Series Boeing & Teaching Channel Present: The Science and Innovation: Designing Biosuits: Final Presentations

Designing Biosuits: Final Presentations

Lesson Objective: Describe how biosuits will mainstain homeostatis in humans
Grades 7-8 / Science / Engineering
9 MIN

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Next Generation Science Standards: MS_ETS 1-1, MS_ETS 1-2, MS_ETS 1-3, MS_ETS 1-4

Discussion and Supporting Materials

Thought starters

  1. How does this project enrich students' understanding of human body systems?
  2. Why were students given different environments to work with?
  3. How did Ms. Barnhart collaborate with the Boeing engineers to design performance tasks?

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Lesson Plans

Transcripts

  • Card:
    Tch
    Teaching Channel

    +++ 00:00:04 +++
    Teacher: Wind's on! Eighty-two!
    Student: We're going to place bunches on the bottom, so

    Card:
    Tch
    Teaching Channel

    +++ 00:00:04 +++
    Teacher: Wind's on! Eighty-two!
    Student: We're going to place bunches on the bottom, so when it drops, it like drops.
    Mallory Barnhart: Good afternoon!
    Card:
    Engineering Design
    in the Classroom:
    Bio Suit Final Presentation
    Mallory Barnhart: Okay, your five minutes to get your bio-suits on starts now!

    +++ 00:00:28 +++
    Mallory Barnhart: Seventh grade content focuses a lot on the human body and maintaining homeostasis within a human body, as well as all the human body systems.
    Lower Third:
    Mallory Barnhart
    7th Grade Science Teacher
    KIPP Intrepid Preparatory, Houston, TX
    Mallory Barnhart: So this unit was a really great way to have a culminating project for the end of our year, because it brought together how to maintain homeostasis in the human body, while working in a harsh environment. And so they had to do some research on harsh environments, as well as recall all that information about the human body and how to maintain homeostasis.
    Student: Why is it on like that? There we go.

    +++ 00:01:01 +++
    Mallory Barnhart: I was interested in working on the Boeing project, because really it's just another opportunity for our kids. For the kids to be introduced to an engineering project like this, and get to work with the engineers, like Darryl and Brandon.
    Lower Third:
    Darryl Archer
    Technical Fellow
    The Boeing Company, Houston, TX

    +++ 00:01:13 +++
    Darryl Archer: Working with Mallory was awesome. She did a fantastic job. She related to us very well from her classroom perspective, and it was our job to bring the engineering perspective and company perspective into the classroom.
    Lower Third:
    Brandon Setayesh
    Thermal Engineer
    The Boeing Company, Houston TX
    Brandon Setayesh: It's important because these students are our future. They're going to be the future engineers, the future scientists that build the next generation of spacecraft.

    +++ 00:01:33 +++
    Mallory Barnhart: You guys have been working on this for over a week. We've done a review of the human body systems. We did a review of ecosystems and environments. You got to do some research about different engineering careers. Today's lesson, the students are going to be showing us their research that they did on their environment, as well as the career that they were assigned, and they are going to be putting on their bio suits and actually performing the tasks that they were given, to show us whether or not their bio suits actually work.

    +++ 00:02:04 +++
    Mallory Barnhart: So we have five different tests up here. This one here is where our glaciologist is going to be.
    Mallory Barnhart: The engineers were really instrumental in planning the performance tests that our students would have to do at the end of this project. They had a lot of really great ideas on which environments an engineer would actually work in, as well as how to connect those environments to real-world careers.
    Darryl Archer: The main goal of the unit, well, was to explore bio-suits. And Boeing's history with bio-suits goes back to the Apollo Spacecraft time.

    +++ 00:02:34 +++
    Mallory Barnhart: Here we have our underwater pipeline engineers. They're going to be repairing this pipeline.

    Brandon Setayesh: But to take a pretty complex concept from a thermal standpoint, applying the hot, the cold, different types of environments and apply it to the classroom, using just basic materials and basic things that you can find off the shelf, I thought was extremely creative. The students were able to see all the concepts. We were able to stay under a budget, and they were able to learn, and that's what this was about is to learn and stimulate their excitement for the sciences.

    +++ 00:03:05 +++
    Student: Our environment is the Gulf of Mexico, and Kinet [ph?] is a Pipeline Engineer.
    Mallory Barnhart: The underwater Pipeline Engineers, their presentation was really great.
    Student: He would be placing his goggles and likewise the snorkel, and we glued two flashlights to the goggles so that the engineer would be able to see underwater.
    Mallory Barnhart: They gave us information about the Gulf of Mexico, as well as what a Pipeline Engineer does.

    +++ 00:03:29 +++
    Student: Right now, our Pipeline Engineer, he's looking for the pipes, and he's going to fix them.
    Mallory Barnhart: Their bio-suit worked flawlessly. They were able to reconstruct the pipeline in record time. They had no issues at all.
    Student: And he completed his assignment.

    +++ 00:03:56 +++
    Darryl Archer: Mallory did an excellent job providing multiple materials that accomplished the same thing, but the choice had to be made by the student. What's best? What's your trade-off? And she went in kind of in-depth in how to trade that as part of the engineering development cycle. You have to trade certain things to get certain things.
    Mallory Barnhart: How is your bio-suit providing homeostasis for Brian?

    +++ 00:04:17 +++
    Student: The jacket keeps him warm, and then the gloves also keep his hand warm. The two pipes are the oxygen tank, and he has like a pipe there to the oxygen tank so he can breathe. And then we have the helmet and then we made it gold, so that like the UV rays could reflect off of it, and it won't give him a sunburn.

    +++ 00:04:38 +++
    Jay: We're Glaciologists and right now we'll-- basically what we do, we go to Antarctica, or really extremely cold places, and we have to find a way to drill into them. The name Antarctica comes from a Greek word, meaning, "Opposite to the North."
    Mallory Barnhart: So, Jay, are you ready to use your tool to find the rock?
    Jay: Yes.

    +++ 00:05:05 +++
    Mallory Barnhart: Can you see it? Oop, there it is!
    Student: It's right there!
    Jay: Right here.
    Mallory Barnhart: Ta-da!

    +++ 00:05:12 +++
    Student: So right now he is going to retrieve the animal-- in this case it is a duck. And we have a little tub of dishwasher and water solution, which can clean off the animal without harming them. And after it is done being cleansed, she will remove the water, and then rake the oil into one concentrated spot with a little sweeper that we made that was made to be able to sweep the oil.

    +++ 00:05:40 +++
    Mallory Barnhart: I think getting the students to the level of independence that they're showing now, took a lot of work on my part, just setting them up for failure, and setting them up for success as well.
    Student: She's going to is actually going to put her car, that's going to be managed from the submarine in the tank. And she's going to try to get an animal and see if she finds it with the flashlight.

    +++ 00:06:04 +++
    Mallory Barnhart: There's other projects we've done-- this one included-- they had a lot of failures, and instead of letting them quit, I just pushed them to keep trying. There's a part of the engineering design process where you test your prototype, and then if it fails, you redesign. And it continues in a cycle.
    Student: See here, the little thing, well, our Scooper Snatcher, it's not working, because it's not, I guess, in the right position.
    Mallory Barnhart: Okay. So using our engineering design process, what stage are you at now?
    Student: Eight.

    +++ 00:06:34 +++
    Mallory Barnhart: You're at se-- eight. So what happened here? You presented your solution, and then what?
    Student: It failed.
    Mallory Barnhart: It failed, so you moved on to Step Eight, which is--
    Student: Redesign.
    Mallory Barnhart: Redesign. And then what are you going to do from redesign?
    Student: We do the whole process again.
    Mallory Barnhart: Okay! Good. All right, good try, guys.

    +++ 00:06:51 +++
    Darryl Archer: I think bringing in engineering standards, and higher exposure to science and math at this young age is very important. I think all students need to know what's going to go-- what they'll be faced with in the future, as far as learning, and what it takes to get ahead in the world.

    +++ 00:07:08 +++
    Mallory Barnhart: First of all, I'm very impressed with the tools and the bio-suits you guys came up with. I watched you along this process for the past week, and I really loved seeing your concepts come alive today. So what I want to hear from you guys is what you needed to do to make this project a success. All of you had very successful bio-suits. Using the engineering design process, what did you have to do as a team to successfully get through this process, and create a successful prototype? Angelica?

    +++ 00:07:35 +++
    Angelica: Well, once we figured out the problem, we had to find tools and things that we could use to stop the problem.
    Mallory Barnhart: Fix the problem, okay. How does this compare to problems in the real world?
    Student: Like many things, a cure outside the school, like in real life, like these are actual jobs for people. So like we're putting ourselves in their position, and like we're doing what they would do.

    +++ 00:08:01 +++
    Mallory Barnhart: Okay, good! What was your favorite part about this project, during the research, and during the building, what was your favorite? Kenneth?
    Kenneth: Actually making the bio-suit, and wearing it.
    Mallory Barnhart: Why did you like creating a bio-suit?
    Kenneth: Because I got to research and think with my whole group about like the different materials that we could use, and the materials that would help us, and the ones that wouldn't.

    +++ 00:08:27 +++
    Mallory Barnhart: How is this project different from other projects you've done, either in my class, or other classes? Pick Lolly.
    Lolly: Because this is like a hands-on project.
    Mallory Barnhart: What do you mean by hands-on?
    Lolly: We get to work with the group and actually build something.

    +++ 00:08:40 +++
    Mallory Barnhart: Today was awesome! I'm so happy with the presentations. I'm so happy with the prototypes that they were able to build. They really seemed engaged and excited. Not only to present their own projects, but to listen to the other groups present, because every group had a different task. So they got to learn, not only from their own presentation, but from the other groups' presentations as well.
    Mallory Barnhart: If you're in my homeroom, you just need to line up in the hallway, everybody else can go to your homerooms. Okay? Thank you so much! Have a good day!
    Card:
    Tch
    Teaching Channel
    #### End of C0804_002005_Mallory_Barnhart.FINAL.mp4 ####

School Details

Kipp Intrepid Preparatory School
5402 Lawndale Street
Houston TX 77023
Population: 418

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Mallory Barnhart