Project: PLTW - Engineering Design and Development

Project Plan
Unique Requests of
Participating Mentors:

These students are enrolled in a Project Lead The Way Engineering Design and Development course under the faciliation of Al Martinez at White Plains High School in White Plains, New York. In this course, students will work as part of a team to develop a solution to a technical problem of their choosing. Students are challenged to tackle a real issue and find a way to solve it. Mentors will guide the research, design, testing, and constructing the solution or recommendations. Students will then present it to industry or community partners. Students will learn the process of design and product development, how to collaborate effectively with a professional, and work to meet an industry standard in all they do.


Project Lead The Way Engineering Design and Development Course Description Engineering Design and Development (EDD) is the capstone course in the PLTW high school engineering program. It is an engineering research course in which students work in teams to design and develop an original solution to a valid open- ended technical problem by applying the engineering design process. The course applies and concurrently develops secondary level knowledge and skills in mathematics, science, and technology. Utilizing the activity- project- problem-based (APPB) teaching and learning pedagogy, students will perform research to choose, validate, and justify a technical problem. After carefully defining the problem, teams of students will design, build, and test their solution. Finally, student teams will present and defend their original solution to an outside panel. While progressing through the engineering design process, students will work closely with experts and will continually hone their organizational, communication and interpersonal skills, their creative and problem solving abilities, and their understanding of the design process. Engineering Design and Development is a high school level course that is appropriate for 12th grade students. Since the projects on which students work can vary with student interest and the curriculum focuses on problem solving, EDD is appropriate for students who are interested in any technical career path. EDD should be taken as the final capstone PLTW course since it requires application of the knowledge and skills from the PLTW foundation courses.


During the 1st semester, students have done the following: 1) Created teams based on similar interest 2) Created a problem statement 3) They chose a topic for their project 4) They have done market research and have used Google docs to write and send our surveys to further their research. 5) They have begun to create design specifications. 6) They started to create technical sketches 7) They have created and presented a preliminary design proposal to our Principal. 8) The teams are using AutoDesk Inventor software to make 3D models of their design. They create a set of working drawings and parts list. 9) Teams then will create a build procedure before the prototype is built. During the second semester, student will do the following with their mentor: 1) Teams will build the prototype during January and February. 2) Students will create test criteria and procedures. 3) They will test and evaluate the prototype. 4) Teams will have a critical design review. 5) The students will redesign and refine their prototype. 6) The students will create a portfolio. 7) Students will present their final project in a science symposium at White Plains HS in early May and at a PLTW board meeting in late May.



Grade Level:


Content Area:


Student Outcomes:

Identify a problem and research, design, and test a solution.

Evaluation of
Student Outcomes:

Students will document the quality of the project outcomes against a rubric or standard, discuss the gap, if any, between their work and that standard and how they plan to fill the gap. Students will also share with mentors how they leveraged the mentor's help throughout the project and provide insights on how they could have improved as collaborators.

Teacher Role:

The teacher will act as the facilitator for the project and will monitor and supervise the telementoring relationship.

Mentor Role:

Mentors are asked to maintain communication 2 times a week with the student; to act as adviser and provide encouragement and career awareness and collaborate with the student on the project.