Introduction to Neural Engineering: Neuroprosthetics & Brain-Computer Interfaces A Curriculum Unit for Grades 6-12 STEM Classes Research Experience for Teachers (RET) Program Draft for Piloting, September 2014 Copyright © 2014, Center for Sensorimotor Neural Engineering, University of Washington About the Research Experience for Teachers (RET) Program The Research Experience for Teachers (RET) program is a seven week research experience for middle and high school STEM teachers, hosted by the Center for Sensorimotor Neural Engineering (CSNE) on the University of Washington’s Seattle campus. Each summer cohort is selected through a competitive application process. Accepted teachers work in a CSNE lab alongside a team of researchers conducting cutting-edge neural engineering research. They enhance their understanding of lab safety, bioethics, engineering education, and curriculum design. Together, the teachers work to develop innovative neural engineering curriculum materials, which are then pilot-tested in their own classrooms the following academic year. About the Center for Sensorimotor Neural Engineering (CSNE) The Center for Sensorimotor Neural Engineering (CSNE) develops innovative modes of human-computer interaction by connecting brains with technology. We study signals from the brain, use that information to cause an action—such as moving a prosthetic hand or computer cursor—and provide useful information back to the brain. Our research is aimed at significantly improving the quality of life for people with spinal cord injury, stroke, Parkinson's disease, and other disabilities. By designing closed-loop neural-interactive systems we hope to help restore mobility as well as sensory and motor functions. Neural Engineering Skill Sets The CSNE has identified the following skill sets as essential for students to achieve neural engineering competency. All education activities supported by the CSNE are designed to teach one or more of these skills. 1. Fundamentals of neuroscience, engineering, and neuroethics research: Knowledge of core concepts in neuroscience and neural engineering, designing and conducting experiments, analysis and interpretation of results, problem solving, understanding primary scientific literature, building scientific knowledge, and ethical and responsible conduct of research. 2. Neural engineering best practices: Oral and written communication of neural engineering knowledge and research, confidence, working independently, working on a team, participating in a learning community, innovation, and persistence. 3. Connections to neural engineering industry and careers: Awareness of career options in neural engineering and pathways Funding The Research Experience for Teachers program is supported by National Science Foundation Award EEC-1028725. Program Contact Information: Kristen Bergsman, M.Ed. Eric H. Chudler, Ph.D. CSNE Pre-College Education Program CSNE Executive Director & Education Co- Manager Director University of Washington University of Washington Phone: 206-221-1494 Phone: 206-616-6899 Email: [email protected] Email: [email protected] Karen May Newman CSNE Education Co-Director San Diego State University Phone: 619-594-5652 Email: [email protected] CSNE Address: 1414 NE 42nd Street, Suite 204, Seattle, WA 98105 CSNE Website: http://www.csne-erc.org Credits: Kristen Bergsman, Pre-college Education Manager, Center for Sensorimotor Neural Engineering Claudia Lemus, Science Teacher, TAF Academy, Federal Way, WA Renee Poitras, Science Teacher, Kent-Meridian High School, Kent, WA Steve Pratt, Science Teacher, Cleveland High School, Seattle, WA Angelica Sauceda, Science Teacher, TAF Academy, Federal Way, WA Acknowledgements: We acknowledge the support of the following individuals: Rajesh Rao, PhD; Eric Chudler, PhD; Lise Johnson, PhD; Kristi Morgansen, PhD; William Shain, PhD; Deb Harper; Josh Patrick; Mary Guiden; and Meghan Helms. Our gratitude is extended to the following people and organizations that granted the use of their educational materials: Backyard Brains, Institute for Systems Biology, Neuroscience for Kids, and Dr. Paul Gabbott. Disclaimer: All Research Experience for Teachers materials are provided “as-is” and without any warranties of any kind, either expressed or implied. Neither the Center for Sensorimotor Neural Engineering, the University of Washington, or the National Science Foundation assume any legal liability or responsibility for the completeness, accuracy, or usefulness of any information in this curriculum unit, or represents that its use would not infringe privately owned rights. Copyright: Copyright © 2014, Center for Sensorimotor Neural Engineering, University of Washington. Permission is granted to reproduce and use these materials for non-profit, educational use only. Table of Contents About the RET Program & the CSNE Contact Information & Credits Alignment to National Learning Standards Lesson One: Entry Event—Launching the Neuroprosthetics Project Student Handout 1.1: Neuroprosthetics Project Entry Document Student Handout 1.2: Neuroprosthetics T-Chart Student Handout 1.3: Exit Ticket—Introduction to Neural Engineering PowerPoint: Introduction to Neural Engineering Lesson Two: Introduction to Systems Student Handout 2.4: Systems Vocab Sheet Teacher Resource 2.4: Systems Student Vocab Guidance PowerPoint: Cell Phone Network Lesson Three: Reaction Time Lab Student Handout 3.1: What Can Impact Your Reaction Time? (Part I) Student Handout 3.2: What Can Impact Your Reaction Time? (Part II) Teacher Resource 3.1: What Can Impact Your Reaction Time? (Teacher Key) Lesson Four: SpikerBox Lab Part I—Spikes for All Student Handout 4.1: SpikerBox Lab Part I—Spikes for All Student Handout 4.2: KWL Chart Teacher Resource 4.1: SpikerBox Lab Part I Teacher Key Lesson Five: Action Potential Student Handout 5.1: Action Potential Interactive Animation Student Handout 5.2: Action Potential Race Analysis Chart Teacher Resource 5.1: Action Potential Interactive Animation Teacher Key Lesson Six: SpikerBox Lab Part II—Analyzing Spikes Student Handout 6.1: SpikerBox Lab Part II—Analyzing Spikes Student Handout 6.2: Analyzing Spikes Exit Ticket Teacher Resource 6.1: Spiker Box Lab Part II Teacher Key Lesson Seven: Neural Engineering & Brain-Computer Interfaces Student Handout 7.1: Brain-Computer Interface Fact Sheets Student Handout 7.2: Neural Engineering Examples Teacher Resource 7.1: Neural Engineering Examples Teacher Key PowerPoint: Brain-Computer Interfaces Lesson Eight: Introduction to Neuroethics Student Handout 8.1: Socratic Seminar Structure & Rubric Teacher Resource 8.1: Short Scenarios on Ethical Issues PowerPoint: Ethical Issues Surrounding Neuroprosthetics and BCIs PowerPoint: Safe Discussions in the Classroom Lesson Nine: Getting to Know the Arduino Uno Student Handout 9.1: Day One Exit Ticket Student Handout 9.2: Day Two Exit Ticket Teacher Resource 9.1: Arduino Sketches PowerPoint: Circuits and Arduino Uno Lesson Ten: Pugh Charts & Peer Review Student Handout 10.1: Pugh Chart Practice PowerPoint: Analyzing Solutions Lesson Eleven (Optional): Online Research & Writing an Abstract Appendix Neural Engineering Project Rubric Alignment to National Learning Standards Next Generation Science Standards: Middle School (Grades 6-8) Systems Event : Pugh: Charts Searches Abstracts : & Intro to to Intro SpikerBox Lab Part I : Reaction Reaction : Time Lab : : Action Potential Action : : SpikerBox Lab Part II Neural: Engineering Intro: to Neuroethics Arduino: Uno 2: 1: Entry 3 4 5 6 7 8 9 10 11 Final Project Engineering, Technology, and Applications of Science MS-ETS1-1 Engineering Design: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2 Engineering Design: Evaluate competing design solutions using a systemic process to determine how well they meet the criteria and constraints of the problem. Life Sciences MS-LS1-3 Structure, Function, and Information Processing: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. MS-LS1-8 Structure, Function, and Information Processing: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. NGSS Lead States. (2013). Next Generation Science Standards: For States, By States. Achieve, Inc. on behalf of the twenty-six states and partners that collaborated on the NGSS. Common Core State Standards: Literacy in History/Social Studies, Science, & Technical Subjects: Middle School (Grades 6-8) Systems Event : Pugh: Charts Searches Abstracts : & Intro to to Intro : Reaction Reaction : Time Lab : SpikerBox Lab Part I Potential Action : : SpikerBox Lab Part II Neural: Engineering Intro: to Neuroethics Arduino: Uno 2: 1: Entry 3 4 5 6 7 8 9 10 11 Final Project WHST.6-8.7 Writing: Conduct short research projects to answer a question (including a self- generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.8 Writing: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard form