Unit 5 — Biomedical Engineering: Designing for the Human Body
Description
Students explore how engineers design devices to help the human body function better. They study the structure and function of joints like the knee, then use the Boston Museum's Engineering Adventures kit to design, build, and test knee braces. Students learn about constraints in design, test their prototypes for comfort and function, and iterate improvements based on testing results.
Essential Questions
- How do engineers design devices that work with the human body?
- What makes a good joint brace or support device?
- How do we balance form and function in biomedical design?
Learning Objectives
- Understand basic human joint structure and function
- Identify constraints and criteria in biomedical design
- Design and build a prototype joint brace
- Test designs for comfort, stability, and mobility
- Analyze testing results and suggest improvements
- Understand the importance of iteration in product design
- Communicate technical design decisions
Supplemental Resources
- Printed diagrams of knee anatomy and function
- Rulers for measuring brace components
- Markers for labeling parts and joints
- Index cards for design documentation
- Chart paper for displaying design iterations
Engineering, Technology, and Applications of Science
Life Sciences
Engineering Design
Interaction of Technology and Humans
Crosscutting Concepts
Disciplinary Core Ideas
Digital Literacy
Measurement
Number and Operations in Base Ten
Operations and Algebraic Thinking
Science and Engineering Practices
Standards for Mathematical Practice
Students engage in scientific and technical writing throughout STEM investigations. They document observations, create digital reports of findings, communicate design solutions, and record data using word processing and presentation tools. Students develop vocabulary through exploration of natural and engineered systems.
Students apply mathematical skills to analyze and interpret data from STEM investigations. They measure distances, record heights of plants, create graphs and line plots, calculate area and perimeter of structures, and use mathematical reasoning to solve design problems. Students employ data collection strategies and statistical analysis.
Formative Assessments
- Observations of joint movement and function
- Design sketches with labeled components
- Comfort and mobility testing during wear
- Flexibility and stability measurements
- Reflection on design challenges and solutions
Summative Assessment
Constructed knee brace prototype tested for functionality; documentation of design process and testing results; comparison of design iterations
Benchmark Assessment
— not configured —
Alternative Assessment
Students may demonstrate understanding through a hands-on demonstration of joint movement and explanation of brace function using physical models or real materials, with teacher guidance. Simplified design sketches with visual labels or images may replace detailed written documentation of the design process.
IEP (Individualized Education Program)
Students may benefit from visual diagrams and physical models of joint anatomy to build conceptual understanding before moving into design work. Design sketches can be supported through graphic organizers with labeled sections or sentence stems to guide technical documentation. For hands-on building phases, breaking the prototype construction into clearly numbered steps with checkpoints helps students manage the process without becoming overwhelmed. Oral explanations or dictated responses may be accepted in place of written reflections, and extended time should be provided for testing and documentation tasks.
Section 504
Preferential seating during instruction on joint structure and function supports focus and access to visual demonstrations. Extended time for completing design documentation and written reflections ensures students can fully express their understanding of the design process. A low-distraction workspace during prototype building and testing phases supports sustained attention during hands-on tasks.
ELL / MLL
Visual supports such as labeled diagrams of the knee joint, illustrated vocabulary cards for terms like constraint, prototype, stability, and iteration, and step-by-step visual directions for the build process help MLLs access the content. Teachers should use gestures and physical demonstration when introducing joint movement and design concepts, and allow students to discuss ideas in their home language before expressing them in English. Pairing MLLs with a supportive partner during building and testing phases gives them a model for both the technical work and the academic language of engineering.
At Risk (RTI)
Connecting the unit's design challenge to students' lived experiences — such as discussing injuries they may have seen or braces used in everyday life — activates prior knowledge and builds relevance before introducing technical content. Simplifying the initial design constraints to a manageable number helps students experience early success and build confidence before adding complexity. Teachers can provide partially completed design templates or a structured testing recording sheet so that students can focus their energy on the engineering thinking rather than the organizational demands of documentation.
Gifted & Talented
Students who demonstrate early mastery of the core design challenge can be invited to research how professional biomedical engineers address real constraints such as weight, cost, and material durability, and apply those findings to propose a more sophisticated iteration of their brace. Encouraging these students to consider how their design might serve users with different needs — such as varying levels of mobility or different types of joint conditions — pushes them toward systems-level thinking and empathy-driven design. They may also explore the broader field of biomedical engineering by investigating other assistive devices and comparing the design criteria and trade-offs across different products.