Diagnostic Device · SHS3 Biomedical Science

Lesson notes

Learning Objectives

Indicator: 3.3.1.LI.2 - Design and construct a simple diagnostic device/assemble the units of a medical device.

By the end of the lesson, learners can:

Identify and describe the function of each major unit (sensor, processor, display, power source) of a simple diagnostic device such as a digital thermometer or heartbeat monitor.
Assemble the units of a simple diagnostic device from provided or improvised components, following a step-by-step procedure.
Disassemble a diagnostic device and correctly name each part with its function, showing care and precision.
Diagnose and fix a simple assembly fault (for example, a loose connection or reversed battery) in a diagnostic device.
Justify design choices made during construction, explaining why each unit was selected and how it contributes to the device’s function.

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Curriculum details

Strand: Biomedical Intervention (Strand 3)
Sub-strand: Diagnostic Device (3.1)
Content standard: 3.3.1.CS.1 - Demonstrate understanding of the knowledge and skills required to design and construct some basic medical devices. 3.3.1.LO.1 Design and construct some basic medical devices and pitch them to potential investors.
Indicator: 3.3.1.LI.2 - Design and construct a simple diagnostic device/assemble the units of a medical device.
Suggested placement: Semester 2, Week 7 (Week 27 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 96

Exemplars (from the NaCCA curriculum)

Project-Based Learning: Learners work in mixed-ability groups to design and build a diagnostic medical device such as a thermometer, heartbeat monitor, breath alcohol monitor, paper-based colorimetric sensors, etc. Learners may consult existing literature and experts, review existing devices and offer improvements, etc. Groups present their works at the end of the specified period.
Experiential Learning: An invited resource person gives a talk about a specified diagnostic medical device. After the talk, the resource person leads the class to disassemble the device and identify the parts and functions. The device is then assembled. The resource person leads learners to repeat the disassembling and assembling processes to familiarize learners with the device.
Teaching and Learning Resources:
- Projector
- Internet
- Textbook
- Medical device
Assessment (3.3.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.