Technology Related to Body Systems
Heart wearing out? Wish you could see better? Need a new knee or hip? Thanks to technology, all of these problems have solutions. Portions of the resources presented in Background Information for Teachers are relevant to this section. In addition, resources in this section highlight some other technologies related to body systems, aligning with NSES content domains of Personal and Social Perspectives and Science and Technology.
Chances are you are teaching one or more children with diabetes. This brief page raises awareness of the pump and the pertinent considerations related to children with diabetes. There is also a link to Kids Voices, where children with diabetes have posted messages. The postings are numbered and alphabetical by first name. Most begin by telling their age and when they were diagnosed. For example, Number 495, 12-year-old Michael, has had diabetes for four years and writes of his initial fear and how he manages. He also invites readers to respond.
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This article describes what a pacemaker is and how it works. New vocabulary is hotlinked to definitions. There is also a link to an animation of how the heart works.
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This page from the web site How Stuff Works explains LASIK and mentions three other types of vision-correction surgeries. Go on to the next page to learn the specifics regarding the particular kind of laser used in LASIK. Did you know both laser and LASIK are acronyms? Send your students on a hunt to find out what they stand for.
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This is a comprehensive, informational article from the U.S. Food and Drug Administration. Consider preparing a student reading guide to accompany it and follow up or precede it with the visuals in the next resource.
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This brief video does a nice job of illustrating most of what is involved in the surgery. Students can identify the anatomical structures shown.
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Copyright
March 2008 — The Ohio State University. This material is based upon work
supported by the National Science Foundation under Grant No. 0424671. Any
opinions, findings, and conclusions or recommendations expressed in this
material are those of the author(s) and do not necessarily reflect the views of
the National Science Foundation.
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This work is licensed under a
Creative Commons License.
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