Course title

Pre-requisite

Course description

Medical Intervention
Course Description
In the Medical Interventions course; students will investigate the variety of interventions involved in the prevention; diagnosis and treatment of disease as they follow the lives of a fictitious family. A ?How-To? manual for maintaining overall health and homeostasis in the body; the course will explore how to prevent and fight infection; how to screen and evaluate the code in our DNA; how to prevent; diagnose and treat cancer; and how to prevail when the organs of the body begin to fail. Through these scenarios; students will be exposed to the wide range of interventions related to Immunology; Surgery; Genetics; Pharmacology; Medical Devices; and Diagnostics. Each family case scenario will introduce multiple types of interventions and will reinforce concepts learned in the previous two courses; as well as present new content. Interventions may range from simple diagnostic tests to treatment of complex diseases and disorders. These interventions will be showcased across the generations of the family and will provide a look at the past; present and future of biomedical science. Lifestyle choices and preventive measures are emphasized throughout the course as well as the important role scientific thinking and engineering design play in the development of interventions of the future.

The Medical Intervention course is divided into four units
UNIT ONE:
Students are introduced to Sue Smith; the eighteen-year-old daughter of Mr. and Mrs. Smith. Sue is a college freshman who is presenting symptoms of an unknown infectious disease which students eventually identify as bacterial meningitis. Sue survives the infection but is left with hearing impairment. Through this case; students will explore the diagnostic process used to identify an unknown infection; the use of antibiotics as a treatment; how bacteria develop antibiotic resistance; how hearing impairment is assessed and treated; and how vaccinations are developed and used to prevent infection.

UNIT TWO:
Students are introduced to Mr. and Mrs. Smith; the head of the Smith family. Mr. and Mrs. Smith are very excited because they just found out they are expecting a new baby. Because the couple is in their early 40s; the doctor has suggested genetic screening and testing. Through this case; students will explore how to screen and evaluate the code in our DNA; the value of good prenatal care; and the future of genetic technology.

UNIT THREE:
Students are introduced to Mike Smith; the sixteen-year-old son of Mr. and Mrs. Smith. Mike is diagnosed with osteosarcoma; a type of bone cancer that often affects teenagers. Mike?s treatments put him into remission; in order to remove all of the cancerous tissue; he had to have most of his arm amputated and he needs a prosthesis. Through this case; students will explore the diagnostic process used to determine the presence of cancerous cells; the risk factors and prevention of cancer; rehabilitation after disease or injury; and the design process for new medications; prosthetics; and nanotechnology.

UNIT FOUR:
Students are introduced to Mrs. Jones; the forty-four-year-old sister of Mrs. Smith. Mrs. Jones has been struggling with Type 1 Diabetes Mellitus for twenty years. Over the years; Mrs. Jones did not take good care of herself or properly control her diabetes. She eventually began using an insulin pump and changed her lifestyle to regulate her blood sugar levels; but the damage had already been done. Mrs. Jones is now dealing with end stage renal failure and needs a kidney transplant. Through this case; students will explore protein production; blood sugar regulation; dialysis; organ donation and transplantation; non-invasive surgery techniques; as well as creation of a bionic human.

National Science Standards Covered
? Systems; order; and organization
? A system is an organized group of related objects or components that form a whole.
? Systems have boundaries; components; resources flow (input and output); and feedback.
? Order?behavior of units of matter; objects; organisms; or events in the universe?can be described statistically.
? Types and levels of organization provide useful ways of thinking about the world.
? Evidence; models; and explanation
? Evidence consists of observations and data on which to base scientific explanations.
? Models are tentative schemes or structures that correspond to real objects; events; or classes of events; and that have explanatory power.
? Scientific explanations incorporate existing scientific knowledge and new evidence from observations; experiments; or models into internally consistent; logical statements.
? Constancy; change; and measurement
? Although most things are in the process of becoming different?changing?some properties of objects and processes are characterized by constancy.
? Interactions within and among systems result in change.
? Changes in systems can be quantified.
? Mathematics is essential for accurately measuring change.
? Scale includes understanding that different characteristics; properties; or relationships within a system might change as its dimensions are increased or decreased.
? Evolution and equilibrium
? Evolution is a series of changes; some gradual and some sporadic; that accounts for the present form and function of objects; organisms; and natural and designed systems.
? Form and function
? The form or shape of an object or system is frequently related to use; operation; or function.
? Students should be able to explain function by referring to form and to explain form by referring to function.
NSES Content Standard A: Science as Inquiry
As a result of activities in grades 9-12; all students should develop

? Abilities necessary to do scientific inquiry
? Identify questions and concepts that guide scientific investigation.
? Design and conduct scientific investigations.
? Use technology and mathematics to improve investigations and communications.
? Formulate and revise scientific explanations and models using logic and evidence.
? Recognize and analyze alternative explanations and models.
? Communicate and defend a scientific argument.
? Understandings about scientific inquiry
? Scientists usually inquire about how physical; living; or designed systems function.
? Scientists conduct investigations for a variety of reasons.
? Scientists rely on technology to enhance the gathering and manipulation of data.
? Mathematics is essential in scientific inquiry.
? Scientific explanations must adhere to criteria such as: a proposed explanation must be logically consistent; it must abide by the rules of evidence; it must be open to questions and possible modification; and it must be based on historical and current scientific knowledge.
? Results of scientific inquiry?new knowledge and methods?emerge from different types of investigations and public communication among scientists.
NSES Content Standard B: Physical Science
As a result of activities in grades 9-12; all students should develop an understanding of

? Structure of atoms
? Matter is made of minute particles called atoms; and atoms are composed of even smaller components.
? The physical properties of compounds reflect the nature of the interactions among its molecules.
? Carbon atoms can bond to one another in chains; rings; and branching networks to form a variety of structures; including synthetic polymers; oils; and the large molecules essential to life.
Chemical reactions
? Chemical reactions occur all around us; for example health care; cooking; cosmetics; and automobiles. Complex chemical reactions involving carbon-based molecules take place constantly in every cell in our bodies.
NSES Content Standard C: Life Science
As a result of activities in grades 9-12; all students should develop an understanding of

? The cell
? Cells have particular structures that underlie their functions.
? Most cell functions involve chemical reactions.
? Cells store and use information to guide their functions.
? Cell functions are regulated.
Cells can differentiate; and complex multicellular organisms are formed as a highly organized arrangement of differentiated cells.
? Molecular basis of heredity
? In all organisms; the instructions for specifying the characteristics of the organism are carried in DNA; a large polymer formed from subunits of four kinds (A; G; C; and T).
? Most of the cells in a human contain two copies of each of 22 different chromosomes. In addition; there is a pair of chromosomes that determines sex: females have two X chromosomes and males have one X and one Y chromosome.
? Changes in DNA (mutations) occur spontaneously at low rates.
? Biological evolution
? Species evolve over time.
? Natural selection and its evolutionary consequences provide a scientific explanation for the fossil record of ancient life forms; as well as for the striking molecular similarities observed among the diverse species of living organisms.
? Matter; energy; and organization in living systems
? The chemical bonds of food molecules contain energy.
? Behavior of organisms
? Multicellular animals have nervous systems that generate behavior.
? Organisms have behavioral responses to internal changes and to external stimuli.
NSES Content Standard E: Science and Technology
As a result of activities in grades 9-12; all students should develop

? Abilities of technological design
? Identify a problem or design an opportunity.
? Propose designs and choose between alternative solutions.
? Implement a proposed solution.
? Evaluate the solution and its consequences.
? Communicate the problem; process; and solution.
? Understandings about science and technology
? Scientists in different disciplines ask different questions; use different methods of investigation; and accept different types of evidence to support their explanations.
? Science often advances with the introduction of new technologies.
? Creativity; imagination; and a good knowledge base are all required in the work of science and engineering.
? Science and technology are pursued for different purposes.
? Technical knowledge is often not made public because of patents and the financial potential of the idea or invention. Scientific knowledge is made public through presentation at professional meetings and publications in scientific journals.
NSES Content Standard F: Science in Personal and Social Perspectives
As a result of activities in grades 9-12; all students should develop understanding of
? Personal and community health
? Hazards and potential for accidents exist.
? The severity of disease symptoms is dependent on many factors; such as human resistance and the virulence of the disease-producing organism.
? Personal choice concerning fitness and health involves multiple factors.
? Population growth
? Various factors influence birth rates and fertility rates.
? Natural resources
? Human populations use resources in the environment in order to maintain and improve their existence.
? Natural and human-induced hazards
? Human activities can enhance potential for hazards.
? Science and technology in local; national; and global challenges
? Science and technology are essential social enterprises; but alone they can only indicate what can happen; not what should happen.
? Understanding basic concepts and principles of science and technology should precede active debate about the economics; policies; politics; and ethics of various science- and technology-related challenges.
? Progress in science and technology can be affected by social issues and challenges.
? Individuals and society must decide on proposals involving new research and the introduction of new technologies into society.
? Humans have a major effect on other species.
NSES Content Standard G: History and Nature of Science
As a result of activities in grades 9-12; all students should develop understanding of

? Science as a human endeavor
? Individuals and teams have contributed and will continue to contribute to the scientific enterprise.
? Scientists have ethical traditions.
? Scientists are influenced by societal; cultural; and personal beliefs and ways of viewing the world.
? Nature of scientific knowledge
? Science distinguishes itself from other ways of knowing and from other bodies of knowledge through the use of empirical standards; logical arguments; and skepticism; as scientists strive for the best possible explanations about the natural world.
? Scientific explanations must meet certain criteria.
? Because all scientific ideas depend on experimental and observational confirmation; all scientific knowledge is; in principle; subject to change as new evidence becomes available.
? Historical perspectives
? Occasionally; there are advances in science and technology that have important and long-lasting effects on science and society.
? The historical perspective of scientific explanations demonstrates how scientific knowledge changes by evolving over time; almost always building on earlier knowledge.

Medical Intervention Unit Outlines
Unit One: How to Fight Infection (45 Days)
Lesson 1.1: The Mystery Infection (17 Days)
Activity 1.1.1 - Medical Interventions Inventory
Activity 1.1.2 - Investigating an Outbreak
Problem 1.1.3 - Using DNA to Identify Pathogens
Activity 1.1.4 - What?s the Concentration? (Optional; additional 3 days)
Activity 1.1.5 ? ELISA
Activity 1.1.6 - Final Diagnosis
Lesson 1.2: Antibiotic Treatment (9 Days)
Activity 1.2.1 - Antibiotic Therapy
Project 1.2.2 - Attack of the Superbugs
Activity 1.2.3 - When Antibiotics Fail
Lesson 1.3: The Aftermath: Hearing Loss (10 Days)
Activity 1.3.1 - Good Vibrations
Activity 1.3.2 - Can You Hear Me Now?
Activity 1.3.3 - Cochlear Implant Debate
Lesson 1.4: Vaccination (9 Days)
Activity 1.4.1 - Disease Prevention Through Vaccination
Activity 1.4.2 - Vaccine Development
Activity 1.4.3 - Life of An Epidemiologist

Unit 2: How to Screen What Is In Your Genes (23 Days)
Lesson 2.1: Genetic Testing and Screening (16 Days)
Activity 2.1.1 - Chronicles of a Genetic Counselor
Activity 2.1.2 - Copy Your Genes
Activity 2.1.3 - Test Your Own Genes
Activity 2.1.4 - Genetic Testing (Optional; 3 Days)
Activity 2.1.5 - Maternal and Child Health
Lesson 2.2: Our Genetic Future (7 Days)
Activity 2.2.1 - Gene Therapy
Activity 2.2.2 - Reproductive Technology

Unit Three: How to Conquer Cancer (58 Days)
Lesson 3.1: Detecting Cancer (15 Days)
Activity 3.1.1 - Who is Affected by Cancer?
Activity 3.1.2 - Diagnostic Imaging Career Activity
Activity 3.1.3 - When Cells Lose Control
Activity 3.1.4 - DNA Microarray
Activity 3.1.5 - Unlocking the Secrets in Our Genes
Lesson 3.2: Reducing Cancer Risk (17 Days)
Activity 3.2.1 - Am I at Risk?
Project 3.2.2 - Skin Cancer Prevention
Activity 3.2.3 - Breast Cancer Screening & Prevention
Activity 3.2.3 ? Breast Cancer Screening & Prevention with Electrophoresis (Optional ? Alternative for Activity 3.2.3 Breast Cancer Screening & Prevention)
Activity 3.2.4 - Virology Career Activity
Activity 3.2.5 - Routine Screenings
Lesson 3.3: Treating Cancer (12 Days)
Activity 3.3.1 - Diary of a Cancer Patient
Project 3.3.2 - Biofeedback Therapy with EKG
Project 3.3.2 ? Biofeedback Therapy with Hand Grip Monitors (Alternative for Project 3.3.2 Biofeedback Therapy with EKG)
Project 3.3.3 - Design of a Prosthetic Arm
Project 3.3.4 - Occupational and Physical Therapy Careers
Lesson 3.4: Building a Better Cancer Treatment (14 Days)
Activity 3.4.1 - Personalized Medicine
Activity 3.4.2 ? Nanofuture
Activity 3.4.3 - Clinical Trials
Project 3.4.4 - Tiny Treatment

Unit Four: How to Prevail When Organs Fail (49 Days)
Lesson 4.1: Manufacturing Human Proteins (20 Days)
Activity 4.1.1 - All About Insulin
Activity 4.1.2 - Protein Factories
Activity 4.1.3 - Protein Purification
Activity 4.1.4 - Protein Gel Electrophoresis
Activity 4.1.5 - Careers in Biomanufacturing
Lesson 4.2: Organ Failure (3 Days)
Activity 4.2.1 - Medical Detectives
Lesson 4.3: Transplant (15 Days)
Activity 4.3.1 - Who Should Receive the Organ?
Activity 4.3.2 - Finding a Match
Activity 4.3.3 - Kidney Donation
Activity 4.3.4 - You Be the Surgeon
Activity 4.3.5 - Transplant Team
Activity 4.3.6 - Are All Transplants the Same?
Lesson 4.4: Building a Better Body (11 Days)
Activity 4.4.1 - Replacement Parts
Problem 4.4.2 - The Bionic Human
Activity 4.4.3 ? Putting it all Together

Medical Intervention Lab Activities
Unit One: How to Fight Infection
Lesson 1.1: The Mystery Infection
It is expected that students will:
? List medical interventions to create a classroom display.
? Group common medical interventions into categories.
? Maintain case notes of an outbreak investigation.
? Create a graphic organizer displaying connections between individuals in a disease outbreak.
? Use publically available molecular databases to search for DNA sequences and identify pathogens.
? Build a model or draw a diagram that illustrates how ELISA can be used to detect disease.
? 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.
? Write a report summarizing the multi-step process followed to investigate an outbreak of bacterial meningitis.
Explanation
1. Students will define medical intervention and explain how these interventions help prevent; diagnose; and treat disease.
2. Students will describe the applications of bioinformatics in health and wellness.
3. Students will explain how bacteria can be identified using their DNA sequences.
4. Students will explain the principles of the Enzyme-linked Immunosorbant Assay (ELISA) test and describe how antibodies can be used to detect disease.
Interpretation
1. Students will evaluate lists of medical interventions and organize the interventions into categories.
2. Students will interpret patient symptoms to provide potential diagnoses.
3. Students will interpret ELISA results to identify infected patients and to determine the concentration of disease antigen present.
4. Students will combine knowledge of bioinformatics data; laboratory data and patient report to diagnose disease.
Application
1. Students will propose a theory on how a disease spread from person to person on a college campus.
2. Students will propose a plan to treat patients in an outbreak as well as prevent future spread.
Lesson 1.2: Antibiotic Treatment
It is expected that students will:
? Draw and label a diagram of a bacterial cell.
? Research the method of action for different classes of antibiotics.
? Use proper laboratory techniques to ?mate? a streptomycin resistant strain of E. coli with an ampicillan resistant strain of E. coli.
? Design and construct a 3-D model that demonstrates one of the pathways through which bacterial cells transfer genes.
? Use a model to simulate the effects of antibiotics on the population of bacteria during an infection.
Explanation
1. Students will draw and label the structures of a bacterial cell.
2. Students will explain the importance of taking antibiotics as prescribed.
Interpretation
1. Students will evaluate what class of antibiotics should be prescribed for a Neisseria meningitides bacterial infection.
2. Students will interpret the results of a bacterial conjugation experiment to determine which gene was transferred between the cells.
Application
1. Students will apply their knowledge of the mechanisms of gene transfer to design and construct a 3-D model that demonstrates the pathway through which antibiotic resistance is transferred between bacterial cells.

Lesson 1.3: The Aftermath: Hearing Loss
It is expected that students will:
? Create a 3-D model of the structures of the ear.
? Give a short presentation to describe the type of hearing loss experienced by a patient.
? Demonstrate hearing loss on the model of the ear.
? Perform several simple hearing tests.
? Trace the pathway of sound.
? Match up audiograms with their corresponding patients with hearing loss.
? Recommend the most appropriate type of intervention for a patient with hearing loss.
? Write letter from the opposing perspectives of an adult deaf person expressing his or her reasons for choosing to get a cochlear implant versus an adult deaf person expressing his or her reasons for choosing not to get a cochlear implant.
Explanation
1. Students will demonstrate the cause of a type of hearing loss on their ear models.
2. Students will describe the pathway of sound vibrations from the time a sound is generated to the time the brain registers the sound.
Interpretation
1. Students will interpret the results of several simple hearing tests.
2. Students will interpret audiograms and match them up with the corresponding case studies.
Application
1. Students will apply their knowledge of the structures of the ear to create a model of the ear.

Lesson 1.4: Vaccination
It is expected that students will:
? Interview people from different generations about their vaccination history and organize findings in a graphic organizer.
? Design a user-friendly vaccination guide for parents.
? Produce a concept map outlining the laboratory processes used to generate vaccines.
? Engineer a paper plasmid to include the genetic code necessary to produce a vaccine.
? Assume the role of an epidemiologist and complete four tasks to showcase their skills as a professional.
Explanation
1. Students will explain how vaccines work to defend the body against infectious invaders.
2. Students will describe the various laboratory methods that are used to manufacture vaccines.
3. Students will investigate the role an epidemiologist may play in monitoring the health of human populations; searching for patterns in the development of both infectious and chronic illnesses; assisting in outbreak investigations; and designing disease treatment and prevention strategies.
4. Students will describe how vaccines interact with the human immune system.
5. Students will explain how molecular tools such as ligase and restriction enzymes are used to cut and paste DNA from different sources.
Interpretation
1. Students will interpret data from a disease outbreak to determine the source of the infection.
Application
1. Students will apply their knowledge of restriction enzymes and restriction sites to design a recombinant plasmid.

Unit 2: How to Screen What Is In Your Genes
Lesson 2.1: Genetic Testing and Screening
It is expected that students will
? Analyze a genetic counseling case file and provide written and oral feedback to a patient or family.
? Amplify a segment of DNA in the laboratory using PCR.
? Use laboratory techniques such as DNA extraction; PCR; and restriction analysis to identify single base pair differences in DNA.
? Test their ability to taste the chemical PTC and relate this trait to laboratory genetic testing results.
? Create a Venn diagram to compare the process of amniocentesis and chorionic villus sampling.
? Analyze prenatal screening results.
? Write a diary entry that describes proper prenatal care and the medical interventions that function to monitor a pregnancy.
Explanation
1. Students will show how the process of PCR amplifies a specific gene.
2. Students will describe how proper prenatal care protects both mother and child.
Interpretation
1. Student will interpret gel electrophoresis results to determine genotype
2. Student will predict how restriction enzymes will cut DNA based on single nucleotide polymorphisms (SNPs) at restriction sequences.
3. Students will interpret prenatal screening tests to determine the health and gender of a fetus.
Application
1. Students will apply laboratory results to demonstrate the relationship between genotype and phenotype.
2. Students will use gel electrophoresis to provide evidence of DNA amplification in PCR.

Lesson 2.2: Our Genetic Future
It is expected that students will
? Construct a graphic organizer comparing and contrasting potential gene therapy vectors.
? Read and summarize current news articles debating the overall safety and value of gene therapy as a treatment option for genetic disorders.
? Write a policy statement governing future gene therapy research.
? Complete a survey of their personal feelings regarding reproductive options of the future.
Explanation
1. Students will explain how gene therapy can treat a genetic disorder.
2. Students will debate the safety and overall effectiveness of gene therapy.
3. Students will describe the medical interventions available to parents who wish to choose the gender of their next child.
4. Students will outline the process of reproductive cloning.
Interpretation
1. Students will interpret information about a specific disease gene to decide on a possible vector for gene delivery.
2. Students will listen to scenarios of the future and determine whether options in reproductive technology are fact or fiction.

Unit Three: How to Conquer Cancer
Lesson 3.1: Detecting Cancer
It is expected that students will:
? Display information about cancer case studies on graphic organizers.
? Create a concept map that describes the different uses for various diagnostic imaging technologies.
? Compare normal cells and cancer cells.
? Perform a simulated DNA microarray to analyze the gene expression patterns of two patients.
? Use statistical analysis to determine the similarity between gene expression patterns of three patients.
Explanation
1. Students will describe the differences in the appearance of normal cells and cancer cells.
2. Students will describe the different uses for X-rays; CT scans; and MRIs.
Interpretation
1. Students will critique various case studies to draw conclusions about cancer.
2. Students will interpret results of a simulated DNA microarray to characterize the expression level of genes in tissue from a smoker and non-smoker.
Application
1. Students will apply their knowledge of cancer to analyze differences between healthy tissue and cancerous tissue.
2. Students will apply protein information to predict gene expression differences in a smoker versus a non-smoker.

Lesson 3.2: Reducing Cancer Risk
It is expected that students will:
? Read an article about a potential risk factor that interests them and share it with the class.
? Complete a skin cancer risk questionnaire and evaluate which risks are in their control.
? Use proper laboratory techniques to design and conduct an experiment to test the effectiveness of various sunscreens or types of cloth against UV light using UV sensitive yeast cells.
? Perform marker analysis to determine the presence of a genetic mutation associated with breast cancer.
? Create a mock interview with a virologist either working to develop a new vaccine or drug for a virus associated with cancer.
? Create a timeline of cancer screenings they should do throughout their life using InspirationÆ software.
Explanation
1. Students will describe the potential risk factors for different types of cancer as well as the

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• CTE
• Career and technical education

• LADV
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• LBIO
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