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  • Design and Modeling should be first unit taught since it is targeted to sixth grade level, and teamwork and design process is taught which is basis for other two units. Automation & Robotics and Energy & Environment may be switched if desired)Review:Six units of Middle School curriculum (grades 6 to 8)45 instructional days per unit (assumes 45 minute class period)1 ½ years of curriculum with Basic and Advanced combined—enough optional activities/projects to fill an entire year in each)
  • The purpose of the Computer Integrated Manufacturing course is to expose students to the fundamentals of computerized manufacturing technology. The course is built around several key concepts:Computer Modeling – using a three dimensional, solid modeling software package with mass property analysis.CNC Equipment – understanding the machine tools and its operating and programming aspects.CAM Software – converting computer generated geometry into a program to drive CNC machine tools.Robotics – using a robot for materials handling and assembly operations.Flexible Manufacturing Systems – students working in teams to design manufacturing workcells and table top factory simulations.The course will be taught using demonstration and discussion combined with individual and team-centered project based learning. In each of the learning sections students will be taught a different set of performance objectives.
  • Rewrite was completed summer of 2010Currently in Field TestRevision Team Included:PLTW StaffEight experienced master teachers and one apprenticeFive Affiliate ProfessorsLockheed Martin Engineers and other subject matter experts
  • Reduced Cost:Evolution of Flight: History of aerospacePhysics of Flight: Lift, weight, drag, thrust (use wind tunnel for lift and drag)Flight Planning and Navigation: Flight simulation with navigation instrumentsDesign Problem: Combine three lesson concepts
  • Multiple Equipment Uses:Wind tunnel reused to test rocket design and fuselage structuresMaterials and Structures: Materials such as composites (SSA1000), shapes, smart designPropulsion: Propellers, turbines, and rocketsFlight Physiology (human factors): Centrifuge, human interface systems, vision systemsDesign Problem: Combine three lessons (e.g., rocket with sensor package, rocket boost with glider recovery)
  • Lowered cost – Analytical Graphics Inc. supplies orbital mechanics software at no cost to schools, a $100k+ commercial value.Space Travel and Development: Space tourism, space law, interplanetary tripsOrbital Mechanics: Satellites, UAVs, planet and moon orbitsDesign Problem: combine previous two lessons (i.e., UAV design)
  • Multiple Equipment Uses:Alternative Applications: Application of aerospace skills to other fields (e.g., car design, wind mills) Remote System Design: Telemetry, rover construction, human factors (again)Aerospace Careers: Students discover careers possibilities Final Design: Culminating activity for AE (i.e., rover redesign)
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    1. 1. Judith D’Amico Regional Director, PLTW judithdamico@comcast.net Shepherd Siegel, Ph.D Career + Technical Education, Seattle Public Schools ssiegel@seattleschools.org Karl Ruff, PLTW Teacher, Roosevelt High School kwruff@seattleschools.org Igniting Imagination and Innovation Through Learning
    2. 2. The 2010 Wall Street Journal Survey When asked which skills new college graduates needed to improve most— More than half of the college recruiters responding to the question named some combination of critical thinking, problem solving skills and the ability to think independently.
    3. 3. From The American Society for Engineering Education  Engineering bachelor’s degrees declined in 2007 for the first time since the 1990s.  Engineering master’s degrees declined 8.8 percent since 2005.  The U.S. Bureau of Labor Statistics projected a need for 160,000 additional engineering positions from 2006 to 2016.  National Science Board 2010 report shows that U.S. dominance of world science and engineering has eroded significantly in recent years, because of rapidly increasing capabilities among East Asian nations, particularly China.  We cannot find renewable energy solutions without maintaining leadership in the engineering field – but we also cannot rebuild our economy without staying at the forefront of the latest developments in science and technology
    4. 4. The Engineering World is a World Without Borders Students must measure up to a global standard We are part of a global economy  Larger companies are multi-national.  Your boss and co-workers may be in another country!  U.S. workers compete with foreign workers  U.S. companies sell into foreign markets  U.S. companies compete with foreign producers  Most products contain components from more than one country  Most products are designed for more than one market Agilent Technologies
    5. 5. Other nations with advanced economies know educating the next generation is essential to future economic success… Age 45-54 Source: WA State Director of the Higher Education Coordinating Board % of Adults with AA degree or higher Canada Japan Korea Spain FranceIreland 40% 33% 17% 18% 18%19% U.S. WA 40% 44% Age 25-34 52% 51% 48% 40% 40%40% 40% 37% but the U.S. (and Washington) are standing still
    6. 6. Washington will need many more workers with bachelor’s and advanced degrees in technical and scientific fields as the global economy grows #1 in Engineers per 10,000 workers We are a leading consumer of technical and scientific degrees… #6 in Computer Specialists per 10,000 workers #9 in Life & Physical Scientists per 10,000 workers Source: U.S. Department of Commerce …but not a leading producer #36 in BS Degree production among 18-24 year olds #38 in percent of BS degrees in science, engineering 51% of Washington employers report difficulty finding people with skills to expand their businesses
    7. 7. Question: Who’s going to…  Solve the problems of global warming?  Make transportation systems safer?  Make medical breakthroughs in diagnostics?  Solve the energy shortage?  Maintain quality of life as populations increase and resources decrease? Answer: Tomorrow’s Engineers
    8. 8. PLTW: 21st Century Model for Education  Students can see the relevance of what they are learning—academics made real  Students are prepared for both college and career—in whatever order they choose, in whatever combination  Students gain the knowledge and skills in order to compete in the 21st Century global economy—both academic and technical
    9. 9. Curricula - Rigorous and Relevant  Middle and High School Engineering and Biomedical Sciences courses (with college credit options) that use problem-based learning. Professional Development –  High-Quality, Rigorous, Continuing, and Course-specific teacher training, Partnerships –  Counselor Conferences, Articulation Agreements and Business Partners. 10 PLTW’s Three Key Elements:
    10. 10. PLTW Aligns Key Learning Concepts to National Standards  National Science Education Standards  Principles and Standards of School Mathematics  Standards for Technological Literacy  Standards for English Language Arts  National Content Standards for Engineering and Engineering Technology  National Health Care Cluster Foundation Standards  ABET, Inc. Accreditation Criteria
    11. 11. 12 Activities give the students what they need to traverse the “phases” in a design process. Projects and Problems utilize the process itself. Example of STL Standard 8 Benchmark H design process Activities/Projects/Problems Focused on Design Process
    12. 12. MIDDLE SCHOOL PROGRAM GATEWAY TO TECHNOLOGY
    13. 13. Middle School Program Gateway To Technology®  Basic GTT: (DM Preferred as first unit taught) Design and Modeling™ Automation and Robotics™ Energy and the Environment™  Advanced GTT: (Preferred Order) Flight and Space™ The Science of Technology™ The Magic of Electrons™
    14. 14.  Design and Modeling Solid modeling software introduces students to the design process.  Automation and Robotics Students trace the history, development, and influence of automation and robotics.  Energy and the Environment Students investigate the importance of energy in our lives and the impact that using energy has on the environment.  Flight and Space Aeronautics, propulsion, and rocketry.  Science of Technology Impact of science on technology throughout history.  Magic of Electrons Students unravel the mystery of digital circuitry. Gateway To Technology MS
    15. 15. 16
    16. 16. High School Program Pathway to Engineering
    17. 17. High School Program Pathway to Engineering 18 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™
    18. 18. Introduction to Engineering Design (IED) 3D computer modeling software; study of the design process Principles of Engineering (POE) Exploration of technology systems and engineering processes Digital Electronics (DE) Use of computer simulation to learn the logic of electronics Pathway To Engineering HS
    19. 19. Aerospace Engineering (AE)  Aerodynamics, astronautics, space-life sciences, and systems engineering Biotechnical Engineering (BE)  Biomechanics, genetic engineering, and forensics. Civil Engineering and Architecture (CEA)  Students collaborate on the development of community- based building projects Computer Integrated Manufacturing (CIM)  Robotics and automated manufacturing; production of 3-D designs. Engineering Design and Development (EDD)  Teams of students, guided by community mentors, research, design, and construct solutions to engineering problems. Pathway To Engineering HS
    20. 20. 21 Foundation Course: Introduction To Engineering Design Cary Sneider, Portland State University Center for Science Education
    21. 21. 22 Foundation Course: Principles Of Engineering A Hands-on, project-based course that teaches:  Engineering as a Career  Materials Science  Structural Design  Applied Physics  Automation/Robotics  Embedded Processors  Drafting/Design
    22. 22. Foundation Course: Digital Electronics Design Simulate Prototype Fabricate My name is George Boole and I lived in England in the 19th century. My work on mathematical logic, algebra, and the binary number system has had a unique influence upon the development of computers. Boolean Algebra is named after me.
    23. 23. 24 Specialization Course: Aerospace Engineering  Design and build an airfoil.  Test it in a wind tunnel.  Create a 3D solid model of the airfoil in AutoDesk Inventor. A Sample Project:
    24. 24. 25 Specialization Course: Civil Engineering & Architecture Soils Permits Design Structural Analysis
    25. 25. Specialization Course: Computer Integrated Manufacturing  Computer Modeling  CNC Equipment  CAM Software  Robotics  Flexible Manufacturing Systems 26
    26. 26. Proposed Units Project Management Define and Validate the Problem Design a Solution Design and Prototype a Solution Test, Evaluate, and Refine the Solution Communicate the Process, Results, and Next Steps Engineering Design and Development
    27. 27. High School Program Biomedical Science Principles of the Biomedical Sciences Students study research processes, human medicine and are introduced to bio-informatics Human Body Systems Students study basic human physiology, especially in relationship to human health Medical Interventions Students investigate various medical interventions that extend and improve quality of life, including gene therapy, pharmacology, surgery, prosthetics, rehabilitation, and supportive care Biomedical Innovation/Capstone Course Students work with a mentor, identify a science research topic, conduct research, write a scientific paper, and defend team conclusions to a panel of outside reviewers
    28. 28. Principles of the Biomedical Sciences (PBS)  Study of human body systems and health conditions Human Body Systems (HBS)  Exploring science in action, students build organs and tissues on a skeletal manikin and play the role of biomedical professionals to solve medical mysteries. Medical Interventions (MI)  Investigation of interventions involved in the prevention, diagnosis and treatment of disease. Biomedical Innovation (BI)  Students design innovative solutions for the health challenges of the 21st century Biomedical Sciences HS
    29. 29. TEACHER PROFESSIONAL DEVELOPMENT PATHWAY TO ENGINEERING BIOMEDICAL SCIENCES
    30. 30. TEACHER PROFESSIONAL DEVELOPMENT: PHASE 1 Self-Assessment and Pre-Core Training
    31. 31. TEACHER PROFESSIONAL DEVELOPMENT: PHASE 2 Core Training: Summer Training Institute
    32. 32. Virtual Academy Main Page Online Update Training TEACHER PROFESSIONAL DEVELOPMENT: PHASE 3 Continuous Training: Virtual Academy and University-Based Professional Development
    33. 33. PLTW OUTCOMES SUMMARY REVIEW
    34. 34. Our Students Perform PLTW Students Outperform Non-PLTW Students Significantly more Project Lead The Way students met the readiness goals on the 2008 High Schools That Work (HSTW) Assessment tests in reading, mathematics and science compared with HSTW students in similar career/technical fields and HSTW students in all career/technical fields. (2009 Southern Region Educational Board Report) Outstanding Outcomes
    35. 35. PLTW High School Grads Are College and Career Ready Survey of PLTW seniors finds that • 92% intend to pursue a four-year degree or higher, • 51% intend to pursue a graduate degree, and • 70% intend to study engineering, technology, or computer science. By comparison • 67% of beginning postsecondary students intended to pursue a bachelor’s degree or higher as reported by the National Center for Education Statistics. These results are consistent with results and conclusions for the past two years. (True Outcomes – 2009) Outstanding Outcomes
    36. 36. Milwaukee School of Engineering 121 former PLTW students 90% Retention (first year) Average PLTW GPA is 0.18 higher Oklahoma State University 101 former PLTW students 81.5% Retention (in engineering) 12.3% Transferred (out of engineering) PLTW Alumni Data
    37. 37. Rochester Institute of Technology 378 former PLTW students 91.9% Retention (first year) 81.3% Retention (fourth year) Average PLTW GPA is 0.10 higher (past 3 years) San Diego State University 12 former PLTW students 100% Retention Marquette University 62 former PLTW students 97% Retention (first year) PLTW Alumni Data
    38. 38. Currently in Revision Master Teachers and Affiliate Professors Field Test Fall 2010 Network delivery for Core Training Summer 2011 Student Version Released Fall 2011 2010-11 2011-12 Academic Calendar STI STI STI -AE- Aerospace Engineering
    39. 39. Aerospace Engineering Unit 1: Introduction to Aerospace Lessons  Evolution of Flight  Physics of Flight  Flight Planning and Navigation
    40. 40. Bidirectional on Edge 0 50 100 150 200 250 300 0 500 1000 1500 2000 Displacement (1/1000 in) Force(Lbs) Aerospace Engineering Unit 2: Aerospace Design Lessons  Materials and Structures  Propulsion  Flight Physiology (Human Factors)
    41. 41. Aerospace Engineering Unit 3: Space Lessons  Space Travel  Orbital Mechanics
    42. 42. Aerospace Engineering Unit 4: Remote Systems Lessons  Alternative Applications  Remote System Design  Aerospace Careers

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