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\begin{document}

\title{Biomedical Engineering (Crowdsource Content)~}



\author[1]{STEM.org}%
\affil[1]{Journal of Conceptual and Applied STEM Education}%


\vspace{-1em}



  
  \date{May 18, 2024}


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\begin{figure}[h!]
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\includegraphics[width=1.00\columnwidth]{figures/Biomedical-Engineering-(800x618)/Biomedical-Engineering-(800x618)}

\end{center}
\end{figure}\selectlanguage{english}
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\begin{figure}[h!]
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\includegraphics[width=0.14\columnwidth]{figures/Creative-Commons/Creative-Commons}
\caption{{Biomedical Engineering
by~\href{https://creativecommons.org/choose/stem.org}{STEM.org}~is
licensed under
a~\href{http://creativecommons.org/licenses/by-nc/4.0/}{Creative Commons
Attribution-NonCommercial 4.0 International License}.
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\begin{figure}[h!]
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\includegraphics[width=0.70\columnwidth]{figures/biomedical-engineering-badge-stem/biomedical-engineering-badge-stem}
\caption{{Biomedical Engineering Proficency Badge
{\label{837031}}%
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\end{figure}

\section*{Abstract}\label{abstract}

Students will begin by exploring the field of biomedical engineering,
investigating the various branches to determine what interests them the
most and learning directly from a professional who works in the field.
To gain a foundation in medical science, students will gain exposure to
osteology, anatomy, and cellular biology by exploring various media and
building their own models. Then, students will explore DNA and genetics,
genetic engineering and the current debate over GMOs (or genetically
modified organisms), and the science of stem cells and their many
applications in medicine and science. Students will also explore
technology used in the field, by visiting a medical laboratory or
medical imaging center, conducting their own research on specific
devices and equipment, and developing skills in computation and
programming.

Students will focus on specific aspects of the field by learning about
the relationship between bionics (the study of natural processes and
movements for the purpose of engineering and medical applications) and
the development of prosthetics for treatment of missing limbs and
organs. Finally, students will complete and share their final
presentations on the books they read throughout the semester, relating
what they have learned about biomedical engineering to personal
interests and real-world applications.

\section*{Course Texts and Materials}

\textbf{Book Report Options}

\begin{itemize}
\tightlist
\item
  Being Mortal by Atul Gawande
\item
  The Big Fat Surprise: Why Butter, Meat and Cheese Belong in a Healthy
  Diet by Nina Teicholz
\item
  The Checklist Manifesto by Atul Gawande
\item
  The Cost of Cutting: A Surgeon Reveals the Truth Behind a
  Multibillion-Dollar Industry
\item
  County: Life, Death and Politics at Chicago's Public Hospital by David
  Ansell
\item
  The Emperor of All Maladies by Siddhartha Mukherjee
\item
  Living and Dying in Brick City: Stories from the Front Lines of an
  Inner-City E.R. by Sampson Davis and Lisa Frazier Page
\item
  The Man Who Mistook His Wife for a Hat by Oliver Sacks
\item
  The Man Who Touched His Own Heart by Rob Dunn
\item
  The Optimism Bias by Tali Sharot
\item
  The Tale of the Dueling Neurosurgeons by Sam Kean
\item
  Tasty: The Art and Science of What We Eat by John McQuaid
\item
  Plant Biomechanics: an Engineering Approach to Plant Form and Function
  by Karl J. Niklas
\item
  Biomimicry: Innovation Inspired by Nature by Janine Benyus
\end{itemize}

\section*{Required Texts, Kits, and
Resources}

{\label{576581}}

\begin{itemize}
\tightlist
\item
  ``Biomedical Engineering.'' Bureau of Labor Statistics.
  http://www.bls.gov/ooh/
  architecture-and-engineering/biomedical-engineers.htm
\item
  Biomedical Engineering Website (BMES) homepage.
  http://bmes.org/content.asp? contentid=40
\item
  ``Biomedical Engineering.'' Columbia University.
  http://bme.columbia.edu/high-school- students
\item
  Light, Douglas B. Cells, Tissues, and Skin . (Human Body: How it
  Works) http:// amzn.com/1604133708
\item
  Life Size Human X Rays:
  http://www.hometrainingtools.com/life-size-human-x-rays-set
\item
  Broken Bone X Rays:
  http://www.hometrainingtools.com/broken-bones-x-rays
\item
  Complete anatomy chart
\item
  Skeletal system chart
\item
  4D Science Animal Cell Model: http://amzn.com/B003BYKP7U
\item
  4D Science Plant Cell Model: http://amzn.com/B003BYM7VM
\item
  ``Eukaryopolis.'' Crash Course. Video (11.34)
  https://youtu.be/cj8dDTHGJBY
\item
  http://www.cellsalive.com/
\item
  http://www.cellsalive.com/cells/3dcell.htm Cell Models
\item
  http://www.cellsalive.com/puzzles/index.htm Cell puzzles
\item
  http://www.cellsalive.com/worksheets/AnimalCellModel.pdf Animal Cell
  Model worksheet
\item
  ``Once Upon a Time: Life --- the Cell.'' Once Upon A Time. Video
  (11:41) https://youtu.be/ tjFtXXLC2bs
\item
  DNA, Replications and Transcriptions Set. http://amzn.com/B000O8Z7UQ~
\item
  DNA Necklace Extraction Kit.
  http://www.carolina.com/dna-extraction-quantification-
  kits/dna-necklace-classroom-kit/211138.pr or Genes in a Bottle Kit
  http://www.bio- rad.com/en-us/product/genes-bottle-kit
\item
  ``What is DNA and How Does it Work?'' Stated Clearly video (5.23)
  https://youtu.be/ zwibgNGe4aY
\item
  ``The Science of Candy.'' Exploratorium. Interactive website. https://
  www.exploratorium.edu/cooking/candy/sugar.html
\item
  ``Food4Me Science.'' Interactive website.
  http://www.food4me.org/about/nutrigenomics
\item
  Nabhan, Gary Paul. Food, Genes, and Culture: Eating Right for your
  Origins . http:// amzn.com/1610914929
\item
  ``List of Organisms by Chromosome Count.''
  https://en.wikipedia.org/wiki/
  List\_of\_organisms\_by\_chromosome\_count
\item
  ``Mike's New Car.'' Monster's Inc Short Film (Disney Studios). Video
  (3.48) https:// youtu.be/WBkK4rg\_w0U .
\item
  ``Tiki's Guide to Genetic Engineering.'' Interactive website.
  http://tiki.oneworld.net/ genetics/home.html
\item
  ``Agriculture's Sustainable Future: Breeding Better Crops.''
  Scientific American. http://
  www.scientificamerican.com/article/agricultures-sustainable-future/
\item
  Merino, Noel. Genetic Engineering (Opposing Viewpoints).
  http://amzn.com/ 0737764252
\item
  ``Agriculture's Sustainable Future: Breeding Better Crops.''
  Scientific American. http://
  www.scientificamerican.com/article/agricultures-sustainable-future/
\item
  Knoepfler, Paul. Stem Cells: an Insider's Guide .
  http://amzn.com/9814508802
\item
  ``Acid Shock Converts Adult Cells to Stem Cells.''
  http://www.genengnews.com/gen-
  news-highlights/acid-shock-converts-adult-cells-to-stem-cells/81249434/
  , or similar article from journal Nature or other.
\item
  ``Bioengineering'' game at Centre of the Cell
  https://www.centreofthecell.org/learn-play/ games/bioengineering/
\item
  Other biomedical games:
  https://www.centreofthecell.org/learn-play/games/
\item
  Remote Control Machines Kit. National Geographic Store http://
  shop.nationalgeographic.com/ngs/product/kids/toys-and-games/all-toys/remote-control-
  machines-kit?code=SR50002
\item
  Mindflex Game http://amzn.com/B001UEUHCG or Duel Game http://amzn.com/
  B004GHNFKK and/or one of the other devices listed in the Scientific
  American article
\item
  ``Sea Turtle Gets New Lease on Life with Prosthetic Flippers. BBC,
  various other sources available as well.
  http://www.bbc.com/news/world-asia-21434189
\item
  ``Prosthetic Limbs, Controlled by Thought'' article and ``The Bionic
  Man'' short film. New York Times Video (8.36)
  http://www.nytimes.com/2015/05/21/technology/a-bionic-
  approach-to-prosthetics-controlled-by-thought.html?\_r=0
\item
  ``Trouble Walking? Try Honda's New Exoskeleton Legs.''
  https://youtu.be/6pWvxA4jvbc
\item
  ``Six Electronic Devices You Can Control With Your Thoughts.''
  Scientific American.
  http://www.scientificamerican.com/article/pogue-6-electronic-devices-you-can-control-
  with-your-thoughts/
\item
  Kaku, Michio. The Future of the Mind. http://amzn.com/0307473341
\item
  {Bee Bot app, available on iTunes:
  https://itunes.apple.com/us/app/bee-bot/id500131639? mt=8~}
\item
  Daisy the Dinosaur:
  https://itunes.apple.com/us/app/daisy-the-dinosaur/id490514278? mt=8
\item
  Scratch (free): https://scratch.mit.edu
\item
  Hopscotch: https://www.gethopscotch.com and Tynker:
  https://www.tynker.com
\item
  Sidewalk chalk
\item
  Codea: http://twolivesleft.com/Codea/
\end{itemize}

\section*{Optional Build Kits and
Resources}

{\label{388947}}

\begin{itemize}
\tightlist
\item
  Human Body: How it Works series
\item
  Gray's Anatomy Coloring Book:
  http://www.hometrainingtools.com/grays-anatomy- coloring-book
\item
  ``Plant Cells.'' Crash Course.
\item
  ``Tour of the Cell.'' Bozeman Science. Video (14.16)
  https://youtu.be/1Z9pqST72is -~Punnett square:
  \url{http://scienceprimer.com/punnett-square-calculator} - EPOC Emotiv
  with software development tools. \url{https://emotiv.com/epoc.php} -
  Kodable School (as supplement): \url{https://www.kodable.com} - For
  more inspiration and resources: \url{http://code.org} - ``How to Play
  Hopscotch.'' \url{http://www.wikihow.com/Play-Hopscotch}
\end{itemize}

\section*{}

\section*{Next Generation Science
Standards}

\par\null\selectlanguage{english}
\begin{longtable}[]{@{}ll@{}}
\toprule
\begin{minipage}[b]{0.48\columnwidth}\raggedright\strut
DNA (deoxyribonucl eic acid)\strut
\end{minipage} & \begin{minipage}[b]{0.48\columnwidth}\raggedright\strut
Transcription is the first step of gene expression, in which a
particular segment of DNA is copied into RNA (mRNA) by the enzyme RNA
polymerase\strut
\end{minipage}\tabularnewline
\midrule
\endhead
\begin{minipage}[t]{0.48\columnwidth}\raggedright\strut
RNA transcription\strut
\end{minipage} & \begin{minipage}[t]{0.48\columnwidth}\raggedright\strut
a substance that carries genetic information in the cells of plants and
animals\strut
\end{minipage}\tabularnewline
\begin{minipage}[t]{0.47\columnwidth}\raggedright\strut
Ribosomes\strut
\end{minipage} & \begin{minipage}[t]{0.47\columnwidth}\raggedright\strut
any of various round or long cellular organelles of most eukaryotes that
are found outside the nucleus, produce energy for the cell through
cellular respiration, and are rich in fats, proteins, and enzymes\strut
\end{minipage}\tabularnewline
\begin{minipage}[t]{0.47\columnwidth}\raggedright\strut
Mitochondria\strut
\end{minipage} & \begin{minipage}[t]{0.47\columnwidth}\raggedright\strut
any of the RNA-rich cytoplasmic granules that are sites of protein
synthesis\strut
\end{minipage}\tabularnewline
\bottomrule
\end{longtable}

\textbf{Please note: This module provides a foundation of qualitative
content. Please incorporate quantitative methods, systematic procedures,
and mathematics throughout the module.}

\par\null\par\null

Copyright 2018 \selectlanguage{ngerman}© STEM.org All Rights Reserved.~

\pagebreak



\section*{Lesson 1: Biomedical Engineering:
Introduction}\label{lesson-1-biomedical-engineering-introduction}

\textbf{Suggested Time: 60 minutes Overview}

Students will begin by exploring the field of biomedical engineering,
investigating the various branches to determine what interests them the
most. Then, they will learn directly from a professional who works in
the field.

\textbf{Vocabulary}

\begin{itemize}
\tightlist
\item
  Biomedical engineering
\item
  Biomechanics
\item
  Tissue engineering
\item
  Genetic engineering
\item
  Neural engineering
\item
  Pharmaceutical engineering
\item
  Medical devices
\item
  Medical imaging
\item
  Clinical engineering
\end{itemize}

\textbf{Objectives}

\begin{itemize}
\tightlist
\item
  Students will learn the definition of biomedical engineering and
  explore its specializations.
\end{itemize}

\textbf{Required Project Materials}

\begin{itemize}
\tightlist
\item
  Computer laboratory or individual computers
\item
  Large poster board and markers
\end{itemize}

\textbf{Multimedia Resources}

\begin{itemize}
\tightlist
\item
  ``Biomedical Engineering.'' Bureau of Labor Statistics.
  http://www.bls.gov/ooh/
  architecture-and-engineering/biomedical-engineers.htm
\item
  Biomedical Engineering Website (BMES) homepage.
  http://bmes.org/content.asp? contentid=40
\item
  ``Biomedical Engineering.'' Columbia University.
  http://bme.columbia.edu/high-school- students
\item
  Light, Douglas B. Cells, Tissues, and Skin . (Human Body: How it
  Works) http:// amzn.com/1604133708
\end{itemize}

\textbf{Optional Multimedia Resources}

\begin{itemize}
\tightlist
\item
  Human Body: How it Works series
\end{itemize}

\textbf{Before the Lesson/ Background Information}

\begin{itemize}
\tightlist
\item
  Locate a guest speaker or two in the field. Request that the
  speaker(s) bring a prop or physical project to engage the
  students---such as an innovative medical device.
\end{itemize}

\textbf{The Lesson}

\textbf{Part 1: Biomedical Engineering (30 mins)}

\begin{enumerate}
\tightlist
\item
  Ask students to define biomedical engineering. Respond to ideas and
  definitions and discuss the main sections of the field using the
  vocabulary words above.
\item
  Using the computer lab, students will explore the discipline,
  beginning with the links on the Dept. of Labor website and BMES.
  Instruct them to explore what the college program is like at Columbia
  University, clicking on the ``Careers'' tab and learning about their
  summer program for high school students. They can explore other
  programs and universities as well.
\item
  Instruct the students to write down main points as they explore the
  websites.
\item
  Assign a subdiscipline (e.g., tissue engineering) to each student, or
  allow them to pick their favorite. Each student will then perform
  their own research and share a brief summary with the whole class.
\item
  As a class, brainstorm the skills and knowledge needed to go into
  biomedical engineering. Write down the ideas on a large poster paper
  and hang it in class.
\item
  Instruct the students to write down a few questions for the guest
  speaker.
\end{enumerate}

\textbf{Part 2: Guest Speaker (30 mins)*}

\begin{enumerate}
\tightlist
\item
  Introduce the guest speaker(s).
\item
  Reserve at least 15 minutes for the students to ask the speaker
  questions.
\end{enumerate}

*If you cannot find guest speakers, arrange a suitable field trip.
Active engagement with a speaker or interesting site is a great way to
boost student interest at the beginning of the course. If this is not
possible, have each student select a specific job title to play-act.
Have them come up with skits and perform them as examples of how people
with different jobs in the field may work together.

\textbf{Homework:}

\begin{itemize}
\tightlist
\item
  Students will select a health or engineering-related book from the
  list of optional texts (or a text of their choice). They will read the
  book throughout the semester and turn in a book report at the end of
  class.
\item
  Assign readings from Cells, Tissues, and Skin.
\end{itemize}

\par\null

Copyright 2018 © STEM.org All Rights Reserved.

\pagebreak

\section*{Lesson 2: Anatomy and
Osteology}

{\label{875922}}

\textbf{Suggested Time: 60 minutes}

\textbf{Overview}

To gain a foundation in medical science, students will explore osteology
and anatomy by building their own anatomical models.

\textbf{Vocabulary}

\begin{itemize}
\tightlist
\item
  Anatomy
\item
  Osteology
\item
  Skeletal system
\item
  Endocrine and muscular system
\item
  Cardiovascular system
\item
  Integumentary system
\item
  Nervous system
\end{itemize}

\textbf{Objectives}

\begin{itemize}
\tightlist
\item
  Students will gain a basic understanding of osteology and anatomy.
\end{itemize}

\textbf{Required Project Materials}

\begin{itemize}
\tightlist
\item
  Life Size Human X Rays:
  http://www.hometrainingtools.com/life-size-human-x-rays-set
\item
  Broken Bone X Rays:
  http://www.hometrainingtools.com/broken-bones-x-rays
\item
  Complete anatomy chart
\item
  Skeletal system chart
\item
  Tape, glue, scissors
\item
  Various craft items: string, clay, construction paper, felt balls,
  styrofoam, pipe cleaners, etc.
\end{itemize}

\textbf{Multimedia Resources~}

\begin{itemize}
\tightlist
\item
  None
\end{itemize}

\textbf{Optional Multimedia Resources}

\begin{itemize}
\tightlist
\item
  Gray's Anatomy Coloring Book:
  http://www.hometrainingtools.com/grays-anatomy- coloring-book
\end{itemize}

\textbf{Before the Lesson/ Background Information}

\begin{itemize}
\tightlist
\item
  None
\end{itemize}

\textbf{The Lesson}

\textbf{Part 1: Osteology and Anatomy Models (60 mins)}

\begin{enumerate}
\tightlist
\item
  Divide the students into five groups, one for each system of the body.
\item
  Referencing the skeletal system diagram, the skeletal system group
  should work together to build a complete skeleton using the Xrays.
  They can tape them to the wall. Using stickies, students will label
  the different bones.
\item
  Each of the other groups will build an anatomical model using the
  craft items, working back and forth with the charts, focusing on their
  particular system.
\item
  Next, each group will present to the class on the parts of their
  system and how it works.
\item
  Display the various models on the class wall.
\end{enumerate}

\textbf{Homework:}

\begin{itemize}
\tightlist
\item
  Students will work on their reading and book report.~
\item
  Assign reading from~~~ from Cells, Tissues, and Skin.
\end{itemize}

Copyright 2018 © STEM.org All Rights Reserved.

\pagebreak

\section*{Lesson 3-4: Eukaryopolis}\label{lesson-3-4-eukaryopolis}

\textbf{Suggested Time: 120 minutes}

\par\null

\textbf{Overview}

Students will explore the parts of the cell, study animal and plant cell
models, then create their own model of a specialized cell.

\textbf{Vocabulary}

\begin{itemize}
\tightlist
\item
  Organism
\item
  Single-celled organism
\item
  Multicellular organism
\item
  Cell
\item
  Eukaryotic (animal cell)
\item
  Organelle
\item
  Mitochondria
\item
  Ribosomes
\item
  Cytoplasm
\item
  Endoplasmic Reticulum
\item
  Golgi Apparatus
\item
  Lysosomes
\item
  DNA
\item
  RNA transcription
\item
  Centrosomes
\item
  Nucleus
\end{itemize}

\textbf{Objectives}

\begin{itemize}
\tightlist
\item
  Students will learn about cells and cell parts.
\item
  Students will learn about the functions of cell parts.
\item
  Students will create their own specialized cell model.
\item
  Students will learn how highly specialized cells work together to
  create a functional organism.
\end{itemize}

\textbf{Required Project Materials}

\begin{itemize}
\tightlist
\item
  Microscope
\item
  Leaves or other live organic material
\item
  Soil or other substances containing organic material
\item
  Animal cell samples (e.g., hair)
\item
  Computers or iPads with Internet
\item
  Cell Model Worksheet
  http://www.cellsalive.com/worksheets/AnimalCellModel.pdf
\item
  Cell Model Diagram (try a Google image search)
\item
  Craft items such as pipe cleaners; construction paper and cardboard;
  recyclable packing peanuts; fuzzy mini balls; yarn and string
\item
  Tape, scissors, glue, and paints
\item
  4D Science Animal Cell Model: http://amzn.com/B003BYKP7U
\item
  4D Science Plant Cell Model: http://amzn.com/B003BYM7VM
\end{itemize}

\textbf{Required Multimedia Resources}

\begin{itemize}
\tightlist
\item
  ``Eukaryopolis.'' Crash Course. Video (11.34)
  https://youtu.be/cj8dDTHGJBY
\item
  http://www.cellsalive.com/
\item
  http://www.cellsalive.com/cells/3dcell.htm Cell Models
\item
  http://www.cellsalive.com/puzzles/index.htm Cell puzzles
\item
  http://www.cellsalive.com/worksheets/AnimalCellModel.pdf Animal Cell
  Model worksheet
\item
  ``Once Upon a Time: Life --- the Cell.'' Once Upon A Time. Video
  (11:41) https://youtu.be/ tjFtXXLC2bs
\item
  Light, Douglas B. Cells, Tissues, and Skin. Human Body: How it Works
  Series. http:// amzn.com/1604133708
\end{itemize}

\textbf{Optional Multimedia Resources}

\begin{itemize}
\tightlist
\item
  ``Plant Cells.'' Crash Course.
\item
  ``Tour of the Cell.'' Bozeman Science. Video (14.16)
  https://youtu.be/1Z9pqST72is
\item
  Other books from the Human Body: How it Works Series
\end{itemize}

\textbf{Before the Lesson/ Background Information}

\begin{itemize}
\tightlist
\item
  Print out copies of Animal Cell Model worksheet
  http://www.cellsalive.com/worksheets/ AnimalCellModel.pdf .
\item
  Print out any copy of an animal cell model for student reference or
  put one on the overhead projector.
\end{itemize}

\textbf{The Lesson}

\textbf{Part 1: Exploring Cells (40 mins)}

\begin{enumerate}
\tightlist
\item
  Show ``Eukarypolis'' and have the students go through the cell
  worksheets and games.
\item
  Pass around the animal and plant cell models for examination. Discuss
  the differences between animal and plant cells.
\item
  Watch ``Once Upon a Time: Life --- the Cell''. Afterwards, have
  students identify the characters in the cartoon.
\item
  Watch ``Plant Cells'' if you have time.
\item
  Have cells look at a green leaf under a microscope. Can they find the
  cells? Do the cells look different in the leaf and the stem?
\item
  Have the students look for organisms in soil or other materials using
  the microscope (optional).
\item
  Next, students should investigate animal cell samples.
\end{enumerate}

\textbf{Part 2: Specialized Cell Research (20 mins)}

\begin{enumerate}
\tightlist
\item
  Split the class into small research teams of about three students.
\item
  Each team will pick a different type of specialized animal cell (skin,
  red blood cell, etc.) and do independent research on that cell's
  structure and function.
\end{enumerate}

\textbf{Part 3: Building the Cell City (60 minutes)}

\begin{enumerate}
\tightlist
\item
  Armed with their research from the previous class session, each team
  will work together to build a ``city'' that is a model of their chosen
  specialized cell. They should give it a fun name (like Eukaryopolis)
  and have fun giving it a signature look with paints, flags, etc.
\item
  Discuss the use of models in science. One purpose of models is to show
  and describe the function, appearance, and behaviors of microscopic
  particles.
\item
  Each team will write an accompanying description of their cell's
  function.
\item
  Display cell constructions with their accompanying descriptions.
\end{enumerate}

\textbf{Homework:}

\begin{itemize}
\tightlist
\item
  Students will work on their reading and book report for the end of the
  semester.
\item
  Assign readings from Food, Genes, and Culture.
\end{itemize}\selectlanguage{english}
\begin{figure}[h!]
\begin{center}
\includegraphics[width=0.70\columnwidth]{figures/Image-from-Tutorvista/Image-from-Tutorvista}
\caption{{Image from Tutorvista~
{\label{814219}}%
}}
\end{center}
\end{figure}

\section*{}\label{section}

Copyright 2018 \selectlanguage{ngerman}© STEM.org All Rights Reserved.

\pagebreak

\section*{}\label{section}

\section*{Lesson 5: Engineered Life}\label{lesson-5-engineered-life}

Suggested Time: 60 mins

\par\null

\textbf{Overview}

Students will start with the basics of DNA, looking at its chemical
components and relating it to the big picture of how all life works and
sustains itself. Then, working in groups, they will build models of the
DNA Double Helix and the transcription process, and extract their own
autosomal DNA just like in a laboratory.

\par\null

{\textbf{Vocabulary}}

\begin{itemize}
\tightlist
\item
  Genes
\item
  Deoxyribonucleic Acid (DNA)
\item
  Nucleotide strands
\item
  Double helix
\item
  Bonds
\item
  Nitrogenous Bases
\item
  Nutrition
\item
  Nutrigenomics
\item
  Replication
\item
  Transcription
\item
  RNA
\item
  Mitosis
\item
  Meiosis
\item
  Autosomal DNA
\item
  Dominant and recessive traits
\item
  Inheritance
\item
  Chromosomes
\end{itemize}

\textbf{Objectives}

\begin{itemize}
\tightlist
\item
  Students will learn that DNA is the building block of life in all
  organisms.
\item
  Students will consider DNA from an interdisciplinary perspective,
  including chemistry and nutritional science.
\item
  Students will make a link between the sun's energy and DNA,
  reinforcing their grasp of food webs and the cycle of life.
\item
  Students will understand the biology of inheritance.
\end{itemize}

\textbf{Required Project Materials}

\begin{itemize}
\tightlist
\item
  Toothpicks
\item
  Round balls of any material (styrofoam, rubber, textile) of various
  colors
\item
  Glue
\item
  Color pens or pencils and paper
\item
  DNA, Replications and Transcriptions Set. http://amzn.com/B000O8Z7UQ
\item
  DNA Necklace Extraction Kit.
  http://www.carolina.com/dna-extraction-quantification-
  kits/dna-necklace-classroom-kit/211138.pr or Genes in a Bottle Kit
  http://www.bio- rad.com/en-us/product/genes-bottle-kit
\end{itemize}

\textbf{Multimedia Resources}

\begin{itemize}
\tightlist
\item
  ``What is DNA and How Does it Work?'' Stated Clearly video (5.23)
  https://youtu.be/ zwibgNGe4aY
\item
  ``The Science of Candy.'' Exploratorium. Interactive website. https://
  www.exploratorium.edu/cooking/candy/sugar.html
\item
  ``Food4Me Science.'' Interactive website.
  http://www.food4me.org/about/nutrigenomics
\item
  Nabhan, Gary Paul. Food, Genes, and Culture: Eating Right for your
  Origins . http:// amzn.com/1610914929
\item
  ``List of Organisms by Chromosome Count.''
  https://en.wikipedia.org/wiki/
  List\_of\_organisms\_by\_chromosome\_count
\item
  ``Mike's New Car.'' Monster's Inc Short Film (Disney Studios). Video
  (3.48) https:// youtu.be/WBkK4rg\_w0U .
\item
  ``Tiki's Guide to Genetic Engineering.'' Interactive website.
  http://tiki.oneworld.net/ genetics/home.html
\item
  ``Agriculture's Sustainable Future: Breeding Better Crops.''
  Scientific American. http://
  www.scientificamerican.com/article/agricultures-sustainable-future/
\end{itemize}

\textbf{Optional Multimedia Resources}

\begin{itemize}
\tightlist
\item
  Punnett square: http://scienceprimer.com/punnett-square-calculator
\end{itemize}

\textbf{Before the Lesson/ Background Information}

\begin{itemize}
\tightlist
\item
  DNA is made up of molecules called \textbf{nucleotides} . Each
  nucleotide contains a \textbf{phosphate} group, a \textbf{sugar} group
  and a \textbf{nitrogen} base. The four types of \textbf{nitrogen}
  bases are \textbf{adenine (A)} , \textbf{thymine (T)} ,
  \textbf{guanine (G)} and \textbf{cytosine (C)} . The order of these
  bases is what determines DNA's instructions, or genetic code.
\item
  Choose lessons and activities from the DNA, Replications and
  Transcriptions set. Pair with readings, puzzles, and other activities
  from Learning About DNA .
\item
  Choose lessons and activities from the DNA Necklace or Genes in a
  Bottle kit.
\item
  Read ``Tiki's Guide to GE'' and ``Agriculture's Sustainable Future:
  Breeding Better Crops.''
\end{itemize}

\textbf{The Lesson}

\textbf{Part 1: Genes and Food (20 mins)}

\begin{enumerate}
\tightlist
\item
  Show ``What is DNA and How Does it Work?'' Go back over the vocabulary
  and concepts.
\item
  What does food have to do with DNA? What does the cell use as its fuel
  source? Does DNA dictate what kinds of food you can eat? Allow
  students to explore ``The Science of Candy'' and ``Food4Me Science''.
  Introduce the book Food, Genes, and Culture: Eating Right for Your
  Origins .
\end{enumerate}

\textbf{Part 2: DNA Laboratory (40 mins)*}

1. Students will perform experiments from the DNA extraction kit or
build models using the DNA Replications and Transcriptions set.

*Students may conduct activities using the DNA Laboratory kits
throughout the semester, as they have time. Pepper appropriate
assignments throughout the semester depending on your students'
interests.

\par\null

\textbf{Homework:}

\begin{itemize}
\tightlist
\item
  {Students will work on their reading and book report for the end of
  the semester.}
\item
  Assign readings from Genetic Engineering.
\end{itemize}

\par\null\par\null\selectlanguage{english}
\begin{figure}[h!]
\begin{center}
\includegraphics[width=0.70\columnwidth]{figures/Image-from-Wikipedia/Image-from-Wikipedia}
\caption{{Image from Wikipedia~
{\label{753963}}%
}}
\end{center}
\end{figure}



Copyright 2018 \selectlanguage{ngerman}© STEM.org All Rights Reserved.

\pagebreak

\section*{}\label{section}

\section*{Lesson 6: Genetic
Engineering}\label{lesson-6-genetic-engineering}

Suggested Time: 60 mins

\par\null

\textbf{Overview}

Students will become familiar with genetic engineering and the current
debate over GMOs (or genetically modified organisms), then form debate
teams around this topic in order to come up with compromises and
beneficial solutions.

\par\null

{\textbf{Vocabulary}}

\begin{itemize}
\tightlist
\item
  Genetic engineering
\item
  Genetically modified organisms (GMOs)
\item
  Cross-breeding
\item
  Biotechnology
\end{itemize}

\textbf{Objectives}

\begin{itemize}
\tightlist
\item
  Students will apply critical thinking skills to the GMO debate.
\item
  Students will learn about genetically modified organisms.
\end{itemize}

\textbf{Required Project Materials}

\begin{itemize}
\tightlist
\item
  Debate rubric
\end{itemize}

\textbf{Multimedia Resources}

\begin{itemize}
\tightlist
\item
  Merino, Noel. Genetic Engineering (Opposing Viewpoints).
  http://amzn.com/ 0737764252
\item
  ``Agriculture's Sustainable Future: Breeding Better Crops.''
  Scientific American. http://
  www.scientificamerican.com/article/agricultures-sustainable-future/
\end{itemize}

\textbf{Optional Multimedia Resources}

\begin{itemize}
\tightlist
\item
  ``Tiki's Guide to Genetic Engineering.'' Interactive website.
  http://tiki.oneworld.net/ genetics/home.html
\end{itemize}

\textbf{Before the Lesson/ Background Information}

\begin{itemize}
\tightlist
\item
  Select major points from Genetic Engineering .
\item
  Read ``Tiki's Guide to GE'' and ``Agriculture's Sustainable Future:
  Breeding Better Crops.''
\end{itemize}

\textbf{The Lesson}

\textbf{Part 1: Genetic Engineering (20 mins)}

\begin{enumerate}
\tightlist
\item
  As necessary, students will interact with ``Tiki's Guide to Genetic
  Engineering.'' Start with ``Welcome to Gene Tinkering'' at
  http://tiki.oneworld.net/genetics/GE5.html and use the bottom right
  arrow to read through ``So What is Genetic Engineering?'', followed by
  ``What's Wrong with Genetic Engineering?'', ``Why the Rush?'', and
  ``What the Companies are Making Now?'', ``Poisonous Plants,''
  ``Scattering Genes,'' and ``What About the Future?''
\item
  Go over a few main points from Scientific American's ``Agriculture's
  Sustainable Future: Breeding Better Crops.''
\item
  Review readings from Genetic Engineering .
\end{enumerate}

\textbf{Part 2: Debate Teams (40 mins)}

\begin{enumerate}
\tightlist
\item
  Ask the students what their opinions are on GE now that they've
  learned this information. If some are pro and some are against,
  separate them into debate teams. Structure the debate so that each
  side has to present their argument and then respond to the other's
  arguments. Neutral or deciding students can serve as the judges.
\item
  If everyone is neutral or sees both sides, or most people agree on one
  side, lead a mock debate and ask students to use the arguments each
  side would make.
\item
  To further challenge your students, have them argue the viewpoint that
  is opposite of what they personally believe.
\item
  Score the debate using a standard rubric.
\item
  Work with the class to come up with a safer, slower way to develop GE.
  What are some compromises and solutions that should be put into place?
\item
  Ask the students: what are the interests of each type of person
  involved in this debate? What if you operated a family farm? What if
  you were a GE scientist? What if you were a corporate executive?
\item
  Have the two debate teams work together to draw up a written agreement
  on how to move forward with GE in an ethical manner.
\end{enumerate}

\textbf{Homework:}

\begin{itemize}
\tightlist
\item
  Students will work on their reading and book report for the end of the
  semester.
\item
  Assign reading from Chapter 1 and 2 from Stem Cells: an Insider's
  Guide.~
\end{itemize}

\par\null

Copyright 2018 © STEM.org All Rights Reserved.

\pagebreak

\section*{Lesson 7: Stem Cells}\label{lesson-7-stem-cells}

\textbf{Suggested Time: 60 mins}

\par\null

\textbf{Overview}

Students will learn about stem cells and their many applications in
medicine and science.

\textbf{Vocabulary}

\begin{itemize}
\tightlist
\item
  Multicellular organism
\item
  Specialized cell
\item
  Stem cell
\item
  Adult stem cell
\item
  Embryonic stem cell
\item
  Somatic cell
\item
  Bioengineering
\end{itemize}

\textbf{Objectives}

\begin{itemize}
\tightlist
\item
  Students will apply critical thinking skills to the medical use of
  stem cells.
\item
  Students will learn about specialized and stem cells.
\end{itemize}

\textbf{Required Project Materials}

\begin{itemize}
\tightlist
\item
  Debate rubric (available online or develop your own)
\end{itemize}

\textbf{Multimedia Resources}

\begin{itemize}
\tightlist
\item
  Knoepfler, Paul. Stem Cells: an Insider's Guide .
  http://amzn.com/9814508802
\item
  ``Acid Shock Converts Adult Cells to Stem Cells.''
  http://www.genengnews.com/gen-
  news-highlights/acid-shock-converts-adult-cells-to-stem-cells/81249434/
  , or similar article from journal Nature or other.
\item
  ``Bioengineering'' game at Centre of the Cell
  https://www.centreofthecell.org/learn-play/ games/bioengineering/
\item
  Other biomedical games:
  https://www.centreofthecell.org/learn-play/games/
\end{itemize}

\textbf{Optional Multimedia Resources}

\begin{itemize}
\tightlist
\item
  None
\end{itemize}

\textbf{Before the Lesson/ Background Information}

\begin{itemize}
\tightlist
\item
  Print out copies of sections of Chapter 3 from Stem Cells .
\item
  Print out the cell conversion article.
\end{itemize}

\textbf{The Lesson}

Part 1: Stem Cells (30 mins)

\begin{enumerate}
\tightlist
\item
  Review material from Chapters 1 and 2 of Stem Cells .
\item
  Each student will take a different section from Chapter 3. For
  example, one student will read ``Stem Cells May Greatly Reduce the
  Need for Animal Research Via Modeling,'' while someone else will read
  ``Cell Fusion and Confusion of Cell Identity''. Allow a few minutes
  for reading, then go around the room. Each student will share a brief
  summary of what they just read.
\item
  If you have more students than chapter sections, have the students
  pair up, or use sections from Chapters 4 and 5 as well.
\item
  Summarize ``Acid Shock Converts Adult Cells to Stem Cells.'' What does
  this mean for the medical sciences? How is it related to engineering?
\end{enumerate}

\textbf{Part 2: Stem Cell Engineers (30 mins)}

\begin{enumerate}
\tightlist
\item
  In pairs, students will play the ``Bioengineering'' game. Who can
  solve the problem first? Are there different ways to solve the
  problem? What are they?
\item
  Allow students to explore other games on the site, such as ``Become a
  Medical Engineer'' and ``How are Drugs Developed?'', ``Produce a Drug
  Target,'' and ``Develop a Drug.''
\item
  Allow 10 minutes at the end of class for discussion. Ask: what are the
  various kinds of treatments the students explored? How does stem cell
  treatment compare with other kinds of treatment? Are there any
  ailments they treated that could also have been treated using stem
  cells? What are the advantages and disadvantages of stem cell
  treatments?
\end{enumerate}

\textbf{Homework:}

\begin{itemize}
\tightlist
\item
  Students will work on their reading and book report for the end of the
  semester.
\item
  Assign reading from Stem Cells: an Insider's Guide.~
\end{itemize}

\par\null\par\null

Copyright 2018 © STEM.org All Rights Reserved.

\pagebreak



\section*{Lesson 8: Laboratory Field
Trip}\label{lesson-8-laboratory-field-trip}

Suggested Time: 60 minutes

\par\null

\textbf{Overview}

Students will visit a medical laboratory or medical imaging center, and
learn about the various equipment, machines, and tools that are used
there. Then, each student will select a machine or piece of equipment to
study and report back on its history, how it's made, function in the
laboratory, and other approaches to that same function.

\par\null

\textbf{Vocabulary} (may vary)

\begin{itemize}
\tightlist
\item
  Microscope
\item
  Pipettes
\item
  Flask
\item
  Test tubes
\item
  Beaker
\item
  Petri dish
\item
  Burette
\item
  Colorimeter
\item
  Centrifuge
\item
  Gel electrophoresis apparatus
\item
  Chromatograph
\item
  Biomedical electronics
\item
  Clinical engineering
\item
  Medical imaging
\end{itemize}

\textbf{Objectives}

\begin{itemize}
\tightlist
\item
  Students will learn about the importance and function of machines,
  programming, and technical expertise in biomedical engineering.
\item
  Students will become familiar with laboratory and/or medical imaging
  equipment.
\end{itemize}

\textbf{Required Project Materials}

\begin{itemize}
\tightlist
\item
  Gloves, eyeglasses, and any other safety equipment
\end{itemize}

\textbf{Multimedia Resources}

\begin{itemize}
\tightlist
\item
  None
\end{itemize}

\textbf{Optional Multimedia Resources}

\begin{itemize}
\tightlist
\item
  None
\end{itemize}

\textbf{Before the Lesson/ Background Information}

\begin{itemize}
\tightlist
\item
  Arrange for a field trip at a medical imaging center and/or a medical
  laboratory.
\end{itemize}

\textbf{The Lesson}

\textbf{Part 1: Field Trip (60 - 120 mins)~}

\begin{enumerate}
\tightlist
\item
  Instruct students to come up with questions for the laboratory
  technician or other staff guide.
\item
  Provide safety lecture and equipment.
\item
  Each student will write a list of vocabulary and definitions.
\item
  Instruct each student to select a machine or piece of equipment in the
  laboratory. They will need to conduct their own research and write a
  short one-page report on the history, material, and function of that
  equipment during the next class session. Where possible, they should
  also include any alternative or new approaches to dealing with this
  function.
\end{enumerate}

\textbf{Homework:}

\begin{itemize}
\tightlist
\item
  Report on the history, material, and function of a machine or
  laboratory equipment.
\item
  Assign readings from The Future of the Mind.~
\item
  Students will work on their reading and book report for the end of the
  semester.
\end{itemize}

Copyright 2018 © STEM.org All Rights Reserved.

\pagebreak



\section*{Lesson 9: Digital Hearts and Minds: 3D
Printing}\label{lesson-9-digital-hearts-and-minds-3d-printing}

Suggested Time: 60 minutes

\subsection*{}\label{section}

\textbf{Overview}

Students will learn how 3D printing works, discover its medical
applications, and explore CAD software.

\par\null

{\textbf{Vocabulary}}

\begin{itemize}
\tightlist
\item
  3D printing
\item
  3D modeling
\item
  Additive manufacturing
\item
  Computer Aided Design (CAD)
\end{itemize}

\textbf{Objectives}

\begin{itemize}
\tightlist
\item
  Students will learn about the importance and function of machines,
  programming, and technical expertise in biomedical engineering.
\item
  Students will become familiar with 3D printing and modeling.
\end{itemize}

\textbf{Required Project Materials}

\begin{itemize}
\tightlist
\item
  Sketchup 3D Modeling program: http://www.sketchup.com
\item
  Computer lab with Sketchup installed
\end{itemize}

\textbf{Multimedia Resources}

\begin{itemize}
\tightlist
\item
  Videos, graphs, and text at ``What is 3D Printing?''
  http://3dprinting.com/what-is-3d- printing/
\item
  ``Breakthrough in Heart Technology.''
  http://www.childrensdmc.org/3DHeart
\item
  ``The Chemputer That Could Print Out Any Drug.'' The Guardian. http://
  www.theguardian.com/science/2012/jul/21/chemputer-that-prints-out-drugs
\end{itemize}

\textbf{Optional Multimedia Resources}

\begin{itemize}
\tightlist
\item
  None
\end{itemize}

\textbf{Before the Lesson/ Background Information}

\begin{itemize}
\tightlist
\item
  If possible, arrange for a trip to see a 3D printer in action, or have
  a 3D printer technician or CAD designer assist with the lesson.
\item
  Print articles and share ``What is 3D printing'' on an overhead or
  projector so that you can work through the article and show videos.
\item
  Download Sketchup to class computers and make sure it works.
\end{itemize}

\textbf{The Lesson}

\textbf{Part 1: 3D Printing (20 mins)}

\begin{enumerate}
\tightlist
\item
  After allowing the students to turn in or share their reports from the
  previous class session, read through ``What is 3D Printing'' with the
  class and show the videos.
\item
  Separate the class into two reading groups. Distribute the ``Heart
  Technology'' and ``Chemputer'' articles, one article per group. After
  reading and discussing the articles, each group will summarize the
  article for the class.
\item
  Discuss other possible medical applications for 3D printing.
\end{enumerate}

\textbf{Part 2: CAD Modeling (40 mins)}

\begin{enumerate}
\tightlist
\item
  Students will explore the CAD software, Sketchup.
\item
  If you have access to a 3D printer or have identified a location for a
  field trip, students may design a few models to be printed (depending
  on the parameters for using the printer, and resources available).
\end{enumerate}

\textbf{Homework:}

\begin{itemize}
\tightlist
\item
  Assign readings from The Future of the Mind.
\item
  Students will work on their reading and book report for the end of the
  semester.
\end{itemize}

Copyright 2018 © STEM.org All Rights Reserved.

\pagebreak

\section*{Lesson 10-11: Prosthetics, Bionics, and
Biomimicry}

{\label{524646}}

{Suggested Time: 120-180 minutes }

\par\null

{\textbf{Overview}}

Students will learn about the relationship between bionics (the study of
natural processes and movements for the purpose of engineering and
medical applications) and the development of prosthetics for treatment
of missing limbs and organs.

\textbf{Vocabulary}

\begin{itemize}
\tightlist
\item
  Bionics
\item
  Movement research
\item
  Prosthetics
\item
  Biomimicry
\item
  Neural engineering
\item
  Neuroscience
\end{itemize}

\textbf{Objectives}

\begin{itemize}
\tightlist
\item
  Students will learn how the observation of natural traits and
  processes can lead to innovations in engineering.
\item
  Students will learn how neural engineering and neuroscience links
  medical engineering and robotics.
\end{itemize}

\textbf{Required Project Materials}

\begin{itemize}
\tightlist
\item
  Computer lab or shared class computer and screen
\item
  Clay and toothpicks (for building anatomical models)
\item
  Anatomical charts of hands, feet, arms, and legs, such as those
  available at WebMD
  (http://www.webmd.com/pain-management/picture-of-the-feet)
\item
  Remote Control Machines Kit. National Geographic Store http://
  shop.nationalgeographic.com/ngs/product/kids/toys-and-games/all-toys/remote-control-
  machines-kit?code=SR50002
\item
  Mindflex Game http://amzn.com/B001UEUHCG or Duel Game http://amzn.com/
  B004GHNFKK and/or one of the other devices listed in the Scientific
  American article
\end{itemize}

\textbf{Multimedia Resources}

\begin{itemize}
\tightlist
\item
  ``Sea Turtle Gets New Lease on Life with Prosthetic Flippers. BBC,
  various other sources available as well.
  http://www.bbc.com/news/world-asia-21434189
\item
  ``Prosthetic Limbs, Controlled by Thought'' article and ``The Bionic
  Man'' short film. New York Times Video (8.36)
  http://www.nytimes.com/2015/05/21/technology/a-bionic-
  approach-to-prosthetics-controlled-by-thought.html?\_r=0
\item
  ``Trouble Walking? Try Honda's New Exoskeleton Legs.''
  https://youtu.be/6pWvxA4jvbc
\item
  ``Six Electronic Devices You Can Control With Your Thoughts.''
  Scientific American.
  http://www.scientificamerican.com/article/pogue-6-electronic-devices-you-can-control-
  with-your-thoughts/
\item
  Owning It: Stories About Teens With Disabilities . Donald Gallo.
  http://amzn.com/ 076364661X
\item
  Kaku, Michio. The Future of the Mind. http://amzn.com/0307473341
\end{itemize}

\textbf{Optional Multimedia Resources}

\begin{itemize}
\tightlist
\item
  EPOC Emotiv with software development tools.
  https://emotiv.com/epoc.php
\end{itemize}

\textbf{Before the Lesson/ Background Information}

\begin{itemize}
\tightlist
\item
  Print out copies of the articles.
\item
  Print three chapters from Owning It for group discussion, focusing on
  physical disabilities that can be aided with prosthetics.
\item
  Select appropriate tasks and builds from the Remote Control Machines
  Kit manual.
\end{itemize}

\textbf{The Lesson}

\textbf{Part 1: Experiencing Disability (15 mins)}

\begin{enumerate}
\tightlist
\item
  Separate the class into three groups. Circulate the chapters from
  Owning It : one chapter per group. If the chapters are long, allow
  individuals to take different sections for more efficient reading.
\item
  Each group will discuss their chapter and write down a summary.
\item
  Each group will share their summary with the class.
\item
  Discuss the chapters in class. What would it be like to live with this
  disability? What kinds of prosthetics are available that may help a
  person to live differently? What are some reasons some people may not
  want to adjust or improve an ``impairment'' (e.g., feeling a sense of
  community or heightened abilities in other areas).
\item
  If appropriate, lead an activity where students explore what it's like
  to have a particular disability. (For example, have students put on
  blindfolds and attempt to walk down the hallway or to the bathroom
  without vision.)
\item
  If you have any disabled students, do NOT single them out or ask them
  to represent the experience to their classmates unless they feel
  comfortable volunteering the information. Instead, you may ask the
  entire class if they have any stories to share regarding disabilities
  --- something they've experienced themselves or something involving a
  family member, for example.
\end{enumerate}

\textbf{Part 2: Prosthetic Limbs (45 mins)}

\begin{enumerate}
\tightlist
\item
  Show the ``Sea Turtle'' video(s) and ``The Bionic Man'' short film.
\item
  Discuss the material that was used to make the sea turtle flipper
  (polyurethane). What are the properties of the material that made it
  an ideal choice? What did scientists have to observe in order to make
  an adequate prosthetic flipper? How did they test it? Allow the
  students to look for more information on this subject on their own, if
  they wish.
\item
  Read and discuss the New York Times article about the bionic man who
  controls his prosthetics with thought. There are many of these kinds
  of prosthetics under development. What kinds of engineering are
  involved in making a product like this? What other fields of study are
  involved? How does this connect with the field of robotics?
\item
  Read the ``Trouble Walking?'' article with the class. Note that the
  robotic legs are described as an exoskeleton. What is an exoskeleton?
  How did scientists find out about exoskeletons? Here, make a
  connection with observations of physical structures in nature, as well
  as their traits, functions, and even aesthetics.
\item
  Brainstorm with the class about different animals they know. What
  physical traits and behaviors would be useful in application to
  engineering and medicine?
\item
  Separate the students into two teams: hands and feet. If you have a
  large class, try four teams and add elbows/arms and knees/legs. Using
  clay, each team will build an anatomical model of their body part.
  They will research current prosthetics available for that part. At the
  end of class, have each team spend about two minutes showing what they
  learned and discussing how prosthetics attempt to replicate the
  function of the particular part.
\end{enumerate}

\textbf{Part 3: Robot Builds (60-120 mins)}

\begin{enumerate}
\tightlist
\item
  Allow a few minutes for discussion of devices that can be
  mind-controlled. How is this accomplished? Relate to neural
  engineering and neuroscience.
\item
  Allow students to play the mind-controlled devices. If you have
  students interested in or advanced in software development and
  programming, consider purchasing EPOC Emotiv or similar.
\item
  Using the National Geographic kit, students will build remote-control
  machines.
\item
  Relate this activity to the mind-controlled machines and relationship
  between neuroscience and prosthetics.
\end{enumerate}

\textbf{Homework:}

\begin{itemize}
\tightlist
\item
  Assign readings from The Future of the Mind.
\item
  Students will work on their reading and book report for the end of the
  semester.
\end{itemize}

\par\null

Copyright 2018 © STEM.org All Rights Reserved.

\pagebreak



\section*{Lesson 12: Final Book
Reports}\label{lesson-12-final-book-reports}

Suggested Time: 60 minutes

\subsection*{}\label{section}

\textbf{Overview}

Students will share their final presentations on the books they read
throughout the semester. Presentation and book report should include a
summary of the text, and a critique.

\textbf{Objectives}

\begin{itemize}
\tightlist
\item
  Students will gain speaking and presentation skills.
\end{itemize}

\textbf{Multimedia Resources}

\begin{itemize}
\tightlist
\item
  None
\end{itemize}

\textbf{Optional Multimedia Resources}

\begin{itemize}
\tightlist
\item
  None
\end{itemize}

\textbf{Before the Lesson/ Background Information}

\begin{itemize}
\tightlist
\item
  None
\end{itemize}

\textbf{The Lesson}

\textbf{Part 1: Presentations (60 mins)}

\begin{enumerate}
\tightlist
\item
  Each student will present their final book report. Assign time
  allotments based on the number of students.
\item
  Encourage the use of visuals and supplementary materials.
\end{enumerate}

Copyright 2018 © STEM.org All Rights Reserved.

\pagebreak

\section*{Optional Lesson. Software Programming
Laboratory}\label{optional-lesson.-software-programming-laboratory}

Suggested Time: 60 mins

\par\null

\textbf{Overview}

Students will use various programs to practice coding, working at
different levels depending on the individual.

\textbf{Vocabulary}

\begin{itemize}
\tightlist
\item
  Computer
\item
  Data/information
\item
  Input
\item
  Output
\item
  Programming language
\item
  Code
\item
  Loops
\item
  Conditionals
\item
  Branching
\item
  Iterative repetition
\end{itemize}

\textbf{Objectives}

\begin{itemize}
\tightlist
\item
  Students will learn basic programming concepts and advance to
  intermediate level.
\item
  Students will begin to code real programs.
\end{itemize}

\textbf{Required Project Materials}

\begin{itemize}
\tightlist
\item
  Apple devices that can use apps (iPad, iPod Touch)
\item
  Bee Bot app, available on iTunes:
  https://itunes.apple.com/us/app/bee-bot/id500131639? mt=8
\item
  Daisy the Dinosaur:
  https://itunes.apple.com/us/app/daisy-the-dinosaur/id490514278? mt=8
\item
  Scratch (free): https://scratch.mit.edu
\item
  Hopscotch: https://www.gethopscotch.com and Tynker:
  https://www.tynker.com
\item
  Sidewalk chalk
\item
  Codea: http://twolivesleft.com/Codea/
\end{itemize}

\textbf{Multimedia Resources}

\begin{itemize}
\tightlist
\item
  ``How to Play Hopscotch.'' http://www.wikihow.com/Play-Hopscotch
\end{itemize}

\textbf{Optional Multimedia Resources}

\begin{itemize}
\tightlist
\item
  Kodable School (as supplement): https://www.kodable.com
\item
  For more inspiration and resources: http://code.org
\end{itemize}

\textbf{Before the Lesson/ Background Information}

\begin{itemize}
\tightlist
\item
  Download Bee Bot and Daisy the Dinosaur, and enroll the class in
  Scratch, which is free.
\item
  Explore the Scratch website for inspiration and to get familiar with
  the tools.
\item
  Download and explore Hopskotch, Tynker (only available to schools),
  and Codea.
\item
  Prior to Weeks 8 and 9, develop a feedback questionnaire to encourage
  revision and further creative development.
\end{itemize}

\textbf{The Lesson}

\textbf{Part 1: Beginners: Bee and Daisy (Time varies)}

\begin{enumerate}
\tightlist
\item
  After Bee Bot, move on to Daisy the Dinosaur in Challenge Mode, which
  will take them through a series of educational steps. Then move on to
  Free Play after that.
\item
  If any students are already past this level, allow them to begin at
  intermediate.
\end{enumerate}

\par\null

\textbf{Part 2: Intermediate: Programming With Scratch (Time varies)~~}

1. Scratch will teach the students terminology and concepts that will
provide the foundation for advanced programming. Allow them to
experiment and create at their own pace.

\textbf{Part 3: Intermediate Plus: Programming With Hopscotch/ Tynker
(Time varies)}

\begin{enumerate}
\tightlist
\item
  Students will move on from Scratch to Hopscotch/ Tynker. Each student
  will program a~game!
\item
  Take the students outside for an old-school game of Hopscotch. Show
  the Hopscotch video and historical information, if necessary. Show
  them how to draw the lines with chalk. After playing the game, can
  they determine why the program is called that? What are the
  similarities between Hopscotch, the physical game, and the coding
  program? What makes the game fun?
\item
  Students will exhibit their games at the end of each week. Have a peer
  review process in place so that each creator will obtain feedback from
  peers.
\item
  Expose students to Codea. Instead of using blocks, students work with
  the actual source code in this program. \textbf{More advanced students
  can start on Codea as soon as they are ready.}
\end{enumerate}

\par\null\par\null\par\null

Copyright 2018 © STEM.org All Rights Reserved.

\pagebreak

\section*{Vocabulary Definitions}

\subsection*{Lesson 1: Biomedical Engineering: Introduction
Vocabulary}

{\label{912412}}

\begin{itemize}
\tightlist
\item
  Biomedical engineering - (BME) is the application of
  \textbf{engineering} principles and design concepts to medicine and
  biology for healthcare purposes (e.g. diagnostic or therapeutic). -
\item
  Biomechanics - \textbf{Biomechanics} is the study of the structure and
  function of biological systems by means of the methods of
  ``mechanics'' (the branch of physics involving analysis of the actions
  of forces).
\item
  Tissue engineering - \textbf{Tissue engineering} evolved from the
  field of biomaterials development and refers to the practice of
  combining scaffolds, cells, and biologically active molecules into
  functional \textbf{tissues} .
\item
  Genetic engineering - the group of applied techniques of genetics and
  biotechnology used to cut up and join together genetic material and
  especially DNA from one or more species of organism and to introduce
  the result into an organism in order to change one or more of its
  characteristics.
\item
  Neural engineering - \textbf{Neural engineering} (also known as
  neuroengineering) is a discipline within biomedical
  \textbf{engineering} that uses \textbf{engineering} techniques to
  understand, repair, replace, enhance, or otherwise exploit the
  properties of \textbf{neural} systems.
\item
  Pharmaceutical engineering - \textbf{Pharmaceutical engineering} is a
  branch of \textbf{pharmaceutical} science and technology that involves
  development and manufacturing of products, processes, and components
  in the \textbf{pharmaceuticals} industry (i.e. drugs \& biologics).
\item
  Medical device - A \textbf{medical device} is an instrument,
  apparatus, implant, in vitro reagent, or similar or related article
  that is used to diagnose, prevent, or treat disease or other
  conditions, and does not achieve its purposes through chemical action
  within or on the body (which would make it a drug).
\item
  Medical imaging - \textbf{Medical imaging} is the technique and
  process of creating visual representations of the interior of a body
  for clinical analysis and \textbf{medical} intervention.
  \textbf{Medical imaging} seeks to reveal internal structures hidden by
  the skin and bones, as well as to diagnose and treat disease.
\item
  Clinical engineering - \textbf{Clinical engineering} is a speciality
  within biomedical \textbf{engineering} responsible primarily for
  applying and implementing medical technology to optimize healthcare
  delivery.
\end{itemize}

\subsection*{Lesson 2: Anatomy and Osteology
Vocabulary}

{\label{996872}}

\begin{itemize}
\tightlist
\item
  Anatomy - a branch of morphology that deals with the structure of
  organisms .
\item
  Osteology - a branch of anatomy dealing with the bones.
\item
  Skeletal system - includes all of the bones and joints in the body.
\item
  Endocrine system - The \textbf{endocrine system} is the collection of
  glands that produce hormones that regulate metabolism, growth and
  development, tissue function, sexual function, reproduction, sleep,
  and mood, among other things.
\item
  Muscular system - The \textbf{muscular system} is an organ
  \textbf{system} consisting of skeletal, smooth and cardiac
  \textbf{muscles} . It permits movement of the body, maintains posture,
  and circulates blood throughout the body.
\item
  Cardiovascular system - The~\textbf{circulatory system} , also called
  the~\textbf{cardiovascular system} , is an organ~\textbf{system} that
  permits blood to circulate and transport nutrients (such as amino
  acids and electrolytes), oxygen, carbon dioxide, hormones, and blood
  cells to and from cells in the body.
\end{itemize}

\begin{itemize}
\tightlist
\item
  Integumentary system - The \textbf{integumentary system} is the organ
  \textbf{system} that protects the body from various kinds of damage,
  such as loss of water or abrasion from outside. The \textbf{system}
  comprises the skin and its appendages (including hair, scales,
  feathers, hooves, and nails).
\item
  Nervous system - the network of nerve cells and fibers that transmits
  nerve impulses between parts of the body.
\end{itemize}

\subsection*{Lesson 3-4: Eukaryopolis
Vocabulary}

{\label{442418}}

\begin{itemize}
\tightlist
\item
  Organism - an individual living thing
\item
  Single-celled organism - an organism consisting of one cell.
\item
  Multicellular organism - an organism consisting of multiple cells.
\item
  Cell - a small usually microscopic mass of protoplasm bounded
  externally by a semipermeable membrane, usually including one or more
  nuclei and various other organelles with their products, capable alone
  or interacting with other cells of performing all the fundamental
  functions of life, and forming the smallest structural unit of living
  matter capable of functioning independently.
\item
  Eukaryotic (animal cell) - A eukaryote is any organism whose cells
  contain a nucleus and other organelles enclosed within membranes.
\item
  Organelle - a specialized cellular part (as a mitochondrion, lysosome,
  or ribosome) that is analogous to an organ
\item
  Mitochondria - any of various round or long cellular organelles of
  most eukaryotes that are found outside the nucleus, produce energy for
  the cell through cellular respiration, and are rich in fats, proteins,
  and enzymes.
\item
  Ribosomes - any of the RNA-rich cytoplasmic granules that are sites of
  protein synthesis.
\item
  Cytoplasm - the organized complex of inorganic and organic substances
  external to the nuclear membrane of a cell and including the cytosol
  and membrane-bound organelles (as mitochondria or chloroplasts).
\item
  Endoplasmic Reticulum - a system of interconnected vesicular and
  lamellar cytoplasmic membranes that functions especially in the
  transport of materials within the cell and that is studded with
  ribosomes in some places.
\item
  Golgi Apparatus - a cytoplasmic organelle that consists of a stack of
  smooth membranous saccules and associated vesicles and that is active
  in the modification and transport of proteins~
\item
  Lysosome - a saclike cellular organelle that contains various
  hydrolytic enzymes
\item
  DNA (deoxyribonucleic acid) - a substance that carries genetic
  information in the cells of plants and animals
\item
  RNA - Ribonucleic acid (\textbf{RNA} ) is a polymeric molecule
  implicated in various biological roles in coding, decoding,
  regulation, and expression of genes. \textbf{RNA} and DNA are nucleic
  acids, and, along with proteins and carbohydrates, constitute the
  three major macromolecules essential for all known forms of life.
\item
  RNA transcription - \textbf{Transcription} is the first step of gene
  expression, in which a particular segment of DNA is copied into
  \textbf{RNA} (mRNA) by the enzyme \textbf{RNA} polymerase.
\item
  Centrosomes - an organelle that is the main place where cell
  microtubules get organized. They occur only in animal cells. Also, it
  regulates the cell division cycle, the stages which lead up to cell
  division.
\item
  Nucleus - the central and most important part of an object, movement,
  or group, forming the basis for its activity and growth.
\end{itemize}

\subsection*{Lesson 5: Engineered Life
Vocabulary}

{\label{331307}}

\begin{itemize}
\tightlist
\item
  Gene - A \textbf{gene, made up of DNA,} is the basic physical and
  functional unit of heredity.
\item
  Deoxyribonucleic Acid (DNA) - a molecule that carries most of the
  genetic instructions used in the development, functioning and
  reproduction of all known living organisms and many viruses
\item
  Nucleotides - organic molecules that serve as the monomers, or
  subunits, of nucleic acids like DNA and RNA. The building blocks of
  nucleic acids, \textbf{nucleotides} are composed of a nitrogenous
  base, a five-carbon sugar (ribose or deoxyribose), and at least one
  phosphate group.
\item
  Double helix - the shape of a DNA strand.
\item
  Bonds - the bridges of the helix, made up of sugar and phosphate
  molecules.
\item
  Nitrogenous Bases - nitrogen-containing molecules that form the
  building blocks of DNA and RNA: adenine, guanine, cytosine, thymine
  and uracil
\item
  Nutrition - the science that interprets the interaction of nutrients
  and other substances in food.
\item
  Nutrigenomics - a branch of nutritional genomics and is the study of
  the effects of foods and food constituents on gene expression.
\item
  Replication - \textbf{DNA replication} is the process of producing two
  identical replicas from one original \textbf{DNA} molecule.
\item
  Transcription - a particular segment of \textbf{DNA} is copied into
  RNA (mRNA) by the enzyme RNA polymerase
\item
  RNA - Ribonucleic acid (\textbf{RNA} ) is a polymeric molecule
  implicated in various biological roles in coding, decoding,
  regulation, and expression of genes. \textbf{RNA} and DNA are nucleic
  acids, and, along with proteins and carbohydrates, constitute the
  three major macromolecules essential for all known forms of life.
\item
  Mitosis - a part of the cell cycle in which chromosomes in a cell
  nucleus are separated into two identical sets of chromosomes, and each
  set ends up in its own nucleus.
\item
  Meiosis - a type of cell division that results in four daughter cells
  each with half the number of chromosomes of the parent cell, as in the
  production of gametes and plant spores.
\item
  Autosomal DNA - Describes the chromosomes that are not allosomes, or
  sex chromosomes. Humans have 22 pairs of autosomes and one pair of
  allosomes (the X chromosome and the Y chromosome).
\item
  Dominant and recessive traits - A dominant trait is one that will
  appear in the offspring if one of the parents contributes it.
  Recessive traits require two copies to appear.
\item
  Inheritance/heredity - Passed from parents to offspring, DNA contains
  the specific instructions that make each type of living creature
  unique.
\item
  Chromosomes - thread-like structures located inside the nucleus of
  animal and plant cells. Each \textbf{chromosome} is made of protein
  and a single molecule of deoxyribonucleic acid (DNA) and is passed
  from parents to offspring.
\end{itemize}

\subsection*{Lesson 6: Genetic Engineering
Vocabulary}

{\label{838246}}

\begin{itemize}
\tightlist
\item
  Genetic engineering - the \textbf{modification} of an organism's
  \textbf{genetic} composition by artificial means, often involving the
  transfer of specific traits, or \textbf{genes} , from one organism
  into a plant or animal of an entirely different species
\item
  Genetically modified organisms (GMOs) - living organisms whose genetic
  material has been artificially manipulated in a laboratory through
  genetic engineering, or GE
\item
  Cross-breeding - hybridization of one organism (a breed, species, or
  variety) with another through breeding.
\item
  Biotechnology - the use of living systems and organisms to develop or
  make products.
\end{itemize}

\subsection*{Lesson 7: Stem Cells
Vocabulary}

{\label{696933}}

\begin{itemize}
\tightlist
\item
  Multicellular organism - is composed of many \textbf{specialized
  cells.}
\item
  Specialized cell - \textbf{Specialized cells} differ in structure
  (size, shape\ldots{}) and function (the role they perform in the
  organism). The structural modifications that occur in a
  \textbf{specialized cell} equip it to do its job in the organism.
\item
  Stem cell - an undifferentiated cell of a multicellular organism that
  is capable of giving rise to indefinitely more cells of the same type,
  and from which certain other kinds of cell arise by differentiation.
\item
  Adult stem cell - can only become certain kinds of specialized cells
  unless specially treated
\item
  Embryonic stem cell - can become any kind of specialized cell
\item
  Somatic cell - any \textbf{cell} of the body except sperm and egg
  \textbf{cells}
\item
  Bioengineering - another term for biomedical engineering
\end{itemize}

\subsection*{Lesson 8: Laboratory Field Trip Vocabulary (for
example)}

{\label{647695}}

\begin{itemize}
\tightlist
\item
  Microscope
\item
  Pipettes
\item
  Flask
\item
  Test tubes
\item
  Beaker
\item
  Petri dish
\item
  Burette
\item
  Colorimeter
\item
  Centrifuge
\item
  Gel electrophoresis apparatus
\item
  Chromatograph
\item
  Biomedical electronics
\item
  Clinical engineering
\item
  Medical imaging
\end{itemize}

\subsection*{Lesson 9: Digital Hearts and Minds: 3D Printing
Vocabulary}

{\label{422419}}

\begin{itemize}
\tightlist
\item
  3D printing - a process of making three dimensional solid objects from
  a digital file.
\item
  3D modeling - the process of developing a mathematical representation
  of any three- dimensional \textbf{surface} of an object (either
  inanimate or living) via specialized software.
\item
  Additive manufacturing - the formal term for 3D printing.
\item
  Computer Aided Design (CAD) - the use of computer programs to create
  two- or three- dimensional (2D or 3D) graphical representations of
  physical objects.
\end{itemize}

\subsection*{Lesson 10-11: Prosthetics, Bionics, and Biomimicry
Vocabulary}

{\label{593309}}

\begin{itemize}
\tightlist
\item
  Bionics - the application of biological methods and systems found in
  nature to the study and design of engineering systems and modern
  technology.
\item
  Movement research - the study, analysis, and animation of all forms of
  \textbf{movement.}
\item
  Prosthetics - an artificial body part; a prosthesis.
\item
  Biomimicry - the design and production of materials, structures, and
  systems that are modeled on biological entities and processes.
\item
  Neural engineering - a discipline within biomedical
  \textbf{engineering} that uses \textbf{engineering} techniques to
  understand, repair, replace, enhance, or otherwise exploit the
  properties of \textbf{neural} systems.
\item
  Neuroscience - any or all of the sciences, such as neurochemistry and
  experimental psychology, which deal with the structure or function of
  the nervous system and brain.
\end{itemize}

\subsection*{Optional Lesson. Software Programming Laboratory
Vocabulary}

{\label{537833}}

\begin{itemize}
\tightlist
\item
  Computer
\item
  Data/information
\item
  Input
\item
  Output
\item
  Programming language
\item
  Code
\item
  Loops
\item
  Conditionals
\item
  Branching
\item
  Iterative repetition
\end{itemize}

\par\null

Copyright 2018 © STEM.org All Rights Reserved.

\pagebreak

\section*{Weekly Quizzes}

\section*{}

\subsection*{Lesson 1: Biomedical Engineering: Introduction
Quiz}

{\label{884307}}

Match the vocabulary terms with their definitions: (4 points)\selectlanguage{english}
\begin{longtable}[]{@{}ll@{}}
\toprule
\begin{minipage}[t]{0.48\columnwidth}\raggedright\strut
Medical imaging\strut
\end{minipage} & \begin{minipage}[t]{0.48\columnwidth}\raggedright\strut
the group of applied techniques of genetics and biotechnology used to
cut up and join together genetic material in order to change one or more
of an organism's characteristics\strut
\end{minipage}\tabularnewline
\begin{minipage}[t]{0.48\columnwidth}\raggedright\strut
Medical devices\strut
\end{minipage} & \begin{minipage}[t]{0.48\columnwidth}\raggedright\strut
the technique and process of creating visual representations of the
interior of a body for clinical analysis and medical intervention\strut
\end{minipage}\tabularnewline
\begin{minipage}[t]{0.48\columnwidth}\raggedright\strut
Biomechanics\strut
\end{minipage} & \begin{minipage}[t]{0.48\columnwidth}\raggedright\strut
the study of the structure and function of biological systems by means
of the methods of ``mechanics''\strut
\end{minipage}\tabularnewline
\begin{minipage}[t]{0.48\columnwidth}\raggedright\strut
Genetic engineering\strut
\end{minipage} & \begin{minipage}[t]{0.48\columnwidth}\raggedright\strut
an instrument, apparatus, implant, in vitro reagent, or similar or
related article that is used to diagnose, prevent, or treat disease or
other conditions~ ~ ~\strut
\end{minipage}\tabularnewline
\bottomrule
\end{longtable}

\begin{enumerate}
\tightlist
\item
  In your own words, describe biomedical engineering. Name and define at
  least three subfields. (4 points)
\item
  Describe something you found interesting about the field of biomedical
  engineering. Go into as much detail as possible. (2 points)
\end{enumerate}

\subsection*{Lesson 2: Anatomy and Osteology
Quiz}

{\label{983788}}

\subsection*{}

{\label{983788}}

Match the vocabulary terms with their definitions: (4 points)\selectlanguage{english}
\begin{longtable}[]{@{}ll@{}}
\toprule
Muscular system & includes all of the bones and joints in the
body\tabularnewline
Integumentary system & a branch of anatomy dealing with the
bones\tabularnewline
Skeletal system & an organ \textbf{system} consisting of skeletal,
smooth and cardiac \textbf{muscles}. It permits movement of the body,
maintains posture, and circulates blood throughout the
body\tabularnewline
\bottomrule
\end{longtable}

~ Osteology ~ ~ ~ ~ ~ ~ ~ ~ ~the organ system that protects the body
from various kinds of damage, such as loss of water or abrasion from~ ~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
~outside. The system comprises the skin and its appendages (including
hair, scales, feathers, hooves, and nails).

\begin{enumerate}
\tightlist
\item
  Describe in your own words the following systems: the endocrine
  system, the cardiovascular system, and the nervous system. (3 points)
\item
  What is the difference between anatomy and osteology? (2 points)
\item
  Name one organ in the cardiovascular system. (1 point)
\end{enumerate}

\subsection*{Lesson 3-4: Eukaryopolis
Quiz}

{\label{150230}}

Match the vocabulary terms with their definitions: (4 points) ~~ ~~ ~~~\selectlanguage{english}
\begin{longtable}[]{@{}ll@{}}
\toprule
\begin{minipage}[t]{0.48\columnwidth}\raggedright\strut
DNA

(deoxyribonucl eic acid)\strut
\end{minipage} & \begin{minipage}[t]{0.48\columnwidth}\raggedright\strut
Transcription is the first step of gene expression, in which a
particular segment of DNA is copied into RNA (mRNA) by the enzyme RNA
polymerase\strut
\end{minipage}\tabularnewline
\begin{minipage}[t]{0.48\columnwidth}\raggedright\strut
RNA

transcription\strut
\end{minipage} & \begin{minipage}[t]{0.48\columnwidth}\raggedright\strut
a substance that carries genetic information in the cells of plants and
animals\strut
\end{minipage}\tabularnewline
\begin{minipage}[t]{0.48\columnwidth}\raggedright\strut
Ribosomes\strut
\end{minipage} & \begin{minipage}[t]{0.48\columnwidth}\raggedright\strut
any of various round or long cellular organelles of most eukaryotes that
are found outside the nucleus, produce energy for the cell through
cellular respiration, and are rich in fats, proteins, and enzymes\strut
\end{minipage}\tabularnewline
\begin{minipage}[t]{0.48\columnwidth}\raggedright\strut
Mitochondria\strut
\end{minipage} & \begin{minipage}[t]{0.48\columnwidth}\raggedright\strut
any of the RNA-rich cytoplasmic granules that are sites of protein~~
synthesis

~ ~\strut
\end{minipage}\tabularnewline
\bottomrule
\end{longtable}

\begin{enumerate}
\tightlist
\item
  What is a eukaryote (or eukaryotic cell)? (1 point)
\end{enumerate}

\par\null\par\null

~ ~ 2.~ Draw a diagram of a cell, naming its parts and using as much
detail as possible. (5 points)

\subsection*{Lesson 5: Engineering Life
Quiz:}

{\label{510018}}\par\null

Match the vocabulary terms with their definitions: (4 points)\selectlanguage{english}
\begin{longtable}[]{@{}ll@{}}
\toprule
Gene & Describes the chromosomes that are not allosomes, or sex
chromosomes\tabularnewline
\midrule
\endhead
Autosomal DNA & a molecule that carries most of the genetic instructions
used in the development, functioning and reproduction of all known
living organisms and many viruses\tabularnewline
Deoxyribonucl eic Acid (DNA) & made of DNA, the basic physical and
functional unit of heredity\tabularnewline
Chromosomes & Thread-like structures located inside the nucleus of
animal and plant cells. Each \textbf{chromosome} is made of protein and
a single molecule of deoxyribonucleic acid (DNA) and is passed from
parents to offspring\tabularnewline
\bottomrule
\end{longtable}

\begin{enumerate}
\tightlist
\item
  Explain what food has to do with DNA. Include the term nutrigenomics
  in your answer. (2 points)
\item
  Draw a diagram of a DNA strand, naming its parts and using as much
  detail as possible. (2 points)
\item
  What is the difference between DNA and RNA? (1 point)
\item
  Describe an experiment you conducted in class, or a model you built,
  and what you learned from it. (1 point)
\end{enumerate}

*Adjust questions depending on the focus of the lesson. For example, you
may want to substitute questions about RNA replication and transcription
if the students performed more experiments in this area.

\subsection*{Lesson 6: Genetic Engineering
Quiz}

{\label{848380}}

Match the vocabulary terms with their definitions: (4 points)~\selectlanguage{english}
\begin{longtable}[]{@{}ll@{}}
\toprule
Biotechnology & the \textbf{modification} of an organism's
\textbf{genetic} composition by artificial means, often involving the
transfer of specific traits, or \textbf{genes}, from one organism into a
plant or animal of an entirely different speciesGenetically modified
organisms (GMOs)\tabularnewline
\midrule
\endhead
Cross-breeding & living organisms whose genetic material has been
artificially manipulated in a laboratory through genetic engineering, or
GE\tabularnewline
Genetic engineering & hybridization of one organism (a breed, species,
or variety) with another through breeding\tabularnewline
Genetically modified organisms (GMOs) & the use of living systems and
organisms to develop or make products\tabularnewline
\bottomrule
\end{longtable}

\begin{enumerate}
\tightlist
\item
  Describe the pros and cons of genetic engineering. (4 points)
\item
  What are some non-GE ways to improve crops and practice sustainable
  agriculture? (2 points)
\end{enumerate}

\subsection*{Lesson 7: Stem Cell Quiz}

{\label{748461}}

Match the vocabulary terms with their definitions: (4 points)~\selectlanguage{english}
\begin{longtable}[]{@{}ll@{}}
\toprule
Specialized cell & differs in structure (size, shape\ldots{}) and
function (the role they perform in the organism)\tabularnewline
\midrule
\endhead
Embryonic stem cell & can only become certain kinds of specialized cells
unless specially treated\tabularnewline
Genetic engineering & any \textbf{cell} of the body except sperm and egg
\textbf{cells}\tabularnewline
Adult stem cell & can become any kind of specialized cell\tabularnewline
\bottomrule
\end{longtable}

\begin{enumerate}
\tightlist
\item
  Describe some potential medical applications of stem cell research. (4
  points)
\item
  How does stem cell treatment compare with other kinds of treatment? (2
  points)
\end{enumerate}

\subsection*{Lesson 8: Laboratory Field Trip Vocabulary
Quiz:}

{\label{575803}}

\subsection*{}

{\label{575803}}

\begin{enumerate}
\tightlist
\item
  List five items you found in the laboratory and their
  definitions/functions. (5 points)
\item
  Describe the safety equipment and procedures used in the laboratory.
  (3 points)
\item
  How are laboratories important to biomedical engineering? (2 points)
\end{enumerate}

\subsection*{Lesson 9: Digital Hearts and Minds: 3D Printing
Quiz}

{\label{654821}}

Match the vocabulary terms with their definitions: (4 points)~\selectlanguage{english}
\begin{longtable}[]{@{}ll@{}}
\toprule
Additive manufacturing & the use of computer programs to create two- or
three-dimensional (2D or 3D) graphical representations of physical
objects\tabularnewline
\midrule
\endhead
3D printing & the process of developing a mathematical representation of
any three- dimensional \textbf{surface} of an object (either inanimate
or living) via specialized software\tabularnewline
3D modeling & a process of making three dimensional solid objects from a
digital file\tabularnewline
Computer Aided Design (CAD) & the formal term for 3D
printing\tabularnewline
\bottomrule
\end{longtable}

\begin{enumerate}
\tightlist
\item
  Describe two medical uses for 3D printing. (2 points)
\item
  Describe what you learned from the CAD programming exercise. How is
  CAD used to produce 3D models? (4 points)
\end{enumerate}

\subsection*{Lesson 10-11: Prosthetics, Bionics, and Biomimicry
Quiz}

{\label{136491}}

Match the vocabulary terms with their definitions: (4 points)~\selectlanguage{english}
\begin{longtable}[]{@{}ll@{}}
\toprule
Bionics & the design and production of materials, structures, and
systems that are modeled on biological entities and
processes\tabularnewline
\midrule
\endhead
Neural engineering & the application of biological methods and systems
found in nature to the study and design of engineering systems and
modern technology\tabularnewline
Neuroscience & a discipline within biomedical \textbf{engineering} that
uses \textbf{engineering} techniques to understand, repair, replace,
enhance, or otherwise exploit the properties of \textbf{neural}
systems\tabularnewline
Biomimicry & any or all of the sciences, such as neurochemistry and
experimental psychology, which deal with the structure or function of
the nervous system and brain\tabularnewline
\bottomrule
\end{longtable}

\begin{enumerate}
\tightlist
\item
  Describe how bionics and biomimicry are important fields of study for
  developing more effective prosthetics. (3 points)
\item
  Describe the relationship between neuroscience and biomedical
  engineering. (3 points)
\end{enumerate}

\subsection*{Optional Lesson. Software Programming Laboratory Vocabulary
(have students
define)}

{\label{122640}}

\begin{itemize}
\tightlist
\item
  Computer
\item
  Data/information
\item
  Input
\item
  Output
\item
  Programming language
\item
  Code
\item
  Loops
\item
  Conditionals
\item
  Branching
\item
  Iterative repetition
\end{itemize}

Copyright 2018 \selectlanguage{ngerman}© STEM.org All Rights Reserved.

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