Project Lead The Way Programs

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Project Lead The Way Programs

• A different approach to education

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Todays Agenda

• Welcome
• Pre-Engineering presentation
• Cookie Break
• Hands on activity
• Biomedical Sciences presentation

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What is Project Lead the Way, Inc.?
PLTW is a 501(c)(3)not-for-profit organization.
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Create dynamic partnerships with our nations
schools to prepare an increasing and more
diverse group of students to be successful in
science, mathematics, engineering, and
engineering technology programs
The PLTW Mission
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Project Lead The Way, Inc.
The future of education is not what it used to be
because students are not what they used to be.

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Food for thought
3. Find x.
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Food for thought
3. Find x.
Here it is
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Food for thought
Why do I need to know this? When will I ever use
this? What do I need to do for an A?
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Questions Students Should Ask!

• What if?
• Why not?
• How about?
• When?
• Where?

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Is there a need for engineers?
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Future Engineering Need Supply This is true
for the Power Industry as well
Practicing Engineers (USA)
Need
How do We Fill the Gap?
1.3M
Current Workforce
2008
2010
2000
2020
Years
The Boeing Company 1/28/05
Note Total workforce with Science
Engineering education exceeds 10M, 30 work in
SE Engineering accounts for 1.9M
degrees and 1.3M working in the field, (NSF
Science and Engineering Indicators 2000)
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Rigorous Relevant Curricula (with
end-of-course exams) AND Rigorous
Relevant Professional Development (for teachers
and school counselors)
Project Lead The Way Programs
A Curricula Based Program that Provides
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Elementary Aero Space Lessons

• Five lessons for grades 3-5
• No training necessary
• Now available to any PLTW school
• Designed to foster interest in math and science

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Gateway To Technology
Middle School Program

• Design and Modeling (9 wks)
• Automation and Robotics (9 wks)
• The Magic of Electrons (9 wks)
• The Science of Technology (9 wks)
• Flight and Space (9 wks)
• Energy and the Environment (9 wks)

to be developed
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High School Course Program Pathway To
Engineering?
Introduction to Engineering Design Principles
of Engineering Digital Electronics
Foundation ---------------------------------
--------------------------------------------------
----------------------------------------------
Specialization -----------------------
--------------------------------------------------
--------------------------------------------------
------Capstone
Computer Integrated Manufacturing and/or
Civil Engineering and Architecture
and/or Biotechnical Engineering and/or
Aerospace Engineering
Engineering Design and Development

A course in Creativity Innovation in Engineering
Note This program requires college prep
mathematics and science each year.
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RIGOR / RELEVANCE FRAMEWORK
PLTW
AP
General Math
Blooms Levels of Learning
Application Model
Adapted from W. Daggett
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Reaching all Students
What does High Rigor High Relevance look
like in a school curriculum? PLTW programs are
a model.
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Activities, Projects, and Problems Whats the
Difference?
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Activities, Projects, and Problems
PLTW AP2 Modality
Activities are written and designed to provide
students the experience needed to acquire the
skills they will use through out a course.
Projects are written and designed to aid students
in developing and beginning to apply critical
thinking skills and knowledge.
Problems are written and designed to utilize all
skills and knowledge acquired through activities
and projects in an open-ended format that aids
students in developing full understanding of the
main concepts and principles of the course.
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This is an example of an Activity

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RIGOR / RELEVANCE FRAMEWORK
PLTW
AP
General Math
Activity
Adapted from W. Daggett
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An example of Project-Based Learning
From Principles of Engineering
Design and build a modifiable device that will
launch a ping pong ball into a 10 inch bowl with
100 accuracy. On launch day the distance will
be varied by the instructor within a range of 5
to 15 feet.
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RIGOR / RELEVANCE FRAMEWORK
PLTW
AP
General Math
Blooms Levels of Learning
Application Model
Adapted from W. Daggett
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An example of Problem-Based Learning
From Digital Electronics
Design and build an electronic device to
automatically measure the distance a person is
away from the device.
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RIGOR / RELEVANCE FRAMEWORK
PLTW
AP
General Math
Blooms Levels of Learning
Application Model
Adapted from W. Daggett
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Benefits of PLTW Engineering Curricula

• Course updates are generated by teachers of
  Project Lead The Way programs for their use
• Course materials are complete, which allows the
  teacher to focus on
• Teaching
• Student achievement
• Assessment (i.e., formative and summative)
• Professional Development

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Based on Research
How People Learn by the National Research Council
Understanding by Design by the Wiggins McTighe
Achieving Rigor Relevance Through Project-Based
Learning by the Daggett Blais
ABET Accreditation Criteria
National Standards
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What does an integrated Project or Problem look
like?
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Design Process
Activities give the students what they need
to traverse the phases in a design process.
Projects and Problems utilize the design process
itself.
Example of a design process
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Integrated Project- and Problem-Based Learning
Example From Introduction to Engineering
Design

• Design a beverage container that will hold 12
  fluid ounces
• Sketch the top view and a front cross-sectional
  view of the container.
• Show the correct dimensions on the sketch needed
  to acquire 12 fluid ounces.
• (Show all your mathematics calculations)
• Is there a difference between cubic inches and
  fluid ounces? You will need to know

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Truncated Cone Volume Solution
1. Assign a value to RAB 2. Assign a value to
HAB 3. Find the volume of cone(AB) VAB 4. Use the
cubic inch to fluid ounce conversion factor of
1.804 5. In the front view, sketch the profile
of the container using the above assigned
values. 6. Use the dimension function to find the
length of RB 7. Find the volume of cone (B)
VB 8. Plug the values of VAB and VB into the
formula VA VAB - VB. This will give the volume
of the truncated cone (A).
Note If you move the position of RB up or
down, it will change the volume of the truncated
cone (A).
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Parabolic Container Solution
d y
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• Bicycle

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• Examples of
• Project Lead The Way
• Activities, Projects, and Problems

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AP2 Activities, Projects, Problems
Activity-, Project-, and Problem-Based Learning
(AP2) as used in the PLTW curriculum

• Helps students develop skills for living in a
  knowledge-based, technological society
• Adds relevance to students learning
• Challenges students to high rigor
• Promotes lifelong learning
• Meets students needs with varying learning styles

From Activities Project Problem-Based
Learning by PLTW
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AP2 - Activities

• Activities
• Used as class work or homework
• Designed to build skills and knowledge through
  canned exercises

Example from Principles Of Engineering
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AP2 - Activities
Activities may be word-problems, software
exercises or tutorials, experiments, reading
assignments, etc.
Example from Principles Of Engineering
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AP2 - Activities
Students are exposed to the concepts of
instrument accuracy and process repeatability by
weighing water samples from different size
pipettes and performing statistical analysis in
Excel to determine percent error.
Example from Biotechnical Engineering
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AP2 - Projects

• More rigorous and open-ended than activities
• Utilize prescribed problem statements, goals, and
  constraints
• Require the application of skills and knowledge

Example taken from Civil Engineering and
Architecture
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AP2 - Projects

• Have outcomes that fall within a predictable
  range, but are still diverse and creative
• Tend to be long-term (weeks or months)
• Often involve student teams

Example taken from Civil Engineering and
Architecture
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AP2 - Projects

• Students select a project, simulate the circuit,
  breadboard and troubleshoot it
• They design and fabricate a PC board, solder the
  components, present the project with a work
  summary report.

Example from Digital Electronics
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AP2 - Projects

• Subsystem must demonstrate six simple machines
• Minimum 3-second energy transfer cycle
• 12 x 12 base plate area
• No human intervention
• No electrical power
• Results must be repeatable

Example taken from Gateway To Technology
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AP2 - Problems

• Usually instigated by a question, a theme, or a
  need
• Students determine their own criteria
• Require students to create design briefs

Example problem from a 2002-03 Engineering Design
and Development class
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AP2 - Problems

• Require extensive research
• Have students synthesizing new knowledge
• Require students to work with, not for their
  instructors
• Have higher failure risk

Example problem from a 2002-03 Engineering Design
and Development class
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AP2 - Problems

• Students research FMS processes
• Write reports and present arguments
• Select, design, model and simulate an FMS system
  as a class team.

Theme Simulation of Automated Manufacturing
Example from Computer Integrated Manufacturing
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AP2 - Problems

• Theme Autonomous exploration of other planets.
• Students design, build, program, and test an
  intelligent vehicle used to collect data on a
  planet of their choosing.

Intelligent Vehicle Design
Example from Aerospace Engineering
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Professional Development
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3-Phase Professional Development
Core Training Summer Training Institute (STI)
Pre-STI Assessment Remediation
Continuous Training
Level II Training

• Gateway To Technology (Middle School)
• Principles Of Engineering
• Introduction To Engineering Design
• Digital Electronics
• Computer Integrated Manufacturing
• Civil Engineering/Architecture
• Aerospace Engineering
• Biotechnical Engineering
• Engineering Design and Development

Virtual Academy
Ready for teaching
Ready for core training
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How are we doing?
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Nationally Recognized Program
RECOMMENDATIONS

• Model K-12 curriculum materials on world class
  standards
• Foster high quality teaching with
• world class curricula, standards, assessments
  of student learning
• Convene a national panel to collect, evaluate,
  and develop rigorous K-12 materials that are
  available, free of charge, as a voluntary
  national curriculum.

Rising Above The Gathering Storm, page 4
PLTW programs are recommended as the model.
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Student Achievement
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Evaluation Results
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Over 97 of seniors in PLTW courses plan to
attend a university, college, or community
college, compared with 67 for average seniors.
True Outcomes Annual Assessment Report 2007-2008
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Research Data

• KEY FINDINGS
• Native American and Hispanic students, while
  widely under- represented in mathematics and
  science nationwide, are proportionately
  represented in PLTW.
• African-American students are attracted to the
  PLTW engineering program at a rate greater than
  college engineering, but not proportional to
  their overall enrollment.
• The proportion of female students in PLTW
  engineering programs remained at 17, the same as
  are attracted to college engineering study.
• Male and female student achievement on
  end-of-course examinations were equivalent in all
  courses.
• PLTW programs are found in schools across all
  socioeconomic levels.

True Outcomes Annual Assessment Report 2007-2008
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PLTW Network 2008 2009 Academic Year

• Districts 1,600
• High Schools 2,000
• Middle Schools 900
• Total Schools 2,900
• Total teachers trained 7,000
• Total counselors trained 5,000
• Total students enrolled in PLTW courses 250,000

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Growth of Schools in thePLTW Network

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For More Information

• Visit our
• website www.pltw.org or
• email us
• info_at_pltw.org