Spark 101 Lesson Plan
Video Presentation Title: Concussion in Professional Football Players - Physics and Engineering in Medicine
Unit of Instruction:
Design Process
Standard(s):
Texas Essential Knowledge and Skills (TEKS)
Knowledge and Skills
(2) The student applies knowledge of science and mathematics and the
tools of technology to solve engineering design problems. The student is
expected to:
(A) apply scientific processes and concepts outlined in the Texas
Essential Knowledge and Skills (TEKS) for Biology, Chemistry, or
Physics relevant to engineering design problems;
(F) investigate and apply relevant chemical, mechanical, biological,
electrical, and physical properties of materials to engineering design
problems;
(3) The student communicates through written documents,
presentations, and graphic representations using the tools and
techniques of professional engineers. The student is expected to:
(E) evaluate the quality and relevance of sources and cite
appropriately;
(F) defend a design solution in a presentation.
Assessment/Demonstration of Learning:
Students will create presentation showing ways to help
limit/prevent concussion using a design they created.
© 2016 Spark 101
Subject/Course: Engineering Design and Problem Solving
Objective(s): Discuss the design components for studying
concussion and brain function. Students will recognize risky
behavior that can result in traumatic injury and life-altering
consequences. Students will investigate the need for prevention
and intervention to reduce traumatic injury.
- Engineering design is the creative process of solving problems by
identifying needs and then devising solutions. This solution may be a
product, technique, structure, process, or many other things depending
on the problem. Science aims to understand the natural world, while
engineering seeks to shape this world to meet human needs and wants.
- Engineering Design and Problem Solving reinforces and integrates
skills learned in previous mathematics and science courses. This course
emphasizes solving problems, moving from well-defined toward more
open ended, with real-world application. Students apply criticalthinking skills to justify a solution from multiple design options.
Resources Needed:
Educator Resources from Spark101 – “Think, Write, Pair, Share”,
“Value-Based Problem Solving”, and “The K-W-L strategy” classroom
templates
Developed by Dr. Stephen Szyndler, Trimble Tech High School, Fort Worth, Texas
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Lesson Component
Time Allotted
Activator
(Prior to showing the
video presentation)
Time:
10 -20 minutes
Grouping:
Pairs
Teacher Procedure
Before introducing the Think-Write-Pair-Share strategy with students, develop a set of
questions or prompts that target key concepts related to the video.
Describe the strategy and its purpose with your students, and provide guidelines/
question(s) for the discussion that will take place related to the video.
Begin by asking questions about the video for the students to discuss with reference to:
 MRI
 X-Ray
 CT Scans
 Brain Imaging
 Trauma
 Traumatic injuries
 Concussion
 Neurological
 Static vs Rotational Field
 Magnetic Fields
Using this strategy prior to showing the video gives the teacher the opportunity to
adjust their instruction based on students sharing about what they already know.
Have the students complete the Spark 101 “Think-Pair-Write-Share” template as they
© 2016 Spark 101
Developed by Dr. Stephen Szyndler, Trimble Tech High School, Fort Worth, Texas
Page 2 of 6
discuss these possible questions before watching the video:
1. What is a magnetic field?
2. How do you measure a magnetic field?
3. What is a concussion?
4. What tools and technology could Engineers use to study the brain and impact of
concussions?
5. How does this information effect what Engineers could do to potentially solve
the problem.
6. How do we measure the long term effects of concussions?
Problem/Motivation
(Part I of video)
Problem Solving
Activity
(Describe process for
identifying possible
solution(s) to the problem
presented)
Time:
2-5 minutes
Time:
10 minutes
Grouping:
Independent
Show this first segment of the video to your students, letting them know that they will
be working on solving the real-world problem after viewing.
Important content to note:
1. The study is looking at retired football players and brain imaging and brain
function.
2. Concussion is defined as trauma to the head and as a result a change in
neurological, neurophysiological, psychological function. Scientists will look at
both symptoms and the duration.
3. This study will look for an explanation for the late in life changes in mood and
mental cognition.
4. The study will also look at how Engineering and Physics are used when getting
an MRI (Magnetic Resonance Imaging).
Before the groups try to answer the questions presented in the video:
How do we measure the long-term effects of concussions?
Why would you choose MRI over X-ray to study the brain?
What is a magnetic field?
How do you measure a magnetic field?
How are magnetic fields used in MRI?
review the Value-Based Problem Solving Student Template with the students. Students
are trying to solve a problem related to concussions.
How can we design a study to examine brain health in professional football players, the
problems they are having relative to others in ‘normal’ populations, and how to match
these results with brain imaging?
Additional question could include but not limited to:
© 2016 Spark 101
Developed by Dr. Stephen Szyndler, Trimble Tech High School, Fort Worth, Texas
Page 3 of 6
How will you look for physical differences in the brains of the individuals?
What information will you need to gather about the history of the individuals in
your study?
Checks for Understanding
Before showing the next section, ask student pairs to share an answer to each question.
Solving the Problem
(Part II of video)
Comparing Solutions
and Meaning
(Describe process for
identifying possible
solution(s) to the problem
presented)
Time:
2-5 minutes
Time:
5 minutes
Grouping:
Whole group
Show this second segment of the video to your students, letting them know that they
will be comparing their solutions to the actual solution shared by the industry
professional(s).
Following this segment of the video, briefly remind students of the types of questions
answered in this segment of the video. Students will not discuss their ideas until the
video has finished.
1. What did the MRI and other tests reveal?
2. What does Physics and Engineering have to do with an MRI?
Answer: Differences in white matter and cognitive function memory and word retrieval.
25% of retired football group also showed depression. MRI showed the brain imaging
of white matter, gray matter, and cognitive function. The white matter should show
dark, but it instead showed white areas.
Checks for Understanding
How did your design compare to that of the experts?
What questions might you still have?
Future Impact and
Meaning
(Part III of video)
Time:
2-5 minutes
Future Impact and
Meaning
(Have students reflect
on how solving the
problem might relate to current or
future goals)
© 2016 Spark 101
Time:
20 minutes
Grouping:
Pairs
Show this third and final segment of the video to your students, letting them know that
they will be reflecting on their thoughts related to pursing possible education pathways
and careers presented in the video.
Have students complete the Spark 101 “The K-W-L strategy” classroom template to
summarize and reflect on the video.
Checks for Understanding
Ask that student pairs report-out the “The K-W-L strategy” during a class discussion.
Developed by Dr. Stephen Szyndler, Trimble Tech High School, Fort Worth, Texas
Page 4 of 6
Summarizer/Closure
Time:
15 minutes +
Additional questions and notes to fuel reflection:
Why is it important to bring together scientists from various disciplines? What can
Engineers do to help?
Looking at the professionals involved, we see the overarching questions they still have.
 Dr. Rossetti (Psychiatry) How might advances in genetics let us know about an
individual’s biological factors that could explain why one athlete is affected
more than another.
 Dr. Lu (Psychiatry and Radiology) How do we use MRI as a non-invasive tool to
predict future brain function?
 Dr. Thomas (Psychiatry and Radiology) Shares his pathway through
bioengineering.
Additional websites and links to explore both technology and current research:
http://www.utsouthwestern.edu/research/brain-injury/research/index.html
http://www.brainhealth.utdallas.edu/research/research_topic/concussions
http://www.utsouthwestern.edu/research/brain-injury/research/index.html What
other research projects are underway?
http://www.ninds.nih.gov/disorders/tbi/tbi.htm National studies underway
http://www.utsouthwestern.edu/education/medicalschool/departments/airc/research/fmri-and-mrs.html specifics of imaging and MRI
© 2016 Spark 101
Developed by Dr. Stephen Szyndler, Trimble Tech High School, Fort Worth, Texas
Page 5 of 6
Robotics Presentation
Assessment (if applicable)
By: students names removed!!!
Robotics Presentation
By: Evelyn Lara, Lisandro Andrade, Taylor Steans, Dejohn Pippins
This case study can be extended in a variety of ways. Have students decide what information might be
important to share with the school athletic teams. The above assessment is a Robotics Presentation created by
the students to use a robot for tackling during practice to help reduce the possibility of getting a concussion.
Additional Connections (if available)
OpenStax Connections (if available)
Additional Notes (if needed)
Brain and Spinal Cord Injury Curriculum:
https://www.shepherd.org/docs/sc_teachers_manual.pdf
© 2016 Spark 101
Developed by Dr. Stephen Szyndler, Trimble Tech High School, Fort Worth, Texas
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