Article
WAYNE DAVIS, COURTESY OF MIKE SCHULTZ (SNOWBIKECROSS)

Built for the Slopes

After a major injury, this athlete designed an artificial leg to help him return to winter sports

By Nell Durfee
From the February 2023 Issue

Learning Objective: Students will integrate information about how prosthetic limbs are designed from two texts.

Lexile: 860L; 610L
Guided Reading Level: S
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Since he was a teen, Mike Schultz has competed in extreme sports. They ranged from motocross to snowbikecross, a type of winter biking. In 2008, Schultz was competing in a snocross race, in which athletes speed over courses on special snowmobiles. In a rough patch, he flew off his bike and mangled his left leg badly. Doctors had to remove it above the knee.

Mike Schultz competes in extreme sports. He’s done so since he was a teen. They ranged from motocross to snowbikecross. That’s a type of winter biking. Schultz was in a snocross race in 2008. Athletes in this sport speed over courses on special snowmobiles. Schultz hit a rough patch. He hurt his left leg badly. Doctors had to remove it above the knee.

ALEX LIVESEY/GETTY IMAGES

Schultz spent six weeks learning to walk with a prosthesis, or artificial limb. The leg couldn’t absorb an impact without breaking. Schultz thought he’d never compete again.

In 2009, he heard about an event for athletes with disabilities at the Summer X Games. Schultz had always liked tinkering with machines. If he could build a better prosthesis, he might be able to return to the sports he loved. “That was my motivation,” says Schultz.

Schultz spent six weeks learning to walk again. He used a leg prosthesis. This artificial limb couldn’t absorb an impact without breaking. Schultz thought he’d never compete again.

Schultz heard about an event in 2009. It was for athletes with disabilities. It was at the Summer X Games. Schultz liked tinkering with machines. He wondered if he could build a better prosthesis. Then he could return to the sports he loved. “That was my motivation,” says Schultz. 

A New Knee

First, Schultz focused on designing a better knee. The new prosthesis would need to be able to absorb the impact of a hard fall. It would also need to bend like a human knee.

Schultz sketched out his ideas. Working in a friend’s studio, he built a prototype, or an early version, of his design. He used lightweight, flexible aluminum. Schultz placed a shock absorber from a mountain bike inside. This device contains springs that absorb some of the force of an impact.

First, Schultz focused on designing a better knee. His original prosthesis couldn’t survive a hard impact. He needed one that could. And it needed to bend like a human knee.

Schultz sketched his ideas. He worked in a friend’s studio. He built a prototype. That’s an early version of a design. He used aluminum. This metal is lightweight and flexible. Schultz placed a shock absorber from a mountain bike inside. This device contains springs. They absorb some of the force of an impact.

COURTESY OF MIKE SCHULTZ

Schultz works on an early version of his prosthetic leg.

Schultz first tested his invention on local trails. It worked well. But at the Summer X Games, he landed hard on his motocross bike. The foot snapped! Still, Schultz managed to cross the finish line, placing second. “That was my first big triumph since becoming an amputee,” he says.

Schultz needed to redesign the prosthetic foot and ankle so that they wouldn’t break from the force of a hard landing. He decided to add a small shock absorber to the ankle. He also covered the foot with a layer of rubber to help it grip surfaces.

Schultz used his devices—called the Moto Knee and the Versa Foot—at the 2010 Winter X Games and won a gold medal in snocross. Thanks to his inventions, Schultz was better than ever.

Schultz tested his invention on local trails. It worked well. But at the Summer X Games he landed hard on his motocross bike. The foot snapped! Still, Schultz managed to cross the finish line in second place. “That was my first big triumph since becoming an amputee,” he says.

Schultz remade the prosthesis. He added a small shock absorber to the ankle. That way it wouldn’t break from the force of a hard landing. He covered the foot with a layer of rubber. That helped it grip surfaces.

Schultz called his devices the Moto Knee and the Versa Foot. He used them at the 2010 Winter X Games. He won a gold medal in snocross. Schultz was better than ever thanks to his inventions.

Game On!

Over time, Schultz met other athletes who wanted to use his prosthesis. So he founded a company, BioDapt, that makes devices designed for a variety of sports. It also makes prosthetic limbs for kids.

In 2018, Schultz won gold and silver medals in snowboarding at the Paralympics in Pyeongchang, South Korea. He won a silver medal at the 2022 Paralympics in Beijing, China. There, Schultz was excited to see that 26 athletes from 11 countries used his devices. “That’s a whole different level of accomplishment.”

Schultz met other athletes who wanted to use his prosthesis. So he started a company. It’s called BioDapt. It makes devices for different sports. It also makes prosthetic limbs for kids.

Schultz won gold and silver medals in 2018. They were in snowboarding at the Paralympics. The games were held in Pyeongchang, South Korea. He won a silver medal at the 2022 Paralympics in Beijing, China. There, 26 athletes from 11 countries used Schultz’s devices. “That’s a whole different level of accomplishment,” he says.

video (1)
Activities (3)
Quizzes (1)
Answer Key (1)
Step-by-Step Lesson Plan

1.  ENGAGE: Play a video about prosthetic limbs for kids to introduce the engineering design process.

  • Play the video “Robotic Arm Engineer.” Draw a circular flowchart showing the following steps of the engineering design process: Ask, Imagine, Plan, Build and Test, Improve. Discuss how the video showed each of these steps in action. (e.g., Ask: Interview kids who need prostheses and research other questions; Imagine: come up with cool new designs; Plan: decide to use 3-D printing technology, pick one design to make, create the 3-D printing file; Build and Test: Build a prototype and have kids try it out; Improve: Use feedback to make the design better.
  • Ask: Why does an arrow connect step 5 to step 1? (Making improvements could bring up new problems that need solving.)

2. EXPLORE: Read the article and identify aspects of the design process.

  • Tell students they are going to learn about an athlete that uses a design process to make special prosthetic limbs for competitive sports. Read the article aloud. Connect parts of the article to your engineering design process flowchart.
  • Optional: Have student pairs complete the article’s Quick Quiz.

3. EXPLAIN: Brainstorm ideas for a sports prosthesis and explain the reasoning behind it.

  • Discuss the Investigate It! questions (p. 11) and share the accompanying answer sheet. 
  • For the last question, have students examine how their legs can bend and move while they’re seated. Have students stand and pay attention to their legs as they march in place, then gently jump up and down. Discuss their observations. 
  • Have students list some favorite sports. Ask students to think about how a player’s legs move in one of those sports. What would be important to remember when designing prosthetic legs for that sport? Let students sketch out ideas and add an explanation of why their design could be appropriate for a particular sport. 

4. EXTEND: Synthesize information from paired texts about prosthetic limbs.

  • Share the paired text, Designing Prosthetic Parts, and read aloud the story about Beauty, a bald eagle. Return to your engineering design flowchart and have students discuss which elements of the story are part of which step. Then have students answer the questions in pairs.

5. EVALUATE: Deepen understanding as students relate the design process to their own lives.

  • Have students record three things they learned about the engineering design process from the texts and video. Close with the prompt: “One way I can connect today’s lesson to my life is …” and conduct a think-pair-share: Have students think or write independently, discuss with a partner, and then share as a class. Discuss how students can use ideas from the engineering design process to help them solve problems

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