Utilizing Neck Modeling to Teach Anatomical, Physical, and ...



Utilizing Neck Modeling to Teach Anatomical, Physical, and Engineering Concepts

Brian Fox

Student at Lewis and Clark State College

Lewiston, Idaho

Erik Helleson

Cheney High School

Cheney, WA

Bill Knapp

Timberline High School

Weippe, Idaho

Eric Nordquist

Colton Middle School

Colton, WA

Glenn Voshell

Colton High School

Colton, WA

Washington State University Mentor

Professor Anita Vasavada

Bio-Engineering

July, 2008

The project herein was supported by the National Science Foundation Grant No. EEC-

0808716: Dr. Richard L. Zollars, Principal Investigator and Dr. Donald C. Orlich, co-PI.

The module was developed by the authors and does not necessarily represent an official

endorsement by the National Science Foundation.

Contents

Summary 3

Introduction 3

Rationale for Module 3

Science 3

Engineering 3

Goals 3

Neck Model Assembly 3

Lesson #1 - Anatomical Model of the Head/Neck 3

Student Work Sheet 3

Lesson #2 - Using Head/Neck Model to Study Collision Mechanics 3

Student Worksheet 3

Lesson #3 - Engineering a Head Restraint System 3

Student Worksheet 3

Lesson #4 - Improving the Head/Neck Model 3

Student Worksheet 3

References Error! Bookmark not defined.

APPENDIX 3

Summary

Overview of Project

This module has been designed to introduce high school students to the physical and basic anatomical principles of the head/neck relationship using an inexpensive model, easily made and assembled by the teacher or students. Throughout the module, engineering principles are incorporated in an effort to enhance student interest in the diverse field of engineering.

Intended Audience

As mentioned earlier, our intended audience will be high school students. This module can be used for high school classes such as physical science, anatomy/physiology, and physics.

Estimated Duration

The duration of these activities could run from two or three days to three weeks, depending on the activities chosen and the depth to which they are developed.

Introduction

Bioengineering is the application of engineering design and technology to living systems. The discipline encompasses any situation where technology interfaces with a living system. Bioengineers work in a variety of fields, including; breweries, medicine, farming, and the environment.

Bioengineers have to be mentally flexible, willing to adopt and adapt techniques from other industries, and to work with people from a wide range of disciplines. Bioengineering is what you do with biotechnology. Biotechnology is what you get from studying and learning how to manipulate biology.” [1]

Major advances in Bioengineering include the development of artificial joints, magnetic

resonance imaging (MRI), the heart pacemaker, arthroscopy, angioplasty, bioengineered skin,

kidney dialysis, and the heart-lung machine. [2]

Rationale for Module

One of the goals of the Washington State University and National Science Foundation Institute for Science and Mathematics Education through Engineering Experiences is to have participants prepare a teaching module that is appropriate for their classroom. These activities will help to

illustrate the connection between science and engineering. Students will be shown engineering

principles that are applied in a diagnostic laboratory. This module is based on research being done in the Bioengineering Department at Washington State University under the direction of Professor Anita Vasavada. The focus of her work is neck physiology and how automobile accidents, whiplash specifically, affects the neck.

Science

Science can be defined as “accumulated and established knowledge, which has been systematized and formulated with reference to the discovery of general truths or the operation of general laws; knowledge classified and made available in work, life, or the search for truth; comprehensive, profound, or philosophical knowledge.” [4] Science is generally driven by the quest to find out why something happens. A method of learning about the natural world, science focuses on formulating and testing naturalistic explanations for natural occurrences.

Engineering

“Engineering is the application of science to the needs of humanity. This is accomplished through knowledge, mathematics, and practical experience applied to the design of useful objects or processes. Professional practitioners of engineering are called engineers. Engineering is concerned with the design of a solution to a practical problem. A scientist may ask ‘why?’ and proceed to research the answer to the question. By contrast, engineers want to know how to solve a problem, and how to implement that solution.

In other words, scientists investigate phenomena, whereas engineers create solutions to problems or improve upon existing solutions. However, in the course of their work, scientists may have to complete engineering tasks (such as: designing experimental apparatus, or building prototypes), while engineers often have to do research. In general, it can be stated that a scientist builds in order to learn, but an engineer learns in order to build.” [5]

Goals

Students will develop and apply physical and anatomical principles of the head/neck through use of the model. Students will develop principles of engineering and biomechanics through hands-on activities with the neck model.

Neck Model Assembly

Equipment

Neck Model Materials List

• 1 - 12” x 12” piece of plywood or similar material that is ¾” thick

• 1 - 2 ft. piece ¼” nalgene tubing

• 1 - 1 ft. piece of 3/8” nalgene tubing

• 2 – 1 ¼” PVC end caps

• 5 – 1” PVC end caps

• 3 – 1 ½” L brackets

• 12 – ½” wood screws

• 7 – 1” self tapping metal screws

• 4 – 1” L brackets

• 8 sets of 10/24 or similar size machine screws (8 machine screws, 8 nuts, 16 flat washers)

• 10 – ½” eye hooks

• 12 – ¾” eye hooks

• 8 – 1” cup hooks

• 1- 4” x 4” piece of plywood ¼” thick

• 1 – 7 ¾” x 7 ¾” Tupperware container that is approximately 3” deep

• 2 – packs assorted size rubber bands

• 1 – 1/8” foam pad approximately 1 sq. foot - Optional

• 1 – 1 gallon milk container

• Sand paper

Tools List

• Electric drill

• Assorted drill bits

• Back saw or hacksaw

• Screwdrivers

• Tape measure

• Pliers

Prep work for building neck models

Base – The base is 12” x12” and can be cut from whatever ¾” wooden material that is available. Cut two 1 ½” x 12” strips from the same material and attach them to the bottom of the base for support.

Set up drill with a ¼” drill bit and drill holes into the center of each PVC end cap.

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Utilizing the saw, cut down the 1” PVC caps to ½” in length.

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Place one of the 1 ¼” PVC caps onto the center of the base and mark around the circumference of the PVC cap. Now mark the placement of the three L brackets that will be attached to this PVC cap. Mark and pre-drill holes into both the base and PVC cap. (Be aware of the direction of the PVC cap, so that when you place the base onto the dynamics cart the neck model is facing the appropriate direction).

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Mark and pre-drill for eye hooks on base boards.

Mark and pre-drill the spots for the eye hooks that will be attached to the base as seen in the above photos.

Once this is completed attach the PVC cap to the base and drill a hole through the base that is lined up with the hole in the center of the PVC cap. Ream out the hole in the base so that you can thread the nalgene tubing through the two pieces.

Once all pre-drilling is completed attach the smallest eye hooks to the 1” PVC caps as shown. You can also attach the wood screws to these caps at this time.

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Mark and pre-drill for eye hooks and screw in the 1 ½ PVC caps same as the one inch caps. Be sure to use the larger eye hooks here.

[pic]

Take remaining 1 ¼” PVC cap and center it on the 4” x 4” piece of plywood. Hold in place and arrange the 4 - 1” L brackets and mark for pre-drilling. Pre-drill the plywood and Tupperware container so that the container is centered on the plywood piece.

[pic] [pic]

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Attach the large eye hooks at the four corners of the 4” x 4” piece of plywood.

Mark and cut five 1 7/8” round disks from the foam. (Optional)

[pic]

Measure and cut the 3/8” nalgene tubing so that it will fit on the end of the 1 ¼” PVC cap to act as a disk.

Lesson #1 - Anatomical Model of the Head/Neck

Purpose: To balance the head/neck model using elastic materials as “musculature”

Safety:

1. The gallon jug of water that will be used as a head poses some risk of spilling if allowed to fall freely.

2. Students may need monitoring to avoid shooting of rubber bands or other elastic materials.

Prerequisite Skills/Knowledge:

1. Basic understanding of muscles, tendons, and ligaments.

In the appendix is a model of the Frayer method that may be helpful in prior assessment of student knowledge for this lesson or others.

Instructional Strategies:

This activity uses a model to combine active learning and anatomical principles to model neck structure and musculature.

Materials/Equipment:

Head/neck model (as described in teacher reference section)

Rubber bands

¼” Nalgene tubing

Surgical tubing (optional)

Springs (optional)

Procedure:

1. Locate base (“shoulders and C7 vertebra”) and head piece (“C1 – atlas”)

2. Assemble C2 through C6 vertebrae between base and head using spinal cord inserted through vertebrae to hold them together.

3. Align transverse and spinous processes on C2-C6 vertebrae.

4. Tie knot in spinal cord so that it will no longer slide through opening in C1.

5. Pull spinal cord taut and attach a bull clip underneath base.

6. Begin attaching muscles to stabilize the neck (you may put the head in place as you attach “musculature” or you may attach the musculature, then add the gallon jug).

7. As you experiment with attaching muscles, feel free to consult anatomical drawings of the neck for advice.

8. When you have balanced the head (gallon of water) and it is stable for 30 seconds you have completed the task.

Analysis:

1. How many muscles were required to support the head?

2. Make a rough sketch of the model showing how you successfully attached musculature.

Conclusions:

1. Compare and contrast the muscles in your model to the muscles of the human neck.

2. What advantage was gained by each group of muscles (e.g. intervertebral muscles, larger neck muscles, muscles at angles (running ventral to dorsal or vice versa)).

3. Compare the center of gravity of the head in your model to the position in the body.

4. Compare the vertebral slope of the vertebral column in your model to that of the human skeleton.

Extension Activities/Ideas:

1. Design discs to insert between vertebrae to increase stability or enhance disc movement.

2. Name muscles you used in model according to their analogous names and position in the human neck.

3. Experiment with different spinal cord materials and/or muscles (springs, surgical tubing, muscle wire)

Evaluation:

1. Successful completion of task.

2. Lab report including conclusion questions.

References:

Anatomical pictures of the human neck,

Frayer Model Worksheets,

http:anatomy-neck-pictures.html

This website shows the musculature of the human neck.

Student Work Sheet

Lesson #1 - Anatomical Model of the Head/Neck

Purpose: To balance the head/neck model using elastic materials as “musculature”

Safety:

1. Immediately clean up all water spills to avoid possible injury.

2. Wear eye protection.

Prerequisite Skills/Knowledge:

• Basic understanding of muscles, tendons, and ligaments.

Materials/Equipment:

Head/neck model kit

Rubber bands

Procedure:

1. Locate base (“shoulders and C7 vertebra”) and head piece (“C1 – atlas”)

2. Assemble C2 through C6 vertebrae between base and head using spinal cord inserted through vertebrae to hold them together.

3. Align transverse and spinous processes on C2-C6 vertebrae.

4. Tie a knot in spinal cord so that it will no longer slide through opening in C1.

5. Pull spinal cord taut and attach a bull clip underneath base.

6. Begin attaching muscles to stabilize the neck.

7. As you experiment with attaching muscles, feel free to consult anatomical drawings of the neck for advice.

8. When you have balanced the head (gallon jug of water) and it is stable for 30 seconds you have completed the task.

Analysis:

1. How many muscles were required to support the head?

2. Make a rough sketch of the model showing how you successfully attached musculature.

Conclusions:

1. Compare and contrast the muscles in your model to the muscles of the human neck.

2. What advantage was gained by each group of muscles (e.g. intervertebral muscles, larger neck muscles, muscles at angles (running ventral to dorsal or vice versa)).

3. Compare the center of gravity of the head in your model to the position in the body.

4. Compare the vertebral slope of the vertebral column in your model to that of the human skeleton.

Lesson #2 - Using Head/Neck Model to Study Collision Mechanics

Purpose: To study inertia, momentum, and kinetic energy by observing and collecting data on various types of collisions and compare this to forces generated by the human body.

Safety:

1. Water is likely to be spilled.

2. Rubber bands may snap due to impacts – EYE PROTECTION RECOMMENDED!!

Prerequisite Skills/Knowledge:

• Basic understanding of inertia, momentum, and kinetic energy and formulas.

Instructional Strategies:

This activity requires group work and incorporates comparison of the head/neck model and the human body via data collection and analysis.

Materials/Equipment:

Head/neck model

2 dynamics carts

Spring scales

weights

Procedures:

Part A

1. Balance head/neck model using rubber bands for “musculature” as in previous lab exercise.

2. Attach base of head/neck model to a dynamics cart with screws or clamps (make sure neck is properly oriented on cart for a rear end collision).

3. Have one partner hold the spring scale to the model head (or attach it to a permanently mounted attachment on the dynamics cart – this part was intentionally left open ended as dynamics carts and teacher resources significantly vary) on the opposite side of impact. It is important that this person holds the scale as rigidly as possible. Upon impact, another partner will need to read the amount of force on the scale.

4. Using an empty dynamics cart and a consistent speed, collide the empty cart into the back of the model cart. Observe the spring scale closely during the collision, record the amount of force (in newtons – 1kg=9.8N) generated in the collision.

5. Rebalance the head/neck model.

6. Weigh the empty dynamics cart and record its weight (can use the spring scale for this). Now add weights to the cart so it is twice the mass.

7. Repeat step 4 using the loaded dynamics cart this time. Attempt to maintain the same velocity as in the earlier trial. Record the force.

Part B

1. Hold the hook end of the spring scale tightly to the back of your head with one or two fingers, your lab partner should hold the other end of the spring scale.

2. Move your head forward, the person holding the scale should read the amount of force you create with this motion. If the force is too great you may have to use a larger spring scale or two smaller ones and add the forces together to get the total.

3. Record the total force generated by this action.

4. Repeat steps 1 through 3 (holding the scale to the appropriate side of the head ) for the following actions:

5. Moving your head backward

6. Moving your head to the left

7. Moving your head to the right

Analysis:

1. How much force was generated with just the dynamics cart? With twice the mass?

2. Calculate the kinetic energy (using KE=1/2mv2) in each collision where mass was varied. You are assuming you used the same velocity (speed with a direction) in each situation, so you can plug in 1.

3. Design your own procedure for varying velocity with mass being held the same? Show your KE calculations for this scenario.

Conclusions:

1. When the mass of the colliding cart is heavier, what happened to the force on the head/neck? Kinetic energy?

2. When the velocity of the colliding cart is greater what happened to the force on the head/neck? Kinetic energy?

3. How was inertia demonstrated in this collision exercise?

4. How was momentum demonstrated? How was momentum transferred? What happened to all the energy from the momentum transfer (where did it go)?

5. Compare the forces generated by the collisions in this laboratory and the forces the human head/neck is able to generate. Generally, the forces generated by the body are greater, justify this finding (think about the inadequacies of the model compared to the human body).

Evaluation:

1. Check calculations and questions.

2. Class discussion to verify that correct concepts are reinforced.

Student Worksheet

Lesson #2 - Using Head/Neck Model to Study Collision Mechanics

Purpose: To study inertia, momentum, and kinetic energy by observing and collecting data on various types of collisions and compare this to forces generated by the human body.

Safety:

1. Immediately clean up all water spills to avoid possible injury.

2. Wear eye protection.

Prerequisite Skills/Knowledge:

• Basic understanding of inertia, momentum, and kinetic energy and formulas.

Materials/Equipment:

Head/neck model kit

2 dynamics carts

Spring scales

Weights

Procedures:

Part A

1. Balance head/neck model using rubber bands for “musculature” as in previous lab exercise.

2. Attach base of head/neck model to a dynamics cart with screws or clamps (make sure the neck is properly oriented as it would be in a car).

3. Have one partner hold the spring scale to the model head on the opposite side of impact. It is important that this person holds the scale as rigidly as possible. Upon impact, another partner will need to read the amount of force on the scale.

4. Using an empty dynamics cart and a consistent speed, collide the empty cart into the back of the model cart. Observe the spring scale closely during the collision, record the amount of force (in newtons – 1kg=9.8N) generated in the collision.

5. Rebalance the head/neck model.

6. Weigh the empty dynamics cart and record its weight (can use the spring scale for this). Now add weights to the cart so it is twice the mass.

7. Repeat step 4 using the loaded dynamics cart this time. Attempt to maintain the same velocity as in the earlier trial. Record the force.

Part B

1. Hold the hook end of the spring scale tightly to the back of your head with one or two fingers, your lab partner should hold the other end of the spring scale.

2. Move your head forward, the person holding the scale should read the amount of force you create with this motion. If the force is too great you may have to use a larger spring scale or two smaller ones and add the forces together to get the total.

3. Record the total force generated by this action.

4. Repeat steps 1 through 3 (holding the scale to the appropriate side of the head ) for the following actions:

a. Moving your head backward

b. Moving your head to the left

c. Moving your head to the right

Analysis:

1. How much force was generated with just the dynamics cart? With twice the mass?

2. Calculate the kinetic energy (using KE=1/2mv2 ) in each collision where mass was varied. You are assuming you used the same velocity in each situation, so you can plug in 1.

3. Design your own procedure for varying velocity with mass being held the same? Show your KE calculations for this scenario.

Conclusions:

1. When the mass of the colliding cart is heavier, what happened to the force on the head/neck? Kinetic energy?

2. When the velocity of the colliding cart is greater what happened to the force on the head/neck? Kinetic energy?

3. How was inertia demonstrated in this collision exercise?

4. How was momentum demonstrated? How was momentum transferred? What happened to all the energy from the momentum transfer (where did it go)?

5. Compare the forces generated by the collisions in this laboratory and the forces the human head/neck is able to generate. Generally, the forces generated by the body are greater, justify this finding (think about the inadequacies of the model compared to the human body).

Lesson #3 - Engineering a Head Restraint System

Purpose: To design and build a head restraint system for the head/neck model attached to the dynamics cart.

Safety:

1. Water is likely to be spilled

2. Rubber bands may snap! Eye protection highly recommended!!

Prerequisite Skills/Knowledge:

1. Basic understanding of inertia, momentum, and kinetic energy .

Instructional Strategies:

This is a guided inquiry based activity requiring students to incorporate engineering principles to design and improve a head restraint system for the model.

Materials Equipment:

Head/neck model

2 dynamic carts

Miscellaneous building materials and tools

Procedure:

1. Design a head restraint system that will prevent whiplash injuries for the head neck model mounted to the dynamics cart.

2. Balance the head/neck model and install the restraint system.

3. Test system by running a dynamics cart into the rear end of the cart/system to be tested. Observe and record any observations.

4. If the head /neck model survived impact, increase the mass and/or velocity of the colliding cart. If the head/neck model did not survive, attempt to improve the design of your head restraint system. Test again as directed by your teacher.

Analysis:

1. Make a rough sketch of your system or take a digital picture and insert into report (if technology is available).

2. What was the mass of your head restraint system compared to the mass of the car?

Conclusion:

1. What was the weakest part of your head restraint design? The strongest part?

2. If you were engineering your system for a real human in a real car, what additional factors might you have to consider in your design (think about weight, space, visual obstruction, or other limitations).

3. Think about older cars versus newer cars. How have head restraint systems improved over the years?

4. Make an estimate of how much engineering time you think goes into just the head restraint system in each car? The brake system? The transmission? The engine?

5. How many engineers do you think are currently working directly in the automotive industry? The airline industry?

6. What would you expect the demand for engineers to reach for the up and coming alternative energy sector?

Evaluation:

1. Effectiveness of head restraint.

2. Depth of conclusion.

3. Class discussion and comparison of designs and answers to conclusion questions.

References:

Student Worksheet

Lesson #3 - Engineering a Head Restraint System

Purpose: To design and build a head restraint system for the head/neck model attached to the dynamics cart.

Safety:

1. Immediately clean up all water spills to avoid possible injury.

2. Wear eye protection.

Prerequisite Skills/Knowledge:

• Basic understanding of inertia, momentum, and kinetic energy.

Materials Equipment:

Head/neck model kit

2 dynamic carts

Miscellaneous building materials and tools

Procedure:

1. Design a head restraint system that will prevent whiplash injuries for the head neck model mounted to the dynamics cart.

2. Balance the head/neck model and install the restraint system.

3. Test system by running a dynamics cart into the rear end of the cart/system to be tested. Observe and record any observations.

4. If the head /neck model survived impact, increase the mass and/or velocity of the colliding cart. If the head/neck model did not survive, attempt to improve the design of your head restraint system. Test again as directed by your teacher.

Analysis:

1. Make a rough sketch of your system or take a digital picture and insert into report (if technology is available).

2. What was the mass of your head restraint system compared to the mass of the car?

Conclusion:

1. What was the weakest part of your head restraint design? The strongest part?

2. If you were engineering your system for a real human in a real car, what additional factors might you have to consider in your design (think about weight, space, visual obstruction, or other limitations).

3. Think about older cars versus newer cars. How have head restraint systems improved over the years?

4. Make an estimate of how much engineering time you think goes into just the head restraint system in each car? The brake system? The transmission? The engine?

5. How many engineers do you think are currently working directly in the automotive industry? The airline industry?

6. What would you expect the demand for engineers to reach for up and coming alternative energy sector?

Lesson #4 - Improving the Head/Neck Model

Purpose: To use higher level thinking skills to design two or more improvements of the head/neck model previously used in lab exercises.

Safety:

1. Water is likely to be spilled.

2. Rubber bands may snap! Eye protection highly recommended!!

Prerequisite Skills/Knowledge:

• Basic understanding of inertia, momentum, kinetic energy, and head/neck anatomy.

Instructional Strategies:

This is an unguided inquiry based activity involving the design and implementation of model improvement.

Materials Equipment:

Head/neck model

2 dynamic carts

Miscellaneous building materials and tools

Procedures:

1. Based on your experiences in lab working with the head/neck model, design 2 improvements to the model that could be implemented.

2. Clearly explain your improvements and justify how you think they will improve the neck.

3. Have your teacher approve your modifications, then implement your modifications.

4. Test the model and record your observations.

Analysis:

1. How effective were your modifications? What evidence do you have to support your claims?

Conclusions:

1. What further modifications could you make to your design improvement?

2. How difficult do you think it would be to design a head/neck model that would be a perfect simulation of the human head/neck?

3. What are some practical applications of good models?

Evaluation:

1. Evaluation of design and design justification.

2. Evaluation of answers to submitted lab report including analysis and conclusions.

References: The following websites may be useful to teacher and/or students.

1.

This website has a good picture of a commercially produced head/neck model for sale. It could be useful in seeing a more detailed model or if you have some budget money, it would make a great addition.

2. There are many other websites as well as available anatomy books, posters, and models that could be helpful with these activities.

Student Worksheet

Lesson #4 - Improving the Head/Neck Model

Purpose: To use higher level thinking skills to design two or more improvements of the head/neck model previously used in lab exercises.

Safety:

1. Immediately clean up all water spills to avoid possible injury.

2. Wear eye protection.

Prerequisite Skills/Knowledge:

• Basic understanding of inertia, momentum, kinetic energy, and head/neck anatomy.

Materials Equipment:

Head/neck model kit

2 dynamic carts

Miscellaneous building materials and tools

Procedures:

1. Based on your experiences in lab working with the head/neck model, design two improvements to the model that could be implemented.

2. Clearly explain your improvements and justify how you think they will improve the neck.

3. Have your teacher approve your modifications, and then implement your modifications.

4. Test the model and record your observations.

Analysis:

How effective were your modifications? What evidence do you have to support your claims?

Conclusions:

1. What further modifications could you make to your design improvement?

2. How difficult do you think it would be to design a head/neck model that would be a perfect simulation of the human head/neck?

3. What are some practical applications of good models?

References

Bioengineering Overview (2003). Sloan Career Center. Retrieved July 30, 2008 from

Bionewsonline (2005) Transgalactic LTD. Retrieved July 30, 2008, from





Secrets of Lost Empires—Pharoahs Obselisk (2004). NOVA Teachers. Found July 30, 2008 from

APPENDIX

Frayer Model Evaluation

To assess the background knowledge of the students the teacher may use the Frayer Model (Frayer, Frederick, and Klausmeier, 1969). This method of pre-assessment takes very little of the teachers’ time and is quite easy to implement. The time required to implement this model is approximately 5 to 10 minutes. The Frayer Model consists of a diagram that has the following characteristics: It is a diagram (square, rectangle) divided into four quadrants with an ellipse drawn in the center of the rectangle. The term to be assessed is written into the ellipse by the teacher. In the upper left corner, the definition of the term is to be written in the students own words. In the upper right corner, the facts and characteristics of that term are to be written. In the lower left corner, the students supplies examples of the term. In the lower right corner, the students supply some non-examples of the term that is being assessed.

Frayer Model Worksheets,

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