1 / 76

The EDU-K pedagogy of Learning and the Content Framework of Design

Pedagogical Day at FARMA 2011. The EDU-K pedagogy of Learning and the Content Framework of Design. David Needham Professor, Dept Mechanical Engineering and Material Science Duke University, Durham NC 27708, USA d.needham@duke.edu. SKYPE: needdavid.

chaim
Download Presentation

The EDU-K pedagogy of Learning and the Content Framework of Design

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Pedagogical Day at FARMA 2011 The EDU-K pedagogy of Learning and the Content Framework of Design David Needham Professor, Dept Mechanical Engineering and Material Science Duke University, Durham NC 27708, USA d.needham@duke.edu SKYPE: needdavid

  2. Biomineralization. ME265 Spring 2005 Precipitation of Calcium Carbonate • Today we are going to cover • With letters and numbers that really don’t mean much • But… what if we UNCOVERED precipitation by doing an • Experiment • …and Discovered Precipitation in the lab? precipitation Na2CO3 + CaCl2 = 2NaCl + CaCO3 Vaterite Solution A 5 minutes after mixing 40 minutes after mixing. 10.06 Calcite Bar =10μm Spherical Vaterite Rhombohedral Calcite Solution B

  3. …and speaking of covering something…. “Our second-worst assumption as teachers is that if we don't cover something in class the students won't learn it. Our worst assumption is that if we do, they will”. Richard Felder, NCSU, "Nobody Asked Me, But..."Chem. Engr. Education, 23(1), 26-27 (Winter 1989). Active and Cooperative Learning http://www.youtube.com/watch?v=1J1URbdisYE

  4. Pratt School of Engineering Progress Report 2003-2004 And so was born…. EDU-K • Explore Precipitation by a cycle of: • Experiment • Discovery • Uncovery • Knowledge • Experiment • Discovery • Uncovery • Knowledge • Experiment…… Would students learn and retain more if we “taught” less? and they Experimented, Discovered and Uncovered more? How much of the material presented is actually learned? Especially when our environment is just a classroom? I asked professors: “20%” I asked students in class: “20%” One kid at the back said “10!” ? Labs, design studios, machine shops, independent study.. Labs with Associated Classes! Even Virtual Labs!

  5. Map Engineering on to Biology? What would we get? ? • Chapter 1 Science and Evolution • Part I The Chemical and Cellular Basis of Life Ch 2-7 • Part II The Perpetuation of Life Ch 8-16 • Part III Evolutionary Biology Ch17, 18 • Part IV The Genesis and Diversity of Organisms Ch 19-25 • Part V The Biology of Organisms Ch 26-38 • Part VI Ecology Ch 39,40 • (Gould and Keeton, W. W. Norton & Company) Section I Introduction to Engineering Ch 1-6 Section II Mathematics Ch 7-9 Section III Engineering Fundamentals Ch 10-16 Section IV Engineering Accounting Ch 17-24

  6. SUMMARY: Four Key Components

  7. Or we might think of it in these terms…… PEDAGOGY CONTENT FRAMEWORK TOOLS OUTCOMES

  8. Then I came to…. • The 3-year bachelor’s programme confers the right to use the title BSc in Pharmacy, is a fully integrated pharmaceutical-oriented programme with courses in the disciplines of chemistry, pharmacology and pharmaceutics In Class In Labs In Internships Outside

  9. Pharmacy Curriculum, BSc + MSc = 5yrs

  10. 3 yr BSc

  11. 3rd Year

  12. …. Fall semester

  13. Drug Formulations Course Drug Delivery F23-1

  14. Table showing the lectures in theme III

  15. Lecture on….. 6.2 Colloid Stability • Fine Particles in a liquid or gas encounters occur due to: • Brownian Motion • random motion of particles • Creaming of Sediment • O/W emulsion: Oil droplets move up or • W/O emulsion: water droplets move down • Convection • Smaller particles • Increase viscosity • Decrease density difference • ?? How do you reduce creaming?

  16. What is the fate of particles when they come into contact? • Permanent contact or coalescence • Growth of dispersed phase, • excessive creaming or sedimentation • Leads to cracking of the emulsion • Balance of attractive and repulsive forces?

  17. Forces of Interaction Between Particles • Five possible forces between colloidal particles • Electrostatic forces of repulsion • Van der Waals forces of attraction • Born Forces of short range repulsion • Steric forces at the interface • Solvation forces due to adsorbed solvent

  18. van der Waals Attraction + Electrostatic Repulsion = DLVO a • When H/a is small (Large particles, semi infinite slabs) H R Electrostatic Repulsive force decays as an exponential • For small values of and exp (-kH):

  19. How do we go from…. Because of… This This

  20. To…. Something like…. This

  21. We….. And found….. 6.2 Colloid Stability • About 3,420,000 results (0.08 seconds)  • Fine Particles in a liquid or gas encounters occur due to: • Brownian Motion • Creaming of Sediment • Convection http://www.youtube.com/watch?v=cDcprgWiQEY&feature=related http://new.americanlaboratory.com/913-Technical-Articles/35127-Measuring-Yield-Stress/ http://www.youtube.com/watch?v=7xWWowXtuvA

  22. Or… find other web sites, (many companies describe basic science for us to understand how to use their instruments or chemical products…) http://www.malvern.com/LabEng/industry/colloids/colloids_stability.htm

  23. ……. And even our own lecture….. http://www.malvern.com/LabEng/industry/colloids/dlvo_theory.htm

  24. ……. And even our own lecture….. http://www.malvern.com/LabEng/industry/colloids/dlvo_theory.htm

  25. …. And descriptions of the instruments our students use in the lab http://www.malvern.com/LabEng/products/zetasizer/zetasizer.htm

  26. … or use other bone fide resources like the Royal Society of Chemistry http://www.rsc.org/chemistryworld/Issues/2003/February/science.asp

  27. ….and more pictures and diagrams …. http://www.google.com/search?q=colloid+stability&rlz=1I7SUNA_en&oe=UTF-8&um=1&ie=UTF-8&hl=en&tbm=isch&source=og&sa=N&tab=wi&biw=1280&bih=619&sei=NurRTujmJoyQ4gT73bhF

  28. …and even other professors teaching the same thing in cool ways…. http://www.youtube.com/watch?v=FAdxd2Iv-UA&feature=fvwrel

  29. In the old days….. • they really needed us to explain the book, • But now…. 10 years AG • Students can Explore, and find all this, and Discover it for themselves (with some guidance and Uncovery of principles from us) • Leading to their new Knowledge (Anno Google) EDU-K

  30. So,…. could we even go to …. This… is replaced by… “guide by the side” “Teaching at” “Facilitating the learning of”

  31. i.e., going further… Hmmm, so we can reduce creaming by making smaller particles, or increasing viscosity, or decreasing density difference, or doing it on the moon!! Ha, Ha! • And integrating active learning with core content leading to core competency? Passive Teaching By deeper planning than simply leading students through a classroom behavior We need to do both!! http://ctl.byu.edu/teaching-tips/active-learning-techniques

  32. Passive Learning Could we do……. • Lecture at Home? http://www.techsmith.com/camtasia.asp

  33. Active Learning What about……. • Lecture at Home • ……………………………... Homework in Class? But what would we actually do in the classroom if all the lectures were recorded?

  34. Reverse Engineer Problems Pharmacists Solved? Designing Formulating Advising Dispensing Caring

  35. What the class room (U23) looks like now ….Reverse Engineering a Problem Pharmacists Solved

  36. So…, What is Reverse Engineering? • A design methodology scheme that will allow us to ask additional specific questions in order to reverse engineer the overall system, its supply and its target • Actually, why don’t you see if you can come up with a design scheme yourselves. • What questions would you want to ask in order to learn as much as you can (reverse engineer) a simple cup. Write down all the questions you might want answered, I’ll start you off, • “What is it made of?” (check your answers on the next slide)

  37. Check your answers here • What is it for? • How should it work? • What is it made of? • What are the characteristics of the material? • How is it made? • Has anybody made something similar? • Does it really work? Tillykke!! You just reverse engineered a plastic cup! The idea is to now apply this same series of questions to a system YOU are interested in, like……….

  38. Drug Delivery F23-1 (Jette Jacobsen and Staff)Theme 3 -a Course Enhancement Project • Introduction to Reverse Engineering Problems Pharmacists Solved • (Lecture recorded and provided to F23-1 students)

  39. How did Pharmacists Solve the “Morphine Delivery” Problem? With Patient controlled analgesic (PCA) metered system using i.v. injection With Metered epidural With Skin patch With Oral tablet form With Ointments With Suppository

  40. Group Assignments Sign Up in groups of 4-5 by Monday 7th Nov

  41. Title, slide 1 1. How did Pharmacists Solve the “Morphine Delivery” Problem? With Patient controlled analgesic (PCA) metered system using i.v. injection Frederik Sofie Cristoffer Mathilde

  42. Overall System, slide 2 Overall System Target Supply • Morphine is supplied to the blood stream from a device called patient controlled analgesia, (PCA) via an intravenous injection. • Its target is the pain center in the brain. Toxicity can include…… Morphine PCA Intravenous injection Pain Center in the Brain Sites for Toxicity?

  43. Component Design Material Selection Tentative choice of material Tentative component design Assemble Materials Data Approximate stress analysis iterate iterate Analysis of Materials Performance Detailed Specifications and Design Choice of Production Methods iterate iterate Prototype Testing Further Development Design methodology Scheme we will work through Define the function Device to give i.v. fluids 4 LAWS 5 What is it for? How should it work? What is it made of? What are the characteristics of the material? How is it made? Has anybody made something similar? Does it really work? 7 6 8 9 10 11 Performance in Service Performance in Service 3 12

  44. Performance-in-Service, slide 3 How does the Morphine delivery System perform in service? --quantify Performance-in-Service • Describe the clinical data that quantifies its performance • web, books, journals, your class notes, your professor(s)) • Be quantitative e.g., • mls solution per minute, • mass drug per mass of patient, • etc

  45. Define the Function, slide 4 What is the function of the (PCA) Morphine delivery System? Define the Function The Function of the (PCA) Morphine Delivery System is to: a) b) c) d) to dissolve morphine in liquid solution

  46. Laws, Theories, Models, slide 5 . What are the Laws, Theories, and Models of the (PCA) Morphine Delivery System that correspond to each Function ? Laws, Theories, Models The Laws, Theories, and Models of the PCA Morphine Delivery System that correspond to each Function are :

  47. Component Design slide 6 What are the basic components of the Morphine Delivery System? Component Design What does the design look like? • Saddle, seat • Crossbar • Gearshift • Handlebars • Brake cable • Brake lever • Front brake • Rim What are the environmental stresses on the delivery and its individual components in service? Tire Crank Pedal Front derailleur Chain Rear derailleur Spokes Rear brake Pump

  48. Materials Choice, slide 7 What materials are the components of the Morphine delivery system made from (assemble materials data CSP)? Materials Choice

  49. Analysis of Material’s Performance, slide 8 Can the materials bear the loads, moments concentration stresses etc., without deflecting too much, collapsing, or failing in some other way? Analysis of Material’s Performance • Start by looking at the mechanism proposed in slide 6, and the properties of a material component in slide 7, and try to connect the two in terms of how the device has to function (slide 4), given the laws (slide 5) that govern its function • Concentrate on the • tubing of the i.v., and epidural, • or the protective layer and adhesive of the skin patch, • or the binders of the tablet • or the oil of an ointment • or the fatty material of the suppository

  50. Specification Sheet, slide 9 Specification Sheet (FDA) For Traditional Engineering: http://www.shure.com/americas/products/microphones/sm/sm58-vocal-microphone For Pharmaceuticals: European Medicines Agency (Europe): www.ema.europa.eu/ Food and Drug Administration (USA): www.fda.gov Drugs.com: www.Drugs.com Search for your formulation and see how some of what you have already found out is an integral part of the FDA approval, For example see http://www.drugs.com/pro/morphine-injection.html

More Related