Lesson 10-11: Prosthetics, Bionics, and Biomimicry
Suggested Time: 120-180 minutes
Overview
Students will learn about the relationship between bionics (the study of
natural processes and movements for the purpose of engineering and
medical applications) and the development of prosthetics for treatment
of missing limbs and organs.
Vocabulary
- Bionics
-
Movement research
-
Prosthetics
-
Biomimicry
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Neural engineering
-
Neuroscience
Objectives
- Students will learn how the observation of natural traits and
processes can lead to innovations in engineering.
-
Students will learn how neural engineering and neuroscience links
medical engineering and robotics.
Required Project
Materials
- Computer lab or shared class computer and screen
-
Clay and toothpicks (for building anatomical models)
-
Anatomical charts of hands, feet, arms, and legs, such as those
available at WebMD
(http://www.webmd.com/pain-management/picture-of-the-feet)
-
Remote Control Machines Kit. National Geographic Store http://
shop.nationalgeographic.com/ngs/product/kids/toys-and-games/all-toys/remote-control-
machines-kit?code=SR50002
-
Mindflex Game
http://amzn.com/B001UEUHCG
or Duel Game http://amzn.com/ B004GHNFKK and/or one of
the other devices listed in the Scientific American article
Multimedia Resources
- “Sea Turtle Gets New Lease on Life with Prosthetic Flippers. BBC,
various other sources available as well.
http://www.bbc.com/news/world-asia-21434189
-
“Prosthetic Limbs, Controlled by Thought” article and “The Bionic
Man” short film. New York Times Video (8.36)
http://www.nytimes.com/2015/05/21/technology/a-bionic-
approach-to-prosthetics-controlled-by-thought.html?_r=0
-
“Trouble Walking? Try Honda’s New Exoskeleton Legs.”
https://youtu.be/6pWvxA4jvbc
-
“Six Electronic Devices You Can Control With Your Thoughts.”
Scientific American.
http://www.scientificamerican.com/article/pogue-6-electronic-devices-you-can-control-
with-your-thoughts/
-
Owning It: Stories About Teens With Disabilities . Donald Gallo.
http://amzn.com/ 076364661X
-
Kaku, Michio. The Future of the Mind.
http://amzn.com/0307473341
Optional Multimedia
Resources
- EPOC Emotiv with software development tools.
https://emotiv.com/epoc.php
Before the Lesson/ Background
Information
- Print out copies of the articles.
-
Print three chapters from Owning It for group discussion,
focusing on physical disabilities that can be aided with prosthetics.
-
Select appropriate tasks and builds from the Remote Control Machines
Kit manual.
The Lesson
Part 1: Experiencing Disability (15
mins)
- Separate the class into three groups. Circulate the chapters from
Owning It : one chapter per group. If the chapters are long,
allow individuals to take different sections for more efficient
reading.
-
Each group will discuss their chapter and write down a summary.
-
Each group will share their summary with the class.
-
Discuss the chapters in class. What would it be like to live with this
disability? What kinds of prosthetics are available that may help a
person to live differently? What are some reasons some people may not
want to adjust or improve an “impairment” (e.g., feeling a sense of
community or heightened abilities in other areas).
-
If appropriate, lead an activity where students explore what it’s like
to have a particular disability. (For example, have students put on
blindfolds and attempt to walk down the hallway or to the bathroom
without vision.)
-
If you have any disabled students, do NOT single them out or ask them
to represent the experience to their classmates unless they feel
comfortable volunteering the information. Instead, you may ask the
entire class if they have any stories to share regarding disabilities
— something they’ve experienced themselves or something involving a
family member, for example.
Part 2: Prosthetic Limbs (45
mins)
- Show the “Sea Turtle” video(s) and “The Bionic Man” short film.
-
Discuss the material that was used to make the sea turtle flipper
(polyurethane). What are the properties of the material that made it
an ideal choice? What did scientists have to observe in order to make
an adequate prosthetic flipper? How did they test it? Allow the
students to look for more information on this subject on their own, if
they wish.
-
Read and discuss the New York Times article about the bionic man who
controls his prosthetics with thought. There are many of these kinds
of prosthetics under development. What kinds of engineering are
involved in making a product like this? What other fields of study are
involved? How does this connect with the field of robotics?
-
Read the “Trouble Walking?” article with the class. Note that the
robotic legs are described as an exoskeleton. What is an exoskeleton?
How did scientists find out about exoskeletons? Here, make a
connection with observations of physical structures in nature, as well
as their traits, functions, and even aesthetics.
-
Brainstorm with the class about different animals they know. What
physical traits and behaviors would be useful in application to
engineering and medicine?
-
Separate the students into two teams: hands and feet. If you have a
large class, try four teams and add elbows/arms and knees/legs. Using
clay, each team will build an anatomical model of their body part.
They will research current prosthetics available for that part. At the
end of class, have each team spend about two minutes showing what they
learned and discussing how prosthetics attempt to replicate the
function of the particular part.
Part 3: Robot Builds (60-120
mins)
-
Allow a few minutes for discussion of devices that can be
mind-controlled. How is this accomplished? Relate to neural
engineering and neuroscience.
-
Allow students to play the mind-controlled devices. If you have
students interested in or advanced in software development and
programming, consider purchasing EPOC Emotiv or similar.
-
Using the National Geographic kit, students will build remote-control
machines.
-
Relate this activity to the mind-controlled machines and relationship
between neuroscience and prosthetics.
Homework:
- Assign readings from The Future of the Mind.
-
Students will work on their reading and book report for
the end of the
semester.
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