1

Lesson: Stressed and Strained

Contributed by: Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder Engineering Connection Summary Engineering analysis or artial design Students are introduced to the conce ts of stress and strain (ith Engineers use their understanding of forces, stress, strain and material ro erties to create safe e-am les that illustrate the characteristics and im ortance of these of materials $yield strength, designs for structures, e!ui ment and roducts" #nalysis of strength forces in tensile our everyday lives" They elore thefigures factors into that the affect ultimate strength and fatigue strength% selection of materials used to create stress, (hy engineers need to 'no( about it, and the (ays engineers items such as chairs, a liances, toys, bicycles, medical &oint re lacements, roc' climbing ro e, describe the strength of materials" an associated literacy activity, door handles, roof shingles, (ater In slides, diving boards, bridges and layground e!ui ment, to (hile learning about the stages of grou formation, grou dynamics name a fe(" and team member roles, students discover ho( collective action can alleviate ersonal feelings of stress and tension" Learning Objectives #fter this lesson, students should be able to: )ecogni*e that engineers use their understanding of forces, stress, strain and material ro erties to create safe designs for structures, e!ui ment and roducts Understand ho( force and area affect stress"

+istinguish bet(een com ression and tension" Understand several ro erties of materials

Introduction/Motivation

The hands,on Stress #naly*er Bench e-hibit at the ITL Laboratory at the University of Colorado at Boulder demonstrates ho( different structures handle different stress loads" These hotogra hs sho( a lastic bridge structure vie(ed through a olari*ing filter that enables a erson to see, via color changes, the areas e- eriencing stress" In the hotogra h on the right, note the resulting change in stress on the bridge due to the finger ushing do(n on the structure" Stress is a funny (ord because it can mean different things" Stress can be (hat causes your hair to turn gray because you have too much home(or' or deadlines to meet" That.s mental stress" /hen engineers tal' about stress, they mean ho( much force an ob&ect e- eriences, and ho( that force is s read over the ob&ect.s area" E-am les of engineering stress are ongoing everyday, every(here around you, from chairs to cars to bridges to buildings"

# man named )obert 0oo'e described the conce t of stress in 1223, and engineers have been using it ever since" 4or e-am le, engineers analy*e ho( stress affects the chairs (e sit in so that the legs are strong enough to not bend or brea'" Stress analysis is im ortant to 'ee the (heels on your car and bridges standing u " 5aterials must be strong enough to (ithstand the stress u on them" If materials are not strong enough, terrible accidents can ha en, such as a floor colla sing because too many eo le are standing on it6 Understanding stress and the strength of materials is very im ortant to 'ee us safe in our day,to,day lives6 Stress and strength are im ortant arameters for engineers to understand" Stress is a measure of ho( much force an ob&ect e- eriences er unit area, and strength is a material.s ability to (ithstand stress" /hen the stress e-ceeds the strength of a art, it fails" That is (hat ha ened in the 0yatt )egency 0otel in 7ansas City in 1891, (hen too many eo le (ere dancing on a s'y(ay bridge in the hotel atrium and it colla sed, 'illing 11: eo le" Engineers determine (here the stress (ill be the highest on an ob&ect so that art can be redesigned or reinforced" Engineers also s ecify the materials that ob&ects and structures are made of, so that air lanes can fly safely, (heels do not fall off of automobiles, chairs su ort the (eight of eo le, bridges su ort the loads that travel them, and so on" Lesson Background & Concepts for Teachers Stress Stress is a measurement of force s read over area" ;ne (ay to thin' of stress is to imagine the different results that ha en (hen a erson stands on a tram oline and (hen a erson lays do(n on a tram oline" # erson standing on a tram oline concentrates the force of his<her (eight on a small area and sin's do(n dee er into the tram oline com ared to a erson lying do(n on a tram oline (ho s reads his<her force over a larger area, and thus does not sin' do(n as far" # erson standing on a tram oline creates a larger stress on the tram oline than a erson lying do(n on it" Engineers describe stress mathematically (ith the e!uation:

(here = > stress F > 4orce ?@e(tons or lbsA A > Cross,sectional area ?mB or inBA This e!uation mathematically tells us the same conclusion as our thought e- eriment (ith the tram oline" 4or a constant force $F%, if the area $A% is a small number, the stress $=% $ ronounced CsigmaC% (ill be larger" Similarly, if the area is larger, the stress (ill be smaller" This mathematical definition is not limited to tram olines" Com uting stress (or's for all sorts of ob&ects e- eriencing all sorts of different forces" /e can com ute the stress on ob&ects that are either being com ressed or ulled a art" 4or e-am le, if a ro e brea's (hen a certain force is a lied, using a bigger diameter ro e (ill reduce the stress because the cross,sectional area is larger" #nd, if there is less stress on the ro e, it might not brea'6 Compressive and Tensi e Stresses

Com ression occurs (hen something is being s!uee*ed together" #s (ith the general discussion of stress above, compressive stress is created by forces s read over an area" 4or e-am le, as you sit in a chair, the legs of the chair are e- eriencing com ressive stresses because they are being s!uee*ed bet(een you and the floor" ;n the other hand, tensile stress occurs (hen something is being ulled a art" # ro e in a tug,o, (ar e- eriences tensile stress" )o es can only resist tensile stresses and not com ressive stresses, because they are fle-ible" In other (ords, you cannot ush a ro e" Strain Strain is a measurement of ho( an ob&ect reacts to stress" Strain is sim ly a measurement of (hat the ercentage change in an ob&ect.s sha e is (hen a certain stress is a lied to it" # good (ay to demonstrate strain is (ith a rubber band" Su ose (e have a rubber band that is 133 inches long" @o(, (e add a tensile stress by hanging a certain amount of (eight from the rubber band, (hich ma'es it 13D inches long" In this case, the rubber band e- erienced DE strain because of the stress created by the (eight" 5athematically, strain can be com uted by the e!uation:

/here F > strain $ ercent% L > ne( length $mm or in% Lo > original length $mm or in% ! astic and " astic #eformation /hen a material is strained, it is said to be deformed" ;nce a material has been deformed and the stress is relieved, either one of t(o things (ill ha en: The material goes bac' to its original sha e or the material stays deformed" If the material is able to go bac' to its original sha e, it is called elastically deformed $for e-am le, a rubber band%" If the material is strained too much, it

The bro'en seesa( in this illustration (as lastically deformed due to the large stress laced u on it" The seesa( (ill not be able to return to its original sha e" (ill not be able to com letely return to its original sha e and is called plastically deformed $for e-am le, silly utty%" Let.s use the e-am le of a layground seesa(" # seesa( bar ty ically bends less than an inch (ith t(o children on it, and returns to normal $no bend% (hen the 'ids get off" #n engineer (ould say that, in this case, the seesa( bar (as elastically deformed" 0o(ever, if (e ut t(o very big adults on each side of the seesa( bar, it may bend it a fe( inches and stay bent $or even brea'% (hen they leave" In this case, an engineer (ould say that the bar (as lastically deformed $see illustration%"

Pro erties of 5aterials G The Big Three Engineers use their understanding of forces, stress, strain and material ro erties to create safe designs" /e have already discussed forces, stress and strain, so that leaves material ro erties" )esearchers measure ro erties of materials and ho( they behave under stress" $ie d strength, Sy, is the amount of stress a material can ta'e (ithout lastically $ ermanently% deforming" If the stress is greater than the yield stress, the material (ill deform lastically, but not brea'" % timate tensi e strength $UTS%, Sut, is the amount of stress a material can ta'e before brea'ing" The UTS of a material is al(ays greater than or e!ual to the yield strength" The fatigue strength, Se, is the stress a material can ta'e one million times over and over again, before brea'ing" Believe it or not, that seesa( bar (ill become CtiredC after 13 years of use and might give out one day if not designed ro erly" The fatigue strength is al(ays less than or e!ual to the yield strength" So ho( do engineers use this 'no(ledgeH If you (ere to design a safety ro e for roc' climbers you (ould (ant a ro e that (ould e- erience stresses less than the Sy and the Sut" This (ay, the ro e stretches a little to hel absorb im act, but does not brea'" If you (ere to design layground e!ui ment, you (ould (ant to ma'e sure the stresses in the mon'ey bars (ere belo( Se so that after a million uses they still (ill not brea'" &ocabu ar'/#efinitions Stress: Compressive stress: Tensile stress: Strain: Elastic deformation: Plastic deformation: Yield strength: Ultimate tensile strength: Fatigue strength: The amount of force a lied over the area of an ob&ect $com uted by dividing force by area%" Stress that s!uee*es a material together" Stress that ulls a material a art" The ercent amount of elongation or com ression of a material" ;ccurs (hen a material is strained $deformed%, but returns to its original sha e, li'e a rubber band" ;ccurs (hen a material is strained $deformed% beyond its yield strength and does not return to its original sha e, li'e silly utty" The ma-imum amount of stress a material can ta'e before it deforms lastically $ ermanently%" The ma-imum amount of tensile stress a material can ta'e before brea'ing" The ma-imum amount of stress a material can ta'e one million times (ithout brea'ing"

(ssociated (ctivities

Brea'ing Beams , In this hands,on activity, student e- lore ho( different designs of homemade clay beams handle stress and affect beam strength" Team U 6 , /hile com leting a team ro&ect and learning about the stages of grou formation, grou dynamics and team member roles, students discover ho( collective action can foster a sense of community su ort, (hich can alleviate ersonal feelings of stress and tension"

Lesson Closure #s' the students to e- lain (hat engineering stress is and (hy engineers need to 'no( about stress" #s' the students for different e-am les of designs that e- erience stress $bridges, benches, bicycles"""this can be &ust about anything%" #s' the students if the stress considerations in these designs are best related to the yield strength, ultimate tensile strength or fatigue strength" (ssessment Pre,Lesson #ssessment iscussion !uestions" Solicit, integrate and summari*e student res onses to the !uestions belo(" Encourage (ild ideas and ut ans(ers on the board" See Lesson Bac'ground section for ideas to suggest if students get stuc'" /hat do engineers mean (hen they tal' about CstressHC 0ave you ever e- erienced something brea'ing because of the CstressC you ut on itH

0o( do engineers decide if something is a good designH

Post,Introduction #ssessment #oting" #s' a true<false !uestion and have students vote by holding thumbs u for true and thumbs do(n for false" Count the votes and (rite the totals on the board" Iive the right ans(er" True or 4alse: Engineering stress is only the force that is ushing do(n on something" $#ns(er: 4alse" Engineering stress is a force on an ob&ect in any direction" It is also any ulling force as (ell as any ushing force"% True or 4alse: # ro e can feel stress" $#ns(er: True" # ro e can feel stress (hen it is ulled" This is called tensile stress"%

True or 4alse: Engineers thin' about the stress of a lastic (hen designing ne( toys" $#ns(er: True" Engineers try to design toys that (ill not brea' easily"% True or 4alse: The chair you are sitting on has very little strength" $#ns(er: 4alse" If the chair legs had little strength, the chair (ould brea' and you (ould fall"%

#ocabulary" #s' the students to (rite do(n the vocabulary (ords and definitions on a sheet of a er or in their science &ournals" Lesson Summary #ssessment $ingo" Provide each student (ith a sheet of a er to dra( a large tic,tac,toe board $a J - J grid (ith 8 s!uares% that fills the entire a er" 0ave the students (rite a lesson vocabulary term in each s!uare $there are enough vocabulary (ords to fill u the nine s!uares%" @e-t, have each student (al' around the room and find a student (ho can accurately define one vocabulary term" Students must find a different student for each term" /hen a student has all terms com leted s<he shouts CBingo6C Continue until t(o or three students have bingo" #s' the students (ho shouted CBingo6C to give definitions of the vocabulary terms"

Lesson !)tension (ctivities 0ave the students find an ob&ect in the room $or at home, in the case of a home(or' assignment% that demonstrates each one of the vocabulary (ords" 0ave the students (rite a fictional story about stress and strain that includes all of the vocabulary (ords" 0ave the students research different s ecific e-am les of (hen engineering failed in terms of stress and strain" $4or e-am le, structures that colla sed during earth!ua'es or hurricanes, bridges that (ere affected by high (inds, s ace structures that failed due to a lac' of gravity, etc"% /hat did engineers have to do to fi- each situationH 0ave them create a oster about the e-am le and include a discussion of the incident in terms if materials, stress and strain" 0ave the students research three ty es of bridges" 0o( do these bridges com are and contrast to each otherH 0o( does each bridge deal (ith com ression and tension forcesH *eferences Shigley and 5isch'e" 5echanical Engineering +esign" @e( Kor', @K: 5cIra(,0ill, B331"

Lesson: Stress, Strain and 0oo'e.s La(

Contributed by: LU Bioengineering )ET Program, School of Engineering, Landerbilt University Summary This lesson offers an introduction to 0oo'e.s La( as (ell as stress,strain relationshi s" Students (ill first learn the governing e!uations" Then students (ill (or' through several e-am le roblems first individually, then as a class" In addition, the lesson includes a t(o, art associated activity" In the first art, students e- lore 0oo'e.s la( by e- erimentally determining an un'no(n s ring constant" In the second art, students (ill a ly (hat they.ve learned to create a strain gra h de icting a tumor using 5icrosoft E-cel" 4inally, the lesson includes an attached stress,strain !ui* to assess each student.s 'no(ledge follo(ing the activities" Engineering Connection Engineering analysis or artial design ;ver three hundred years ago, )obert 0oo'e identified a ro ortionality (hich has remained a fundamental conce t to hysicists and engineers today" Though his la( (as established for the case of s rings alone, it has since been related to all materials of 'no(n surface area" The relationshi used most readily today is the direct ro ortionality bet(een stress and strain" Together, civil engineers, mechanical engineers and material scientists, must carefully select structural materials (hich are able to safely endure everyday stress (hile remaining in the elastic region of the stress,strain curve, other(ise ermanent deformation (ill ensue" #rchitects (ho once chose stone for its aesthetic a eal are no( choosing steel for its long term endurance" 4or biomedical engineers, titanium is the current material of choice for its biocom atibility but most im ortantly, it.s ca ability to (ithstand the tensile and com ressive stress of the body.s (eight" In the attached roblem set, students e- lore a lications of 0oo'e.s La( and stress,strain

relationshi s" In roblem M s ecifically, students a ly these relationshi s to the case of body tissue, li'e a biomedical engineer (ould" Learning Objectives #fter this lesson, students should be able to: 1" Understand stress and strain conce ts and the relationshi bet(een them" B" Understand 0oo'e.s La( and a ly it to analy*e s rings" J" Be able to use E-cel to ma'e a sim le strain lot" :" )elate stress and strain to the engineering challenge" Introduction/Motivation In today.s lesson, (e (ill begin to learn about 0oo'e.s la( and then (e (ill learn ho( to a ly this ro ortionality to body tissue" /e (ill learn e-actly (hat the terms stress and strain describe as (ell as the relationshi bet(een them" #fter going through the lesson.s material, I (ill ass out a handout (ith sam le roblems" I (ould li'e these to be (or'ed to the best of your abilities inde endently firstN then (e (ill revie( the roblems as a class" #fter gro(ing familiar (ith using the ne( e!uations, (e (ill e- lore 0oo'e.s la( in an associated activity $# lying 0oo'e.s La( to Cancer +etection% by e- erimentally determining an un'no(n ro ortionality constant" #fter e- loring 0oo'e.s la(, in the second ortion of the activity, (e (ill begin to a ly (hat (e.ve learned to develo a means of imaging body tissues and (e (ill soon be able to detect malignant tumors6 Kou (ill ractice gra hing re ared data to de ict cancerous tissue" #fter (e have mastered this material, (e (ill have a !ui* on stress, strain and 0oo'e.s la(" Please ta'e careful notes and be sure to as' any !uestions you may have about the e-am le roblems (e (ill be (or'ing through" )eferring bac' to the legacy cycle (hich (e discussed in the revious lesson, today.s lesson (ill constitute the research and revise hase" )efer bac' to your initial thoughts notes and record any ne( information (hich (ill a ly to solving the challenge" Kour goal today is to revie(, revise and e- and you current 'no(ledge6 @o(, let.s learn ho( to detect cancer" Lesson Background & Concepts for Teachers Legacy cycle information: This lesson falls into the %esearch and %evise hase of the legacy cycle" Students (ill begin to learn the basic conce ts re!uired for creating a strain gra h to de ict cancerous tissue" 4ollo(ing this lesson, students should revise their initial thoughts and at the conclusion of the associated activity, students should have the s'ills necessary to &o Public (ith a solution" But before &oing Public, students (ill com lete the attached handout, Oui*, Stress, Strain and 0oo'e.s La( as art of the Test Kour 5ettle hase of the legacy cycle" This !ui* (ill offer formative assessment (hile the ne-t lesson.s &o Public hase (ill offer summative assessment"

Lecture Information: In the late 1233s, )obert 0oo'e stated that CThe o(er of any s ringy body is in the same ro ortion (ith the e-tension"C Though 0oo'e.s la( has remained valid today, the (ording has been corrected, re lacing o(er (ith force" The la( is e- lained by a direct ro ortionality bet(een a s ring.s com ression or e- ansion and the restoring force (hich ensues" The relationshi is given by +, -k . /) (here /) is the distance a s ring has been stretch, + is the restoring force e-erted by the s ring and k is the s ring constant (hich characteri*es elastic ro erties of the s ring.s material" This la( is valid (ithin the elastic limit of a linear s ring, (hen acting along a frictionless surface" E-tending 0oo'e.s e- loration of s rings, it becomes a arent that most materials act li'e s rings (ith force being directly ro ortional to dis lacement" But as com ared to s rings, other materials ossess an area (hich must be accounted for" )e lacing force (ith a measure of stress and dis lacement (ith a measure of strain, the follo(ing e- ression may be obtained, 0 , !. 1" /e (ill no( e- lore the measures of stress and strain" Stress is a measure of average force er unit area, given by 0 , +/( (here average stress, 0, e!uals force, +, acting over area, (" The SI unit for stress is ascals $Pa% (hich is e!ual to 1 @e(ton er s!uare meter" The Psi is an alternative unit (hich e- resses ounds er s!uare inch" The units of stress are e!ual to the units of ressure (hich is also a measure of force er unit area" Stress cannot be measured directly and is therefore inferred from a measure of strain and a constant 'no(n as Koung.s modulus of elasticity" The relationshi is given by 0 , !. 1, (here 0 re resents stress, 1 re resents strain and ! re resents Koung.s modulus of elasticity" Using this means of inferring stress, strain is a geometrical measure of deformation and Koung.s modulus is a measure used to characteri*e the stiffness of an elastic material" Strain does not carry a unit but the units of Koung.s modulus are Pa" Strain is characteri*ed by the ratio of total deformation or change in length to the initial length" This relationshi is given by 1 , /l/l3 (here strain, 1, is change in l divided by initial length , l2" The follo(ing roblems may be (or'ed inde endently and revie(ed as a class, encouraging students to become more familiar (ith using the e!uations given above" Each student should receive a co y of the Stress, Strain and 0oo'e.s La( Problem Set $ df%" You 'ill need to S()* ALL *)%+, Useful constants that you 'ill need to -no' are in a table belo', .assume given constants have / Significant Figures .SF0, Please also note the relationships 'e1ve 2ust discussed given belo', 5aterial 1" Steel

Koung.s 5odule: B33-138 E$Pa%

B" Cast Iron

Koung.s 5odule: 133-138 E$Pa%

J" Concrete

Koung.s 5odule: B3"3-138 E$Pa%

F=m*a =F/A = l/l0 = E* F= -k * x 1" # JJ:3 @ ball is su orted vertically by a 1"83 cm diameter steel cable" #ssuming the cable has a length of 13"J m, determine the stress and the strain in the cable" B" Consider an iron rod (ith a cross,sectional area of J"91 cmB that has a force of 22,M33 @ a lied to it" 4ind the stress in the rod" J" # concrete ost (ith a D3"9 cm diameter is su orting a com ressive load of 9813 @e(tons" +etermine the stress the ost is bearing" :" The concrete ost in the revious roblem has an initial height of 3"DD m" 0o( much shorter is the ost once the load is a lied $in mm%H D" # construction crane (ith a 1"83 cm diameter cable has a ma-imum functioning stress of 1J9 5Pa" 4ind the ma-imum load that the crane can endure" 2" Consider 0oo'e.s La( as a sim le ro ortionality (here 4 is directly ro ortional to P-" Therefore, (e 'no( the force stretching a s ring is directly ro ortional to the distance the s ring stretches" If BBJ @ stretches a s ring 1B"M cm, ho( much stretch can (e e- ect to result from a of DJ: @H M" The figure belo( sho(s a column of fatty tissue, determine the strain in each of the three regions"

&ocabu ar'/#efinitions Stress: 1" The hysical ressure, ull, or other force e-erted on a system by another" B" # load, force, or system of forces roducing a strain" J" The ratio of force to area" Strain: 1" +eformation of a body or structure as a result of an a lied force" B" Stretch beyond the ro er oint or limit" %adiologist:1" # medical s ecialist (ho e-amines hotogra hs of tissues, organs, bones for use in the treatment of disease" (ssociated (ctivities

#ctivity B: #

lying 0oo'e.s La( to Cancer +etection

10

#ttachments

Stress, Strain and 0oo'e.s La( Problem Set $ df% Stress, Strain and 0oo'e.s La( Problem Set Solutions $ df% Oui*, Stress, Strain and 0oo'e.s La( $ df%

(ssessment Embedded #ssessment: The attached roblem set is to be com leted in class and may be used to gauge student com rehension" The final !uestion of the roblem set and the a lication !uestions of #ctivity B offer an assessment of the students. understanding of the challenge" These !uestions should be used as a means of testing (hether the students are a lying their ac!uired 'no(ledge to(ard solving the engineering challenge" Post Lesson #ssessment: The attached !ui* (ill offer a formative ost,lesson assessment as art of the Test your 5ettle hase of the legacy cycle" *eferences +ictionary"com" Le-ico Publishing Irou ,LLC" #ccessed +ecember B9, B339" $Source of vocabulary definitions, (ith some ada tation% htt :<<((("dictionary"com

0ands,on #ctivity: # lying 0oo'e.s La( to Cancer +etection Contributed by: LU Bioengineering )ET Program, School of Engineering, Landerbilt University
Summary Students e- lore 0oo'e.s la( (hile (or'ing in small grou s at their lab benches" They collect dis lacement data for s rings (ith un'no(n s ring constants, ', by adding various masses of 'no(n (eight" #fter e- loring 0oo'e.s la( and ans(ering a series of a lication !uestions, students a ly their ne( understanding to e- lore a tissue of 'no(n surface area" Students then use the necessary relationshi s to de ict a cancerous tumor amidst normal tissue by creating a gra h in 5icrosoft E-cel" Engineering Connection

11

Engineering analysis or artial design 0oo'e.s la( defines the direct ro ortionality bet(een a s ring.s deformation and the restoring force that results" 5ost commonly, a derivative of 0oo'e.s la( is used in engineering a licationsGa relationshi that directly relates stress and strain" 4or e-am le, the stress,strain curve is commonly used by material scientists and engineers (hile selecting materials for structures" /ithin the linear region, the slo e is defined by the Koung.s modulus of (lasticity" Civil engineers often study the stress,strain curve (hen using strain hardening and other methods to increase the yield strength of a material" In this activity, articularly in the investigating !uestions 2 and M, students e- lore the relationshi bet(een 0oo'e.s la( and the stress,strain e!uation" In addition, students must a ly their understanding of 0oo'e.s la( to create a strain lot" Pre,)e! 7no(ledge # basic understanding of the conce ts of 0oo'e.s la(, stress and strain, as resented in Lesson B" Learning Objectives #fter this activity, students should be able to:

+escribe (hat is meant by 0oo'e.s la(" # ly 0oo'e.s la( relationshi s to analy*ing tissue of a 'no(n surface area" +e ict a cancerous tumor using gra hing methods in 5icrosoft E-cel"

5aterials List Part 1: Each lab grou needs: hysics lab stand meter stic'

s ring $(ith hoo's% endulum clam slotted mass set com uter (ith 5icrosoft E-cel $or other s readsheet a lication% 0oo'e.s La( /or'sheet, one er student

Part B:

12

Each grou needs a com uter (ith 5icrosoft E-cel and the Ienerating a 1,+ Strain Plot 0andout" The handout has instructions s ecifically for E-cel, but if you ad&ust the instructions, another s readsheet rogram could be used" Introduction/Motivation 0ave you ever (ondered ho( the value of the gas constant (as measured<discovered, or the charge on an electron, or the Koung.s modulus of elasticity values (e used in the roblem set yesterdayH Ever (ondered (here all these values come fromH /ell today (e are going to solve for one ourselves" In grou s of three, (e are going to e- erimentally find the s ring constant, ', for a fe( s rings" #fter collecting data, (e (ill use the relationshi given by 0oo'e.s la( to solve for an a ro-imation of the constant" #fter e- loring 0oo'e.s la( and ans(ering a fe( a lication !uestions, (e (ill a ly (hat (e.ve learned to study a body tissue (ith 'no(n surface area" Because 0oo'e.s la( a lies to s rings, (e must ma'e a fe( ada tations to the e- ression 4> ,' P-, to account for area" By the end of the activity, you (ill be able to a ly (hat you 'no( about 0oo'e.s la(, stress and strain to de ict a tumor amidst normal tissue using a gra h in 5icrosoft E-cel" &ocabu ar'/#efinitions ultrasound imaging: The a lication of ultrasonic (aves to thera y or diagnostics, as in dee , heat treatment of a &oint or imaging of internal structures" cancer: # malignant and invasive gro(th or tumor tending to recur after removal and to metastasi*e to other sites" stress: The hysical ressure, ull or other force e-erted on a system by another, roducing a strain" 5easured by the ratio of force to area" strain: +eformation of a body or structure as a result of an a lied force beyond limit" force: #n influence on a body or system, roducing a change in movement or in sha e or other effects" spring: #n elastic body such as a (ire of steel coiled s irally that recovers its sha e after being com ressed, bent or stretched" Young1s modulus of # mathematical constant that re resents ho( difficult a material is to stretch elasticity: "rocedure Bac'ground This activity constitutes the %esearch and %evise hase of the legacy cycle" Students e- lore 0oo'e.s la( in a hands,on, laboratory situation" They e- erimentally solve for the s ring constant, ', of a given s ring by measuring the s ring.s dis lacement (hen a mass of 'no(n (eight is added" #fter ans(ering some a lication !uestions on 0oo'e.s la(, students relate 0oo'e.s la( to a body tissue of 'no(n surface area" Continuing their research and revising their

13

initial thoughts for solving the engineering challenge, students follo( ste ,by,ste instructions to de ict a cancerous tissue in a gra h generated in 5icrosoft E-cel" Though students (or' in grou s, it is e- ected that they com lete their o(n activity (or'sheets" Students may discuss the !uestions but should ans(er the !uestions individually"

E-am le lab setu " Before the #ctivity

Provide each lab station (ith the necessary materials" #ssign grou s of three for the activity" 5a'e co ies of the 0oo'e.s La( /or'sheet and Ienerating a 1,+ Strain Plot 0andout"

/ith the Students 1" Pass out the t(o handouts" Use the 0oo'e.s La( /or'sheet as an instructional guide (hen creating strain lots" Use the Ienerating a 1,+ Strain Plot 0andout as an instructional guide to the labN each student is res onsible for com leting and submitting the analysis and a lication !uestions by the end of the class eriod" B" 0ave students move into their assigned grou s and go to their lab benches" J" +irect students to follo( the (or'sheet and handout instructions" )emind them that they may (or' together, but each student is res onsible for com leting and turning in their o(n ans(ers and solutions" :" /hen students are ready to move on to the strain lot, have them remain in their grou sN only one gra h needs to be turned in er grou " )emind them to return to their initial thoughts notes and add any ne( notes that may hel them solve the challenge" #ttachments

0oo'e.s La( /or'sheet $doc%

14

0oo'e.s La( /or'sheet $ df% Ienerating a 1,+ Strain Plot 0andout $doc% Ienerating a 1,+ Strain Plot 0andout $ df%

Investigating Ouestions

0o( do 0oo'e.s la( and the stress,strain relationshi relateH /hich variables corres ondH /hat do (e 'no( about cancerous tissue that allo(s us to use these conce ts to de ict itH /hat ty es of soft(are (ould be a ro riate for our imagingH Using these methods, (ill our imaging method be ainlessH /ill it be effective and reliableH 0o( about cost effectiveH

(ssessment Activity Embedded Assessment: The 0oo'e.s la( a lication !uestions and the 1,+ strain lot both function as means of assessment" Students must first develo an understanding of 0oo'e.s la(" Then they must relate this conce t to a tissue (ith 'no(n cross,sectional area" This conce t may be used to detect a cancerous tumor (here the tumor.s elastic ro erties differ from that of normal tissue" (ctivit' !)tensions To e-tend the hands,on as ect of e- loring the tissue, consider obtaining ballistic gel $such as htt :<<en"(i'i edia"org<(i'i<BallisticQgelatin or htt :<<((("myscience ro&ect"org<gelatin"html% of differing stiffness" This may be used to mimic the differing tissue structure of cancerous and normal tissue as re resented by varying Koung.s modulus of elasticity" (ctivit' Sca ing

4or u er,level students, remove the ste ,by,ste instructions for generating the 1,+ strain lot" 4or lo(er,level students, ta'e the time to relate 0oo'e.s la( to the stress,strain relationshi as a class" 5a'e this connection (ith the students, using a visual re resentation on the board"

*eferences

15

+ictionary"com" Le-ico Publishing Irou ,LLC" #ccessed +ecember B9, B339" $source of vocabulary definitions, (ith some ada tation%