PLTW BIOTECHNICAL ENGINEERING (BTE) Mr. Brian Zimmerman Hononegah Community H.S.

Class Requirements: A basic equipped Biology classroom will be used to teach this course. The instructor should have a good background in Genetics and Biological processes. Basic engineering skills will be taught as they apply. The yearly budget will vary depending upon what consumables are used and what equipment is already available to the instructor. Biology and Chemistry are required prior to taking this course. (Math requirements are taken care of based on the math the students need for Chemistry- Algebra I & II.) My average class size is 2 sections of 27 students. Mainly the class consists of 12th graders with a few 11 th graders. (generally higher level students interested in Science as a career.) Access to a computer lab 3-5 days a week is essential for research, Inventor, creating PowerPoints, P lab reports, and tables and graphs. 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.

Biotechnical Engineering Topical Outline UNIT 1 Safety and Documentation Review UNIT 2 Introduction to Biotechnical Engineering UNIT 3 Bioengineering UNIT 4 Alternative Energy UNIT 5 Environmental and Agricultural Engineering UNIT 6 - Biomedical

UNIT 1 Safety and Documentation Review 1.1.1 Project Documentation 1.1.2 Laboratory Safety 1.1.3 Instrumentation Calibration

1.1.1 Project Documentation Student Journal/Portfolio A good portfolio has specific content. t The portfolio for this course must include: Title Page Title of project Team member names Date Name of teacher Table of Contents Introduction to the Project Project notes and research Project design sections Drawings in an identified folder Sketching Bubble Diagrams Working drawings Final drawings Specifications Bill of materials, FDA regulations, patent indications 3D Models (optional) PowerPoint Presentation or 3D animation of work Charts and Graphs Handwritten or computer generated notebook entries that reflect student development and notes Engineering notebook entries related directly to project work Copy of the class presentation to demonstrate the final project Self-assessment and Reflection entries End of Course Exam Awards (Optional) Citations required for all research

1.1.2 112 Laboratory Safety *Students create pictures showing the following: Behavior, Safety Attire, & Handling of Chemicals & Equipment The pictures are displayed in class and can be used for all of the science courses which are taught in that classroom.

1.1.3 Instrumentation Calibration Students conduct an experiment using 3 different sized pipettes to measure 1 ml of water. They are testing for precision and accuracy. They use Microsoft Excel to create a data table, perform calculations, and create graphs to display their results. Mean/Average of Water Pipetted (G) Percent Error of Water Pipetted (G) 1.08 1.06 1.07 7.00% 6.00% 7% 1.04 5.00% 1.02 1.024 4.00% 1 0.98 0.996 3.00% 2.00% 240% 2.40% 0.96 0.94 1ml micropipette 5ml serological pipette 10ml serological pipette Pipette Used S1 Mean/Average 1.00% 0.00% 0.40% 1ml micropipette 5ml serological pipette Pipette Used 10ml serological l pipette S1 Percent Error

UNIT 2 Introduction to Biotechnical Engineering Lesson 2.1 An Historical Look at Biotechnical Engineering Lesson 2.2 Biotechnical Engineering Industry Lesson 2.3 - Lessons from Prometheus

Lesson 2.1 An Historical Look at Biotechnical Engineering 2.1 Biotech Timeline students research past events in Biotechnology that lead to current tt technology and di inventions being used. (Example- invention of microscope which lead to the electron microscope.) 1500----1600---1700 1800-------------------- 1900----------------2000 20072007

Lesson 2.2.1 Biotechnical Engineering Industry 2.2.1 Genetic Diagram Research- students create a PowerPoint showing how genetics are used in the military, pet industry, law, agriculture, insurance business, clinical medicine, environment, & in biopharmaceuticals. By Kit Kristen and Kristina

Lesson 2.2.2 Biotechnology Stock Portfolio Students research 3-5 Biotech companies and play a stock market game through a site called www.smartstocks.com. com This activity familiarizes the students with Biotech companies and their products. Genentech, Inc. a biotechnology company that uses human 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 disorders, cardiovascular diseases, endocrine disorders, inflammatory and immune problems, and neurological disorders. Industry: MED-BIOMED/GENE 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: 1 DNA Way South San Francisco, CA 94080-4990 Phone: 650 225-1000

Lesson 2.3 - Lessons from Prometheus: Bioethical Considerations Activity 2.3.1- Walk a Mile in Everyone s Boots- In this activity students role In this activity students role-play considering bioethical questions in a situation of using umbilical stem-cells research. Project t232 2.3.2 - Bioethics- Beat on the Street Students create a survey and poll fellow schoolmates on the consumption and understanding of GMO s (genetically modified foods) in their daily diets.

UNIT 3 Bioengineering Lesson 3.1 CSI Forensics: Engineers Needed Project 3.1.1 1 DNA Modeling Activity 3.1.2 Rapid Pathogen Identification Activity 3.1.3 Forensic Scientists and Engineers Activity ty 3.1.4 Protecting the Crime Scene e Project 3.1.5 CSI Forensic Techniques Activity 3.1.6 Genetic Engineering: Making E. Coli Glow Like Jellyfish Activity 3.1.7 Designer Genes: Industrial Application of Genetic Modification Activity 3.1.8 Finding the Glowing Needle in the Haystack Activity 3.1.9 Forensic Art and Modeling

Project 3.1.1 1 DNA Modeling Students research and create a 3-D model of Deoxyribonucleic Acid

Project 3.1.5 CSI Forensic Techniques Students practice fingerprinting techniques, analyze fiber & hair samples, study blood splatter, and proper techniques for collecting evidence at a crime scene.

SEMESTER I: C.S.I. Final Exam Students have to analyze a crime scene, collect the evidence, and determine who committed the crime based on their investigations.

Activity 3.1.6 Genetic Engineering: Making E. Coli Glow Like Jellyfish Students engineer a transgenic bacteria by incorporating the DNA from a jellyfish into the bacteria to make it glow under a black light. glowing mouse

Activity 3.1.7 Designer Genes: Industrial Application of Genetic Modification Students create PowerPoints of their own transgenic Frost applications to everyday living organisms. Frost-resistant resistant t strawberries From the genes of an artic flounder! Glowing earthworms Glowing minnows For fishing at night!

Activity 3.1.9 Forensic Art and Modeling Students reconstruct a face on the plastic skull model using layers of clay.

UNIT 4 Alternative Energy Lesson 4.1 Yeast Mobile students study alternative fuel sources, such as ethanol. Eventually this leads to the use of fermentation by yeasttobeusedas to activation energy for a small model car.

Yeast Mobiles Continued Balloon-propulsion car cheaters yeast-powered car! Classroom Kit Car used to explain fuel cells. Yeast-powered car scrap yard!

UNIT 5 Environmental and Agricultural Engineering Lesson 5.1 Aquaponics Activity 5.1.1 1 Bioengineering: Agriculture Project 5.1.2 Assembling, Running, and Monitoring an Aquaponics System Activity 5.1.3 Final Analysis Project 5.1.4 Phyto-Engineering

Activity 5.1.1/ 511/ 5.1.2/ 512/ 5.1.3 513 All three of these units challenge the students to research, design, and create a hydro- aquaponics system that t will support both fish and plant growth. The students then have to monitor the system, taking water quality measurements, weighing and measuring the biomass of plants and fish, and recording all of the information, presenting a final report.

Hydro-Aquaponic Systems

Project 5.1.4 Phyto- Engineering Phyto-engineers have developed a process of using certain plants to harvest or to remove pollutants in the soil. For instance, zinc, copper, lead, and cadmium can be removed or harvested by using such common plants as alfalfa, clover, radish, sunflower, morning glory and various mustard plants.

Unit 6 Biomedical Activity 6.1.1 Biomedical Guidelines Activity 6.1.2 Healthcare Engineering g Lesson 6.2 Orthopedic Implants Lesson 6.3 Cardiovascular Devices and Imaging

Activity 6.1.1 Biomedical Guidelines Activity 6.1.2 Healthcare Engineering In this lesson, students will gain an understanding of the devices, equipment, and sanitary yp practices used by yp professionals in the biomedical field. The students will gather background information by interviewing professionals and conducting independent research. Students will prepare questions to ask health care professionals about their day to day activities and situations that they have to deal with in their professions.

Lesson 6.2 Orthopedic Implants Students will research and redesign an orthopedic implant. Inventor will be utilized as a design program. Pyrolytic carbon finger joint Artificial spine Redesign of a finger joint using Inventor

Lesson 6.3 Cardiovascular Devices and Imaging Engineering skills will be used to design a cardiac valve, construct an ECG monitor, and document understanding the application of engineering in medicine. Computer created diagram Of a heart with thickened walls