For this project, students design solutions using an automated mechanical system and the programming necessary for communication between the sensors, motors, and building components.

Potential projects students choose from:

• Create a robotics show, have a robot draw something, or create a piece of art that moves.
• Create an agricultural system to perform a task on a farm.
• Create an assembly line to manufacture a product for a fictional company.
• Create interactive scenery for a movie or play of your choice.
• Create a system of movement to transport objects or people.
• Create an improved or redesigned system for a solution built in an earlier activity or project.

Their final solution must include:

• At least two mechanisms.
• At least one input and one output.
• Visual cues or decorations to encourage user engagement.

In the submission form, please upload a single PDF representing a student or team project that includes the following elements:

• Client Summary
• Brainstorming notes
• Decision matrix
• Design plan
• Screenshot of code
• Video/photo of completed prototype
• Final presentation

Please embed links to any necessary files in the PDF and double check that they are accessible to all. If an industry professional is not able to open or view project materials, they will not be able to provide feedback.

In the final problem of this course, students use what they’ve learned about physical computing to design and build one of three options: a wearable safety device for someone active outside at night, an engaging art installation to brighten a community space, or a helpful mechanical dispenser for a person or animal who needs help getting an item. As they collaborate, teams see that solving real problems requires not only the content from this unit, but also skills from other areas like communication, math, and science.

Teacher submits on behalf of students a single PDF that includes:

• The completed prototype
• Documentation of the design process (e.g. brainstorming, sketches, etc.)

If you need to include links, embed the links in the PDF and double check that they are accessible to all.

In this physical programming project, students will work in teams on a culminating project that incorporates all their learned skills. The students will design and program one of three interactive projects:

• A wearable device that increases outdoor safety after dark. The design can be activated by the wearer or an environmental condition.
• An interactive art display for a community center that will entertain a variety of people. The installation must include lights and possibly movement. It should be accessible and engaging.
• A device that dispenses objects for people or pets when an environmental interaction occurs. The device must have lights to indicate it has been activated and must use a motor to dispense objects.

This project incorporates the idea of universal design, so each device should be accessible by individuals of all ages and physical abilities.

In the field below, please upload a single PDF representing your student or team project that includes the following elements:

• Design statement that identifies which challenge the students are solving
• Target audience description which explains the product’s target demographic
• Design sketch of project idea (photo of hand drawing or computer sketch)
• Flowchart illustrating program flow
• Video and photos of working model
• Published code link so others can see the working code or Image of code blocks
• Reflections/Analysis of project

If you need to include links, please embed them in your PDF and make sure they are accessible to all. If an industry professional is not able to open or view project materials, they will not be able to provide feedback.

In this project, students work together to gather the evidence they need to diagnose their patient. They were given patient vital signs along with neurological exam notes and test results. They also had access to a sheep brain related to their case! They used all of the sources of evidence to solve the medical case.

In the field below, please upload a single PDF representing a student or team project that includes the following elements:

• Pictures of sketches
• Completed decision matrix
• Test documentation
• Final presentation (include video if possible)

Please try to minimize links embedded in the PDF (not all industry professionals can access other file types). If you need to embed a link, double check that it is accessible to all. If an industry professional is not able to open or view project materials, they will not be able to provide feedback.

In the final problem of this course, students investigate a mysterious toxin that is threatening the health of the community. Drawing on what they know about human body systems,they explain how the suspected toxin is affecting the patients’ health. Students study symptoms and run lab tests on patient samples ot identify the toxin and figure out how it is spreading. Using a community map, patient histories, and lab data, they track down the source and present their findings to help local leaders respond to the crisis.

Teacher submits on behalf of students a single PDF that includes:

• Press release including:
  • Toxin identification based on medical evidence
  • Source of toxin based on evidence (epidemiology interviews, food-specific attack rate table(s), location, menus)
  • Public health safety
• Evidence of the investigative process throughout

If you need to include links, embed the links in the PDF and double check that they are accessible to all.

n this activity, students have been shadowing the medical examiner to investigate a simulated “crime scene” to investigate the cause and manner of death. Students have explored human body system structure and function as they investigated the composition of an autopsy. They have explored the many pieces of evidence that go into determining the time of death and complete toxicology testing to determine the presence of drugs or chemicals in the body of the decedent. Examining basic tissue types in the body, students looked to the microscopic level for clues that can’t be seen with the naked eye. Students also explored gross anatomy as they completed an “autopsy” dissection of a preserved heart.

Using what they have learned in this series of activities, students have determined the cause, mechanism, and manner of death of the decedent and have submitted a final case report to the police commissioner for review. 

In the submission form, please upload a single PDF that includes the following materials:

• Full Case Report
• Conclusions and Recommendations Section of Forensics Report
• Evidence Analyzed Section
• Student video submissions of case report (as link in the PDF or uploaded in Optional Video field on the next page)

If you need to include links, embed the links in the PDF and double check that they are accessible to all. If an industry professional is not able to open or view project materials, they will not be able to provide feedback.

In this culminating project, students are attempting to apply what they have learned to design a plan for a routine visit of a patient with a chronic health condition.

Successful submissions will include:

• Patient condition summary
• First visit plan including questions and tests to be performed
• Preventive measure suggestions
• Telehealth or remote monitoring options
• Privacy and HIPAA

In the submission form, please upload a single PDF that includes the following materials:

• Visit plan (may be in form of presentation, brochure, or written document that meets requirements of the project)
• Copies of patient information as FYI for industry professionals
• (Optional) Videos of student(s) briefing the physicians about the plan

If you need to include links, embed the links in the PDF and double check that they are accessible to all. If an industry professional is not able to open or view project materials, they will not be able to provide feedback.

In this project, students step into the role of a medical professional to examine a newborn, analyze lab and genetic test results, and create a care plan using knowledge of clinical data, genetic testing, medical documentation, and empathetic communication. The goal is to diagnose the patient’s condition, develop a clear plan of care, and explain your findings to the parent in a professional and compassionate way.

Students submit a single PDF that includes:

• Information about the patient’s condition(s) and medical history
• A prioritized list of the patient’s health goals
• Documentation of previous visits, medical procedures, and discussions with the patient
• A record of medications and other interventions
• A timeline for ongoing care, monitoring, and any necessary retesting or reevaluations
• Education resources for the patient, their family, and/or caregivers
• Documentation of the patient’s wishes  (for example living will, end-of-life decisions, and stance on organ donation)

If you need to include links, embed the links in the PDF and double check that they are accessible to all.

In this project, students create a personalized care and rehabilitation plan to give to the patient, their caregivers, and future healthcare providers, by analyzing the patient’s medical data available in a patient medical portal along with the data they have collected in the unit. Students consider and demonstrate the importance of empathy and respect in patient care as they design a plan to help the patient manage their condition, progress forward, and maintain the activities and lifestyle.

Please use the submission form to submit a single PDF that includes:

• Written rehabilitation plan
• Video presentation

If you need to include links to other materials, embed the links in the PDF and double check that they are accessible to all.

In the problem, students design and complete a lab experiment that tests the impacts of heavy metals and pesticides on Caenorhabditis elegans (C. elegans). Students will then use their knowledge of the nervous and endocrine systems to analyze their data and write a formal scientific laboratory report. To complete the project, students:

• Research the effects of heavy metals and pesticides on humans, specifically the effects on the nervous, reproductive, and endocrine systems.
• Select a chemical (toxin) to test.
• Maintain a works-cited document.

Use the submission form to submit a single PDF that includes:

• Problem/hypotheses statement
• Works cited document
• Experiment design
• Experimental data & analysis (e.g. data table, visual analysis)
• Final lab report

If you need to include links to other materials, embed the links in the PDF and double check that they are accessible to all.

In this project, students research the field of epidemiology and complete four taste as they play the role of an epidemiologist at work. They investigate how to conduct an outbreak investigation, analyze disease data, design an epidemiologic study, and evaluate prevention and therapy for chronic and infectious diseases.

Students submit a single PDF that includes:

• Tasks 1-3
• Optional: Task 4
• Conclusion questions

If you need to include links, embed the links in the PDF and double check that they are accessible to all.

In this project. students have been examining the available types of genetic testing and screening and discuss ethical implications of these tests. Students focus on prenatal testing, newborn testing, and carrier screening.  In this activity, students investigate the interventions that exist to help protect and monitor a growing fetus. They also research the value of proper prenatal care and interventions that protect and monitor the mother and growing fetus, then relate their findings to outcomes in both mother and child.

In the submission form, please upload a single PDF that includes the following materials:

• Medical History Visits 2 and 3
• Entire Medical File for Judy Smith from step 24 containing all 4 Medical History documents

If you need to include links to other materials, embed the links in the PDF and double check that they are accessible to all. If an industry professional is not able to open or view project materials, they will not be able to provide feedback.

In the Project Lead the Way (PLTW) Biomedical Innovations course, students are faced with several problems that affect human health.  The first problem, “Design of an Effective Emergency Room” introduces students to the importance of designing an emergency department which provides quality care in a timely manner.

In the submission form, please upload your presentation as a single PDF that includes:

• Problem identification
• Description and rationale for medical innovations
• Description of how wait time is reduced
• Description of two patients experiences
• Justifications for modifications
• Citations

If you need to include links, embed the links in the PDF and double check that they are accessible to all. If an industry professional is not able to open or view project materials, they will not be able to provide feedback.

n this project, students learn more about the research process in order to design, conduct, and analyze an experimental study on Alex, a 55-year-old male who has been suffering from mysterious symptoms for the last 10 years.

Students submit a single PDF that includes:

• Brief study design
• Short presentation to “sell” the product or medical intervention ot classmates using at least three statistical fallacies
• Statistical analysis for assigned study
• Experimental design for physiology experiment
• Poster presentation

If you need to include links, embed the links in the PDF and double check that they are accessible to all.

Students start by researching biomedical products that already exist and brainstorming biomedical products that they’d be interested in developing or improving. Then, they conduct background research on the problem that the product addresses and what may already be out on the market as a product or improvement. Finally, the team will identify criteria for their product, write a design brief, develop the product, and present their ideas to the class.

In the submission form, please upload in a single PDF that includes the following materials:

• Notes and/or sketches from brainstorming process
• Completed design brief
• Pictures of the prototype
• Final presentation

If you need to include links, embed the links in the PDF and double check that they are accessible to all. If an industry professional is not able to open or view project materials, they will not be able to provide feedback.

 The students are lead through two different epidemiological studies where they are determine what diseases might be affecting the health of the populations involved.  Next, they conduct a survey of different health issues that are prevalent at the local, national and global level.  They must next choose a health issue that interests them and create a plan or campaign to address it.  The plan can focus on the treatment, prevention, research or education that address the issue they have chosen.

For the culminating activity, students must write a grant which highlights and organizes their plan or campaign addressing their chosen health issue.

In the submission form, please upload the grant proposal as a single PDF and includes:

• Purpose statement
• Project overview
• Problem statement (background and significance)
• Project goals and objectives
• Methodology
• Summary and evaluation
• Sources
• [Optional] Brainstorming, research, and other activities that led to final proposal (e.g., Activity 5.1.2 Public health in the news)

If you need to include links, embed the links in the PDF and double check that they are accessible to all. If an industry professional is not able to open or view project materials, they will not be able to provide feedback.

Students have been developing apps using MIT App Inventor tool. In this culminating project, students create an app for a teacher in the building. Students will discuss with the teacher what the purpose of the app is and what problem they are trying to solve. When the app is near completion, students will return back to the teacher to get feedback. From that feedback, changes are made and the app is improved for its “customer”. At the end of the project, the apps are installed onto devices and used by the teacher for a class, club, or whatever they needed the app for.

In the submission form, please upload a single PDF that includes the following materials:

• Link to the .aia file either on a Google Drive (make sure you set the permissions to allow anyone with the link to edit) or Dropbox
• Any planning documents, including notes on teacher interviews
• Written reflections including: purpose of the app, intended audience, feedback from the teacher and how it changed the devlepment of the app
• App template drawing
• Progression of what the GUI looked like

If you need to include links to other materials, embed the links in the PDF and double check that they are accessible to all. If an industry professional is not able to open or view project materials, they will not be able to provide feedback.

In this project, work with their teams to develop a program that allows self-driving vehicles to navigate an environment by following rules and constraints you define, using decomposition, 2D lists, and vision sensing. The goal is to design a program that solves the challenge, test and refine it through feedback, and present how your solution works.

Students submit a single PDF that includes:

• Problem and scenario description
• Plan & design section
• Code evidence
• Testing and iteration log
• Evaluation and reflection

If you need to include links, embed the links in the PDF and double check that they are accessible to all.

This project is the culmination of the first 44-day unit of the CSP course. Students have been developing their coding fundamentals, and are now challenged to apply what they’ve learned to create and test a unique program of their own. This could be an image, animation, interactive story, or more.

In the submission form, please upload a single PDF representing a student or team project that includes the following elements:

• Any planning documentation (flowcharting, pseudocode, etc.)
• Link to a video of the program’s output.
• Screenshots of code
• Purpose of the program and explanation of what the video/screenshots illustrate
• Link to a file with code in a Google Drive (make sure you set the permissions to allow anyone with the link to edit) or dropbox that is shared so that all can view

Please embed links to any necessary files in the PDF and double check that they are accessible to all. If an industry professional is not able to open or view project materials, they will not be able to provide feedback.

In the Create a Command Line GUI, students will plan, design, and create a graphical user interface (GUI) that utilizes command-line tools. The GUI should simplify the process of using the command line tools and present the results obtained.

In the submission form, please upload a single PDF that includes the following materials:

1. Link to a video of the program’s output
2. Screenshots of code
3. Identification of the purpose of the program and explanation of what the video/screenshots illustrate
4. Description of one code segment related to a button (i.e., what is the button’s function?)
5. Description of one code segment related to a function that they created (i.e., how is the function used and how are the parameters used within the function?)
6. Link to python (.py) file with code in a Google Drive (make sure you set the permissions to allow anyone with the link to edit) or dropbox that is shared so that all can view

If you need to include links to other materials, embed the links in the PDF and double check that they are accessible to all. If an industry professional is not able to open or view project materials, they will not be able to provide feedback.

In the final problem of unit 2, students create a custom encoder tool that allows a user to securely send a message to another person. They produce a working encoder and decoder program, document how it functions, and test it by sending and receiving messages.

In the next field, submit a single PDF that includes:

• Problem and scenario description
• Plan & design section
• Code evidence
• Testing and iteration log
• Evaluation and reflection

If you need to include links, embed the links in the PDF and double check that they are accessible to all.

In this problem, students use their knowledge about files, processes, browsers, suspicious emails and malware to investigate a simulated incident that happened to their computer in the cafeteria. Using this information gathered, they will then secure and protect the systems data. The student will conclude the problem by presenting the findings and solutions to the class.

In the field below, please upload a single PDF that includes the following materials:

• Incident response report
• Client presentation

If you need to include links to other materials, embed the links in the PDF and double check that they are accessible to all. If an industry professional is not able to open or view project materials, they will not be able to provide feedback.

In this project, Bikes, Boards, and Beyond needs help ensuring their new online store is safe, so as the hired security team you’ll test the site for weaknesses and provide clear steps to protect customer information using students’ knowledge of exploit, pen test, packet analysis, and ethical hacking. The goal is to safely test the site, document your results, and create a report explaining the vulnerabilities you found and how to fix them.

Students submit a single PDF that includes:

• Clear plan of action
• Webserver section listing vulnerabilities
• Website testing
• Risk mitigation/recommendations

If you need to include links, embed the links in the PDF and double check that they are accessible to all.

In this project, students are tasked to help a bakery with their packaging dilemma. The bakery was historically using different types of packaging for different goods (ex:  cupcakes vs. pies), and the owner of the bakery asks students to develop a single packaging prototype capable of accommodating the different sizes of baked goods.

Students submit a single PDF that includes:

• Brainstorming notes
• Decision matrix
• Technical drawings
• CAD models
• Final presentation

Please try to minimize links embedded in the PDF (not all industry professionals can access other file types). If you need to embed a link, double check that it is accessible to all. If an industry professional is not able to open or view project materials, they will not be able to provide feedback.

In this activity, students are applying engineering principles and practices to reverse engineer a consumer product. Reverse engineering involves disassembling and analyzing a product or system to understand and document the visual, functional, and/or structural aspects of its design.

In the submission form, please upload a single PDF that includes the following materials:

1. Presentation of the reverse engineering product, including a product description
2. Pictures of any planning documents, including sketches
3. Screenshots of the CAD designs

Note: Industry professionals may or may not have programs on their devices that will allow them to view the CAD models. Here are two optional – but suggested – ways to share the CAD models with them.

1. [OPTIONAL – FUSION 360] Public link to the final design (right click on the design and select “share public link”)
2. [OPTIONAL – INVENTOR] Link to a Google Drive (make sure you set the permissions to allow anyone with the link to edit) or dropbox with .ipt and/or .iam file

If you need to include links, embed the links in the PDF and double check that they are accessible to all. If an industry professional is not able to open or view project materials, they will not be able to provide feedback.

In the final problem of unit 2, a toy company needs help fixing a trammel toy made from mismatched parts by analyzing the design, troubleshooting the assembly, and creating a working prototype with interchangeable components. The goal is to deliver a working prototype and technical sketches  that support accurate, large-scale production.

In the submission field, submit a single PDF that includes:

• CAD modeling
• Tolerance & fit
• Technical sketches
• Evidence of iteration & troubleshooting

If you need to include links, embed the links in the PDF and double check that they are accessible to all.

The Unit 2 wind turbine projects challenges students to redesign the fastener to securely attach the wind turbine to various playhouse structures, focusing on  durability, environmental conditions, and versatility. This project also helps students explore how small-scale wind energy can be incorporated into everyday environments while understanding structural integrity and renewable energy applications.

In the submission form, submit a single PDF that includes:

• CAD modeling
• Technical sketches
• Evidence of iteration & troubleshooting

If you need to include links, embed the links in the PDF and double check that they are accessible to all.

In this unit problem, students apply their understanding of simple machines, compound machines, mechanisms, and motion to choose a real-world agricultural problem then design, test, and build a compound machine that solves the identified problem. They then pitch their solution to a team of potential investors in an informative and persuasive presentation.

Please use the submission form to submit a single PDF that includes:

• Brainstorming notes
• Decision matrix
• CAD models
• Photos/video of prototypes
• Calculations
• Final presentation

If you need to include links, embed the links in the PDF and double check that they are accessible to all.

In this project, students practice mechanism design and coding to build an assistive robot that responds to conditions detected by a Teachable Machine model and sensors. They then test and improve the robot’s behavior to ensure reliable responses in each situation.

Students submit a single PDF that includes:

• Problem/client overview
• Teachable machine model design
• Robot and system design
• Code and logic explanation
• Testing, data, and reflection

If you need to include links, embed the links in the PDF and double check that they are accessible to all.

In this project, students design, build, and program a robotic system that performs a piece (or part of a piece) of music. Each team will use the engineering design process to develop a robotic musical instrument. They use VEX® parts, as well as everyday household items or consumables.

Using the submission form, please upload a single PDF representing a student or team project that includes the following elements:

• Brainstorming notes
• Decision matrix
• Technical drawings
• Photos/video of prototypes
• Performance and solution documentation

Please try to minimize links embedded in the PDF (not all industry professionals can access other file types). If you need to embed a link, double check that it is accessible to all. If an industry professional is not able to open or view project materials, they will not be able to provide feedback.

In the clean energy overlay, students take on local MA clean-energy related problems apply their engineering knowledge they’ve built throughout the course to solve them.

In the submission form, submit a single PDF that includes:

• CAD modeling
• Technical sketches
• Evidence of iteration & troubleshooting

If you need to include links, embed the links in the PDF and double check that they are accessible to all.

The Affordable Housing Design project has students dive into residential design principles by designing a simple home using the Habitat for Humanity Guidelines. Students select a client and design a house based on the client’s needs and wants. This is not a dream home, but an affordable home.

In the submission form, please upload the following materials for review as a single PDF that includes the following materials (may vary, but must at least include italicized items):

• Project Description – General overview, list of criteria and constraints, and a discussion of both universal design features and green/sustainability features.
• Construction Drawings in Revit – Site Plan, Rendering, Floor Plan (fully dimensioned), Four Elevations, Interior Elevations Of Bathroom And Kitchen (optional), Typical Wall Section including foundation (with labeled components), Window Schedule, Door Schedule, Room Schedule, Electrical Plan (optional), Plumbing Plan (optional)
• Supporting Documents – Bubble Diagrams, Rough Floor Plan Sketches, Final Floor Plan Sketch, Electrical Plan Sketch, Plumbing Plan Sketch, Site Opportunities Map
• Calculations – Water Supply, Storm Water Runoff, Wastewater, and Heat Loss
• Appendices: client survey, client meeting notes, images of proposed features

Note: Industry professionals may not have Revit on the device they are using to provide feedback. Please includes screenshots in your submission. If you would like to link to outside programs, embed the links in the PDF and double check that they are accessible to all. If an industry professional is not able to open or view project materials, they will not be able to provide feedback.

In this project, students practice CAD modeling, sensor integration, and automation programming to design and build a conveyor system that assembles a multi-part product with two automated stops and an emergency stop. They then test the system by completing five accurate assemblies, then improve performance by minimizing cost, time, and errors.

Students submit a single PDF that includes:

• Labeled sketch/CAD model of transfer system layout
• Final ROBOTC or VEX program
• Test log
• Reflection
• Photo of working system

If you need to include links, embed the links in the PDF and double check that they are accessible to all.