For students interested in studying biomechanical engineering, especially in the field of surgery, this lesson serves as an anatomy and physiology primer of the abdominopelvic cavity. Students are introduced to the abdominopelvic cavity—a region of the body that is the focus of laparoscopic surgery—as well as the benefits and drawbacks of laparoscopic surgery. Understanding the abdominopelvic environment and laparoscopic surgery is critical for biomechanical engineers who design laparoscopic surgical tools.

This course extends fluid mechanic concepts from Unified Engineering to the aerodynamic performance of wings and bodies in sub/supersonic regimes. 16.100 generally has four components: subsonic potential flows, including source/vortex panel methods; viscous flows, including laminar and turbulent boundary layers; aerodynamics of airfoils and wings, including thin airfoil theory, lifting line theory, and panel method/interacting boundary layer methods; and supersonic and hypersonic airfoil theory. Course material varies each year depending upon the focus of the design problem.

This is the open educational resource for BIO2311: Anatomy & Physiology I. This site provides all you will need for the course including a syllabus, link to the textbook, lecture notes, assignments, and all other related resources.

Students learn more about how muscles work and how biomedical engineers can help keep the muscular system healthy. Following the engineering design process, they create their own biomedical device to aid in the recovery of a strained bicep. They discover the importance of rest to muscle recovery and that muscles (just like engineers!) work together to achieve a common goal.

Students act as if they are biological engineers following the steps of the engineering design process to design and create protein models to replace the defective proteins in a child’s body. Jumping off from a basic understanding of DNA and its transcription and translation processes, students learn about the many different proteins types and what happens if protein mutations occur. Then they focus on structural, transport and defense proteins during three challenges posed by the R&D; bio-engineering hypothetical scenario. Using common classroom supplies such as paper, tape and craft sticks, student pairs design, sketch, build, test and improve their own protein models to meet specific functional requirements: to strengthen bones (collagen), to capture oxygen molecules (hemoglobin) and to capture bacteria (antibody). By designing and testing physical models to accomplish certain functional requirements, students come to understand the relationship between protein structure and function. They graph and analyze the class data, then share and compare results across all teams to determine which models were the most successful. Includes a quiz, three worksheets and a reference sheet.

Students examine the structure and function of the human eye, learning some amazing features about our eyes, which provide us with sight and an understanding of our surroundings. Students also learn about some common eye problems and the biomedical devices and medical procedures that resolve or help to lessen the effects of these vision deficiencies, including vision correction surgery.

Human beings are fascinating and complex living organisms a symphony of different functional systems working in concert. Through a 10-lesson series with hands-on activities students are introduced to seven systems of the human body skeletal, muscular, circulatory, respiratory, digestive, sensory, and reproductive as well as genetics. At every stage, they are also introduced to engineers' creative, real-world involvement in caring for the human body.

Students are introduced to the circulatory system, the heart, and blood flow in the human body. Through guided pre-reading, during-reading and post-reading activities, students learn about the circulatory system's parts, functions and disorders, as well as engineering medical solutions. By cultivating literacy practices as presented in this lesson, students can improve their scientific and technological literacy.

Throughout the day, your nervous system monitors and makes endless adjustments to your body's basic systems -- all to keep you alive. This interactive feature illustrates the complexity of such a task.

Students learn about various crystals, such as kidney stones, within the human body. They also learn about how crystals grow and ways to inhibit their growth. They also learn how researchers such as chemical engineers design drugs with the intent to inhibit crystal growth for medical treatment purposes and the factors they face when attempting to implement their designs. A day before presenting this lesson to students, conduct the associated activity, Rock Candy Your Body.

Students learn how engineers gather data and model motion using vectors. They learn about using motion-tracking tools to observe, record, and analyze vectors associated with the motion of their own bodies. They do this qualitatively and quantitatively by analyzing several examples of their own body motion. As a final presentation, student teams act as engineering consultants and propose the use of (free) ARK Mirror technology to help sports teams evaluate body mechanics. A pre/post quiz is provided.

Students use a tension-compression machine (or an alternative bone-breaking setup) to see how different bones fracture differently and with different amounts of force, depending on their body locations. Teams determine bone mass and volume, calculate bone density, and predict fracture force. Then they each test a small animal bone (chicken, turkey, cat) to failure, examining the break to analyze the fracture type. Groups conduct research about biomedical challenges, materials and repair methods, and design repair treatment plans specific to their bones and fracture types, presenting their design recommendations to the class.

Students learn about the role engineers and engineering play in repairing severe bone fractures. They acquire knowledge about the design and development of implant rods, pins, plates, screws and bone grafts. They learn about materials science, biocompatibility and minimally-invasive surgery.

After learning, comparing and contrasting the steps of the engineering design process (EDP) and scientific method, students review the human skeletal system, including the major bones, bone types, bone functions and bone tissues, as well as other details about bone composition. Students then pair-read an article about bones and bone growth and compile their notes to summarize the article. Finally, students complete a homework assignment to review the major bones in the human body, preparing them for the associated activities in which they create and test prototype replacement bones with appropriate densities. Two PowerPoint(TM) presentations, pre-/post-test, handout and worksheet are provided.

Students learn about the similarities between the human brain and its engineering counterpart, the computer. Since students work with computers routinely, this comparison strengthens their understanding of both how the brain works and how it parallels that of a computer. Students are also introduced to the "stimulus-sensor-coordinator-effector-response" framework for understanding human and robot actions.

Students are introduced to the respiratory system, the lungs and air. They learn about how the lungs and diaphragm work, how air pollution affects lungs and respiratory functions, some widespread respiratory problems, and how engineers help us stay healthy by designing machines and medicines that support respiratory health and function.

Students teams use a laparoscopic surgical trainer to perform simple laparoscopic surgery tasks (dissections, sutures) using laparoscopic tools. Just like in the operating room, where the purpose is to perform surgery carefully and quickly to minimize patient trauma, students' surgery time and mistakes are observed and recorded to quantify their performances. They learn about the engineering component of surgery.

Following the steps of the engineering design process and acting as biomedical engineers, student teams use everyday materials to design and develop devices and approaches to unclog blood vessels. Through this open-ended design project, they learn about the circulatory system, biomedical engineering, and conditions that lead to heart attacks and strokes.

This course is designed around analyzing what’s so funny and why is it that we laugh when we do. How is comedy characterized on the fictional page, the screen, and the stage? And what might the comic teach us about the self and culture(s), especially when we come to understand its patterns of transgression as confounding social norms through jokes and laughter? Tracking a history of comedy, beginning with the first Greek humorists, Aristophanes and Plautus, we will traverse genres, periods and cultures to reflect on various types of humor: satire, farce, slapstick, love, tragedy, parody, and screwball.