Download Gatewood Principles of Biomedical Science

Medicine & Community Health (MCH) Academy at Cody
18445 Cathedral St.
Detroit, MI 48228
Home of the Comets
Ms. Michelle Parker, Ed. S, Principal
2016-2017 Syllabus for Principles of Biomedical Science (PBS)
Mr. Damon Gatewood, Instructor
Course Objective
This course provides an introduction to the biomedical sciences through exciting hands-on projects and
problems. Students investigate the human body systems and various health conditions including heart
disease, diabetes, sickle-cell disease, hypercholesterolemia, and infectious diseases. They determine the
factors that led to the death of a fictional person, and investigate lifestyle choices and medical treatments
that might have prolonged the person’s life. The activities and projects introduce students to human
physiology, medicine, research processes and bioinformatics. Key biological concepts including
homeostasis, metabolism, inheritance of traits, and defense against disease are embedded in the
curriculum. Engineering principles including the design process, feedback loops, and the relationship of
structure to function are also incorporated. This course is designed to provide an overview of all the
courses in the Biomedical Sciences program and lay the scientific foundation for subsequent courses.
Course Description
The Principles of the Biomedical Sciences (PBS) course is divided into six units designed to introduce
students to the study of human biology and medicine. The following is a description of each unit in the
PBS course.
Unit 1 – The Mystery
Unit one provides the foundation and develops the theme for the course. Students are engaged by
reading about a woman, Anna Garcia, who is found dead in her home. Students investigate the scene,
gather evidence and then move to the lab to analyze their findings. Through their examination of key
evidence, students learn notebook organization, observation and documentation skills, as well as the
fundamentals of experimental design. Students are introduced to the structure of DNA and investigate
how basic molecular biology techniques can be used to connect suspects with a crime scene. In each
unit of the course, students obtain additional medical history information for Anna as well as details
from her autopsy report as they explore the various illnesses she encountered throughout her life.
Students will maintain a medical file for Anna Garcia, compile their ideas and findings over the
duration of the course, and ultimately determine her cause of death in the final unit.
Unit 2 – Diabetes
Students walk through Anna Garcia’s diagnosis of diabetes by completing simulated laboratory tests.
Given results of the tests, students can deduce the basic biology of both Type 1 and Type 2 diabetes.
Students investigate the connection between insulin and glucose and discuss how feedback systems in
the body regulate the function of key hormones. Students investigate the biochemical makeup of food
and complete experiments to demonstrate the relationship between energy and food. As students
explore diabetes, they are introduced to basic chemistry, the structure and function of
macromolecules, and the relationship of these molecules to metabolic function. The causes,
symptoms, treatments and side effects of diabetes are studied as well as the life style implications
associated with this disease. Students examine complications related to diabetes and finally
brainstorm and develop an innovation to help with the management or treatment of the disease.
Unit 3 – Sickle Cell Disease
Students learn basic concepts of genetics and inheritance as they explore Anna Garcia’s struggle with
sickle cell disease. Students examine sickled red blood cells under a microscope and learn what life is
like with the disease by reading and writing patient diary entries. They simulate the process of protein
synthesis, examine the assembly of the protein hemoglobin, and demonstrate how sickle cell disease
results from a mutation that alters a protein product. Students create chromosomes spreads, examine
the structure of chromosomes, and show how traits are passed through generations on these
chromosomes in our cells. Students also discuss the bioethics of scientific research and explore the
bounds of HIPAA legislation.
Unit 4 – Heart Disease
Students examine the normal function of the human heart and investigate malfunctions in the
cardiovascular system that can lead to heart disease. Students complete a dissection to tour heart
anatomy and study heart function using probes and data acquisition software. They collect and
analyze heart data including heart rate, blood pressure, and EKG readings and analyze cardiac test
results of Anna Garcia. Students explore the role cholesterol plays in the body. Students further their
knowledge of molecular biology as they run gel electrophoresis and complete RFLP analysis to
diagnose familial hypercholesterolemia. Students design models to simulate the function of a pump
and design visuals to show interventions for blocked coronary vessels.
Unit 5 – Infectious Disease
Students follow the spread of a simulated epidemic as engagement to a thorough examination of the
agents of disease. Students use clues from their investigation of Anna Garcia’s medical history to
deduce that she was suffering from a bacterial infection. Through a series of laboratory investigations,
students learn the fundamentals of aseptic technique, complete visual identification of bacterial
morphology, use the Gram stain to examine bacterial cell structure, and run metabolic tests to
pinpoint the particular bacterium at the heart of the illness. Students explain the functioning of the
human immune system in a visual project and explore how this system is designed to protect against
invaders.
Unit 6 – Post Mortem
In the final unit of the course, students put together all they have learned throughout the course to
determine Anna Garcia’s cause of death. Students will investigate the structure and function of key
human body systems and relate the illnesses in the course to a breakdown in these systems. Students
will begin to recognize the coordination and interconnections of the body systems required to
maintain homeostasis, a precursor to the theme of the Human Body Systems course.
Timeline
September/October – Unit 1: Investigating the Scene (forensics)
November/December – Unit 2: Diabetes and Food Science
January/February – Unit 3: DNA and Disease Inheritance
March/April – Unit 4: The Heart and Heart Disease
April/May – Unit 5: Infectious Diseases
Supplies
Supplies needed for this course are:
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Composition Notebook (to be used for PBS ONLY.)
Loose leaf paper
Folder (to be used for PBS ONLY.)
Ink pen: dark blue or black
Pencils: mechanical is preferred
Inexpensive scientific calculator
USB drive-for projects and presentations
Class communication: Email and the information board in the classroom will be our primary
ways of communication. My email address is [email protected].
Grades
Test and Quizzes
1. There will be a test at the end of every unit. You will know about the test at least 2-3 days prior to
the test. There will be a review before each test.
2. Tests can be made up after school or during your lunch hour.
GRADING SCALE
CRITERIA FOR GRADING
A= 90-100
Test (200 points each)
B= 80-89
Projects (100 points each)
C= 70-79
Quiz (50 points each)
D= 60-69
Class work (will vary)
F= 59-below
Notebook checks (will vary)
Participation points (20 points/day)
Composition Notebook Checks:
The vast majority of what you do in this course will be recorded in your composition notebooks.
The habit of good scientists is the maintenance not only of data, but of observations and writings
kept in their journals. You will be expected to do the same. Your notebooks will be checked
periodically throughout the semester for completeness. Your notebooks will also be checked via
open notes exams to determine if you have all information recorded accurately and up to date.
Late Homework Policy 1 day late….lose 25% of the points you earned 2+ days late....speak with me
about your options A blue “Late Homework” sheet (found on the back counter) must be filled out and
stapled to any assignments turned in late in order to get graded. Otherwise you will receive a zero. A late
assignment grade is better than a zero. 2 days late = 0
Attendance
Students are expected to be in their assigned seat working on the opening assignment at the beginning of
class. Make up work for absences require an excuse signed by a parent or guardian and should be
presented to the teacher on the First day back from the absence. Make up work must be requested by the
student. Make up work is expected to be completed within three school days, unless another arrangement
is made with the teacher in line with District Policy.
Students sign in at the beginning of the class period. If a student enters tardy, he/she still signs in and are
recorded tardy. Three tardies constitute an unexcused absence for this class. All tardies and unexcused
absences will be reported to the Deans of Culture. No make up work will be given for unexcused
absence.
Classroom expectations
In addition to daily attendance, students in my class are expected to adhere to the following norms:
1. We are safe. Students are expected to follow all instructions at all times, especially during laboratory
activities. Horseplay creates an unsafe environment for scientific inquiry. All students engaged in
horseplay will receive an automatic F for each assignment due and given that day.
2. We are caring. Students are not only respectful to themselves, the teacher, and the learning
environment, but they also help to enhance the learning experience of others. They govern their actions
such that they contribute to the success of the whole class. Personal points will be given to students based
on teacher observations of positive conduct.
3. We are productive. Students have the mindset to come to class on time, with all materials, and the
commitment to fully engage in all class activities.
Rewards
Points are awarded to the whole class and to individual students with respect to how they contribute to
productivity and the learning environment.
Consequences
Inappropriate behavior results in points being taken away from individual students or the whole class
where appropriate. Additional consequences will include seat assignment changes, teacher to student
counseling, a call home, and a referral to the Dean of Discipline.
To the student: Please return the signature slip below by Monday, September 12, 2016 and retain the rest
for your reference.
Electronic Devices
Electronic devices are only to be used and / or seen at times designated by the teacher. All other
undesignated uses will be considered as insubordination and will nullify the scores for all work done that
class period.
I have reviewed the syllabus with my student and understand how he/she will be graded and, am
aware of the classroom expectations and consequences for student behavior.
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Parent Signature
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Date
(Parent: “I can help with field trips.” (please include contact information below)
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Student Signature
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Date