1. Biomedical Program Courses Overview
Principles of the Biomedical Sciences
Human Body Systems
Medical Interventions
Biomedical Innovation – Senior Capstone

2. Principles of the Biomedical Sciences2

3. Course Overview
Students apply their knowledge and skills to answer questions or to solve problems related to the biomedical sciences.
Students present the results of their work to an adult audience, which may include representatives from the local healthcare or business community or the school’s PLTW partnership team.

4. Course Overview 4

5. What caused the death of Anna Garcia?
Course Overview
What caused the death of Anna Garcia?
Students are presented with a mysterious death that they work to determine the cause of death.
The units of the course then focus on the medical conditions presented in the autopsy. 5

6. Course Units 6

7. Unit 1: Human Body Systems

8. Unit 2: Heart Attack
Heart Rate
Blood Pressure
EKG

9. Introduction to basic inorganic chemistry and biochemistry
Unit 3: Diabetes
Introduction to basic inorganic chemistry and biochemistry
Differences between type I and type II diabetes
Introduction to cell regulation and metabolism

10. Unit 3: Diabetes http://www.physicslessons.com/microlabsa.htm

11. Unit 4: Sickle Cell Disease
Introduction to inheritance of traits and bioinformatics
Relationship between DNA sequence and protein structure
Use of computer simulations to visualize structures and events too small to view with a microscope

12. Unit 4: Sickle Cell Disease

13. Unit 5: Hypercholesterolemia
Introduction to inheritance of traits and bioinformatics
Relationship between DNA sequence and protein structure
Use of computer simulations to visualize structures and events too small to view with a microscope

14. Unit 5: Hypercholesterolemia

15. Unit 6: Infectious Diseases
Instruction about differences between bacteria and viruses
Instruction on ability of antibiotics to kill bacterial or inhibit bacterial growth
Instruction on basic microbiological procedures, e.g. aseptic technique, inoculation of media, etc.

16. Unit 6: Infectious Diseases

17. Unit 7: Medical Interventions
Instruction on direct relationship between technological advances and improvements in medical interventions
Many different types of interventions are available for the same medical condition

18. Unit 7: Medical Interventions

19. Instruct how to organize and write a grant proposal
Unit 8: Grant Proposal
Open-ended project
Students choose topic
Instruct how to organize and write a grant proposal
Consider having presentations made to partnership team or community members and parents

20. Human Body Systems 20

21. Course Overview 21

22. Course Overview
The course focuses on how body systems work together to maintain homeostasis and good health.
HBS takes a functional approach to traditional anatomy and physiology concepts. Students learn how different systems of the body work together to complete tasks such as movement, protection, and communication. 22

23. Course Overview
Students build organs, blood vessels, and nerves on Anatomy in Clay® skeletal manikens®. Unique identity becomes apparent with the addition of each body system.
Exploring science in action, students work through interesting real-world cases and often play the role of biomedical professionals to solve medical mysteries. 23

24. Course Units 24

25. Unit 1: Identity
Students investigate the body systems and functions that all humans have in common, and then look at differences in tissues, such as bone and muscle, and in molecules, such as DNA, to pinpoint unique identity .

27. Unit 2: Communication
Students investigate modes of communication within the human body as well as ways humans communicate with the outside world.

29. Unit 3: Power
Students investigate the human body systems that work to obtain, distribute, or process the body’s primary resources for energy – food, water, and oxygen.

32. Unit 4: Movement
Students investigate the movement of the human body as well as the movement of substances around the body.
Students combine their knowledge of power and movement to explore exercise physiology.

34. Unit 5: Protection
Students explore ways in which the human body protects itself from injury or disease.

35. Unit 6: Homeostasis
Students examine the connections between all of the human body systems and examine how these systems work together to maintain health and homeostasis.
Students begin to discuss and design medical interventions; the activities in this lesson serve as engagement for the subsequent course, Medical Interventions.

36. Medical Interventions

37. Course Overview

38. Course Overview
Students will be exposed to the variety of medical interventions involved in the prevention, diagnosis and treatment of disease as they follow the lives of a fictitious family.
The interventions will showcase the past, present, and future of biomedical science.

39. Family case scenarios will address interventions related to:
Course Overview
Family case scenarios will address interventions related to:
Immunology
Surgery
Genetics
Pharmacology
Medical Devices
Diagnostics
The course emphasizes preventative interventions as well as the important role scientific thinking and engineering design play in the development of interventions of the future.

40. Course Units

41. Unit 1: How to Fight Infection
Students will follow college freshman Sue Smith through the diagnosis of a mystery infection, as well as through her treatment and follow-up care.

42. Activity 1.1.1 Medical Interventions Inventory
Students will brainstorm medical interventions and work together to categorize their lists into groups. Students will post their ideas around the room using Post-it notes and then will work with a team to group and name the categories of medical interventions. Although the interventions in the course will not be explored by category, students should look for examples of surgery, medical devices, diagnostics, immunology, genetics, pharmacology, rehabilitation, and lifestyle decisions, as they follow the family through the four scenarios in the course.
Activity Investigating an Outbreak
Students will analyze patient symptoms and identify possible pathogens responsible for a disease outbreak at a local college. They will read a paragraph about each patient and begin to identify possible connections between the patients as well as identifying symptoms. Students will then use the Internet to generate a list of potential pathogens that may be to blame for the increasing number of cases showing up at the college infirmary.
Activity Using DNA to Identify Pathogens
Students will use sequence data and bioinformatics to identify pathogens in the blood of an infected patient. They will complete a computer simulation that demonstrates how sequence data can be generated and how it can be analyzed by publically available genetic databases such as NCBI BLAST. Students will then analyze DNA sequence data from Sue Smith to identify the pathogen causing her illness.

43. Unit 2: How to Screen What is in Your Genes
Students will follow James and Judy Smith, a couple in their 40s who just learned they are expecting a child, and Gina and Aaron Smith, a young couple with a history of genetic disease who are contemplating starting a family, as they make decisions regarding genetic testing and screening.

44. Activity 2.1.1 Chronicles of a Genetic Counselor
Students will analyze a case study and provide recommendations on genetic testing and screening. Students will learn about four different types of genetic tests and will complete a survey of their own personal feelings on the use of genetic testing. Students will work with a team to explain a particular genetic disorder or disease to a client and to provide information necessary for the patient or family to make decisions about testing and treatment.
Activity Copying Our Genes
Students will use PCR to amplify a segment of DNA and will monitor concentration of product after various cycles using electrophoresis. Students will review the steps of a PCR reaction and will use this laboratory experiment to gain hands-on experience with the technique.
Activity Test Your Own Genes
Students will determine their genotype for PTC tasting by extracting their own DNA, amplifying a portion of the PTC gene using PCR, and identifying SNPs via restriction digestion. Students will run their final samples on a gel and will determine their genotype for this particular trait. Students will then use PTC paper to test their ability to taste the chemical and see how well their genotype predicts their phenotype. This lab provides a lasting visual of the connection between genes and traits and makes an abstract concept come alive for the students.

45. Unit 3: How to Conquer Cancer
Students will follow Mike Smith and his family through his battle with cancer.
Activity Who is Affected by Cancer?
Students will read will read twelve case stories of people with cancer. As they read through these case stories, they will determine trends or patterns potentially related to the development, progression, and treatment for cancer.
Activity Diagnostic Imaging Career Activity
Students will investigate the way in which medical imaging technologies (X-rays, CT scans, bone scans, and MRI scans) are used to detect cancer. Students will create a concept map that describes the different uses for each of these technologies. Finally, students will research the roles of radiological technologists who specialize in MRI and CT radiography and write an advertisement for a job opening in each of these career fields.
Activity When Cells Lose Control
Students will investigate the mutations that cause a normal cell to become cancerous. Students will then explore some characteristics of normal versus cancer cells grown in vitro and use microscopy to observe morphological changes in cancer cells as compared to normal cells.
Activity DNA Microarray
Students will explore DNA microarray technology and complete the Genetic Science Learning Center’s website, DNA Microarray Virtual Lab. Students will then be introduced to Grandpa Joe, Judy Smith’s father, who has been a smoker for the past thirty years. Grandpa Joe has agreed to participate in a study investigating six genes thought to be involved with lung cancer using DNA microarray technology. The students will complete a simulated DNA microarray to compare gene expression of the six genes of interest between a smoker (Grandpa Joe) and a non-smoker. Students will analyze the results of the simulated DNA microarray in order to gain more knowledge of what causes a normal lung cell to become cancerous.
Activity Unlocking the Secrets in Our Genes
Students will use DNA microarray results to analyze gene expression patterns of Mike Smith and another patient with the same type of cancer. Students will use statistical analysis to calculate how similar the two individuals’ gene expression patterns are. Students will then use this information to determine if the two individuals will respond similarly to the same treatment.

46. Project 3.2.2 Skin Cancer Prevention
Activity Am I at Risk?
Students will search for an article that discusses a potential risk factor for cancer that interests them. Students will share the article with the rest of the class and determine whether the risk factor is an environmental risk, a genetic risk, a behavioral risk, or a biological risk. Students will then work in groups to investigate the risk factors as well as the ways to reduce the risk for developing one particular type of cancer.
Project Skin Cancer Prevention
Students will investigate their risk factors for skin cancer as well as learn how to do a self-examination for suspicious moles. Students will then design and conduct an experiment to test the effectiveness of different types of sunscreen and/or cloth to prevent harmful damage caused by UV-light to a normal yeast strain and a UV-sensitive yeast strain whose DNA has been altered so that it is not able to repair its DNA. Students will relate their findings from this experiment to the effect of UV-light on the DNA in our skin cells.
Activity Breast Cancer Screening and Prevention
Students will analyze marker analysis results for members of the Smith family. The students will analyze a gel electrophoresis to determine which family members have the BRCA2 mutation. Students will then use the test results to make recommendations for Judy Smith on what she can do to lower her risk for developing breast cancer.
Activity Breast Cancer Screening and Prevention with Electrophoresis (Optional alternative for Activity Breast Cancer Screening and Prevention)
Students will perform marker analysis for members of the Smith family. Students will be provided with simulated PCR products produced from DNA specimens taken from Smith family members containing the genetic marker associated with a known BRCA2 mutation. The students will run a gel electrophoresis to determine which family members have the BRCA2 mutation. Students will then use the test results to make recommendations for Judy Smith on what she can do to lower her risk for developing breast cancer.
Activity Virology Career Activity
Students will explore viruses associated with different types of cancer. Students will then create a mock interview with a virologist either working to develop a new vaccine or drug for one of the viruses explored.
Activity Routine Screenings
Students will research the different types of cancer screenings that are available. Students will use Inspiration software to design and create a timeline that details the various cancer screenings that they should have throughout their life (including: the name of the screening, the age at which they should first have the screening, and a breakdown of how often they should have this screening).

47. Unit 4: How to Prevail When Organs Fail
Students will follow Diana Jones through her battle with End Stage Renal Failure caused by Type 1 Diabetes.
Activity All About Insulin
Students will use Inspiration® software to design and create a timeline chronicling the methods used to diagnose and treat diabetes from the 1800’s through today, making sure to include information detailing how insulin has changed since it first was used to treat diabetes.
Activity Protein Factories
Students will complete a bacterial transformation to move the plasmid containing the gene coding for GFP into E. coli cells. Students will then calculate the transformation efficiency of their experiment. Finally, students will investigate the use of GFP as a medical intervention.
Activity Protein Purification
Students will review protein structure by exploring how the shape and chemical properties of the 20 amino acid side chains determine the “rules” for protein folding. Students will then use hydrophobic interaction chromatography (HIC) to separate the GFP from the other proteins in the mixture obtained from their bacterial transformation experiments.
Activity Protein Gel Electrophoresis
Students will research the process of sodium dodecylsulfate-polyacrylamide gel electrophoresis, commonly referred to as SDS-PAGE. Students will prepare samples of their original supernatant as well as the samples they collection from their HIC columns from the previous activity and will use SDS-PAGE to analyze the protein content of the samples. Students will then create a standard curve to determine the molecular weights of the bands in their final HIC fraction lane and describe whether or not they were able to isolate pure GFP.
Activity Careers in Biomanufacturing
Students will use Inspiration software to create a flow chart or organizer that outlines the entire process of using bacteria to produce proteins. Next students will research three different biomedical sciences careers that are involved with the process and write a cover letter for a professional in this field looking to obtain employment at the fictitious company, Proteins “R” Us.
Activity Medical Detectives
Students will create an evidence board to generate ideas about the cause of Diana Jones’ mystery symptoms and identify the body systems involved. Students eventually discover that Diana has End Stage Renal Disease (ESRD) and have to decide which treatment option is the most appropriate for her.
Activity Who Should Receive the Organ?
Students will be presented with a variety of situations in which two potential recipients are matches for a donated kidney. Students will work in groups and be assigned one case and have to come to a group consensus as to who should receive the donated organ and why. Students will then read the organ allocation policies set forth by the National Organ Transplant Act and the OPTN and decide how the OPTN would allocate the kidney for each of the situations presented.
Activity Finding a Match
Students will be assigned to Diana’s case. Eight family members have agreed to be tested to see if they are potential donors for Diana, and students will use blood typing and tissue typing results to determine who can donate a kidney to Diana.
Activity Kidney Donation
Students will investigate the procedure used to laparoscopically remove a donated kidney from a living patient. Students will then test their hand-eye coordination as they complete a simulated laparoscopic experience. Students will use a trainer box, complete with a web cam and grasping tools that will simulate the trocars in a real laparoscopic procedure, to practice and master various skills tasks.
Activity You Be the Surgeon
Students will learn how to suture wounds and tie surgical knots. Students will then watch a video clip of a segment of a kidney transplant surgery and use the surgical skills learned to play the role of the transplant surgeon and perform a simulated portion of kidney transplant surgery.
Activity Transplant Team
Students will investigate the role the anesthesiologist, the transplant surgeon, the perioperative nurses, and the pharmacist play in Diana’s kidney transplant surgery and recovery. Students will pick one of the careers presented that they are the most interested in pursuing and create a mock job interview for an open position in that career field.
Activity Are All Transplants the Same?
Students will use prior knowledge and brainstormed ideas to design a procedure for a heart transplant surgery and then compare the procedure they designed with the actual procedure. Finally, students will complete a virtual heart transplant surgery and then compare and contrast heart transplants to kidney transplants.
Activity Replacement Parts
Students will research/brainstorm all of the organs, tissues or structures that can currently be transplanted. Students will look at alternate sources of vital transplant tissue that could possibly be used to address the organ shortage. For example, students will research and debate xenotransplantation and the use of tissue engineering to produce replacement organs.
Problem The Bionic Human
Students will address all of the units that have been discussed in the course to design and draw a schematic of a bionic person. Students will describe how the technologies used in their bionic person makes their creation superior to humans of today. Students will present their “creation” and must research the science behind all of their modifications.
Activity Putting it all Together
Students will review the Smith family tree that they created throughout this course. They will note the age, medical history, and medical interventions for each family member and place the medical interventions into appropriate categories. Students will then write a two paragraph reflection on everything they learned about medical interventions throughout this course. Finally, students will reflect on the biomedical professionals investigated over the course of the year and describe the top three career areas that appeal to them and the direction they see in their own career.

48. Biomedical Innovation

49. Course Overview

50. Course Overview
Students apply their knowledge and skills to answer questions or to solve problems related to the biomedical sciences.
Students present the results of their work to an adult audience, which may include representatives from the local healthcare or business community or the school’s PLTW partnership team.

51. Course Overview
Students will work through progressively challenging open-ended problems, addressing topics such as:
Clinical Medicine
Physiology
Biomedical Engineering
Public Health

52. Course Overview
Students will play the role of an elite group of investigators dedicated to designing unique and innovative solutions to health challenges of the 21st century.
Students will be introduced to each problem through a mission file that includes a case brief and mission statement. As students work through each mission, they will perform mission completion tasks.

53. The course is designed to have a very flexible implementation
Course Overview
The course is designed to have a very flexible implementation
Teacher decides best way to address the needs, desires, and resources of the students, teachers, and community.
The course includes:
Five required problems
Two optional problems
Optional independent project

54. The Missions

55. Design of an Effective Emergency Room Exploring Human Physiology
BI Course Problems
Design of an Effective Emergency Room
Exploring Human Physiology
Design of a Medical Innovation
Investigating Environmental Health
Combating a Public Health Issue
Independent Project (Optional)
Molecular Biology in Action (Optional)
Forensic Autopsy (Optional)

56. Problem 1: Design of an Effective Emergency Room
Students analyze the workings of an emergency room, discuss inefficiencies that may hinder appropriate clinical care, and design a more efficient emergency medicine delivery system.
Students review research methods, practice effective presentation skills, and learn project management techniques.

57. Problem #1 – Design of an Effective Emergency Room
Activity – Mission: Innovation
Students brainstorm unique solutions to the health and medical problems of this century.
Activity – Research and Documentation
Students complete a scavenger hunt as they explore online research tools, consider the composition of research articles, review how to summarize and document credible sources, and review how to assess the integrity of information presented in Internet websites.

58. Problem #1 – Design of an Effective Emergency Room
Activity – Effective Presentations
Students analyze the strengths and weaknesses of slide design in a PowerPoint presentation and reflect on presentations they have given in the past to compile a list of the components of an effective presentation.
Problem – Emergency!
Students are introduced to project management, analyze the workings of an emergency room, discuss inefficiencies, and work with a team to design and construct a model for a more efficient emergency medicine delivery system.

59. Problem #2: Exploring Human Physiology
Students choose a question relating to one or more body systems that they are interested in studying and work to answer that question.
Students review and expand what they know about experimental design, collection of data, statistical analysis of data, and the presentation of data.

60. Problem #2 – Exploring Human Physiology
Project – Scientific Research
Students investigate the variety of research study designs available, learn how to evaluate which design is the most appropriate for the question being asked, and design a small study.
Activity – Science and the Media
Students investigate the various ways in which data can be manipulated, explore what to look for when evaluating data presented by others, and critique science data presented in popular media as compared with science data presented in scientific journals.

61. Problem #2 – Exploring Human Physiology
Activity – Making Results Meaningful
Students learn how to statistically analyze data and use this process to analyze the results of a scientific investigation.
Problem – Investigating Human Physiology
Students use data acquisition software and available sensors, monitors, or probes, to find the answer to a question related to one or multiple body systems that students are interested in studying.

62. Problem #3: Design of a Medical Innovation
Students propose a new or better medical device, pharmaceutical product, surgical procedure, or genetic intervention; build a prototype, model, or schematic of the intervention; and develop a marketing plan for the product.
Students review the design process, complete a literature review, and further practice effective presentation skills.

63. Problem #3 – Design of a Medical Innovation
Activity – Evolution of a Product
Students investigate the evolution of various biomedical products and brainstorm ideas for a new biomedical product or a way to improve an existing product.
Activity – Gathering the Facts
Students research and compile information about their chosen problem, identified in the previous activity, and evaluate solutions of the past and present.
Problem – Design Innovations
Students explore possible design solutions, select the best approach, and develop a design proposal. They showcase their design with a model, prototype, or schematic and create a marketing plan to pitch their product to potential investors.

64. Problem #4: Investigating Environmental Health
Students explore how substances or chemicals in the environment impact human health. Students investigate exposure to these chemicals via inhalation, ingestion, and absorption through the skin.
Students assess environmental exposures in their own lives, test local water samples for contaminants, and compiled information about environmental risk in their city or town.

65. Problem #4 – Investigating Environmental Health
Activity – Environmental Exposures
Students examine the day to day activities of a family experiencing gastrointestinal symptoms and identify environmental health concerns and possible toxins linked to disease.
Activity – Analysis of Water Contamination
Students use a colorimetric coliform test as well as multiplex PCR analysis to identify bacterial contaminants in water.
Activity – Testing the Waters
Students complete chemical tests to assess water quality and investigate how chemical contaminants effect human health.

66. Problem #4 – Investigating Environmental Health
Problem – Dose Response
Students investigate the relationship between exposure and development of disease and design an experiment to test the effects of a particular chemical and doses of that chemical on plant growth.
Problem – Environmental Health Community Profile
Students investigate potential sources of environmental contamination in their community and assess risk and level of exposure to people, wildlife, and environmental resources. Students design an action plan to increase awareness, monitor resources or individuals in the community, improve conditions, and ensure a clean and safe environment.

67. Problem #5: Combating a Public Health Issue
Students analyze data from a disease outbreak, generate a hypothesis by diagnosing patient symptoms, identify the disease pathogen, analyze an epidemiological study to test the hypothesis, and outline a plan for initiating control and prevention measures.
Students identify a local, national, or public health crisis and write a mini-grant proposal outlining a plan with intervention strategies.
Students review evidence analysis, the design process, methodology, and analyze study data to evaluate risk.

68. Problem #5 – Combating a Public Health Issue
Project – Disease Detectives
Students evaluate patient diagnostic test results to identify the mystery illness, assess evidence to deduce the source of the illness, design and analyze an epidemiological study to test the proposed source, and plan control and prevention efforts to limit future cases of the mystery illness.
Activity – Public Health in the News
Students investigate major health issues in their local area, across the United States, and around the globe; and evaluate the types of interventions that would address these health issues and begin to identify where they feel a comprehensive public health plan would have the greatest impact.

69. Problem #5 – Combating a Public Health Issue
Students design an intervention for a public health issue of their choosing; develop a plan that focuses on the treatment, prevention, or education surrounding the chosen health issue; and present the plan in the form of a grant proposal.

70. Problem #6: Molecular Biology in Action (Optional)
Students work through a protocol to construct and clone recombinant DNA.
Students perform DNA ligation and transformation, as well as restriction analysis of the completed plasmid.
Alternatively, students work through a more in-depth DNA cloning and sequencing project.
Students isolate plant DNA, perform a ligation and transformation, purify a plasmid, submit DNA for sequencing, and present all work to GenBank for publication.

71. Problem #6 – Molecular Biology in Action (Optional)
Activity – Restriction Enzyme Challenge
Students analyze the result of specific digestion of both linear and plasmid DNA and demonstrate how restriction analysis can be used to gauge the success of genetic engineering and gene cloning.
Project – Construction and Cloning of a Recombinant DNA
Students complete a cloning experiment and assemble a new plasmid containing a resistance gene to the antibiotic kanamycin. The resulting recombinant molecule is introduced into bacterial cells where is copied and expressed. Students use restriction enzyme digestion and subsequent gel electrophoresis to analyze the results of their ligation.

72. Problem #6 – Molecular Biology in Action (Optional)
Problem – Cloning and Sequencing
Students complete a series of laboratory modules to clone and sequence glyceraldehyde 3-phosphate dehydrogenase (GAPDH), a gene involved in cellular respiration, in an uncharacterized plant species. Students are responsible for isolating and defining this specific gene sequence and use logic and their knowledge of bioinformatics to piece together this genetic code. Novel data can be submitted to the National Institutes of Health Center for Biotechnology Information (NCBI) database, making the sequence data publically available in an international repository of genetic information.

73. Problem #7: Forensic Autopsy (Optional)
Students evaluate body system changes upon death and examine a fetal pig using the same protocol as a human autopsy. Students design a fictional death scenario and case file.
Students draw on information they have learned in the previous courses about human body systems to showcase the clues left behind in the body to tell the story of how the person died.

74. Problem #7 – Forensic Autopsy (Optional)
Activity – Forensic Autopsy
Students examine a fetal pig using the same protocol as a human autopsy, including examination of the tissues, organs, systems, and body fluids; and note any abnormalities.
Problem – Determining Cause of Death
Students design a death and showcase the clues left behind in the body to tell the story of how a person died. This person may have died of a rare disease, an accident, foul play, or a combination of factors. Students then solve the mystery that another group created.

75. Independent Project (Optional)
Students work independently to determine an area of interest in the biomedical sciences, outline milestones in a long-term open-ended problem, and complete the outlined project.
Students complete a literature review, write and carry-out the methodology for the project, analyze the results, make adjustments as needed, and present the results of their work to an adult audience.