Poster showing bloodstained boots with the German imperial eagle insignia. No. 5 B. Title from item.
Students work as biomedical engineers to find liquid solutions that can clear away polyvinyl acetate polymer "blood clots" in model arteries (made of clear, flexible tubing). Teams create samples of the "blood clot" polymer with different concentrations to discover the concentration of the model clot and then test a variety of liquids to determine which most effectively breaks down the model blood clot. Students learn the importance of the testing phase in the engineering design process, because they are only given one chance to present the team's solution and apply it to the model blood clot.
Leukopoiesis is the process of formation of leukocytes (white blood cells) from stem cells in haematopoietic organs. Leukocytes develop from either multipotential myeloid stem cells (CFU-GEMM) or multipotential lymphoid stem cells (CFU-L).
Play a game and find out about a Nobel Prize awarded discovery or work! In this game you have to blood type each patient and give them a blood transfusion. Are you able to do that? If not, maybe you should read the introduction to blood typing before you start, otherwise you will put the patients' lives in danger!
Students learn about the form and function of the human heart through the dissection of sheep hearts. They learn about the different parts of the heart and are able to identify the anatomical structures and compare them to the all of the structural components of the human heart they learned about in the associated lesson, Heart to Heart.
Students learn about the separation techniques of sedimentation and centrifugation and investigate whether blood is a homogeneous or a heterogeneous mixture. Working in groups as if they are biomedical researchers, they employ the scientific method and make observations about the known characteristics of urine, milk and blood. They probe further by analyzing research on the properties and fractionation modes of blood. As students learn about certain strange characteristics with the fractionation behavior of blood, they formulate hypotheses on the unique nature of blood. Using provided materials âolive oil, tomato juice and petroleum jellyâthey design an experiment and construct a blood model. They test their hypotheses by conducting experiments on the blood model, and then propose theories for the nature of blood as a mixtureâarriving at the theory of mixture dualism in bloodâthat blood is a complex mixture system. An activity-guiding handout and PowerPoint® presentation are provided for this student-directed, project-based activity.
These educational resources have been developed so that primary school teachers can introduce scientific concepts related to the field of Nanomedicine.The contents are a tool for teachers and are intended to be a guide for classroom work. These are contents designed to be adapted according to the needs and criteria of each teacher. They have been developed taking into account the spanish educational curriculum and can freely be adapted to other curricular programmes.This project has been promoted by the Spanish Nanomedicine Platform (Nanomed Spain). Nanomed Spain brings together the main Spanish stakeholders in research, industry and administration in the field of Nanomedicine, in order to promote a common strategy to accelerate the development and introduction of innovative, more effective and personalized therapies in the healthcare system. One of the aims of the platform is to raise awareness of the research and potential of nanomedicine in society by promoting educational projects such as this one.Different entities have participated in the development of this project:Funding: Ministry of Science and InnovationTechnical and didactic support: Institute of Bioengineering of CataloniaEducational advice and pilot test: Gayarre School, Barcelona's public school for infant and primary education within the framework of the Aliances Magnet project.Original content development: Eduscopi
NK cells can be classified as lymphocytes because they are capable of recognising antigen, however they are more often associated with the innate immune response. They target cells by monitoring MHC production, which is expressed by healthy cells to present antigen to T-cells. Low MHC levels can be used as a marker for a cell whose machinery is compromised by a replicating virus. When MHC levels drop, it acts as a danger signal to the NK cells, which then release enzymes to kill the infected cells.
Phagocytosis is a very primitive system of defence against infection, having even been shown to exist in invertebrates and single cell organisms. The discovery was made in starfish larvae by Elle Metchnikoff who subsequently won the Nobel Prize for Medicine or Physiology in 1908. The process of phagocytosis itself is a form of endocytosis (cell eating), with vesicular internalisation being the method of removal of pathogens and dead cells (those that have undergone apoptosis, or Programmed Cell Death). This internalised vesicle is referred to as the "phagosome".
A short quiz on CCSS.RI.9-10.2. This quiz uses Winston Churchill's famous speech, "Blood, Toil, Tears and Sweat." The text has a Dale-Chall complexity of grades 5-6, and a Flesch-Kincaid level of 6.5.
The innate immune system recognises components of pathogens which are intrinsically foreign (i.e. not present on normal mammalian cells), such as Lipolysaccharides, Peptidoglycans and D-isoform amino acids.
This video features the remarkable discovery Jonathan made in 1998 about Basking sharks, the second largest fish on Earth. While diving with Basking sharks in the frigid waters of the Bay of Fundy, Jonathan saw parasitic lampreys on the backs of the sharks. This had never before been documented, so he returned the next year with a shark biologist and a lamprey biologist to attempt to recover living lampreys from the backs of Basking sharks. They didn't think Jonathan could do it. Wait until you see what happens! Please see the accompanying lesson plan for educational objectives, discussion points and classroom activities.
T cells are so named as they differentiate in the thymus. They are long lived and are involved in cell mediated immunity. They represent 60-80% of the circulating lymphocytes and all express the markers CD2, CD3 and CD7 as well as having T cell receptors (TCR). Each T cell has 30,000 TCRs each of which is identical and recognises antigens and major histocompatability complex (MHC) II.
T cells are long lived and are involved in cell mediated immunity. Functionally they are divided by the expression of CD4+ or CD8+ markers. CD4+ T helper cells recognise antigens bound to MHC II complexes and are involved with the control of intracellular and extracellular pathogens; they can interact with CD8+, NK and dendritic cells or with B cells. Cytotoxic CD8+ T cells recognise the MHC I complex and destroy infected or neoplastic cells.
As with erythrocytes, thrombocytes are derived from multipotential myeloid stem cells (CFU-GEMM). In the bone marrow CFU-GEMM cells differentiate into the megakaryocyte precursor cell the megakaryocyte CFU (CFU-Meg), under the influence of cytokines CFU-CSF and IL-3. Unlike other blood cells which undergo mitosis in the first few developmental stages, once the CFU-GEMM has differentiated into the CFU-Meg there is no further mitosis. The CFU-Meg then develops into the megakaryoblast.
Students learn how to take blood pressure by observing a teacher demonstration and then practicing on fellow classmates in small groups. Once the hands-on component of this activity is completed, the class brainstorms and discusses how blood pressure might affect a person's health. This activity acts as hook for the second lesson in this unit, in which blood pressure is presented in detail, as well as how variances in blood pressure can affect a person's cardiovascular system.