dr. sylvia oliver pltw biomedical science affiliate director wsu spokane [email protected]
TRANSCRIPT
PLTW: 21st Century Model for Education
Students can see the relevance of what they are learning— academics made real.
Students are prepared for both college and career— in whatever order they choose, in whatever combination.
Students gain the knowledge and skills in order to compete in the 21st Century global economy—both academic and technical.
Approximately 5,000 programs
over 400,000 students
more than10,500 teachers trained
100s of partners
Increased Engagement in School
More Interested in Math and Science
Closed the Achievement Gap
Increased College Enrollment, Persistence and Performance
Program Benefits
Students Learn to:
• Communicate effectively, both orally and in writing
• think critically
• practice professional conduct
• work effectively in teams• design experiments
• understand the interdisciplinary nature of science, healthcare, mathematics and English language arts.
BIOMEDICAL SCIENCES PROGRAM
The PLTW Biomedical Sciences Curriculum Engages and Prepares Students for Careers in Medicine,
Healthcare and Science.
Experience a PLTW Classroom
Where students learn content in context through:
•Case-based scenarios
•Hands-on learning
•Activities, project and problems
•Real world application
•Open-ended problems
Teacher as facilitator -- Student as director of learning
…and the classroom becomes a collaboration space.
PLTW Classrooms:•Launch critical thinking•Challenge students to make mistakes•Integrate technology into the classroom•Encourage teachers and students to learn together.
Biomedical Science Program
Principles of the Biomedical Sciences
Human Body Systems
Medical Interventions
Biomedical Innovation/Capstone Course
Biomedical Careers
• Physician
• Nurse
• Dentist
• Veterinarian
• Pharmacist
• Paramedic
• Dietician
• Surgeon
• Research Scientist
• Health Information Manager
• Medical Technologist
• Medical Technical Writer
• Physician Assistant
• Biomedical Engineer
• Pharmaceutical Manufacturing Engineer
Course #1: Principles of the Biomedical Sciences
Students investigate human body systems through disease conditions including: heart disease, diabetes, cancer and infectious diseases.
PBS Topics:
Literary research skillsHuman body systemsBasic chemistryStructure and function of DNAProtein structureBioinformaticsCauses of infectious diseases
PBS – Units
• Unit 1 – Human Body Systems
• Unit 2 – Heart Attack
• Unit 3 – Diabetes
• Unit 4 – Sickle Cell Disease
• Unit 5 – Hypercholesterolemia
• Unit 6 – Infectious Diseases
• Unit 7 – Medical Interventions
Unit 3: Diabetes
• Analyze food labels
• Measure energy in food samples
• Detect macromolecules in food samples
• Build model of an enzyme
• Perform dialysis experiment
• Prepare presentation on diabetes
Unit 4: Sickle Cell Disease
• Make chromosome spreads
• Isolate DNA from cells
• Build models of DNA and proteins
• Read a genetic map
• Use computer simulation software to build a designer protein
PBS Activity
Students learn about chromosomes and DNA by making a chromosome spread using HeLa cells.
Course #2: Human Body Systems
Students study basic human anatomy and physiology, especially in relationship to human health.
Students use data acquisition software to monitor body functions and use the Anatomy in Clay® Manikens ® to study body structure.
Relationship between structure and function
Maintenance of healthDefense against diseaseCommunication within the body and
with the outside worldMovement of the body and of
substances around the bodyEnergy distribution and processing
HBS Topics:
HBS – Units
• Unit 1 – Identity
• Unit 2 – Communication
• Unit 3 – Power
• Unit 4 – Movement
• Unit 5 – Protection
• Unit 6 - Homeostasis
Unit 2: Communication
• Build a model brain and design a “map” of brain function
• Use data acquisition software and sensors to compare reaction time for reflex and voluntary actions
• Diagnose a mystery endocrine disorder
• Dissect a cow eye and experiment with lenses
Unit 4: Movement
• Build muscle groups on a skeletal Anatomy in Clay Maniken
• Design experiments to determine the energy requirements for muscle contraction
• Use data acquisition software to evaluate muscle function
• Measure pulses to monitor blood flow
• Design a training plan for an athlete
HBS Activity
Students use Manikens from Anatomy in Clay
Course #3: Medical Interventions
Students learn to diagnose and treat diseases using surgery, bio-nanotechnology, pharmacology, prosthetics, rehabilitation, and lifestyle choices.
• Student projects investigate interventions related to diagnostics, immunology, surgery, genetics, pharmacology, medical devices, and lifestyle choices.
Molecular biology and genetic engineering
Design process for pharmaceuticals and medical devices
Medical imaging, including x-rays, CT scans, and MRI scans
Disease detection and preventionRehabilitation after disease or injury
MI Topics:
Medical Interventions
MI – Units
• Unit 1 – How to Fight Infection• Unit 2 – How to Screen What
is in Your Genes• Unit 3 – How to Conquer
Cancer• Unit 4 – How to Prevail When
Organs Fail
Unit 1: How to Fight Infection
• Identify pathogens using bioinformatics
• Run simulated ELISA to diagnose disease
• Transfer antibiotic resistance from one bacterial strain to another
• Assess hearing loss and evaluate assisted hearing devices
• Investigate production of vaccines
Unit 3: How to Conquer Cancer
• Explore cancer diagnostic techniques
• Evaluate cancer cell genes using simulated DNA microarrays
• Use data acquisition software and sensors to monitor biofeedback
• Build a prosthetic arm• Design a clinical trial for a
nanotechnology-based cancer treatment
MI Activities
• Students insert DNA that codes for a fluorescent protein into bacterial cells.
•Students work with a laparoscopic surgery trainer box simulation.
Biomedical Innovation Capstone Class
• Students design innovative solutions for the health challenges of the 21st century as they work through progressively challenging open-ended problems.
Course 4: Biomedical Innovation
• Flexible design
• Apply knowledge and skills learned in previous courses
• Multiple presentations to adult audiences
• Design innovative solutions for the health challenges of the 21st century
• Opportunity to work with mentor(s)
Biomedical Innovation Problems:
• design a more efficient emergency room.
• design a medical intervention to aid patients
• design a solution to a local or global public health challenge
• complete an independent problem
Curriculum Structure
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Curriculum Structure
Title Page Acknowledgements Introduction Course Description Teacher Guidelines Units with Lessons Glossary
Example from the PLTW™ PBS curriculum
Teacher Guidelines (resources)
Website Master List Teacher Notes Student Resource
Documents Generic Assessment Rubrics Answer Keys or
Samples National Standards
36Example from the PLTW™ PBS curriculum
37
Units with Lessons
Example from the PLTW™ HBS curriculum
Unit folders contain the lessons.
PLTW OUTCOMESSUMMARY REVIEW
Wheaton HS, MarylandBioscience Academy
• 2006: 3 of 13 non-PLTW Bioscience Academy students passed AP Biology.
• 2007: 24 PLTW students in Academy.• 2010: 228 PLTW students. 20 of 38 students
who took the AP Biology exams passed.• 2010: More PLTW students passed the
Biology Assessment exam (41%) than non-PLTW students (16%).
Rochester Institute of Technology378 former PLTW students91.9% Retention (first year)81.3% Retention (fourth year)Average PLTW GPA is 0.10 higher
(past 3 years)
San Diego State University12 former PLTW students100% Retention
Marquette University62 former PLTW students97% Retention (first year)
PLTW Alumni Data
PLTW OUTCOMESCollege Credit
Current College Credit Options for Biomedical Sciences
Stevenson University
Missouri University of Science and Technology
Indiana University – Purdue University Indianapolis
Steps to Implementation
Steps to Implementation
Steps to Implementation
Steps to Implementation
Signing Contract with PLTW
• Determine which programs and courses to offer
• Complete online New Program Registration– Select School District Delegate
• Review STEM Agreement– Budget– Course Scheduling– District, school and teacher impacts
Average Costs to Implement BMS
• Assumptions: School has computers, basic lab supplies; costs are for one section of 24 students.
• Principles of the Biomedical Sciences:– Annual participation fee $ 2,000– Annual consumables $ 400– Equipment/supplies $15,500 (one time fee)– Teacher training $ 4,000 (one time fee)
Average Costs to Implement BMS
• Human Body Systems:– Annual participation fee none– Annual consumables $ 1,200– Equipment/supplies $ 9,000 (one time fee)– Teacher training $ 4,000 (one time fee)
Average Costs to Implement BMS
• Medical Intervention:– Annual participation fee none– Annual consumables $ 1,200– Equipment/supplies $ 3,500 (one time fee)– Teacher training $ 4,000 (one time fee)
Average Costs to Implement BMS
• Biomedical Innovation:– Annual participation fee none– Annual consumables $ 600– Equipment/supplies $ 300 (one time fee)– Teacher training $ 4,000 (one time fee)
Steps to Implementation
Teacher Selection and Training
▪ One year college biology highly recommended for BMS.
▪ Complete online registration for Core Training Institute.
▪ Complete Readiness Training.
▪ Attend two-week summer Core Training Institute.
▪ WSU Spokane will offer PBS, HBS, MI and BI training during summer 2014.
Steps to Implementation
Implementing School Program
▪ Spring 2014: •Review the online purchasing manual.
--Determine what is available and what is needed.
--Determine consumables for all sections. • Confirm course scheduling and credits. • Recruit 8th grade students. Get parent buy-in.Recruitment materials available through PLTW.
▪ Attend two-week summer Core Training Institute.
Steps to Implementation
National PLTW Certification
▪ Schools can start certification process after two years • School and program evaluation procedure • PLTW directed Site Visits
Benefits:• National Recognition• Teachers eligible to become Master Teachers• Opportunity for students to apply for college credit and
scholarships• Increased potential for grant funding to support PLTW
For More Information:
Sylvia Oliver, PhD PLTW Biomedical Sciences
Affiliate Director WSU Spokane, [email protected]
Project Lead The Way Website www.pltw.org