The unit will begin with the NGSS science and engineering practice of Asking Questions and Defining Solutions. Using the question formulation technique to engage the students with both local and world-wide problems in healthcare. It is important that this process is authentic and organic. The brainstorm will consist of any major human health problem the students can think of. Some of the factors to be considered should include, but are not limited to: economics, research, implementation, troubleshooting, accessibility, and equitability. Once the brainstorming is complete the question formulation technique will allow them to turn topics into questions. The questions will be vetted by both peers and teachers, the students will choose a select few to propose as possible questions to answer and lead them through defining solutions. Finalized questions will lead the students to and through the first step of the Engineering Design Process which begins with identifying and defining the problem.
Using a finalized question to navigate through the engineering design process, the students will begin the interview and research steps to develop possible solutions. This process will incorporate the NGSS science and engineering practice of Using Mathematics and Computational Thinking. The students will evaluate quantitative and qualitative data while examining the constraints. Once the research and analysis of the data has been completed the students will begin the second part of the Engineering Design Process of developing possible solutions.
Once a list of possible solutions have been compiled, the students will begin researching possible ways that solution is already in place in nature. The Biomimicry component will drive the design process for the personalized health solution. The students will then develop both a computerized and physical prototype.
Lastly, the students will begin the third step of the Engineering Design Process by improving designs using the NGSS science and engineering process of Constructing Explanations and Designing Solutions. The students will present their first prototype to other groups using claim evidence and reasoning. The other groups will listen to the idea and think about questions and critiques of the design. Not only does this allow the students to receive critiques and answer questions about their design, it also allows for them to see other designs to promote more ideas. As the students create their innovations and prototypes there will be opportunities for peer review and feedback as well as the use of computer simulations to test and predict the effectiveness of their biotechnological innovation.
