Week 2 PBS

Agenda 8/19 -

• Put table group photos on printer paper and hand in
• Discuss persons of interest and revised theories(10 min)
• Set up binders with Course File Table of Contents and tabs (10 minutes)
• 1.1.3 - Intro Career Journals and Chromebooks - see documentation slides - (add salary and outlook to handout) (30 minutes) - I check 1.1.2
• Answer 1.1.3 Conclusion question in notebook

Homework - Crime Scene sketch due tomorrow

Career journals (all 3) due Thursday

Any syllabus sign-off sheets?

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WEAR BIOMED SHIRT TOMORROW

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Course File/Binder

6 tabs -

1) Case Evidence

2) Medical History Documents

3) Autopsy Reports

4) Career Journals

5) References

6) Other (optional)

Why Document Sources?

• Others can read source to get additional information.

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• Demonstrate reliability of source (New York Times versus National Inquirer).

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• Give recognition and credit to the author of the source.

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American Psychological Association

• Determines acceptable publication guidelines for scientific articles, books, and websites.

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• Publishes the book Publication Manual of the American Psychological Association, Sixth Edition.

Where are sources listed?

• Within the report
• In-text citation
• Use when stating statistics, facts, research, or specific information that are not considered general knowledge.
• At the end of the report
• End-of-document citation
• Use to cite all sources used to prepare the report.

In-Text Citations

• In a report or written document, immediately after information from the source is used, list the last name of the author and the year of publication of the source.

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Example: In-Text Citation

• Screenings are different from diagnostic tests. Screenings are used on seemingly healthy people to try to catch diseases or problems early, before symptoms occur. Of 60 screening tests evaluated, only 29 were recommended for use by physicians. (Farrell, 2007)

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Example: In-Text Citation

• The healthcare industry will add 1.4 million new jobs between 2006 and 2016. From 2006-2016, 10 of the 20 fastest growing occupations are concentrated in health service. (U.S. Bureau of Labor Statistics, 2006)

End-of-Document Citations

• Use the Documentation Protocol handout as a guide.
• List all documents alphabetically by the first word in the documentation entry.
• Single space within the entry.
• Double space between entries.
• Check punctuation and capitalization.

Example: End-of-Document Citation

Book with authors:

• Smith, A. K., Trudeau, C. D., & Filan, J. T. (2008). In pursuit of cures. Hartford, CT: Biolabs, Inc.
• Grantham, T. G. (2006). Fluid mechanics. Retrieved from http://www.intechopen.com/books/Fluid Mechanics

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Example: End-of-Document Citation

Internet Web page:

• U.S. Department of Health and Human Services, National Institutes of Health, national Heart, Lung, and Blood Institute. (2003). Managing asthma: A guide for schools (NIH Publication No. 02-2650). Retrieved from http://www.nhlbi.nih.gov/health/prof/lun g/asthma/asth_sch.pdf

Example: End-of-Document Citation

Journal article, one author, doi not available:

Format

Author, A. A. (year). Title of article. Title of Periodical, xx, pp-pp. Retrieved from http://www.xxxxxxxxxx

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Example

Shyndale, G.W. (2010). Virtual truss design. Journal of Software Engineering, 14, 84-87. Retrieved from http://www.jrnsoftwareeng/trussdesign

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For PBS

It’s ok to use a citation machine to generate your citations.

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Such as easybib, ...

Evaluating websites

wikipedia - ok or not?

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http://zapatopi.net/treeoctopus/

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Chromebook

Use & Handling

2014-2015

The Chromebook is a computer and must be handled with care. There are several things you can do to make the Chromebook last longer and offer you a trouble-free and rewarding learning experience.

Removing Chromebook from the cart:

• All Chromebooks are labeled with a cart and device number (ie Cart 79 and device 1 would be labeled 79.1)
• Remove your assigned Chromebook from the cart
• Unplug the device and then pull out from the slot
• Be careful not to jerk /pull/ twist your Chromebook around when the cables are attached.
• Keep the lid of the Chromebook closed until you are seated at your desk

Use At Your Desk:

• Log in with your SCHOOL Google account
• DO NOT log in with a personal gmail account
• DO NOT log in as someone else or share your info with friends so that they may log in as you.
• Remember the Chromebook is for EDUCATIONAL use only - no games, videos, surfing the web, etc.
• Do not eat or drink near the Chromebook.
• Do not modify any software on the Chromebook
• Do not insert things, especially metal objects, into the openings of the Chromebook.
• To keep the screen clean, do not touch the screen with your fingers.
• Close the Chromebook carefully - DO NOT slam it shut.

Putting Chromebooks Away:

• Sign out and close the lid of the Chromebook when you are finished.
• Place the Chromebook back in the correctly numbered slot on the cart - the slot, cable and device are all labeled - so NO EXCUSES, make sure you put the Chromebook back in the correct spot.
• Slide the Chromebook in first, THEN put the power cable in.

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• If you had any issues at all with the Chromebook while using it, make sure you report to your teacher. You will be held accountable for any unreported problems that are discovered by the next user.

This is how the cart should look when all devices are put away properly.

Network Reminders:

• YOU are RESPONSIBLE for all files in your account, no matter how they got there - APPROPRIATE files only.
• Do not DOWNLOAD any programs or anything else from the Internet.
• Use of the Internet must be in the support of EDUCATION and academic research only.
• If you encounter OFFENSIVE materials (racist or pornographic sites), report it to a teacher ASAP.
• Do not use CHAT ROOMS
• Do not reveal PERSONAL information.
• Do not use INAPPROPRIATE language.
• Administrators have the RIGHT to search through your account. Consequences:
• You will lose part or all of your computer network account and laptop privileges.
• You may be suspended – dependent on type of infraction.
• Know what the network rules are – you and your parents signed them!
• When in doubt, ASK, for assistance and/or permission

Career Journals

• A good start - U.S. Department of Labor and Statistics - Occupational Outlook
• California Career Zone - www.cacareerzone.org
• UC Davis Health Professions Advising

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Agenda 8/20 - Add pic/name if needed

Remember to meet outside K202 before FMP

• Collect any crime scene sketches - do you have a key? Legend? 12 items drawn and labeled?
• Finish going over career journals if needed
• Brainstorm in small groups the various ways crime scene evidence is processed and analyzed
• lab safety discussion
• start 1.1.4 the evidence, show ppt presentation and observe unknown chemical substance

Homework -

3 career journals due Thursday - 911 operator, EMT, Crime Scene Investigator

Donation letter signed due Friday

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Personal Protective Equipment (PPE) in Healthcare Settings

Personal Protective Equipment Definition

“specialized clothing or equipment worn by an employee for protection against infectious materials” (OSHA)

PPE Use in Healthcare Settings

Types of PPE Used in Healthcare Settings

• Gloves – protect hands
• Gowns/aprons – protect skin and/or clothing
• Masks and respirators– protect mouth/nose
• Respirators – protect respiratory tract from airborne infectious agents
• Goggles – protect eyes
• Face shields – protect face, mouth, nose, and eyes

PPE Use in Healthcare Settings

Different Situations Require Different PPE

Factors Influencing PPE Selection:

• Type of exposure anticipated
• Durability and appropriateness for the task
• Fit

PPE Use in Healthcare Settings

PPE for Standard Precautions (1)

• Gloves – Use when touching blood, body fluids, secretions, excretions, contaminated items; for touching mucus membranes and nonintact skin
• Gowns – Use during procedures and patient care activities when contact of clothing/ exposed skin with blood/body fluids, secretions, or excretions is anticipated

PPE Use in Healthcare Settings

PPE for Standard Precautions (2)

• Mask and goggles or a face shield – Use during patient care activities likely to generate splashes or sprays of blood, body fluids, secretions, or excretions

PPE Use in Healthcare Settings

How to Don Gloves

• Don gloves last
• Select correct type and size
• Insert hands into gloves

PPE Use in Healthcare Settings

How to Safely Use Gloves

• Keep gloved hands away from face
• Avoid touching or adjusting other PPE
• Remove gloves if they become torn; perform hand hygiene before donning new gloves
• Limit surfaces and items touched

PPE Use in Healthcare Settings

How to Remove Gloves (1)

• Grasp outside edge near wrist
• Peel away from hand, turning glove inside-out
• Hold in opposite gloved hand

PPE Use in Healthcare Settings

How to Remove Gloves (2)

• Slide ungloved finger under the wrist of the remaining glove
• Peel off from inside, creating a bag for both gloves
• Discard

PPE Use in Healthcare Settings

Hand Hygiene

• Wash hands immediately after removing PPE.
• Use soap and water or use an alcohol-based hand rub

PPE Use in Healthcare Settings

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Agenda 8/21

Any more Crime Scene Sketches?- do you have a key? Legend? 12 items drawn and labeled?

Finish Pill analysis -

Work on career journals when done

3 Career Journals due tomorrow - 911 operator, EMT, Crime Scene Investigator

Signed Donation Letter due Friday

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3 Career Journals due tomorrow - 911 operator, EMT, Crime Scene Investigator

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Activity 1.1.2 includes: (Highlight title of each part) 20pts

• Crime Scene Observations
• Essential Questions/Crime Scene Methods
• Clues/Measurements, lists from reading and your measurements
• Theories
• Conclusion question

Activity 1.1.3 Persons of Interest Notes and then Revised Theories 10 pts

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Agenda 8/22

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• Brief microscope review
• Intro evidence stations
• PLTW login at pltw.org
• should get through at least 2 sets of evidence today

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Microscope review: Care and Handling

Carrying and storing the microscope

· Carry the microscope with two hands—one hand under the base and the other hand holding the arm of the microscope.

Using the microscope

· Plug the electric cord into an outlet.

· Be sure the cord is in a safe position—not near any sources of heat or flame. Make sure the cord is arranged so that it cannot accidentally become entangled or pulled.

· Turn on the light.

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Microscope review: Focusing

· Use the low power or 10x objective first.

· Focus by slowly turning the coarse adjustment knob.

· Adjust the focus by slowly turning the fine adjustment knob.

· Adjust the amount of light by moving the diaphragm or the condenser.

· Center what you want to look at in the field of view.

· Turn the nosepiece to use the next higher power objective, usually 40x.

· Focus using only the fine adjustment—the object should quickly come into focus with very little adjustment.

· Adjust the amount of light, if necessary, using the diaphragm.

· Center what you want to look at in the field of view.

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Station1 Blood typing

- Follow the directions on the handout

-clumping/clotting looks like crystals or fuzziness/dirt in the sample (instead of clear red liquid). Look closely, change the angle. Coagulation may take several minutes.

Station 1 Blood Typing Procedure

• 1) Working on one sample at a time, place two drops of simulated blood in the A and the B wells of a clean blood typing slide.
• 2) Place two drops of Anti-A serum in the well labeled A.
• 3) Place two drops of Anti-B serum in the well labeled B.
• 4) Using a separate mixing stick for each well, mix the simulated blood and antiserum for approximately ten seconds.
• 5) Carefully examine each well to see if the blood has clumped. If clumping has occurred, place a “+” in the appropriate box in the table on the Student Response Sheet.
• 6)Using a fresh tray for each sample, repeat all steps to determine whose blood matches the blood found at the scene.
• 7)Using information from the lab, fill in your conclusions on the Student Response Sheet.

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Station 2 Hair evidence:

Create a mount of your hair! (This is not on the worksheet!)

- two different samples (from 2 people in your group)

-fix or preserve the samples by brushing lightly with clear nail polish. Hold the samples still until it drys

-observe under low and medium power, draw in your notebook

-Complete the questions from the hair direction handout.

Station 3 Fingerprints

- types

-how to make a fingerprint on paper

-how to lift a fingerprint

Station 4 Footprints

-Compare the treads from the images

-choose which shoe could have been at the crime scene, answer the questions

Agenda 8/23

1) Finish 1.1.4 Evidence stations: kaehms get out career journals, leave on your desk.

2) In your notebook - write a summary of all of the evidence from 1.1.4, including the pills, hair, footprint, fingerprint, and blood type.

3) Under your summary - answer conclusion questions and revise your theories

4) Go over answers to packets (pushed to tomorrow)

Homework - 1.1.4 checked Monday - Finish all of the above

Key Terms 1.1 in your notebook, due Tuesday

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me - Get class in LMS and check 1.1.2-1.1.3

Notebooks so Far 50 pts

1) Title Page 5 pts.

2) Table of Contents up to date 5 pts

3) Activity 1.1.2 includes: (Highlight title of each part) 20pts

• Crime Scene Observations
• Essential Questions/Crime Scene Methods
• Clues/Measurements, lists from reading and your measurements
• Theories
• Conclusion question

8) 1.1.3 Persons of Interest Notes and then Revised Theories 10 pts

9) Summary of 1.1.4 Evidence, Revised Theories and CQ 10 pts

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Agenda 8/25

Go over answers to packet then read some summary paragraphs

Notebook/Binder check while you work today

1. Ask essential question #4, discuss with neighbor

2. Introduce blood splatter with video

3. Read over Experimental Design Reference Sheet - this will be filed in references

3. Practice writing and evaluating experimental design with Project 1.1.6 Student Response Sheet

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HW: Key Terms 1.1 due Tuesday

Brinda - clean up and restock lab

Me - Donation deposit

Essential question #3 and 4

- 3. How do scientists design experiments to find the most accurate answer to the question they are asking?

4. How are bloodstain patterns left at a crime scene used to help investigators establish the events that took place during a crime?

blood splatter intro (6 minute video) - preface that may be upsetting, remember that crime scene only is first unit

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Blood splatter day 1

1. How are bloodstain patterns left at a crime scene used to help investigators establish the events that took place during a crime?

Goal: students understand that their job is to determine if blood at the scene was dropped from Anna’s height (indicating that she might have been struck) or from a lower height (indicating that she may have been hit while down or on her way down). They will design an experiment to provide evidence to the case.

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Blood splatter experimental design

1) Read over reference sheet to review controlled experiment (will be filed)

2) Then, Project 1.1.6 Student Response Sheet: use this to practice experimental design and improving designs

ANSWER QUESTIONS IN YOUR NOTEBOOK, NOT ON HANDOUT (CLASS SET)

3) Write your experimental procedure in notebook - WORK IN PAIRS

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****REMEMBER, a good experimental design has more than one data point for each variable. At least 3 data points for each variable height, then you average the heights for stronger data.

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• Guidelines for Writing Good Instructions
• Organization
1. Are the steps presented in the order in which they are performed?
2. Is the first step really the first task that someone in the audience needs to do?
3. Should a long or complex step be broken into smaller parts?
4. Are all hidden steps made explicit?
• Clarity
1. Is each step written as an overt command (beginning with an action verb)?
2. Are all steps easy to find and visually distinct?
• List format?
• Bullets or numbers needed?
3. Is each step precise and complete enough to be followed?
• Includes needed details?
• Excludes irrelevant text?
4. Are common problems covered?
• Safety/danger warnings?
• Troubleshooting tips?

Note to me - Publish LMS course

Be sure to hide all except Unit 1 - In Modules, click cloud next to each unit (maybe go here first, publish Unit 1 and then hit the overall publish button?)