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1. Dr. Sylvia Oliver PLTW Biomedical Science Affiliate Director WSU Spokane olivers@wsu.edu The PLTW Biomedical Sciences Curriculum Engages and Prepares Students for Careers in Medicine, Healthcare and Science.The PLTW Biomedical Sciences Curriculum Engages and Prepares Students for Careers in Medicine, Healthcare and Science.
2. University Affiliate: WSU Spokane
5. BIOMEDICAL SCIENCES PROGRAM
6. Biomedical Careers Physician
Nurse
Dentist
Veterinarian
Pharmacist
Paramedic
Dietician
Surgeon
Research Scientist
Health Information Manager
Medical Technologist
Medical Technical Writer
Physician Assistant
Biomedical Engineer
Pharmaceutical Manufacturing Engineer Examples of some of the fields students in the Biomedical Sciences Program may want to pursue. This list is far from all inclusive. One common theme about all the careers is the need for two or more years of post-secondary education and training. In some cases, many more than two years of post-secondary education is required.
Most people commonly think of healthcare in terms of hospitals, doctors, nurses, and dentists, but the biomedical sciences are much more varied and extensive. In addition to people who provide direct care and diagnostic services, the field includes those who do biomedical engineering, research disease and human physiology, study nutritional science, are involved in a variety of supporting professions such as, facilities design and management, environmental health and safety, health information management and analysis, industrial hygiene, and those who determine public policy affecting health care delivery, finance, regulation, and community services.
Pharmaceutical manufacturing is the fastest growing manufacturing industry in the U.S. and requires workers to research, develop, manufacture, and supply medicines and other biomedical therapies derived from biotechnology. The United States is the world’s leading developer and producer of modern medicines, and pharmaceuticals are an important American export.Examples of some of the fields students in the Biomedical Sciences Program may want to pursue. This list is far from all inclusive. One common theme about all the careers is the need for two or more years of post-secondary education and training. In some cases, many more than two years of post-secondary education is required.
Most people commonly think of healthcare in terms of hospitals, doctors, nurses, and dentists, but the biomedical sciences are much more varied and extensive. In addition to people who provide direct care and diagnostic services, the field includes those who do biomedical engineering, research disease and human physiology, study nutritional science, are involved in a variety of supporting professions such as, facilities design and management, environmental health and safety, health information management and analysis, industrial hygiene, and those who determine public policy affecting health care delivery, finance, regulation, and community services.
Pharmaceutical manufacturing is the fastest growing manufacturing industry in the U.S. and requires workers to research, develop, manufacture, and supply medicines and other biomedical therapies derived from biotechnology. The United States is the world’s leading developer and producer of modern medicines, and pharmaceuticals are an important American export.
7. Students Learn to: Communicate effectively, both orally and in writing
Think critically
Practice professional conduct
Work effectively in teams
Design experiments
Understand the interdisciplinary nature of science, healthcare, mathematics and English language arts.
The listed skills are taught, practiced, and reinforced throughout all four courses in the Biomedical Sciences program.
Skills listed:
Communicate effectively, both orally and in writing: Taught from the beginning in small group settings - to classroom presentations - to presentations to the public. Search and evaluate web websites. Cite sources of information.
Think critically: Skill building using Activity, Project and Problem-based learning.
Practice professional conduct: Students required to maintain a bound lab notebook, bound career notebook and three-ring binder for loose papers.
Work effectively in teams: to model the workplace environment.
Design experiments: Start simple, build knowledge and skills, culminate in large project.
The listed skills are taught, practiced, and reinforced throughout all four courses in the Biomedical Sciences program.
Skills listed:
Communicate effectively, both orally and in writing: Taught from the beginning in small group settings - to classroom presentations - to presentations to the public. Search and evaluate web websites. Cite sources of information.
Think critically: Skill building using Activity, Project and Problem-based learning.
Practice professional conduct: Students required to maintain a bound lab notebook, bound career notebook and three-ring binder for loose papers.
Work effectively in teams: to model the workplace environment.
Design experiments: Start simple, build knowledge and skills, culminate in large project.
8. THE FOUR COURSES For each course we will: (1) cover the overall goal of the year-long course: (2) cover the main topics; and (3) give brief examples of hands-on labs.For each course we will: (1) cover the overall goal of the year-long course: (2) cover the main topics; and (3) give brief examples of hands-on labs.
9. Biomedical Science Program The listed skills are taught, practiced, and reinforced throughout all four courses in the Biomedical Sciences program.
Engineering principles are also introduced and reinforced throughout all four courses.The listed skills are taught, practiced, and reinforced throughout all four courses in the Biomedical Sciences program.
Engineering principles are also introduced and reinforced throughout all four courses.
10. Principles of the Biomedical Sciences
11. Course #1: Principles of the Biomedical Sciences Students investigate the human body systems through various disease conditions including: heart disease, diabetes, sickle-cell disease, hypercholesterolemia, and infectious diseases. The first course, Principles of the Biomedical Sciences™, lays the foundation for the subsequent courses. It is also the engagement course designed to introduce students to the broad field of biomedical science. There are no pre-requisite courses for this first course, and students do not need to have had a high school biology course. The biology concepts necessary for success in the course are embedded within the curriculum. Students can take this course in 9th grade, or depending on how the school implements the program they may take it in the later grades. Even 12th graders can take the course if they decide late in high school that they are interested in the biomedical sciences. Students taking any of the other courses in the Project Lead The Way® Biomedical Sciences Program, must take this course prior to, or concurrent to, their enrollment in those courses.
In this course students investigate the major biological concepts by studying various disease conditions. For example, students learn about the importance of homeostasis, feedback mechanisms, and metabolism by investigating diabetes; they learn about genetics and DNA by investigating sickle-cell disease. In this course students use Vernier® probes and the LabVIEW™ software to take various heart measurements, including EKG, blood pressure, and heart rate. They perform DNA gel electrophoresis, Gram stain bacteria, and prepare and present a grant proposal. The first course, Principles of the Biomedical Sciences™, lays the foundation for the subsequent courses. It is also the engagement course designed to introduce students to the broad field of biomedical science. There are no pre-requisite courses for this first course, and students do not need to have had a high school biology course. The biology concepts necessary for success in the course are embedded within the curriculum. Students can take this course in 9th grade, or depending on how the school implements the program they may take it in the later grades. Even 12th graders can take the course if they decide late in high school that they are interested in the biomedical sciences. Students taking any of the other courses in the Project Lead The Way® Biomedical Sciences Program, must take this course prior to, or concurrent to, their enrollment in those courses.
In this course students investigate the major biological concepts by studying various disease conditions. For example, students learn about the importance of homeostasis, feedback mechanisms, and metabolism by investigating diabetes; they learn about genetics and DNA by investigating sickle-cell disease. In this course students use Vernier® probes and the LabVIEW™ software to take various heart measurements, including EKG, blood pressure, and heart rate. They perform DNA gel electrophoresis, Gram stain bacteria, and prepare and present a grant proposal.
12. PBS Topics: Human body systems
Basic chemistry
Structure and function of DNA
Bioinformatics
Protein structure
Causes of infectious diseases
Literary research skills
Grant proposals Activities, projects and problems introduce students to human physiology, medicine, research processes and bioinformatics.
Eight units = 77 activities, projects and problems = introduction to multiple careers
Interrelatedness of the human body systems.
Basic chemistry -- diabetes
Structure and function of DNA -- sickle cell anemia
Protein structure – hypercholesterolemia
Infectious disease -- study of public health campaigns
Activities, projects and problems introduce students to human physiology, medicine, research processes and bioinformatics.
Eight units = 77 activities, projects and problems = introduction to multiple careers
Interrelatedness of the human body systems.
Basic chemistry -- diabetes
Structure and function of DNA -- sickle cell anemia
Protein structure – hypercholesterolemia
Infectious disease -- study of public health campaigns
13. Students learn about chromosomes and DNA by making a chromosome spread so they can observe chromosomes in a cell. This picture is a chromosome spread of a human cell. The students use HeLa cells, a human cell line that is grown in culture, to make microscope slides containing stained human chromosomes. This image is of HeLa cells magnified 1000x, you can see the chromosomes in the large cell on the right side of the picture.
The chromosome spread was prepared by Beatrice Sweatt in Denise Radcliff’s class at Central Technology Center in Oklahoma.Students learn about chromosomes and DNA by making a chromosome spread so they can observe chromosomes in a cell. This picture is a chromosome spread of a human cell. The students use HeLa cells, a human cell line that is grown in culture, to make microscope slides containing stained human chromosomes. This image is of HeLa cells magnified 1000x, you can see the chromosomes in the large cell on the right side of the picture.
The chromosome spread was prepared by Beatrice Sweatt in Denise Radcliff’s class at Central Technology Center in Oklahoma.
14. Human Body Systems The Human Body Systems™ course covers some of the same concepts and principles as in a traditional anatomy and physiology course. Unlike traditional anatomy and physiology this course takes a functional approach.
Instead of looking at each of the body systems in isolation, the focus is on how the individual systems work together to support the human body system.
For example instead of looking individually at the respiratory system, the cardiovasculuar system, and the digestive system, this course focuses on the need for power or energy for the human body to survive. These three systems have to work together to harvest energy from food and distribute it throughout the body. Students examine the contributions and interdependencies of the body systems needed to support life, and learn about the consequences, disease or illness, when one or multiple systems do not function properly.The Human Body Systems™ course covers some of the same concepts and principles as in a traditional anatomy and physiology course. Unlike traditional anatomy and physiology this course takes a functional approach.
Instead of looking at each of the body systems in isolation, the focus is on how the individual systems work together to support the human body system.
For example instead of looking individually at the respiratory system, the cardiovasculuar system, and the digestive system, this course focuses on the need for power or energy for the human body to survive. These three systems have to work together to harvest energy from food and distribute it throughout the body. Students examine the contributions and interdependencies of the body systems needed to support life, and learn about the consequences, disease or illness, when one or multiple systems do not function properly.
15. Course #2: Human Body Systems Students study basic human physiology, especially in relationship to human health.
Students use data acquisition software to monitor body functions and use the Anatomy with Clay® Manikens™ to study body structure.
The second course, Human Body Systems™, builds on the concepts students learned in the first course and goes much more in-depth into the mechanisms that keep the body, a living machine, functioning.
In this course, students design experiments, investigate structure and function of body systems, use data acquisition software to monitor body functions such as muscle movement and respiration.
Students will learn how to use LabVIEW™ to write programs that allow them to collect data from the experiments they design.
The focus will be on how the human body is a system that requires the coordinated actions of multiple interrelated systems, each responsible for various actions. For example, the respiratory, circulatory, digestive, and muscular systems are all coordinated to provide energy to the body from food. If a breakdown occurs in any of the systems, then the cells in the body will not have sufficient energy to survive.
The second course, Human Body Systems™, builds on the concepts students learned in the first course and goes much more in-depth into the mechanisms that keep the body, a living machine, functioning.
In this course, students design experiments, investigate structure and function of body systems, use data acquisition software to monitor body functions such as muscle movement and respiration.
Students will learn how to use LabVIEW™ to write programs that allow them to collect data from the experiments they design.
The focus will be on how the human body is a system that requires the coordinated actions of multiple interrelated systems, each responsible for various actions. For example, the respiratory, circulatory, digestive, and muscular systems are all coordinated to provide energy to the body from food. If a breakdown occurs in any of the systems, then the cells in the body will not have sufficient energy to survive.
16. This example shows the Maniken™ from Anatomy in Clay® that is used throughout the Human Body Systems course for students to build body systems and parts using clay. Each pair of students works on a single manikin for the entire course adding human systems as they study them in the curriculum. As you can see in the picture of the maniken on the slide the different regions of the brain are shown in different colors of clay. No two manikins will look alike, yet all will have similar features.
This example shows the Maniken™ from Anatomy in Clay® that is used throughout the Human Body Systems course for students to build body systems and parts using clay. Each pair of students works on a single manikin for the entire course adding human systems as they study them in the curriculum. As you can see in the picture of the maniken on the slide the different regions of the brain are shown in different colors of clay. No two manikins will look alike, yet all will have similar features.
17. Relationship between structure and function
Maintenance of health
Defense against disease
Communication within the body and with the outside world
Movement of the body and of substances around the body
Energy distribution and processing
Topics covered in the HBS course:
Relationship between structure and function
Maintenance of health
Defense against disease
Communication within the body and with the outside world
Movement of the body and of substances around the body
Energy distribution and processing
Topics covered in the HBS course:
Relationship between structure and function
Maintenance of health
Defense against disease
Communication within the body and with the outside world
Movement of the body and of substances around the body
Energy distribution and processing
18. Course #3: Medical Interventions Students investigate medical interventions that extend and improve the quality of life including: diagnostics, surgery, bio-nanotechnology, pharmacology, prosthetics, rehabilitation, and life style choices.
The third course, Medical Interventions™, will allow students to investigate the wide variety of preventive and treatment actions available to prolong and improve the quality of life. Possible topics include stem cell research, cochlear implants, insulin pumps, joint and organ replacements, heart pacers, and internal defibrillators. Students will be expected to use LabVIEW™ to create programs that automate tasks or take specific body measurements and then trigger an intervention. For example, students may program a prosthetic arm made from legos or fishertechnics components that can pick up objects and place them in a container, or design a program that could measure blood glucose levels and supply insulin as needed. The third course, Medical Interventions™, will allow students to investigate the wide variety of preventive and treatment actions available to prolong and improve the quality of life. Possible topics include stem cell research, cochlear implants, insulin pumps, joint and organ replacements, heart pacers, and internal defibrillators. Students will be expected to use LabVIEW™ to create programs that automate tasks or take specific body measurements and then trigger an intervention. For example, students may program a prosthetic arm made from legos or fishertechnics components that can pick up objects and place them in a container, or design a program that could measure blood glucose levels and supply insulin as needed.
19. Medical Interventions Students investigate the variety of interventions involved in the prevention, diagnosis and treatment of disease as they follow the lives of a fictitious family. The course is a “How-To” manual for maintaining overall health and homeostasis in the body as students explore: how to prevent and fight infection; how to screen and evaluate the code in human DNA; how to prevent, diagnose and treat cancer; and how to prevail when the organs of the body begin to fail. Through these scenarios, students are exposed to the wide range of interventions related to immunology, surgery, genetics, pharmacology, medical devices, and diagnostics. Each family case scenario introduces multiple types of interventions and reinforces concepts learned in the previous two courses, as well as presenting new content. Interventions may range from simple diagnostic tests to treatment of complex diseases and disorders. These interventions are showcased across the generations of the family and provide a look at the past, present and future of biomedical science. Lifestyle choices and preventive measures are emphasized throughout the course as well as the important roles scientific thinking and engineering design play in the development of interventions of the future. Students investigate the variety of interventions involved in the prevention, diagnosis and treatment of disease as they follow the lives of a fictitious family. The course is a “How-To” manual for maintaining overall health and homeostasis in the body as students explore: how to prevent and fight infection; how to screen and evaluate the code in human DNA; how to prevent, diagnose and treat cancer; and how to prevail when the organs of the body begin to fail. Through these scenarios, students are exposed to the wide range of interventions related to immunology, surgery, genetics, pharmacology, medical devices, and diagnostics. Each family case scenario introduces multiple types of interventions and reinforces concepts learned in the previous two courses, as well as presenting new content. Interventions may range from simple diagnostic tests to treatment of complex diseases and disorders. These interventions are showcased across the generations of the family and provide a look at the past, present and future of biomedical science. Lifestyle choices and preventive measures are emphasized throughout the course as well as the important roles scientific thinking and engineering design play in the development of interventions of the future.
20. Molecular biology and genetic engineering
Design process for pharmaceuticals and medical devices
Medical imaging, including x-rays, CT scans, and MRI scans
Disease detection and prevention
Rehabilitation after disease or injury
Medical interventions of the future Students learning about the above concepts by studying very specific and discrete conditions: Bacterial Infection (cochlear implant); Diabetes (kidney failure and transplantation); Genetic testing and screening; Cancer Biology (screening, treatment, prosthesis). This makes the learning process very real and applicable.
Students learning about the above concepts by studying very specific and discrete conditions: Bacterial Infection (cochlear implant); Diabetes (kidney failure and transplantation); Genetic testing and screening; Cancer Biology (screening, treatment, prosthesis). This makes the learning process very real and applicable.
21. The students build and use a mock laparoscopic surgery trainer box. They try to complete multiple tasks using long handled grabbers while watching what they are doing on a video monitor. Inside the box webcams transmit images to the video monitor. The tasks are very easy when a student can do it with his or her hands; it is much more difficult when remote tools are used. The activity simulates the actions of a surgeon doing laparoscopic surgery.
The students build and use a mock laparoscopic surgery trainer box. They try to complete multiple tasks using long handled grabbers while watching what they are doing on a video monitor. Inside the box webcams transmit images to the video monitor. The tasks are very easy when a student can do it with his or her hands; it is much more difficult when remote tools are used. The activity simulates the actions of a surgeon doing laparoscopic surgery.
22. Course #4: Biomedical Innovation The capstone course in the Biomedical Sciences program is called Biomedical Innovation. This course curriculum uses open-ended problems that allow students to apply what they have learned in each of the preceding courses. The structure of the course is more flexible than the other courses. This flexibility allows students to do complex independent projects if they have mentors and appropriate facilities nearby, or to work on optional defined projects that are included in the curriculum. This course is not an internship or a work shadow opportunity. It is expected to be an in-school class that meets on the same schedule as the other courses in the school. The capstone course in the Biomedical Sciences program is called Biomedical Innovation. This course curriculum uses open-ended problems that allow students to apply what they have learned in each of the preceding courses. The structure of the course is more flexible than the other courses. This flexibility allows students to do complex independent projects if they have mentors and appropriate facilities nearby, or to work on optional defined projects that are included in the curriculum. This course is not an internship or a work shadow opportunity. It is expected to be an in-school class that meets on the same schedule as the other courses in the school.
23. Biomedical Innovation Capstone Class Students apply knowledge and skills to design innovative solutions for the health challenges of the 21st century as they work through progressively challenging open-ended problems.
Biomedical Innovation™ is the new name for the capstone course in the Biomedical Sciences™ program. The capstone course is the fourth course in the program sequence. The Biomedical Sciences™ program provides the educational foundation and the skills for high school students to successfully complete the post-secondary academic preparation for any of the many career fields related to the biomedical sciences, including but not limited to nursing, respiratory therapy, medical illustration, pharmacology, and medicine and medical research. Students taking Biomedical Innovation™ will apply their knowledge and skills to solve problems related to the biomedical sciences. They may work with a mentor or advisor from a university, hospital, physician’s office, or industry as they complete their research and problem-solution process. Students will present their findings and results in a symposium style format to an audience which may include representatives from the local healthcare or business community or the school’s PLTW® partnership team
Biomedical Innovation™ is the new name for the capstone course in the Biomedical Sciences™ program. The capstone course is the fourth course in the program sequence. The Biomedical Sciences™ program provides the educational foundation and the skills for high school students to successfully complete the post-secondary academic preparation for any of the many career fields related to the biomedical sciences, including but not limited to nursing, respiratory therapy, medical illustration, pharmacology, and medicine and medical research. Students taking Biomedical Innovation™ will apply their knowledge and skills to solve problems related to the biomedical sciences. They may work with a mentor or advisor from a university, hospital, physician’s office, or industry as they complete their research and problem-solution process. Students will present their findings and results in a symposium style format to an audience which may include representatives from the local healthcare or business community or the school’s PLTW® partnership team
24. Biomedical Innovation Progressively challenging problems
Flexible design
Apply knowledge and skills learned in all previous courses
Make multiple presentations
Design innovative solutions for the health challenges of the 21st century
Opportunity to work with mentor(s)
The course is designed to have a very flexible implementation. That way the course can best address the needs, desires, and resources of the students, teachers, and community. The course includes problems that all students in all the schools complete, along with optional problems that teachers and students may choose to do. Students also have the option to work individually or with teammates on a unique problem they choose with their teacher’s approval.
The course is designed to have a very flexible implementation. That way the course can best address the needs, desires, and resources of the students, teachers, and community. The course includes problems that all students in all the schools complete, along with optional problems that teachers and students may choose to do. Students also have the option to work individually or with teammates on a unique problem they choose with their teacher’s approval.
25. Biomedical Innovation Problems: design a more efficient emergency room.
design an experiment using sensors and data acquisition software to monitor or measure a physiological change.
design a solution to a local or global public health challenge such as water purification.
complete an optional independent problem. The defined problems in the Biomedical Innovation course have students:
Design a more efficient emergency room
Design an experiment using sensors and data acquisition software to monitor or measure a physiological change
Design a medical intervention to aid patients
Evaluate water quality and propose solutions to eliminate contamination of local water sources
Design a solution to a local or global public health challenge
If the student desires, the teacher approves, and there are the school and community resources the student can work on an independent problem. This may involve working with a mentor at a university or business. It is not an internship and the student would be expected to regularly attend class.
The defined problems in the Biomedical Innovation course have students:
Design a more efficient emergency room
Design an experiment using sensors and data acquisition software to monitor or measure a physiological change
Design a medical intervention to aid patients
Evaluate water quality and propose solutions to eliminate contamination of local water sources
Design a solution to a local or global public health challenge
If the student desires, the teacher approves, and there are the school and community resources the student can work on an independent problem. This may involve working with a mentor at a university or business. It is not an internship and the student would be expected to regularly attend class.
26. For More Information: Sylvia Oliver, PhD, PLTW Biomedical Sciences Affiliate Director, WSU Spokane, olivers@wsu.edu
Project Lead The Way Website
www.pltw.org For more information, visit the Project Lead The Way Website at www.pltw.org. For more information, visit the Project Lead The Way Website at www.pltw.org.
