Lesson The Grand Challenge

Learning Objectives

After this lesson, students should be able to:

• Explain the grand challenge problem.
• List what information might be needed to answer the problem.
• Group together similar areas of knowledge needed for the challenge.
• Visualize the shape of a magnetic field.

Educational Standards

Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.

All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).

In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.

International Technology and Engineering Educators Association - Technology

State Standards

Introduction/Motivation

Grand Challenge Question: A nearby hospital has just installed a new magnetic resonance imaging facility that has the capacity to make three-dimensional images of brains and other body parts by placing a patient in a strong magnetic field. The hospital wants its staff to have a clear knowledge of the risks involved in working near a strong magnetic field, as well as a basic understanding of why those risks exist. Safety engineers spend time specifically trying to improve the safety of devices. When an engineer designs a new machine like an MRI machine, s/he must communicate how the design works to the users to ensure they understand how to use it in a safe manner. Your task over the next two weeks is to develop a presentation or pamphlet explaining how a MRI machine works, the risks involved, the physics behind those risks, and the safety precautions to be taken by all staff members.

Generate Ideas: Ask students to work independently to record their personal thoughts and ideas about the problem in their journals. Use one or more of the following journal questions to help students get started:

• What risk factors could a strong magnetic field pose to medical personnel?
• How could those risks be reduced or avoided?
• What do you need to know more about?
• What do you already know that is relevant?

After an adequate amount of time, record students' thoughts on the board. Solicit ideas from everyone, and capture all ideas on the board. If the class is large, have students pair up and share ideas, then get at least one idea from each group.

Multiple Perspectives: Next, show students two short online videos: 1) a video interview with a real-life researcher and 2) a video of removing a chair from an MRI. The website URLs are provided in the Additional Multimedia Support section. Give students time to brainstorm additional ideas of needed information. These videos can lead students in new directions and help them understand the uses of MRI.

Finally, divide the Grand Challenge into three knowledge areas: how magnetic fields affect physical objects, how magnetic fields relate to electricity, and what creates a magnetic field. After students are satisfied with their list of information needed and categories, conduct the associated activity Visualizing Magnetic Field Lines on the topic of visualizing magnetic fields.

Lesson Background and Concepts for Teachers

Legacy Cycle Information

This lesson covers the Grand Challenge, Generate Ideas, and Multiple Perspectives phases of the legacy cycle. The intent is to get students to brainstorm ideas and organize their information. Begin with students working independently to record their personal thoughts and ideas on the problem. During this time, walk around the room and assist any students who are drawing a blank. After an adequate amount of time, record students' thoughts on the classroom board. Get ideas from everyone, and write all ideas on the board, overhead projector or large notepad. If the class is large, have students group up and share ideas, then get at least one idea from each group.

Next, show the video interview with a real-life researcher and the video of removing a chair from an MRI and give students time to brainstorm additional ideas of needed information. These videos can lead students in new directions and help them understand the uses of MRI. The goal of this brainstorming is to divide the Grand Challenge down into three knowledge areas: how magnetic fields affect physical objects, how magnetic fields relate to electricity, and what creates a magnetic field. If students do not think of these topics, ask leading questions to help them.

This first part of the legacy cycle deeply engage students with a problem to they become motivated to learn information. During the Generate Ideas phase, they identify prior knowledge so they feel that they have a starting place for the problem. Students get to hear everyone's ideas, so they know what their classmates are thinking. This is also a time for teachers to identify misconceptions. During the Multiple Perspectives phase, students gain more clues to the challenge problem and begin to see why this information is useful.

MRI Information

Magnetic resonance imaging (MRI) is a non-invasive, usually painless medical test that helps physicians diagnose and treat medical conditions.

MR imaging uses a powerful magnetic field, radio waves and a computer to produce detailed pictures of organs, soft tissues, bone and virtually all other internal body structures. The images are examined on a computer monitor or printed. MRI does not use ionizing radiation (x-rays).

Detailed MR images help physicians to better evaluate body parts and certain diseases that may not be assessed adequately with other imaging methods such as x-ray, ultrasound or computed tomography (also called CT or CAT scanning).

Associated Activities

• Visualizing Magnetic Field Lines - Students use permanent magnets and a variety of methods to visualize magnetic fields.

  Watch this activity on YouTube

Vocabulary/Definitions

biomedical engineering: The application of engineering principles and techniques to the medical field. It combines the design and problem solving skills of engineering with medical and biological sciences to help improve patient health care and people's quality of life.

MRI: Acronym for magnetic resonance imaging. A non-invasive diagnostic medical procedure employing an MR scanner to obtain detailed sectional images of the internal structure of the body.

Assessment

Lesson Summary Assessment

Journaling: Review students' journal entries from after being introduced to the Grand Challenge to assess their depth of comprehension of the topic.

Journal Topics for after Grand Challenge:

• What risk factors could a strong magnetic field pose to medical personnel?
• How could those risks be reduced or avoided?
• What do you need to know more about?
• What do you already know that is relevant?

Additional Multimedia Support

Video Interview with MRI researcher (3:31 minutes), Pediatric MRI at https://www.youtube.com/watch?v=FLmKiljrf00

Video of removing a chair from an MRI machine (28 seconds), Chair Gets Stuck in an MRI at https://www.youtube.com/watch?v=FLmKiljrf00

References

Copyright

Contributors

Supporting Program

Acknowledgements

The contents of this digital library curriculum were developed under National Science Foundation RET grant nos. 0338092 and 0742871. However, these contents do not necessarily represent the policies of the NSF, and you should not assume endorsement by the federal government.