Course title

HCT

Pre-requisite

HCT94Y Principles of the Biomedical Sciences, HCT941Y Human Body Systems

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 screeen 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; Genetcics; 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. In interventions may range from simple diagnostic tests to treatment of complex diseases and disorders. These interventions will be showcased across 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 Interventions course (MI) is divided into four units designed to introduce students to the way in which body systems work together to maintain homeostasis and good health.

Unit 1- How to Fight Infection

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.

Traditional labs within Unit One
It is expected 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.
~ Draw and label a diagram of a bacterial cell.
~ Research the method of action for different classes of antibiotics.
~ Use proper lab techniques to “mate” a streptomycin resistant strain of E. Coli
with an ampicillin 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.
~ 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 a 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.
~ Interview people from different generations about their vaccination history and
organize findings in a graphic organizer.
~ Design a user-friendly vaccination schedule for the parents of a newborn.
~ 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.

Unit 2 – How to Screen What is in Your Genes
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 40’s; 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.

Traditional labs within Unit Two
It is expected 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.
~ 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.
~ 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.

Unit 3 – Power
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.

Traditional labs within Unit three:
It is expected 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.

~ Read an article about a potential risk fator 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
~ Write journal entries or a blog describing the experiences of teenagers under-
going cancer treatments
~ Design and create a simple model of an arm that is able to pick up an empty
Styrofoam cup
~ Complete a laboratory investigation using data acquisition software and probes
to explore biofeedback therapy.
~ Design an experiment to test the effect of relaxation techniques on their heart
rate; respiration rate; and skin temperature.
~ Design and present a comprehensive rehabilitation plan for an assigned patient.
~ Complete an alignment to arrange DNA sequences side-by-side to locate any
base pair differences between different individuals.
~ Use patients’SNP profiles to predict how they will respond to particular
medicines
~ Research and present cases of human abuse that lead to the regulations
governing clinical trials.
~ Determine how many cuts are necessary to cut a 10 cm x 1 cm strip of paper in
half before the paper is approximately 10 nanometers long.
~ Summarize an article pertaining to the application of nanotechnology in
medicine.
~ Develop and present a clinical trial proposal to test the safety and efficacy of
a nanotechnology-based cancer treatment for an assigned patient.

Unit 4 – How to Prevail When Organs Fail
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.

Traditional Labs in Unit 4:
~ Create a timeline using software chronicling the methods used to diagnose
and treat diabetes from the 1800s through today.
~ Insert plasmid DNA into bacterial cells in the laboratory and observe how this
genetic information relates to new traits of the bacteria.
~ Calculate transformation efficiency to determine the success of a laboratory
experiment.
~ Create a 3-D model of a protein that demonstrates how amino acids interact.
~ Isolate a protein based on its chemical properties using column
chromatography.
~ Set up and run protein gel electrophoresis to test the purity of a protein sample.
~ Graph electrophoresis results to determine the molecular weight of an unknown
protein.
~ Produce a flow chart or graphic organizer that outlines the entire process of
protein production and purification.
~ Write a cover letter for a biomedical professional looking for a job in the field
of protein production or biomanufacturing.
~ Create an evidence board to document the symptoms of a patient.
~ Describe what diagnostic tests need to be run to determine the cause of a
patient’s mystery symptoms.
~ Research the interventions available for patients with ESRD.
~ Write a one-page description of which treatment they would recommend for a
patient with ESRD.
~ Prepare a computer presentation that details who should receive a donated
organ in a given situation.
~ Use information gathered from blood typing tests and HLA typing to determine
which of Diana’s relatives is the most appropriate to be her kidney donor.
~ View a laparoscopic nephrectomy and outline the general steps of the surgical
procedure.
~ Perform a general laparoscopic surgical technique.
~ Perform a simulated portion of a kidney transplant surgery.
~ Design a heart implant procedure.
~ Complete a Venn diagram to compare and contrast kidney and heart transplants
~ Research a technology being investigated to provide replacement tissues or
organs for patients needing a transplant.
~ Display information about xenotransplantation or tissue engineering using
graphic organizers.

School country

United States

School state

Arizona

School city

Phoenix

School / district Address

22800 N. 67th Avenue

School zip code

85310

Date submitted

10/8/2013

Approved

Yes

Approved competency code

• CTE
• Career and technical education

• LADV
• Advanced science

• LBIO
• Biology

Approved date

01/1/2014

Online / Virtual

No