PLTW BIOTECHNICALPLTW BIOTECHNICALENGINEERING (BTE)ENGINEERING (BTE)ENGINEERING (BTE)ENGINEERING (BTE)

Mr. Brian ZimmermanMr. Brian Zimmerman

Hononegah Community H SHononegah Community H SHononegah Community H.S.Hononegah Community H.S.

Class Requirements:Class Requirements:Class Requirements:Class Requirements:A b i i d Bi l l ill b d t t h thiA b i i d Bi l l ill b d t t h thiA basic equipped Biology classroom will be used to teach this course.A basic equipped Biology classroom will be used to teach this course.The instructor should have a good background in Genetics and Biological The instructor should have a good background in Genetics and Biological processes.processes.Basic engineering skills will be taught as they apply.Basic engineering skills will be taught as they apply.The yearly budget will vary depending upon what consumables are used and whatThe yearly budget will vary depending upon what consumables are used and whatThe yearly budget will vary depending upon what consumables are used and what The yearly budget will vary depending upon what consumables are used and what equipment is already available to the instructor.equipment is already available to the instructor.Biology and Chemistry are required prior to taking this course. (Math requirements Biology and Chemistry are required prior to taking this course. (Math requirements are taken care of based on the math the students need for Chemistryare taken care of based on the math the students need for Chemistry-- Algebra I & Algebra I & II.)II.)My average class size is 2 sections of 27 students.My average class size is 2 sections of 27 students.Mainly the class consists of 12th graders with a few 11Mainly the class consists of 12th graders with a few 11thth graders.graders.

(generally higher level students interested in Science as a career.)(generally higher level students interested in Science as a career.)•• Access to a computer lab 3Access to a computer lab 3--5 days a week is essential for research, Inventor, 5 days a week is essential for research, Inventor,

ti P P i t l b t d t bl d hti P P i t l b t d t bl d hcreating PowerPoints, lab reports, and tables and graphs.creating PowerPoints, lab reports, and tables and graphs.•• All work will be kept in a binder and daily entries in a journal/notebook is required.All work will be kept in a binder and daily entries in a journal/notebook is required.* This is a year course taught in 2 semesters, 4 quarters, in a 50 minute class period.* This is a year course taught in 2 semesters, 4 quarters, in a 50 minute class period.

Biotechnical Engineering Biotechnical Engineering Topical Outline Topical Outline

UNIT 1 UNIT 1 –– Safety and Documentation ReviewSafety and Documentation Review22UNIT 2 UNIT 2 –– Introduction to Biotechnical Introduction to Biotechnical

EngineeringEngineeringUNIT 3UNIT 3 BioengineeringBioengineeringUNIT 3 UNIT 3 –– BioengineeringBioengineeringUNIT 4 UNIT 4 –– Alternative EnergyAlternative EnergyUNIT 5UNIT 5 –– Environmental and AgriculturalEnvironmental and AgriculturalUNIT 5 UNIT 5 –– Environmental and Agricultural Environmental and Agricultural EngineeringEngineeringUNIT 6 UNIT 6 -- BiomedicalBiomedical

UNIT 1 UNIT 1 –– Safety and Safety and Documentation ReviewDocumentation ReviewDocumentation ReviewDocumentation Review

1.1.1 1.1.1 Project Documentation Project Documentation 1.1.2 1.1.2 Laboratory Safety Laboratory Safety y yy y1.1.3 1.1.3 Instrumentation CalibrationInstrumentation Calibration

1.1.1 1.1.1 Project Project Documentation Documentation –– Student Student Documentation Documentation –– Student Student Journal/PortfolioJournal/Portfolio

A d tf li h ifi t t Th tf li f thi t i l dA d tf li h ifi t t Th tf li f thi t i l dA good portfolio has specific content. The portfolio for this course must include:A good portfolio has specific content. The portfolio for this course must include:Title Page Title Page Title of projectTitle of projectTeam member namesTeam member namesDateDateName of teacherName of teacherTable of ContentsTable of ContentsTable of Contents Table of Contents Introduction to the ProjectIntroduction to the ProjectProject notes and researchProject notes and researchProject design sectionsProject design sectionsDrawings in an identified folderDrawings in an identified folderSketchingSketchingBubble DiagramsBubble DiagramsWorking drawingsWorking drawingsFinal drawings Final drawings Specifications Specifications –– Bill of materials, FDA regulations, patent indicationsBill of materials, FDA regulations, patent indications3D Models (optional)3D Models (optional)PowerPoint Presentation or 3D animation of workPowerPoint Presentation or 3D animation of workCharts and GraphsCharts and GraphsHandwritten or computer generated notebook entries that reflect student development and notesHandwritten or computer generated notebook entries that reflect student development and notesHandwritten or computer generated notebook entries that reflect student development and notesHandwritten or computer generated notebook entries that reflect student development and notesEngineering notebook entries related directly to project workEngineering notebook entries related directly to project workCopy of the class presentation to demonstrate the final projectCopy of the class presentation to demonstrate the final projectSelfSelf--assessment and Reflection entries assessment and Reflection entries End of Course ExamEnd of Course ExamAwards (Optional)Awards (Optional)Citations Citations –– required for all research required for all research qq

1 1 2 1 1 2 Laboratory SafetyLaboratory Safety1.1.2 1.1.2 Laboratory SafetyLaboratory Safety

*Students create pictures showing the following*Students create pictures showing the following::Behavior, Safety Attire, & Handling of Chemicals & EquipmentBehavior, Safety Attire, & Handling of Chemicals & EquipmentThe pictures are displayed in class and can be used for all of The pictures are displayed in class and can be used for all of yythe science courses which are taught in that classroom.the science courses which are taught in that classroom.

1.1.3 1.1.3 Instrumentation Instrumentation CalibrationCalibrationCalibrationCalibration

Students conduct an experiment using 3 different sized pipettes Students conduct an experiment using 3 different sized pipettes Students conduct an experiment using 3 different sized pipettes Students conduct an experiment using 3 different sized pipettes to measure 1 ml of water. They are testing for precision and accuracy. to measure 1 ml of water. They are testing for precision and accuracy. They use Microsoft Excel to create a data table, perform calculations,They use Microsoft Excel to create a data table, perform calculations,and create graphs to display their results.and create graphs to display their results.

1.08

Mean/Average of Water Pipetted (G)

7%7.00%

Percent Error of Water Pipetted (G)

0.996

1.024

1.07

1

1.02

1.04

1.06

2 40%3.00%

4.00%

5.00%

6.00%

1ml micropipette5ml serological

i tt 10ml serological

S10.94

0.96

0.98

Mean/Average 1ml micropipette5ml serological pipette

10 l l i l

S1

0.40%

2.40%

0.00%

1.00%

2.00%

Percent Error

pipette 10ml serologicalpipette

Pipette Used

10ml serologicalpipette

Pipette Used

UNIT 2 UNIT 2 –– Introduction to Introduction to Biotechnical EngineeringBiotechnical EngineeringBiotechnical EngineeringBiotechnical Engineering

Lesson 2.1 Lesson 2.1 –– An Historical Look at An Historical Look at Biotechnical Engineering Biotechnical Engineering Lesson 2.2 Lesson 2.2 –– Biotechnical Engineering Biotechnical Engineering Industry Industry yyLesson 2.3 Lesson 2.3 -- Lessons from Prometheus Lessons from Prometheus

Lesson 2.1 Lesson 2.1 –– An Historical An Historical Look at Biotechnical Look at Biotechnical Look at Biotechnical Look at Biotechnical EngineeringEngineering

2.1 Biotech Timeline2.1 Biotech Timeline –– students research students research past events in Biotechnology that lead to past events in Biotechnology that lead to

t t h l d i ti b it t h l d i ti b icurrent technology and inventions being current technology and inventions being used. (Exampleused. (Example-- invention of microscope invention of microscope which lead to the electron microscope )which lead to the electron microscope )which lead to the electron microscope.)which lead to the electron microscope.)

15001500--------16001600------1700 1700 ——18001800---------------------------------------- 19001900--------------------------------20002000 20072007

Lesson 2.2.1 Lesson 2.2.1 –– Biotechnical Biotechnical Engineering Industry Engineering Industry Engineering Industry Engineering Industry

2.2.1 2.2.1 –– Genetic Diagram Genetic Diagram ResearchResearch--

students create astudents create a By K i tstudents create a students create a

PowerPoint showing PowerPoint showing how genetics are used in how genetics are used in

Kristen and

Kristina

the military, pet industry, the military, pet industry, law, agriculture, law, agriculture, insurance business, insurance business, ,,clinical medicine, clinical medicine, environment, & in environment, & in biopharmaceuticalsbiopharmaceuticalsbiopharmaceuticals.biopharmaceuticals.

Lesson 2.2.2 Lesson 2.2.2 –– Biotechnology Biotechnology Stock PortfolioStock Portfolio

Students research 3Students research 3--5 5 Biotech companies and Biotech companies and play a stock marketplay a stock market Genentech, Inc. a biotechnology company that uses play a stock market play a stock market game through a site game through a site called called

smartstocks comsmartstocks com

, gy p yhuman genetic information to discover, develop, manufacture and market human pharmaceuticals for significant unmet medical needs. As part of the company’s program of research and development, a number of products are in various stages of development. Product development efforts cover a wide range of disorders or medical conditions including cancer respiratory www.smartstocks.comwww.smartstocks.com. .

This activity familiarizes This activity familiarizes the students with Biotech the students with Biotech This company has an excellent 10 year history and

medical conditions, including cancer, respiratory disorders, cardiovascular diseases, endocrine disorders, inflammatory and immune problems, and neurological disorders.

Industry: MED-BIOMED/GENE

companies and their companies and their products.products.

This company has an excellent 10 year history and was recommended by a classmate as a good pick. It has proven to be one of my best picks over 5 days.

Address: Phone:

1 DNA WaySouth San Francisco, CA 94080-4990

650 225-1000

4990

Lesson 2.3 Lesson 2.3 -- Lessons from Lessons from Prometheus: Bioethical Prometheus: Bioethical ConsiderationsConsiderations

Activity 2.3.1Activity 2.3.1-- Walk a Mile in Everyone’sWalk a Mile in Everyone’sBootsBoots-- In this activity students roleIn this activity students role--play considering play considering bioethical questions in a situation of using umbilical bioethical questions in a situation of using umbilical stemstem--cells research.cells research.

P j t 2 3 2P j t 2 3 2 Bi thiBi thi B t thB t thProject 2.3.2 Project 2.3.2 -- BioethicsBioethics-- Beat on theBeat on theStreetStreet –– Students create a survey and poll Students create a survey and poll fellow schoolmates on the consumption andfellow schoolmates on the consumption andfellow schoolmates on the consumption and fellow schoolmates on the consumption and understanding of GMO’s (genetically modified understanding of GMO’s (genetically modified foods) in their daily dietsfoods) in their daily dietsfoods) in their daily diets.foods) in their daily diets.

UNIT 3 UNIT 3 –– BioengineeringBioengineering

L 3 1L 3 1 CSI F i E iCSI F i E iLesson 3.1 Lesson 3.1 –– CSI Forensics: Engineers CSI Forensics: Engineers NeededNeeded

Project 3 1 1Project 3 1 1 –– DNA ModelingDNA ModelingProject 3.1.1 Project 3.1.1 DNA ModelingDNA ModelingActivity 3.1.2 Activity 3.1.2 –– Rapid Pathogen IdentificationRapid Pathogen IdentificationActivity 3.1.3 Activity 3.1.3 –– Forensic Scientists and EngineersForensic Scientists and EngineersActivity 3.1.4 Activity 3.1.4 –– Protecting the Crime SceneProtecting the Crime Scenect ty 3ct ty 3 otect g t e C e Sce eotect g t e C e Sce eProject 3.1.5 Project 3.1.5 –– CSI Forensic Techniques CSI Forensic Techniques Activity 3.1.6 Activity 3.1.6 –– Genetic Engineering: Making Genetic Engineering: Making E. E.

Coli Coli Glow Like JellyfishGlow Like JellyfishActivity 3.1.7 Activity 3.1.7 –– Designer Genes: Industrial ApplicationDesigner Genes: Industrial Application

of Genetic Modificationof Genetic ModificationActivity 3.1.8 Activity 3.1.8 –– Finding the Glowing Needle in the HaystackFinding the Glowing Needle in the HaystackActivity 3.1.9 Activity 3.1.9 –– Forensic Art and Modeling Forensic Art and Modeling

Project 3 1 1 Project 3 1 1 –– DNA ModelingDNA ModelingProject 3.1.1 Project 3.1.1 –– DNA ModelingDNA Modeling

Students research Students research and create a 3and create a 3--D D

d l fd l fmodel of model of Deoxyribonucleic Deoxyribonucleic AcidAcidAcidAcid

Project 3.1.5 Project 3.1.5 –– CSI Forensic CSI Forensic TechniquesTechniques

Students practice Students practice fingerprinting fingerprinting t h i lt h i ltechniques, analyze techniques, analyze fiber & hair samples, fiber & hair samples, study blood splatterstudy blood splatterstudy blood splatter, study blood splatter, and proper and proper techniques for techniques for qqcollecting evidence collecting evidence at a crime scene.at a crime scene.

SEMESTER I:SEMESTER I:C.S.I. Final ExamC.S.I. Final Exam

Students have to Students have to analyze a crime analyze a crime

ll t thll t thscene, collect the scene, collect the evidence, and evidence, and determine whodetermine whodetermine who determine who committed the crime committed the crime based on their based on their investigations. investigations.

Activity 3.1.6 Activity 3.1.6 –– Genetic Engineering: Genetic Engineering: Making Making E Coli E Coli Glow Like JellyfishGlow Like JellyfishMaking Making E. Coli E. Coli Glow Like JellyfishGlow Like Jellyfish

Students engineer a Students engineer a “transgenic” bacteria “transgenic” bacteria b i ti thb i ti thby incorporating the by incorporating the DNA from a jellyfish DNA from a jellyfish into the bacteria tointo the bacteria tointo the bacteria to into the bacteria to make it “glow” under make it “glow” under a black light. a black light. gg

“glowing mouse”“glowing mouse”

Activity 3.1.7 Activity 3.1.7 –– Designer Genes: Designer Genes: Industrial Application of Genetic Industrial Application of Genetic Industrial Application of Genetic Industrial Application of Genetic ModificationModification

Students create Students create PowerPoints of their PowerPoints of their

t it i F tF t i t t t b ii t t t b iown transgenic own transgenic applications to applications to everyday livingeveryday living

FrostFrost--resistant strawberriesresistant strawberriesFrom the genes of an artic flounder!From the genes of an artic flounder!

everyday living everyday living organisms. organisms.

Glowing earthwormsGlowing earthworms

Glowing minnowsGlowing minnowsFor fishing at night!For fishing at night!

Activity 3.1.9 Activity 3.1.9 –– Forensic Art and Forensic Art and Modeling Modeling Modeling Modeling

Students reconstruct a face on the plastic skull modelStudents reconstruct a face on the plastic skull modelusing layers of clay. using layers of clay.

UNIT 4 UNIT 4 –– Alternative EnergyAlternative Energy

Lesson 4.1Lesson 4.1 –– Yeast Yeast MobileMobile –– students students study alternative fuelstudy alternative fuelstudy alternative fuel study alternative fuel sources, such as sources, such as ethanol. Eventually ethanol. Eventually this leads to the use this leads to the use of fermentation by of fermentation by yeast to be used asyeast to be used asyeast to be used as yeast to be used as activation energyactivation energy for for a small model car.a small model car.

Yeast Mobiles ContinuedYeast Mobiles ContinuedYeast Mobiles Continued…Yeast Mobiles Continued…

BalloonBalloon--propulsion carpropulsion car

“cheaters” yeast“cheaters” yeast--powered car!powered car!

Classroom Kit Car usedClassroom Kit Car usedto explain fuel cells.to explain fuel cells.

YeastYeast--powered car scrap yard!powered car scrap yard!

UNIT 5 UNIT 5 –– Environmental and Environmental and Agricultural EngineeringAgricultural EngineeringAgricultural EngineeringAgricultural Engineering

Lesson 5.1 Lesson 5.1 –– Aquaponics Aquaponics Activity 5 1 1Activity 5 1 1 –– Bioengineering:Bioengineering:Activity 5.1.1 Activity 5.1.1 –– Bioengineering: Bioengineering: Agriculture Agriculture Project 5 1 2Project 5 1 2 Assembling Running andAssembling Running andProject 5.1.2 Project 5.1.2 –– Assembling, Running, and Assembling, Running, and Monitoring an Aquaponics SystemMonitoring an Aquaponics SystemActivity 5.1.3 Activity 5.1.3 –– Final Analysis Final Analysis Project 5.1.4 Project 5.1.4 –– PhytoPhyto--Engineering Engineering

Activity 5 1 1/ 5 1 2/ 5 1 3 Activity 5 1 1/ 5 1 2/ 5 1 3 Activity 5.1.1/ 5.1.2/ 5.1.3 Activity 5.1.1/ 5.1.2/ 5.1.3

All three of these units challenge the students All three of these units challenge the students to research, design, and create a hydroto research, design, and create a hydro--

i t th t ill t b th fi hi t th t ill t b th fi haquaponics system that will support both fish aquaponics system that will support both fish and plant growth. The students then have to and plant growth. The students then have to monitor the system taking water qualitymonitor the system taking water qualitymonitor the system, taking water quality monitor the system, taking water quality measurements, weighing and measuring the measurements, weighing and measuring the biomass of plants and fish, and recording all of biomass of plants and fish, and recording all of p , gp , gthe information, presenting a final report. the information, presenting a final report.

HydroHydro--Aquaponic SystemsAquaponic SystemsHydroHydro--Aquaponic SystemsAquaponic Systems

Project 5.1.4 Project 5.1.4 –– PhytoPhyto--Engineering Engineering Engineering Engineering

PhytoPhyto--engineers have developed a engineers have developed a process of using certain plants to harvest process of using certain plants to harvest or to remove pollutants in the soil. For or to remove pollutants in the soil. For instance, zinc, copper, lead, and instance, zinc, copper, lead, and cadmium can be removed or harvested cadmium can be removed or harvested by using such common plants as alfalfa, by using such common plants as alfalfa, clover, radish, sunflower, morning glory clover, radish, sunflower, morning glory and various mustard plants. and various mustard plants.

Unit 6 Unit 6 –– Biomedical Biomedical Unit 6 Unit 6 –– Biomedical Biomedical

Activity 6.1.1 Activity 6.1.1 –– Biomedical Guidelines Biomedical Guidelines Activity 6.1.2 Activity 6.1.2 –– Healthcare Engineering Healthcare Engineering yy g gg gLesson 6.2 Lesson 6.2 –– Orthopedic Implants Orthopedic Implants Lesson 6 3Lesson 6 3 Cardiovascular DevicesCardiovascular DevicesLesson 6.3 Lesson 6.3 –– Cardiovascular Devices Cardiovascular Devices and Imaging and Imaging

Activity 6.1.1 Activity 6.1.1 –– Biomedical Guidelines Biomedical Guidelines Activity 6.1.2 Activity 6.1.2 –– Healthcare EngineeringHealthcare Engineering

I hi l d ill iI hi l d ill iIn this lesson, students will gain an In this lesson, students will gain an understanding of the devices, equipment, and understanding of the devices, equipment, and sanitary practices used by professionals in the sanitary practices used by professionals in the y p y py p y pbiomedical field. The students will gather biomedical field. The students will gather background information by interviewing background information by interviewing professionals and conducting independentprofessionals and conducting independentprofessionals and conducting independent professionals and conducting independent research. research. Students will prepare questions to ask health Students will prepare questions to ask health care professionals about their day to daycare professionals about their day to daycare professionals about their day to day care professionals about their day to day activities and situations that they have to deal activities and situations that they have to deal with in their professions.with in their professions.

Lesson 6.2 Lesson 6.2 –– Orthopedic Orthopedic Implants Implants Implants Implants

Pyrolytic carbon finger jointPyrolytic carbon finger joint

Students will Students will research and research and

d id iredesign an redesign an orthopedic implant. orthopedic implant. Inventor will beInventor will beInventor will be Inventor will be utilized as a design utilized as a design program.program.p gp g

Redesign of a finger joint using Redesign of a finger joint using InventorInventor

Artificial spineArtificial spine

Lesson 6.3 Lesson 6.3 –– Cardiovascular Cardiovascular Devices and Imaging Devices and Imaging Devices and Imaging Devices and Imaging

Engineering skills will Engineering skills will be used to design a be used to design a cardiac valvecardiac valvecardiac valve, cardiac valve, construct an ECG construct an ECG monitor, and monitor, and document document understanding the understanding the application ofapplication ofapplication of application of engineering in engineering in medicine. medicine.

Computer created diagramComputer created diagramOf a heart with thickened wallsOf a heart with thickened walls