Manufacturing Biotechnology: Let

1
Manufacturing BiotechnologyLets be real!

• Daniel Brenner
• With the help of
• Dr. Kara Harris
• Dr. Kari Clase

2
Manufacturing
Biotechnology
In school, they are taught separately.
In reality, they are highly related and
interdependent.
3
Theres the problem.
Wheres the solution?
Let me explain
4
UN-FUFILLEDTECHNOLGY EDUCATIONNEEDS
5
Standards For Technological Literacy
6
The problem driving this study was the lack of
recognized and validated biotechnology
competencies to be included in technology teacher
education programs.
7
Vol. 17 No. 2, Spring 2006 A Delphi Study to
Identify Recommended Biotechnology Competencies
for First-Year/Initially Certified Technology
Education Teachers
the purpose of this study was to identify,
develop, and validate the critical biotechnology
competencies that should be acquired by
first-year/initially certified secondary TE
teachers
8

• Study Results
• 8 content organizers
• 45 individual competencies falling under the
  organizers

9

• Content Organizers
• Biotechnology Fundamentals
• Bioethics
• Environment
• Genetic Engineering
• Agriculture
• Medicine
• Industry
• Bioinformatics

10

• Our Solution
• Develop a module style unit plan that addresses
  each of these organizers.

11

• Goals
• To provide an understanding of biotechnology.
• To develop and further understanding of
  manufacturing.
• To facilitate the reality that these two fields
  are highly related.

12
THE MODULE

• 3 Main Components

13
THE MODULE

• 3 Main Components

14
Introduction To Biotechnology and Manufacturing

• This section provides definitions and basic
  principles of each of these two focal points
  within the unit.

15
(No Transcript)
16
Not too fast
17
THE MODULE

• 3 Main Components

18
Developmental Activities

• This section provides students an opportunity to
  further explore the basics of biotechnology in
  particular.
• Each of the biotechnology content organizers
  mentioned before are addressed by this section

19

• Many times (particularly in industry),
  biotechnology is divided into
• 3 sub-categories
• RED Medical Biotechnology
• WHITE Micro Biotechnology
• GREEN Agricultural Biotechnology
• BLUE Marine Biotechnology

20
Two developmental activities under each category
3 bio-tech categories x 2 activities/category
6 activities
But there are 8 Content organizers which we are
addressing, so which did we leave out?
21
NONE

• Overlap in fields of biotechnology

Example RED Biotechnology (Medical)
? Genetics ? Bioethics is cloning
ethical? is genetic engineering
ethical? is genetic screening ethical?
22
THE MODULE

• 3 Main Components

23
CAPSTONE RESEARCH PROJECT
Students are challenged to create a model
manufacturing plant for biotechnology-related
products.

• This section begins by telling the students
• Its your time to shine!

24
Components of the Research Project
BRAINSTORM
Have students brainstorm possible
biotechnology-related manufacturing plant ideas
25
Components of the Research Project
RESEARCH POSSIBILITIES
Help students by providing them guidance
questions Ex. How will this help meet the needs
of society?
26
Components of the Research Project
NARROW CHOICES AND CHOOSE
27
Components of the Research Project
RESEARCH
Using Required Sources 1 Book 2 Internet
sources 1 Interview with a person in the related
field
28
Components of the Research Project
DEVELOP A PLANT LAYOUT
Either in CAD or on paper
29
Components of the Research Project
BUILD A MODEL PLANT
This model will reflect the previous step
30
Components of the Research Project
PROVE UNDERSTANDING
Presentation to Class Written Paper
31
DEVELOPMENT OF THE MODULE
32
Getting Started

• Dr. Harris and Dr. Clase proposed this idea to me
  as a way to address a hole in the technology
  education community.
• I began working on the project last year.

33
The Initial Questions

• Manufacturing is BIG, modules are small
• How can I relate them?
• Do I base my unit on Biotech or Manufacturing?
• Where is the need?
• Who needs this most?
• Middle School Students
• High School Students
• College Students

34
I had a problem

• I knew only a limited amount about
• manufacturing, and even less about
• Biotechnology.

35
Heres what I did

• Enrolled in a biotechnology class
• Began to research different lesson plans already
  available
• Many of which are adapted and cited for use in my
  module

36
Formatting The Module

• Based on CASPiE Module Guidebook
• Center for Authentic Science Practice in
  Education

37
Choosing Appropriate Lessons

• I took care to evaluate the lessons to provide a
  balance of
• Rigor
• Qualitative Understanding
• Quantitative Calculations
• Keeping in mind the purpose of this as an
  introduction to the concepts and principles.
• For more a more highly in-depth biotechnology
  base http//www.biotech.iastate.edu/publication
  s/mendel/

38
Implementing this lesson at your school

• This module was designed to be used in any
  classroom, large or small.
• No obscure materials were used
• Ex. Chemical Products
• which need to be ordered

39
(No Transcript)
40
Dissemination of My Materials

• Compact Disks
• Web-based http//web.ics.purdue.edu/dbrenner
• Please e-mail me with any questions or feedback
• dbrenner_at_purdue.edu

41
Questions?