1. Mandy Melton mandy.melton@kirkwoodschools.org Concurrent Session 4 1:45pm - 2:30pm Room J214 A/B

2. Presentation Summary In addition to an overview of the curriculum framework for BioE, changes between the Biotechnical Engineering and Biological Engineering courses will be highlighted in this session. Transition recommendations from BE to BioE will also be discussed, as well as course costs and course implementation.

3. What’s in a name? BE Biotechnical Engineering Inception (2004?) - Present BioE Biological Engineering Pilot Year 2014 - 2015 ES Environmental Sustainability Fall 2015 - Future

4. That was then, this is now. Biotechnical Engineering  Safety and Documentation Review  Introduction to Biotechnical Engineering  Biochemical Engineering  Environmental & Agricultural Engineering  Biomedical Engineering Environmental Sustainability  Biological Engineering for a Better Tomorrow  Water  Food Security  Renewable Fuels

5. ES brings a Global Perspective  In this course, students will specifically look at how biological engineering can be used to provide environmentally friendly and sustainable solutions to ensure food security for a growing world population; provide affordable, renewable energy; and provide clean, safe drinking water.

6. Unit 1: Biological Engineering for a Better Tomorrow  Unit 1 establishes a foundation for the course and introduces the students to the role that biological engineering plays in addressing important global problems

7. What is the role bioengineers play in pesticide resistance?

8. Unit 2: Ensuring Safe and Abundant Water  This unit begins by establishing context regarding the extent of the global drinking water challenge.  Students build models of natural water systems, they investigate how these systems become contaminated, they explore how contamination can be prevented, and they examine how polluted waters can be purified.

10. Idea SimplicityDesignEfficiencyReusable and Eco Friendly Ability to Process Oil Total Skimmer1334415 Sawdust Absorbent 4232213 Semi Permeable Bag 311117 Water Oil Separator 2445419

11. Unit 3: Food Security  This unit focuses on the genetic modification of plants as a potential solution to food security issues around the globe.

12. STUDENT THEORIZED TRANSGENIC CORN FOR VIETNAM: The Sbh1 is a gene sequence found in soybean plants which plays an important role in embryonic development and which plays the role of “switching on” developmental processes, such as that of protein production. By inserting Sbh1 into the rice plant, the rice will imitate the developmental process of soy… This will be expressed in the form of protein production and a new type of protein packed rice: Soy Rice! Gel Electrophoresis to test for the presence of GMOs.

13. Unit 4: Renewable Fuels  This unit concentrates on the role of biological engineering and bio-manufacturing in solving the challenges associated with producing biofuels in a sustainable and environmentally friendly manner. Algae as a bioreactor:

14. Improvements in ES vs. BE  More focused on current global challenges  Seamless connections between units  Easier to integrate design skills from other engineering classes  For engineering kids, not just “science” kids  More actual design as compared to thought- experiments  Doing vs. Theorizing  Active PLC of Pilot teachers on LMS

15. Implementation  Easy transition for schools already teaching Biotechnical Engineering or Biomedical Engineering  Discussion of how summer CTI training may vary for experienced BE teachers  If this would be new to your school:  Suggest sending a science teacher  Great way to pull more kids into engineering program  Biology as a prerequisite (suggested)  Cost  Varies based on school resources and programs already in place

16. DRAFT of Purchase Manual sent in for conference resources.

18. Appendix: Lesson and Unit Detail  Unit 1: Biological Engineering  Lesson 1: Biological Engineering for a Better tomorrow  Unit 2: Water  Lesson 1: Global Water Crisis  Lesson 2: Water Supply  Lesson 3: Water Remediation  Lesson 4: Disaster Area Water Treatment Design Challenge

19. Appendix: Lesson and Unit Detail  Unit 3: Food Security  Lesson 1: World Food Security  Lesson 2: Introduction to DNA  Lesson 3: Genetic Engineering  Lesson 4: Design a GMO Food  Unit 4:Renewable Fuels  Lesson 1: Challenges of Renewable Energy  Lesson 2: Biofuels from Algae  The rest is TBD…March 2015