Players will understand that a clinical trial design often requires a placebo arm and standard treatment arm in order to scientifically assess the effectiveness of the test treatment.

Standard A: Students should develop the abilities to do scientific inquiry.

Standard A: Students should develop understandings about scientific inquiry.

Standard G: Students should develop understandings of science as a human endeavor.

Standard G: Students should develop understandings of nature of scientific knowledge.

Players will understand why randomization of patients and double-blinding of patients and researchers are necessary to achieve unbiased results.

Standard A: Students should develop the abilities to do scientific inquiry.

Standard A: Students should develop understandings about scientific inquiry.

Standard G: Students should develop understandings of science as a human endeavor.

Standard G: Students should develop understandings of nature of scientific knowledge.

Players will comprehend the underlying neuroscience behind selective serotonin reuptake inhibitors (SSRIs) in treating depression.

Standard C: Students should develop understandings of the cell.

Standard C: Students should develop understandings of the behavior of organisms.

Standard F: Students should develop understandings of personal and community health.

Players will demonstrate more accurate conceptions of depression.

Standard F: Students should develop understandings of personal and community health.

Players will describe how testing a drug in a Phase 3 clinical trial differs from testing a drug in a Phase 2 clinical trial.

Standard A: Students should develop the abilities to do scientific inquiry.

Standard A: Students should develop understandings about scientific inquiry.

Standard G: Students should develop understandings of science as a human endeavor.

Standard G: Students should develop understandings of nature of scientific knowledge.

Players will describe potential causes for the serotonin abnormality in depressed individuals and the mechanism of action of SSRIs.

Standard A: Students should develop the abilities to do scientific inquiry.

Standard A: Students should develop understandings about scientific inquiry.

Standard C: Students should develop understandings of the behavior of organisms.

Standard F: Students should develop understandings of personal and community health.

Players will explain how double-blinding reduces bias in a clinical trial.

Standard A: Students should develop the abilities to do scientific inquiry.

Standard A: Students should develop understandings about scientific inquiry.

Standard G: Students should develop understandings of science as a human endeavor.

Standard G: Students should develop understandings of nature of scientific knowledge.

Players will summarize the purpose of randomization in clinical trials.

Standard A: Students should develop the abilities to do scientific inquiry.

Standard A: Students should develop understandings about scientific inquiry.

Standard G: Students should develop understandings of science as a human endeavor.

Standard G: Students should develop understandings of nature of scientific knowledge.

Players will understand that a clinical trial design often requires a placebo arm and standard treatment arm in order to scientifically assess the effectiveness of the test treatment.

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Players will understand why randomization of patients and double-blinding of patients and researchers are necessary to achieve unbiased results.

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Players will comprehend the underlying neuroscience behind selective serotonin reuptake inhibitors (SSRIs) in treating depression.

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 3: Students will demonstrate the ability to access valid information, products and services to enhance health.

Players will demonstrate more accurate conceptions of depression.

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 3: Students will demonstrate the ability to access valid information, products and services to enhance health.

Players will describe how testing a drug in a Phase 3 clinical trial differs from testing a drug in a Phase 2 clinical trial.

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Players will describe potential causes for the serotonin abnormality in depressed individuals and the mechanism of action of SSRIs.

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 3: Students will demonstrate the ability to access valid information, products and services to enhance health.

Players will explain how double-blinding reduces bias in a clinical trial.

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Players will summarize the purpose of randomization in clinical trials.

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Players will understand that a clinical trial design often requires a placebo arm and standard treatment arm in order to scientifically assess the effectiveness of the test treatment.

(2):
The student uses scientific methods and equipment during laboratory and field investigations. The student is expected to (E) plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology.

(3):
The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.

Players will understand why randomization of patients and double-blinding of patients and researchers are necessary to achieve unbiased results.

(2):
The student uses scientific methods and equipment during laboratory and field investigations. The student is expected to (E) plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology.

(3):
The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.

Players will comprehend the underlying neuroscience behind selective serotonin reuptake inhibitors (SSRIs) in treating depression.

(4):
The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells. The student is expected to (B) investigate and explain cellular processes. Including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules.

Players will demonstrate more accurate conceptions of depression.

N/A

Players will describe how testing a drug in a Phase 3 clinical trial differs from testing a drug in a Phase 2 clinical trial.

(3):
The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.

Players will describe potential causes for the serotonin abnormality in depressed individuals and the mechanism of action of SSRIs.

(4):
The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells. The student is expected to (B) investigate and explain cellular processes. Including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules.

Players will explain how double-blinding reduces bias in a clinical trial.

(3):
The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.

Players will summarize the purpose of randomization in clinical trials.

(3):
The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.

Players will understand that a clinical trial design often requires a placebo arm and standard treatment arm in order to scientifically assess the effectiveness of the test treatment.

(2):
The student uses scientific methods and equipment during laboratory and field investigations. The student is expected to (E) plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology.

(3):
The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.

Players will understand why randomization of patients and double-blinding of patients and researchers are necessary to achieve unbiased results.

(2):
The student uses scientific methods and equipment during laboratory and field investigations. The student is expected to (E) plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology.

(3):
The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.

Players will comprehend the underlying neuroscience behind selective serotonin reuptake inhibitors (SSRIs) in treating depression.

(7):
The student examines the electrical conduction processes and interactions. The student is expected to: (A) illustrate the conduction systems such as nerve transmission or muscle stimulation.

(8):
The student explores the body's transport systems. The student is expected to: (A) analyze the physical, chemical, and biological properties of transport systems; and (B) determine the factors that alter the normal functions of transport systems.

Players will demonstrate more accurate conceptions of depression.

N/A

Players will describe how testing a drug in a Phase 3 clinical trial differs from testing a drug in a Phase 2 clinical trial.

(3):
The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.

Players will describe potential causes for the serotonin abnormality in depressed individuals and the mechanism of action of SSRIs.

(7):
The student examines the electrical conduction processes and interactions. The student is expected to: (A) illustrate the conduction systems such as nerve transmission or muscle stimulation.

(8):
The student explores the body's transport systems. The student is expected to: (A) analyze the physical, chemical, and biological properties of transport systems; and (B) determine the factors that alter the normal functions of transport systems.

Players will explain how double-blinding reduces bias in a clinical trial.

(3):
The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.

Players will summarize the purpose of randomization in clinical trials.

(3):
The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.

Players will understand that a clinical trial design often requires a placebo arm and standard treatment arm in order to scientifically assess the effectiveness of the test treatment.

CCSS.ELA-Literacy.RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

CCSS.ELA-Literacy.RST.11-12.9: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Players will understand why randomization of patients and double-blinding of patients and researchers are necessary to achieve unbiased results.

CCSS.ELA-Literacy.RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

CCSS.ELA-Literacy.RST.11-12.9: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Players will comprehend the underlying neuroscience behind selective serotonin reuptake inhibitors (SSRIs) in treating depression.

CCSS.ELA-Literacy.RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

CCSS.ELA-Literacy.RST.11-12.9: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Players will demonstrate more accurate conceptions of depression.

CCSS.ELA-Literacy.RST.11-12.9: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Players will describe how testing a drug in a Phase 3 clinical trial differs from testing a drug in a Phase 2 clinical trial.

CCSS.ELA-Literacy.RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

CCSS.ELA-Literacy.RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

CCSS.ELA-Literacy.RST.11-12.9: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

CCSS.ELA-Literacy.WHST.11-12.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Players will describe potential causes for the serotonin abnormality in depressed individuals and the mechanism of action of SSRIs.

CCSS.ELA-Literacy.RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

CCSS.ELA-Literacy.RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

CCSS.ELA-Literacy.RST.11-12.9: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

CCSS.ELA-Literacy.WHST.11-12.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Players will explain how double-blinding reduces bias in a clinical trial.

CCSS.ELA-Literacy.RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

CCSS.ELA-Literacy.RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

CCSS.ELA-Literacy.WHST.11-12.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Players will summarize the purpose of randomization in clinical trials.

CCSS.ELA-Literacy.RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

CCSS.ELA-Literacy.RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

CCSS.ELA-Literacy.WHST.11-12.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.