Lesson 1: Biomedical Engineering:
Introduction
Suggested Time: 60 minutes
Overview
Students will begin by exploring the field of biomedical engineering,
investigating the various branches to determine what interests them the
most. Then, they will learn directly from a professional who works in
the field.
Vocabulary
- Biomedical engineering
-
Biomechanics
-
Tissue engineering
-
Genetic engineering
-
Neural engineering
-
Pharmaceutical engineering
-
Medical devices
-
Medical imaging
-
Clinical engineering
Objectives
- Students will learn the definition of biomedical engineering and
explore its specializations.
Required Project
Materials
- Computer laboratory or individual computers
-
Large poster board and markers
Multimedia Resources
- “Biomedical Engineering.” Bureau of Labor Statistics.
http://www.bls.gov/ooh/
architecture-and-engineering/biomedical-engineers.htm
-
Biomedical Engineering Website (BMES) homepage.
http://bmes.org/content.asp?
contentid=40
-
“Biomedical Engineering.” Columbia University.
http://bme.columbia.edu/high-school- students
-
Light, Douglas B. Cells, Tissues, and Skin . (Human Body: How it
Works) http:// amzn.com/1604133708
Optional Multimedia
Resources
- Human Body: How it Works series
Before the Lesson/ Background
Information
- Locate a guest speaker or two in the field. Request that the
speaker(s) bring a prop or physical project to engage the
students—such as an innovative medical device.
The Lesson
Part 1: Biomedical Engineering (30
mins)
- Ask students to define biomedical engineering. Respond to ideas and
definitions and discuss the main sections of the field using the
vocabulary words above.
-
Using the computer lab, students will explore the discipline,
beginning with the links on the Dept. of Labor website and BMES.
Instruct them to explore what the college program is like at Columbia
University, clicking on the “Careers” tab and learning about their
summer program for high school students. They can explore other
programs and universities as well.
-
Instruct the students to write down main points as they explore the
websites.
-
Assign a subdiscipline (e.g., tissue engineering) to each student, or
allow them to pick their favorite. Each student will then perform
their own research and share a brief summary with the whole class.
-
As a class, brainstorm the skills and knowledge needed to go into
biomedical engineering. Write down the ideas on a large poster paper
and hang it in class.
-
Instruct the students to write down a few questions for the guest
speaker.
Part 2: Guest Speaker (30
mins)*
- Introduce the guest speaker(s).
-
Reserve at least 15 minutes for the students to ask the speaker
questions.
*If you cannot find guest speakers, arrange a suitable field trip.
Active engagement with a speaker or interesting site is a great way to
boost student interest at the beginning of the course. If this is not
possible, have each student select a specific job title to play-act.
Have them come up with skits and perform them as examples of how people
with different jobs in the field may work together.
Homework:
- Students will select a health or engineering-related book
from the list of optional texts (or a text of their choice). They will
read the book throughout the semester and turn in a book report at the
end of
class.
-
Assign readings from Cells, Tissues, and Skin.
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