G t t T hn lG t t T hn lGateway to TechnologyGateway to Technology

Implemented Spring Implemented Spring p p gp p g20072007

GTT at CJHS GTT at CJHS •• CJHS was the CJHS was the 33rdrd junior highjunior high to incorporate the to incorporate the

GTT curriculum in IL.GTT curriculum in IL.•• CJHS is the only school in the US running GTT as CJHS is the only school in the US running GTT as

part of part of every student’s curriculumevery student’s curriculum –– not as an not as an elective (except for one parochial school in elective (except for one parochial school in Wisconsin).Wisconsin).

•• CJHS is one of the only schools in the CJHS is one of the only schools in the nation that has a high school (EPCHS), nation that has a high school (EPCHS), community college (ICC), and community college (ICC), and a university (BU) working togethera university (BU) working togethery ( ) g gy ( ) g gwith the curriculum.with the curriculum.

Why GTT?Why GTT?Why GTT?Why GTT?

•• The math science and technology integratedThe math science and technology integratedThe math, science, and technology integrated The math, science, and technology integrated GTT program helps students develop and hone GTT program helps students develop and hone skills in middle school that enable them to enterskills in middle school that enable them to enterskills in middle school that enable them to enter skills in middle school that enable them to enter the high school program with foundation the high school program with foundation knowledge and skills for success in preknowledge and skills for success in pre--knowledge and skills for success in preknowledge and skills for success in preengineering. engineering.

Benefits to our students….Benefits to our students….Benefits to our students….Benefits to our students….•• All All CJHS students will be part of the GTT CJHS students will be part of the GTT

rri l m hi h ill ll th m t t k th prrri l m hi h ill ll th m t t k th prcurriculum which will allow them to take the precurriculum which will allow them to take the pre--engineering PLTW program at East Peoria engineering PLTW program at East Peoria C mm nit Hi h S h lC mm nit Hi h S h lCommunity High School.Community High School.

•• Students at the Students at the high schoolhigh school will take two years of will take two years of l h ll i h b i ki ll h ll i h b i ki lclasses thus allowing them to begin taking classes classes thus allowing them to begin taking classes

at ICC in Engineering related fields for at ICC in Engineering related fields for college college didi f bl i i i lik B dlf bl i i i lik B dlcreditcredit –– transferable to institutions like Bradley transferable to institutions like Bradley

University and the University of Illinois!University and the University of Illinois!

Units ImplementedUnits ImplementedUnits ImplementedUnits Implemented

•• Magic of Electrons (Spring Semester 2007)Magic of Electrons (Spring Semester 2007)Magic of Electrons (Spring Semester 2007)Magic of Electrons (Spring Semester 2007)•• Design & Modeling (Spring Semester 2007)Design & Modeling (Spring Semester 2007)

A i R b i (S C 200A i R b i (S C 200•• Automation & Robotics (Summer Camp 2007 & Automation & Robotics (Summer Camp 2007 & After School Program 2007After School Program 2007--2008 School Year)2008 School Year)

•• Science of Technology ( After School Program Science of Technology ( After School Program 20072007--2008 School Year)2008 School Year)

UnitsUnits

DESIGN & MODELINGDESIGN & MODELINGU lid d li ( hi i dU lid d li ( hi i d••Uses solid modeling (a very sophisticated Uses solid modeling (a very sophisticated

mathematical technique for representing solid mathematical technique for representing solid objects)objects)objects) objects) ••The design process allows students to understand The design process allows students to understand how solid modeling has influenced their liveshow solid modeling has influenced their liveshow solid modeling has influenced their liveshow solid modeling has influenced their lives••Students learn sketching techniques, and use Students learn sketching techniques, and use descriptive geometry as a component of design, descriptive geometry as a component of design, d p g y p d g ,d p g y p d g ,measurement, and computer modelingmeasurement, and computer modeling••Using design briefs or abstracts, students create Using design briefs or abstracts, students create g gg gmodels and documentation to solve problems.models and documentation to solve problems.

Engineering Field Trip to CaterpillarEngineering Field Trip to Caterpillar

Architecture Field Trip to Oak ParkArchitecture Field Trip to Oak ParkArchitecture Field Trip to Oak ParkArchitecture Field Trip to Oak Park

S d P jS d P jStudent ProjectsStudent Projects

Designer: Emily BirgeDesigner: Emily BirgeGroup: Natalie Schuster, Talia Crackel, Group: Natalie Schuster, Talia Crackel,

Justine Milligan, and Jordan OttJustine Milligan, and Jordan Ott

•• We decided that the beam bridge would be the We decided that the beam bridge would be the b h i f b i l ib h i f b i l ibest choice for us because it was least expensive best choice for us because it was least expensive and the easiest to build. We knew we would and the easiest to build. We knew we would

d h h b id h h id h h b id h h ineed to choose the bridge that was the easiest to need to choose the bridge that was the easiest to build because the more complex, the more time build because the more complex, the more time i ld k b ild d ii ld k b ild d iit would take to build and we were on a strict it would take to build and we were on a strict time table. We also needed a bridge that would time table. We also needed a bridge that would

i h l f ii h l f irequire the least amount of money to acquire require the least amount of money to acquire because of our tight budget.because of our tight budget.

•• In order to construct the In order to construct the Laguna Beach Bay Bridge, we Laguna Beach Bay Bridge, we had to first build the had to first build the abutments We completedabutments We completedabutments. We completed abutments. We completed this by taking one large note this by taking one large note card and folding it into a card and folding it into a cylinder. Then we secured it cylinder. Then we secured it with clear tape. We with clear tape. We completed this step four completed this step four p pp ptimes in order to create the times in order to create the other piers and abutments. other piers and abutments.

•• On the second work day we On the second work day we yyhad to construct the had to construct the triangular pier that would be triangular pier that would be inside of our abutments Weinside of our abutments Weinside of our abutments. We inside of our abutments. We created four of these created four of these abutments and placed them abutments and placed them inside of our two piers and inside of our two piers and two abutments, but as our two abutments, but as our bridge progressed, we bridge progressed, we g p g ,g p g ,realized this would have to realized this would have to change.change.

•• Once our piers were Once our piers were ppcompleted we were able to completed we were able to move on to the completion move on to the completion of our deck Our deck tookof our deck Our deck tookof our deck. Our deck took of our deck. Our deck took the largest amount of our the largest amount of our time because we had to fold time because we had to fold four note cards into eight four note cards into eight sections each and secure the sections each and secure the four sections together. This four sections together. This ggcreated a 20 inch interior created a 20 inch interior deck. deck.

•• After our interior was After our interior was completed we were then completed we were then able to construct the able to construct the d k t ith r idd k t ith r iddeck to go on either side deck to go on either side of it. This was one of the of it. This was one of the easiest parts to easiest parts to ppcompleting our bridge completing our bridge because we just taped because we just taped four small note cardsfour small note cardsfour small note cards four small note cards together.together.

•• We used our last day to test We used our last day to test b d d db d d dour bridge. In order to due our bridge. In order to due

this we used pennies, put this we used pennies, put them in little stacks, and then them in little stacks, and then we placed them on thewe placed them on thewe placed them on the we placed them on the weakest part of our bridge. weakest part of our bridge. Our bridge did topple, so we Our bridge did topple, so we knew we would have to make knew we would have to make ew we wo d ave to a eew we wo d ave to a esome changes to our bridge. some changes to our bridge. We secured our bridge with We secured our bridge with additional tape and we additional tape and we

dj ddj dreadjusted some parts.readjusted some parts.

•• Throughout the course of this project, our original sketch has Throughout the course of this project, our original sketch has g p j gg p j gchanged in many ways. At first the piers and the abutments had changed in many ways. At first the piers and the abutments had the supportive triangular pier, but towards the end we realized the supportive triangular pier, but towards the end we realized that in order to stay near budget we would have to take the that in order to stay near budget we would have to take the y gy gtriangular piers from the inside of the circular piers and instead triangular piers from the inside of the circular piers and instead use them as the guard rails that support the two middle piers. use them as the guard rails that support the two middle piers. Also we had to add extra supports around the abutments. We Also we had to add extra supports around the abutments. We ppppdid this by taking one large note card torn into two pieces. We did this by taking one large note card torn into two pieces. We rapped it around just as we had to make the piers and taped it rapped it around just as we had to make the piers and taped it around the piers. around the piers. pp

•• Laguna Beach Bay Bridge Animation ipnLaguna Beach Bay Bridge Animation ipnLaguna Beach Bay Bridge Animation.ipnLaguna Beach Bay Bridge Animation.ipn

•• Upon finishing this project I realized howUpon finishing this project I realized howUpon finishing this project I realized how Upon finishing this project I realized how hard it must be to be an actual architect. I hard it must be to be an actual architect. I thought it was difficult to build the paper thought it was difficult to build the paper g p pg p pbridge, I can’t imagine how hard it would be bridge, I can’t imagine how hard it would be to create a real one. It was really hard to to create a real one. It was really hard to

i b d ll I i i hi b d ll I i i hstay in budget as well. I can imagine how stay in budget as well. I can imagine how hard it would be to have a budget in real life. hard it would be to have a budget in real life. Because of this project I have more respectBecause of this project I have more respectBecause of this project I have more respect Because of this project I have more respect for bridge architects.for bridge architects.

•• Our bridge received all 3 points on theOur bridge received all 3 points on theOur bridge received all 3 points on the Our bridge received all 3 points on the Earthquake test because it was able to Earthquake test because it was able to withstand the 2 minutes required for thewithstand the 2 minutes required for thewithstand the 2 minutes required for the withstand the 2 minutes required for the Earthquake Simulator. Before we made our Earthquake Simulator. Before we made our changes our bridge could not withstand thechanges our bridge could not withstand thechanges our bridge could not withstand the changes our bridge could not withstand the Earthquake test, so we were very pleased Earthquake test, so we were very pleased when our extra support structures on thewhen our extra support structures on thewhen our extra support structures on the when our extra support structures on the abutments successfully worked. abutments successfully worked.

•• The second test that our bridge had toThe second test that our bridge had toThe second test that our bridge had to The second test that our bridge had to complete was the weight test. How much complete was the weight test. How much weight our bridge could withstand wasweight our bridge could withstand wasweight our bridge could withstand was weight our bridge could withstand was determined by stacking pennies and placing determined by stacking pennies and placing them on the weakest part of our bridge. Ourthem on the weakest part of our bridge. Ourthem on the weakest part of our bridge. Our them on the weakest part of our bridge. Our bridge received a two on this test because bridge received a two on this test because was only able to hold 34 pennies. Our bridgewas only able to hold 34 pennies. Our bridgewas only able to hold 34 pennies. Our bridge was only able to hold 34 pennies. Our bridge held the weight, but lost it balance and fell held the weight, but lost it balance and fell onto it’s side.onto it’s side.onto it s side.onto it s side.

UnitsUnitsUnitsUnitsMAGIC OF ELECTRONSMAGIC OF ELECTRONS

H dH d jj•• HandsHands--on projectson projects•• Students explore the science of electricity, the Students explore the science of electricity, the

movement of atoms, circuit design, and sensing movement of atoms, circuit design, and sensing devicesdevices

•• Students acquire knowledge and skills in basic Students acquire knowledge and skills in basic circuitry design and explore the impact of circuitry design and explore the impact of y g p py g p pelectricity on our liveselectricity on our lives

Electric Quiz BoardsElectric Quiz Boards--Final ProjectFinal Project--

UnitsUnits•• Summer 2007(STEPS Academy)Summer 2007(STEPS Academy)

AUTOMATION & ROBOTICSAUTOMATION & ROBOTICSAUTOMATION & ROBOTICSAUTOMATION & ROBOTICS•• Students acquired knowledge & skills in engineering Students acquired knowledge & skills in engineering

problem solving & explore requirements for careers inproblem solving & explore requirements for careers inproblem solving & explore requirements for careers in problem solving & explore requirements for careers in engineering, computer programming & design engineering, computer programming & design

•• Students constructed robotic vehicles alongStudents constructed robotic vehicles along•• Students constructed robotic vehicles along Students constructed robotic vehicles along with control mechanisms for each robot. with control mechanisms for each robot. Students wrote the program code to run theStudents wrote the program code to run theStudents wrote the program code to run the Students wrote the program code to run the vehiclevehicle