1 designing effective instruction informed by the how people learn framework a workshop for celest...

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Designing Effective Instruction Informed by the How People Learn

Framework

A Workshop for CELEST Participants on Designing Effective Instruction

Presented by

Alene H. Harris, Ph.D.

Director of Educational Programs of VaNTH ERC, Vanderbilt University

*Portions of this workshop adapted from materials of Sean Brophy, Ph.D. ,

Asst. Professor of Engineering Education, Purdue University

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Tell Us about Yourself

(a 30-second sound byte)

1. Your name

2. Your science grade level and subject area

3. The most interesting thing you’ve learned thus far here at BU

4. One interesting fact about yourself

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Two key goals of the VaNTH ERC

… conduct fundamental research on learning and

instruction … develop research-based K-12 science outreach that

incorporates aspects of bioengineering as it meets national and

state standards. My goal today: To share some things we have learned in VaNTH to help you design lessons that maximize

student learning – and meet standards!

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But before we get into the VaNTH stuff...

Page 15

So – your task is to take the CELEST modules with which you have been working and translate them into lessons for your class.

What ideas are currently floating through your mind on

how you might do that?

But wait! Did you ever notice that sometimes there are problems when people work in groups?

But wait! Did you ever notice that sometimes there are problems when people work in groups?

In a moment, we will take 10 minutes to share in your group your ideas on page iv, referring

to pages i, ii, and iii as appropriate.

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ENCOURAGER/PEACE-KEEPER

TURN-MAKER

CLOCK-WATCHER

READER/TASK-FOCUSER

GROUP PROBLEM ROLE SOLUTION

# 1:The group loses

their target focus.

Predicting and Preventing Group Problems

# 4:Some personalities

do not get along.

# 3:The group runs out of

time before finishing.

# 2:One person does

too much talking.Monitor and ensure everyone

participates.

RECORDER/REPORTERTake notes & summarize back to

the whole group.

! ! !# 5:One person ends

up doing all the work.

Read aloud directions, etc. & help group keep on task.

DIRECTIONS

Promote a positive climate & monitor noise.

Monitor the time & pace the group through the task(s).

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TURN-MAKER

CLOCK-WATCHER

READER/TASK-FOCUSERYour group task is for everyone

in the group to take turns

sharing ideas for class

implementation from page iv.

Take 10 minutes to share

and be ready to report.

Applying Group Roles in Our Sharing

Make sure everyone shares their ideas.

RECORDER/REPORTERSummarize briefly high points of

the discussion.

! ! !

Please begin the session by clarifying directions.

DIRECTIONS



Page 15Please distribute the role cards.

7Page 15

I asked four people who have been working with VaNTH and K-12 education:

“What things would you suggest teachers consider in translating a University experience into classroom

lessons for secondary students?”

HS Physics MS Science HS Biology Eng. Ed. Prof

But before we get into the VaNTH stuff...

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How People Learn - the HPL framework from current learning theory is the driving framework used to organize our thinking.

Building on Current Theories

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How People Learn - the HPL framework from current learning theory is the driving framework used to organize our thinking as it allows us to look systematically at what creates an effective learning environment.

Community

Learner-Centered

Assessment-Centered

Knowledge-Centered

Building on Current Theories

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Overview

Goals: By the end of today you should be able to design and evaluate effective student learning experiences relative to the How People Learn (HPL) Framework.

Events

Part 1 – Examining the design process and how HPL can inform instructional design

Part 2 - Developing innovative methods to refine your current course based on a challenge-based instructional approach

Part 3 – Learning how to use CAPE technology to support Legacy Cycle instruction

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How Will We Get There?(Workshop Steps)

WS1- Define your goals for your class & share ideas.

WS2- Review the design process.

Planning – What are our goals for instruction and how will we know we’ve met these goals?

Implementation – How can we achieve these goals?

WS3- Consider current learning theory and how to apply it in lesson design and planning.

WS4- See an example from a veteran of HPL lessons how she designed and applied HPL instruction.

WS5- Begin developing challenge-based instruction you can use in your course.

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WS STEP 1 - Defining Your Goals

Before coming today, you completed pre-workshop Activity 1 of “Defining Course Objectives.” In this activity you identified the following (pp. 5-6):

Pages 3 - 5

PRE-WORKSHOP ACTIVITY 1

Major course objectives

Course sub-objectives

Potential difficulties

Real-world contexts

DESIGN TASK 1

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Biotransport

application of appropriate:

massspecies

momentumenergycharge

others...

Fick’s Law of diffusionFourier’s law of conductionNewton’s law of viscosityNon-Newtonian relationsNewton’s law of cooling

others...

algebraicgeometricgraphical

ODE, PDE methodsstatistical methods

others...

cell signalingmembrane transport

cell metabolismchemotaxis

others...

blood oxygenatorsdialysis machines

drug deliveryartificial heart

others...

capillary filtrationcirculatory dynamics

respirationglomerular filtration

others...

capillary filtrationcirculatory dynamics

respirationglomerular filtration

others...

to solve problems in:

Conservation Equations Constitutive/Empirical Eqs Math/Computer Methods

Biologyenzyme kinetics

bioreactor designinsulin production

genetic engineeringothers...

Biotech/Environment Medical Devices Physiology

Then in Activity 2-A, you first created a model of knowledge by creating a concept map (pp. 7-10).

Pages 6 - 9

PRE-WORKSHOP ACTIVITY 2-A DESIGN TASK 2

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And in 2-B (p. 11), you prioritized items from your concept map into

Enduring Understanding - concepts fundamental to achieving the course objectives and funda-mental to the domain in general

Important to Know and Do - ideas and skills necessary for achieving the objectives, but not necessarily requiring mastery by the end of the course

Worth Being Familiar with - things not critical to performing a desired outcome of the course, but students should be aware of their association with the course objectives

Page 10

PRE-WORKSHOP ACTIVITY 2-B DESIGN TASK 2

Think National and State Standards

Think National and State Standards

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In a few minutes (and four slides) we will begin a group collaboration time for you to share your ideas from

pages 5, 7, and 10.

WS STEP 1 - Defining Your Goals

When we do, please use the role cards to ensure that everyone has the opportunity to share and that there is optimal use of our time.

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TURN-MAKER

CLOCK-WATCHER

READER/TASK-FOCUSERYour group task is for everyone

in the group to take turns

sharing and receiving feedback

on what each developed on

pages 5 and 7:

Class objectives (5)

Class sub-objectives (5)

Potential difficulties (5)

Real-world context(s) (5)

Concept map (7)


Make sure everyone shares and comments.

RECORDER/REPORTERSummarize briefly each group

member’s project.

! ! !

Please begin the session by clarifying directions.

DIRECTIONS



Page 14Please distribute the role cards.

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Page 14

Please refer to “Sharing Your Ideas Thus Far” on page 14.

You will have 15 minutes to share and discuss pages 5 and 7 and 2 minutes per group

to report a summary of your discussion.

If your group finishes with the content on pages 5 and 7,

decide if members prefer to use the time to revise course

objectives and/or concept maps or go on to page 10 and

share content priorities.

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WS STEP 2 - Reviewing the Design Process: Working Backwards

(Modified framework from Wiggins & McTighe, 1998)

Objectives Objectives Model of Knowledge

Model of Knowledge Materials Materials Delivery Delivery

4. Identify driving questions and challenges that target knowledge to be learned; this will help identify infor-mation sources

Evidence Evidence

ImplementationPlanning

1. Identify goals of instruction, including major goals and specific sub goals

Page 3

3. Define the assessments for these goals

2. Define model of knowledge that achieves these goals

5. Identify learning activities to meet learning goals

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WS STEP 2 - Reviewing the Design Process

Page 12

Design Task 3 - Deciding on Evidence of Proof of Learning

Design Task 4 - Selecting Content Materials

Design Task 5 - Determining How To Deliver the Content

Design Task 1 – Determining Objectives

Design Task 2 – Creating a Model of Knowledge

(Page 13 lays out the framework of today’s agenda.)

You completed Design Tasks 1 and 2 before the workshop.

Design Task 1 – Determining Objectives

Design Task 2 – Creating a Model of Knowledge

Design Task 3 - Deciding on Evidence of Proof of Learning

Design Task 4 - Selecting Content Materials

Design Task 5 - Determining How To Deliver the Content

We will address the last three tasks in today’s workshop, and link them to research-based knowledge of

lesson design that increases learning.

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Evidence Evidence





Thus far, you have addressed tasks 1 and 2.

Page 12

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Evidence Evidence





Now it is time to address task 3.

Page 12

DESIGN TASK 3

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A Continuum of Assessment Methods

Info

rmal

che

cks

for u

nder

stan

ding

Obs

erva

tion/

Dialo

gue

Qui

z/Tes

t

Acade

mic

prom

ptPer

form

ance

task

/pro

ject

Wiggins & McTighe, Understanding by Design, 1998

DESIGN TASK 3

Planning for Assessment

Think of assessment possibilities as being on a continuum --

Page 15

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ACCEPTABLE EVIDENCE: Assess AppropriatelyACCEPTABLE EVIDENCE: Assess Appropriately

Informal Checks for Understanding

ORAL

-“Why do you say that?

“How do you know?”

WRITTEN

- Single sentence summary

- One minute paper

- Muddiest Point

- Plusses and Deltas

For a super source on formative assessment ideas, check out CATS...

Classroom Assessment Techniques,Angelo & Cross, 1993


Wiggins & McTighe, Understanding by Design, 1998Page 15

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Observation/DialogueObservation/Dialogue

Observation - the observer must have in mind

criteria that demonstrate

knowledge and proficiency

Dialogue - the person assessing must be

skilled in forming questions that

reveal the other’s knowledge.




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Quiz and Test Items - simple, content-focused questionsQuiz and Test Items - simple, content-focused questions

Assess factual information/concepts/discrete skill

Use selected-response or short-answer formats

Typically have a single, best answer (convergent)

Are easily scored

Are typically not known in advance (secure)




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Academic Prompts - open-ended questions/problems requiring first critical thinking and then a response, product, or performance.

Academic Prompts - open-ended questions/problems requiring first critical thinking and then a response, product, or performance.

Require constructed response under exam condition

No single best answer or strategy (open)

Often ill-structured, requiring development of strategy

Involve analysis, synthesis, or evaluation

Require explanation/defense of answer/method given

Require judgment-based scoring based on criteria

May or may nor be known in advance




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Performance Tasks/Projects - authentic tasks mirroring actual issues/problems requiring production/ performance. They differ from prompts in several ways:

Performance Tasks/Projects - authentic tasks mirroring actual issues/problems requiring production/ performance. They differ from prompts in several ways:

Feature real/simulated setting involving realistic constraints

Typically require addressing an identified audience

Based on a specific purpose relating to the audience

Allow greater opportunity to personalize the task

Task, criteria, and standards are known in advance




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A Continuum of Assessment Methods

Info

rmal

che

cks

for u

nder

stan

ding

Obs

erva

tion/

Dialo

gue

Qui

z/Tes

t

Acade

mic

prom

pt

Wiggins & McTighe, Understanding by Design, 1998

DESIGN TASK 3


And the choice for assessment depends on the level of importance...

Perfo

rman

ce

task

/pro

ject

WORTH BEING FAMILIAR WITH

IMPORTANT TO KNOW AND DO

ENDURING UNDERSTANDING

Page 15

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Model of Knowledge Materials Materials Delivery Delivery Evidence Evidence


Page 15

Assessment should reflect objectives.

FAMILIAR = dialogue, observation, multiple choice

IMPORTANT = short answer, structured problem

ENDURING = concepts synthesis & skills mastery

And the choice for assessment depends on the level of importance...


DESIGN TASK 3

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DESIGN TASK 3


Remember that there are TWO types of assessment you want to develop...

Page 16

FORMATIVE assessment is designed to “inform” both students and instructor how well they are doing. Its primary purpose is not to give a grade, but to see how much learning and understanding has occurred.

SUMMATIVE assessment is designed to “sum up” a final grade.

THIS IS THE PIECE MOST LIKELY TO BE MISSING IN COLLEGE INSTRUCTION!

Please share with our workshop

any ideas you have about how

one might use technology for formative

assessment.

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WORKSHOP ACTIVITY A

Enduring Understanding Important To Know and Do Worth Being Familiar with

INDEPENDENT DIRECTIONS: For the next 5 minutes, work independently to list ideas on page 16 of possible assessments you might use -- both formative and summative -- for the priorities in the box on page 17. (No sharing YET.)

If you finish early, go ahead and begin reading page 17.

Page 16

DESIGN TASK 3

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SHARING DIRECTIONS: Now, in the next 5 minutes share in

your group the ideas you listed for both formative and

summative assessment. Reporters, be prepared to give a 2-

minute summary.

See if you have any suggestions

for one another on additional

ways to check levels of

understanding and mastery

of concepts and skills.

Page 16

DESIGN TASK 3WORKSHOP ACTIVITY A

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WS STEP 3 - Examining Current Learning TheoryHow People Learn: Brain, Mind, Experience, and School

WWW.NAS.edu

The HPL framework provides a tool

to investigate the effectiveness of a learning

environment.

The authoring committee observed that effective learning environments

involve four major dimensions.

Page 17

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WWW.NAS.edu

Community

Learner-Centered

Assessment-Centered

Knowledge-Centered

Page 17

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WWW.NAS.edu

Community

Learner-Centered

Assessment-Centered

Knowledge-Centered

Page 17

We use these dimensions as a lens to identify

strengths and weaknesses of materials and of the

implementation of a learning environment.

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Knowledge-Centered Instruction

Community

Learner-Centered

Assessment-Centered

Knowledge-Centered

Page 17

Provides well-organized and clearly communicated content

Includes facts, concepts, principles, and values that you

want students to take with them from your course

Must be organized to facilitate acquisition and application

Includes an emphasis on “sense-making” – that is,

helping students think about their own thinking

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Community

Learner-Centered

Assessment-Centered

Knowledge-Centered

Enduring Understanding (Fundamental)

Important to Know/Do

Worth Being Familiar with

These facts, concepts, principles, and values fall into one of three categories:

Page 17

Knowledge-Centered Instruction

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Community

Assessment-Centered

Learner-Centered

Knowledge-Centered

Takes into account what students bring with them in

their heads when they enter the classroom door.

Works to identify MISconceptions students bring with them (and try to build on!)

Page 17

Learner-Centered Instruction

Includes asking students to make predictions about various situations and then explain the reasons for their predictions.

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Community

Assessment-Centered

Learner-Centered

Knowledge-Centered

Takes into account what students bring with them in their heads when they enter the classroom door.

Works to identify MISconceptions students bring with them (and try to build on!)


Includes asking students to make predictions about various situations and then explain the reasons for their predictions.

Page 17

40Page 17


Checks prior knowledge and/or experience

Learner-centered teaching does the following:

Builds on prior knowledge and/or experience

Identifies misconceptions

Identifies concepts that are hard to comprehend

Uses accurate analogies in teaching

Community

Assessment-Centered

Learner-Centered

Knowledge-Centered

Consider how technology might assist in each of these.

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Community

Learner-Centered

Assessment-Centered

Knowledge-Centered

Page 17

Assessment-Centered Instruction

Provides students the opportunity to check their

understanding and to revise and improve their thinking

and learning

Provides instructors the opportunity to check

the effectiveness of their teaching and revise and

improve their lesson planning and instruction.

Both Formative and Summative

Formative Assessment

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Community

Assessment-Centered

Knowledge-Centered

Page 17

Assessment-Centered InstructionBoth Formative and Summative

Formative Assessment Provides students with continuous

opportunities to demonstrate what they know - to self and to teacher

Allows students to reflect on what they know

Facilitates the continued improvement of instruction – e.g., Personal Response

System

Learner-Centered

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Assessing Preconceptions with the PRS

High

Medium

Low

Level of Confidence

Possible Answers

1A 2B 3C

On/Off

ReceiverReceiver

Page 17

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Assessment-Centered Instruction

Is a test of mastery at the unit’s end

Is typically sequestered problem-solving

Both Formative and Summative

Summative Assessment

Is used in grading

Community

Learner-Centered

Assessment-Centered

Knowledge-Centered

Page 17

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Community

Learner-Centered

Assessment-Centered

Assessment-Centered InstructionBoth Formative and Summative

Summative Assessment

Informs the instructor if students have met the learning objectives

Must gather evidence that aligns with the original learning goals – or there can be no conclusion on the teaching effectiveness

Knowledge-Centered

Page 17

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Community-Centered Instruction

Community

Learner-Centered

Assessment-Centered

Knowledge-Centered

Helps students make connections with the instructor, with peers – and to identify with

the subject area.

Creates norms of expectation – especially useful is the norm of learning from one another and continually trying to improve

Provides students with specific structured in-class opportunities

to collaborate

Page 17

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Community-Centered Instruction

Using peers as an opportunity to learn & giving students a vision of the kinds of communities they will be a part of in the future

Page 17

Classroom & school Developing identity

Student “scientist”

Community involves a range of issues and oppor-tunities for learning – in and out of the classroom

Understanding of various perspectives E.g., approach to problems and prioritizing

design factors

Community

Learner-Centered

Assessment-Centered

Knowledge-Centered

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How People Learn (HPL) Framework

The HPL Framework

provides guidelines for

identifying critical factors

associated with effective

learning environments.

Page 17

Community

Learner-Centered

Assessment-Centered

Knowledge-Centered These guidelines have

been translated into

lesson design with the

STAR Legacy Cycle.

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Challenge Based Instruction with STAR.Legacy

Software

Technology for

Action and

Reflection

Need legacy image

Multiple Perspectives

Generate Ideas

Research & Revise

Test your mettle

Go Public

The Challenge

STAR.Legacy Learning

Cycle

Please follow along with your copy

of Legacy Cycle Glossary of Terms.

Page 18

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Your grandmother is recovering from a recent right hip injury, and she

needs to learn how to use a cane to help her maintain her

balance. In which hand should she use the cane

and why?

How can a swim team coach best determine the physical

condition of his/her team throughout the season? How can he/she modify practices to

best meet the needs of the individual swimmers? How can an individual swimmer chart his or her progress

during the season?

What muscle strength is needed for an

athlete to hold this position?

SAMPLES FROM HIGH SCHOOL

SCIENCE TEACHERS

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Begin with a challenge

-- something that asks

students to bring what they currently know to bear on a

problem.

The Legacy Cycle

The Legacy Cycle

Page 18

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Generate Ideas

The Challenges

Look Ahead&

Reflect Back

Students bring what they

already know to bear on a

problem -- make their best

effort/guess.

The Legacy Cycle

The Legacy Cycle

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Generate Ideas

The ChallengesGenerate ideas first individually.

In school, the average teacher wait time for a response to a question is 3/5 second!

That’s the model we learned by example.

UNLEARN IT!!!

GIVE THEM TIME!

The Legacy Cycle

The Legacy Cycle

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Generate Ideas


Then share ideas.

Accept and chart all responses.

Encourage multiple responses.

The Legacy Cycle

The Legacy Cycle

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Consider how technology

might facilitate students’ individual generation of

ideas before class...

Page 18

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Generate Ideas


Then share ideas.

Build on prior knowledge.

Try to link previous subjects/lessons.

The Legacy Cycle

The Legacy Cycle

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The Challenges

Look Ahead&

Reflect Back

Generate Ideas


Provide some different

perspectives on the problem - give some

data.

In other words, present some

initial information on the topic -- a

couple of “points of view”

if possible.Text or video from experts

should begin to point students in the right direction.

The Legacy Cycle

The Legacy Cycle

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Consider how technology might be used

to provide your students with multiple

perspectives...Page 18

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The Challenges

Generate Ideas


Research &

Revise

Students continue to investigate and revise original ideas

based on findings.

In other words, now you teach --present content

for which the challenge set

the stage.

And now students listen,

read, do research, watch

videos, do simulations,

work problems, etc.

The Legacy Cycle

The Legacy Cycle

The first three have created a “time for telling.”

The first three have created a “time for telling.”

MAJORITY

OF THE

LESSON

TIME IS

HERE

MAJORITY

OF THE

LESSON

TIME IS

HERE

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Consider how technology

might be used to help students in the

Research and Revise step...

Page 18

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The Challenges

Generate Ideas


Research &

Revise

The Legacy Cycle

The Legacy Cycle

Test Your Mettle

Students try out their ideas (among

friends) -- propose a supported

hypothesis -- and get feedback.

Note: You may go back

and forth between Test

Your Mettle and Research and

Revise.

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What ideas do you currently have

on how technology might be used in out-

of-class activities to help students test their mettle and to remediate?

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The Challenges

Generate Ideas


Research &

Revise

The Legacy Cycle

The Legacy Cycle

Test Your Mettle

Go Public

Students revisit the

original question and developing a final answer.

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59

The Challenges

Generate Ideas


Research &

Revise

The Legacy Cycle

The Legacy Cycle

Test Your Mettle

Go Public

The “final answer” refers

back to the original

challenge.

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The Challenges

Generate Ideas


Research &

Revise

The Legacy Cycle

The Legacy Cycle

Test Your Mettle

Go Public

And now you are ready to tackle

another challenge -- the next

lesson.

And there you have it!

Page 18 65

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WS STEP 4a- Learning from an Experienced HPL Instructor in HS Physics

Page 19

Presenting a Legacy Cycle

modules from Dr. Stacy Klein,

HS physics teacher and

Research Asst. Professor of

Biomedical Engineering -- an

experienced HPL instructor who

has literally been there and

done that multiple times.

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Using a Study of Skin to Teach Stress and Strain in Physics and Biology

Stacy S. Klein, Ph.D.VIBES

Departments of Biomedical Engineering, Radiological Sciences, and Teaching &

LearningVanderbilt University

Stacy S. Klein, Ph.D.VIBES

Departments of Biomedical Engineering, Radiological Sciences, and Teaching &

LearningVanderbilt University

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The Legacy Cycle

Need legacy image


Generate Ideas

Research & Revise

Test your mettle

Go Public

The Challenge


Cycle

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Skin Elasticity Challenge:

You are a doctor and you get a phone call at your office from an elderly patient. She tells you that she fell down and has a large wound on her arm above the elbow that appears to be a skin tear. You tell her to come into the office so that she can have it examined, but in the mean time suggest she finds a bandage to protect the wound until she gets there.

What do you suggest she use to close the wound?

What properties of a bandage will be required to close the wound?

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Generate Ideas

Take a couple minutes to write down your ideas. What do you already know that is relevant to the question? What do you need to learn about in order to answer the question? What do you think your students would think of?

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66Page 20


Listen to Dr. Michael Miga, Biomechanics Prof., Vanderbilt University

Interviewer: What do we need to be aware of when approaching the challenge question?

Dr. Miga: Well, you need to know what the nature of force is and what the types of forces are that are acting on the wound. So if you have a wound on your arm and you bend it, you are probably going to apply either a compression of the skin, in a sense of a closing of the skin, or you're going to stretch the skin. If you wanted to stabilize that motion, in other words you don't want the wound to be able to compress into itself or to stretch out, what would you do? Would you place a bandage across the wound? If so, adhering parts of the bandage would adhere before and after the wound. The area of the bandage acts as a little scaffolding that maintains a fixed distance between the two sides of the wound.

Interviewer: What material properties would be important in the bandage?

Dr. Miga: Obviously, the strength of the material – how stiff. Making a bandage with a board is very different than making it out of a flexible structure. You need to know and understand the materials you are going to use to create the bandage. You need to know their properties too. If you make a bandage out of paper versus out of a kind of rubbery substance they have very different properties in that sense that if I apply force to it I can rip paper very easily versus rubber that stretches with the application of force.

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I’d be sure to consider the elastic properties of the skin. How does it normally stretch and why didn’t it in this case? How and why do objects stretch? (SK, Biomedical Engineer)

You should be sure to consider how to stabilize this type of wound, which is not deep enough to require suturing. In the care of superficial wounds, torn but still viable skin is often left in place to act as a natural bandage for the newly exposed tissue. How can this be accomplished without suturing? (RJM, Dermatologist)

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Skin Elasticity Module Goals

Master the anatomy and physiology of skin with special attention to its elastic properties

Calculate stress and strain Understand and apply Hooke’s Law Understand elastic and inelastic deformation

in 1D, 2D, and 3D Create force vs. displacement plots, add lines

of best fit, and interpret the slopes of these lines

Design and implement a testable hypothesis and procedure for a particular problem

Create a scientific posterPage 20 81

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Research and Revise

Learn about the anatomy and physiology of skin

Use provided teacher notes. If you wish, you may add information here on glands and hair though they are not covered in this module. Be sure to make note of the components of skin that allow it to stretch.

Learn about skin tears

Use provided teacher notes.

Learn about stress & strain

Use teacher notes to discuss these topics. Be sure to relate these topics back to skin.

Assign homework.Page 20 82

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Test Your Mettle

Design research hypothesis and experimental procedure for go public.

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Go Public

Your task is to create, implement, and report on an experiment designed to answer the following problem that relates to the challenge question:

What type of temporary wound care would best mimic natural skin?

You must first design an experiment with a testable hypothesis and experimental procedure. Your teacher must sign off on this hypothesis and procedure before you begin work.

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Possible Equipment

Check with your teacher about the availability of these materials. Duct Tape Wooden or metal dowel (to wrap material being tested around, so that

friction is created) Lab Stand(s) Scissors Chicken Skin Mass hangers Medical Gauze (cloth) String and/or yarn Medical Gauze (foam) Pencil (to wrap material being tested around, so that friction is created) Nexcare Active Foam Bandages Binder clip(s) Band-aids Masking tape Nexcare Flexible Clear Tape Needle and thread Paper medical tape Mass set(s) Ace Bandage Ruler(s) Paper Clip(s)

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Our equipment set-up

Page 20 86

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Our Results

Chicken Skin

y = 1.2387x

R2 = 0.9908

0

0.5

1

1.5

2

2.5

3

0 0.5 1 1.5 2 2.5

Average displacement (cm)

Wei

gh

t (N

)

Page 20 87

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Our Results

Nexcare Bandages Active Foam

y = 0.6261x

R2 = 0.9888

0

0.5

1

1.5

2

2.5

3

0 1 2 3 4 5


Wei

gh

t (N

)

Page 20 88

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Our Results

Nexcare Flexibile Clear Tape

y = 3.5871x

R2 = 0.9831

0

0.5

1

1.5

2

2.5

3

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7


Wei

gh

t (N

)

Page 20 89

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Our Conclusion

In conclusion, the more mass that is added, the farther the material will stretch. The Nexcare Bandages Active Foam could be said to be the best choice for skin care because the properties of stretch and strain in this product are closest to those of skin.

Alternatively, your students might argue that the Nexcare Flexible Clear Tape is the best choice as it is at least as stretchy as skin.

Your students may find other results depending on the materials they chose to test.

The actual product choice the students make is not the most important aspect of this lab, as long as they provide scientific evidence to support any claims that they make.

Page 20 90

78

Other Facts

Last for approximately 2 weeks

Designed for use in Physics and Anatomy & Physiology classrooms

Meets numerous national standards (AAAS, National Science Education Standards, etc.)

Page 20 91

79

Module Overview

And that is an overview of a sample Legacy Cycle module.

As you work through this next part of the workshop, reflect back on this example as a tested and proven lesson implementation.

Page 20 92

80

Consider how you can use the HPL framework to evaluate an instructor’s approach

to designing instruction.

WS STEP 5 - Begin developing challenge-based instruction you can use in your course

Page 21

81


Model of Knowledge Delivery Delivery Evidence Evidence





Page 21

Now it is time to apply HPL in the last two tasks.

Materials Materials





Materials Materials


Delivery Delivery

WS STEP 5 - Begin developing challenge-based instruction you can use in your course

82

Materials Materials Delivery Delivery

If you’ve taught the topic before, you probably have

materials and activities (including lecture) that can be re-used as you design various parts of a Legacy Cycle lesson.

Implementation

Page 21

DESIGN TASKS 4 & 5

The place to begin is developing a challenge with

real-world applications.

The challenge you design will influence both materials

and activities.

Need legacy image

Multiple Perspective

s

Generate Ideas

Research &

Revise

Test your

mettle

Go Public

The Challenge

STAR.Legacy

LearningCycle

83Page 22

A challenge question should be...

- Accessible

HPL instruction in Legacy Cycle starts with a challenge question.

- Motivating/authentic

- Contextual

- Complex “enough”

Your challenge question will lay the groundwork for the materials and

technology you will use.

DESIGN TASKS 4 & 5

84Page 22

Where can you find challenge questions?


You should already have some ideas of where to start, based on what you wrote

in that bottom box on page 5!

Take a moment and read the last three paragraphs

on page 22.

DESIGN TASKS 4 & 5

85Page 22


A well-designed challenge question creates a “time for

telling.”

DESIGN TASKS 4 & 5

86

Meet Dr. Bob Roselli – a practiced expert in designing

Legacy Cycle lessons

As a biomedical engineer, you are called to testify as an expert witness on behalf of the defendant, who is accused of murder.

The body of her boyfriend was found at 5:30 AM in a creek behind her house. The prosecutor’s expert witness places the time of death at about midnight. The defendant has witnesses that account for her whereabouts before 11 PM and after 2 AM, but she cannot provide an alibi for the period between 11 PM and 2 AM.

The Challenge: Estimate the Time of Death

87

WORKSHOP ACTIVITY B

Accessible Authentic Contextual Complex “enough”

INDEPENDENT DIRECTIONS: For the next 5 minutes, work to list three possible challenge questions/scenarios in the first column of page 23, and then give your rationale for the question’s effectiveness (look back at the four criteria at the top of page 23).

If you finish early, try to create and give a rationale for two more challenge questions.

Page 23

DESIGN TASKS 4 & 5

88

SHARING DIRECTIONS: In the next 8 minutes share in your group the challenge questions you wrote and your rationale on the possible effectiveness of each. Reporters, be prepared to give a 3-minute summary.

Page 23

WORKSHOP ACTIVITY B DESIGN TASKS 4 & 5


for one another on possible

challenge questions

and/or rationales.

89

QUESTION: What is the best teaching method for the college classroom?

A. Lecture

B. Collaborative learning

C. Inquiry learning

D. Computer based instruction

Consider the analogy of a musical keyboard. Wouldn’t you

prefer music that is made up of more than one note? Perhaps even chords might be nice…

Page 24

90

So, what teaching strategies are

available for me to design an

HPL-informed learning

environment, and how do I

decide which is the best

method?

Page 24

91

However, there appears to be a wide array of teaching strategies, and the problem is

deciding on which one or ones to use.

Design Task 5 – Delivery (Selecting Learning Activities)

The next step in the process is deciding how to teach.

The HPL framework provides some insights on how to sort through this cacophony of approaches to

instruction.

Page 24

92

oral

written

narrativevideos

drill and practice

Contextualizedpractice

modeling

cases

problems

projects

Learning byDesign

jigsawlearning

cooperativelearning

selfstudy

Communicationenvironments

assessmentopportunities

electronictools

simulation

Bridging the gap between research and practice - Donovan, Bransford, & Pellegrino 1999

Teaching Strategies

Technology-Enhanced

LectureBased

SkillsBased

InquiryBased

Individualvs.

Group

Community

Learner-Centered

Assessment-Centered

Knowledge-Centered

Page 24

93

Technology-Enhanced

Communicationenvironments

assessmentopportunities

electronictools

simulation

Bridging the gap between research and practice - Donovan, Bransford, & Pellegrino 1999

Teaching Strategies

LectureBased

SkillsBased

InquiryBased

Individualvs.

Group

Community

Learner-Centered

Assessment-Centered

Knowledge-Centered

Page 24

oral

written

narrativevideos

drill and practice

Contextualizedpractice

modeling

cases

problems

projects

Learning byDesign

jigsawlearning

cooperativelearning

selfstudy

94

Teaching Strategies

LectureBased

SkillsBased

InquiryBased

Individualvs.

Group

You must decide

when is the best time to use what.

Community

Learner-Centered

Assessment-Centered

Knowledge-Centered

Page 24

Legacy cycle helps frame your thinking about what to use, when, and why.

Need legacy image


Generate Ideas

Research & Revise

Test your mettle

Go Public

The Challenge


Cycle

95

We have found that

using an inquiry

approach to instruction

is very effective.

InquiryBased

LectureBased

SkillsBased

Individualvs.

Group

The other teaching

strategies have a

place in the sequence

of learning activities.

Community

Learner-Centered

Assessment-Centered

Knowledge-Centered

Page 24

Need legacy image


Generate Ideas

Research & Revise

Test your mettle

Go Public

The Challenge


Cycle

96

LectureBased

SkillsBased

Individualvs.

Group

The point is that ultimate decisions are based on…

InquiryBased

(1) the learners’ needs

(4) available resources(2) content to be learned

(3) desired learning goals

Community

Learner-Centered

Assessment-Centered

Knowledge-Centered

Page 24

Need legacy image


Generate Ideas

Research & Revise

Test your mettle

Go Public

The Challenge


Cycle

97

The benefits of inquiry include…

InquiryBased

• Providing authentic process for engineers

• Encouraging question asking

• Designing experiments

• Engaging in research

• Encouraging information

processing and synthesis

Community

Learner-Centered

Assessment-Centered

Knowledge-Centered

Page 24

98

Need legacy image


Generate Ideas

Research & Revise

Test your mettle

Go Public

The Challenge


Cycle

InquiryBased

Students engage in a process of Problem Formulation

(identify and define problems)

Individual,Group,

Whole Group

Students generate,

sharecompare,

refine

Anchored Inquiry

Instruction organized around the inquiry of driving questions

Page 24

LectureBased

Your lecture becomes a R&R resource, along with many others –

see p. 39 TYPE OF ACTIVITY.

(You have now “created an MP time for

telling.”)

WholeGroup

Test ,reflect, & revise

SkillsBased

Test for outcomes mastery & grade

99

WORKSHOP ACTIVITY C

INDEPENDENT DIRECTIONS: During the next 5 minutes, read page 38 silently or aloud.

Then work silently by yourself to list on page 25 materials and activities you might use for “Multiple Perspectives.”

Use the back of the facing page if you need more space.

Page 25

DESIGN TASKS 4 & 5

If you finish early, peruse the Appendix of your manual for useful ideas in teaching a Legacy Cycle.

A chance to share with your group will come with the next slide.

BRAINSTORMING MULTIPLE PERSPECTIVES FOR A LEGACY CYCLE

100

WORKSHOP ACTIVITY C DESIGN TASKS 4 & 5

SHARING DIRECTIONS: In the next 5 minutes share in your group the ideas you have for Multiple Perspectives.


for one another.

Page 25

BRAINSTORMING MULTIPLE PERSPECTIVES FOR A LEGACY CYCLE

101

WORKSHOP ACTIVITY D

INDEPENDENT DIRECTIONS: During the next 8 minutes, read the top half of page 39 silently or aloud.

Then work silently by yourself to list on page 26 materials and activities you might use for “Research and Revise.” Consider materials and activities you may have used previously and where and how they might fit into the Legacy Cycle.

Page 26

DESIGN TASKS 4 & 5

If you finish early, peruse the Appendix of your manual for useful ideas in teaching a Legacy Cycle.


BRAINSTORMING RESEARCH 8 REVISE ACTIVITIES FOR A LEGACY CYCLE

102

WORKSHOP ACTIVITY D DESIGN TASKS 4 & 5

SHARING DIRECTIONS: In the next 7 minutes share in your group the ideas you have for Research and Revise.


for one another.

Page 26

BRAINSTORMING RESEARCH & REVISE ACTIVITIES FOR A LEGACY CYCLE

103

In Summary: General Guidelinesfor Creating HPL Learning Experiences

… challenges related to real life that check preconceptions and set the stage for learning

… to generate ideas early

… multiple opportunities to display “what they know”

… multiple opportunities for formative feedback

… multiple opportunities to collaborate and teach/learn from one another

… to know the conditions under which to apply knowledge

… to know multiple perspectives on situations (users, team members)

… linked challenges that lead to progressive refinement

Students need…

Page 27

104

Remember that in moving to HPL instruction, you can start small and build on your existing materials.

In Summary: General Guidelinesfor Creating HPL Learning Experiences

Key component one - the use of “backwards design”: - Begin with the end in mind – the goals - Determine ways to assess - Select materials to use - Determine methods/activities of instruction

1

Key component two - the use of “challenge-based instruction” (Legacy Cycle provides a framework for designing this instruction)

2

Formative assessment – consider PRS and Classroom Assessment Techniques (Angelo & Cross, 1993)

3

Page 27

105

Blended Learning – or Where Does Technology Fit in All

This?Many of our investigators have

experimented with learning activities

that span one or all the

phases of the learning cycles. In many instances, instructors have started

small and guided most of the process within

the classroom.

However, with technology and innovative

ideas, the instructors have identified methods

to distribute the activities beyond just their

classrooms.Page 28

106

Blended Learning

After Class

In Class

Before Class

•Pre-Tests

•Preparatory resources and activities (creating a time for telling)

•Embedded formative assessments

•Real-time assessments

•Responses attributed and recorded •Adaptive exercises

•Remedial resources

•Post-Tests

informs

informs

Need legacy image


Generate Ideas

Research & Revise

Test your mettle

Go Public

The Challenge


Cycle

Page 28

107

The Challenges

Generate Ideas


Research &

Revise

The Legacy Cycle

The Legacy Cycle

Test Your Mettle

Go Public

Page 18 65

Page 16

Page 23

Page 25

Page 25

108

WORKSHOP ACTIVITY E

INDEPENDENT DIRECTIONS: For the next 15 minutes, pull from your work before and during this workshop to outline a Legacy Cycle lesson module for your selected course.

Pages 29-30

LEGACY CYCLE

Use the form on page 30. Page 31 is for you to reproduce for future planning.


PUTTING IT ALL TOGETHER TO OUTLINE A LEGACY CYCLE LESSON

109

WORKSHOP ACTIVITY E LEGACY CYCLE

SHARING DIRECTIONS: In the next 10 minutes (about 3 minutes per person) share in your group the overall Legacy Cycle plan you have developed.


for one another.


Pages 29-30

110

FORMATIVE FEEDBACK FOR THE PRESENTERS

At this point, please take five minutes to share in your groups what things you feel you have learned thus far in your workshop today.

REPORTERS, please be ready to summarize your groups’ ideas.

Thank you for helping your

presenters see what things have

been take-away points for you.


Pages 29-30

111

LEGACY CYCLE APPENDIX

Pages 32 - 43

Need legacy image


Generate Ideas

Research & Revise

Test your mettle

Go Public

The Challenge


Cycle

Note that pages 32

through 43 offer

many proven

techniques for

successfully

conducting various

aspects of a Legacy

Cycle lesson in your

classroom.

112

What are some of the advantages and

disadvantages you can imagine in using Legacy

Cycle?

Building on an HPL framework to enhance student learning...

113

At this point, what are you wondering about HPL lessons Legacy Cycle

design?

Please complete the Feedback Sheets. Your presenter would

appreciate some formative assessment

to inform future workshops.

114

Go forth, design lessons, shape minds,

and influence lives!

115

WS STEP 4c - Learning from an Experienced HPL Instructor in Biomechanics

and in Biotransport

Page 20

Presenting Dr. Robert Roselli,

Professor of Biomedical

Engineering and Chemical

Engineering at Vanderbilt

University -- an experienced HPL

instructor who has literally been

there and done that multiple times

– and pioneered many of the CAPE

applications.

116

Example of a Challenge

Organized Around the Legacy Cycle

Course: BiotransportChallenge: Post-mortem

Interval

117

The Challenge: Estimate the Time of Death

As a biomedical engineer, you are called to testify as an expert witness on behalf of the defendant, who is accused of murder.

The body of her boyfriend was found at 5:30 AM in a creek behind her house. The prosecutor’s expert witness places the time of death at about midnight. The defendant has witnesses that account for her whereabouts before 11 PM and after 2 AM, but she cannot provide an alibi for the period between 11 PM and 2 AM.

118

Generate Ideas

How did the prosecutor’s expert witness arrive at the time of death?

What information will you need to challenge the time of death estimate?

Discussion Results:

How? Rate of Body Cooling.

Info? Temperature measurements

119

Research and Revise

Examination of Assumptions

120

Model used from literature by forensic pathologist to

estimate the time of death:

•Where did this come from?•List the assumptions made in developing this equation.•Can you provide a physical interpretation for K?•What data are needed to compute K?

( )a

dTK T T

dt

121

Thermal Energy Balance on Body:

Macroscopic Analysis

Rate ofAccumulation of

ThermalEnergy

=

ThermalEnergyentering

body

-

ThermalEnergyleavingbody

+

Rate ofProductionof Thermal

Energy

dt

dTmCp ( )ahS T T 0 +0

( )ahS T T

Newton’s Law of Cooling

neglect internal resistance to heat transfer: Tcore = Tsurface = T

122

Relating Empirical Coefficient K to Physical

Parameters

( )a

p

dTK T T

dthA

KmC

( )ap

dT hST T

dt mC Thermal

EnergyBalance

Coroner’sEmpirical

Relationship

123

Model and Data used by forensic pathologist to

estimate the time of death:

How did the coroner arrive at midnight as the time of death? K = ? h = ?

( )a

dTK T T

dt

Body temperature at 6 AM (rectal) = 90.5°F Ambient Temperature = 65°F Body removed to coroner’s office (65°F) Body temperature at 8 AM = 88.3°F Assumed pre-death body temperature = 98.6°F

124

Finding T(t)

( )a

dTK T T

dt

0

Kta

a

T Te

T T

Initial Condition: t = 0, T = T0 = 98.6ºF C = ln(T0-Ta)

Solution:

( )

ln( )

a

a

a

d T TKdt

T T

T T Kt C

Separate variables:

Integrate:

125

Finding K from measurements

11

0

22

0

ln

ln

a

a

a

a

T TKt

T T

T TKt

T T

at 6 AM: t = t1, T = T1 = 90.5ºFat 8 AM: t = t2 = t1 + 2hr,

T = T2 = 88.3ºFTa = 65ºF

11 2

2

ln ( )a

a

T TK t t

T T

11 90.5 65ln 0.0451

2 88.3 65K hr

hr

1

2 1 2

1ln

( )a

a

T TK

t t T T

subtract:

Solve for K in terms of two temperature measurements:

126

Estimating Time of Death

0

1ln a

a

T Tt

K T T

at 6 AM, t = t1, T = T1 = 90.5ºFTa = 65ºF, T0 = 98.6ºF

11 1

0

1 1 90.5 65ln ln 6.11

.0451 98.6 65a

a

T Tt hr

K T T hr

So, the estimated time of death occurred 6.11 hr before 6 AM (at 11:53 PM)

127

Are there any assumptions made in deriving the equation

used by the pathologist that may be

inappropriate for this case?

128

Your own Investigation

You visit the crime scene. What will you do there?

You visit the coroner’s office. What information do you request?

Any other information you might need?

129

Investigation determines:

When found, body was almost completely submerged

Body was pulled from the creek when discovered at 5:30 AM

Creek water temperature was 65°F No detectable footprints other than the

victim’s and the person that discovered the body.

Water velocity was nearly zero. Victim’s body weight = 80 kg Victim’s body surface area = 1.7 m2

Cause of death: severe concussion Medical Records: victim in good health,

normal body temperature = 98.6ºF

130

Your investigation also reveals typical heat

transfer coefficients: Heat transfer from a body to a stagnant fluid (W/(m2 °C))

h for air: 2 – 23 h for water: 100 - 700

Based on these coefficients, you might expect temperature of a body in stagnant water at 65°F to fall at:

1. About the same rate as in air at 65°F 2. At a faster rate than in air at 65°F 3. At a slower rate than in air at 65°F

131

Estimating the heat transfer coefficient h from prosecutor’s

datapmC K

hS

m = body mass = 80 kgCp = body specific heat = 1.16 Whr/kg°CS = body surface area = 1.7 m2

K = 0.0451 hr-1

1

2 2

(80 )(1.16 / )(.0451 )2.46

1.7

kg Whr kg C hr Wh

m m C

132

New estimate of time of death

Provide a procedure that can be used to find the time of death assuming that:

the body was in the creek (h = 100 W/m2ºC) from the time of death until discovered at 5:30 AM.

the body was removed from the creek at 5:30 AM and body temperature measurements made at 6 AM & 8 AM while the body cooled in air (h = 2.46 W/m2ºC).

133

Typical heat transfer coefficients: Heat transfer in a stagnant fluid (W/(m2

°C)) h for air: 2 – 23 h for water: 100 - 700

p

hSK

mC

Cooling in water:S=1.7 m2

Cp = 1.16 Whr/kg°Cm = 80 kg

h = 100 W/m2C

K = 1.83 hr-1

134

Estimating Temperature at 5:30 AM

Cooling in Air

at 6 AM, t = 6.11hr, T = T1 = 90.5ºFTa = 65ºF, T0 = 98.6ºF

at 5:30 AM, t = 5.611hr, T = T2 = ?

2 .0451(5.61)2

0

2

.776

65 .776(98.6 65) 91.1

Kta

a

T Te e

T T

T F

0

Kta

a

T Te

T T

135

Estimating time in water

-10

(5 : 30 A )1ln

1.83 hra

a

T M Tt

T T

Find T(5:30 AM) = 91.1F

Find: t = 0.138 hr = 8.27 min!

Time of death ≈ 5:22 AM

The defendant must be innocent!Not looking good for the person who discovered the body.

0

p

hSt

mCa

a

T Te

T T

136

Summary: Macroscopic Approach (Lumped

Parameter Analysis) Time of death estimated by coroner

assuming cooling in air was about midnight (guilty!)

Time of death estimated by your staff assuming initial cooling in water was about 5:22 AM (innocent!).

0

p

hSt

mCa

a

T Te

T T

2 3 4 5 6 7 8 AM

T=98.6°F

T=91.1°F

T=90.5°FT=88.3°F

0

ln a

a

T T

T T

112

T(5:30 AM)

137

PRS: An estimate of Post Mortem Interval (PMI) based on hwater

using this method is probably:

1. Accurate2. Too long3. Too short

138

The prosecutor gets wise and hires a biomedical

engineer!

Your model prediction is criticized because a lumped analysis (macroscopic) was used.

The witness states that internal thermal resistance in the body cannot be neglected.

They claim the body takes longer to cool than you predicted .

They present experimental evidence that body temperature varies with position and time.

139

T vs t from different regions

Single study

(leg)

140

How can we find the ratio of internal to external thermal resistance for heat transfer

from a cylinder?

QH

int

c R RH

ernal external

T T T TQ

R R

Tc

TS = TR

T∞

R

L

conduction to outside surface

c Rr R body body

r R

c RH r R body

internalbody

T TdTq k k

dr R

T TQ Sq Sk

R

RR

Sk

conduction from outside surface

1

H R

external

Q hS T T

RhS

141

Ratio of internal to external thermal resistance for

steady-state heat transfer from a heated cylinder?

QH

int

c R RH

ernal external

T T T TQ

R R

Tc

TS = TR

T∞

R

Linternal

external body

R Rh

R k

QH = hS(TR - T∞)

142

Biot Number (Bi)

Bi = h(V/S)/kbody V = Volume, S = Surface area

Bi = h(πR2L/2πRL)/kbody = hR/2kbody (cylinder)

Bi = One half the ratio of internal resistance due to conduction to external resistance due to convection and conduction.

If Bi<0.1, we can neglect internal resistance (5%)

If Bi >0.1, we should account for radial variations (low external resistance or high internal resistance)

143

Estimate Biot number for heat loss from body to

water

2

2

2

1.70.15

2 (1.8 )

S RL

SR

L

mR m

m

h = 100 W/m2ºCkbody =0.5 W/mºC

152(0.5)

)(100)(0.15

2k

hRBi

body

Can’t

NeglectInternal

Resistance

144

Cooling of Cylindrical Body:

Assume Radial Symmetry

Sz

TT

rr

Tr

rrk

Tv

TvTvC

t

TC zrpp

2

2

2

2

2

11

zrr-

0vr 0

z

v z

()0v

0

()

0z

()0S

R T

h

TR

Apply assumptions:

We wish to find how temperature varies in the solid body as a function of radial position and time.Evaluate equation term by term

keep

T(r,t)

keep

1p

T TC k r

t r r r

145

Cooling of a CylinderCenterline Temperature vs.

Time

x1 = R; = (k/ρCp)body; m = 1/2Bi = kbody/hR

Assuming Centerline Temperature = Rectal Temperature:Design a procedure to find the time of death from this chart

146

Using the Graphical Solution to Estimate the

Time of Death.

Core Temperature at 5:30 AM = 91.1°F(Tc-T∞)/(T0-T∞)=(91.1-65)/(98.6-65)=0.777

m=k/hR=0.5/(100 x .15) = 0.033

Time of death = 12:30 AM +/-

Fo = 0.12t = FoR2/ = (.12)(.15m)2/(.54x10-3 m2/hr) = 5 hr

Guilty!

147

Should the Defense Rest?

Are there any other confounding factors?

Different radiusDifferent hNot a cylinder

148

Tc vs. t for R = .2 m

CoreTemp(ºF)

Time since death (hr)

h = 100 W/m2ºCR = 0.2 m

91.1ºF at 5:30 AM

Time of death about 8:15 PM

149

Table 1. Module Coverage of Course Topics

Taxomnomy/Topics Intr

o t

o B

ME

101, H

PL

Mech

an

ics R

evie

w

Intr

o t

o B

iom

ech

an

ics

An

thro

po

metr

y &

Scalin

g

Scalin

g F

orc

es a

nd

Defo

rmati

on

Vert

eb

ra F

ailu

re in

1D

& 2

D L

oad

ing

Jo

int

& M

uscle

Mech

an

ics

Lo

co

mo

tio

n:

Walk

ing

& R

un

nin

g

Bala

nce a

nd

Sta

bilit

y

Bala

nce a

nd

Mo

tio

n

Bu

ng

ee J

um

pin

g &

Pen

nsylv

an

ia L

aw

Desig

n o

f R

ing

s A

pp

ara

tus

Iro

n C

ross -

Mu

scle

Str

en

gth

Hip

In

jury

fro

m A

ccid

en

tal F

all

Accele

rati

on

, D

ecele

rati

on

an

d In

jury

Ju

mp

ing

Tib

ia F

ractu

re in

So

ccer/

Skiin

g

Fundamentals

Fundamental Laws of Mechanics X X X X X X X X

Dimensions, Units, Conversions X X X X X X X X X X

Anthropometry X X X X X X X X X X X X X X X X

Musculoskeletal System X X X X X X X X X X X X X X X

Vector Operations X X X X X X X X X X X X X

Forces, Moments & Couples X X X X X X X X X X X X X X X

Resultant Force Systems X X X X X X X X X X X X

Equivalent Force Systems X X X X X X X X X X

Center of Gravity, Distributed Loads X X X X X X X X X X X X X

Statics

Equilibrium X X X X X X X X X X

Free Body Diagrams X X X X X X X X X X X X X

Friction X X X X X X X X

Constraints, Supports and Reactions X X X X X X X X X X X X X

Statically Indeterminant Systems X X X

Machines, Lever Systems X X X X X X

Method of Sections X X X X X X X X X X X X

Muscle and Joint Reaction Forces X X X X X X X X X

Dynamics

Impulse-Momentum Principle X X X X X X X X X

Conservation of Momentum X X X X X X X X

Linear Kinetics X X X X X X X

Angular Kinetics, Limb Rotation X X X X X X X X X

Mass Moment of Inertia, Radius of Gyration X X X X X

Kinetics of Linkage Systems X X X X X

Strength of Materials

Stress & Strain X X X X X X X X X X X

Stress Transformation, Principal Stresses X X X

Properties of Biological Materials, Failure X X X X X X X X X X X X X

Models of Material Behavior, Hooke's Law X X X X X X X X X

Stress Concentration X X X X

The process:

1 - Review Taxonomy

2 - Define Learning Objectives

3 - Design Modules and Challenges

Note how one professor used a series of Legacy Cycle modules to cover the requirements in a biomechanics course.

Taxonomy/Topics

Modules/Mosaics

93

1 designing effective instruction informed by the how people learn framework a workshop for celest...

Documents

group task

group problems

group roles

purdue university slide

vanth stuff

hpl framework

positive climate monitor

driving framework