Human Factors Engineering - Assisting Humans in Space
12th Grade Biomechanics Module Overview
Topic: Biomedical/Human Factors Engineering
Grade Level: 12
Course: Aerospace Engineering – 12th Grade
Time Allotted for Module: 6 weeks
Prior Knowledge: Students should have some familiarity with the human skeletal and muscular
systems.
Overview: When humans travel into space, engineers are called upon to do more than design rockets
and propulsion systems. Engineers must be able to design systems that not only maintain, support,
protect, and assist the human body, they sometimes are called upon to design systems to enhance the
human body and help it work in space. Biomechanics is the intersection between human (or other
animal) physiology and engineering. In this unit, students will review the components and function of
two human organ systems – skeletal and muscular. They will then learn what is known about how these
systems behave in microgravity. Students will use this knowledge to design a biomechanical device and
test it under different conditions.
In this unit students will identify visual, structural, or functional issues with their biomechanical model,
participate in group brainstorming sessions to develop creative ideas, develop innovative solutions, and
communicate their designs through technical reports. Students will keep an Engineering Journal
throughout this unit.
Vocabulary
Amputee: A person who has had a limb removed
Articulated: A jointed arm
Bioengineering: The use of artificial tissues, organs or organ components to replace damaged or
absent parts of the body, such as artificial limbs and heart pacemakers
Biomedical engineer: A person who blends traditional engineering techniques with the biological
sciences and medicine to improve the quality of human health and life by designing artificial
body parts, medical devices, diagnostic tools, and medical treatment methods
Biomedical engineering: The application of engineering techniques to the understanding of
biological systems and the development of therapeutic technologies and devices (Kidney
dialysis, pacemakers, synthetic skin, artificial joints, and prostheses are some products of
biomedical engineering.) Also called bioengineering
End Effector: Device at the end of a robot arm that is used to grasp or engage objects
12th Grade Biomechanics Module Overview Page 1
Engineer: A person who applies his/her understanding of science and math to creating things for the
benefit of humanity and our world
Hydraulic: Involving or moved by fluid under pressure
Prosthesis: An artificial body part to replace a missing one (Plural: prostheses)
Prosthetics: A specialty of medicine and engineering that designs, constructs and fits artificial limbs
and body parts (prostheses)
Structure: That which gives something shape and stability
Telerobotics: The area of robotics that is concerned with operating robotics remotely
Materials
DAY 1
Computer lab or classroom set of computers
with internet connections
DAYS 2-4 PER GROUP
Measuring tape, meter stick or ruler
Scissors
One type of prosthetic structural material with
which to create a prototype, such as:
For leg structure: toilet plungers (unused),
plastic pipes, metal pipes, metal strips,
cardboard tube (from wrapping paper
roll), wooden "2 x 4," thin metal duct
material (to be rolled and taped into a
tube shape), all generally 1.5 ft (or .46
m) long
For comfort: Large sponges, scrap bubble wrap,
scrap cardboard, etc.
For lifelikeness: bath towels, pairs of pants,
shoes (use students')
For body attachment: String, rope, twine (about
30 ft [or 10 m] long)
Prosthetic Party Worksheet, one per person
DAYS 2-4 ENTIRE CLASS
Several rolls of duct tape
Bathroom scale
DAYS 5-6 PER CLASS:
For Part 1, the teacher's class demonstration,
and Part 3, the load testing station:
2 S-hooks (or strong hooks)
1ft (30 cm) chain link (or strong rope)
Large water or paint bucket
Weights, 5 lbs (2.3 kg) each, for a total of 50 lbs
(22.7 kg); if no weights are available,
use equivalent weight of bricks, rocks,
sand, heavy books, or other material.
1 chicken bone (a thoroughly-cleaned chicken
wing is ideal)
2 strips of duct tape (~6-in [10cm] each)
Clear plastic bin or container, for protection
from splintering bone
Safety goggles
For Parts 2 and 3, each group needs:
A thoroughly-cleaned chicken bone
Scissors
DAYS 5-6
For the entire class to share:
Flathead screwdriver and hammer, to create
small crack in each team's chicken bone
White glue (such as Elmer's)
Masking tape
A variety of materials with which to make a cast
or splint, such as toothpicks, craft sticks,
paint stirrers, gauze or bandage wrap,
tissue, cotton balls, cotton batting,
plastic wrap, etc.
Optional:
Plaster (paper-mâché) cast materials: 2-inch (5cm) newspaper strips (made from about
4-5 full-length newspaper pages per
cast), warm water, white glue and flour
(mix ratio: 3 parts warm water with 1
part flour and 1 part glue)
12th Grade Biomechanics Module Overview Page 2
DAY 7
Tape measures
Graph paper
Rulers
DAYS 8-9
PER TEAM:
6 Rubber bands (a few different sizes)
Thin rope, 2.5 m
string, .5 m
Scissors
Paper, 1 sheet
Artificial Bicep Worksheet, one per student
(Optional) Springs to substitute for rubber
bands in alternate designs
Protractors
PER ENTIRE CLASS:
1 – 20-Newton Spring Scale
Ruler – 12 inch or meter
DAY 10 ENTIRE CLASS
Stopwatch or wristwatch with a second hand
DAY 11
Stopwatch
DAY 12
Wooden craft sticks
Drill (electrical or mechanical) or a wood punch
Small brass paper fasteners
Glue
Assorted materials for end effector – felt, tape,
rubber, Styrofoam, etc.
Assorted small items to pick up – pencils,
screws, washers, table tennis balls,
marbles, etc.
Safety glasses
(Each student or group of students will need a
minimum of four craft sticks and four
brass fasteners.)
DAYS 13-14
Several battery-operated remote controlled toy
cars (students can bring in models from
home)
Masking tape
DAY 15
Styrofoam food tray (one per student)
Marker pens
Duct tape
Scissors
Glue (superglue or hot-glue gun)
Straws (one per student)
String (two large rolls)
Rubber bands (approx. 3 per student)
Paint stick (one per student)
DAYS 16 – 18
Per team:
A variety of plastic syringes –
2 – 12cc veterinary or lab syringes
2 – 20cc veterinary or lab syringes
2 – 30cc veterinary or lab syringes, or similar
sizes and variety
Plastic aquarium tubing - 1 meter per team
Various wood scraps
Rubber bands
Glue
Bolts, screws, nuts, washers
1 empty soda can
Days 16 – 18
For entire class to share:
Tape
20 x 20 piece of wood or cardboard that will
serve as a wall
Drill
Saw
Safety Glasses
Computer lab or classroom computers with
Internet connections
DAYS 19-21
Per group (2-3 students):
Stiff cardboard or light wood (balsa) for arm
model
1 - 1 N (100g) hanging weight
1” diameter plastic pulley
Several heavy brads
Ring stand
10 N spring scale
Single hole punch
Medium weight (i.e., kite) string – preferably
two different colors
12th Grade Biomechanics Module Overview Page 3
Rubber tubing
Protractor
Ruler
Optional: Human Anatomy or Advanced
Biology textbooks
DAYS 22-30
Various materials available in previous
investigations including measuring
devices.
Science
Nature of Science, Standard 1: Practice of Science
SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology,
chemistry, physics, and earth/space science, and do the following:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
pose questions about the natural world,
conduct systematic observations,
examine books and other sources of information to see what is already known,
review what is known in light of empirical evidence,
plan investigations,
use tools to gather, analyze, and interpret data (this includes the use of
measurement in metric and other systems, and also the generation and
interpretation of graphical representations of data, including data tables and graphs),
pose answers, explanations, or descriptions of events,
generate explanations that explicate or describe natural phenomena (inferences),
use appropriate evidence and reasoning to justify these explanations to others,
communicate results of scientific investigations, and
evaluate the merits of the explanations produced by others
Physical Science, Standard 10: Energy
SC.912.P.10.1 Differentiate among the various forms of energy and recognize that they can be
transformed from one form to others.
SC.912.P.10.2 Explore the law of Conservation of energy by differentiating among open, closed, and
isolated systems and explain that the total energy in an isolated system is a conserved
quantity.
SC.912.P.10.3 Compare and contrast work and power qualitatively and quantitatively.
SC.912.P.10.4 Describe heat as the energy transferred by convection, conduction, and radiation, and
explain the connection of heat to change in temperature or states of matter.
SC.912.P.10.5 Relate temperature to the average molecular kinetic energy.
SC.912.P.10.6 Create and interpret potential energy diagrams, for example: chemical reactions, orbits
around a central body, motion of a pendulum.
SC.912.P.10.14 Differentiate among conductors, semiconductors, and insulators
SC.912.P.10.18 Explore the theory of electromagnetism by comparing and contrasting the different
parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy,
and relate them to phenomena and applications.
Physical Science, Standard 12: Motion
SC.912.P.12.2 Analyze the motion of an object in terms of its position, velocity, and acceleration (with
respect to a frame of reference) as functions of time.
12th Grade Biomechanics Module Overview Page 4
SC.912.P.12.3 Interpret and apply Newton's three laws of motion.
SC.912.P.12.4 Describe how the gravitational force between two objects depends on their masses and
the distance between them.
SC.912.P.12.9 Recognize that time, length, and energy depend on the frame of reference .
Math Standards
Algebra, Standard 1: Real and Complex Number Systems
MA.912.A.1.4 Perform operations on real numbers (including integer exponents, radicals, percents,
scientific notation, absolute value, rational numbers, irrational numbers) using multistep and real-world problems.
Algebra, Standard 2: Relations and Functions
MA.912.A.2.13 Solve real-world problems involving relations and functions.
Algebra, Standard 10: Mathematical Reasoning and Problem Solving
MA.912.A.10.1 Use a variety of problem-solving strategies, such as drawing a diagram, making a chart,
guessing- and-checking, solving a simpler problem, writing an equation, working
backwards, and creating a table.
MA.912.A.10.2 Decide whether a solution is reasonable in the context of the original situation.
MA.912.A.10.4 Use counterexamples to show that statements are false.
Statistics, Standard 1: Formulating Questions
MA.912.S.1.1 Formulate an appropriate research question to be answered by collecting data or
performing an experiment.
References
General References
If anatomical charts are needed for quick student reference, the Inner Body website has interactive and
explanatory online anatomical charts.
Muscular System - http://www.innerbody.com/image/musfov.html
Skeletal System - http://www.innerbody.com/image/skelfov.html
Sticks and Stones Will Break That Bone! activity, for teacher background, especially illustrations of the
experimental apparatus; lesson adapted
http://www.teachengineering.com/view_activity.php?url=http://www.teachengineering.com/collectio
n/cub_/activities/cub_biomed/cub_biomed_lesson01_activity2.xml
This website is suggested for teacher background, illustrations and photographs. The lessons have been
adapted and enhanced for use with high school students.
http://www.teachengineering.com/view_activity.php?url=http://www.teachengineering.com/collectio
n/cub_/activities/cub_biomed/cub_biomed_lesson01_activity1.xml
This website is suggested for teacher background, illustrations and photographs. The lesson has been
adapted and enhanced for use with high school students.
http://www.teachengineering.com/view_activity.php?url=http://www.teachengineering.org/collection/
cub_/activities/cub_biomed/cub_biomed_lesson02_activity1.xml
12th Grade Biomechanics Module Overview Page 5
Daily References
Astronauts.pdf
http://www.dailymail.co.uk/sciencetech/article-1129089/Astronauts-risk-hip-fractures-later-lifespace-damages-bone-strength.html
BiomechanicalWorksheet.pdf
teacher-created
Bone Breaking Design Worksheet.pdf
http://www.teachengineering.com/collection/cub_/activities/cub_biomed/cub_biomed_lesson01_acti
vity2_worksheet.pdf
Bone Breaking Group Testing Table.pdf
http://www.teachengineering.com/collection/cub_/activities/cub_biomed/cub_biomed_lesson01_acti
vity2_grouptestingtable.pdf
Bone up on Bones.pdf
http://virtualastronaut.tietronix.com/textonly/act16/text-skeletonact.html
BoneFracture.pdf
http://www.msnbc.msn.com/id/28860055
DesignProcess.pdf
Design Squad TM/© 2008 WGBH Educational Foundation
Fluid Power Systems.pdf
http://wvteched.k12.wv.us/word_docs/fluidpower.pdf
Free Body Diagrams.pdf
http://www.teachengineering.com
Graphing Bones.pdf
http://www.nsbri.org/HumanPhysSpace/focus6/index.html
Human-Like Robot.pdf
http://www.nasa.gov/home/hqnews/2010/apr/HQ_10-086_R2.html
Hydraulic Arm Challenge.pdf
http://test.teachengineering.org/save_doc.php?printer=http://test.teachengineering.org/view_activit
y_printer.php?url=&page=collection/wpi_/activities/wpi_hydraulic_arm_challenge/wpi_hydraulic_ar
m_challenge.xml&type=activity&FORMAT=.pdf
Interactive Muscular System Activity
http://www.innerbody.com/image/musfov.html
Levers and Mechanical Advantage.pdf
http://www.pbs.org/wgbh/nova/teachers/activities/images/27ms_sle2treb_levers.gif
Muscle groups activity (Allow time for all students to participate and class discussion. Click on SI 3)
http://www.nsbri.org/HumanPhysSpace/focus5/index.html
NASA Bone Health.pdf
http://www.nasa.gov/exploration/humanresearch/areas_study/physiology/physiology_bone.html
12th Grade Biomechanics Module Overview Page 6
NASA Robotic Arm.pdf
http://www.nasa.gov/mission_pages/shuttle/behindscenes/rms_anniversary.html
NASA Robotics
http://www.nasa.gov/topics/technology/features/robonaut.html
Presentation Rubric.pdf
teacher-created
Prosthetic Party Worksheet.pdf
http://www.teachengineering.com/collection/cub_/activities/cub_biomed/cub_biomed_lesson01_acti
vity1_worksheet.pdf
Quadriceps muscles (see Muscular System for an illustration of the quadriceps muscles of the leg)
http://www.innerbody.com/image/musfov.html
SpacebotsActivity.pdf
http://dln.nasa.gov/media/storage/9-12SpacebotsActivity.pdf
Space Flight on Muscles (click on Student Investigations; this is SI 2)
http://www.nsbri.org/HumanPhysSpace/focus5/index.html
Space Medicine Reading (homework reading assignment)
http://iss.jaxa.jp/med/index_e.html
Strength and Endurance Chart.pdf
teacher-created
Student Investigation - Comparing Muscle Fiber Groups.pdf
teacher-created
Student Investigation - Performing Physical Activities.pdf
teacher-created
Teacher Rubric Biomechanics Culminating Activity.pdf
teacher-created
Teacher Rubric for Hydraulic Arm.pdf
http://test.teachengineering.org/collection/wpi_/activities/wpi_hydraulic_arm_challenge/wpi_hydrau
lic_arm_challenge_attachment2.pdf
Virtual Skeleton Puzzle
http://virtualastronaut.tietronix.com/textonly/act15/game-skeletonpuz.aspx
Writing Rubric.pdf
teacher created
12th Grade Biomechanics Module Overview Page 7