1. Biomedical Science Program
Project Lead The Way

2. VIDEO
Sciences Video

3. Meet ANNA GARCIA Opening Excerpt from PBS:
It was a hot, 92°F summer morning. The emergency call came in at 9:45 am. A man contacted the police to report that he was worried about his next door neighbor, a woman named Anna Garcia. He informed the police that he had spoken to Anna the previous morning when he saw her walking her dog around 6:30 am. He noted that she was wearing a sweater even though they were currently experiencing a heat wave. He decided to call the police this morning because Anna’s dog had been barking excitedly for the last two hours (which is extremely unusual in this normally quiet suburban neighborhood). He tried to call Anna on the telephone, but no one answered. Next he tried ringing her doorbell, but there was no answer. The 911 operator notified the local police and the emergency medical technicians (EMT). Both the police and the EMT arrived at the scene at 9:56 am. The front door had to be broken down. Upon entering the house, they found Anna lying face down in the entry hallway. It was a comfortable 73˚F inside the house.
The EMT determined that Anna was dead. The police immediately notified your team of crime scene investigators as well as the medical examiner, both of whom were dispatched to the house. Has a crime been committed? The mystery begins! It is your job to put together as many pieces of information as you can find. (Don’t worry – the dog was taken to the home of close family friends and is doing just fine.)
PBS – Case-based scenario spans entire course
This is an example from our first course in the Biomedical Science Program, Principles of Biomedical Science. The other courses have the same approach, case-based scenarios. Case-based scenarios span all of courses. From the moment students walk into a Principles of Biomedical Science classroom, they are immersed in the mysterious death of Anna Garcia. They are presented with the scene of her death and are asked to collect and document evidence that they will analyze for the entire course.

4. Experience a PLTW classroom
Where students learn content in context through:
Case-based scenarios
Hands-on learning
Activities, projects, and problems
Real world application
Open-ended problems
A closer look at the PLTW classroom
Let’s take a deeper look inside a Project Lead The Way classroom.
Content is taught in context.
Looking around in a Principles of Biomedical Science Project Lead The Way classroom, you will note students learning content in context. Students learn, via autopsy reports and medical history documents that Anna suffered from a variety of illnesses that may have contributed to her demise. For example, Anna was a Type 1 diabetic. Through an exploration of diabetic emergencies throughout Anna’s life, students investigate the way in which water moves in and out of cells and discuss how this relates to symptoms related to diabetes.
Activities, projects, problems.
The Biomedical Science curriculum is engaging and focuses on real world, hands-on activities, projects and problems. With the model of activities, projects and problems it allows for scaffolding learning – Within the courses, and courses build on each other, preparing students, building foundational skills to solve more complex problems on their own. This is building the foundation in critical thinking and habits of mind. Activities, projects and problems are building a content base as well as skills to follow a process.
Part of learning content in context is that the curriculum exposes students to many careers in the biomedical sciences, spanning the range of educational requirements.
In PBS, students play the role of a microbiologist as they work through a series of labs and activities to identity an unknown bacterial species plaguing Anna prior to her death. Students investigate careers related to the post mortem investigation of Anna as well as careers linked to Anna’s life with various diseases, such as heart disease and sickle cell disease. In the first course of the BMS sequence, students are exposed to over 30 careers in the biomedical sciences. This exploration continues in the subsequent courses.
In a Project Lead The Way Classroom, students engage in open-ended projects and problems.
Going back to Anna, When investigating the case of Anna Garcia, students design an experiment to analyze blood spatter stains left at the scene. Analysis of their findings will help them determine the manner of Anna’s death.
In the classroom they also explore Anna’s life with diabetes and students develop plans for an innovation that would help a person with Type 1 or Type 2 diabetes. This speaks to the real world application and open ended problems presented in a Project Lead The Way BMS Classroom.”

5. Teacher serves as facilitator (ACTIVATOR), student is director of learning…
… and the classroom becomes a collaboration space
The BMS curriculum is an interaction between teachers, students, and knowledge – it’s a process, not a product
In a Project Lead The Way Biomedical Science classroom, curriculum is not a physical thing. Curriculum is the interaction of teachers, students and knowledge: a process. Curriculum is actually what happens in the classroom. In this process the teacher takes on the role of facilitator, more of a coach-like figure rather than a disseminator of knowledge. That allows the student to thrive as the director of learning in a Project Lead The Way Classroom Biomedical Science Classroom. Project Lead The Way’s intentional design is a paradigm shift from teacher playing the role of direct instructor to facilitator. We find that students are self-driven and motivated and develop essential skills in a social constructivist learning environment. Biomedical Science projects focus on collaboration and teamwork. Students take ownership of their work. For example in a PLTW BMS course, students investigate the role of heart disease in Anna’s death. They work with teams to design and conduct experiments demonstrating the effects of stress, exercise or position of the body on heart rate and blood pressure. At the end of the course, teams work to evaluate all of the case evidence they have collected the entire year to determine Anna’s final cause of death.
Now that I have given you a look inside a Project Lead The Way Biomedical Science classroom, let’s take a look into each course offered in the program.

6. Biomedical Science Course Sequence
Principles of Biomedical Science (PBS)
CAPSTONE:
Biomedical Innovation (BI)
Human Body Systems (HBS)
Medical Interventions (MI)
Full year courses designed for grades 9-12
Aligned to national standards
Linked to Gateway’s Medical Detectives
*May want to briefly note that Medical Detectives in Gateway program is related

7. Principles of Biomedical Science (PBS)
UNITS
The Mystery
Diabetes
Sickle Cell Disease
Heart Disease
Infectious Disease
Post Mortem
PBS
PBS “Case” throughout the year Garcia story
Brief Description:
In the introductory course of the BMS program, students determine factors that led to the death of a fictional person as they study concepts of biology and medicine. While examining an autopsy report they investigate medical history, lifestyle choices, and medical treatments that might have prolonged the person's life. The activities and projects introduce students to human physiology, basic biology, medicine, and research processes while allowing them to design their own experiments to solve problems.
Longer description:
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 Science program and lay the scientific foundation for subsequent courses.
Unit 1 – The Mystery
Lesson 1.1 Investigating the Scene
Lesson 1.2 DNA Analysis
Lesson 1.3 The Findings
Unit 2 – Diabetes
Lesson 2.1 What is Diabetes
Lesson 2.2 The Science of Food
Lesson 2.3 Life with Diabetes
Unit 3 – Sickle Cell Disease
Lesson 3.1 The Disease
Lesson 3.2 It’s in the Genes
Lesson 3.3 Chromosomes
Lesson 3.4 Inheritance
Unit 4 – Heart Disease
Lesson 4.1 Heart Structure
Lesson 4.2 The Heart at Work
Lesson 4.3 Heart Dysfunction
Lesson 4.4 Heart Intervention
Unit 5 – Infectious Disease
Lesson 5.1 Infection
Unit 6 – Post Mortem
Lesson 6.1 Analyzing Anna
PBS
HBS MI BI

8. PBS Unit One: The Mystery Activities and Projects
CASE EVIDENCE
Crime Scene Sketch
Persons of Interest
Anna Garcia Case Report
Anna Garcia Food Diary
Anna Garcia Nutrient Analysis Resource Sheet
Anna Garcia Heart Attack Risk Assessment Report
Anna Garcia Cause of Death Organizer
Activity Crime Scene Sketch
Activity Persons of Interest
Activity Student Response Sheet
Activity Anna Garcia Case Report
Project Anna Garcia Food Diary
Activity Anna Garcia Nutrient Analysis Resource Sheet
Activity Diary Entries Resource Sheet
Project Anna Garcia Heart Attack Risk Assessment Report
Activity Anna Garcia Cause of Death Organizer
PBS
HBS MI BI

9. PBS Unit One: The Mystery Sample Detailed Outline
THE MYSTERY // 31 DAYS
Unit One: The Mystery (31 days)
Lesson 1.1: Investigating the Scene (15 days)
Understanding Addressed in Lesson:
Principles of biomedical science can be used to investigate the circumstances surrounding a mysterious death.
Experiments are designed to find answers to testable questions.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
Recognize that processing a crime scene involves purposeful documentation of the conditions at the scene and the collection of any physical evidence.
Describe how evidence at a crime scene, such as blood, hair, fingerprints, and shoeprints can help forensic investigators determine what might have occurred and help identify or exonerate potential suspects.
Recognize that bloodstain patterns left at a crime scene can help investigators establish the events that took place during the crime.
Recognize that all external variables in an experiment need to be controlled.
Analyze key information gathered at a simulated crime scene.
Design a controlled experiment.
Graph and analyze experimental data to determine the height associated with bloodstain patterns.
Essential Questions
What can be done at a scene of a mysterious death to help reconstruct what happened?
How do the clues found at a scene of a mysterious death help investigators determine what might have occurred and help identify or exonerate potential suspects?
How do scientists design experiments to find the most accurate answer to the questions they are asking?
How are bloodstain patterns left at a crime scene us to help investigators establish the events that took place during a crime?
PBS
HBS MI BI

10. Human Body Systems (HBS)
UNITS
Identity
Communication
Power
Movement
Protection
Homeostasis
Students study basic human physiology, especially in relationship to human health. A central theme is how the body systems work together to perform specific functions such as movement and communication.
Students use data acquisition software to monitor body functions and use the Anatomy with Clay® Manikens™ to study body structure. The Maniken is a key learning tool as students engage in units rooted in the human body systems and how they interact. For example, in unit one students study identity. Tissues and cells are the focus in unit one. Students learn that tissues are groups of similar cells working together to perform a specific function and are the living fabric that holds together the human design. In this course, students will examine the four main classifications of tissue – epithelial, connective, muscle and nervous – in more detail students examine their specific role in human body systems. This activity will provide an introduction to bone, muscle and fat, all types of tissue that contribute to the framework of the human body.
Students give their Maniken® an identity. As students learn to work with the clay and sculpt the cheeks, the eyes and the mouth, the model comes life. Your Maniken® will be given a name and over the course of the year, a unique body of interrelating systems. Before we focus on the common processes of this amazing human machine, let’s focus on what makes us unique- from our appearance, to the structure of our bones and organs, down to the DNA inside of our cells. 
Unit One – Identity
Unit one engages students in a discussion of what it means to be human. 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. Students play the role of forensic anthropologists as they unlock the clues of identity found in bone and use restriction analysis and gel electrophoresis to analyze differences in DNA. Students begin to study histology and build upon their knowledge of human tissue.
The case-based scenarios continue in the HBS course.
HBS – Case-based scenarios span each unit.
Missing Person Case (Unit 1 – Identity)
Students explore aspects of identity, such as ethnicity and height, by observing and measuring differences in human bones.
Students then zoom in to pinpoint specific identity using DNA. Students use the tools of molecular biology to create a DNA fingerprint and match DNA from the skeletal remains to that of two potential missing persons (meeting the description they ascertained from the bones).
The Mysterious Case of Lincoln Grant (Unit 2 – Communication)
Students are presented with the case of a man exhibiting a variety of strange, seemingly unrelated symptoms. Teams research symptoms, brainstorm potential causes of these symptoms, and offer a diagnosis that showcases communication pathways within the human body and with the outside world.
How to Train a Champion (Unit 4 – Movement)
Students put together everything they have learned thus far in the course to design a training plan for an athlete. Playing the role of a biomedical professional in a combined medical practice that caters to athletes, the students will design a plan that looks at all aspects of training, from diet and exercise to hydration and injury prevention. Events and client profiles are chosen at random and each team is responsible for selling their plan to their particular client.
Unit 1 – Identity
Lesson 1.1 Identity: Human
Lesson 1.2 Identity: Tissues
Lesson 1.3 Identity: Molecules and Cells
Unit 2 – Communication
Lesson 2.1 The Brain
Lesson 2.2 Electrical Communication
Lesson 2.3 Chemical Communication
Lesson 2.4 Communication with the Outside World
Unit 3 – Power
Lesson 3.1 Introduction to Power
Lesson 3.2 Food
Lesson 3.3 Oxygen
Lesson 3.4 Water
Unit 4 – Movement
Lesson 4.1 Joints and Motion
Lesson 4.2 Muscles
Lesson 4.3 Blood flow
Lesson 4.4 Energy and Motion: Exercise Physiology
Unit 5 – Protection
Lesson 5.1 The Skin
Lesson 5.2 Bones
Lesson 5.3 Lymph and Blood Cells
Unit 6 – Homeostasis
Lesson 6:1 Health and Wellness
PBS
HBS MI BI

11. HBS Unit One: Identity Sample Detailed Outline
IDENTITY // 26 DAYS
Unit One – Identity (26 Days)
Lesson 1: Identify Human (4 Days)
Understandings Addressed in Lesson
The human body is made up of complex systems functioning together to maintain homeostasis. Directional terms describe the position of anatomical structure in relation to other structures or locations in the body, and regional terms specify distinct anatomical landmarks on the body.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
Identify the systems and structures involved in basic body processes
Explain the functions of different human body systems, and list the major organs within each system
Describe how multiple body systems are interconnected and how those interconnections and interactions are necessary for life
Explain how directional terms and regional terms can be used to pinpoint location on the body
Show the relationship between multiple human body systems
Demonstrate the correct use of directional and regional terms
Illustrate key directional term pairs on a model of the human body
Essential Questions
In what ways do the parts of a human body system work together to carry out a specific function?
In what ways do different human body systems work together to complete specific functions?
How can directional terms and regional terms help describe location in the body?
What features of structure and function are common to all humans?
PBS
HBS MI BI

12. Medical Interventions (MI)
UNITS
How to Fight Infection
How to Screen What is in Your Genes
How to Conquer Cancer
How to Prevail When Organs Fail MI
Students study the variety of medical interventions involved in the prevention, diagnosis and treatment of disease as they follow the lives of a fictitious family.
Student projects investigate interventions related to diagnostics, immunology, surgery, genetics, pharmacology, medical devices, and lifestyle choices.
MI – Case based- scenarios span each unit. Students investigate the variety of interventions involved in the prevention, diagnosis and treatment of disease as they follow the lives of a fictitious family.
Outbreak on a College Campus (Unit 1 – How to Fight Infection)
Students investigate a simulated outbreak and explore the diagnostic process used to identify a mystery infection. Students determine the identity of this agent by completing bioinformatics analysis as well as antibody-based wet lab tests.
Given the infection is bacterial, students then investigate the classes of antibiotics used to treat disease and explore antibiotic resistance.
As an aftermath of her illness, the patient, Sue Smith, is left with hearing impairment. Students investigate the physiology of the ear as well as the variety of innovations available to assist patients with hearing loss.
Finally, students discuss the prevention of infectious disease and the action of vaccines.
Unit 1 – How to Fight Infection
Lesson 1.1 – The Mystery Infection
Lesson 1.2 – Antibiotic Treatment
Lesson 1.3 – The Aftermath: Hearing Loss
Lesson 1.4 – Vaccination
Unit 2 – How to Screen What is in Your Genes
Lesson 2.1 – Genetic Testing and Screening
Lesson 2.2 – Our Genetic Future
Unit 3 – How to Conquer Cancer
Lesson 3.1 – Detecting Cancer
Lesson 3.2 – Reducing Your Risk
Lesson 3.3 – Treating Cancer
Lesson 3.4 – Building a Better Cancer Treatment
Unit 4 – How to Prevail When Organs Fail
Lesson 4.1 – Manufacturing Human Proteins
Lesson 4.2 – Organ Failure
Lesson 4.3 – Transplant
Lesson 4.4 – Building a Better Body
PBS
HBS MI BI

13. Medical Interventions (MI) Overview
Unit 1 – How to Fight Infection
Lesson 1.1 – The Mystery Infection
Lesson 1.2 – Antibiotic Treatment
Lesson 1.3 – The Aftermath: Hearing Loss
Lesson 1.4 – Vaccination
Unit 2 – How to Screen What is in Your Genes
Lesson 2.1 – Genetic Testing and Screening
Lesson 2.2 – Our Genetic Future
Unit 3 – How to Conquer Cancer
Lesson 3.1 – Detecting Cancer
Lesson 3.2 – Reducing Your Risk
Lesson 3.3 – Treating Cancer
Lesson 3.4 – Building a Better Cancer Treatment
Unit 4 – How to Prevail When Organs Fail
Lesson 4.1 – Manufacturing Human Proteins
Lesson 4.2 – Organ Failure
Lesson 4.3 – Transplant
Lesson 4.4 – Building a Better Body

14. HMI Unit One: How to Fight Infection Sample Detailed Outline
HOW TO FIGHT INFECTION // 45 DAYS
Unit One: How to Fight Infection (45 Days)
Lesson 1.1: The Mystery Infection (17 Days)
Understanding Addressed in Lesson:
Medical interventions help maintain health and homeostasis in the body.
A variety of methods can be used to detect and/or identify infectious agents.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
Recognize that medical interventions are measures to improve health or alter the course of an illness and can be used to prevent, diagnose, and treat disease
Describe how bioinformatics, the collection, classification, storage, and analysis of biochemical and biological information using computers, can be used to identify disease pathogens
Describe the applications of bioinformatics in health and wellness
Recognize that diagnostic tests for infectious diseases can provide qualitative results, indicating the presence or absence of disease, as well as quantitative results, indicating the concentration of the infectious agent or of an antibody produced in response to the disease agent
Explain the principles of the Enzyme-linked Immnosorbant Assay (ELISA) test and describe how antibodies can be used to detect disease
Analyze connections between individuals in a disease outbreak
Use publically available molecular databases to search for DNA sequences and identify pathogens
Compute serial dilutions and calculate resultant concentrations
Perform ELISA testing to determine the concentration of infectious bacteria in simulated body fluids and identify infected patients
Essential Questions
What is a medical intervention?
What are the main categories of interventions that function to maintain human health?
How do scientists gather evidence during the potential outbreak of an infectious disease?
What is bioinformatics?
How can DNA sequences be used to identify disease pathogens?
PBS
HBS MI BI

15. Biomedical Innovation (BI) Capstone
SAMPLE PROBLEMS INCLUDE
Designing an effective ER: 24 days
Design of a medical innovation: 16 days
Combat a public health issue: 18 days
Forensic Autopsy: 12 days
Independent project BI
Capstone course
Progressively challenging problems
Flexible design
Apply knowledge and skills learned in all previous courses
Opportunity to work with mentor(s)
Multiple presentations
BI – Case-based scenarios staged in multi-part “missions” – each culminating in an open-ended project.
Design of An Effective ER (Problem 1)
Students apply their knowledge of emergency medical careers, diagnostic testing and patient evaluation, human body systems, and medical interventions to analyze the workings of an emergency room and discuss inefficiencies that may hinder appropriate clinical care. Student teams will work collaboratively to design a more efficient emergency medicine delivery system
Add pictures of student designs/Revit files?
Investigating Environmental Health (Problem 4)
Students use publicly available databases, as well as personal contacts and visits, to uncover possible sources of environmental contamination in the community and to assess risk and level of exposure to people, wildlife, and environmental resources. Students will use their compiled information to design an action plan to increase awareness, monitor resources or individuals in the community, improve conditions, and ensure a clean and safe environment
Design of a Medical Innovation (Problem 3)
Students review the diseases and disorders as well as the corresponding medical interventions they have investigated in the previous courses and propose a new or better medical device, pharmaceutical, surgical procedure, or genetic intervention. Students will work with a team to build a prototype, model, or schematic of the intervention as well as develop a marketing plan for the product.
PBS
HBS MI BI

16. Internships

17. WHITE COAT
CEREMONY