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The Body Guardian
Appendix A: Technical Brief
Appendix B: Force Impact Testing Apparatus Building Instructions
Appendix C: Teacher’s Guide to Understanding Arduino Setup
Appendix D: Pre/Post Test & Answer Key
Appendix E: Muscle Contusions Worksheet
Appendix F: Pedigree Practice Worksheet
Appendix G: Hemophilia Investigation Homework
Appendix H: Engineering Design Challenge & Rubric
Appendix I: Protection Gear Analysis Data Recording Log
Appendix J: Student Design Plan
Appendix K: Mid-Construction Review Homework
Appendix L: Student Design Summary
Appendix M: National Hemophilia Foundation Proposal
Appendix N: Picture Resources
The Body Guardian
Appendix A: Technical Brief
Contusions
There are three different types of contusions. A contusion, or bruise, is caused by blunt
force trauma to the body which breaks blood vessels. Upon breaking, the blood vessels
allow blood to escape into the muscle and tissue. The visible pooled blood is called a bruise.
There are three different types of contusions; subcutaneous, muscular, and periosteal. The
most common type of contusion is a subcutaneous contusion. These bruises form just below
the skin and can be visible for up to weeks. It is caused by trauma from falling, running into
an object, etc.
Bruises may go deeper into the body and affect the muscles. A muscular contusion may be
classified as intramuscular or intermuscular. Intramuscular contusions are less likely to
cause visible bruising, as they only involve tearing of the muscle. In an intermuscular bruise,
both the muscle and its surrounding sheath are torn. Recovery from an intermuscular bruise
is generally quicker, as the blood is able to escape through the tear in the muscle sheath
rather than building up inside the muscle itself.
The deepest type of bruise is a periosteal contusion, or bone bruise. This injury penetrates
all the way to the bone, causing swelling and pain. Swelling between the bone and its
covering, the periosteum, can linger for an extended period of time due to lack of circulation.
A periosteal contusion is generally the most painful and long-lasting type of bruise.
Contusion Background from: http://www.wisegeek.com/what-are-the-different-types-ofcontusion.htm
Pedigree
Pedigrees show how a genetic trait is inherited or passed from one generation to the next.
When reading a pedigree, circles represent females and squares represent males. A person
affected with the trait has their shape shaded in. Unaffected individuals will remain
unshaded.
http://linuxishbell.wordpress.com/2010/11/09/relationship-based-on-pedigree/
Hemophilia
Hemophilia is an inherited genetic disorder in which the blood does not clot properly after
injury and individuals can bleed to death. Most people with hemophilia stay away from
contact sports or any activity in which bruising or injury can occur.
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Organic Chemistry
Several meanings can be given to the word “organic”. For example, the term originally
related to living organisms, and thus, organic became in the original sense a characteristic
of living things. In contrast, the term “inorganic” referred to substances that came from
minerals or could be synthesized in a laboratory. That is to say, then, that something that is
organic either occurs or develops naturally without being forced, manufactured, or
engineered. There are many compounds that are isolated or derived from plants or animals
(living or extinct, i.e. products of the decay of plants or animals). What is common to these
compounds is the carbon atom itself. Thus, this class of chemical compounds became
known as carbon-containing compounds and defined the branch of chemistry known today
as organic chemistry.
The simplest organic compounds are known as hydrocarbons, which contain only atoms of
hydrogen and carbon, and are classified as either aliphatic or aromatic. These
hydrocarbons may be straight-chained, branched, or even cyclic in structure and may
contain only single bonds (saturated) or perhaps double and even triple bonds
(unsaturated). More complex structures contain other atoms (i.e. oxygen or the halogens) or
groups of atoms (i.e. functional groups known as hydroxyl groups, carbonyl groups, and
amino groups which give rise to alcohols, aldehydes, and amines respectively) which may
be substituted for a single hydrogen atom or attached to a hydrocarbon and give rise to
families of organic compounds with characteristic chemical and physical properties.
Large organic compounds which are naturally occurring and contain hundreds of thousands
of atoms are known as “macromolecules”. Polysaccharides, proteins, and nucleic acids are
naturally occurring macromolecules. There are other macromolecules that are man-made
through a process known as polymer synthesis. Chain polymerization and step-wise
polymerization are the two major schemes by which the classification of materials known as
polymers is synthesized. In chain polymerization (also known as addition or free-radical
polymerization), a starting building block or monomer is added to another one in such a way
that the product contains all the atoms of the starting monomer. In step-wise polymerization
(i.e. condensation polymerization), some part of each monomer is not incorporated into the
final polymer and another small molecule such as water or ammonia is formed as a
byproduct of polymerization. The chain of carbon or hydrocarbon atoms is called the
backbone, while the functional groups attached to the backbone are called pendant groups.
Polymers can be processed by many methods. The most common processing methods are
molding processes such as compression molding, transfer molding, injection molding,
extrusion molding, and blow molding. These polymerization schemes and processing
methods enable the production of polymers of varying size. However, the polymer size has
very little effect on chemical properties, meaning the functional group behaves the same
regardless of if the molecule is large or small. It is in the physical properties that
macromolecules differ from ordinary molecules. Lastly, the molecular structure of polymers
is generally of two kinds and is indicative of the polymers’ response to heating and
processing. Thermoplastics are polymers which are more or less crystalline, soften upon
heating, and therefore, can be molded or extruded. Thermoset plastics are polymers that
are highly cross-linked with a rigid or networked structure that, therefore, does not soften
upon heating because softening would require the breakage of covalent bonds.
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Appendix B:Force Impact Testing Apparatus Building Instructions
Materials: (There will be enough lumber to build two devices)
 (1) 2x6x10 inch piece of lumber
 (1) 2x10x10 inch piece of lumber
 (25) 3 inch drywall screws
 (1) ½ x 10 inch bolt
 (1) ½ in x 2 in washer
 (1) ½ in Hex Nut
 Hand Saw or Table Saw
 Drill with Philips head screw bit and 5/8 drill bit.
 (1) 4lb sledge hammer
 Sand Paper any grit.
Procedure:
Step 1:
 Cut the 2x6 piece of lumber into the following pieces and label accordingly
1-20 inch piece (A)
1-18 ¼ inch piece (B)
1-3 ½ inch piece (C)
1-1 ½ inch piece (D)

Cut the 2x10 piece of lumber into the following pieces
2- 20 inch pieces (E&F)
Step 2:
Take A & B and make a right angle with A being on the bottom. Secure with screws along
the bottom. Refer to Figure 1. (You may want to pre drill
the screw holes to make it easier.) Set aside for now.
A
B
Step 3:
Figure 1:
Take E and measure 2 inches down and 2 inches over
from one of the corners, make a mark and drill a 5/8 inch hole. By laying E on F make an
exact hole on F that matches E.
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Step 4:
Take E and place on the side of the right angle you just made. Secure with screws along
the bottom and side. Refer to Figure 2.
E
Figure 2:
Step 5:
Take C and place in the corner where ABE meet. Secure up from the bottom of A with two
screws. Refer to Figure 3.
E
B
Figure 3:
C
Step 6:
Take F and secure the side and bottom to the AB right angle.
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Step 7:
Drill a 5/8 inch hole into the handle of the sledge hammer. Ensure that full range of motion
can be achieved with the placement of this hole.
Put the bolt through E then the sledgehammer and then through F and secure with a washer
and nut. Swing the sledge hammer to make sure it can move freely. Refer to Figure 4.
Step 8:
Take D and place at the handle of the sledge hammer between E & F, make sure there still
is a range of motion and then secure to E & F with screws. Refer to Figure 5.
Step 9:
Sand the lumber to prevent splinters.
5/8” hole
placement
B
F
E
D
Protection Gear
Placement
Ballistics Gel
Figure 4:
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Figure 5:
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Appendix C: Teacher’s Guide to Understanding Arduino Setup
The Arduino is an open source electronics prototyping platform that consists of a
microcontroller hardware device as well as the Arduino Environment software. As implied
by the name open-source, both the hardware and software can be modified by the user
without any special permission required from the developers. It is intended to be an easyto-use learning tool for anyone interested in creating interactive objects or environments.
Figure 1: Impact Force Testing Setup
The Arduino in this project is used solely to calculate the acceleration of the mass impacting
the shin guard. This scalar value is then used to calculate the associated force. Multiple
accelerometers are used not only to calculate the force experienced at the surface of the
skin beneath the guard, but under the skin at bone-level as well. This tutorial is written at a
basic level for those teachers without any experience in basic circuit knowledge on how to
wire a breadboard, or familiarity with any programming language. While it is written to be
“plug n’ play” and will attempt to help with basic troubleshooting, knowledge in these areas
will assist in further troubleshooting if problems occur. When certain concepts are
mentioned that aren’t explained in detail, a keyword is listed in parenthesis to assist in an
internet search for further information.
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Parts
The parts used in this setup are shown below, followed by a short description of some of the
items.
Required items:
- Arduino Uno (w/Atmega 328 Microcontroller)
- (2)
ADXL345 Accelerometer “breakout board”
o Be sure to purchase header pins, if not included
- (1)
USB Type A to B cord
- (1)
Breadboard (small to medium in size)
- (11) 2-3ft, 22-26 gauge (AWG) wire (Consider cat5(e) Ethernet cable)
- (11) Female-Female jumper wire or 90 degree headers
- (2)
1𝐾Ω resistor
- Assortment of “Jumper” wires
Optional Items to aid setup:
- (1)
Multimeter
- (1)
Wire strippers
- Assortment of resistors (in case 1𝐾Ω resistor doesn’t work properly for the
accelerometers used
- (1) Soldering Iron (in case header pins need to be installed) – Required for triple axis
accelerometers
- Solder
Optional: Items needed for LCD
- (1)
Hitachi HD44780 compatible chipset LCD
- (1)
10 𝐾Ω potentiometer
- Assortment of “Jumper” wires
Optional: Items needed for external power
- (1)
4-slot AA battery case
- (1)
2.1mm x 5.5mm male power plug
- Any necessary linking components (see Implementing optional LCD and/or external
power supply)
Arduino
It is important to note that the success of the re-creation of this setup is not solely dependent
on matching the exact equipment models listed. The Arduino for instance, is a
microcontroller that has had many upgrades over the years and is available in 6 different
models and a plethora of other form factors. The other models, essentially, function the
same way; however, in some cases, pin layout may be different. If a different model is
chosen, be sure to consult the Arduino homepage for more information on differentiation
amongst models. This tutorial will point out major variations in pin layout but does not
guarantee to capture all possible differences. A picture of the Arduino Uno used in the
exercise is shown in Figure 2 followed by Table 1 outlining the pin layout. Arduinos can be
purchased online or at a local electronics shop. See http://arduino.cc/ to get started.
Normal operation will utilize the USB Type B input to power the Arduino and interface with
the computer. The quick-start section later will explain how to load the latest Arduino
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Environment software to interface the device. This software will be used to upload
programs to the Arduino as well as view the output via the Serial Monitor and/or optional
LCD.
Figure 2: Ardiuno Uno
Category
Misc.
Input/Function
Input
A
C
Pin/Input/Function
USB B Input
Coaxial Power Input
(Optional)
Atmel ATmega328
D
Reset Button
E
ICSP
B
Power
F
Reset
3.3𝑉
5𝑉
𝐺𝑁𝐷
𝑉𝑖𝑛
Analog In
G
Digital
H
𝐴0 − 𝐴5
0 − 13
𝐺𝑁𝐷
𝐴𝑅𝐸𝐹
Description
Use to connect to computer
Use this terminal to connect external
power source (e.g., 4 AA batteries)
Microcontroller used to operate Arduino
Stops existing program and reboots
device
In-Circuit Serial Programming: Allows for
alternate microcontroller programming
Resets currently running program
3.3𝑉 Supply voltage
5𝑉 Supply voltage
Ground Terminal
Input voltage for use when using external
power source
Analog input/output pins
Digital input/output pins
Ground Terminal
Analog Reference: Allows for
configuration of reference voltage for
analog input
Table 1: Arduino Uno Input Connections
As detailed in Table 1, the Arduino receives power from either the computer via USB, Input
A, or an external power supply (i.e., batteries) Input B. Since there is no internal battery on
the device, it will only operate when one of these power sources is applied. This tutorial
primarily uses USB for power but includes a little information on the external power option.
Each USB port on the computer has an associated serial port (keyword: serial
communication). The Arduino uses this port to communicate back and forth with the
computer as well as some
devices. While there isn’t any
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physical interaction required with
Input C, the microcontroller, it is important to note that this module is like the heart of the
Arduino. Input D depicts the reset button. This button can be used to restart programs
running on the Arduino without removing power. The header pins in Input E depict the incircuit serial programming capability allowing for alternate programming of the Arduino.
Input F shows the power connections to interface with other devices. There are 2 DC power
outputs available. This exercise will use the 3.3𝑉 input for the accelerometers and uses the
5𝑉 terminal for the LCD option. There are multiple ground connections available for use.
Inputs G and H show the Analog and Digital inputs respectively. These inputs are used for
various applications in interfacing the Arduino with other devices.
ADXL345
The accelerometer used in this exercise was chosen because of the wide variety of readily
available code for Arduino projects. That is not to say that another accelerometer cannot be
used or that there isn’t available code for other models. A simple internet search on
“accelerometers for Arduino” should yield suitable results. Suggestions for purchasing the
accelerometer used in this setup will be discussed later in this section.
The ADXL345 Accelerometer, from Analog Devices, by itself is simply a small chip with 12
pins. The datasheet is included in this packet. In order to interface with the microcontroller,
this chip needs to be placed on a circuit board (also referred to as a breakout board) with a
few other components. Figure 3 shows the breakout board used in this exercise. Table 2
explains the pin layout. This will be discussed in more detail later.
Figure 3: ADXL345 used in setup, purchased online from Amazon from “365Buying”
Pin Connection
5𝑉
3𝑉3 (3.3𝑉, 𝑉𝐶𝐶 , 𝑉𝐷𝐷 )
𝐺𝑁𝐷
𝑉𝑆
𝐶𝑆
𝑆𝐶𝐿
𝑆𝐷𝐴
𝑆𝐷𝑂
𝐼𝑁1
𝐼𝑁2
Description
Optional 5V voltage (Not recommended for use
for accelerometer)
Input voltage (ADXL345 requires from 2-3.6V)
Ground Terminal
Supply Voltage (Unused in this setup)
Chip Select
I 2 C/SPI: Serial Clock Line
I 2 C: Serial Data Line, SPI: Master In Serial Out
(MISO)
I 2 C: Not Connected (tied high), SPI: Master Out
Serial In (MOSI)
Interrupt Line 1 (Unused in this setup)
Interrupt Line 2 (Unused in this setup)
Table 2: ADXL345 breakout board pin connections
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An internet search on the ADXL345 yielded a few vendors to purchase from. As previously
mentioned, the chip itself is manufactured by a company called Analog Devices. The
breakout board it’s placed on for ordinary customer use is manufactured by various vendors.
To keep the overall cost of this project low, this setup used the board in Figure 3, purchased
from an Amazon vendor called “365Buying” for $9.99. This was thought to be a highly
competitive price as others ranged above $30/board. The programmer however, found that
while the Arduino interfaced well with one accelerometer, it would not work with more than
one. In order to interface with 2 accelerometers as this project suggests, multiple resistors
had to be removed from the board. For those teachers with no experience with a soldering
iron, it is suggested they avoid this accelerometer for this project. Others that are confident
in their soldering abilities or looking to save $10-20 per device should view the supplemental
instructions in the appendix for specifics on how to use this model.
The code used in this setup was modified from open-source code specifically written to
support the ADXL345. The original code used a version of the board produced and
distributed by Sparkfun Electronics. At the time this document was written, the cost was
$27.95. This is admittedly the most popular based on the amount of code seen written
referencing this board. Once again, that is not to say that other boards will not work.
Another reputable site that sells this board and has code to support it is Adafruit Industries.
At the time this document was written, it was selling for $19.95. Table 3, below, summarizes
this discussion.
NOTE: Keep in mind, since the main interaction with the board is through the chip, ideally,
any of the code available for the ADXL345 should work for any ADXL345 breakout board.
The boards referenced in the table below are only a subset of the ADXL345 model breakout
boards available. This document does not endorse or guarantee the proper function of any
particular model.
Name
ADXL345 3-axis
Digital Tilt
Sensors
Acceleration
Module for
Arduino
Triple Axis
Accelerometer
Breakout –
ADXL345
ADXL345 –
Triple Axis
Accelerometer
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Vendor/
Model
Price
(excludes
shipping)
Website
Notes
Image
Used in this setup.
Works “as-is” with 1
device using I 2 C bus.
$9.99
www.amazon.com
Requires small
N/A
modification to work with
multiple devices.
Saw that many sites
Sparkfun
referenced this board in
Electronics
$27.95
www.sparkfun.com their code, including the
code derived for this
SEN-09836
setup. Solder Required.
This is another reputable
company that offers
Adafruit
Arduino products and
Industries
$19.95
www.adafruit.com
code to support them.
There is also code to
ID: 1231
accompany this device.
Solder Required.
Table 3: ADXL345 Vendor Comparison
365Buying
(Amazon)
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Header pins
If the accelerometer purchased does not come installed with header pins, they will need to
be soldered on. They can be purchased online or at a local electronics shop. There are
many references on the internet on how to install (keyword: how to solder header pins).
2-3 ft. Wire
It is important to ensure that the wire is long enough to prevent damage to the equipment
during the test, but not too long causing communication issues on the I 2 C bus. To keep
things simple, avoid lengths longer than 1m. 22+ gauge electrical wire is available at a local
electronics shop; however, consider an unused cat5 Ethernet cable as well. See the tutorial
in the appendix for more details.
Impact Force Testing Setup
Arduino Quick-start Guide
For specific instructions on how to get started with the Arduino, navigate to the Arduino
website, http://arduino.cc/, and select the Getting Started tab. The website includes step-bystep instructions on how to install and load the software, connect to the Arduino and run a
simple test program to ensure operation. There is also a troubleshooting section in the
event problems occur.
Download test software
The software to run the program is stored in a zip file accompanied with this document
(ImpactAccel).
Load Software
The zip file contains the Arduino Environment code as well as the C++ libraries needed.
The files will need to be stored in the Arduino file workspace. This is typically located under
the Documents folder for Windows-based operating systems. See the Arduino homepage
for more assistance. The Ardiuno Environment (.ino) file folder should be placed in the main
directory under Arduino and the library files must be stored in the libraries folder.
Figure 4: Impact Force Testing Setup – Electrical Schematic (Basic accelerometer shown) –
Solder Required for attachments to accelerometers.
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Connect Arduino to Accelerometer
Figure 4 shows the wire diagram of the setup. See the appendix for minor tips on how to
use a breadboard and make pin connections. With the USB cord unplugged from the
computer, connect the Arduino and accelerometers to the breadboard. Be sure to connect
the power line to the 3𝑉3 input of the Arduino. This ensures 3.3V will be sent to the
accelerometers vs. 5V that would be sent using the other power pin. As described in Table
2, the ADXL345 requires no more than 3.6V to operate. A 5V input will not damage the
accelerometers initially but can cause chip damage over time.
Take note of the CS, SDO, SDA, and SCL pins on the board. The CS pin is “tied high” or
connected to the input voltage line to tell the Arduino that the device connected will be
speaking to it via the I 2 C bus. Two methods of communication with devices are to utilize I 2 C
or SPI communication channels. See the appendix for a slightly more detailed explanation.
While all Arduinos can interface using I 2 C and SPI, each model varies in the pins it uses to
do so. Consult the user manual or the Arduino webpage for more information. The Arduino
Uno uses pins 4 and 5 for I 2 C. Pin 4 is the serial data line (SDA) and pin 5 is the serial clock
line (SCL). Finally, the ADXL345 has the capability of operating under two I 2 C identifiers, or
addresses. While it isn’t necessary to have an understanding of the specifics about the
addresses, it is important to ensure proper pin connection. The code is written assigning the
device called Accel 1 in Figure 4 as primary and the device called Accel 2 as alternate. The
importance is two-fold. First, the alternate device must be connected with its SDO pin tied
high. This will ensure the accelerometer identifies itself by its alternate name. If this isn’t
completed, then when the Arduino attempts to communicate with the primary device, both
accelerometers will attempt to answer. Second, recall the purpose of having multiple
accelerometers was to observe the ripple effect of force from the “skin” surface to the
“bone”. Both accelerometers will sense acceleration until the primary, Accel 1, experiences
the impact. Upon impact, both Accel 1 and 2 will display their accelerations. For a more
accurate result, Accel 1 should be placed just under the skin surface.
When both accelerometers are connected to the Arduino there is a larger draw on current
than there would be if just one device was connected. This results in a voltage drop on the
SCL and SDA lines below the operational limit of the device. In other words, the red light
signifying power will be lit, but there will be no output. To overcome this, it’s necessary to
use “pull-up” resistors. This implementation required 1 𝐾Ω resistors to be added from both
the SCL and SDA line to the input voltage line to literally “pull up” the voltage. Similarly, if
this resistance is connected to ground, it’s known as a “pull-down” resistor. (keyword: pullup resistors). Since there is no polarity on resistance, simply insert either end of the resistor
on the line of the breadboard with power and the other end on the clock and data line each.
Connect Arduino to Computer
Once all connections have been made, double check the setup with the schematic in Figure
4. It is easy to make mistakes and this will help save time troubleshooting if issues arise.
Connect the USB cable to the Arduino and then the computer. If the computer is powered
on, the red LED on the accelerometer should be lit.
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Load sketch
Open the Arduino environment. This can be done by navigating to and double-clicking on
the .ino file in the software download or by opening the Arduino Environment (Arduino.exe)
and opening the file manually under the File menu. If the file was properly saved in the
Arduino workspace, it should be available for selection under File Sketchbook. Before
uploading the file, be sure to check a couple things:
- Under Tools
o Verify that the correct serial port is selected. See Getting Started on the
Arduino homepage for more information.
o Verify that the correct Arduino board is selected under Board
Next, click the upload button in the Arduino environment or select, File Upload. A status
bar should appear near the bottom of the Arduino Environment along with a status message
that the program is compiling, then uploading to the Arduino.
Run Program
As soon as the Arduino is powered, it starts running the last program that was uploaded until
another program is uploaded or it loses power. Any programs involving serial output, such
as this one will wait in standby mode until the Serial Monitor is opened. To open the Serial
Monitor to view the output, select ToolsSerial Monitor. Next, at the bottom right hand
corner of the window, ensure the baud rate reads 57600. Update if necessary by clicking
the box and selecting the correct option. At this time, the monitor should read “System
Ready” to signify that the program is functional and ready to sense accelerations.
Test Accelerometer “Tap” Program
The goal of this setup is to sense the acceleration at the instance in time the mass impacts
the test device. The basic function of the accelerometer is to sense accelerations. From the
moment it is powered up, it is sensing and is prepared to either output data or complete a
function given that pre-defined parameters were met. This program stores the maximum
acceleration magnitude vector at each measurement while continuously checking for large
changes in acceleration. When the mass hits the first accelerometer, it will continue to
sense for an additional period of time while the impact ripples through to the back
accelerometer. It is assumed that the maximum acceleration sensed is directly proportional
to the force that caused it. Therefore, those values are output to the Serial Monitor.
Test to ensure that when Accel 2 is tapped, nothing occurs but when Accel 1 is tapped, the
program outputs accordingly.
Running the Experiment
Once the initial device setup is confirmed to be working, integrate it into the test setup.
Remove power, and then place each accelerometer in its respective location on the test
apparatus. Figure 1 shows the complete test setup. Note, the Arduino and breadboard are
safely out of the way. In order to protect the equipment, be sure to use wire about 2-3ft in
length. Also for best results, ensure that the wire is the same length. Once in place, powerup the Arduino. As before, the program is already loaded and will start once the serial
monitor is open. The test can now begin.
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Upon impact of the apparatus, the monitor will display the acceleration experienced at both
accelerometers at the point of impact in 𝑚⁄ 2. To conduct another test, first, physically reset
𝑠
the apparatus ensuring everything is in place. Then, press the RESET button on the
Arduino.
Implementing optional LCD and/or external power supply
To connect the LCD, use the diagram in Figure 5 from the “Hello World” example in the
Liquid Crystal library on the Arduino webpage. The black device in the bottom of the figure
is the potentiometer. This is needed to adjust the screen contrast. Despite the way its
depicted in the figure, typically the ground pin of the potentiometer is in the middle. To be
sure, simply test the nodes using a multimeter.
Figure 5: LCD schematic (image from Arduino webpage: http://arduino.cc/en/Tutorial/LiquidCrystal)
This tutorial does not go into detail on how to wire the external power assembly because
each setup will vary. Once assembled, simply remove USB power and insert the power plug
into the Arduino’s power jack as identified by Input B in Figure 2. If using the Arduino
Diecimila, consult the user guide or the Arduino website for instructions on how to utilize the
external power jack.
Additional Setup Tips
ADXL345 sensitivity settings
The code set the sensitivity level for the accelerometers at 4Gs. This means that the
accelerometer will accurately report accelerations sensed in the range of -4 to 4 Gs. If there
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is a need to increase or decrease this setting, change the corresponding value in the
“Parameters” section at the top of the Arduino code. Be sure to use one of the acceptable
values as specified by the datasheet (i.e., 2, 4, 8, or 16).
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Appendix
Contents:
A1.
A2.
A3.
A4.
I 2 C and SPI interface tutorial
Supplemental instruction for “365Buying”-version of ADXL345 accelerometer
Cat5 Ethernet cable wire extraction tutorial
Breadboard and pin connection tutorial
A1. 𝐈 𝟐 𝐂 and SPI interface tutorial
There are a few different methods the Arduino can communicate with connected devices.
Two of which, are I 2 C and SPI. The SPI bus, or serial peripheral interface, typically
communicates using 4 wires as shown in Table 4.
Pin Connection
Slave Select (SS) or Chip Select (CS)
Master Output, Slave Input (MOSI)
Master Input, Slave Output (MISO)
Serial Clock (SCLK) or (SCL)
Description
Designates which device the Arduino will
communicate with
Data communication from Arduino to device
Data communication from device to Arduino
Clock reference from Arduino to devices
Table 4: SPI Pin Connections
In order for the Arduino or a similar microcontroller to communicate with a device, it first sets
that device’s SS line low to put it in “listening” mode. The device will receive the message
on the MOSI line and send any required messages on the MISO line. This ideally allows the
microcontroller to communicate with multiple devices.
I 2 C, utilized in this setup, communicates using 2 wires: serial data (SDA) and serial clock
(SCL). As in SPI, the Arduino can communicate with multiple devices using I 2 C as well.
First, any devices that have the capability to communicate SPI must have their CS line tied
high to turn off SPI communication. Next, the Arduino identifies the device to communicate
with by its address. This is like an ID number for the device. The Arduino uses the address
to notify a device to expect a message, which is sent on the data line. The device then
responds on the same data line. The clock reference is provided by the Arduino on SCL.
The ADXL345 can communicate with both SPI and I 2 C, however only has two addresses
associated for I 2 C. In other words, the Arduino can communicate with no more than two
ADXL345 accelerometers in I 2 C mode.
A2. Supplemental instruction for “365Buying”-version of ADXL345 accelerometer
As it is no secret that annual supply budgets for teachers to use in projects such as this are
low, this accelerometer was considered solely for its competitive price. In designing the test
setup and program, many hardware issues had to be overcome in interfacing this device
with the accelerometer. While there were no issues running this board in I 2 C with one
device, the “out-of-the-box” board will not function in I 2 C with two devices and will not
function in SPI at all. To overcome these issues, multiple resistors had to be removed.
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Figure 6: ADXL345, “365 Buying” version – (left) “out of the box” image. (right) modified
version showing removal of resistors R2, R3, and R4.
To modify the “365 Buying”-version of this board, resistors R2, R3, and R4 must be removed
as shown in Figure 6. Removing R2 and R3 will aid the possible future use of this
accelerometer in SPI. Removing R4 will allow the alternate address to be used when
interfacing with multiple accelerometers as required in this project.
The resistors on this board are specially designed for use on miniature circuit boards.
Known as surface mounted devices (SMD) they are connected by solder on the surface of
the board. Removal is easier if using a vice or a second person to hold the accelerometer
still. To remove a resistor, first, double check to ensure removing the correct one. Use a
soldering iron in one hand to heat the solder on both ends of the resistor. With the other
hand, pull up on the resistor lightly with a pair of tweezers until it comes loose. Be sure to
alternate ends frequently when heating. If possible, use a thin or even flat-head tip on the
soldering iron. This will help ensure accuracy of placement of iron on the resistor end,
preventing unintentional burning of the board or other parts.
A3. Cat5 Ethernet cable wire extraction tutorial
In addition to cat5, there are many variations of Ethernet cable. Any of these will suffice.
Follow the steps below and refer to Figure 7 for instructions on extracting the wire.
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Figure 7: Cat5 wire extraction
1. Simply, cut the cable to the desired length.
2. With a pair of wire cutters, strip one of the wire ends by cutting the outer jacket
vertically until about an inch has been cut (Figure 7a-c).
a. Be sure not to cut any of the wire inside
3. Find the string-like cord inside the cable. This will be used to cut the cable revealing
the rest of the wire. Pull the cable down the length of the wire allowing it to cut the
jacket allowing access to the wire (Figure 7d-e).
4. Completely remove cable jacket, then carefully separate wire. There are 8 wires in
each cable (Figure 7f)
5. Strip wire tips to reveal about ¼ in copper
A4. Breadboard and pin connection tutorial
The breadboard in Figure 8 depicts a typical layout. The pins corresponding to the vertical
red and blue lines on the sides are typically used for input voltage or ground. The length of
each line signifies a single connection. Therefore if there is 5V connected to any one pin on
the line, the entire line is 5V as well. Some larger breadboards will group these red and blue
lines into various sections signified by a break in color. Any separations in color represent a
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new line or connection. The horizontal lines are a bit different. Each of the five pins in a
horizontal row are connected but there is no connection between rows.
Figure 8: Standard breadboard layout
To connect the male end of the wire to the female input of the Arduino, simply ensure that
about 1/4 in. of the wire has been stripped on either end, and then insert it into the Arduino
pin slot.
To connect the wire to the male end of the accelerometer without the use of an additional
breadboard, female-female pin connectors will be required. Insert one female end of the
connecter onto the accelerometer and the other onto the wire.
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Appendix D: Pre-Test/Post-Test
Name _____________________________
1. Compare and contrast a contusion with a laceration.
2. Describe what physical evidence one might find visible on the human body after an
impact of significant force.
3. What is hemophilia? How are the lives of hemophilia patients altered by the
disorder?
4. What is the force of an object if its mass is 2kg and following a collision, its
acceleration is 6m/s2?
5. Explain how a pendulum moves. Use the terms momentum and conservation in your
answer.
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6. Explain what safety precautions one might take when expecting a collision
7. Given the following data set: (0, 0), (0, 2), (1, 7), (2, 5), (3, 8), (4, 6), (5, 3), and (7, 8),
plot on a scatter plot, and determine a linear regression line equation from the data
set.
8. Describe the process of collecting quantative data of the impact force from a
collision.
9. Explain the role of a computer engineer, materials scientist, physiologist and
physicist in the analysis of a protection gear system for a patient with hemophilia.
10. Describe the steps of the Engineering Design Process and its application to the
development of a protective gear system.
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Answer Key
1. Compare and contrast a contusion with a laceration.
A laceration breaks skin, whereas a contusion implies internal bleeding
2. Describe what physical evidence one might find visible on the human body after an
impact of significant force.
Lacerations, contusions, dizziness, shortness of breath, etc.
3. What is hemophilia? How are the lives of hemophilia patients altered by the
disorder?
Hemophilia is a blood clotting disorder where a patient lacks the appropriate number
of platelets for normal blood clotting to occur. If injured, their loss of blood is much
more significant.
4. What is the force of an object if its mass is 2kg and following a collision, its
acceleration is 6m/s2?
F=m*a
F = 2kg * 6m/s2
F = 12 N
5. Explain how a pendulum moves. Use the terms momentum and conservation in your
answer.
A pendulum moves in periodic motion. Under perfect conditions, energy and
momentum are conserved as a pendulum swings back and forth.
6. Explain what safety precautions one might take when expecting a collision
Helmets, padding, protective clothing, guards, etc.
7. Given the following data set: (0, 0), (0, 2), (1, 7), (2, 5), (3, 8), (4, 6), (5, 3), and (7, 8),
plot on a scatter plot, and determine a linear regression line equation from the data
set in slope-intercept form.
y = 0.6609x + 3.0575
8. Describe the process of collecting quantative data of the impact force from a
collision.
Answers will vary.
9. Explain the role of a computer engineer, materials scientist, physiologist and
physicist in the analysis of a protection gear system for a patient with hemophilia.
Answers will vary.
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10. Describe the steps of the Engineering Design Process and its application to the
development of a protective gear system.
Answers will vary.
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Appendix E: Muscle Contusions Worksheet
Muscle Contusion (Bruise)
Athletes in all contact sports have many opportunities to get a muscle contusion (bruise).
Contusions are second only to strains as a leading cause of sports injuries.
Most contusions are minor and heal quickly, without the athlete needing to be removed from
the game. But, severe contusions can cause deep tissue damage and can lead to
complications and/or keep the athlete out of sports for months.
Cause
Contusions occur when a direct blow or repeated blows from a blunt object strike part of the
body, crushing underlying muscle fibers and connective tissue without breaking the skin. A
contusion can result from falling or jamming the body against a hard surface.
Symptoms
Sometimes a pool of blood collects within damaged tissue, forming a lump over the injury
(hematoma).
In severe cases, swelling and bleeding beneath the skin may cause shock. If tissue damage
is extensive, you may also have a fractured bone, dislocated joint, sprain, torn muscle, or
other injuries.
Contusions to the abdomen may damage internal organs.
Diagnosis
See your doctor right away for complete diagnosis. A physical examination will determine
the exact location and extent of injury.
Diagnostic imaging tools may be used to better visualize inside the injured area of your
body. These tools include ultrasound, magnetic resonance imaging (MRI), or computed
tomography (CT) scans.
For some injuries, your doctor may also need to check for nerve injury.
Treatment
Contusions cause swelling and pain and limit joint range of motion near the injury. Torn
blood vessels may cause bluish discoloration. The injured muscle may feel weak and stiff.
To control pain, bleeding, and inflammation, keep the muscle in a gentle stretch position and
use the RICE formula:
 Rest: Protect the injured area from further harm by stopping play. You may also use
a protective device (i.e., crutches, sling).
 Ice: Apply ice wrapped in a clean cloth. (Remove ice after 20 minutes.)
 Compression: Lightly wrap the injured area in a soft bandage or ace wrap.
 Elevation: Raise it to a level above the heart.
Most athletes with contusions get better quickly without surgery. Your doctor may give you
nonsteroidal anti-inflammatory drugs (NSAIDs) or other medications for pain relief. Do not
massage the injured area.
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During the first 24 to 48 hours after injury (acute phase), you will probably need to continue
using rest, ice, compression bandages, and elevation of the injured area to control bleeding,
swelling, and pain. While the injured part heals, be sure to keep exercising the uninjured
parts of your body to maintain your overall level of fitness.
If there is a large hematoma that does not go away within several days, in some cases the
doctor may drain it surgically to speed healing.
Rehabilitation
After a few days, inflammation should start to go down and the injury may feel a little better.
At this time, the doctor may tell you to apply gentle heat to the injury and start the
rehabilitation process. Remember to increase your activity level gradually.
Depending upon the extent of your injuries, returning to your normal sports activity may take
several weeks or longer. If you put too much stress on the injured area before it has healed
enough, excessive scar tissue may develop and cause more problems.
In the first phase of rehabilitation, your doctor may prescribe gentle stretching exercises that
begin to restore range of motion to the injured area.
Later, when the doctor says range of motion has improved enough, he or she may prescribe
weightbearing and strengthening exercises.
When you have normal, pain-free range of motion, the doctor may let you return to noncontact sports.
Return to Play
You may be able to return to contact sports when you get back your full strength, motion,
and endurance. When the doctor says you are ready to return to play, he or she may want
you to wear a customized protective device to prevent further injury to the area that had a
contusion.
Depending upon your sport, you may get special padding made of firm or semi-firm
materials. The padding spreads out the force of impact when direct blows from blunt objects
strike your body.
Complications
Getting prompt medical treatment and following your doctor's advice about rehabilitation can
help you avoid serious medical complications that occasionally result from deep muscle
contusions. Two complications include compartment syndrome and myositis ossificans.
Compartment Syndrome
In certain cases, rapid bleeding may cause extremely painful swelling within the muscle
group of your arm, leg, foot, or buttock. Build-up of pressure from fluids several hours after a
contusion injury can disrupt blood flow and prevent nourishment from reaching the muscle
group. Compartment syndrome may require urgent surgery to drain the excess fluids.
Myositis Ossificans
Young athletes who try to rehabilitate a severe contusion too quickly sometimes develop
myositis ossificans. This is a condition in which the bruised muscle grows bone instead of
new muscle cells.
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Symptoms may include mild to severe pain that does not go away and swelling at the injury
site. Abnormal bone formations can also reduce your flexibility. Vigorous stretching
exercises may make the condition worse.
Rest, ice, compression and elevation to reduce inflammation will usually help. Gentle
stretching exercises may improve flexibility. Surgery is rarely required.
Co-developed with the American Orthopaedic Society for Sports Medicine
Taken from: http://orthoinfo.aaos.org/topic.cfm?topic=a00341
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Student Questions:
1. Name two different causes for a contusion.
2. How does the doctor diagnose a muscle contusion?
3. What does RICE formula mean?
4. What would be the stages of rehabilitation an athlete might go through if they had a
muscle contusion?
5. What is compartment syndrome?
6. What are Myositis Ossifications?
7. Suzy receives a bruise to her thigh as a result from a softball injury. What would be
the treatment regimen she would undergo until the healing is complete. Begin with
injury treatment immediately after injury to being able to play again.
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Appendix F: Pedigree Practice Worksheet
Hemophilia: THE “ROYAL” DISEASE
Hemophilia is an inherited disorder. Those who suffer from it lack a necessary protein that
allows their blood to clot. A classic example of how hemophilia is passed on from generation
to generation is found in the royal families of Europe during the 1800’s and early 1900’s.
This pedigree details the inheritance of hemophilia in the descendants of Queen Victoria
(1891-1901) of England. Carefully study the pedigree and answer the questions that follow.
1. What is the pattern of inheritance shown by hemophilia in the royal families of Europe?
2. Briefly justify your answer for the pattern listed above. Why did you choose this type of
inheritance?
3. Queen Victoria was the first person that hemophilia could be traced back to, although she
did not show it herself. What must her genotype have been?
4. Leopold was Victoria’s only son affected by hemophilia. What must his genotype have
been?
5. Currently, none of the royal families of Europe show hemophilia. However, the Spanish
lineage could still produce the disease. Why is this statement true? Use any necessary
terms to help clarify your position.
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6. Interestingly, even though hemophilia in the royal families began in England, they were
actually the only one of these four families to NOT be affected by it. If Alice’s daughter Alix
had accepted a marriage proposal from George V, this may have changed history greatly. If
we were to rewrite history, pairing Alix and George V together, what is the probability any of
their offspring would have hemophilia? Use a Punnett square to justify your answer.
7. Instead, Alix accepted a proposal from Tsar Nikolas II of Russia. Looking at the Russian
royalty, there are a number of unknown issues. Both Alix and Nikolas II, along with all five of
their children, were assassinated during the Russian Revolution. It is known that their only
son, Alexis, was a sufferer of hemophilia (therefore Alix must have been a carrier). None of
their daughters expressed the disease, but they were too young to have had children, so we
do not know if they were carriers. Knowing what you do about genotypes and inheritance,
what is the probability any of their daughters would have been a carrier for hemophilia?Use
a Punnett square to justify your answer.
8. Although Alexis did have a number of health issues, he may have survived long enough
to produce a child. If his wife was homozygous for normal clotting, what would the
probability be that one of his sons would be a hemophiliac?
Use a Punnett square to justify your answer.
9. As was stated earlier, Queen Victoria was the first person within the English royal family
to have an allele for hemophilia. Propose how this allele might have appeared in Queen
Victoria?
10. If we have a male hemophiliac (such as Leopold) marry a normal female, is there any
way to have sons who have hemophilia? Provide a justification for your response.
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Appendix G: Hemophilia Investigation Homework
1. Describe the daily life of a person with hemophilia. Note any chronic symptoms.
2. What kinds of activities must a person with hemophilia avoid? Why?
3. What are the most common treatments of hemophilia, and what kinds of side effects
to they cause?
4. What is the life expectancy of people diagnosed with hemophilia?
5. Describe any other ailments people with hemophilia might experience.
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Appendix H: Engineering Design Challenge & Rubric
The Challenge:
The Hemophilia Foundation is soliciting proposals for a protection gear system (i.e. a shin
guard) for patients with hemophilia to use during normal and sport activity. Your team has
been asked to develop a system that will protect human flesh from harmful contusions that
can be serious for a patient with hemophilia. Using the materials provided, your team must
construct, test and analyze the effectiveness of the design. A ballistics gelatin should be
used to represent human flesh, and the protective gear should work to dampen the force the
gelatin experiences. Your team must determine the impact force of a pendulum apparatus,
investigate materials for use in construction of the protection gear, and analyze the data
obtained from sensors. Following completion of testing and redesign, your design team will
compose a proposal to the Hemophilia Foundation in support of your team’s design.
Team Roles:
Electrical and Computer Engineer: ______________________________________
This person will oversee the use of the Arduino and pendulum apparatus. He/she is
responsible for placing the accelerometers and reading the peak acceleration levels.
Materials Engineer: ______________________________________________
This person is responsible for maintaining the materials for the protective gear
prototype(s). He/she will focus on deformation or deflection of the materials used in
the protective gear.
Hematologist/Physiologist: _______________________________________
This person is responsible for ensuring the team design is ergonomically appropriate
and analyzing the ballistics gel during and after testing. This person is responsible for
the Qualitative Data section of the Recording Log.
Physicist: _______________________________________________
This person is responsible for leading the group in analysis of data obtained from
testing. He/she will oversee the use of Microsoft Excel in creation of regression lines
and functions.
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Component
4
Individual Scoring
3
2
1
Collaboration
and Assumption
of Designated
Roles
Student engages in
the activity following
the duties of their
assigned role all of
the time.
No behavioral
prompts are
necessary.
Student engages in
the activity following
the duties of their
assigned role most
of the time.
Few behavioral
prompts are
necessary.
Student rarely
engages in the
activity following the
duties of their
assigned role.
Numerous behavioral
prompts are
necessary.
Evidence of
Consideration of
Hemophilia
Symptoms
Design team
explicitly documents
characteristics of
hemophilia and all
design justifications
are directly related
to a symptom of the
disorder.
Evidence of
Analysis in
Design Prototype
Design team
documents
(quantitatively and
qualitatively) and
evaluates
dampening of force
and modifies gear
to improve this
feature.
Appropriate use
of Apparatus
(Arduino,
Ballistics Gel,
Excel, etc.)
Design team always
shows correct use
of pendulum
apparatus and
accompanying
components and
can troubleshoot if
issues arise.
Design team
consistently shows
correct use of
pendulum
apparatus and
accompanying
components, but
cannot troubleshoot
when issues arise.
Use of Microsoft
Excel to generate
a linear
regression
Excel is used
correctly with a
scatter plot and
appropriately
labeled axes, etc.
and analysis 100%
of the time.
Forces of impact
and dispersion are
calculated using
correct computation
and analysis 100%
of the time.
All algebraic
formulas are
correctly utilized
and answers are
labeled with
appropriate units.
Excel is used
correctly with a
scatter plot and
appropriately
labeled axes, etc.
and analysis 80% of
the time.
Forces of impact
and dispersion are
calculated using
correct computation
and analysis 80% of
the time.
All algebraic
formulas are
correctly utilized but
answers are not
labeled with
appropriate units.
Student engages in
the activity following
the duties of their
assigned role some
of the time.
Some behavioral
prompts are
necessary.
Design Team Scoring
Calculation of
Force of Impact
and Dispersion
Force
Algebraic
Functions and
Manipulations
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Design team
documents
characteristics of
hemophilia and
most design
justifications are
directly related to a
symptom of the
disorder..
Design team
documents
(quantitatively and
qualitatively)
evaluates
dampening of force
and modifies gear
to improve this
feature.
Design team
documents
characteristics of
hemophilia and
some design
justifications are
directly related to a
symptom of the
disorder..
Design team
documents
(quantitatively or
qualitatively)
evaluates
dampening of force
and lacks
modification of gear
to improve this
feature..
Design team
sometimes shows
correct use of
pendulum
apparatus and
accompanying
components, but
sometimes needs
involvement from
instructor for proper
use.
Excel is used
correctly with a
scatter plot and
appropriately
labeled axes, etc.
and analysis 60% of
the time.
Forces of impact
and dispersion are
calculated using
correct computation
and analysis 60% of
the time.
Some algebraic
formulas are
correctly utilized
and some answers
are labeled with
appropriate units.
Design team does
not document
characteristics of
hemophilia or few
design justifications
are directly related to
a symptom of the
disorder..
Design team
insufficiently
documents
(quantitatively or
qualitatively) and
evaluates dampening
of force and lacks
modification of gear
to improve this
feature..
Design team
inconsistently shows
correct use of
pendulum apparatus
and accompanying
components and
needs consistent
involvement from
instructor for proper
use.
Excel is used
correctly with a
scatter plot and
appropriately labeled
axes, etc. and
analysis less than
60% of the time.
Forces of impact and
dispersion are
calculated using
correct computation
and analysis less
than 60% of the time.
Few algebraic
formulas are
correctly utilized and
few answers are
labeled with
appropriate units.
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Appendix I: Protection Gear Analysis Data Recording Log
Using the pendulum apparatus, record the peak acceleration as indicated on the Arduino
device readout.
Angle (Degrees)
Acceleration
(m/s^2)
Strike Force
(steel plate)
Ballistics Gelatin
(bare flesh)
Gelatin and
Gear
Gelatin and
Gear (Redesign)
10
30
60
90
120
150
180
Using Microsoft Excel, create a scatter plot for each set of data points. Generate a linear
regression line and record the following data:
Strike Force
(steel plate)
Ballistics Gelatin
(bare flesh)
Gelatin and
Gear
Gelatin and
Gear (Redesign
Linear Equation
Slope (m)
y-intercept (b)
Correlation
Coefficient (r^2)
Function Type
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Force Calculations: Using the equation F = m a, calculate the force at each of the angles
and through each medium.
Angle (Degrees) Force
(Newtons)
Strike Force
Ballistics
Gelatin and
Gelatin and
(steel plate)
Gelatin (bare
Gear
Gear
flesh)
(Redesign)
10
30
60
90
120
150
180
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Qualitative Data: Record information regarding deformation of the gel, guard, etc. and any
other observations made during testing.
Strike Force
(steel plate)
Ballistics Gelatin
(bare flesh)
Gelatin & Gear
Gelatin & Gear
(Redesign)
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Appendix J: Student Design Plan
Team Name:
Team Members:
1.
2.
3.
4.
Overview of Problem: -What are the objectives and constraints of the problem?
Plan: Design Schematic –What elements are the most important in your design? Why?
Draw a sketch of your design below.
Safety Measures/ Concerns: - What precautions does your team need to consider during
this challenge?
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Appendix K: Mid-Construction Review Homework
Directions: Now that you and your group have begun working on the design challenge, you
need to individually evaluate the group’s successes and failures. In order to advance the
design, answer the following questions based upon your current design and your expected
design.
1. What were the group challenges in terms of designing and building?
2. What worked well in the initial design? Why? Think in terms of the user application of
this prototype.
3. What are the potential areas of improvement to increase design effectiveness?
4. What design change needs to occur for each improvement to be incorporated?
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Appendix L: Student Design Summary
Team Name:
Team Members:
1.
2.
3.
4.
Objectives: -What were objectives and constraints of the problem? Evaluate the
achievement of each of these items.
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Testing Results: Describe the results of your protection gear prototype. Include data
gained from the testing and how that pertains to your design. Include a detailed schematic
or free body diagram of your design
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Conclusions: How well did your shin guard perform both quantitatively and
qualitatively? How would you explain any failures to your design? What
modifications would your make to your design if any? In specific detail, describe how
you would market your design to an athlete with hemophilia?
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Appendix M: National Hemophilia Foundation Proposal
Name: ________________________________________
Following construction and analysis of your team’s protective gear, you are tasked with
writing a proposal to the National Hemophilia Foundation in support of your design. The
Foundation is looking for potential gear for people with hemophilia to wear during normal
and exercise activity that will prevent damage to flesh and potential serious contusions.
Your proposal must contain sections on each of the following: (1500-3000 words)
Introduction:
What is the subject of the proposal?
For whom is this proposal intended?
How do you intend the proposed technology to be used?
Who is part of the design team? Describe each person and their role in the process.
Purpose of the Proposal:
What are the symptoms of hemophilia?
How is the disease inherited and who is at risk?
What are hazards that people with hemophilia must face?
How could this technology change the lives of people suffering from hemophilia?
Proposed Solution(s) or Plan(s), Including the Methods or Procedures:
What is the design team’s proposed design?
How was the design tested? Describe the methods used in analysis.
What data was collected regarding effectiveness of the design?
Include tables and graphs where appropriate.
Conclusion/Recommendations:
What conclusions can be drawn from analysis of the design prototype? Provide any
graphs or tables with relevant information.
What remains to be investigated?
What additional research/testing should be completed?
Additional Information to be used in Explication of the Proposed Solutions:
Provide design schematics and recording logs with submission
Works Cited/References used in the Text of the Proposal:
MLA Format should be used
Writing Conventions
Include an introductory statement.
Develop the claims of the proposal thoroughly and address counterclaims.
Use transitions between sections of the proposal.
Utilize appropriate subject vocabulary and content specific to the topic.
Utilize a formal tone and style throughout the proposal.
Provide a concluding statement that supports the claims from the proposal.
Adapted from: http://facstaff.gpc.edu/~ebrown/pracguid.htm
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Appendix N: Picture Resources
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