IGNITING IMAGINATION AND INNOVATION THROUGH LEARNING

Introduction to PLTW Duane Crum, PLTW State Leader

What is Project Lead The Way? Programs PLTW is a National, not-for-profit organization with the goal of increasing the nation’s biomedical, engineering and technical workforce.

PLTW’s Three Key Components: Curricula - Rigorous and Relevant middle and high school courses (with college credit options) that use problem-based learning. Professional Development – High-quality, rigorous, continuing, and course-specific teacher training. Partnerships – Required relationships between businesses, post-secondary institutions and school administrators.

What Students (and Teachers) do Well in PLTW? Students who: Show interest in STEM (Science, Technology, Engineering, or Math) career fields. Are creative – Like art and design. Enjoy working with computers. Learn best in “hands-on” classes. Are in the upper 80% of their class.

Why Do We Need PLTW? There are 1.3 M engineering & technology jobs open in the U.S. without trained people to fill them. According to the Government we will need 15M engineers and tech workers by 2020, but… Since 1988, the number of Engineering and Technology Graduates has decreased by ~20%.

What Can We Do? Make a small change in the culture of American high schools by: Strengthening the core academic curricula, (e.g. English, math, science, social studies, etc.) Adding a rigorous, technical, standards-based program of study in engineering and technology, leading to jobs, trade schools, 2-year, 4-year and post graduate degrees.

Curriculum Programs

Engineering Programs Middle School: Gateway To Technology  six, nine-week long modules High School: Pathway To Engineering  Eight, year-long courses Biomedical Sciences Program High School: Biomedical Sciences  Four, year-long courses Curriculum Programs

Basic Units Design and Modeling Automation and Robotics Energy and the Environment Advanced Units Flight and Space Science and Technology Magic of Electrons Gateway To Technology for Middle School It’s How we Recruit Boys And Girls.

All GTT courses are designed as nine-week units on a standard minute schedule. Schools may offer courses from grade six through grade eight in a manner they determine reasonable and appropriate for their school. Local schools determine the PLTW sequence of units they implement. Gateway To Technology Program

Simulated manufacturing line

Foundation Courses Introduction to Engineering Design Principles Of Engineering Digital Electronics Specialization Courses Aerospace Engineering Biotechnical Engineering Civil Engineering and Architecture Computer Integrated Manufacturing Capstone Course Engineering Design and Development High School Pathway to Engineering Program

A Hands-on, project-based course that teaches: Engineering as a Career Materials Science Structural Design Applied Physics Automation/Robotics Embedded Processors Drafting/Design Foundation Course: Principles Of Engineering

Foundation Course: Introduction To Engineering Design

Civil Engineering & Architecture Kearny Redesigns Their Classroom

And a Neighborhood Park

Design > Simulate > Prototype > Fabricate Foundation Course: Digital Electronics

Soils Permits Design Structural Analysis Specialization Course: Civil Engineering and Architecture Cuban Restaurant

Design and build an airfoil. Test it in a wind tunnel. Create a 3D solid model of the airfoil in AutoDesk Inventor. Aerospace Engineering

Specialization Course: Computer Integrated Manufacturing

Capstone Course: Engineering Design and Development Problem Solving in Teams Juried Presentations

BIOMEDICAL SCIENCES PROGRAM

Prepare students for high demand, high wage careers –healthcare employs>10% of total national employment. Prepare students for rigorous post- secondary education and training. Address impending critical shortage of health professionals – over 3.6M new healthcare jobs are expected by 2014 including 8 of 20 of all highest growth jobs. Biomedical Sciences Program Goals:

Biomedical Careers --- some examples --- Physician Nurse Dentist Veterinarian Pharmacist Paramedic Dietician Surgeon Research Scientist Health Information Manager Medical Technologist Radiology Technician Medical Technical Writer Physicians’ Assistant Biomedical Engineer

Students Learn the Softskills Businesses Want: Work as a team member Search and evaluate websites Cite sources of information Write summaries Speak and present in front of multiple audiences Design experiments Make data charts and graphs

THE FOUR COURSES

Biomedical Sciences Program Principles of the Biomedical Sciences Human Body Systems Medical Interventions Biomedical Innovation Note: Students are expected to take a complete program of college-prep science and mathematics. Sequence of Courses:

Principles of the Biomedical Sciences

Course #1: Principles of the Biomedical Sciences The study of human medicine, research processes and an introduction to bioinformatics. Students investigate human body systems and health conditions including: heart disease, diabetes, sickle-cell disease, hypercholesterolemia, and infectious diseases.

Course #1: Principles of the Biomedical Sciences Literary research skills Human Body Systems Basic chemistry Structure and function of DNA Bioinformatics Protein structure Causes of infectious diseases Grant proposals PBS Topics:

Example from Unit 4 in the PBS curriculum Students use a computer simulation to view how a protein’s shape changes due to its environment and components Example of a PBS Student Activity

PBS Unit 3: Diabetes Analyze food labels Measure energy in food samples Build models of macromolecules Detect macromolecules in food samples Build model of an enzyme Investigate feedback loops Perform dialysis experiment Prepare presentation on diabetes

PBS Unit 4: Sickle Cell Disease Make chromosome spreads Isolate DNA from cells Analyze images of chromosome arrays to detect congenital diseases Build models of DNA and proteins Read a genetic map Use computer simulation software to build a designer protein

Example of a PBS Student Activity Students make a chromosome spread and stain to observe human cells and observe them under the microscope (shown 1000x) Example from Unit 4 in the PBS curriculum

Human Body Systems

Course #2: Human Body Systems Students study human physiology, especially in relationship to health. A central theme is how the systems work together to maintain good health. Students use data acquisition software to monitor body functions and use the Anatomy with Clay® Manikens™ to study body structure.

HBS Topics: Relationship between structure and function Maintenance of health Defense against disease Communication within the body and with the outside world Movement of the body and of substances around the body Energy distribution and processing Course #2: Human Body Systems

Example from Unit 1 in the HBS curriculum Students take measurements of bones to determine if the bone is from a male or female and the ethnicity of the person Example of a HBS Student Activity

Students work with the Anatomy in Clay® Maniken™ throughout the course to build portions of the body systems Example from HBS curriculum

HBS Unit 2: Communication Build a model brain and a “map” of brain function. Use data acquisition software and sensors to compare reaction time for reflex and voluntary actions. Diagnose a mystery endocrine disorder Dissect a cow eye and experiment with lenses

HBS Unit 4: Movement Build muscle groups on a skeletal manikin Design experiments to determine the energy requirements for muscle contraction Use data acquisition software to evaluate muscle function Use doppler ultrasound to monitor blood flow in the leg. Design a training plan for a particular athlete for a specific event.

Medical Interventions

Course #3: Medical Interventions Study medical interventions involved in the prevention, diagnosis and treatment of disease as students follow the lives of a fictitious family. Projects investigate interventions related to diagnostics, immunology, surgery, genetics, pharmacology, medical devices, and lifestyle choices.

MI: Topics Molecular biology and genetic engineering Design process for pharmaceuticals and medical devices Medical imaging, including x-rays, CT scans, and MRI scans Disease detection and prevention Rehabilitation after disease or injury Medical interventions of the future Course #3: Medical Interventions

MI Unit 1: How to Fight Infection Identify pathogens using bioinformatics Run simulated ELISA to diagnose disease Test microbes for antibiotic resistance Assess hearing loss and evaluate assisted hearing devices Investigate production of vaccines

Example of a MI Student Activity Students work with a mock laparoscopic surgery trainer box simulation to learn modern surgical intervention techniques. Example from Unit 4 in the MI curriculum

MI Unit 3: How to Conquer Cancer Explore cancer diagnostic techniques Evaluate cancer cell genes using simulated DNA microarrays Use data acquisition software and sensors to simulate biofeedback therapy Build a prosthetic arm Design a clinical trial for a nanotechnology-based cancer treatment

Example of a MI Student Activity Students insert new DNA into bacterial cells. The new DNA codes for a protein that glows (picture shows before and after DNA insertion). Example from Unit 4 of the MI curriculum

Biomedical Innovation

Course #4: Biomedical Innovation Students design innovative solutions for 21 st century health challenges. Students present their results to an audience which may include representatives from the healthcare or business community or the school’s PLTW partnership team.

Biomedical Innovation Progressively challenging problems with multiple presentation. Apply knowledge and skills learned in all previous courses Initial problems are done by all students Advanced projects may be chosen form suggested challenges or… Original research may be done to provide opportunity for work with outside mentors

Biomedical Innovation Design a more efficient emergency room Design an experiment using sensors and data acquisition software to monitor or measure a physiological change Design a medical intervention to aid patients Evaluate water quality and propose solutions to eliminate contamination of water sources Design a solution to a local or global public health challenge Complete an optional independent problem Example Problems

BMS Cost Summary

BMS Cost Elements (non-recurring) Facilities – Already available in most schools; classroom with workbenches, 2 sinks, white board, refrigerator/freezer, LCD projector, and printer. Professional Development – ~$4,000 per teacher per course for tuition, travel, room and board. Computers and Software – One computer for every two students with Inspiration SW; ~$550 per student. Course-Specific Equipment and Supplies – –Principles of the Biomedical Sciences: $21,797 –Human Body Systems:$12,828 –Medical Interventions:$10,134 –Biomedical Innovation:$TBD

BMS Cost Elements (annual recurring) LabVIEW Software – Schools may choose $1,000 for 25 seats or $2,400 for 100 seats. Annual Participation Fee - $2,000 per school. Consumables and Supplies – Less than $2,000 for all four courses.

Total Typical BMS Cost for the First Three Courses Typical Non-Recurring (includes initial training for one teacher for three courses but excludes computers and facilities that most schools already have): $56,000 Typical Annual Recurring (includes typical Professional Development for replacement teachers, program fees, software and consumables): $7,000

Teacher Professional Development Readiness Training Core Training Ongoing Training

readiness training Designed to develop a baseline for all teachers prior to attending Core Training through the assessment of skill sets and delivery of any necessary remedial training.

core training Lovingly referred to as PLTW’s “boot camp,” this intense training focuses on the PLTW teaching model and course content.

core training Designed to empower teachers with the confidence, understanding, and knowledge necessary to teach the curriculum. A teacher is only able to teach a course after successful completion of Core Training.

ongoing training Designed to provide additional training for teachers to further their understanding of related course tools, content, and concepts after the completion of Core Training.

All PLTW Engineering Courses are “A-G” Approved Approved as “g” electives: Intro to Engr. Design (interdisciplinary) Digital Electronics (math) Principles of Engineering (interdisciplinary) Aerospace Engineering (interdisciplinary) Civil Engr. & Architecture (interdisciplinary) Computer Integrated Manufacturing (other) Biotech Engineering (science-biological) Engineering Design and Dev. (interdisc.)

Approved as “f”, Visual & Performing Art: Introduction to Design (optional approval for IED) Approved as “d”, Lab Science: Engineering Design and Development (optional if taught by a science teacher) All PLTW Engineering Courses are A-G Approved

It’s only for students going to college (it’s too rigorous for our kids). It’s only for students NOT going to college (it’s not rigorous enough for our kids). It’s too expensive. It’s too rigid. Common PLTW Urban Myths

NATIONAL PRESENCE Districts: 1,581 High school programs: 2,296 Middle school programs: 1,088 Middle/High school programs: 93 Post-Secondary programs: 30 Total programs: 3,507 Total teachers trained: 12,000 + Total counselors trained: 8,000 + Total students enrolled in PLTW courses: 300,000+ Totals as of January 2010

PLTW: California Growth ~400 schools for

The California Affiliate Promotes the PLTW program within California, works with the CDE Oversees and supports the Regional Centers and statewide training

The State Affiliate …… SDSU, College of Engineering Conducts summer training sessions….two-week sessions (per course) covering the course content and pedagogy Holds informational conferences.. For counselors and all others interested in PLTW Conducts professional development workshops for the PLTW teachers

California Regional Centers …. Statewide support for the PLTW schools San Diego … San Diego State LA area …. Cal Poly Pomona Bay Area …San Jose State (Eng.) Cal State East Bay (BMS) Sacramento ….. LEED