Course title

SC210

Pre-requisite

Application and Approval. Concurrent Enrollment in math and science.

Course description

This course will explore concepts of human medicine; and introduce students to processes and bioinformatics.
Hands-on projects will enable students to investigate human body systems and various health conditions;
including heart disease; diabetes; sickle-cell disease; hypercholesterolemia; and infectious diseases. Students
will be encouraged to participate in the Health Occupations Student Association (HOSA); a student oriented
professional association.

Campo Verde High School – Project Lead The Way
Laboratory Descriptions
Activity 1.1.4: The Evidence
Introduction
Evidence at a crime scene; such as blood; DNA; fingerprints; or shoeprints all help forensic investigators determine what might have occurred and help identify or exonerate potential suspects. We all have things in common biologically; but there are differences that make us all unique. Forensic scientists use these differences to help identify potential suspects. In the last activity; you were introduced to the crime. After you examined the scene at Anna’s house; a crime scene investigator walked through the scene and collected all of the evidence. Now that you are back at the lab; it is your job to process the evidence in order to try to determine what happened at Anna’s house and identify potential suspects. In this activity you will play the role of forensic scientists to analyze each piece of evidence collected from the crime scene.
Equipment
• Computer with Inspiration® Software
• Activity 1.1.4 Student Response Sheet
• Unit 1 - Investigative Notes Resource Sheet
• Laboratory journal
• PBS Course File
• Gloves
• Safety goggles
• Scale
• Disposable transfer pipets
• Magnifying glass
• Black construction paper
• Weighing dishes (18) or well plate
• Indicator 1
• Indicator 2
• Indicator 3
• Simulated powders:
o Cocaine
o Acetaminophen
o Acetylsalicylic acid
o Methamphetamine
o Ecstasy
o Unknown substance
• Stations 1 – 4

Activity 1.1.5: Time of Death
Introduction
The emergency call came in at 9:45 am. The police and the EMT arrived at the scene at 9:56 am. Anna Garcia; a 38 year old woman; was found dead lying face down in her entry hallway in a pool of blood. It was a comfortable 73˚F inside Anna’s house despite it being 92˚F outside. She was last seen alive the night before by her former husband Alex Garcia. Investigators are trying to piece together what happened between the time that she was last seen alive and when she was found dead at the scene. Clues hidden within the body will enable medical examiners to estimate her time of death. These signs include rigor mortis (the stiffening of the muscles that occurs shortly after death); lividity (the pooling of blood); algor mortis (the cooling of the body); clouding of the corneas; evidence of decomposition; and/or drying of the tissues.

After death; a body will lose heat at a rate approximately one-and-a-half degrees per hour until it reaches the temperature of the surrounding environment. Many factors influence the rate of heat loss including clothing; victim size; and environmental factors such as temperature and humidity. The body core temperature can be measured rectally or with a hypodermic probe of the liver or brain; because of their large mass and density. In this activity you will investigate how ambient temperature; the temperature in a room or the temperature surrounding an object; affects the cooling rate of a simulated body. You will also estimate Anna’s time of death based on her core body temperature.
Equipment
• Computer with Logger Pro software
• Laboratory journal
• PBS Course File
• Biomedical Sciences Experimental Design Resource Sheet
• Time of Death Experimental Design Resource Sheet
• Logger Pro Resource Sheet
• Unit 1- Investigative Notes Resource Sheet
• Vernier Temperature Probe
• Goggles
• Gloves
• Laboratory apron
• Ring stand with clamp
• 3 Test tubes
• Sodium polyacrylate (also known as waterlock)
• Weigh boats
• Electronic balance
• Thermometer
• 37˚C Water
• Graduated cylinder
• Hot water bath set to approximately 50˚C
• Ice water bath
• Room temperature water
• Oven mitt
Project 1.1.6: Blood Spatter Analysis

Introduction
Blood can be a very powerful form of evidence. Blood typing and DNA evidence provide crucial pieces of information; but bloodstain patterns left at a crime scene can also be very useful as they can help investigators establish the events that took place during the crime. For example; the bloodstain pattern can give you information about the possible weapon used and the location of the blood source (also called the point of origin). Bloodstain pattern can also help investigators distinguish between an accident and foul play. If two similar-sized blood droplets fall from different heights; the resulting stains will have different sizes. Therefore; the height from which a blood droplet falls can be determined based on the size of the bloodstain. Bloodstain analysis is a form of forensic science known as blood spatter analysis.

A crime scene investigator specializing in blood spatter analysis has already done the preliminary work for you. The analyst has determined that the bloodstains found next to Anna’s body resulted from an impact angle of 90°; meaning that the blood dropped directly from above. When a droplet of blood strikes a horizontal surface at 90°; it produces a circular stain. It is your job to determine the height from which the blood fell based upon the crime scene bloodstain patterns. Using what you have learned in the previous activity about experimental design; you will design your own experiment to investigate how height affects bloodstain patterns. Use your results to determine if Anna got hit standing up if she was hit on her way down. Remember; your evidence will need to stand up in court!
Equipment
• Computer
• Laboratory journal
• PBS Course File
• Unit 1 – Investigative Notes Resource Sheet
• Goggles
• Gloves
• Project 1.1.6 Student Response Sheet
• Experimental Design Resource Sheet
• Time of Death Experimental Design Resource Sheet
• Height Determination Graph student response sheet
• Possible materials for experiment:
o Pipette or bottle with eye-dropper
o Micropipettor
o Stand and clamp
o Meter stick or measuring tape
o Simulated blood
o White paper
o Paper towels

Activity 1.2.2: DNA Extraction
Introduction
DNA is the fundamental building block for life. It resides in the nucleus of cells and consists of thousands of genes that contain the instructions for building the different parts of the cell. DNA is what makes us who we are. It determines what physical characteristics we have; such as hair and eye color; as well as some of the diseases we may develop. DNA is a very long molecule; so in order to fit inside the cell; the DNA is highly coiled and twisted into chromosomes.

A cell is a complex living unit that contains many biological molecules and organelles; each performing a specific function within the cell. In order to analyze the DNA found at a crime scene; the DNA needs to first be extracted from the cells. This means that it must be separated from all of the other chemicals and materials inside the cell.
Equipment
• Computer with Internet access
• Laboratory journal
• Inspiration® Resource Guide
• 95% Alcohol (kept ice cold)
• DNA extraction buffer
• (2) 8cm Squares of cheesecloth
• Distilled water
• Cups of crushed ice
• Strawberries or bananas
• Ziploc freezer bags (small; quart size)
• Small paper or plastic cups (e.g.; bathroom cups)
• 15 mL Screw-cap conical bottom plastic centrifuge tubes
• Plastic transfer pipettes
• Glass stirring rod or wooden popsicle stick
• Knife

Activity 1.2.3: DNA Analysis
Introduction
Every individual’s DNA is unique; with the only exception being identical twins. It is because of this fact that DNA is so valuable in many criminal investigations. A suspect can be identified using his or her DNA profile. In 1984; a British scientist name Alec Jeffreys developed a technique utilizing the variation in DNA sequences to identify individuals. Restriction endonucleases (commonly called restriction enzymes) act as molecular scissors that can cut DNA in specific location. Because every individual’s DNA is slightly different; an individual’s code determines the number of times the restriction enzymes will cut and the number and size of DNA pieces that will result. These pieces can then be separated and compared using a process called gel electrophoresis. As these fragments move; their varying lengths propel them through an agarose gel at different speeds. Scientists can use these RFLPs; Restriction Fragment Length Polymorphisms; a set of DNA puzzle pieces unique to the individual; to create a pattern called a DNA fingerprint. In order to avoid the confusion with actual fingerprinting; this technique is now often called DNA profiling. There are many processes now used in DNA profiling and they are used in forensic and legal cases where relatedness or identify is in question. In order to perform DNA analysis; large amounts of DNA need to be present. This is possible through a process called Polymerase Chain Reaction (PCR). PCR enables scientists to produce millions of copies of a specific DNA sequence from a small amount of DNA; such as that left at the scene of a crime.

In the first lesson; you were introduced to the mysterious death of Anna Garcia. A variety of evidence was collected from the crime scene; including samples of blood. In a previous activity; you learned that DNA can be extracted from an organism’s cells; including those found in blood; to be analyzed. In this activity you will investigate the methods used to analyze DNA and then work as a forensic DNA analyst to compare the DNA found at the crime scene with the DNA obtained from each of the suspects.
Equipment
• Computer with Internet access
• Laboratory journal
• PBS Course File
• Scissors
• Tape
• Activity 1.2.3: Suspect DNA resource sheet
• Activity 1.2.3: Gel Electrophoresis resource sheet

Project 2.3.2: Diabetic Emergency!
Introduction
Insulin is needed to maintain proper blood sugar levels; but in Type 1 diabetics; this balance does not happen naturally. The diabetic not only has to inject him or herself with insulin; but they also must keep the insulin level in balance with blood sugar; a feedback mechanism that happens naturally in non-diabetics. Since her diagnosis; Anna adjusted to checking and regulating her blood sugar with insulin. But on more than one occasion; she lost control of this balance and her body experienced a diabetic emergency. Read about each of these incidents and connect her symptoms to what was happening with her blood sugar; and consequently; her cells.

In Activity 2.3.1 you learned that monitoring blood sugar is vital for the health of Type 1 diabetics like Anna Garcia. The food Anna consumes is digested by the body and glucose is released into the bloodstream. Blood courses through the network of vessels connecting the top of the head to the tip of the toes. It transports the nutrients; oxygen; enzymes; and hormones that the body’s cells need to function and transports waste for disposal. Blood is filtered by the kidneys and excess water and other materials not needed by the body are then excreted as urine.

In this activity you will use a model of a cell to simulate how the body reacts to varying blood glucose concentrations. Cells in your body are surrounded by a semi-permeable membrane that regulates which molecules and substances can move in and out of the cell. It is referred to as semi-permeable because of its selective nature – some substances can move in and out; while others are not permitted passage. Chemicals and nutrients strive to maintain an equal balance on either side of the membrane. Glucose is too large a molecule to diffuse or simply pass through the phospholipids making up the cell membrane. However; water can easily move back and forth to even out the concentration of dissolved substances. This movement; called osmosis; maintains a water balance in the body. Excess or too little sugar in the blood can force water in or out of the body’s cells. Pay attention to the movement of water in each of your model cells and think about how this movement relates to the symptoms Anna experienced in each emergency situation.
Equipment
• 35 mL normal saline solution (0.9% NaCl)
• 3 pieces of dialysis membrane; 15-20 cm long
• 4 beakers; 250 mL
• 100 mL water
• Unknown simulated serum samples (Serum A; Serum B; Serum C)
• Transfer pipette or 10 mL disposable pipette
• 10 mL graduated cylinder
• 50 mL beaker
• Balance
• Timer or clock
• Laboratory journal
• PBS Course File
• Activity 2.1.1 Medical History Resource Sheet

Activity 2.3.1: A Day in the Life of a Diabetic
Introduction
Finger sticks. Counting carbohydrates. Daily medications and injections. Doctors’ visits for years to come. A new diagnosis of diabetes can be extremely overwhelming. Whether a person has Type 1 or Type 2 diabetes; the disorder has a substantial impact on not only the individual with the disease; but also the individual’s close family and friends. We know that Anna had to adjust the way she thought about food; but how did her diagnosis change other aspects of her life?

In this activity you will help patients like Anna; confronted with a new diagnosis of diabetes; by designing a “What to Expect” guide. While the guide should address the basic biology of the disease; it should focus on how Type 1 or Type 2 diabetes changes the daily life of those affected. Your guide should offer insight into a typical day in the life of a diabetic and should highlight daily routines; restrictions; lifestyle choices and modifications; as well as tips for coping and acceptance. Paint a picture that will help diabetics face their disease and move forward with confidence.

Activity 3.1.1: Blood Detectives
Introduction
Sickle cell disease (SCD) affects millions of people throughout the world and is a major public health concern. In this activity you will look at a portion of Anna Garcia’s autopsy report which shows she had sickle cell disease; a blood disorder. You will learn more about the components and function of blood in order to better understand how sickle cell disease affects the body. You will examine Anna’s blood with a microscope and complete a blood test called a hematocrit in order to determine whether Anna’s sickle cell disease was causing her other related health problems.
Equipment
• Computer with Internet access
• Laboratory journal
• PBS Course File
• Microscope
• Anna’s blood smear slide
• Normal blood smear slide
• How to Use a Microscope Resource sheet
• Colored pencils
• 50 mL Erlenmeyer flask
• Clay
• Corn starch or baby powder
• Microcentrifuge
• Safety goggles
• Gloves
• 1.5 mL microtest tube of Anna’s blood
• Ruler
• Calculator
• Activity 3.1.1 Autopsy Report
• Colored pencils
Activity 3.2.2: The Genetic Code
Introduction
In the previous activity; you learned how DNA encodes the instructions for creating proteins. You also learned about the basics of the process of protein synthesis. In this activity you will apply your knowledge of transcription and translation to decode a secret message as well as investigate the effect that various mutations have on protein production. You will then look specifically at the genetic mutation that causes sickle cell disease.
Equipment
• Computer
• Laboratory journal
• DNA sequence
• Activity 3.2.2: mRNA
• Activity 3.2.2: tRNA
• Activity 3.2.2: Codon – Amino Acid Dictionary
• Scissors
• Tape

Activity 3.3.2: Chromosomes – A Closer Look
Introduction
In the previous activity; you learned how chromosomes are responsible for passing on our genes from one generation to the next; but what do chromosomes look like when viewed under a microscope? In this activity you will use a human tumor cell line grown in a laboratory to prepare a chromosome spread. A chromosome spread is a visual display of chromosomes when they are released from cells; stained; and spread onto a slide to be viewed under a microscope. Chromosome spreads are important because they can be used for chromosomal analysis; such as a karyotype. A karyotype is an organized profile of a person's chromosomes. In this activity you will look at two karyotypes to identify any chromosomal abnormalities.

Cells or tissue can grow continuously in a laboratory if the proper environment is provided. The tumor cells you will be using are HeLa cells; the oldest human cell line. The HeLa cell line was created in 1951 by Dr. Gey at Johns Hopkins Hospital in Baltimore; Maryland; using cells from a cancerous tumor growing in Henrietta Lacks; a 31-year old mother of five. Mrs. Lacks died from the aggressive cancer soon after the cells were taken. You will explore the story behind the HeLa cell line in more depth in the next activity. Because you are using human cells for this activity; make sure to treat the cells with respect.
Equipment
• Computer with Internet access
• Activity 3.3.2 Student Resource Sheet - CellServ
• CellServ Kit # 4
• Microscope with 100x objective
• 1 mL disposable transfer pipette
• 5 microscope slides
• 5 cover slips
• Staining jar or 250 mL beaker
• Safety goggles
• Latex or nitrile exam gloves
• Laboratory journal
• How to Use a Microscope Resource Sheet
Activity 3.4.1: Family Inheritance
Introduction
In the previous lesson; you learned that there are often several forms of each gene and that each form of a gene present at a specific location on a specific chromosome is called an allele. When one allele in a pair of chromosomes is stronger than the other allele; the trait of the weaker allele is concealed. The stronger allele is known as the dominant gene; and the weaker allele is known as the recessive gene.

Recessive traits are usually less common in the population because two copies of the chromosome with instructions for that trait must be present for the trait to show. That means a child must inherit the gene on chromosomes from both parents. In these cases; both parents must have the gene associated with the trait. Many times neither parent will show the trait because each only has one copy of the gene. When a person has two different alleles for a trait; the person is said to be heterozygous. However; if each parent passes that chromosome with the recessive allele to the child; the child will show the trait. This can lead to surprises for the parents because they do not show the trait and may not know that they were carriers for this trait. When a person has two identical alleles for a trait; the person is said to be homozygous.

Pedigrees are graphic organizers that show the occurrence of a particular trait from one generation to the next. Symbols are used to represent each individual. Males are represented by squares and females are represented by circles. Relationships are represented with lines. Pedigree diagrams make it easier to visualize relationships within families and are used to determine the mode of inheritance (dominant versus recessive) of genetic diseases.

In this activity you will analyze the gel electrophoresis results obtained from the Restriction Fragment Length Polymorphisms of Anna Garcia’s family members. You will use the results to create a pedigree for Anna Garcia depicting the occurrence of sickle cell anemia within her family.
Equipment
• Computer
• Laboratory journal
• PBS Course File
• Activity 3.4.1: Pedigree Resource Sheet
• Activity 3.1.2 Medical History Resource Sheet
Activity 4.1.1: Path of Blood in the Heart
Introduction
At the time of her death; Anna’s heart stopped beating. The body’s pump was no longer able to propel oxygen-rich blood to her tissues and cells. As you continue to piece together the circumstances of her untimely death; examine any evidence housed in Anna’s cardiovascular system; the system of the heart and the associated blood vessels; for additional clues.

The human heart is an amazing pump. Each beat correlates with the pumping action of the heart as it moves blood through the entire body. On average; a person’s heart beats 100;000 times each day. That is over 35 million beats a year and over 2.5 billion beats during an average lifetime. The human heart has to pump 5.6 liters (about six quarts) of blood every 20 seconds. In an average lifetime the heart pumps over 55 million gallons of blood. That is a lot of pumping!

The blood pumped by the heart carries many of the resources necessary for life; including nutrients; oxygen; and water; to your cells. The body’s cells must carry out many reactions in order to survive; grow; repair; or replicate. All of these processes require energy; and oxygen is required for cells to obtain energy. Therefore; all cells need a constant supply of oxygenated blood.

To understand the design of the heart; it is important to examine the structures of this incredible organ and trace the path of blood flow. In this activity you will investigate the basic structure of the heart as well as identify the major blood vessels that bring blood in and out of the heart’s main chambers. You will create a graphic organizer to help you remember the basic traffic pattern of blood flow to and from the heart and lungs .The diagrams you draw in this activity will help you to identify the actual structures of the heart when you dissect a four-chambered sheep’s heart in the next activity.
Equipment
• Computer with Internet access
• 8.5 x 11 inch paper; chart paper; or poster board
• Colored pencils or markers
• An Illustrated Dissection Guide to the Mammalian Heart by David Hall or other anatomy atlas of the heart
• Laboratory journal
Activity 4.1.2: Anatomy of the Heart
Introduction
The human heart is a four-chambered structure designed to pump blood in specific directions. To understand how the heart functions (and sadly; malfunctions); you must first understand the actual physical structure and organization of this amazing organ.

Cells in your body combine to form tissues. Tissues combine to form organs such as the heart. The heart is made of a tissue called cardiac muscle. Muscles contract and relax; and in this case; the involuntary contraction of the heart propels blood around the body. If all is functioning properly; we do not even have to think about it and our heart beats. In this activity you and a partner will dissect a sheep’s heart; a four-chambered structure that is a smaller version of your own heart. You will observe key structures and discuss how structure relates to function. You will also use a microscope to observe the structure of arteries and veins; the vessels that take blood to and from the heart and lungs. At the conclusion of the activity; you will review Anna’s autopsy report and make conclusions about how problems in the cardiovascular system may have contributed to her death.
Equipment
• Computer with Internet access
• Laboratory journal
• PBS Course File
• Activity 4.1.2 Autopsy Report Resource Sheet
• Heart box poster/drawing from Activity 4.1.1
• How to Use a Microscope Student Resource Sheet
• An Illustrated Dissection Guide to the Mammalian Heart by David Hall or other anatomy atlas of the heart (optional)
• Dissection pan and tools
• Latex or nitrile gloves
• Safety goggles
• Prepared slides of arteries and veins
• Microscope
• Paper towels
• Pencil for sketching
• Toothpicks to secure flags
• Adhesive labels to make flags
• Ruler
• Marker
Project 4.2.1: Heart Rate
Introduction
Even before you were born; one of the first things your doctor did when you went for an office visit was listen to your heart. Your heart rate; the number of times your heart beats in one minute’s time; is one of the key vital signs physicians use to assess overall health. Heart sounds are a result of blood moving through the various parts of the organ. The rhythm of the heartbeat; as well as the heart rate; provides clues as to the general physical condition of a person. Think back to when you learned about the function of the heart. Changes in heart rate influence the amount of blood that is pumped to the tissues. A high heart rate means that the heart has to work overtime to meet the oxygen demands of the body. If the heart rate dips too low; the body may not get enough oxygen to function.

Every heartbeat sends blood through your vessels to your tissues. After each heartbeat; a pressure wave or pulse passes along an artery as its walls bulge and then relax to withstand the surge of blood. By pressing on an artery; the number of pulses or heartbeats per minute can be counted.

In this activity you will explore the movement of blood in the cardiovascular system and the measures used to assess overall heart health. You will feel the “pulse” through major arteries and monitor your own heart rate manually and with the help of computer probes and software. You and a partner will use the steps of experimental design to plan and conduct an experiment demonstrating the effect of stress (as modeled by extreme temperature); exercise; or position of the body on heart rate.
Equipment
• Computer with Vernier Logger Pro® software
• Vernier LabQuest® Mini with USB cable
• Vernier Heart Rate Hand-Grip Monitor
• Logger Pro® resource sheet
• Project 4.2.1 Medical History resource sheet
• Ice water bath
• Towel
• Timer or watch
• Colored pencils or markers
• Laboratory journal
• PBS Course File
• Biomedical Sciences Experimental Design resource sheet
Project 4.2.2: Blood Pressure
Introduction
A pill bottle for blood pressure medication was found in the home of Anna Garcia; however; the autopsy reports that she was most likely not taking her pills. In this activity you will explore what blood pressure really means and begin to think about the ways in which uncontrolled blood pressure can lead to a breakdown in the cardiovascular system.
You have known since you were a child that water pressure in a hose changes based on several factors. In fact; you probably made changes like squeezing the hose or narrowing the outlet to increase the speed at which the water was released; bending the hose to stop the flow of water completely; or turning the faucet to slow the speed so you could get a drink. All of these are ways to change the water pressure inside the hose. The vessels in your cardiovascular system exhibit some of these same properties.
Blood pressure is caused by the movement of blood through the vessels in your body; the veins; and arteries. It measures the force applied to the arterial walls as the heart pumps blood. The pressure is determined by the amount of force and the quantity of blood being pumped. High blood pressure can be dangerous and even fatal. Many factors can influence changes in blood pressure. In fact; blood pressure continually changes based on activity; diet; temperature; emotional state; body position; medication use; and overall health.
In this activity you will work with a partner to measure blood pressure; explore factors that might influence this value; and learn what blood pressure readings indicate about the health of a person. You will use the experimental design process to create a procedure to investigate a factor that might influence blood pressure and write a formal laboratory report for this experiment or the experiment you designed in Project 4.2.1.
Equipment
• Computer with Vernier Logger Pro® software
• Vernier LabQuest Mini® with USB cable
• Vernier Blood Pressure Sensor
• Logger Pro resource sheet
• Activity 4.2.1 Medical History Resource Sheet
• Sphygmomanometer
• Stethoscope
• Ice water bath
• Graph paper
• Watch; clock; or timer
• Laboratory Journal
• PBS Course File
• Experimental Design resource sheet
• How to Write a Scientific Laboratory Report Resource Sheet

Activity 4.2.3: EKG
The following is used with permission of Vernier Software and Technology. This activity is based on the experiment “Analyzing the Heart with EKG” from the book Human Physiology with Vernier; written by Diana Gordon and Steven L. Gordon; M.D.
Introduction
Human body systems depend upon electrical impulses to send and receive messages. Electrical energy is what directs and choreographs the rhythmic beating of your heart. Each beat is initiated by an electrical signal. This electrical activity can be monitored and recorded in the form of a graph. The

School Country

United States

School state

Arizona

School city

Gilbert

School Address

3870 S. Quartz St.

School zip code

85297

Requested competency code

Lab Science

Date submitted

10/6/2014

Approved

Yes

Approved competency code

• LBIO
• Biology

Approved date

10/14/2014

Online / Virtual

No