Biomedical Innovation Syllabus
STEM Innovations Academy of the Oranges
Mr. Kahn, M.Ed.
In this capstone course, students apply their knowledge and skills to answer questions or solve problems related to the biomedical sciences. Students design innovative solutions for the health challenges of the 21st century as they work through progressively challenging open-ended problems, addressing topics such as clinical medicine, physiology, biomedical engineering, and public health. They have the opportunity to work on an independent project and may work with a mentor or advisor from a university, hospital, physician’s office, or industry. Throughout the course, students are expected to present their work to an adult audience that may include representatives from the local business and healthcare community.
In the Biomedical Innovation course, students will be asked to apply what they have learned in the previous three courses to solve unique problems in science, medicine, and healthcare. Students will work systematically through required problems before completing optional directed problems or independent work. Each problem is staged as a mission – a unique set of tasks the students must work through to achieve their desired objective.
Students are presented with each problem in a Mission File – a document that includes a case brief, a list of tasks, links to available resources, as well as a reflection section. Working through the missions not only exposes students to current issues in biomedical science, but it also provides skills-based instruction in research and experimentation – tools students will use to design innovative solutions to real-world problems. Students will use what they learn in these missions as they develop and implement their independent project at the end of the year. A teacher may use additional resources in the community – the guidance of other teachers in the school, the advice of scientists or biomedical professionals, or the knowledge presented in scientific literature to help students achieve each goal.
Mr. Mojtaba Kahn
M.A. in Educational Leadership – Montclair State University
B.S. in Biology and Teacher Education – Montclair State University
Mr. Kahn will be available during advisory periods and after school between 3:30 to 4 pm from Tuesday to Friday. He can also be reached through the Remind app any time before 8 pm each day. Responses will prompt unless personal circumstances prevent it.
The scientific reasoning skills builtin this course will help open the doors to high-impact careers. The context in which you explore these topics will help you understand the world that you are the future leaders of. The ways you will work on these topics with your colleagues will help you think of challenges in a whole new way and understand that, with the right mindset, nothing is impossible.
By the end of the course, students will develop many of the following skills…
- The ability to use standard laboratory techniques, handle laboratory materials safely, collect, manipulate and present experimental data and use basic numeracy skills and perform statistical analyses -Strategies for effective work with others on common tasks, ability to recognize the factors affecting team performance, the need for time management and self-reflection.
-Detailed understanding of the complex processes and events leading to human diseases and the principles of a system-led approach to the study of disease and its treatment.
-A critical awareness of human genetics, pattern of inheritance with methods of genetic testing and associated ethical issues.
-The ability to perform DNA extraction, polymerase chain reactions, restriction enzyme digests, and gel electrophoresis to identify the genes present in a bacterial plasmid.
-The ability to perform methods of isolation, growth, ligation and transformation of bacterial colonies utilizing proper aseptic techniques.
-The ability to devise and perform experiments to provide new information, evaluate experimental methods for investigation in biomedical sciences, select appropriate statistical methods, use relevant software packages and evaluate their application to experimental data.
-Ability to design and carry out an independent research project within an appropriate area, record, analyze and interpret results, and produce a detailed and coherent written project report using Microsoft Office skills and Vernier data collection software.
-The ability to extrapolate, interpolate, analyze, and visually represent data collected during independent investigations
-Communicate through individual oral presentations and be able to answer questions from the audience competently.
-The ability to clone recombinant DNA
-An understanding of the processes involved in the identification of environmental contaminants and transmission pathways related to epidemiological studies.
-The ability to perform water quality tests and interpret the results
Google Classroom: Links to worksheets, power points, and other class materials will be posted here. This is also where you will upload assignments for submission and view teacher feedback. Assignment due dates will sync automatically with Google calendar (recommended app download)
LoggerPro – A data collection and analysis software which you can download your own version for use at home to complete your data analysis after data collection here at school.
https://my.pltw.org- Here you will find the online textbook, downloadable documents, video tutorials, etc. You will need to become familiar with this resource and use it to complete your assignments.
Genesis- Grades will be available to students and parents through genesis.
Remind: Communication and clarifying questions after school hours
Senior Capstone Project
Throughout the course of the year, students will engage in a capstone project which will culminate with a tangible, demonstrable solution to a problem in the biomedical field and a presentation at the end of the year. Students will work in groups of 2-3 partners and spend time researching the problem, brainstorming, designing, and revising their solution, and communicate their project in a presentation to a public audience. More information will be provided throughout the year.
25% Authentic Assessments
Each Task will have a set of Deliverables (conclusion questions, reports, models, posters, etc) which are due on the due date as indicated on the course schedule. Assignments that do not meet expectations may be returned for a “REDO” from Mr. Kahn’s. A REDO can be turned in, past the due date, for additional credit.
Quizzes are designed to be learning experiences that can help you identify problems before it becomes too late.
Labs will be graded based on attention to safety and preparation, attention to detail/ direction, time usage, cooperation with lab partners, having required supplies and materials, and laboratory notebook documentation. Pre-lab assignments are to be completed before the start of every lab and marked as
complete before students can begin the day’s activities.
Exams or quizzes may be given after each unit we cover. Labs and authentic assessments may also be used as summative assessments.
Topics to be covered: Problem 1: Design of an Effective Emergency Room
Problem 2: Exploring Human Physiology
Problem 3: Design of a Medical Innovation
Problem 4: Investigating Environmental Health
Problem 5: Combating a Public Health Issue
Problem 6: Molecular Biology in Action
Problem 7: Forensic Autopsy
Problem 8: Independent Project
(Order of topics may change and omission of topics may occur based on progression of curriculum and capstone projects)
Late and Missing Assignments
Missing and incomplete assignments can be viewed on Genesis. Other than the final Capstone presentation date, students may request a deadline extension for smaller assignments by discussing with Mr. Kahn. However, students without extenuating circumstances or who habitually request this accommodation, without merit, will be penalized under the regular policy for late submissions. As per school policy, late assignments will incur a 5% per school day deduction for five days and yield a maximum score of 50% for late work. You will have advisory periods, office hours, lunch time, and before school to complete and submit late assignments (in addition to the timeframe given to complete the assignment).
I, the undersigned student, have reviewed with my parents the expectations of the Project Lead the Way-Biomedical Innovations class as outlined in the syllabus and accept the terms and expectations as laid out.
I understand that my parents may be contacted if I am found to be in serious default of my expectations, solely for the purpose of correcting the problem before my grades are negatively impacted.
(student signature) (name) (date)
(parent signature) (contact email) (contact phone)