Project: 2017-2018 Biomedical Innovations

Step Description Expected Student Results
1 Letter of Introduction
Student First Contact:
1. Students share their interests and goals within various career fields related to health care, educational plans and outside of school hobbies (9/6).
2. Student provides details on their personal reflections related to 7 Habits of Highly Effective Teens. Discusses areas that they feel the need to work on in order to reach their goals (9/9).
Mentor Role:
Mentor will introduce himself or herself to student, giving their career and educational background as well as some personal interests/hobbies. Offers suggestions or techniques to be more effective in studies or work. (9/11).
Journal Entries Documenting Completion of:
1) Letter of introduction to the mentor explaining his/her interests and activities in and out of school and career related.
2) The student will write a reflection to share with mentor over what they learned regarding developing habits and where they will focus their efforts.
2 Problem 8 - Independent Project 811 and 812
PROBLEM 8 STUDENT:
Student develops an interest list for topics to turn into a independent project and shares with mentor. Student indicates why the topics are interesting, challenging and student expresses a personal connection or passion for the topics (9/12 -9/13)
Student will continue to narrow interest topics down to top one or two choices after gaining feedback from mentor and will share their top 1 or 2 choices with mentor indicating how mentor assisted in the decision (9/14).
Student will consider how their choices can fit within multiple fields of healthcare such as ER Designs, Public Health, Environmental Health, new Medical Innovations. Student will ask mentor for additional suggestions that would relate their independent project idea to these fields within healthcare (9/14 or 9/15).
Students will continually add to their Literature Review/Annotated Notes on any research related to topic throughout the entirely of the course.
PROBLEM 8:
1) Mentor reviews student's interest list to provide industry insight related to the topics. Mentor can help clarify sub-specialties within various topics (9/14).
2) Mentor shares potential research ideas within topics and provides additional research sources for student to explore (9/18).
All written notes, research work an conclusion questions will be reflected in journal and/or google shared documents.
PROBLEM 8:
Student will begin researching topics, careers or problems of interest within the health care field. Problem 8 will continue over the entirety of the remaining year as students explore their independent project. through the completion of various PLTW Programs. Student will continue to add annotated notes ongoing through year.
3 Conduct General Research and Design Solution for Problem 1 Design of ER Dept and Innovation.
Student task:
1. Research ER designs and visit a local ER Department to speak with professionals at that location.
2. Student should ask mentor for any basic feedback related to this issue. Questions might include "Have you visited an ER Department?" "What are some problems you believe need to be addressed in ER Departments? "How might I be able to relate this design or innovation in way that relates to my independent project? (9/18)
3. Student groups will develop a rough draft for Project schedule, floor plan for an ER department and an innovative idea to increase efficiency and patient satisfaction and share with mentor (9/22).

Mentor Task:
1) Mentor will research the topic and provide student some search terms and/or websites related to the topic (9/19).
2) Mentor will view the initial draft ER Floor plan and innovation idea of the student for practicality (9/24).
3) They will respond to the questions and drafts student sends to provide feedback and share additional suggestions (9/27). 		All Notes, Research and Rough Designs Documented in Journal.
PROBLEM 1 Design of an ER Department and Innovation.
Students will:
* Develop an innovation that can promote efficient care in emergency care centers.
*Produce a Gantt or other project management flowchart to manage the work of a design project.
* Design an efficient emergency room or department using a simple floorplan.
4 1.. Thank you response to mentor's reply, suggestions and new questions.
2. Student provides updated drafts of the; Project Management Flowchart, ER Floor plan, written/drawn innovative idea or product and media presentation for mentor review and feedback (10/11).
3. Students will revise drafts based on feedback and share with mentors how the feedback assisted them in developing high quality product (10/17).
4, Work time in class ends on 10/13/2017 and final product is due 10/20/2017. All final products should be sent to mentors. (10/20)
Mentor Task:
Mentor will vet the ER Floor plan and innovation idea of the student for practicality and use : "Is it valuable, will it work and what makes it better than current standards?" (10/13)
They will provide feedback and share additional suggestions on the professionalism of the product (10/13 to 10/23). 		* Deliver an effective and professional looking formal presentation over their ER design and innovation after multiple revisions based on input from mentor.
* Reflect on process and how to improve methods, timelines, and product.
* Final revised product is due on 10/20/2017.
5 Problem 2 - Exploring Human Physiology Part 1
Design, conduct and analyze an experiment relating to human physiology in order to present findings using a scientific poster.
Student task
1) Share questions they have related to statistical analysis (10/18 and 10/26).
2) Ask for examples from mentor's background regarding how statistics are used in their profession. Ask how they have seen errors or manipulation in analyzing data (10/18).
Mentors:
1) Answer student questions and share examples of the use of stats related to medical careers (10/20 and 10/30).
Problem 2 -
All notes, research and conclusion questions completed in student's journal or within digital journal. Students complete statistical analysis for an assigned study.
6 PROBLEM 2 - Exploring Human Physiology continued from step 5.
Design, conduct and analyze an experiment relating to human physiology in order to present findings using a scientific poster.
Problem 2 Student task:
3) Student will conduct an experiment related to human physiology. Student will share with mentor the testable question being explored and the initial experimental design. Student will consider and research how their experiment would relate to their independent project (11/1)
4) Student will revise experimental design based on mentor feedback and conduct a trial run. (11/6)
5) Student will then reassess and revise experimental design again before beginning data collection (11/8).
6) Student completes data collection (11/8 -11/13).
7) Student will share data and statistical analysis with mentor and request feedback (11/15).
8) Student creates a scientific poster to communicate the findings and send to mentor for review (11/30) Note there will be no more time given in class to work on this project.
9) Student redrafts final poster. (12/08)
10) Student shares with mentor how they used the mentor's insight as well as reflect on the process and changes they would make to improve quality of product (12/10)

Mentor Task:
1) Mentor and student exchange correspondence discussing the testable question and experiment design. (10/30-11/3)
2) Mentor asks questions of the student to clarify any confusing steps in the experimental procedure as well as how the data was analyzed after collection (11/6-11/15).
3) Mentor evaluates scientific poster and provides feedback in order to improve the professional quality of the product. (12/4.)
4) Final version approval (12/5) if possible. This is a holiday week for many individuals. 		All notes, research, and conclusion questions will be completed in student's journal and/or google documents for group work to be reviewed.
Students will:
* Design, conduct, and analyze an experimental study to find the answer to a question relating to human physiology.
* Create and present a poster presentation to display results of an experimental study using statistical analysis of data.
Final due date of 12/11 to allow time for revisions after feedback from mentor.
Students are off for the week of Thanksgiving from November 20 to November 26.
7 PROBLEM 3 - Design of a Medical Innovation Part 1.
Student:
1) Identifies a biomedical problem for which he/she would like to design a new product or improve on an existing design and shares ideas with mentor. The innovation should relate in some way to student's independent project if possible. (12/1
2) Completes research over the problem and evaluates solutions of the past and present to share with mentor. (include citations) (12/4)
3) Begin process of determining solution designs (12/8).
PROBLEM 3 Part 1 - Mentor:
1) Mentor will advise student on the validity/ real need for the innovation or suggest other possible problems to explore (11/30)
2) Mentor researches some of the newest information on the problem and possible solutions and shares sources with student. (12/5) 		All research, drafts sketches and conclusion questions be will documented in journal.
PROBLEM 3 - Design of a Medical Innovation Part 1
Student will:
1) Develop ideas for a new biomedical product or for a way to improve an existing product that might relate to their independent project..
2) Explore possible design solutions, select the best approach, and develop a design proposal.
8 PROBLEM 3 Design of Medical Innovation Part 2 continued from step 8 - Student:
3) Selects an approach to solving the problem and asks mentor for insight and feedback .
4) Develops a design proposal for innovation
5) Makes a model/prototype/schematic and asks mentor to assess quality.
6) Student revises based on any suggestions from mentor.
7) Completes rough draft using rubric and sends to mentor for review. (1/22). Peer reviews are completed for additional feedback. 7) Creates professional portfolio based on mentor recommendations for the innovation due Jan. 31

PROBLEM 3 continued from step 8
Mentor:
3) Mentor reviews student's proposal and sketches for innovation to provide feedback/critique
4) Mentor makes suggestions for final portfolio product. 1/24

All research, drafts sketches and conclusion questions be will documented in journal.

PROBLEM 3 - Design of a Medical Innovation Part 2
Student will:
3) Design and create a model, prototype, or schematic for the chosen solution and share with class as part of a marketing plan..

Note Winter Break will be from December 25th to January 9th.
9 Problem 5 - Combating a Public Health Issue Part 1
Activity 5.1.1 and 5.1.2
Student:
1. Student will request the mentor share public health issues that are present where mentor resides as well as what the mentor believes to be one of the biggest issues facing us globally.
2. Design an intervention for a public health issue of student's choice and develop a plan that focuses on the treatment, prevention, or education surrounding the chosen health issue. Student should address how this issue relates to their independent project. How can he or she tie the two together.
PROBLEM 5 Mentor
1) Mentor will respond to student questions regarding public health issues in the area which they reside as well as discuss global issues of concern to the mentor.
2) Mentor will offer suggestions or feedback to student regarding the issue and solution student has selected.
Problem 5 - Combating a Public Health Issue Part 1
All written notes, research and conclusion questions will be reflected in journal and/or google shared documents. Final product will be a Project Approval Request and Presentation to school administration.
Students will:
1) Recognize local, national, and global disease trends.
2) Write a rough draft of the grant proposal/project approval outlining an intervention plan for a particular disease, illness, or injury.
10 Problem 5 - Combating a Public Health Issue Part 2

Activity 513 Student:
4. Student will discuss with mentor his or her chosen issue and possible intervention ideas. Student will revise ideas and project to reflect suggestions from mentor.
5. Student will send mentor a draft of proposal and presentation for review and revision (. Student will request feedback from the mentor in order to create a professional looking product/portfolio and be prepared for questions from the audience.
6. Rough draft is due on February 12th. Peer reviews due 2/13 and Final due Feb 19th and presentations are scheduled for Feb. 20th to 21st.
7. Student will share results and reflections with mentor at the conclusion of project (2/9).

PROBLEM 5 Mentor
1) Mentor will review proposal and presentation to ensure it meets industry standards based on the criteria and rubrics required (2/1).
2) Mentor will guide student on professional expectations within industry when making presentations (2/5). 		Problem 5 - Combating a Public Health Issue Part 2
All written notes, research and conclusion questions will be reflected in journal and/or google shared documents. Final product will be a Project Approval Request and Presentation to school administration.
Students will:
2) Write a final grant proposal/project approval outlining an intervention plan for a particular disease, illness, or injury.
3) Present and defend an intervention plan to a professional audience.
Due 2/19 with presentations on 2/20 to 2/21
11 Problem 7 Forensic Autopsy
1) Completion of autopsy report lab report. Pig dissection. 5 days and results shared with mentors.
2) Cadaver lab to be scheduled at Anschutz Medical through AHEC. Possible COSI interactive autopsy as well. Discuss with mentors experience.
3) Teams create an full death scene story including patient background, toxicology reports, external and internal autopsy findings, and witness statements. Request ideas with mentors for unusual cases that would be difficult for investigators to solve.
4) File shared with other teams to investigate and determine cause and manner of death.

Mentors:
1) Discuss with students how dissections (animal and human autopsies) are used in post-secondary education and into research areas to understand the criteria and need for professionalism.
2) Provide a few suggestions for possible tricky causes of death to investigate or provide feedback to student ideas.
3) Review "death scene investigation" packet for thoroughness.
Completed autopsy/dissection packet along with conclusion questions answered.
Final product from death scene included various toxicology, lab results, autopsy finding and witness statements that would allow an investigator to make a final declaration on cause and manner of fictional death.
13 PROBLEM 8 Independent Project:

PLTW 813 Methodology

Student returns to primary focus of their independent project and reviews their options for product that they can complete.
1) Student completes the following questions to help clarify their thought processes and what they need to consider to complete project:
a. How much time do I need to complete the project?
b. What resources to I need and are they easily available?
c. If not, do I have an idea of where I can obtain access to the materials?
d. Any safety concerns I need to consider?
e. Can I get permission to work with animals or people?
2. Student will share research, answers to questions and his or her basic idea for the project with the mentor and asks for insight from the mentor (3/22)
7. Student develops a list of six of more organizations or professionals in the local area that they can collaborate along with mentor (3/22)
8. Student adds mentor's suggestions to list and with mentor's help develops a list of questions to ask the potential collaborative partners (3/31).
9. With mentor's assistance student will begin contacting possible industry partners to help on project. Absolutely no letters, emails or calls will be completed without mentor first having reviewed items/script so that student shows industry level professionalism. (4/2-4/4)

Mentor:
1. Mentor will review student's newest findings, answers to the framework questions above and how those answers influence their project (3/27)
2. Mentor adds recommendations to students list of collaborative partners. These could include: medical specialists, mental health organizations, universities, or industry partners who are working on the same issue (3/30).
3. Work with student to develop high quality probing questions that student can present to possible industry partners (4/2).
PROBLEM 8 - Independent Project Completion of Activity 8.13

Note Spring Break is March 23 to April 1st.

1) Student will have completed Literature Review/Research.
2) Student will develop their methodology (approach to the project).
3) Student will develop a list of potential resources to contact for assistance to complete project.
14 Problem 8 Independent Project
Activity 8.1.5 (Schedule/Timeline)

Student:
1) Student completes the Methods section of portfolio to determine the procedures or protocols to use. Depending on project, the protocols may be experimental design, details about internship assignment, or the steps to plan a community event. Student maintains contact with collaborative parties for assistance. Student details the what, who, where and how of the project (4/4).
2) Student asks mentor and collaborative partners to advise on the methods section and continues revision until all parties are satisfied with steps (4/6).
3) Student will finalize a schedule for completion of the product and shares with mentor for feedback (4/10).
4) Depending on project schedule student may begin the "Action" portion independently.

PROBLEM 8 - Mentor:
1) Mentor will review steps of the project and point out design flaws or steps that haven't be thoroughly developed (4/6).
2) Mentor offers feedback on timeline of project (4/11)
Problem 8 - Independent Project
Activity 814 and 815
Documents additional research on their topic, noting all citations for a minimum of 6 sources within their journal or using google documents.
Students develop a list of materials needed and a timeline to complete the project.
PLTW Activity 8.1.4 and 8.1.5 Materials and Schedule
15 Problem 8 - Independent Project Continued
Activity 8.1.6 Student:
Student completes the "action" portion of the project. Action must be completed by 4/24. This might be completing:
* an Experiment and analysis of data into statistically valid results.
* completing total required hours of internship within medical field
* performing academic research and writing formal paper
* developing and holding a community outreach event related to health awareness
Student shares with mentor how project is progressing and problems that occur requesting assistance or advice. Communication should be on a frequent basis with mentor with no more than two days between each email from student. Student should be sharing "what I accomplished today" and "what I need to do tomorrow"
Mentor:
Offers insight to help students overcome problems that will arise during the project action portion.
Mentor asks clarifying questions of student related to their findings, especially if student has experimental data.
Mentor holds student accountable to timeline and efficiency in work. Frequent communication requested between student and mentor. 		PROBLEM 8: Independent Project. All written notes, research work and conclusion questions will be completed as journal entries or using google shared documents.
Student will: Complete the action (actual doing) portion of their independent project which could include internship hours, running experiment, writing research paper, running a community outreach event.
16 Problem 8 Independent Project

Student shares completed draft of portfolio, product (documents, pictures, posters) and supporting media presentation for suggested final revisions (4/27).
Student uses mentor's feedback to complete final version of portfolio, product. presentation materials and personal reflection. Everything is due on May 2nd.
The PLTW Biomedical Night is TBD but will be scheduled sometime between May 3rd to May 8th. Mentors will receive an invitation to attend and we will try to record presentations for those of you unable to join us.
Student completes thank you to mentor for help and support over course of the year as well as Mentored Pathway survey.

PROBLEM 8 - Mentor:

Mentor offers feedback on portfolio, product and presentation. (4/30)
Mentor asks student reflective questions related to the project as well as entire body of work over the year and replies to student questions or thoughts. Mentor completes Mentored Pathways survey (5/10). 		PROBLEM 8: Independent Project. All written notes, research work and conclusion questions will be completed as journal entries or using google shared documents.
Students produce a portfolio, product, reflection and completes a presentation using guidelines and rubric.
17 Problem 4 Environmental Health Part 1
Student:
PLEASE NOTE I AM ALTERING THIS PROJECT IN ORDER TO IMPROVE THE QUALITY AND SHORTEN TIME FRAME. IT IS STILL UNDER DESIGN SO DESCRIPTION AND STEPS WILL BE UPDATED AT A LATER DATE.

1) Student shares what has already been completed to date over this problem and their experimental design related to chemical dosing with mentor and requests feedback on potential errors within the procedure that should be addressed.
2) Student makes corrections based on mentor's suggestions and completes experiment.
3) Student shares data, graphs and analysis with mentor to receive feedback on developing communication skills within scientific community.
Mentor:
1) Mentor asks student to clarify steps or processes in experiment for activity 2 and provides feedback on scientific communication.
2) Mentor shares any professional expertise related to environmental health impacts that student should consider while completing community health profile for the local community where student resides.
PROBLEM 4:
Student will be investigating various environmental health hazard issues. Knowledge and skill outcomes for Problem 4 include:
* Identify environmental concerns potentially harmful to health.
* Design and conduct an experiment to test the effects of a particular chemical and doses of that chemical on plant growth and express findings using a dose-response curve.
18 Problem 4 Environmental Health Part 2

PLEASE NOTE I AM ALTERING THIS PROJECT IN ORDER TO IMPROVE THE QUALITY AND SHORTEN TIME FRAME. IT IS STILL UNDER DESIGN SO DESCRIPTION AND STEPS WILL BE UPDATED AT A LATER DATE.

Student:
5) Student produces an Environmental Health Community Profile for the local area. If time allows also writes an Action Plan to inform and improve conditions (providing time allows).
6) Student provides initial draft to mentor and then shares revised copy after reflecting on mentor's feedback.
7) Student shares reflection and appreciation with mentor for assistance.
Mentor:
2) Mentor shares any professional expertise related to environmental health impacts that student should consider while completing community health profile for the local community where student resides.
3) Mentors provides feedback on the student's action plan for the community to create a professional product. 		Problem 4 Continued from prior step.
Compile a comprehensive environmental health profile for the local area.
(* Time allowing - Design an short action plan to increase awareness, monitor resources or individuals in the community, improve conditions, and ensure a clean and safe environment.)