Dorothy Ringer Sumner, Aldine 9th Grade School, Aldine ISD, Biology, Grade 9, 5 instructional
days
End of Summer Report
Review of Research:
My research experience was in a biomedical device lab where the research is centered on
creating shape memory polymer (SMP) foam delivery device to treat aneurysms. Aneurysms
are abnormal widening or ballooning of blood vessels. They are found in 5% of the U.S.
population. They are not life threatening unless it begins pressing on the brain or ruptures.
30,000 people die or suffer neurological damage from stroke or subarachnoid hemorrhages
when aneurysm ruptures. They can affect anyone but are more common in the elderly and
women. Pre-existing conditions include hypertension, atherosclerosis, head trauma and birth
defects. SMP’s are polymers that remember their shape. They can be compressed drastically and
still retain original shape when acted upon by stimulus such as heat. In the lab SMP foams are
compressed and led through a catheter to the site of the aneurysm where it is deployed and
begins to expand when a laser light hits it. The expansion fills the aneurysm sac and allows
blood flow to continue through the artery.
Unit Overview:
This lesson unit introduces students to biomedical engineering and the technology of shape
memory polymers. As they create a device to deliver a compressed polymer to an aneurysm,
testing its reliability and considering pros and cons, they learn about issues and materials that
biomedical engineers consider in designing medical devices.
Students learn how a shape memory polymer can clot an aneurysm and direct blood flow
through the artery. Using everyday items, each team of students designs and builds an SMP
Deployment Device capable of plugging the aneurysm. Students develop a plan, build and test
their system, and then evaluate the effectiveness of their and other teams’ efforts. Finally, they
present their findings to the class.
Lesson Integration:
The core concepts of this research include diseases and treatment of organ systems, chemical
structure and properties of polymers, and engineering design. All of these core concepts will be
integrated into my freshman biology core curriculum.
Educational Standards:
The TEKS and End of Course objectives associated with these concepts are:
2) Scientific processes. The student uses scientific methods and equipment during laboratory
and field investigations. The student is expected to:
(E) plan and implement descriptive, comparative, and experimental investigations, including
asking questions, formulating testable hypotheses, and selecting equipment and technology;
(F) collect and organize qualitative and quantitative data and make measurements with
accuracy and precision using tools such as calculators, spreadsheet software, data-collecting
probes, computers, standard laboratory glassware, microscopes, various prepared slides,
Dorothy Ringer Sumner, Aldine 9th Grade School, Aldine ISD, Biology, Grade 9, 5 instructional
days
stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettes, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing
devices, cameras, Petri dishes, lab incubators, dissection equipment, meter sticks, and models,
diagrams, or samples of biological specimens or structures;
3D) evaluate the impact of scientific research on society and the environment;
9) Science concepts. The student knows the significance of various molecules involved in
metabolic processes and energy conversions that occur in living organisms. The student is
expected to:
(A) compare the structures and functions of different types of biomolecules, including
carbohydrates, lipids, proteins, and nucleic acids;
(10) Science concepts. The student knows that biological systems are composed of multiple
levels. The student is expected to:
(A) describe the interactions that occur among systems that perform the functions of
regulation, nutrient absorption, reproduction, and defense from injury or illness in animals;
(B) describe the interactions that occur among systems that perform the functions of
transport, reproduction, and response in plants and animals.
Learning objectives:
The students will:
--Describe various diseases of the circulatory system and how advances in engineering,
technology and scientific research are being used to treat them.
-Use knowledge from the study of organic polymers to know what polymer is created from a
particular monomer.
-Be able to recall and describe the organic polymers (proteins, carbohydrates, lipids and nucleic
acids) that exist in the human body;
-Explain some of the wide range of different properties and uses of polymers;
-Know that some polymers occur naturally and others are designed and still others were
discovered by accident.
-Plan, develop, and test a design apparatus.
-Think creatively about the implications of a scientific discovery and how it could be put to use.
-Discover how biology, technology and manufacturing are linked.
Instructional Strategies:
Students will engage in the following activities:
a. Independent activities
b. Whole group instruction
c. Cooperative learning
d. Simulations
e. Hands-on activities
f. Process skill activities
g. Visuals
Dorothy Ringer Sumner, Aldine 9th Grade School, Aldine ISD, Biology, Grade 9, 5 instructional
days
h. Collaborative grouping
Outline:
Day 1
Use power point to discuss the structure and function of the circulatory system and diseases of
the system.
Have student trace the path of blood through the heart to major areas of the body.
Discuss the diseases described in the power point notes and new therapies for treatment
including aneurysms.
Discuss lifestyle changes a person with heart disease may benefit from.
Explain to students that they will design a device to treat aneurysms by simulating the
technology described in the power point presentation.
Day 2
Introduce shape memory polymers using a powerpoint presentation, “Weird and Wonderful
Polymers”.
Describe the procedures for making a SMP.
Students will make the SMP’s.
Students will complete a chart describing the various uses of the SMP’s using their notes
homework.
Day 3
Students will experiment with deforming polymers and complete the lab conclusions for
homework.
Demonstrate how the polymer polyacrylate (found in diapers) absorbs liquid. Explain to the
students that they will use this substance as their SMP when creating their device.
Pass out assignment with criteria for the creation of the deployment device to treat aneurysms.
Students will create an aneurysm with a straw heated to deform it.
Students will discuss ways to plug or clot the aneurysm by creating their device using the given
material list.
Homework: Continue to brainstorm ways to create device.
Day 4&5
Design device to treat aneurysm. The device must be able to allow a syringe of simulated blood
to flow through the artery.
Record the delivery of the polymer and blood flow through artery to determine the
effectiveness of the device.
Present team models and results to class.
Summary:
Upon completion of this unit, students will:
-be familiar with cardiac diseases, risk factors, treatment therapies and prevention methods.
- know examples of natural and synthetic polymers and their properties and uses.
- understand how biology, technology and manufacturing are linked.
- apply engineering design techniques in problem solving.
Dorothy Ringer Sumner, Aldine 9th Grade School, Aldine ISD, Biology, Grade 9, 5 instructional
days
CARDIAC DISEASES AND TREATMENT DEVICES
PRE- & POST-TEST
Answer each of the following on your scantron.
1)
a)
b)
c)
d)
An aneurysm occurs when __________.
blood clots in the heart.
the heart beats irregularly.
an artery widens or balloons out of shape.
a vein collapses.
2)
a)
b)
Aneurysms are only life threatening when they rupture or press on the brain.
true
false
3)
a)
b)
c)
d)
Which of the following increases the chance of developing an aneurysm?
hyperthyroidism
hypertension
dwarfism
emphysema
4)
a)
c)
d)
Which set contains one natural polymer and one synthetic polymer?
polyethylene and nylon
protein and starch
protein and polyacrylate
5)
a)
b)
c)
d)
A polymer that returns to its original shape after being deformed is________.
plastic polymer
shape memory polymer
hydrogel polymer
petrochemical polymer
6) What tissue makes up most of your heart?
a) fat
b) muscle
c) connective tissue
d) blood vessels
7) What needs the nutrients and oxygen carried by your blood?
a) organ systems
b) organs
c) tissues
d) individual cells
Dorothy Ringer Sumner, Aldine 9th Grade School, Aldine ISD, Biology, Grade 9, 5 instructional
days
8)
a)
b)
c)
d)
Blood returning from the lungs enters the heart through the:
pulmonary valve
mitral valve
right ventricle
left atrium
9)
a)
b)
c)
d)
In general, veins exhibit this characteristic when compared to arteries:
are thinner walled
are more elastic
carry faster moving blood
have thicker endothelium
10)
a)
b)
c)
d)
Which of the following is NOT a risk factor for developing atherosclerosis?
high dietary fat intake
diabetes
smoking
high HDL level