Download Principles of Biomedical Science

Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018
Jay County High School
Principles of Biomedical Science
Year 1
Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018
See teacher notes for day to day outline
Human Body Systems
Standard 1 - Students are introduced to seven major human body systems: cardiovascular, digestive, endocrine, immune, nervous, respiratory, and urinary.
Students explore the meaning of the term system and investigate the interrelatedness of human body systems. Students begin to develop effective skills in conducting internet research, documenting scientific sources, and summarizing key ideas.
.
Science Academic Standard
1.1.1 Determining the cause of
death involves the investigation
of many aspects of the medical
condition of a victim, the internal
and external examination of the
body, the chemical and
microscopic analysis of tissues
and body fluids, and may involve
many different biomedical
professionals.
1.1.2 It is important to evaluate a
source of information to ensure
the information is accurate and
unbiased; all sources used for
information should be properly
cited in presentations and
reports
1.1.3 The human body is
composed of multiple body
systems working together to
maintain good health
Literacy Embedded Standard
Learning Activities
In this activity, you will read for content and
identify important pieces of information that
may be clues to the mysterious death of a
woman.
Internet research of 3 careers in the biomedical
field.
Standard 2
-Student will develop an
understanding of the core
concepts of technology
 Construct a life-size human body
poster, showing the location of
major systems in the human body
and the organs that comprise
them.
 Work as a team member to create
a visual and oral presentation,
containing pictures and text, to
explain the major features and
Assessment(s)
Essential questions 1.1
Career journal – using counsel of
science editor format
Oral and written
presentation
Graphic Organizer
Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018
functions of a body system.
1.1.4 Each human body system is
composed of specific organs that
interact to complete specialized
functions in the body.
1.1.5 show the interconnections
between body systems
Standard 12
Students will develop the abilities
to use and maintain technological
products and systems
1.1.8 Students will interpret the
impact of the provisions of the
Health Insurance Portability and
Accountability Act (HIPAA) for
people in different healthcare
careers.
Produce a concept map between 2
body systems.
 Make a concept map showing the
interconnections between many
body systems.

1.1.6 Students will interpret clues
from an autopsy report to predict
possible causes for the death of
the fictional mystery victim.
1.1.7. Students will explain the
importance of confidentiality
when dealing with patients, and
describe the major patient protections written into the Health
Insurance Portability and Accountability Act (HIPAA).

Standard 17
Students will develop an
understanding of and be able to
select and use information and
communication technologies

Students will interpret clues from an
autopsy report to predict possible
causes for the death of the fictional
mystery victim.
Students will discuss the importance of
patient confidentiality and examine
times when for the safety of the public
the confidentiality must be broken and
health information shared with others
Concept map
Linking Chart
Evidence document
Autopsy report
HIPPA worksheet
Career journal
Unit 1 vocabulary quiz
Unit 1 Test
Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018
Standard: NSES-Unifying
concepts and processes.
-systems, order, and
organization
-evidence, models, and
explanation
- change, constancy , and
measurement
NSES Standard A :Science as
inquiry
-abilities necessary to do
scientific inquiry
-understandings about
scientific inquiry
NSES Standard C: Life Science
-the cell
-matter, energy, and
organization in living systems
NSES Standard F : Science in
Personal and Social Perspective
-personal and community health
Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018
Standard 2 - Students will examine the structure and function of the heart by first examining pictures and making their own diagrams, secondly by dissecting a
sheep’s heart and finally by collecting various heart function readings on themselves. Students will also learn about the various types of cardiovascular tissue and
careers involving the heart.
Science Academic Standard
2.1.1. A pump is a machine that moves a
fluid from one location to another.
There are multiple ways
to construct a pump.
Literacy Embedded Standard
Standard 12 – Students will
develop the abilities to use and
maintain technological products
and systems
Learning Activities
1. Students will apply their past experience to build a simple pump.
2. Students will apply their
knowledge of pump design to explain why the human heart is
called a pump.
Assessment(s)
Build a pump that successfully
moves 150 mL of water from one
location to another.
3. Students will apply simple principles of fluid mechanics to explain
how to change the speed at which
a liquid can be moved by their
pump.
2.2.1
1. The human heart is a
four-chambered living
pump designed to
provide the force
needed to transport
blood through all the
tissues of the body.
2. The design of the
four-chambers allows
the heart to handle
Standard 17
Students will develop an
understanding of and be able to
select and use information and
communication technologies
1. Make two dimensional drawings of 2.2 essential questions
the human heart labeling all imCrossword puzzle
portant structures.
2. Dissect a sheep’s heart, accurately identifying and describing the
function of the specified structures.
3. Compare and contrast the characteristics of the different cardiac
tissue types.
Vocabulary quiz
Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018
both oxygenated
blood from the lungs
and un-oxygenated
blood from the body
without mixing the
two types of blood.
4. Explain how the design of the
four-chambered heart allows the
heart to pump both oxygenated
and un-oxygenated blood without
mixing.
3. The human heart has
different types of tissue which vary in
characteristics.
4. A tissue is a group of
similar cells designed
to carry out a specific
function
2.3
1. The heartbeat is caused by the
contraction of cardiac muscle
cells and results in the movement
of blood from the heart to the
arteries and the rest of the body.
2. Student will collect data on
their heart rate, b/p and ekg
3. Internal and external factors
affect heart function including
heart rate, EKG, and blood
pressure.
2.4
Blood is liquid connective tissue
composed of red cells, white cells
and platelets suspended in liquid
plasma
Standard 14
Students will develop an
understanding of and be able to
select and use medical
technologies
 Demonstrate the use of technology as an important tool in the Biomedical Sciences by using various Vernier probes and data acquisition software to collect cardiovascular data.
 Use the Experimental Design Process to plan and carry out experiments on blood pressure and
heart rate.
Blood pressure lab report
EKG worksheet
Heart rate worksheet
2.3 essential questions
 Collect and analyze EKG data.
 Investigate factors that can impact
heart rate and blood pressure.
 Identify, sketch, and measure red and white blood cells 2.4 essential questions
viewed under a microscope.
Career journal
 Identify and describe the
functions of the major com-
Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018




Standard: NSES-Unifying
concepts and processes.
-systems, order, and
organization
-evidence, models, and
explanation
- change, constancy , and
measurement
NSES Standard A :Science as
inquiry
-abilities necessary to do
scientific inquiry
-understandings about
scientific inquiry
NSES Standard C: Life Science
-the cell
-matter, energy, and
organization in living systems
NSES Standard F : Science in
ponents of human blood.
Identify and sketch various
types of human tissues
viewed under a microscope.
Demonstrate an understanding of the differences
between cells, tissues, and
organs.
Use and explain mathematical procedures to estimate
size of objects viewed under
a microscope.
Explain the importance of
blood to human survival.
Vocabulary quiz
UNIT 2 Test
Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018
Personal and Social Perspective
-personal and community health
NSES Standard G: History and
Nature of Science
-science as human endeavor
- nature of scientific knowledge
Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018
Standard 3 - Students investigate the serious effects a disease within one system can have on homeostasis in the body as a whole. The disease studied is
diabetes. Students are introduced to basic chemistry, the biochemistry of macromolecules, and the relationship of these molecules to metabolic function. The
causes, symptoms, treatments and effects of diabetes are studied as well as the life style implications associated with this disease. The engineering principles
involved in feedback loops are discussed and related to insulin and glucose.
Science Academic Standard
3.1 Homeostasis depends upon
many different chemical
reactions.
Food labels are a useful way to
determine which nutrients and
what percentages of their daily
values are present in a food.
The chemical bonds formed
between atoms are sources of
energy, and the energy is
released when the bonds are
broken.
Water is an essential component
of human bodies and has unique
properties, including the ability to
dissolve many molecules and
compounds.
Literacy Embedded Standard
Standard 8
Students will develop an
understanding of the attributes of
design
Learning Activities
Assessment(s)
 Analyze food labels for nutri- 3.1 essential questions


Standard 9
Students will develop an
understanding of engineering
design




tional content.
Explain the term Dietary
Reference Intake and its importance to good nutrition.
Build and analyze molecular
models and diagrams of atoms, molecules and simple
compounds.
Describe the role of chemical bonding in chemical reactions and the transfer of
energy.
Explain the process of calorimetry and how it is used to
measure the amount of energy in a food.
Perform calorimetric measurements on food items.
Explain why water is an essential component of human
bodies.
Crossword puzzle
Vocabulary quiz
Calorimetry worksheet
Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018
3.2
Macromolecules are
classified into four
groups, proteins, carbohydrates, lipids,
and nucleic acids,
based on their structure.
The different classes of
macromolecules perform different functions in the body.
3.3
Catalysts facilitate chemical reactions by reducing the energy
needed for the reaction to occur.
Enzymes are usually
proteins and act as
catalysts in the human body.
Standard 11
Students will develop the abilities
to apply the design process
Standard 12
Students will develo9p the
abilities to use and maintain
technological products and
systems.
Standard 14
Students will develop an
understanding of and be able to
select and use medical
technologies
 Build models of carbohydrates, proteins and lipids.
 Differentiate between the
classes of macromolecules
in terms of their structures
and functions.
 Give examples of different
foods that contain each of
these types of nutrients.
 Explain the role of indicators
in identifying chemical compounds.
 Design a graphic organizer
to summarize the results of
a food identification activity.
3.2 essential questions
Macromolecule PP worksheet
 Make a detailed outline
3.3 crossword
demonstrating an understanding of the structure and
3.3 essential questions
function of enzymes.
 Draw a concept map illusOral presentation of model
trating the information in the
outline describing the structure and function of enzymes.
 Demonstrate an understanding of both Lock and
Key Model and Induced Fit
Model of enzyme function by
constructing and explaining
a 3-D model of how enzymes link to substrates.
Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018
 Explain the importance of
enzymes on maintaining
homeostasis in the human
body.
 Describe the function of coenzymes and give examples
of co-enzymes found in
food.
3.4
The human body uses
both positive and
negative feedback
mechanisms to maintain homeostasis.
Insulin is the protein
that regulates the
transfer of glucose into body cells and it is
part of a feedback
system that maintains
the level of glucose in
the blood.
Diabetes is a disorder
caused by insufficient
insulin or the inability
of the insulin to function properly.
Diabetes is a serious
health issue in the
U.S., with long term
impacts on individuals, families, and
Standard 17
Students will develop an
understanding of and be able to
select and use information and
communication technologies






Explain how feedback systems are used
by the human body to maintain homeostasis.
Create a 3-D working model that
demonstrates the role of insulin in transferring glucose from blood into cells.
Explain the causes, symptoms, effects,
and treatments of both Type I and Type
II diabetes.
Demonstrate an understanding of the
dietary requirements and restrictions of
people who have diabetes.
Demonstrate an understanding of the
ways in which diabetes can impact one’s
daily life.
Describe behaviors that could help prevent the onset of Type II diabetes.
3.4 essential questions
Presentation of insulin/glucose
model
Unit 3 test
Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018
communities.
Standard: NSES-Unifying
concepts and processes.
-systems, order, and
organization
-evidence, models, and
explanation
- change, constancy , and
measurement
NSES Standard A :Science as
inquiry
-abilities necessary to do
scientific inquiry
-understandings about
scientific inquiry
NSES Standard C: Life Science
-the cell
-matter, energy, and
organization in living systems
NSES Standard F : Science in
Personal and Social Perspective
-personal and community health
NSES Standard G: History and
Nature of Science
-science as human endeavor
- nature of scientific knowledge
Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018
UNIT 4 - Genetics is the focus of this unit which uses Sickle Cell Disease as a tool to gain an understanding of the inheritance of traits. Students are introduced to
bioinformatics as they explore the role of genes in determining the structure and function of proteins. Students build models of DNA and the beta-globin protein
as they study the structure, function, and interrelatedness of nucleic acids and proteins. To study the impact of mutations they analyze karyotypes and explore
the effects of single base-pair mutations.
Science Academic Standard
Literacy Embedded Standard
Standard 12
4.1
1. Cells need oxygen in
order to function
properly, and the
hemoglobin protein in
red blood cells transports oxygen to the
cells.
2. People with deformed
hemoglobin experience a variety of
health issues.
3. Changes to the structure of a protein can
change its ability to
function properly.
Students will develop the abilities to
use and maintain technological
products and systems.
Learning Activities
 Use proper microscope technique to
examine and record
their observations of
normal and sickle
red blood cells in
their lab journal.
 Use appropriate Internet research techniques to obtain information on the
symptoms and complications of the sickle cell trait and anemia.
 Prepare a chart
comparing the symptoms and complications of sickle cell
trait to sickle cell disease.
 Write a letter to a
peer explaining the
relationship between
the symptoms of
Assessment(s)
4.1 Crossword – 15 pts
4.1 Essential questions – 10 pts
1. Students will describe
the differences in the
appearance of normal
and sickle red blood
cells.
2. Students will list the
symptoms and complications of sickle cell
disease. 30 pts
Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018
anemia and cell energetics.
4.2
Standard 3:
1. Chromosomes in reproductive cells carry
traits through the
generations.
2. The expression of a
trait through the generations of a family
can be visualized using a pedigree.
Students will develop an understanding of the relationships among
technologies and the connections
between technology and other fields
of study.
 Use proper laboratory
techniques to produce
chromosome spreads of
human HeLa cells.
4.2 vocabulary quiz – 20 pts
Family Pedigree
 Use proper techniques to
examine, count, and
measure chromosomes
from HeLa cells and
properly document data.
 Draw and analyze pedigree charts to illustrate
passage of a trait
through at least three
generations.
3. Genetic diseases are
passed from parents
to children before
birth and are not contagious.
 Calculate the probability
of a trait appearing in offspring.
4. Changes in the genetic material may
cause changes in the
traits of an organism.
4.3
1. Deoxyribonucleic Acid (DNA) is the genetic material for cells
and organisms.
2. DNA from all living
organisms has the
same basic struc-
Stand
ard
12
BM P
Students will develop
the abilities to use and
maintain technological
products and systems.
Use computers and calculators to access, retrieve, organize, process, maintain, interpret,
 Build a model of the DNA
molecule and be able to
use appropriate vocabulary to describe its structure.
 Use appropriate laboratory methods to isolate
DNA from plant and animal cells.
 Calculate the length of
DNA in a cell and proper-
Students will describe the structure
of DNA, especially the specific
relationships between adenine and
guanine nucleotides and between
cytosine and thymine nucleotides
Build DNA with kit
4.3 essential questions
Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018
ture—the differences
are in the sequences
of the nucleotides.
3. Genes, segments of
DNA sequence, code
for traits.
4. Each chromosome
contains numerous
genes.
4.4
1. The sequence of nucleotides in DNA determines
the sequence of amino
acids in a protein.
2. The genetic code is universal.
3. The sequence of amino
acids in a protein determines the protein’s threedimensional shape.
4. Proteins have multiple
structural levels.
5. A protein’s shape is not
constant; it changes depending on its environment.
and evaluate data and
information in order to
communicate.
Standard Students will develop an
14
understanding of and be
able to select and use
medical technologies.
BM M The sciences of biochemistry and molecular
biology have made it
possible to manipulate
the genetic information
found in living creatures.
Standard Students will develop
12
the abilities to use and
maintain technological
products and systems
BM P
Use computers and
calculators to access,
retrieve, organize,
process, maintain, interpret, and evaluate
data and information in
order to communicate.
Standard Students will develop
14
an understanding of
and be able to select
and use medical technologies.
BM M The sciences of biochemistry and molecular biology have made
it possible to manipulate the genetic infor-
ly convert units of nanoscale measurement
 Identify the exons,
coding regions, of a
gene by comparing
the DNA code to the
amino acid sequence of the protein.
 Work in teams to
build accurate 3dimensional models
of the beta-globin
protein. (optional)
 Design a protein
with a specific function by specifying the
sequence of nucleotides in the protein’s
gene.
4.4 essential questions
4.4 quiz
Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018
4.5
1. Chromosomal abnormalities cause
multiple, often morbid
complications and
can be detected by
karyotyping.
2. Humans have two
copies of each of the
23 different chromosomes.
3. Many diseases are
caused by mutations
in genes.
4. Changing a single
amino acid in a protein can change the
properties of a protein and its 3dimensional shape.
Unifying Concepts and Processes:

Evidence, models, and
explanation

Change, constancy,
and measurement

Form and function
Standard A: Science As In-
mation found in living
creatures.
Standard Students will develop
12
the abilities to use and
maintain technological
products and systems
BM P Use computers and
calculators to access,
retrieve, organize,
process, maintain, interpret, and evaluate
data and information in
order to communicates
 Complete and ana4.5 essential questions
lyze karyotypes.
 Summarize and preKaryotype worksheet
sent information on
syndromes associatPresentation grade
ed with chromosomal
abnormalities.
 Assemble models of
specified amino acids.
 Prepare a written
and oral presentation
about an assigned
disease caused by a
genetic mutation.
UNIT 4 Test
Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018
quiry:

Abilities necessary to
do scientific inquiry

Understandings about
scientific inquiry
Standard B: Physical Science

Structure and properties of matter
Standard C: Life Science:

The cell

Molecular basis of heredity
Standard G: History and Nature of Science

Science as a human
endeavor

Nature of scientific
knowledge
Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018
UNIT 5-
students look at the function of cholesterol in the body and its role in heart disease. DNA technologies including polymerase chain reaction (PCR), restriction
fragment length polymorphism (RFLP) analysis, and DNA electrophoresis are introduced as students complete activities dealing with the familial hypercholesterolemia gene
Science Academic Standard
5.1
There are many types of fat or
lipid molecules and each has
different physical properties and
functions in the body.
Literacy Embedded Standard
Standar Students will develd 12
op the abilities to
BM
P
. Cholesterol is a lipid and
is necessary for the
proper functioning of
cells and for maintaining a healthy body.
use and maintain
technological products and systems.
Use computers and
calculators to access, retrieve, organize, process,
maintain, interpret,
and evaluate data
and information in
order to communicate
Standard 3
5.2
Standard 12
1. DNA from numerous
Standard 14
sources including
blood and saliva can
be amplified and analyzed.
2. The Polymerase
Chain Reaction
(PCR) exponentially
Learning Activities
 Interpret molecular structure
diagrams and correctly construct three dimensional models of stearic acid, oleic acid,
linoleic acid, stearidonic acid,
and cholesterol.
Assessment(s)
5.1 essential questions
5.1 crossword
Cholesterol Brochure
 Identify a fatty acid as saturated or unsaturated by examining either the structural diagram or a three dimensional
model.
 Make a poster or brochure informing other students about
HDL and LDL and how these
molecules are associated with
the risk for heart disease.
5.2 essential questions
 Calculate the amplification
of DNA during the polymer1. Students will describe
ase chain reaction.
how the polymerase
 Use proper laboratory techchain reaction ampliniques to separate DNA
fies DNA.
fragments by gel electrophoresis.
2. Students will explain
how gel electrophore Analyze the results of the
sis separates DNA
gel electrophoresis to corfragments based on
rectly diagnose the presence
size
of the familial hypercholes-
Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018
increases the number
of DNA molecules.
3. Restriction Fragment
Length Polymorphism
allows for genetic
diseases and disorders to be diagnosed
by analysis of DNA
samples without DNA
sequencing.
Unifying Concepts and Processes:

Evidence, models, and
explanation

Change, constancy,
and measurement

Form and function
Standard A: Science As Inquiry:

Abilities necessary to
do scientific inquiry

Understandings about
scientific inquiry
Standard B: Physical Science

Structure and properties of matter
Standard C: Life Science:
terolemia mutation.
UNIT 5 test
Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018

The cell

Molecular basis of heredity
Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018
UNIT 6-
Bacteria and viruses, the causative agents of infectious diseases, are the focus of unit six. Structural differences between these organisms are examined as students Gram stain bacteria and produce models of virus particles. The differences in treatment protocols for bacterial and viral diseases are investigated. Students produce a public health campaign to educate peers about the dangers and the prevention of an infectious disease.
Science Academic Standard
6.1 1. Many different
types of bacteria exist
and only a few cause
disease.
2. Bacteria are classified by their reaction
to the Gram stain,
shape, and metabolism.
Literacy Embedded Standard
Stand Students will deard 12 velop the abilities
BM
P
3. Antibiotics can be
used to treat bacterial
infections, but the
choice of antibiotic
depends on the type
of bacteria causing
the infection.
6.2
1. Viruses are non-living
particles that can in-
Stand
ard 12
to use and maintain technological
products and systems.
Use computers
and calculators to
access, retrieve,
organize, process, maintain,
interpret, and
evaluate data
and information
in order to communicate
Students will develop the abilities
to use and main-
Learning Activities
 Use proper aseptic technique to sample and transfer
bacterial cells to microscope
slides.
 Use proper Gram staining
and microscope techniques
to stain and observe bacteria.
 Perform and analyze a test
of antibiotic efficiency using
pour plates and antibiotic
discs.
 Use proper research techniques to find information
from a variety of sources
Assessment(s)
6.1 essential questions
6.1 vocabulary quiz
6.2 essential questions
6.2 crossword puzzle
Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018
fect cells and cause
disease.
2. Antibiotics have no
effect on viruses and
are ineffective treatments for viral diseases.
3. Viruses are very specific and must be able
to attach to a cell to
be able to infect it
6.3
1. Public education can
help prevent the
spread of disease.
2. Infectious diseases
are spread in a wide
variety of ways.
Standard A: Science As Inquiry:

Abilities necessary to
do scientific inquiry

Understandings about
scientific inquiry
Standard E: Science and
Technology

Abilities of technological design

Understandings about
science and technology
BM
P
tain technological
products and systems
Use computers
and calculators to
access, retrieve,
organize, process, maintain,
interpret, and
evaluate data
and information
in order to communicate.
Standard 12
about the structure of viruses.
 Build an accurate, labeled,
UNIT 6 test
and scaled model of a virus
particle.
 Produce an accurate and informative presentation about
the symptoms, prevalence,
prevention, treatment, and
the global economic and social impact of an infectious
disease caused by a virus.
 Design and produce a Public Health Awareness Campaign to inform people about
the cause, symptoms, and
prevention of an infectious
disease.
Educational song or skit
Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018
Standard F: Personal and Social Perspectives

Personal and community health
Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018
UNIT 7
Medical interventions past and present are explored in this unit including surgery, medication, technology, and life style choice. The
focus of the work is how medical interventions have changed over time to prolong and improve the quality of life. Students explore
how a new pharmaceutical treatment goes from initial discovery to market, and research medical interventions currently available for
common diseases or disorders including heart disease, sickle cell disease, hypercholesterolemia, and infectious diseases. The connections between engineering and biomedical sciences are introduced as students explore the design and development of various
medical devices including prosthetics, artificial skin, insulin pumps, joint replacements, and heart pacemakers.
Science Academic Standard
7.1
The field of biomedical sciences
includes all sciences related to
the prevention of disease and the
development of effective
treatments.
Standard E: Science and
Technology

Abilities of technological design

Understandings about
science and technology
Standard F: Personal and Social Perspectives

Personal and community health
Standard G: History and Nature of Science

Science as a human
endeavor
Literacy Embedded Standard
Standard 3
Standard 12
Standard 14
Learning Activities
 Analyze the effect of replacing an
enzyme on the ability of a living
cell (yeast) to complete a chemical
reaction.
 Design and produce a product
(e.g. game, comic book, or cartoon) that demonstrates the steps
or stages in the development, trial,
and approval of medical interventions.
 Research, categorize, and summarize the medical interventions
that prevent or treat an assigned
disease.
 Present and explain the mode of
actions of the researched medical
interventions to the class.
 Describe how the application of
engineering principles to a biological system allowed the design and
production of a medical device to
improve human health or quality of
life.
Assessment(s)
7.1 essential questions
7.1 vocabulary quiz
Students will describe the different
types or categories of medical
intervention.
Unit 7 test
Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018

Historical perspectives
Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018
Unit 8
Funding medical research through the grant writing process is the focus of unit eight. In teams, students prepare a written grant proposal and give an oral presentation supporting the proposal, based on a disease topic of their choice. The grant proposal is based
on a National Institutes of Health grant structure. This is an in-depth research project completed over a lengthy period of time. The
final proposal is presented to a Grant Evaluation Committee consisting of community members employed in medical, healthcare,
education, or business professions.
Science Academic Standard
8.1 A grant is a detailed proposal
describing all aspects of a
research project and is used to
acquire funds to support research
work
Medical research is an essential
component in the quest to
increase longevity and improve
quality of life
Standard A: Science As Inquiry:

Abilities necessary to
do scientific inquiry

Understandings about
scientific inquiry
Literacy Embedded Standard
Standard 1 Students will develop an
BM J
BM K
BM L
Standard 3
Standard E: Science and
Technology

Abilities of technological design

Understandings about
science and technology
Standard F: Personal and So-
BM G
understanding of the characteristics and scope of
technology.
The nature and development of technological processes are functions of the
setting.
The rate of technological
development and diffusion
is increasing rapidly.
Inventions and innovations
are the result of specific,
goal-directed research.
Students will develop an
understanding of the relationships among technologies and the connections
between technology and
other fields of study.
Technology transfer occurs
when a new user applies an
existing innovation developed for one purpose in a
Learning Activities
 Prepare a
detailed grant
proposal for
a research
project that
will impact a
specific aspect of a disease or medical condition.
 Use consensus as a decision making
strategy on
the team.
 Present the
grant proposal in the
form of an
oral presentation.
 Use a rubric
appropriately
Assessment(s)
Grant presentation
Jay School Corporation PLTW Biomedical Curriculum Guide 2012-2018
cial Perspectives

Personal and community health
BM H
different direction.
Technological innovation
often results when ideas,
knowledge, or skills are
shared within a technology,
across technologies, or
across other fields.
to evaluate
each presentation.
 Complete a
peer evaluation for team
members including a self
evaluation.