Blood clots, polymers, strokes
Students will be able to use polymers to dissolve blood clots.
Overview
Students investigate blood clots as a polymer problem across biology and math classes. They watch a video on slime and complete a see-think-wonder chart, then make polyvinyl acetate model clots from glue, water, and borax. In biology, students identify which of four concentrations matches a model clot, test six liquids for breaking it down, and demonstrate their best solution on a model artery before writing a lab report. In math, they add weights to hardened clots, graph stress against strain, and fit a line of best fit. Algebra students compare slopes, calculus students use derivatives to find ultimate strength, and both test 3D-printed samples. The plan spans two days: Day 1 for creating the blood clots and Day 2 for testing them.
Lesson Objectives
- Explain the importance of the testing stage in the engineering design process before presenting and using a solution to a problem. 2 Blood clots, polymer, and strokes
- Determine the tensile and ultimate strength of various materials by determining the line of best fit for the data and finding critical values from the derivative.
- Describe methods and approaches biomedical engineers may use to develop solutions to dangerous and life-threatening blood clots in blood vessels.
- Apply their understanding of the formation and degradation of polymers to develop liquid solutions that break down polyvinyl acetate polymers.
Standards
NGSS · 1
- HS-ETS1-3
CCSS Math · 2
- HSF-IF.C.7Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.*
- HSF-IF.B.4For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.*
CCSS ELA · 1
- SL.11-12.1.aCome to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.