Design a Splint Challenge

Design Challenge

STE(A)M

Cross Curricular

Students will learn about biomedical engineering and the importance of empathy in engineering by designing and creating splints. This project will incorporate hands-on activities that engage students

Concepts at a Glance

Having students explore the engineering design process and the ADST curriculum as well as applied skills
Students practise using various social emotional skills including empathy etc.
Design a splint for a specific injury that meets the needs of the “client”

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Curriculum Connections

ADST Curricular Competencies

Understanding Context: Students will gather information from their peers and from their background knowledge of existing towers.

Defining: Students will be able to identify the main objective for the design of their invention and any constraints by discussing with teachers and peers.

Ideating: Students can work by themselves or in groups in order to generate potential ideas and add to others’ ideas.

Prototyping: Students will be given the opportunity to build a prototype from their potential ideas.

Testing: Students will be able to test and present their prototype and gather feedback from teachers and peers.

Making: After multiple rounds of testing and alterations, students will be able to construct the final product incorporating all of the planned changes.

Sharing: Students can use a variety of different methods and platforms to share their constructed tower. You can also allow time for students to peruse each other's towers in groups.

Applied Skills

During the multistep process the students will have ample opportunity to learn how to use their materials, tools, and technologies in a safe manner.
Students will also be able to develop their design and presentation skills.

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Materials

Cardboard
Newspaper
Coloured construction paper
Foam padding (optional)
Felt (optional)
Gauze (optional)
Elastic bandages (optional)
Tape (medical and regular)
Scissors
Rulers
Markers
Printed images of common injuries and splints
Engineering design cycle worksheets
Computers/tablets for research

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Activity Instructions

To begin, put students in groups of 3. Groups will each be given a scenario for a patient. One person in the group will act as the “patient” Scenarios are as follows: (please choose the ones that meet you classes age range and needs)some text
1. Alex is 9-years-old who loves basketball. They fell at a concert and got a wrist fracture.
2. Brook loves coffee and pastries and walking their dog everyday. They got an ankle sprain hiking up a mountain. They are really eager to get back to walking their dog everyday!
3. Taylor is 71 years old and retired. They love to crochet and knit their retirement. Taylor, fractured their index finger at the middle IP joint while out on a fishing trip. Taylor is really hoping to get back to knitting crocheting and fishing soon!
4. Blake, a busy 46-year-old businessperson reliant on public transport, faces a challenge with tennis elbow affecting their ability to hold onto bars while commuting with their briefcase. Balancing the demands of work and travel, Blake is looking for solutions to manage the discomfort while ensuring they can navigate their daily commute ecomfortably.
5. Sam, a 24-year-old avid rock climber, faces frustration with a thumb sprain just as they were hoping to meet new friends at the climbing gym. Eager to return to the climbing wall and work on athletics and have a social life, Sam focuses on proper healing to get back to scaling those walls and perhaps finding some climbing buddies along the way.
6. Quinn, a spirited 17-year-old with a knack for Wii Sports and a passion for playing piano, found themselves with a knuckle break after a particularly intense gaming session. Despite the injury, Quinn is really wanting to return to both their virtual and musical pursuits once their knuckle has healed, hopefully with less collateral damage next time!
7. Parker, a dedicated 52-year-old soccer goalie and parent of teens, faces a setback with thumb and wrist sprains, hindering their ability to return to the field. Despite the injury, Parker's passion for the game remains strong as they eagerly await recovery, balancing their athletic pursuits with the therapeutic joy of crafting pottery in the meantime.
Groups will now begin to brainstorm what kind of splint is needed for their patient. How will it be shaped? How can they make it comfortable for movement? Can they personalise it in any way for the patient? Ex: adding colour or patterns.some text
1. For more advanced classes, introduce some mechanical principles of splintingsome text
  1. Increase area of force application to disperse pressure
  2. Ensure 3-points of pressure in equilibrium
  3. Eliminate friction (by effectively contouring limb)
Groups will begin to make a pattern for their splint.

Students will use newspaper, scrap paper, coloured paper, cardboard and felt (optional) to make their prototype splint. We have also listed some other optional materials, if you are wanting to elevate this activity. As they are making it, they should keep in mind the needs of their “client”.
Students test their design on the patient and ask them how it feels? Is it working? Etc. and make adjustments to make it comfortable for the patient.

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Worksheets

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Lesson Plan

Download Lesson Plan