Students are introduced to the circulatory system with an emphasis on the blood clotting process, including coagulation and the formation and degradation of polymers through their underlying atomic properties. They learn about the medical emergency of strokes the loss of brain function commonly due to blood clots including various causes and the different effects depending on the brain location, as well as blood clot removal devices designed by biomedical engineers.

Students study how heart valves work and investigate how valves that become faulty over time can be replaced with advancements in engineering and technology. Learning about the flow of blood through the heart, students are able to fully understand how and why the heart is such a powerful organ in our bodies.

Students make a skydiver and parachute contraption to demonstrate how drag caused by air resistance slows the descent of skydivers as they travel back to Earth. Gravity pulls the skydiver toward the Earth, while the air trapped by the parachute provides an upward resisting force (drag) on the skydiver.

Students learn about various crystals, such as kidney stones, within the human body. They also learn about how crystals grow and ways to inhibit their growth. They also learn how researchers such as chemical engineers design drugs with the intent to inhibit crystal growth for medical treatment purposes and the factors they face when attempting to implement their designs. A day before presenting this lesson to students, conduct the associated activity, Rock Candy Your Body.

Students learn how engineers gather data and model motion using vectors. They learn about using motion-tracking tools to observe, record, and analyze vectors associated with the motion of their own bodies. They do this qualitatively and quantitatively by analyzing several examples of their own body motion. As a final presentation, student teams act as engineering consultants and propose the use of (free) ARK Mirror technology to help sports teams evaluate body mechanics. A pre/post quiz is provided.

Students use a tension-compression machine (or an alternative bone-breaking setup) to see how different bones fracture differently and with different amounts of force, depending on their body locations. Teams determine bone mass and volume, calculate bone density, and predict fracture force. Then they each test a small animal bone (chicken, turkey, cat) to failure, examining the break to analyze the fracture type. Groups conduct research about biomedical challenges, materials and repair methods, and design repair treatment plans specific to their bones and fracture types, presenting their design recommendations to the class.

Students are introduced to the challenge question, which revolves around proving that a cabinet x-ray system can produce bone mineral density images. Students work independently to generate ideas from the questions provided, then share with partners and then with the class as part of the Multiple Perspectives phase of this unit. Then, as part of the associated activity, students explore multiple websites to gather information about bone mineral density and answer worksheet questions, followed by a quiz on the material covered in the articles.

In their reading from activity 1 of this unit, students should have discovered the term "logarithm." It is at this point that they begin their study of logarithms. Specifically, students examine the definition, history and relationship to exponents; they rewrite exponents as logarithms and vice versa, evaluating expressions, solving for a missing piece. Students then study the properties of logarithms (multiplication/addition, division/subtraction, exponents). They complete a set of practice problems to apply the skills they have learned (rewriting logarithms and exponents, evaluating expressions, solving/examining equations for a missing variable.) Then they complete a short quiz covering what they have studied thus far concerning logarithms (problems similar to the practice problems). They consider how what they have learned moves them closer to answering the unit's challenge question.

Students learn about the role engineers and engineering play in repairing severe bone fractures. They acquire knowledge about the design and development of implant rods, pins, plates, screws and bone grafts. They learn about materials science, biocompatibility and minimally-invasive surgery.

Students revisit the mathematics required to find bone mineral density, to which they were introduced in lesson 2 of this unit. They learn the equation to find intensity, Beer's law, and how to use it. Then they complete a sheet of practice problems that use the equation.

Students examine an image produced by a cabinet x-ray system to determine if it is a quality bone mineral density image. They write in their journals about what they need to know to be able to make this judgment. Students learn about what bone mineral density is, how a BMD image can be obtained, and how it is related to the x-ray field. Students examine the process used to obtain a BMD image and how this process is related to mathematics, primarily through logarithmic functions. They study the relationship between logarithms and exponents, the properties of logarithms, common and natural logarithms, solving exponential equations and Beer's law.

The resource "Bonus points" is included in the "Electrical engineering" course from Khan Academy. This resource is one of the sub-topics in the "Lego robotics" topic area.

The resource "Bonus points" is included in the "Electrical engineering" course from Khan Academy. This resource is one of the sub-topics in the "Lego robotics" topic area.

The resource "Bonus points" is included in the "Electrical engineering" course from Khan Academy. This resource is one of the sub-topics in the "Lego robotics" topic area.

Student teams design their own booms (bridges) and engage in a friendly competition with other teams to test their designs. Each team strives to design a boom that is light, can hold a certain amount of weight, and is affordable to build. Teams are also assessed on how close their design estimations are to the final weight and cost of their boom "construction." This activity teaches students how to simplify the math behind the risk and estimation process that takes place at every engineering firm prior to the bidding phase when an engineering firm calculates how much money it will take to build the project and then "bids" against other competitors.

This lesson discusses the result of a charge being subject to both electric and magnetic fields at the same time. It covers the Hall effect, velocity selector, and the charge to mass ratio. Given several sample problems, students learn to calculate the Hall Voltage dependent upon the width of the plate, the drift velocity, and the strength of the magnetic field. Then students learn to calculate the velocity selector, represented by the ratio of the magnitude of the fields assuming the strength of each field is known. Finally, students proceed through a series of calculations to arrive at the charge to mass ratio. A homework set is included as an evaluation of student progress.

Students examine how different balls react when colliding with different surfaces, giving plenty of opportunity for them to see the difference between elastic and inelastic collisions, learn how to calculate momentum, and understand the principle of conservation of momentum.

In this activity, students examine how different balls react when colliding with different surfaces. Also, they will have plenty of opportunity to learn how to calculate momentum and understand the principle of conservation of momentum.

The resource, "Brazilian Amazon Deforestation (image)" included in "Lesson 3 Human Footprint" is a part of "Unit 02 The Human Footprint" included in Energy & Sustainability ES - Course 2

Students learn about stress and strain by designing and building beams using polymer clay. They compete to find the best beam strength to beam weight ratio, and learn about the trade-offs engineers make when designing a structure.