Forging new generations of engineers

1. Forging new generations of engineers

2. PLTW web site …… www.pltw.org

3. 9th Grade year • Introduction to Engineering Design™—uses a design development process while enriching problem­solving skills; students create and analyze models using specialized computer software. • Digital Electronics™—teaches applied logic through work with electronic circuitry, which students also construct and test for functionality. • Civil Engineering and Architecture™—introduces students to the interdependent fields of civil engineering and architecture; students learn project planning, site planning, and building design.

4. Introduction to Engineering Design™—uses a design development process while enriching problem­solving skills; students create and analyze models using specialized computer software. • Digital Electronics™—teaches applied logic through work with electronic circuitry, which students also construct and test for functionality. • Civil Engineering and Architecture™—introduces students to the interdependent fields of civil engineering and architecture; students learn project planning, site planning, and building design. 10th Grade year

5. Introduction to Engineering Design™—uses a design development process while enriching problem­solving skills; students create and analyze models using specialized computer software. • Digital Electronics™—teaches applied logic through work with electronic circuitry, which students also construct and test for functionality. • Civil Engineering and Architecture™—introduces students to the interdependent fields of civil engineering and architecture; students learn project planning, site planning, and building design. 11th Grade year

6. High School Program • four year sequence of courses • combined with traditional mathematics and science • introduces students to the scope, rigor and discipline of engineering prior to entering college • those not intending to pursue further formal education will benefit greatly from the knowledge and logical thought processes that result from taking some or all of the courses provided in the curriculum.

7. Pathway ToEngineering High School Course Program Foundation: ---------------------------------------------------------------------------------------------------------------------------------Specialization: --------------------------------------------------------------------------------------------------------------------------------- Capstone: • Principles of Engineering (POE) • Introduction to Engineering Design (IED) • Digital Electronics (DE) • Computer Integrated Manufacturing(CIM) • and/or: • Civil Engineering and Architecture (CEA) • and/or: • Biotechnical Engineering (BE)(in development) • and/or: • Aerospace Engineering (AE)(in development) • Engineering Design and Development Note: Course program requires college prep mathematics each year.

8. The curriculum is: “Standards Based” • National Academy of Sciences • National Council of Teachers of Mathematics • International Technology Education Association • English Language Arts

9. Attributes of the PLTW curriculum: • Is contextual project/problem based • Integrates national standards in mathematics, • science, technology and English/language arts • Is supported by comprehensive professional • development for teachers • Prepares students for successful transition to • college—in all 2/4 year college programs • Is sustained and updated through a private • not-for-profit foundation

10. Traditional Assessment: What is the volume of a sphere with a radius of 1.5 inches? (14.13 inches cubed)What is the surface area of a rectangular prism 2 inches by 3 inches by 1.5 inches? (27 square inches)

11. AuthenticAssessment: Great Aunt Mildred’s favorite fragile glass decorations are in danger of being crushed when she puts them away for the season. The original cardboard storage box is no longer usable. She needs your help.Design a container which will hold her spherical and rectangular shaped glass decorations. It needs to be made of a sturdy material which will not disintegrate over time, and needs to securely hold the decorations without allowing them to rattle and roll against each other and break. The size and weight must be appropriate for Aunt Mildred to lift and put away.

13. Cylindrical Volume Layout H Axis of Revolution Profile to Revolve R Hint V =  r 2 H

14. Parabolic Container Solution d y

15. Who should take PLTW courses?

16. Maintains at least 75% grade in math & science Express a desire to be engineer or technologist Enjoys working with computers Enjoys putting things together Inquisitive Knows how things work Team Player Expresses self clearly (verbal and written) Displays and aptitude for art and design concepts Good problem solving skills Possible Characteristics of Prospective PLTW Students…

17. PLTW meets its mission by supporting schools with: • A Fully-developed Curriculum for HS & MS • Extensive Professional Development for Teachers • Professional Development Conferences for School Counselors • Affordability Through an Optional National Bid • Partnerships with State Education Departments • 4 & 2-year College Course Credit • A Certification Process • Systematic Evaluation • Continuous Improvement (Curriculum & Professional Development)

18. High School Program Transcripted College Credit through RIT • Principles Of Engineering (New) • Introduction to Engineering Design • Digital Electronics • Computer Integrated Manufacturing

19. College credit for high school students • Eligible courses: POE, IED, DE, CIM • Students earn an 85% course average from the high school teacher • Students pass RIT college credit exam with: • A, 90-100% B, 80-89% C, 70-79% • Students register for 4 RIT credit/course--$200/course • RIT sends grade report and maintains transcript with the grade on the RIT exam

22. Introduction to Engineering Design • A course that teaches problem-solving skills using a design development process. • Models of product solutions are created analyzed and communicated using solid modeling computer design software. • In NYS, the course is called Design and Drawing for Production and follows the syllabus developed by the State Education Department.

23. IED Course Outline • Puzzle Cube Project • Learning Inventor by • Drawing Isometric Parts • Conceptualizing the steps (efficiency) • Detailed Multiview drawings • Reverse Engineering • Final Student Project

24. Group Work / Brainstorming Activity

25. Puzzle Cube Project

26. Puzzle Cube Project

27. Check list of deliverables for the Puzzle Cube project • Cover page • Sketches (Brainstorming) • Printout of each part labeled in color • Assembly Drawing of cube together • Working drawings of all 5 pieces (orthographic Multiview drawings with general dimensions) • Exploded view with trails (to help in putting the cube together) • Exploded view with parts list

28. Puzzle Cube Project

30. Puzzle Cube Project

31. Learning Inventor Iso-Parts

32. Reverse Engineering

33. Design Projects

36. Class Schecule • Starts @ 7:00 a.m. before the start of the regular school day. • 50% on the computer using Inventor • Project based through the use of Activities • Need to be organized, awake, and on time. • A waited class grade for local concerns

37. Thank you • Fred Welch • Olean High School • 410 West Sullivan Street • Olean, NY 14760 • fwelch@olean.wnyric.org • 716-375-8060 ext. 4165 (Middle School)