers below are provided primarily for the instructor’s reference. Suggested script is shaded. Important points or questions are in bold . Suggested answers are in italics.

Discuss with students two of the exhibits in Human Plus: Imagine the Possibilities and Re-Designing You. Descriptions of the exhibits are included below for reference.

Imagine the Possibilities Outdoor adventurer Aron Ralston (the subject of the film 127 Hours) lost part of his arm in a canyon climbing accident. But, refusing to be limited by

SUPPLIES

ADVANCE PREPARATION

SET-UP

INTRODUCTION

Notes



current technology, Aron and a team of engineers imagined the possibilities—a climbing prosthesis that was part climbing shoe, part climbing pick, and part claw—and Aron was back to the outdoor adventures he loves. In this exhibit, real users present visitors with design challenges, like designing a canoe for a man who has no arms. Visitors imagine the possibilities and draw their own designs or use stencils to help them. Visitors can post their designs for other visitors to see, to spark further innovations.

Ask students which design challenges they tried and what designs they drew. If students used the Active Learning Log during the field trip, they can refer to that.

Re-Designing You What if you could be stronger, run faster, or jump higher—without any extra effort? In this full-body simulation, visitors test options for enhancing human abilities that sound futuristic but are being worked on in labs today—and will be on the market sooner than you might think.

Ask students to recall their experiences with the exhibit. What special abilities would students like to have?

Review the engineering process with students.



Engineering Challenge 30 minutes

ASK (5 minutes) Today you are going to try an engineering challenge. In Imagine the Possibilities, you learned about several people and the goals they had. You designed technologies to help them meet these goals. In this activity, you are going to create designs to meet the goals of another student. You will focus on the Ask, Imagine, and Test steps of the engineering process. Distribute the Extending Abilities Engineering Challenge Worksheet (on page 52) to students. Have pairs of students work together. Each student should ask the other student to imagine an ability they would like to have. Each student takes on the role of engineering a solution for the other student (the user). For each design, users should identify three criteria for a successful design. To assist students in this portion of the activity: Have student A interview student B about what ability he/she would like and the three criteria for a successful design for two minutes. Then tell the pairs to switch roles. Have student B interview student A about what ability he/she would like and the three criteria for a successful design for two minutes. If time is limited, you might assign one student to be the user and the other to be the engineer. Have them work together to create one design.

IMAGINE (15 minutes) Ask students to draw possible designs on the worksheet. Remind students to keep in mind the criteria for success. TEST (10 minutes) Once students have finished drawing their designs, each student “user” should review the designs and offer feedback to the student “engineer.” How well does each design meet the criteria? Remind students that this is an important step in the

ACTIVITY



engineering process—getting feedback from the user. If the design does not meet the user’s needs, it’s not a successful design.

30 minutes (could be split into two 15-minute sessions)

Ask pairs of students to present their designs and feedback to the rest of the class.

ENGINEERING CAREERS



Web





WRAP-UP

OPTIONAL EXTENSIONS

RESOURCES




• Engineering is Elementary http://www.eie.org/

For girls:

• Engineer Girl

http://engineergirl.org/

Name _________________________________



Extending Abilities ENGINEERING CHALLENGE WORKSHEET

ASK (Interview the “user.”) What is one ability you wish you had? What are three criteria for judging a successful design? 1. 2. 3. IMAGINE Draw your designs.

Name _________________________________



TEST How well did each design meet the three criteria?

Appendix: Stories from the Exhibition 54 Human Plus 2013

APPENDIX: Stories from the Exhibition


Welcome to Human Plus


Welcome to Human Plus


Every Body Plays


Re-Designing You


RAMPS


Engineering Challenge: Caring for a Pet


Engineering Challenge: Finding Your Way


More Than a Mouse


Imagine the Possibilities


Feel the Music


Design a Wheelchair

TeacherGuide FinalDraft 102213 - OMSI Plus Teacher's... · 2017. 9. 25. · Exhibit Descriptions 5 Human Plus 2013 In Caring for a Pet, visitors start with a challenge based on a

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