Project: 2016-2017 Biomedical Innovations

Teacher: Veronica Randall
School: Prairie View High School
Location: Henderson, Colorado USA
Start Date: 08/25/2016
End Date: 07/28/2017
Project Plan
Unique Requests of
Participating Mentors:

We are interested in working with mentors with a medical or health care background (diagnosis, public health, water quality, research, genetic, facilities development) interested in helping a student develop his/her research, project management skills and how to communication of scientific findings. We need unique mentors for each of the following problems 1, 4, 2, 3, 5 Problem 1 - Building design for hospitals or medical device design Problem 4 - Environmental science or water quality Problem 2 - Statistician or Human Physiology Problem 3 - Engineers/design in biomedical equipment Problem 5 - Public Health, Human Services, Epidemiology, Mental Health


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 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. 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 Large Independent Project: In this problem students will work independently or with a partner to determine an area of interest in the biomedical sciences and work on a long-term open-ended problem. Students will use skills learned in the previous courses as well as the previous problems to help them complete their project. Student work will include completing a literature review, writing and carrying out the methodology for their project, analyzing the results, making adjustments as needed, and finally presenting the results of their work to an adult audience. Students need to work with mentors or advisers from a university, hospital, physician’s office, or industry partner to help guide them as they complete their work. Each project will result in the creation of a product. The choice of project will determine the product. For example, if a student chooses to do a series of experiments, the product could be a laboratory report or a research poster. A student who completes an internship may make a multimedia presentation of the experience. A community event might be the product of a student who wants to inform people about healthy living habits or about a specific illness. Just as the choice of the project is up to the student, so is the choice of the product. Smaller Projects (one to two months in length): Unit 1 student groups need help in the design of a ER department and development of an innovation that would assist in patient flow. Unit 2: Student groups design and conduct physiological experiment of their choice and utilize statistical analysis to determine acceptance of Experimental or Null Hypothesis Unit 3: Student groups design and develop an innovative product of their choice to solve or help with a medical issue. Unit 4: Student groups investigate hazards in the local environment, create an environmental health profile of community, and outline a plan to solve a local environmental health problem. Unit 5: Student groups identify a local, national, or global public health crisis and write a mini-grant proposal, outlining an intervention plan. Unit 7: Student group creates a fictional death and develops the forensic evidence that would be needed to determine cause and manner of death.


The effective use of cognitive processes to generate and link knowledge across the disciplines and in a variety of contexts. The process of identifying, locating, selecting, and using resource tools to help in analyzing, synthesizing, and communicating information. The identification and employment of appropriate tools, techniques, and technologies are essential to all learning processes. Students locate, select, and synthesize information from a variety of scientific y of texts, references, and technological sources to acquire and communicate knowledge. Use available technology to produce, revise, and publish a variety of works. Cite references using APA format. Students continue developing aseptic lab techniques and utilize a variety of lab equipment to help in the process of analyzing experimental data. Students can use the scientific method to examine a testable question, analyze data and come to a conclusion.



Grade Level:


Content Area:

CTE Biomedical Sciences

Student Outcomes:

Students produce a variety of products which explain their understanding of the design process and need to innovate new processes to deal with issues impacting health locally, nationally and globally. Students document work throughout year in a journal.

Evaluation of
Student Outcomes:

Rubrics for the various projects and presentations. Students will write reflectively about the process and communicate their thoughts, scores and ideas for revisions for future consideration.

Teacher Role:

Teacher's Role: Teacher will aid student in identifying research areas of interest. Teacher will help student shape research into hypotheses. Teacher will serve as facilitator. Teacher will evaluate student products.

Mentor Role:

Mentor's Role Mentor will aid students in developing and researching questions related to current topics in the individual or group project scope. Mentor will encourage student completion of project goals with a high standard of quality by reviewing student work to provide feedback. Mentors will share their enthusiasm and realities of their careers.