Biomedical Engineering 7-28

Biomedical Engineering 7-28

Students began the day with a discussion of how fluid mechanics played a role in the design of their heart models, and also discussed how the heart compared to other kinds of pumps. Next, they were given the chance to reflect on the design process of their BristleBots, which they had been working on all week. As a class, students put the finishing touches on the big heart model, and worked together to label the parts of the heart. They also prepared to present all of their projects to the parents at the end of the day.

Ask your student: Which parts of your BristleBot design were most effective? Which material would be the most versatile for building a BristleBot?

Biomedical Engineering 7-27

Biomedical Engineering 7-27

Today, students discussed what can be done to prevent different kinds of heart failure, and what is done to troubleshoot both electrical and mechanical failure. The class finished constructing the big heart model and double checked to make sure it was fully functional. Students reflected on the process of designing, building and troubleshooting the large heart model, and came up with any last minute changes to refine the design. Finally, students continued working on and testing their BristleBots.

Ask your student: What are some ways to prevent heart failure? What can be done to troubleshoot an electrical system failure? What role did pressure play in the design of the big heart model?

Biomedical Engineering, Wednesday, 7-26

Biomedical Engineering, Wednesday, 7-26

To begin the day, students learned about and discussed examples of heart failure, both in the mechanical and electrical systems of the heart. Then, the class continued to build the large heart model, and began troubleshooting any issues that came up for the big heart. Students continued to work on their BristleBots, and began testing them today.

Ask your student: What are some examples of an electrical heart failure? What are examples of a mechanical heart failur

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e? How does heart failure affect blood flow?

Biomedical Engineering 7-26

Biomedical Engineering 7-26

To begin the day, students learned about and discussed examples of heart failure, both in the mechanical and electrical systems of the heart. Then, the class continued to build the large heart model, and began troubleshooting any issues that came up for the big heart. Students continued to work on their BristleBots, and began testing them today.

Ask your student: What are some examples of an electrical heart failure? What are examples of a mechanical heart failure? How does heart failure affect blood flow?

Biomedical Engineering 7-25

Biomedical Engineering 7-25

Students continued their exploration of the human heart, and finished constructing their life size models. After construction, they were able to troubleshoot any issues their model had, and reflect on the process of designing and constructing the heart. Using what they learned from building their individual heart models, the students worked together as a class to design and construct a large heart model, about 10 times the size of an actual heart. Next, students continued their exploration of range of motion, this time measuring each joint after 30 minutes of exercise. The last activity for today was continuing construction of the BristleBot, which was started yesterday.

Ask your student: What went well when you were building your heart model? What things did not work as you planned? How did you apply this knowledge to building the large class model of the heart?

Biomedical Engineering, Tuesday, 7-25

Biomedical Engineering, Tuesday, 7-25

Students continued their exploration of the human heart, and finished constructing their life size models. After construction, they were able to troubleshoot any issues their model had, and reflect on the process of designing and constructing the heart. Using what they learned from building their individual heart models, the students worked together as a class to design and construct a large heart model, about 10 times the size of an actual heart. Next, students continued their exploration of range of motion, this time measuring each joint after 30 minutes of exercise. The last activity for today was continuing construction of the BristleBot, which was started yesterday.

Ask your student: What went well when you were building your heart model? What things did not work as you planned? How did you apply this knowledge to building the large class model of the heart?

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Biomedical Engineering 7-24

Biomedical Engineering 7-24

Today, students did a wide variety of activities, beginning with learning about the basics of engineering. Next, students learned the important components of a human heart and how they function, and they began designing and building their own life size model of a heart. Students also examined different foot types, and were able to determine which foot type they have. Using a goniometer, students were able to measure their own range of motion for different joints in their body. The last activity of the day was designing and building a Bristle-Bot – a robot made from toothbrush bristles! Some students built a solar powered bot, while others worked on light tracking robots so the class could compare and contrast these two types of Bristle-Bots.

Ask your student: How do the electrical and mechanical systems of the human heart work together to make it function properly? How does the performance of a solar powered device change with different weather conditions? How does the performance of a battery powered device change with different weather conditions?

Integrated Science – Friday, 7-21-17

Integrated Science – Friday, 7-21-17

Today was the last day of the Integrated Science program. All of the students are enjoying it and seem sad that it’s over! The students spent the morning presenting their ecosystem research posters to their classmates. There were some great questions and discussion! During free time, some of the students signed each other’s Summer@IMSA T-shirts. In the afternoon they finished up presentations and competed post-tests/surveys on the program. The week concluded with a presentation to parents on all of the great work from the week! (Check back next week to see all the posters online!)

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Integrated Science – Thursday, 7-20

Integrated Science – Thursday, 7-20

In the morning, the students learned about water-based ecosystems. They focused specifically on the effect that keystone microorganisms have on the ecosystem and the health of the keystone microorganism Daphnia, which can reflect the health of the whole ecosystem. They designed experiments to observe the heart rate of Daphnia in various pollutants, compared to water. Then, in the afternoon, they performed their experiment. The students also had ample time to complete their project work. They finished up their posters in the morning and practiced in the afternoon. They will be presenting their work tomorrow for parents and family!

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