Mr. Brian Zimmerman Hononegah Community H SHononegah ...

PLTW BIOTECHNICAL
ENGINEERING (BTE)

Mr. Brian Zimmerman
Hononegah Community H.S.

Class Requirements:

ƒ A basic equipped Biology classroom will be used to teach this course.
ƒ The instructor should have a good background in Genetics and Biological

processes.
ƒ Basic engineering skills will be taught as they apply.
ƒ The yearly budget will vary depending upon what consumables are used and what

equipment is already available to the instructor.
ƒ 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.)
ƒ My average class size is 2 sections of 27 students.
ƒ Mainly the class consists of 12th graders with a few 11th 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, 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

ƒ UNIT 1 – Safety and Documentation Review
ƒ UNIT 2 – Introduction to Biotechnical

Engineering
ƒ UNIT 3 – Bioengineering
ƒ UNIT 4 – Alternative Energy
ƒ UNIT 5 – Environmental and Agricultural

Engineering
ƒ UNIT 6 - Biomedical

UNIT 1 – Safety and
Documentation Review

ƒ 1.1.1 Project Documentation
ƒ 1.1.2 Laboratory Safety
ƒ 1.1.3 Instrumentation Calibration

1.1.1 Project

Documentation – Student

Journal/Portfolio

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

1.1.2 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 7.00% 7%
1.06 1.07 6.00%

1.04 5.00%
1.02
1.024 4.00%
1 0.996
3.00%
0.98 2.00% 2.40%

0.96 1.00% 0.40%
0.00%
0.94

1ml micropipette S1 Mean/Average 1ml micropipette S1 Percent Error
5ml serological 5ml serological pipette
pipette 10ml serological 10ml serological
pipette Pipette Used pipette
Pipette Used

UNIT 2 – Introduction to
Biotechnical Engineering

ƒ Lesson 2.1 – An Historical Look at
Biotechnical Engineering

ƒ Lesson 2.2 – Biotechnical Engineering
Industry

ƒ Lesson 2.3 - Lessons from Prometheus

Lesson 2.1 – An Historical
Look at Biotechnical
Engineering

ƒ 2.1 Biotech Timeline – students research
past events in Biotechnology that lead to
current technology and inventions being
used. (Example- invention of microscope
which lead to the electron microscope.)

1500----1600---1700 —1800--------------------Æ1900----------------2000Æ2007

Lesson 2.2.1 – Biotechnical
Engineering Industry

ƒ 2.2.1 – Genetic Diagram By
Research- Kristen

students create a and
PowerPoint showing Kristina
how genetics are used in
the military, pet industry,
law, agriculture,
insurance business,
clinical medicine,
environment, & in
biopharmaceuticals.

Lesson 2.2.2 – Biotechnology
Stock Portfolio

ƒ Students research 3-5 Genentech, Inc. a biotechnology company that uses
Biotech companies and human genetic information to discover, develop,
play a stock market manufacture and market human pharmaceuticals for
game through a site significant unmet medical needs. As part of the company’s
called program of research and development, a number of
www.smartstocks.com. products are in various stages of development. Product
development efforts cover a wide range of disorders or
ƒ This activity familiarizes medical conditions, including cancer, respiratory
the students with Biotech disorders, cardiovascular diseases, endocrine disorders,
companies and their inflammatory and immune problems, and neurological
products. 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: Phone:

1 DNA Way 650 225-
South San Francisco, CA 94080- 1000
4990

Lesson 2.3 - Lessons from
Prometheus: Bioethical
Considerations

ƒ Activity 2.3.1- Walk a Mile in Everyone’s
Boots- In this activity students role-play considering

bioethical questions in a situation of using umbilical
stem-cells research.

ƒ Project 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

ƒ Lesson 3.1 – CSI Forensics: Engineers
Needed

Project 3.1.1 – DNA Modeling
Activity 3.1.2 – Rapid Pathogen Identification
Activity 3.1.3 – Forensic Scientists and Engineers
Activity 3.1.4 – Protecting the Crime Scene
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 – DNA Modeling

ƒ Students research
and create a 3-D
model of
Deoxyribonucleic
Acid

Project 3.1.5 – CSI Forensic
Techniques

ƒ 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

ƒ 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

ƒ 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

ƒ Students create

PowerPoints of their

own transgenic Frost-resistant strawberries
applications to From the genes of an artic flounder!

everyday living

organisms.

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

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

Yeast Mobiles Continued…

Balloon-propulsion car

“cheaters” yeast-powered car!

Classroom Kit Car used Yeast-powered car scrap yard!
to explain fuel cells.

UNIT 5 – Environmental and
Agricultural Engineering

Lesson 5.1 – Aquaponics

ƒ Activity 5.1.1 – Bioengineering:
Agriculture

ƒ Project 5.1.2 – Assembling, Running, and
Monitoring an Aquaponics System

ƒ Activity 5.1.3 – Final Analysis
ƒ Project 5.1.4 – Phyto-Engineering

Activity 5.1.1/ 5.1.2/ 5.1.3

ƒ All three of these units challenge the students
to research, design, and create a hydro-
aquaponics system that 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

ƒ 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

ƒ Activity 6.1.1 – Biomedical Guidelines
ƒ Activity 6.1.2 – Healthcare Engineering
ƒ Lesson 6.2 – Orthopedic Implants
ƒ Lesson 6.3 – Cardiovascular Devices

and Imaging

Activity 6.1.1 – Biomedical Guidelines
Activity 6.1.2 – Healthcare Engineering

ƒ In this lesson, students will gain an
understanding of the devices, equipment, and
sanitary practices used by professionals in the
biomedical field. The students will gather
background information by interviewing
professionals and conducting independent
research.

ƒ 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

Pyrolytic carbon finger joint

ƒ Students will
research and
redesign an
orthopedic implant.
Inventor will be
utilized as a design
program.

Redesign of a finger joint using
Inventor

Artificial spine

Lesson 6.3 – Cardiovascular
Devices and Imaging

ƒ 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