Biomedical SciencesBiomedical Sciences Program

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States Funding Development ofStates Funding Development of Biomedical Sciences Program:

ConnecticutIndianaMarylandMissouriMissouriOhioOkl hOklahomaSouth Carolina

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PLTW Bi di l S i PPLTW Biomedical Sciences Program

Address impending critical shortage of qualified science and health qprofessionals.

Prepare students for rigorous post-secondary education at two andsecondary education at two and four-year colleges or universities.

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Biomedical CareersBiomedical Careers--- some examples ---

R h S i ti tPhysician

Nurse

Research Scientist Health Information Manager

Dentist

Veterinarian

ManagerMedical Technologist

Veterinarian

PharmacistRadiologistMedical Technical

Paramedic

Dietician

WriterPhysicians’ Assistant

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Dietician

Surgeon Biomedical Engineer

S f CSequence of Courses

Principles of the Biomedical Sciences™Human Body Systems™Medical Interventions™Medical Interventions™BMS Capstone Course

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Standards BasedStandards-BasedNational Science Education StandardsNational Health Care Cluster Foundation StandardsPrinciples and Standards of School MathematicsStandards for English Language ArtsStandards for Technological LiteracyStandards for Technological LiteracyNational Content Standards for Engineering and Engineering Technology*

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and Engineering Technology* Once finalized

The Four Courses

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Course #1: Principles of theCourse #1: Principles of the Biomedical Sciences™

Student work involves the study of human medicine, research processes and an introduction to bioinformaticsintroduction to bioinformatics.

Students investigate the human body systems and various health conditions including: heart disease diabetes sickle-including: heart disease, diabetes, sickle-cell disease, hypercholesterolemia, and infectious diseases.

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Course #2:Course #2: Human Body Systems™

Students study basic human physiology, especially in relationship to humanespecially in relationship to human health. A central theme is how the body systems work together to maintain internal balance and good healthinternal balance and good health.

Students use data acquisition software to monitor body functions and use the Anatomy with Clay® Manikens™ to

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Anatomy with Clay® Manikens to study body structure.

Course #3:Course #3: Medical Interventions™

Student projects will investigate various medical interventions thatvarious medical interventions that extend and improve the quality of life including: diagnostics, surgery, g g g ybio-nanotechnology, pharmacology, prosthetics, rehabilitation, and life t l h istyle choices.

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Course #4:Course #4: BMS Capstone Course

In this capstone course, students will design and conduct experimentsdesign and conduct experiments related to the diagnosis, treatment, and prevention of disease orand prevention of disease or illness. They will apply their knowledge and skills to answer questions or to solve problems related to the biomedical sciences.

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St d t S h d lStudent Schedule

Take college-preparatory science and mathematics courses concurrent with each Biomedical Science course

Ch i f th i dChoice of the science and mathematics courses is up to the

h l d th t d t12

school and the student

Att ib t f G d tAttributes of GraduatesThink creatively and criticallyThink creatively and critically.Able to problem-solve.Communicate effectively.Have professional conductHave professional conduct.Able to work in teams.Understand how scientific research is conducted, applied, and funded.

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Key Biological Concepts:Key Biological Concepts:Cellular basis of lifeCellular basis of life

Homeostasis

Metabolism

C ll l i tiCellular communication

Transport of substancesp

Inheritance of traits

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Defense and protection

Principles of the Biomedical Sciences CourseSciences Course

Examples of Student Activities fromExamples of Student Activities from PBS Unit 2: Heart Attack

Build a simple pump

Dissect a sheep heart

U d t i iti ft dUse data acquisition software and sensors to measure EKG, heart

t d bl drate, and blood pressure

Examine blood cells

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Examples of Student Activities fromExamples of Student Activities from PBS Unit 4: Sickle Cell Disease

Make a chromosome spread

Isolate DNA from cellsIsolate DNA from cells

Analyze karyotypes

Build models of DNA and proteins

R d tiRead a genetic map

Use computer simulation software

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pto build a designer protein

Human Body Systems

Examples of Student Activities fromExamples of Student Activities from HBS Unit 2: Communication

Use data acquisition software and sensors to compare the response times of voluntary and reflex actions

Create a map of regions of the brainCreate a map of regions of the brain

Build a model of the endocrine system

Dissect a sheep’s eye and experiment with lens

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Examples of Student Activities fromExamples of Student Activities from HBS Unit 4: Movement

Build muscles groups on a skeletal manikin

Design experiments to determine the energy requirements for muscle contraction

Use data acquisition software to qevaluate muscle function

Measure pulses to monitor blood flow

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easu e pu ses to o to b ood o

Design a training plan for an athlete

Curriculum Review

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Reviewers:Sarah Davis: Middle school science teacherSarah Davis: Middle school science teacher and consultant for Education Development CorporationJ P tt R h A i t iJames Potter: Research Associate in Hepatology, School of Medicine, Johns Hopkins Universityp yMeredith Durmowicz, Ph.D.: Chairperson, Department of Biology, Stevenson UniversityUniversityBarbara Houtz: Director of Outreach, Eberly College of Science, The Pennsylvania State

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College of Science, The Pennsylvania State University

C i l R i S i T lCurriculum Review Scoring Tool

Scored 93 separate characteristics from 1 (inadequate) to 4 (no revision necessary)

Rigor and relevance

Alignment of Key Concepts, Essential Questions, National Standards, Performance Objectives, and actual student work

V ti l li t t t d d ti lVertical alignment to post-secondary educational requirements

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R i ’ SReviewer’s Scores:F th P i i l f th Bi di lFor the Principles of the Biomedical Sciences™, the average total score of the ratings from the reviewersof the ratings from the reviewers was 3.5.

For Human Body Systems™, the average total score was 3.7.

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R i C tReviewers Comments:

Jim Potter commenting on Principles of the Biomedical Sciences™: “The curriculum is very well designed and certainly pro ides rigor for a 9th gradeprovides rigor for a 9th grade curriculum. I was extremely impressed with the scope of theimpressed with the scope of the document. It is unusual for a 9th grade science curriculum.”

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grade science curriculum.

R i C tReviewers Comments:

Meredith Durmowicz commenting on Human Body Systems™: “All of y ythe projects do a very nice job of asking students to use and apply g pp yinformation in real situations, in order to generate a deeper g punderstanding of important concepts .”

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p

C i l C t tCurriculum Contents

Teacher NotesAssessmentAssessment National StandardsDay-by-day Lesson PlansStudent ActivitiesStudent ActivitiesRubrics

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Resources

T hi t th C i lTeaching to the Curriculum

Four specific coursesCourses to be taught in sequenceAll four courses must be offered

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Counselor & Teacher TrainingCounselor & Teacher Training

Counselor Conference (usually with preCounselor Conference (usually with pre-engineering)Teacher must have two semesters of collegeTeacher must have two semesters of college biology Two Week Summer Training Institute (STI)Three STI Sites

Stevenson University (Maryland)IUPUI (I di )IUPUI (Indiana)Missouri University of Science & Technology

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Professional DevelopmentCore Training

Summer InstituteSelf-

AssessmentContinuous Training

• Principles of Biomedical Sciences

Summer InstituteAssessmentand Pre-

Core

Training

• Human Body SystemsTraining Virtual Academy

• Medical Interventions (summer 09)

• BMS Capstone Course (summer 10) Master

Ready for core training

Ready for teaching

p ( ) MasterTeacher

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PLTW® 2008

P t hi TPartnership Team

Created by the end of the second yearConsist of scientific, medical, technology , , gycommunity advisors along with school district teacherGoal is to provide optimal support for teachers & students & facilitate the operation of the program

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C tifi ti PCertification Process

Same process as pre-engineering program p gGoal is to start certifications in 2010

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Purchasing ManualPurchasing ManualPurchasing Manual is on the Project LeadPurchasing Manual is on the Project Lead The Way® website www.pltw.orgCurrent manual has best prices found (no p (bid) National bid process will begin in 3rd yearp g y

Principles of Biomedical Sciences (PBS) bid list will be posted in DecemberHuman Body Systems (HBS) next summerHuman Body Systems (HBS) next summer

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End of Course Assessments

End of Course Assessments (ECA) for Principles of Biomedical Sciences (PBS) p ( )will be field tested this winterECA for PBS will be available for all sitesECA for PBS will be available for all sites this spring (spring 2009)

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E d f C A tEnd of Course Assessments

ECA for Human Body Systems (HBS) will be field tested next winterECA for HBS will be available for all sites next spring (spring 2010)next spring (spring 2010)Two parts- Part A (online) & Part B

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D t C ll tiData Collection

All teachers must register themselves & their students on True Outcomes

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Key differencesKey differencesParticipation fee pCourses are specific, taught in sequence & all four must be offered& all four must be offeredStudents must be enrolled in four years of college math & sciencecollege math & scienceTeacher must have two semesters of college biologcollege biology

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QUESTIONS???QUESTIONS???

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F M I f tiFor More Information

Project Lead The Way® WebsiteProject Lead The Way® Website www.pltw.org

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