Download Heart/Lung Machine - Hereford HS Engineering Technology

Heart/Lung Machine
007 - The Bond Series
"You Only Live Twice"
July 2010
HHS H-L-Machine Lesson Flow
L1 – INSPIRES 1 – What do students already know (Pre Test)
INSPIRES 2 – What is a heart Lung Machine? (Tyeshia’s Heart)
Students sign onto INSPIRES, Pre-test to determine a base knowledge
L2 – INSPIRES 6 - …Heart and Circulatory System (Comp Sim)
INSPIRES 9 - … Lungs and Respiratory System (Comp Sim)
Create a strong understanding of Circulatory and Respiratory systems to fall back on during unit.
L3 – INSPIRES 3 - What is the Engineering Design Process
INSPIRES 4 - How are We Going to Move Blood (Let It Flow challenge)
L4 – INSPIRES 5 – Connecting To The Heart-Lung Challenge
INSPIRES 7 – Measuring Blood Flow Rates (Lab & Calculations)
L5 – INSPIRES 8 – Estimating System Volume
INSPIRES 10 – Experiencing Heat Transfer P1 (five bottle ices bath test)
L6 - INSPIRES 10 – Experiencing Heat Transfer P2 (Two bottle ices bath test)
INSPIRES 12 – Computer Simulation to Help Design Heart Lung Machine
HHS H-L-Machine Lesson Flow
L1 – INSPIRES 1 – What do students already know (Pre Test)
INSPIRES 2 – What is a heart Lung Machine? (Tyeshia’s Heart)
Students sign onto INSPIRES, Pre-test to determine a base knowledge
L2 – INSPIRES 6 - …Heart and Circulatory System (Comp Sim)
INSPIRES 9 - … Lungs and Respiratory System (Comp Sim)
Create a strong understanding of Circulatory and Respiratory systems to fall back on during unit.
L3 – INSPIRES 3 - What is the Engineering Design Process
INSPIRES 4 - How are We Going to Move Blood (Let It Flow challenge)
Discuss engineering challenge & criteria. Create Target chart and flow chart
L4 – INSPIRES 5 – Connecting To The Heart-Lung Challenge
INSPIRES 7 – Measuring Blood Flow Rates (Lab & Calculations)
Design questions – How does flow rate effect performance – What variables/ controls might be effective
L5 – INSPIRES 8 – Estimating System Volume
INSPIRES 10 – Experiencing Heat Transfer P1 (five bottle ices bath test)
Heavy math lesson dealing with system volume – Include one heat transfer experiment – How can this
help in design
L6 - INSPIRES 10 – Experiencing Heat Transfer P2 (Two bottle ices bath test)
INSPIRES 12 – Computer Simulation to Help Design Heart Lung Machine
H-L-1 Objective: Establish a baseline measure of
understanding associated with concepts,
processes, and attitudes related to concepts of
module as we complete pre-test
Drill: Identify three functions of the
human circulatory system
Instructional Tools
Engineers Journal -Left Hand Entries - Information that is important for
supporting understanding of challenge including:
-Key scientific Facts
-Engineering Design Process
-Research Data (activities)
- Math Formulas
- Right Hand Entires - Design decisions
K-W-L Chart (Know -Want to know - Learned)
Chart is set up as follows Know Want To know
Learn
Team Members
Michael Dodd-o AKA Roger Moore
Brea Pearl AKA Dr. Christmas
Kathy Setzer AKA Jinx
Zach Wiseman AKA Sean Connery
HL2 - Objective: Introduce 'Heart - Lung Design
Challenge' through a series of activities designed
to provide connections to every day life
Drill: A 'Heart - Lung machine' is
used during open heart surgery.
Identify three functions a Heart
lung machine must perform
Challenge and Needs
Challenge
We must create a machine that mimics a heart-lung system
Needs:
This machine is necessary to perform the functions of the
hearts and lungs for surgeries. When a surgeon repairs a heart
it is necessary to stop the heart to make the repair but the body
must still receive oxygen to the survive.
Criteria
• Set up within 5 minutes
• Process blood in 15
minutes with a continuous
flow
• Must cool the blood to a
temperature between 5 C
and 8 C
• Minimimal leakage
• Flow rate must be within 3
- 5 liters/min
• Reservoir must hold at
least 750ml
Constraints
• Machine must cost less
than $50
• Size is less than 4ft x 2ft
• Maximum volume cannot
exceed 1.5L
Background Information
Features of the Heart /Lung Machine
• must remove blood from the patient and return the blood to
the body for cellular use
• you are essentially stopping the patients' heart and using the
machine to keep them alive
• the machine cools the blood and adds oxygen
• the Rollerhead acts like the heart and pumps the blood into
a resevoire.
• the heart lung machine controls body temperature by adding
water into the oxigentator to manipulate.
Physiology of the Heart and Circulatory
System
• Comprised of the heart and blood vessels
• Functions:
o moves nutrients and oxygen to places in the body where
they are needed
o removes these substances from places where they are
not needed
 these substances are delivered by the blood which is
flowing through the blood vessels (act as highways to
transport throughout the body)
 heart is the pump that pushes the blood
• 2 parts of the system work together
o pulmonary circulation (carries blood between heart and
lungs)
o systemic circulation (carries blood between heart and rest
of the body)
Physiology of Circulatory System Cont.
• Arteries carry blood away from the heart
• veins carry blood toward the heart
• cappullaries - smalles blood vessels - all exchange nurtients
via these
Create a K-W-L chart which will be
used and modified during entire Unit
Know
H-L machine takes
over function of heart
and lungs during
open heart surgery
Want To Know
Maximum amount of blood
can be removed from the
body
Student add responses to chart.
Learn
To prevent leak go small
to large tube
The following slides are
objective and drill questions to
start each lesson
HL3 - Objective: Assess the various steps of the
'Design Cycle' using information from worksheet
to recognize importance of utilizing a rational
systematic approach to problem solving.
Drill: Explain three 'performance criteria' or
'design constraints' associated with the
Heart - Lung Challenge
Lesson 3: What is the engineering design process
Hand out: Design Cycle Worksheet: Heart-LungSystem Solving Problems with the Engineering Design
Process
Answer following questions during discussion
-Why is it important to use a systematic approach to
design
-Describe each sep in the process (in your words,
interpretation)
- Why do you think the design process was set up as a
loop?
-Look at step one of the loop, based on our design
challenge, what is the answer to the 4 guiding questions.
-Turn to the 'Communicate Outcomes' and answer the
HL4 - Objective: Analyze factors impacting 'fluid
flow' through the design, construction and
testing of an apparatus to transfer water
between two locations.
Drill: Identify three variables that affected the
volumetric flow rate of your fluid transport
system
Lesson 4: LET IT FLOW - Move Around Blood
Hand out: The INSPIRES Curriculum: Heart-Lung System
Let It Flow!!! Engineering Challenge
Set up a 'Design Brief' (as below) and Answer
the categories
-Goal (of model)
-Design Criteria (design specs)
-Design Constraints (Limitations, restrictions)
- Materials
-Evaluation
.
.
.
.
.
HL5 - Objective: Evaluate new background
information to make connections between 'Let It
Flow ' challenge to Heart Lung Machine
Drill: What information from Let IT Flow
challenge can be applied to Heart Lung
MAchine
Lesson 5: Heart-Lung Challenge presentation
Hand out: Communicate Solution - Report Rubric
Before passing out Report Rubric discuss
-How did the 'Let it Flow' challenge relate to our design
target?
-Identify/Define how you used the engineering design loop
to create the 'Let It Flow' machine
-What is an artifact?
Each team will need to bring in artifact related to the
project and be ready to identify the following - What is the
object, how does it relate to unit of
study,
Think
about (or turn to) Design Loop... What is step 2 of process.
Why does the blood need to be pumped and oxygenated?
What would happen if the blood were not pumped and/or
oxygenated.
HL6 - Objective: Gain a deeper understanding
of importance of Heart Lung Machine as we use
information from the 'Introductory Hear Lung
Activities...' to gain insights regarding
components and processes of cardiovascular
system
Drill: What two functions do the lungs perform
as related to circulatory system?
Lesson 6: Physiology of heart & circulatory system
Hand out: Drawing of Circulatory System
(Pulmonary & Systematic)
During this lesson we will:
- Present Artifact - Explain how artifact relates to Let It
Flow challenge?
-Where are we in the Design process today?
-Update our KWL chart
- What do you know about the circulatory system?
- What do you want to know about the circulatory system?
- What have we learned about circulatory...anything in KWL
Define/describe pulmonary circulation, Systematic circulation
Define/ Describe arteries, veins, and capillaries
What is the function of the heart in the circulatory system
Continue class questions on next slide
Lesson 6: Physiology of heart & circulatory system
Hand out: Drawing of Circulatory System
(Pulmonary & Systematic)
Continuation of During this lesson we will:
- Sketch a drawing of the circulatory system including
the heart and lungs
*Activity - Heart as Pump
-Explain the advantage and disadvantages of the turkey baster, hand
pump and centrifugal pump.
- HOW ARE THE PUMPS RELATED TO THE PROJECT
- WHY IS IT IMPORTANT TO KNOW HOW A PUMP WORKS?
- WHAT IS THE FUNCTION OF A ONE WAY VALVE IN A PUMP?
HL7 - Objective: Apply data gathered in pump
experiments as the formula numbers for
calculating volumetric flow rate and velocity.
Drill: How do the definitions for the terms
SPEED and VELOCITY differ.
Lesson 7: MEASURING FLOW RATES
How does todays artifact relate to the lesson on pumps?
How does the pump relate to the design challenge?
* --> Which pump will move more water in 10 seconds?
Formulas Q= volumetric flow rate
= volume/time 30ml/15sec = 2ml/sec
CHART GROUP 1
VOLUME TIME
Q
GROUP 2
3
.
VOLUME TIME
Q
RUN 1
GROUP
Q
VOLUME TIME
.
RUN 2
RUN 3
Did your prediction math the data?
How would you increase or decrease the volumetric flow
rate for each pump?
HL8 - Objective: Analyze the variables for
measurement and calculation of a system as
students recognize / utilize several geometric
formulas (including rectangular prism and
cylinder) .
Drill: Identify the formulas for calculating the
following formulas:
CUBE
CYLINDER
TRIANGULAR PRISM
Lesson 8: Estimating System Volume
Hand out: Determine the Total Volume (in liters)...
Essential Questions:
How would we calculate the volume of various objects
(students are given a plastic cube, cylinder, etc)
- Student presents artifact of the day
- How much blood is in the human body ? +/- 5L
- How much blood can patient lose before risk of
death?
.
30% of 5L = 1.5 L
- Why is this information important to our design
challenge? (one constraint is system max volume of 1.5L)
- Where are we in design loop?
Chart
PREDICT OBSERVE EXPLAIN
HL9 - Objective: Apply insights regarding
cellular metabolism to the importance of cooling
the blood in a Heart - Lung system during
surgery
Drill: Explain how Velocity and Flow Rate,
covered in lesson 7, correlate to the human
body.
How about the H-L-Machine
Lesson 9: CELLULAR METABOLISM
CONNECTION BETWEEN ARTIFACT AND LESSON 8
AND THE DESIGN CHALLENGE
Why does the Heart - Lung Machine need to cool the
blood?
Why do we need to have blood cooled during surgery?
HL10 - Objective: Analyze results of two
activities involving cooling of water bottle in
order to begin to understand relation of heat
transfer and to visualize heat transfer.
Drill: Identify the volume of:
CUBE = Height of 5cm, length of 5 cm, 5 cm
how many ml of water will this hold
Lesson 10: Experiencing Heat Transfer
CONNECTION BETWEEN ARTIFACT AND LESSON 9
AND THE DESIGN CHALLENGE
The volume of a 5 x 5 x 5 cm cube is 125cm3
1) Explain how the term 'METABOLISM' relates to the human
body.
2) Why is it important for the blood temperature to
be lowered, by 5 - 8 degrees celsius, during open
heart surgery.
Lesson 10: Experiencing Heat Transfer
1) Explain how the term 'METABOLISM' relates to the
human body. Chemical reaction that occurs
with-in cells to support life.
2) Why is it important for the blood temperature to be
lowered, by 5 - 8 degrees celsius, during open heart
surgery. Reducing blood temperature 5-8
degrees celsius reduces metabolism and
body reactions without causing damage from
cold (severe hypothermia)
Lesson 10: Heat Transfer
ONLINE LESSON
- Students will be working in pairs.
- Each group will need to Login
- A major goal of this on-line lesson is to make
connections between what they learn on computers,
hands on activities, and the Hear-Lung machine
Home >
My Page >
2010 Summer PD Institute >
A Heart-Lung System Case Study >
Content Lesson
Lesson 10: Heat Transfer
ONLINE LESSON
Review information pertaining to design loop as you read
through first three slides of tutorial.
Be sure to pause when you get to Stop Sign.
Why is COMMUNICATION in the center of the loop?
What step do you feel we are currently in of the design
loop?
What side of notebook should questions be on...why?
Lesson 10: Heat Transfer
ONLINE LESSON
STOP1 - DISCUSS THE RESULTS OF THESE QUESTIONS
Why is COMMUNICATION in the center of the loop?
What step do you feel we are currently in of the
design loop?
DURING THE NEXT SECTION OF SLIDES ADDRESS THE
FOLLOWING QUESTIONS
-What are three functions of the H-L machine discussed?
- What circulatory function is not discussed?
-In your own words, explain how the lungs exchange CO2
for O2
**Be sure to Pause at STOP 2
Lesson 10: Heat Transfer
ONLINE LESSON
STOP - DISCUSS THE RESULTS OF THESE QUESTIONS
-What are three functions of the H-L machine
discussed?
- What circulatory function is not discussed?
-In your own words, explain how the lungs exchange
CO2 for O2
DURING THE NEXT SECTION OF SLIDES ADDRESS THE
FOLLOWING QUESTIONS
-In your own words explain VOLUMETRIC FLOW RATE
- Besides controlling speed of pump, how else can we control
Volumetric Flow Rate
**Be sure to Pause at STOP 3
Lesson 10: Heat Transfer
ONLINE LESSON
STOP - DISCUSS THE RESULTS OF THESE QUESTIONS
-In your own words explain VOLUMETRIC FLOW RATE
- Besides controlling speed of pump, how else can we control
Volumetric Flow Rate
DURING THE NEXT SECTION OF SLIDES ADDRESS THE
FOLLOWING QUESTIONS
- Explain Thermal Conductivity
- Explain how materials effect Thermal Conductivity
**Be sure to Pause at STOP 4
Lesson 10: Heat Transfer
ONLINE LESSON
STOP - DISCUSS THE RESULTS OF THESE QUESTIONS
- Explain Thermal Conductivity
- Explain how materials effect Thermal Conductivity
Before continuing with the Online Activity we will observe a
demonstration on how materials effect thermal conductivity.
page 42
We'll start the experiment then gather in our groups to
begin a Predict - Observe - Explain
**Be sure to Pause at STOP 4
Lesson 10: Heat Transfer
ONLINE LESSON
How materials effect thermal conductivity.
page 42
Predict - Observe - Explain
**What was observed?
Were student predictions supported or not supported?
What have you learned about the different materials?
What do the results suggest about how easily heat
transfer occurs through the different materials (including
air)?
If you want to increase the rate of heat transfer, do you
have any ideas how you can do it?
Lesson 10: Heat Transfer
ONLINE LESSON
STOP - DISCUSS THE RESULTS OF THESE QUESTIONS
- Explain Thermal Conduction
- Explain how materials effect Thermal Conductivity
DURING THE NEXT SECTION OF SLIDES ADDRESS THE
FOLLOWING QUESTIONS
- Explain Thermal Convection
- Explain how materials effect Thermal Convection?
**Be sure to Pause at STOP 5
HL11 - Objective: Participate in computer
tutorial in order to increase ability to visualize
how temperature differences serve as the
mechanism driving the heat transfer process in
the human body.
Drill: What variables were involved in the ability
of the water in the 'cooling baths' change
temperature?
INSPIRES Program - HL11 Objective: Participate in computer tutorial in order to
increase ability to visualize how temperature differences
serve as the mechanism driving the heat transfer
process in the human body.
Drill:
Lesson 11: Online Heart-Lung system
CONNECTION BETWEEN ARTIFACT AND LESSON
10 AND THE DESIGN CHALLENGE
1) Explain how the term 'METABOLISM' relates to the human body.
2) Why is it important for the blood temperature to be lowered, by 5
- 8 degrees celsius, during open heart surgery.
Why does the Heart - Lung Machine need to cool the
blood?
Why do we need to have blood cooled during surgery?
HL12 - Objective: Participate in computer
tutorial in order to increase ability to visualize
how temperature differences serve as the
mechanism driving the heat transfer process in
the human body.
Drill: What variables were involved in the ability
of the water in the 'cooling baths' change
temperature?
HL14 - Objective: Create/Update a journal
describing original idea & modifications (with
justification) as we work on H-L machine in
order to have documentation of our modeling
process
Drill: Create a ‘flow chart’ placing the project
targets in the order your model will be set up.
The Engineering Design loop is a type of flow
chart
Drill: Create a ‘flow chart’ placing the project
targets in the order your model will be set up.
Identify what object of your physical model will
address each of the flow chart steps.
Before you start modeling,
Look at your plans for yesterday –
Calculate the total volume.
Explain how your ‘cooling mechanism’ will work.
Identify possible modeling issues you foresee
HL13 - Objective:
Drill: