2. Needs Statements
Category Designation Priority Description
Education Ed1 1
Holds attention
without relying
entirely on technology
Education Ed2 1 Requires input from
students
Education Ed3 1 Accessible for all
types of students
Education Ed4 1
Students can relate to
lesson taught
Education Ed5 1 Lesson involves some
sort of math or writing
to reiterate what they
learned
3. Educational Values
• Must demonstrate biological system or phenomenon
• Must hold attention of 14-17 yr-olds for length of
lesson
• Accompanying documentation must be well-written
and understood (multi-lingual, diagrams)
• Must promote analytical and experimental skills
• Must be versatile to accommodate multiple levels of
students/teachers
• Demonstrate a concept with underlying math and
physics
13. Final Design
Inputs Outputs
Biological
Principles
Movement of
diaphragm,
epiglottis open
Change in volume of
lungs
Function of lungs
breathing
Epiglottis closed,
Food took in
Substance travelling
from mouth to
stomach
Function of
epiglottis cartilage
while swallowing
Rapid movement
of diaphragm,
Epiglottis open
Food inhaled into
trachea, Food
dislodging from
blocked airways
Function of
Coughing Reflex
Biological
Principles:
14. 1
2
3
• 3 students work as a group
• No. 1 and No.2 control
swallowing process
• No. 3 controls movement of
diaghragm
16. Final Design
STEM
Principles:
Inputs Outputs Principles
Air Pressure Build
Up
Force on the object F=PA
Piston’s Movement
Pressure difference in
tube
P1V1=P2V2
Mass of substance
Different Force needed
to cough up substance
F=ma
20. Functionality
• Successful Device
• Able to demonstrate swallowing process
• Able to demonstrate breathing process
• Simulate choking process
• Coughing reflect
• Testing the Device
• Run through process, make sure valve, chamber, balloons
and regulator are working properly
21. Functionality
• Elements Crucial for Proper Function & Use:
• Lungs and chamber
• Epiglottis cartilage (valve)
• Food
• Trachea
• Mouth & stopper
22. Classroom Use
• Interactivity
• Student and teachers can use together
• Variables to change
• Food(weight and cross sectional area)
• Air Pressure
• Epiglottis
23. Physics Lab
• Pre-Lab: Review Newton’s Laws
• Lab: Develop relationship between pressure, force
and area
• HW: Calculate theoretical vs. actual, write up report,
summarize lab and findings
24. Biology Lab
• Pre-Lab: Learn about respiration system
• Lab: Normal Swallowing, Swallowing with Choking
• HW: Draw and label diagram of how food enters
stomach, summarize what you learned
26. Challenges
• From User Perspective
• Collaborative setting
• Force required to pull diaphragm
• From Design Perspective
• Water in diaphragm
• Packaging and Shipping
• Inside components can’t come apart
27. Challenges
• Engineering Analysis
• Pressure Gauge’s Maximum Value: 15 psi
• Diameter of Tube: 1/4 in
• Maximum Force Produced: F = P * A = 15*(1/4)^2*pi* (1/2)^2 =
0.7363 lbs
• Maximum Pressure Difference Expect to be Used in Real
Experiment: 5 psi
• Dimension of Container: 14*10*10 in
• Volume Change in Container: P1V1 = P2V2 => 1*7^2*pi*10 =
6*7^2*pi*x => x =
• 1.667 in. (10-1.667)*7^2*pi = 1282 in^3
• Weight of Iron Sphere with 1/4 in Diameter: W =
(1/4)^3*3/4*(1/2)^3*6.89/2.54^3 =
• 0.00344 lbs < 0.7363 lbs
31. Cost Analysis
• Prototype cost
• How will it be manufactured?
• What is different in the final product? How does that
affect the cost?
• How many customers do we need to have in order
for us to sell at desired price?
