Virtual Hip Replacement Surgery


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Teacher's Guide

Recommended Grade Levels: 7 - 12 and up 
WARNING: Some of the photographs and procedures in this surgery activity are rather graphic.

Tips for using the site with students      

  1. Before using this activity in class (or at home with your kids) go through the activity once to make sure it works correctly on your computer(s). This activity is recommended for broadband internet access - expect load times between 15 seconds and 1.5 minutes depending on your internet connection. If the activity does not load after clicking the 'start' button, you may be asked to download a Flash Player from Adobe.com. Please click yes, as this allows you to view the Edheads Virtual Hip Replacement Surgery.

  2. If you are using an iPad or other iDevice, our games will not play without downloading an app or browser. We recommend the Puffin Academy browser, that is a moderated site limited to educational content for teachers and families to use. The Puffin Academy browser is FREE and can be found here: http://www.puffinbrowser.com/download.

  3. Your computer(s) will need to have some sort of sound output. Either speakers or headphones will work well. The majority of this activity has voice audio. We highly recommend headphones in a classroom setting.

  4. Students in the target grade-range will take approximately fifteen minutes to complete surgery working individually or in groups of two to three. Some students can get queasy using this activity, particularly when looking at the photos of real surgery. We recommend closely monitoring students when they experience this activity for the first time.

  5. If the teacher would like students to fill out a worksheet while doing the activity, that can be printed here. The worksheet is NOT necessary to complete the activity but is a way for students to show they have done the activity or for teachers to track student progress.

  6. Assessment Tools: Teachers may want to have students put their names on the worksheets and turn them in, which should indicate if students completed the assigned activity. There is also a quiz that can be given:
    A quick 10 question quiz can be found here
    Answers to the quiz questions can be found here

  7. After students use the site, teachers may want to discuss with their class why certain steps of surgery occurred in the order they did, or why these steps were performed at all. Asking questions such as “Why do you think the Operating Room team asks the patient to do math (counting backwards by 7s) during the surgery?” will get students thinking about WHY various steps exist or why they are accomplished as they are. Teachers can also ask questions such as, “What do you think the FIRST brain surgery was like and how do you think it differed from today’s surgery?”

Answers to Questions in the Activity 

Q1. Which hip do you think needs surgery?
A1. The patient’s right hip (the one on the left in the x-ray).

Q2.
Why is it critically important to protect the sciatic nerve throughout this procedure?
A2. The patient won’t be able to use her leg again if this is severely damaged or cut. 

Q3. Why should we try to ream more towards the top of the acetabulum?
A3. The worn, or sclerotic, bone at the top of the cup is harder to ream than the bone at the bottom.

Q4. Why does the plastic liner offer more coverage at the top, back part of the cup?
A4. This extra coverage prevents the most common form of dislocation.

Q5. Why does the patient have osteophytes?
A5. The hip bones compensate for excessive wear by growing osteophytes.


Next Generation Science Standards
http://www.nextgenscience.org

CCSS Middle School ELA

RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text Middle School Engineering, Technology, and the Applications of Science

HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

High School Math

HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. High School ELA

RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Ohio Science Standards

Science & Technology
Grades 6-8:

  1. Give examples of how technological advances, influenced by scientific knowledge, affect the quality of life.
  2. Design a solution or product taking into account needs and constraints (e.g., cost, time, trade-offs, properties of materials, safety and aesthetics).

Scientific Inquiry
Grades 6-8:

  1. Explain that there are differing sets of procedures for guiding scientific investigations and procedures are determined by the nature of the investigation, safety considerations and appropriate tools.

Scientific Ways of Knowing
Grades 11-12:

  1. Explain how ethical considerations shape scientific endeavors.
  2. Explain how societal issues and considerations affect the progress of science and technology.

National Science Standards   

Content Standards
Grades 5-8:

  1. Understandings about scientific Inquiry.
  2. Understanding of structure and function in living systems, reproduction and heredity.
  3. Abilities of technological design and understandings about science and technology.
  4. Personal health risks and benefits, science and technology in society.

Grades 9-12:

  1. Understandings about scientific inquiry.
  2. Matter, energy and organization in living systems and behavior of organisms.
  3. Abilities of technological design, understandings about science and technology.
  4. Natural and human-induced hazards, science and technology in local, national, and global challenges.
  5. Understanding of the nature of scientific knowledge and science as a human endeavor.