Unit 7 — Design Solutions: Knee Brace Engineering
Description
Using the Boston Museum EiE Knee Brace kit, students design and test protective devices that support joint movement. Students learn about how the human body moves and what structures are needed to protect and support joints during activity. They follow the engineering design process to design a knee brace, considering comfort, protection, movement, and materials. Through testing and iteration, students refine their designs to balance support with mobility. This unit connects to biomimicry, materials properties, and human physiology. Students document their designs with labeled sketches, test data, and reflections on how different features affect brace function.
Essential Questions
- How do engineers design protective equipment that allows movement?
- What materials and structures best protect a joint?
- How can we test whether a design is effective?
Learning Objectives
- Understand how joints move and what they need for protection.
- Design a knee brace that provides support while allowing movement.
- Build a prototype using materials provided in the kit.
- Test the brace for protection, comfort, and mobility.
- Evaluate and refine the design based on testing.
- Communicate design decisions in labeled sketches and explanations.
Supplemental Resources
- Index cards for documenting initial designs
- Paper and markers for labeling and explaining design features
- Clipboards for recording testing observations
Engineering Design
Interaction of Technology and Humans
Nature of Technology
Engineering, Technology, and Applications of Science
Formative Assessments
- Initial sketches and design plans for the knee brace.
- Testing observations on fit, comfort, and support.
- Comparison of initial and revised designs.
- Student explanations of why certain materials or structures were chosen.
Summative Assessment
A completed knee brace prototype that meets design criteria for protection and mobility, with supporting design documentation and a written explanation of design choices.
Benchmark Assessment
— not configured —
Alternative Assessment
Students may demonstrate understanding through a labeled diagram or visual model of how joints move, with teacher support in identifying key parts. For the prototype, students may work with a peer or adult to build the knee brace while documenting their choices through drawings, photos, or oral explanations instead of written reflection.
IEP (Individualized Education Program)
During design and building phases, provide students with visual supports such as picture-based steps for the engineering design process and labeled diagrams of joint anatomy to reduce cognitive load. Allow students to communicate design decisions through oral explanation, dictation, or drawing rather than requiring written responses, and offer a scribe or voice recording option for reflections. Reduce the complexity of materials choices by pre-selecting a smaller set of options, and check in frequently during prototype building to offer feedback and keep students on task. Extended time should be provided for testing and design documentation to ensure students can demonstrate their understanding without rushing.
Section 504
Ensure students have access to a low-distraction workspace during design planning and prototype building, as hands-on engineering tasks can be overstimulating for some learners. Provide preferential seating near the teacher during instruction on joint movement and the engineering design process, and allow extended time for completing design sketches and written reflections. A visual timer can help students manage transitions between design, building, and testing phases.
ELL / MLL
Support understanding of key unit vocabulary — such as joint, support, protect, flexible, and materials — with picture cards, simple diagrams of the knee, and bilingual glossaries where available. Provide simplified, illustrated directions for each stage of the engineering design process so students can follow along without relying solely on spoken English. Encourage students to sketch and label their designs using their home language alongside English, and pair them with a supportive partner during prototype building and testing discussions.
At Risk (RTI)
Connect the unit's core concepts to students' own body experiences — bending their knees, noticing how joints move — to build accessible entry points before introducing more abstract engineering ideas. Reduce the number of material choices offered at one time during the design phase to help students make decisions with greater confidence, and provide a simple structured template with pictures to guide their design sketch. Celebrate observable progress in each iteration of the prototype so students build momentum and see themselves as capable engineers throughout the process.
Gifted & Talented
Invite students to investigate the engineering principles behind real-world protective gear — such as how professional athletes' braces are designed differently for different sports — and consider how biomimicry might inform a more effective design. Challenge these students to set and evaluate their own design criteria beyond the baseline, such as minimizing material waste or optimizing for a specific type of movement, and to document their reasoning with more detailed comparative analysis across design iterations. Students may also be encouraged to prototype more than one design variation and present a reasoned argument for which solution best meets the criteria.