This course, the first course in the Principles of Biomedical Science pathway, will help prepare students for a career in medicine or health care and will challenge them to solve real-world problems. Students will practice how to think creatively and critically to innovate in science and gain practical experience tackling challenges that biomedical professionals face in the field. Students will work through real-world situations, cases, and problems, such as solving a medical mystery case, diagnosing and treating a patient, and responding to a medical outbreak.
Unit | Timeframe | Big Ideas (Statements or Essential Questions) | Major Learning Experiences from Unit |
|---|---|---|---|
Unit 1 - Medical Investigation | September - November (~10 weeks) | 1.1 - What are different forms of evidence, how infallible are they, and how are they useful in resolving potential criminal cases? 1.2 - What information can be collected from an autopsy? - How can information collected during an autopsy lead to an understanding of disease and/or cause of death? - In what ways can scientific writings and presentations be utilized to present evidence and justify conclusions? | - Forensics - Blood components - Blood typing - DNA - Gel electrophoresis - Forensic toxicology - Histology - Cardiovascular system - Flow of blood through the heart - Presenting information |
Unit 2 - Clinical Care | November - March (~11 weeks) | 2.1 - How can an individual’s health status be assessed and evaluated? - What factors make an individual more susceptible to disease? - What are effective means of communicating with others in order to reach common goals? - What qualities make for an effective medical professional? 2.2 - How can changes in a genome lead to disease? - Why is an understanding of heredity an important factor in human health? - In what ways can altered biological processes lead to disease? - How can the genetic health of an individual be evaluated? | - Building a medical history - Empathy and Tact - Vital Signs - Heart and lung sounds - Cranial nerve exams - Phlebotomy - Blood components - Cell transport - Feedback loops - HIPAA laws - Protein synthesis - Genetics - Gel electrophoresis |
Unit 3 - Outbreaks and Emergencies | March - June (~10 weeks) | 3.1 - What are effective strategies for preventing and treating disease? - How does an immune system identify and eradicate infection? 3.2 - How can an individual’s health status be assessed and evaluated? - How do patient vitals and presumptive diagnoses inform the prioritization for treatment options in emergency medical situations? - What makes for effective emergency and disaster response protocols? - How do medical professionals manage emergencies that involve multiple patients? 3.3 - What are features of a user-friendly app? - In what ways can technology enable a faster response and quicker resolution during medical emergencies? | - Agents of disease - Evidence evaluation - Bacteria - Gram staining - Emergency response - Control bleeding - Triaging - User centered design - App creation |
Unit 4 - Innovation, Inc. | Supplemental work if extra time at end of the school year | 4.1 - How do the engineering and experimental design processes enable innovation? - How do innovations impact and advance human health? 4.2 - How does technology function as a vehicle for innovation? | - Regenerative medicine - Drug delivery - Innovation - Mapping - Data analysis |