{"id":12194,"date":"2025-03-18T15:54:18","date_gmt":"2025-03-18T14:54:18","guid":{"rendered":"https:\/\/www.lyceelecorbusier.eu\/dnmade-is\/?p=12194"},"modified":"2025-03-26T08:39:51","modified_gmt":"2025-03-26T07:39:51","slug":"prototypage-immagerie-medicale","status":"publish","type":"post","link":"https:\/\/www.lyceelecorbusier.eu\/dnmade-is\/?p=12194","title":{"rendered":"Prototypage- Imagerie m\u00e9dicale"},"content":{"rendered":"

<\/p>\n

Juliette Sandner & Ello\u00efse Ranivo<\/p>\n

Lundi 03 mars : \u00c9bauche d’id\u00e9es<\/strong><\/span><\/p>\n

Comment peut-on voir \u00e0 l’int\u00e9rieur du vivant ?<\/span><\/p>\n\n\n\n\n\n\n\n\n
\u00a0<\/caption>\n
Quelles notions cl\u00e9s doit-on retenir \u00e0 la fin des ateliers?<\/span><\/strong><\/td>\nLe principe utilis\u00e9<\/span><\/strong><\/td>\nLa(les) forme(s)<\/span><\/strong><\/td>\nLa(les) technique(s)<\/span><\/strong><\/td>\n<\/tr>\n
La Luminescence\/ fluorescence<\/span><\/td>\ntransparence<\/span><\/td>\nprojection de lumi\u00e8re diff\u00e9rente sur un corps (fictif)<\/span><\/td>\nLumi\u00e8re UV avec ancre fluorescente<\/span><\/td>\n<\/tr>\n
La bioimagerie<\/span><\/td>\njeux de couleurs<\/span><\/td>\nfiltre de couleurs que l’on bouge sur des aplats color\u00e9s<\/span><\/td>\ncouleurs compl\u00e9mentaire qui s’annulent<\/span><\/td>\n<\/tr>\n
Les Nanosondes<\/span><\/td>\nagents luminescents<\/span><\/td>\nimage qui apparait apr\u00e8s coup<\/span><\/td>\n\u00a0?<\/span><\/td>\n<\/tr>\n
Spectre de Lumi\u00e8re<\/span><\/td>\njeux de lumi\u00e8re<\/span><\/td>\n\u00a0?<\/span><\/td>\n\u00a0?<\/span><\/td>\n<\/tr>\n
Le tout petit\/ Nano-<\/span><\/td>\ncomparaison<\/span><\/td>\n?<\/span><\/td>\n?<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Mardi 04 mars: Recherche de pistes\u00a0<\/strong><\/span><\/p>\n

\"\"<\/p>\n

Avant d\u2019avancer dans notre projet, nous avons pris le temps de nous poser les bonnes questions :<\/span><\/p>\n

    \n
  • \n
      \n
    • Quel r\u00f4le jouent les enfants ?<\/span><\/li>\n
    • Quelles sont les missions des joueur\u00b7euse\u00b7s ?<\/span><\/li>\n
    • Que font-ils concr\u00e8tement lors des ateliers ?<\/span><\/li>\n
    • Quel est l\u2019univers du jeu (lieu, \u00e9poque) ?<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

      Apr\u00e8s avoir explor\u00e9 diff\u00e9rentes possibilit\u00e9s, nous avons s\u00e9lectionn\u00e9 les id\u00e9es qui nous semblaient les plus pertinentes et inspirantes. Pour mieux ancrer notre projet dans un univers coh\u00e9rent, nous avons \u00e9labor\u00e9 un mood board<\/strong> et d\u00e9fini un champ lexical<\/strong> sp\u00e9cifique.<\/span><\/p>\n

      Avec ces bases solides, nous avons pu r\u00e9diger un pitch<\/strong> introductif. Ce dernier sera pr\u00e9sent\u00e9 aux enfants avant les ateliers afin de les plonger dans le contexte du jeu et de leur donner un objectif clair.<\/span><\/p>\n

      Lundi 10 mars & Mardi 11 mars : Premi\u00e8res constructions de prototypes et r\u00e9daction du sc\u00e9nario d’usage<\/span><\/strong><\/p>\n

      Prototype de l’IRM :\u00a0<\/span><\/p>\n

      \"\"\"\"<\/p>\n

      Prototype du scanner :\u00a0<\/span><\/p>\n

      \"\"\"\"<\/p>\n

      Prototype de l’\u00e9chographie :\u00a0<\/span><\/p>\n

      \"\"\"\"<\/p>\n

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