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Forging new generations of
engineers
![](3D"master118_image003.gif")
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=
Foundation:
-------------------------------------------------------=
--------------------------------------------------------------------------=
Special=
ization:
---------------------------=
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---------------------------- =
Capstone:
Computer Integrated Manufacturing
and/or &nbs=
p;
Civil Engineer=
ing and
Architecture
and/or &nbs=
p; Bio-technical Engineering (in development)
=
and/or &nbs=
p;
Aerospace
Technology(in
development)
Principles Of Engineering &nbs=
p;
<=
b>Introduction
to Engineering Design
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Digital Electronics<=
/div>
Engineering
Design and Development
High School Course Program
Note: Course program r=
equires
college prep mathematics each year.
How
will the PLTW cu=
rriculum
challenge students <=
/span>to meet higher academic standards
?
The
curriculum is:=
“Standards Based”
=
§National Academy of Sciences
<=
/span>
=
§National Council of Teachers of Mathematics&#=
13;
=
§International Technology Education Associatio=
n
=
§English Language Arts
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Profile to Revolve
Axis of Revolution=
H
Cylindrical Volume Layout
=
Hint V =3D P r 2 H
R
Truncated Cone Volume Solution
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=
Ø1. Assign a value to RAB
=
Ø2. Assign a value to HAB
Ø3. Find the volume of
cone(AB) VAB
Ø4. In the front view,
sketch the =
profile
of the container using the above assigned
values.
Ø5. Use the dimension
function to find the length of RB
=
=
Ø6. Find the volume of cone (B) VB
Ø7. Plug the values o=
f V<=
b>AB and
VB into the formula V<=
b>A=3D
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).
![](3D"slide0126_image014.jpg")
Parabolic Container Solution
![](3D"slide0126_image016.jpg")
This =
is
the kind of stude=
nt
work that helps stude=
nts
reach higher stand=
ards
in the academic core.
=
=
Exposure to Real Engineering
ØThe PLTW classes are modeled after <=
span
style=3D'position:absolute;top:36.25%;left:9.73%;width:95.31%;height:6.0%=
'>introductory
engineering courses taught at the university level.
ØStudents gain first hand experience in diff=
erent
facets of engineering and discover where their strengths
lie.
Who
should take PLTW courses?
The
Student who is:
Willing to work hard!!!
T=
he
Student who is:
=
§In the top 80% of his/her class.
=
§Good in mathematics and science.
=
§Interested in being an engineer or
technologist.
=
§Good in art and design.
=
§Interested in computers.
§An underachiever who might get “hooked&=
#8221;
by a high tech =
211;
hands on class.
=
§A struggling student who learns best by
“doing.”
End of Course Exam
lAll PLTW classes have a recognized national standard that is enforced by the end of course exam.&nb=
sp;
lThis makes a transcript with PLTW courses on it attractive to <=
span
style=3D'position:absolute;top:84.0%;left:11.42%;width:81.83%;height:8.5%=
'>Universities.
§=
Principles Of
Engineering (New)
§=
Introduction to Engineering Desi=
gn
§=
Digital Electronics
§=
Computer Integrated Manufacturin=
g
High School Program
Transcripted
College Credit through RIT
![](3D"slide0119_image018.jpg")
=
&#=
8226;&=
nbsp;
Eligible courses: POE, IED, DE, CIM
• Students ea=
rn an
85% course average from the high school
teacher
=
&#=
8226;&=
nbsp;
Students pass RIT college credit exam with:
&nbs=
p;
A, 90-100% B, 80-89% C, 70-79%
=
&#=
8226;&=
nbsp;
Students register for 4 RIT credit/course--$200/course
=
• RIT sends g=
rade
report and maintains transcript with the g=
rade on
the RIT exam
College credit for high school
students
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![3D"University](3D"slide0085_image043.gif")
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-- States Participat=
ing in
PLTW --
Visit Our Website
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