ILIT Summary Report 2012

ILlinois Innovation Talent Program

2011 - 2012

Summary Report

2 Illinois Innovation Talent Program

The Problem-Based Learning Network at the Illinois Mathematics and Science Academy® serves teachers as they learn how to use the PBL model developed at IMSA. Opportunities include summer institutes and seminars to learn the model; classroom observations, consultations and research to ensure positive effects in classrooms; and collaboration with other PBL practitioners through an interactive online network.

Illinois Mathematics and Science Academy ® 3

Introduction As the Professional Development Leader for the third Illinois Innovation Talent Program (ILIT), I am delighted to present this final report on behalf of the Illinois Mathematics and Science Academy’s Problem-Based Learning Network. Funding provided by the Illinois Department of Commerce and Economic Opportunity, the Illinois State Board of Education, and the Illinois Department of Transportation brought powerful learning experiences to 110 teachers, 33 industry partners and more than 950 high school and middle school students in 33 educational institutions throughout 14 counties in Illinois. ILIT engaged students from grades 6 through 12 in a diverse range of courses, often in cross-curricular teams, and in after-school organizations as part of the 21st Century Community Learning Centers. They rose to the challenge of generating innovative solutions to real problems presented by their industry partners. The initial ILIT program emerged as a response to the need identified by the 2007 National Governors Association Policy Academy for more students to become collaborative and globally competitive innovators. To position Illinois to meet these challenges, a unique team of business and industry associations, government agencies and educational institutions teamed with high schools, business, government and community partners to explore how schools and their partners can produce the next generation of innovation talent. This public-private partnership determined that the best way to increase both Illinois’ competitiveness and student achievement is to connect schools to their communities through interdisciplinary problems that better prepare them for an innovation-based economy. In this third iteration (2011-2012), the IMSA PBL team collaborated with each industry partner to pre-design a problem challenge. School teams then applied to work on a specific problem challenge that best matched their curriculum and context. Industry partners worked with 2-8 school teams. Those schools and partners who have been involved in ILIT for multiple years are indicated with this star symbol throughout this report. The success of this program is due to creative students, teachers and partners as well as key people who planned and supported this initiative. Jason Tyszko from DCEO provided direction and support for the schools, partners and facilitators in his role as project manager. Marci Johnson from ISBE brought expertise in after-school programs. John Webber and John McCarthy from IDOT provided key resources and connections across the state. IMSA’s PBL professional development team, Lucinda Dittmer, Brian Grublesky and Kathy Schmidt, provided support and mentoring to the teachers, collaborated on the problem design with the industry partners and facilitated collaboration between the teachers and the partners. I gratefully acknowledge their dedication and expertise. Respectfully, Deb Gerdes Program Director for Problem-Based Learning Illinois Mathematics and Science Academy

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ILIT Administrative Partners David Vaught, Acting Director Therese McMahon, Deputy Director, Office of Employment & Training

ILIT Contact: Jason Tyszko, Deputy Chief of Staff

The Department of Commerce & Economic Opportunity (DCEO) is the lead state agency responsible for improving Illinois' competitiveness in the global economy. Guided by an innovative regional approach, DCEO administers a wide range of economic and workforce development programs, services and initiatives designed to create and retain high quality jobs and build strong communities. DCEO leads the Illinois economic development process in partnership with businesses, local governments, workers and families. (www.ildceo.net/dceo/)

ILIT Contact: Marci Johnson, Division Supervisor, Innovation and Improvement Division

The Innovation and Improvement Division provides services and support to districts with schools in academic difficulty. The Division is the contact for public school choice information for schools in academic difficulty and for the Summer Bridges program. This Division also manages the federal grant program for 21st Century Community Learning Centers. (www.isbe.net/21cclc)

ILIT Contact: John McCarthy, Director, Office of Communications

Dr. Glenn W. “Max” McGee, President

ILIT Contact: Deb Gerdes, Program Director for Problem-Based Learning

The internationally recognized Illinois Mathematics and Science Academy develops creative, ethical leaders in science, technology, engineering and mathematics. As a teaching and learning laboratory created by the State of Illinois, IMSA enrolls academically talented Illinois students (grades 10-12) in its advanced, residential college preparatory program, and it serves thousands of educators and students in Illinois and beyond through innovative instructional programs that foster imagination and inquiry. IMSA also advances education through research, groundbreaking ventures and strategic partnerships. (www.imsa.edu)

The mission of IDOT is to provide safe, cost-effective transportation for Illinois in ways that enhance quality of life, promote economic prosperity, and demonstrate respect for our environment. (www.dot.il.gov/)


ILIT Calendar of Activities

PBL Workshop at IMSA — February 10, 2012

Jason Tyszko DCEO

Deb Gerdes IMSA

“I really valued the share-out event and the opportunity to hear other teams’ presentations and to interact with the students/teachers from the other schools and hear their ideas.”—ILIT Teacher

February 14 — IDOT/CenterPoint Challenge — at IMSA February 15 — IDOT/URS Challenge — at IMSA February 16 — IDOT Challenge — at IDOT in Springfield February 21 — U of I Local Foods Challenge — at UI in Naperville February 22 — Baxter Challenge — at Baxter in Round Lake February 22 — Bison Gear Challenge — at Bison Gear in St. Charles February 23 and 24 — ISU/WIU Challenge — at ISU in Normal February 27 — Abbott Challenge — at Abbott in Abbott Park

Day 2 PBL Workshops

ILIT Presentation Events

April 21 — U of I Local Foods Challenge — at UIUC in Champaign April 27 and 28 — ISU/WIU Challenge — at ISU in Normal May 1 — Bison Gear Challenge — at Bison Gear in St. Charles May 1 — Abbott Challenge — at Abbott in Abbott Park May 2 — Baxter Challenge — at Baxter in Deerfield May 2 — IDOT/CenterPoint and URS Challenges — at IMSA May 4 — IDOT/CenterPoint and URS Challenges — at IDOT in Springfield


In their evaluation report, the external evaluators from Northern Illinois University wrote, “Participants think highly of the experience of working in PBL. Overall, the program has positive impact on students, teachers, industry partners and industry companies.”

Examining and Solving Complex Problems:

“Students gain problem solving skills through asking more questions about the concepts, using technology to get information, and reading written materials.”—ILIT Evaluation Report, Teacher Interviews

“Students learn to try different ways and choose the most efficient way to deal with the problems. Every student learns new skills in problem solving.”—ILIT Evaluation Report, Partner Interviews

“Students were not given preprint format or presented how to get information. Students understand they are problem solvers and have to do research. Problem solving ability comes along with the collaboration with school peers and industry partners.”–ILIT Evaluation Report, Partner Interviews

“Students look at the challenge from different perspectives; they use different real world subjects and evidence; they are coached to look at questions and learn how to solve them with learning tools; opportunities are provided to make them prioritize what they want to work on; and they change procedures based on trying different things.”–ILIT Evaluation Report, Partner Interviews

“I use these strategies to assist students in solving their own problems in how they work and interact with one another. Using PBL strategies, students can reflect on their own approach, experiment with alternative socializing strategies to eventually help them reach their goal of improved peer-to-peer interactions.”–ILIT Evaluation Report, Teacher Interviews

“Students engage in work according to the collaborative interest, and they have a chance to think deeply on how to impact the community and the school.”—ILIT Evaluation Report, Partner Interviews

“Students lead the project, and teachers are more like facilitators. They have to explore a lot of different resources; and they need critical thinking in order to move through the steps of problem based learning. Critical thinking is a learning skill for people from different backgrounds. Students’ critical thinking skills are impacted by this program.”—ILIT Evaluation Report, Partner Interviews

Impact on Industry Partners:

“From industry partners’ comments, IMSA’s PBLN [ILIT] is a wonderful program. It inspires students’ learning and takes it into the next steps. It benefits everybody that is included. They better understand critical thinking, problem solving and how to approach a problem after taking part in the program. They are happy to interact with teachers and students. The facilitator coordination from IMSA is very helpful for industry partners.”—ILIT Evaluation Report, Partner Interviews

“The partnership allows industry partners to have an influence on the students’ futures. The facilitator from IMSA helps the industry partners streamline the process. The partnership can help the company gather research without funding, fulfill the company’s initiatives in secondary school education, and build relationships with partners.”—ILIT Evaluation Report, Partner Interviews

Outcomes


Innovative Approach to Career Awareness:

“Students are facing independent challenges, and the projects give them a lot of insight into careers that they are interested in.”—ILIT Evaluation Report, Teacher Interview

“Partnering with industry is an invaluable experience. It attracts students. It makes real world connections and provides teaching resources like real-world problems.”—ILIT Teacher

“Teachers think that students benefit from the partnership activities through being motivated by the sense of impacting community decisions, getting real-world ability like communication, and making real-life connections.”—ILIT Evaluation Report, Teacher Interview

“Students can benefit from the partnership activities through being motivated by interesting problems, increasing problem solving skills, having more job opportunities, and the feasibility given by the industry partners.”—ILIT Evaluation Report, Teacher Interview

“The partnership with PBLN/IMSA/schools and students is a positive experience. It is good for industry partners to have contact with younger people who are interested in their fields.”—ILIT Evaluation Report, Partner Interview

“Students benefit from learning activities through being prepared into the possible career path; seeing different aspects, trends and issues of one career; taking skills they learn from the classroom to solve real-world problems; the practical learning process; and being able to learn how to interact with professionals.”—ILIT Evaluation Report, Partner Interview

Impact on Teachers:

“They reorient their teaching to become more student-centered, problem-based. They teach students skills and strategies to solve problems through exploration and research rather than provide facts and solutions directly.”—ILIT Evaluation Report

“This has made me want to use more ill-structured problems with all my students. I am planning on making this a part of my classes next school year.”—ILIT Teacher

“This practice promotes self-evaluation, student performance, and new challenges as I strive to improve my performance.”—ILIT Teacher

“I have begun to integrate several of the ideas from the PBL unit (such as the Know-Need to Know sheets) into my other classes. I am intrigued by the PBL experience as a whole.”—ILIT Teacher

“I use scaffolding of questions and assessments.”—ILIT Teacher

Impact on Students:

“Students are motivated to answer a problem through being engaged with a real-world activity. They learn how to gain information for themselves and how to fold different types of information together to come up with a solution. They learn how to manage their own time and schedule tasks in a larger project. They learn how to work as a team. They are also able to explore possible career interests.”—ILIT Evaluation Report

“In terms of self-directed learning, students are researching more, thinking more, feeling more independent, learning more, and understanding things better.”—ILIT Evaluation Report, Student Interviews

“Students are asking more questions. They feel they are becoming better critical thinkers. There are more discussions. Students are learning to change perspectives. They rethink things a lot.”—ILIT Evaluation Report, Student Interviews

“The entire process was incredible. It gave the students ownership of their solutions, inspired them to possibly pursue a career in science, and showed them the importance of team collaboration.”—ILIT Teacher

Outcomes


Abbott Foreman High School/Driven and Empowered Youth

Lakes Community High School

Baxter Instituto Health Science Career Academy Lindblom Math and Science Academy

Bison Gear Glenbrook South High School Infinity Math, Science and Technology High School

The Islamic Foundation

IDOT (Illinois Department of Transportation) Glenbrook Academy Homewood-Flossmoor Community High School

The Jackson Initiative Lincoln Magnet School Meridian CUSD 101 Niles West High School

IDOT/Center Point Properties Carrollton High School Proviso Mathematics and Science Academy Woodstock CUSD

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IDOT/URS Corporation

Carbondale Community High School Harlan Community Academy/Metropolitan Family Services

Lincoln Magnet School Metropolitan Family Services Waukegan High School

ISU/WIU (Illinois State University/Western Illinois University)

Christopher High School CICS Basil Campus/Family Focus Corliss High School/Center for Community Academic Success and Partnerships

Delano Elementary/Family Focus Jefferson High School Kelvyn Park High School/Driven and Empowered Youth

Rockford East High School Stark County CUSD 100

University of Illinois Business Innovation Services

Monticello Middle School Schaumburg High School West Prairie High School Western CUSD 12

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Table of Contents


Abbott's Women in Science group, led by Research Cell/Molecular Biologist, Arlene Manelli, challenged two high schools to investigate and make recommendations on the use of

neuroimaging as a tool to advance the treatment of Alzheimer's Disease. Over 30 students from Foreman High School and Lakes Community High School worked on the project. On April 30, students from each of the Abbott partner schools presented their findings to Abbott scientists

and other experts at an event hosted by Abbott.

We are a global, broad-based health care company devoted to discovering new medicines, new technologies and new ways to manage health. Our products span the continuum of care, from nutritional products and laboratory diagnostics through medical devices and pharmaceutical therapies. Our comprehensive line of products encircles life itself—addressing important health needs from infancy to the golden years.

Arlene Manelli, Scientist II Bradley Hooker, Scientist II Erica Gomez, Clinical Research Associate

“In order to meet the problem, students needed an overview of our scope and sequence for the problem/project. Abbott researchers visited and brought copies of the problem letter to give our students. Students were immediately able to ask any questions or concerns that they had. It also made the problem seem very real to have Abbott researchers ‘asking for their help.’” —Lakes Community High School teacher

STEM Career Clusters: Health Science and

Research and Development

Partners

Partnership

Abbott 100 Abbott Park Road

Abbott Park, IL 60064-3500 (847) 937-6100

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Challenge: How can we as healthcare liaisons advance the public understanding of Alzheimer’s diagnosis in such a way

that we consider…

the types of tests and their predictability, sensitivity, specificity, standardization, and objectivity,

the cost and accessibility of each test, the ability for each test to allow for early detection of

Alzheimer’s, and the risk factors of Alzheimer’s?


Driven and Empowered

Youth at Foreman

High School

Carlos Galvez—Project Lead

Aaron Kral

Diana Maldonado

Syed Hussein

Kelly Cirino

Yanetzi Cirino

Francis Kagimu-Mbogg

Jennifer Brody—Foreman High School English

Lakes Community

High School

Mark Prosise—Science Department Chair, Project Director Kari Parnin—Anatomy and Physiology Kara Graham—Anatomy and Physiology

IMSA Facilitator: Brian Grublesky


Driven and Empowered Youth at Foreman High School

Students After School Program 9, 10, 11

Students began with extensive research on the disease process, the methods of diagnosis and available treatments for Alzheimer’s. This research included finding information on the Internet, articles, MRI, CT, and PET images, and speaking directly to researchers from Abbott. The students also took a field trip to Lutheran Home, a leading Alzheimer’s Care Facility. Here, the students received a tour of the facilities, interacted and spoke with patients, and spoke

with care givers as well.

Lutheran Home, a leading Alzheimer’s care facility in Arlington Heights.

How can we use imaging techniques to most efficiently diagnose and subsequently treat Alzheimer’s Disease?

Abbott

Students developed several solutions to the problem that include early screening, some preventative measures, and possible treatment plans after early diagnosis. They recommend starting screening in the early 30’s, which is early enough to detect symptoms of brain deterioration and doctors can look for atrophy, plaques and tangles around the hippocampal area by ASL-fMRI. This method is preferred to others because it is cheaper, has less patient exposure to radiation, and is just as effective as PET.

They also found preventative measures that include regular exercise, a healthy diet and mental stimulation. Potential treatment plans include Namenda, antidepressants, Aricept and some experimental drugs. These solutions should allow for early detection of Alzheimer’s, time for potential treatment and lifestyle changes, and early screening for all.

The Solution

The Problem

The Process

Community Resources


Lakes Community High School Students

Anatomy and Physiology 12

How can we, as seniors in Anatomy and Physiology, research and reflect on whether fMRI (functional magnetic resonance imaging) or PET (positron emission tomography) scans should be a focus in early detection research for Alzheimer’s Disease, while creating a method of informing the community about this disease in such a way that we consider costs, viability of the plan and likelihood of the solution.

The students designed brochures to inform the public about the disease, the tests available, and the progression of the disease. Also, one group designed a corn maze for the public to learn information about Alzheimer’s disease and as a fundraiser for Alzheimer’s research.

Scientists from Abbott came and presented the problem to the students. After making their know and need to know list, the students researched their answers and shared the information with their classmates. Other teachers shared information about how MRI and PET scans work. To understand the anatomy of the brain, they dissected sheep brains. They then pooled all of their information together and designed brochures and other solutions to inform the public about Alzheimer’s Disease.

The Problem

The Solution

The Process

Abbott


Baxter Healthcare One Baxter Parkway

Deerfield, IL 60015-4625 (847) 948-2000

A leader in healthcare for 80 years, Baxter assists healthcare professionals and their patients with treatment of complex medical conditions. Baxter is a global medical products and services company with expertise in medical devices, pharmaceuticals and biotechnology.

Baxter employees from Research and Development, Engineering, Medical Affairs and Communications participated in this year's project.

The Baxter volunteers brainstormed the problem to present to the teachers at the ILIT introduction. In February, teachers learned more about the problem from experts at Baxter. The volunteers worked with the teachers throughout the unit, helping answer questions and work through processes.

On May 1, 85 students from the three Chicago Public Schools were welcomed to Baxter Headquarters. The teams presented their solutions to Baxter’s Chief Scientific Officer Dr. Norbert Riedel, Chief Executive Officer Robert L. Parkinson, Jr., and other Baxter employees. (www.baxter.com)

Partners

Challenge: How can we, as consultants to Baxter,

provide innovative ideas for preventing hospital-acquired infections and improving

the quality of health care for patients via new technologies and/or protocols that can

be applied to its current and emerging product portfolio in such a way that they...

reduce complications, simplify treatments/devices, consider the patients receiving the

therapies, consider the health care providers

administering the therapies, consider the customers purchasing the

therapies, and consider the overall competitive product

market?

STEM Career Clusters: Health Science and

Research and Development

Partnership

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Instituto Health Science Career

Academy

Ms. Munson – Coordinator

Ms. Henrietta Barcelo – Industry Liaison

Ms. Lovall-Cole – Lead Freshmen Science Teacher

Ms. Paprocki— Science Freshmen Teacher

Ms. Janko – Science Freshmen Teacher

Mr. Shafer – Lead Sophomore Science Teacher

Mr. Lee— Science Sophomore Teacher

Ms. Sanchez – Science Sophomore Teacher

Lindblom Math and

Science Academy

Leah Spee— Biology and Biotechnology Educator

Leah Rietveld- H-environmental and Chemistry Educator

Elizabeth S. Copper— H-environmental, AP-environmental and Forensic Educator

Katie Hottinger and Kathy Ang—UTEP teacher interns

IMSA Facilitator: Brian Grublesky


Instituto Health Science Career Academy Students

Health Careers Orientation 9, 10

Students were asked to raise awareness about strategies to prevent hospital-acquired infections, often overlooked by healthcare professionals to:

•encourage consistent use of best practices and products throughout healthcare, and •provide ideas for the future.

Accountability system Singing sink/timer Education, including their own website Chlorhexidine Blue light Bacteriophage barrage

The Problem

The Solution

Baxter

Singing Sink/Timer

Work with partners from Baxter Rush Cadaver Operating Room Simulation Contagion video clips Interview medical professionals Observe ER/Acute Care Center Research information on types of infections, how hospitals have faired with HAI’s, and the

procedures in place.

The Process

•Ruth Castillo, IHSCA nurse •Jan Lepinski, Sinai Health System, Director Infection Prevention and Control •Bob Leven, Rush University professor

Community Resources

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Students Honors Environmental Science and Biotechnology 12

How can we, as Baxter consultants, improve hand sanitation in hospitals to reduce the prevalence of hospital-acquired infections in such a way that practices are efficient and easy to implement while ensuring cost affordability to patients, hospitals and insurance companies?

Video to educate public about problem of HAI’s

Germicide device Sterile scope Smart hospital room

Students watched Contagion Handwashing experiments to test types of soap, hand sanitizers, time of handwashing and temperature of the water. Designed new products to help with problem.

The Problem

The Solution

The Process

Lindblom Math and Science Academy

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Baxter


Ron Bullock, Bison Gear Chairman Matt Hanson, Vice President Portfolio Management Mike O'Donnell, BLDC Electrical Engineer John E. Burch, General Product Manager Sylvia Wetzel, Chief Learning Officer

Bison Gear & Engineering Corp 3850 Ohio Avenue

St. Charles, IL 60174

Challenge: Bison Gear & Engineering challenged students

to design and make a mechanism that will interface with the ServoNow driver and demonstrate the capabilities of Bison’s

ServoNOW integrated servo motor and control system. ServoNOW is ideal for repetitive,

single axis linear motion control applications such as a robotic arm, a conveyor with a

sorter/diverter, and an automatic door or gate application.

STEM Career Cluster: Manufacturing

“It was a pleasure seeing the students present the materials and an even greater pleasure to see them talk amongst each other (cross-school round table discussions). As an engineer, I think this is a great program, and I hope we stay involved for years to come. Thanks again for including us and giving me the opportunity to work with such a dynamic group of individuals.”—Bison Gear engineer “Outstanding video! I really wish I had been able to see it in person. On behalf of Bison Gear, thank you very much and congratulations.”—Bison Gear engineer

Bison Gear and Engineering Corporation designs and manufactures innovative lines of electric motors, gear motors, and gear reducers used in industrial and commercial equipment worldwide. Bison has distinguished itself as a manufacturer with a strong engineering tradition who provides substantial added value in the power transmission and motion control products it brings to market.

Partnership

Partners


Glenbrook South High

School

Neil Schmidgall—Engineering, Physics, Engineering Club sponsor

Infinity Math,

Science and Technology High School

Sarah Schneider—Engineering (Project Leader)

Grant Petersen—Special Education: Math and Science

Michelle Morris—Science

Sabrina Walker—Curriculum Coordinator

Patricia Brekke—Principal

Islamic Foundation

School

Dr. Idris Ibrahim—Science

Iftikhar Hussain—Mathematics

Sarah Said—Academic Coordinator

IMSA Facilitator: Lucinda Dittmer


Glenbrook South High School Students

Engineering 11, 12

We need to create a system that showcases the advanced abilities of the ServoNOW motor. These abilities include its precision, accuracy, and ability to be controlled wirelessly by a tablet. After the system is developed, our group aims to maximize the system’s marketability to the target audience by focusing on relevant usages.

Initial Design Model

Final – Video Demo http://www.youtube.com/watch?v=77-4PqFyEw8

The Problem

The Solution

Bison Gear

Professor Dave Geller; Oakton Community College Professor Jeff Sliwa, College of Lake County CamCo, Inc. in Wheeling

“The use of the Arduino and tablet was an impressive feat. Your team truly grasped the goal of this project and exceeded our expectations.” —Michael O'Donnell, BISON Gear and Engineering Corp

Career Awareness


The students brainstormed possible solution ideas, visited the University of Illinois Engineering Open House and observed a ServoNOW in use. Next they identified areas of responsibilities: Fabrication/Assembly, Communication-Android, Programming the Arduino, Google Sketchup, Design Parts, Spreadsheet Analysis.

Students weighed each solution idea against specific factors of: air resistance, reaction/arduino speed, system anchor, motor/arduino cooperation, landing location, consistency of the throw, and repeatability.

Students in their element evaluation noted, “Each element alone is relatively simple to determine and handle with kinematics and programming, but together they will demonstrate the capabilities of the motor that Bison wants to see. By making the problem within our abilities to completely solve, we can ensure that the machine is as impressive and accurate as it could possibly be.”—Student

“We rejected the coefficients of friction and concentric circles idea because we could do the same thing with kinematics which are easier to work with.” —Student

“We rejected the pizza cutter because it did not showcase the ServoNOW motor’s accuracy and precision capabilities in the way that another idea could.” —Student

University of Illinois Engineering Open House – “We saw a ServoNOW motor with timing pulley drive a belt. This educated us on how to incorporate our ServoNOW into the system.” —student

Visit Oakton Community College in Skokie to see their SimCell with an automated conveyer, robotic arm and lathe.

Android App developer - engineer who programs tablets and find out how we can best apply a tablet in our design.

Visit CamCo, Inc. to investigate the possible inclusion of cams into our design. We also found out how they approach the design of a cam from start to finish.

The Process

Community Resources

Google Sketch-Up Front View

3-D Design

Spreadsheet Analysis


Infinity Math, Science and Technology High School

Students Engineering 11, 12

How can we create and market a mechanism that demonstrates the powerful capabilities of the ServoNOW motor in such way a way that we consider:

safety, time limit, teams, staying focused, materials needed, understanding the concepts, and budget?

Bison-Ice is an automated raspado machine.

Raspado – Shaved ice in a cup with flavoring

Raspados are sold by street vendors and in convenience stores in the neighborhood. Idea for Bison-Ice came from seeing these street vendors struggle to shave the ice by hand.

The Problem

The Solution

Bison Gear


Students divided into teams. Each team reported individual and team accomplishments during the past week and the team and individual goals for the following week at the weekly check-in meeting on Fridays. “The students were able to transfer the engineering design algorithm into laying out the implementation plan (though it took awhile). They were hesitant to be more thorough in their description of the ‘concepts’ they needed to know - part of the issue was getting them to be able to pinpoint these.”—Teacher “Students needed assistance in identifying why a best fit solution was chosen with sufficient justification. They were too quick to discount a solution because of the difficulty level that they associated with it. I prompted them to revisit these ideas and would not let them throw them out until they had sufficient justification.”—Teacher

Infinity HS staff members (in specific fields related to project) Brad Foote Gear Grainger (supplies) Home Depot (supplies) SHPE/UIC/IIT contacts as necessary

The Process

Community Resources

The students were featured in a newscast on Univision: http://univisionchicago.univision.com/videos/video/2012-06-12/proyecto-estudiantil-de-ingenieria-en-la-villita


Students Engineering 11, 12

The students designed a ‘U’-shaped device to transport supplies from the physics lab storage room to specific lab stations in the classroom.

The Solution

Bison Gear

The Islamic Foundation

The Process Students visited physics classroom in new school structure and then brainstormed possible uses for Servo-NOW motor. After presenting various ideas students, then determined cost and modified their plan to stay within funds provided through ILIT and from Bison Gear and Engineering.

Existing Building

New Structure Containing Physics Lab


Illinois Department of Transportation 2300 S. Dirksen Parkway

Springfield, IL 62764 (217) 782-7820

The Illinois Department of Transportation is the state agency in charge of state maintained roadways and provides funding for rail, public transportation, and airport projects.

John Webber, Director of Communications John McCarthy Gwen Montgomery Kacey Bassett Scott Stitt Greg Feeny

STEM Career Cluster: Transportation, Distribution

and Logistics

Challenge:

IDOT seeks innovative designs for future freeway interchanges to address the recommendations by the American

Society of Civil Engineers for “innovative thinking” and to “repair,

improve and expand the Illinois surface transportation system and

implement strategies to decrease the highway congestion to relieve the

congestion costs for travelers and aid economic development.” Solutions should incorporate environmentally friendly components that would also

support transportation growth.

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Partners


Homewood- Flossmoor

Community High

School

Anthony Svozil—College Prep Physics, Honors Engineering Physics

Glenbrook Academy

Chris Morgan—Assistant Director, Department of English

Ben Widener—Social Studies

IMSA Facilitator: Kathy Schmidt

Niles West

High School Ben Brzezinski—Applied Sciences

Meridian High

School Don Moberly

Lincoln Magnet School

Nichole Heyen

Deb Mueth

Phil Snow

Ashley Wankel

Toni McDowell

Christine Jones

The Jackson

Initiative

Erma Terry

Ron Woods

James Gibson


Students Social Studies 9

English 9

How can we provide horticulture/plant suggestions for the Willow Road medians in such a way that we consider sustainability, safety, aesthetics and economic factors?

We selected a variety of native perennials, shrubs and trees that would be cost effective, sustainable, and provide aesthetic appeal throughout the year. We also investigated sustainable drainage systems and composting options.

Community Resources: Chicago Botanic Gardens

Village of Northfield

Glenbrook Academy of International Studies

The Problem

The Solution

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IDOT

“We are very proud of the way the kids overcame their difficulties and presented an innovative, collaborative, and well thought-out project. In the end, this project was worth it, and the students put together something

great.”—Teacher


“Learning by PBL gave me a taste of how professionals tackle their jobs. I also believe PBL helped me become more resourceful and independent because I had little or no adult guidance. Most of the project was done by students, increasing the responsibilities of each student. I felt important and wanted to contribute because my hard work would make a difference.”—Student

“The only way to accomplish a goal and to build a solution to this sort of problem is to work collectively with multiple people because it is impossible to come up with everything by oneself without the input and opinions of others.”—Student

“This method of teaching encourages a deeper thought process than the traditional method of subject-based learning.”—Student

“Major decisions about the project were researched and processed by us, and I believe it made many people, including myself, much more interested and motivated about the topic. The balance between student and teacher input worked very well for our class.”—Student

“I also learned the importance of staying positive in the face of having to start from scratch after working hard on something, which will be particularly useful as this is actually a common occurrence in the real world.”—Student

Career Awareness

The Process


How can we redesign the intersection of Dixie Highway and Pine Street located in Flossmoor that removes all potential blind spots, northbound traffic versus out-flowing traffic and out-flowing traffic versus southbound traffic, and any potential traffic backup during rush hour ...in such a way that the redesign takes into account costs, the environment, the community’s concerns, potential effects on existing traffic patterns (particularly from 5:30-7:00 p.m.), sustainability, IDOT regulations, flooding and rain runoff, and ease of maintenance?

Our proposal 4 provided the best solution because it: has no break in traffic flow, solves the visibility issue, adds an additional northbound lane, is only for cars turning right from under the viaduct, requires cars traveling straight to stay in the left lane

so cars are not blindly turning into the same lane, has the most efficient and safest flow of traffic, and does not add traffic signals or signs to slow traffic.

This proposal does require the longest construction time and includes a high cost for excavation.

The Problem

The Solution

Homewood-Flossmoor High School

IDOT

“The students were given considerable freedom to conduct the necessary research, produce design solutions, and the

corresponding solutions. The teacher’s role was that of a guide and an additional resource.”—Teacher

Students College Engineering 11, 12

The Process

Existing intersection:


The Jackson Initiative Students

After-School Program 7-8, 9, 10, 11, 12

How can we improve the highway interchange/intersection at Highways 37 and 51...in such a way that will:

improve safety, improve access to the National Cemetery, improve visual capabilities, improve traffic flow, and consider environmental issues with the levy system?

Description of the new and improved interchange US 51 and US 37:

Fill in the big ditch, which would have no significant environmental impact.

Extend the culverts under the former big ditch.

Make the flow of traffic go one way.

Put in a shoulder, at least twelve feet wide, on each side of the road.

Add safety rails for the levee dropoffs.

Add new stop and yield directional signs.

Add a roundabout with a radius of 100 feet.

Add flashing caution lights on the approach to the cemetery.

Results:

The enlarged interchange design will allow better traffic flow and will be altered so that all traffic flows in one direction. Because of the large radius of the circle, the speed of the traffic will be safer.

The accident/death rate will be reduced or eliminated due to these design alterations.

The design includes a new access road to the cemetery entrance and exit.

Side rails will prevent off-road crashes.

Cars will be able to see each other and will be going in one direction, which reduces the rate of crashes.

The Problem

The Solution

IDOT


The current situation: The triangular format is a cause for

concern due to unclear traffic intersection.

The interchange next to a major national landmark is difficult to enter or exit.

The big ditch in the center of the interchanges is unprotected and deep.

The Cache River Levee sides are steep.

The Process

David Waddy— CAD designer, engineer Larry Woods—retired IDOT Douglas Keirns—IDOT

Community Resources

“This was a wonderful experience for all of us, students and teachers. We got to be a part of a real world process which has resulted in our going to several organizations to present the solutions the

students generated as an enhancement to the area. The National Cemetery Committee and the Pulaski County officials are interested in our solution, and our local public officials are interested

as well. Our students will never forget this project.”—Teacher


Lincoln Magnet School Students

Math 7, 8

The interchange as it is now is dangerous. Many crashes occur in this area. The road serves as a major transportation route to reach highly popular retail

businesses, such as Wal-Mart, Golden Corral, Aldi’s and Cozy Dog. I-55 also serves as a traveled daily roadway for those who live in the surrounding

residential areas. Making this interchange safer would benefit everyone that travels on this road. Many of us in the group travel on it daily.

Estimated total cost: $42 million Environmental /Green Points Thermopole, which is a polymer-based light post made of

recycled plastic. It is cheaper and safer than a normal light pole.

Bright lightbulbs that last 50,000 hours (5 years), drawing less than two watts of electricity at a cost of only $20 per bulb.

Fly Ash, which is the remnant of coal burning in power plants, would be used as a much cheaper replacement for dirt.

Recycled plastic lumber beams to be used as the fences all around the interchange to prevent road accidents and to block out the sound of the interchange for the near-by resident area. There would be regular backyard gates for emergencies.

We chose this design because we felt it was the most convenient for our situation. We also felt that it was the safest route we could take with this project. We had several other designs that worked but were not as safe as this one. We had several goals, and this one fit the criteria the best. For example, we were able to successfully eliminate all left turns, as they are one of the main causes of crashes.

The Problem

The Solution

IDOT


Meridian High School Students

Math 9, 10, 11, 12

How can we improve the I-57/Highway 51 interchange (near Dongola) in such a way that the design can prevent future safety issues as vehicles cross over three lanes of traffic to make the left side ramp? At the same time, we want to create a solution that will improve travel for drivers on both the interstate and the highway.

Our Considerations To Fix This Intersection Solution 1: Traffic lights on the on-ramp and sensors in the road. Solution 2: Building a new road and bridge to avoid crossing traffic and the off ramp completely. Solution 3: A sign indicating merging lanes ahead with a flashing light. We eventually decided that the easiest and most effective way to fix this was put up the signs with flashing lights.

The Problem

The Solution

IDOT

Our approach—break into four areas:

1. Engineering, Environmental Science, Journalism and Law 2. Choose multiple interchanges and compare/contrast 3. Consider all aspects 4. Create solutions

IDOT representatives came to school to meet with the entire student team and began fielding questions for each group. Overall, students seemed to enjoy the experience. The guest speaker was very knowledgeable and interested in student project.

Due to financial constraints, flashing signs on I-57 were picked as the best solution. Students were a bit disappointed that a new roadway would cost so much money; however, they felt flashing signs could reduce the likelihood of future accidents and make drivers more aware of the unique interchange.

Students felt strongly about their concerns and truly had passion for the project. They seemed to grasp the concepts of working as a team, considering everyone's suggestions, and brainstorming off of the ideas of others. Students also seemed to thrive with the problem-based learning.

The Process

Businesses: Illini Ready Mix, Anna Quarry IDOT Personnel: Douglas Keirns, Danisha Lewis

Community Resources


Niles West High School

There is a need to provide a linkage between two major highways within the transportation system network. The crossing of I-294 and I-57 is an unusual situation where two interstates cross but do not connect. The lack of a connection between I-294 and I-57 and restricted local access to I-294 creates out-of-direction travel and increases regional travel times. Our goal is to propose an interchange that will decrease travel times and is environmentally friendly and economically feasible.

The Problem

The Solution

IDOT

We propose that IDOT add a system of ramps to the existing highways that allow people to get onto either highway. Benefits: Cars will be able to freely change routes without getting off of

the highway. Decreases travel time Decreases the traffic congestion further south at the I-294 and

I-80 intersection because of the alternate path to get on I-57. Less traffic on local side streets because less cars will be

getting off one highway to go to the other. Ramps will be 2 lanes wide to decrease

traffic congestion. Signs will be added along I-294 so that

drivers will have more than enough time to switch lanes if they need to switch their routes.

Other ideas: Require all drivers to have an I-Pass. Move toll booths further up so it decreases congestion. Add turbines on the sides of the highway so the wind from the

cars generates electricity.

2

Students



Springfield, IL 62764 (217) 782-7820


CenterPoint Properties was the first large-scale industrial developer to successfully develop co-located or integrated industrial distribution centers adjacent to intermodal rail facilities.

John Webber, Director of Communications Marva Boyd Danielle Harrell John McCarthy Jeremy Grey—CenterPoint Properties


and Logistics

Challenge:

Center Point Properties seeks design and model examples of ways to

improve supply chain efficiency for shipping goods locally, regionally,

nationally and internationally. Reducing the road miles that products need to be moved and increasing the efficiency of the methods for moving

these products can result in cost savings for IDOT, companies and

consumers and environmental benefits for everyone.

3

Partners


Carrollton High

School

Jan Jungk

Alex Pulido

Mike Scott

Proviso Mathematics

and Science Academy

Edward Moyer, Jr.

Matthew Dillard

Christie Krejci

Greta Mitchell-Williams


Woodstock CUSD

Steve Thompson

Bill Donato


How can we find an innovative solution to improve upon salt trucks currently in use ...in such a way that makes them distribute salt more efficiently and environmentally friendly?

The Illinois Department of Transportation currently has 1,700 trucks on the road that average 10-12 mpg using diesel fuel at $4.00 per gallon. We offer two possible solutions: Convert to Compressed Natural Gas (CNG), with a lower

cost of $1.00 per gallon. There are 20 CNG fueling stations in Chicago with 150 more scheduled for next year. The CNG tanks can be made to fit anywhere on the trucks. The savings per truck per year is $7,000, so the $40,000 cost of conversion would be recovered in 6 years.

Add performance modules to each engine to increase horsepower and fuel mileage up to 3 mpg and to reduce the exhaust temperature. The cost per unit is $399 plus $50 for installation, and they come with a lifetime warranty.

The Problem

The Solution

Carrollton High School

IDOT/CenterPoint

Students 10, 11, 12

“Woulda, shoulda, coulda!” It’s easy to look back and think about what we could have done to improve this journey! Having said that, the students probably learned as much from the information that they did not use as they did from the final work. We keep talking, as teachers, about the journey—that the student results are more about the journey they took to get to the final presentation than their solution. While we all agree that there is much work to be done to push our students to higher levels of thinking, applying and creating. This has been a great start and we now have a wealth of useful tools to implement this kind of a problem next year.—teacher

Tim Peters, Area Diesel Todd Dunlap, Lincoln Composite Dr. Elizabeth Pressler Dr. Emily Alford Mr. Denny Cook

The Process

Community Resources


Proviso Mathematics and Science Academy

IDOT/CenterPoint

Students Research Mentorship 12

How can we, as consultants to CenterPoint Properties, create a more efficient Illinois supply chain for shipping goods... in such a way that we consider: cost effectiveness, issues of local, regional, national and international transport, infrastructure issues, types of transport, and technology?

Our purpose was to improve CIC-Joliet’s intermodal distribution efficiency and ensure sustainability. We found that barges are more efficient for both cost and environmental benefits. Barges ease congestion for busy highways; in this case, Interstate-55. An isolated waterway system creates a safer way of delivering products. Water transportation has fewer accidents, fatalities and injuries compared to truck or rail because it generally involves less urban exposure. Truck and rail tank spills occur more often than barge spills. Since barges have a larger capacity, they require fewer units than either rail or truck to move an equivalent amount of cargo. The construction of tank barges must be approved by the Coast Guard, and once in service, they are inspected annually. Coast Guard statistics show that water transportation is better inspected and regulated than either of its competing forms of transportation. We also found that LEED certification increases the value of the building, profits, employee productivity, energy and water savings, and decreases the inspection fees. In addition, consumers prefer a “green” or LEED certified company. The weakness we found was that LEED certification was only established in 2000. Therefore, it is a fairly new system and not many research studies have been done on its relation to a company’s profit and earnings. We also were not able to find a study on barges that correlated directly to our research.

The Problem

The Solution


We were able to contact CenterPoint Properties® representative, Stefanie Heinzen and met with Jeremy J. Grey, Vice-President of Infrastructure and Transportation. After meeting with them, we realized what potential issues needed our focus. We decided to recommend that the company require LEED certification for all of their warehouses and use barges as an alternative form of transportation for their goods. LEED Certification

•In one study, 66 percent of firms’ sustainability-related actions increase their profits. •A LEED building increases employee productivity. •An energy efficient building has an average investment return of 20-40 percent. •Kim Bartmann, owner of The Red Stag Supper Club (an independent restaurant) in Minneapolis, MN, said LEED certification was an excellent business decision, “The Stag opened using 70 percent less water than a typical restaurant, and 50% less energy -- greatly reducing our operating costs.” •Green-Labeled buildings command a rent premium of three and six percent and were sold for a premium of 11 to 19 percent. •The LEED 2009 new construction average energy savings is over 32 percent, compared to 27 percent from previous years. •By 2020 there will be about 5 times fewer vehicle miles traveled for commuting because of LEED sustainable sites. Barges

•Shipping goods by barge has the same cargo capacity of 60 semi-trailer trucks or 15 rail cars, reducing a company’s costs for fuel and supports the environment by allowing cleaner air and reduced emissions . •Transitioning the method of shipping goods from trucks and rail cars can lead up to saving roughly $500 million each year. •Water transportation reduces highway traffic, fuel consumption, air pollution and damage to highways. •Barges effectively link with the U.S intermodal transportation system. •A barge can travel 514 miles per gallon. •An analysis of rail and waterway fuel efficiency shows the average amount of thermal energy (BTUs) expended per ton-mile totals 433 for water transport and 696 for rail transport.

The Process


Woodstock High School Students

Engineering Design and Development

How can we find an efficient way to transport more goods, in such a way that it is environmentally friendly?

If CenterPoint is looking to expand, it is in their best interest to construct some bridge connection to distribute traffic, ultimately making travel more efficient. We propose a through-arch bridge. With the traffic screening information provided, only two lanes are needed in each direction, with about 1,250-2,050 vehicles passing per hour. The estimated cost of the through-arch bridge is about $145,470,000. This is about $3,000,000 less than the cable-stayed bridge. This is also a much stronger structure than the tied-arch bridge, which will be important because of the heavy traffic flow over this new connection. Some level of funding would also come from a federal source because of the size of the project and because it is a roadway to be used by everyone. Because of the significance of this project, the National Environmental Policy Act process may need to be completed to ensure that the benefits of this project outweigh the impacts, help funding, and help acquire any necessary permits. The project is recommended to be coordinated and partially funded by IDOT.

The Problem

The Solution

“One of the students at Woodstock High School took information from what each group had researched and put it together in a movie format using Window's Movie Maker.”—Teacher

IDOT/CenterPoint

2


Without the proposed connection, there are three rail crossings to Indiana and one rail crossing to Chicago. With a bridge over the rail tracks, there would be no waiting for a train. Exactly in between the two sections of CenterPoint Intermodal Center is the intersection of

Arsenal and Baseline Roads. The shortest distance between two points is a straight line, and as you can see, the bridge hits I-80 with almost a straight line from the middle of CenterPoint. The distance using the new connection versus the present-day routes is

slightly shorter in distance (.5 mile saved to Chicago and less than .5 mile saved to Indiana) and time without the consideration of traffic. With the new connection, traffic could be reduced up to 39% on Route 53 and 50% on I-55, which means time and money saved.

The amount of fossil fuel pollution will be decreased because of the short distances and less time spent on the roads. The bridge area will be mitigated by planting trees alongside the river at different locations. The storm water drainage will flow into nearby creek systems that eventually lead to the DesPlaines River.

Career Competencies were addressed through group work while groups were researching to find answers to the problem statement. Students developed decision making skills when proposing their final, educated recommendation for the project. Career Awareness was developed:

through interaction during the expert panel, during research on different topics, and during hands-on lab exercises.

The Process

Impact on the Environment

Career Awareness



Springfield, IL 62764 (217) 782-7820

3


IDOT John Webber, Director of Communications John McCarthy Gwen Montgomery Kacey Bassett Scott Stitt Greg Feeny URS Corporation Lisa Laws


and Logistics

Challenge:

IDOT seeks innovative bridge designs to address the recommendations by the American Society of Civil Engineers to “build better bridges with sustainable concepts for service lives beyond 100 years and adopt new technologies to extend the life and performance of bridge components.” Solutions should incorporate environmentally

friendly components that would also support transportation growth, including possible changes to laws and regulations.

“The Superintendent of City of Chicago bridges, Mr. Darryl Rouse, arranged an outstanding tour. Our instructors and students were thoroughly amazed and the staff was so gracious. We learned so much and our students were certainly intrigued with the mechanics involved in bridge operations. Providing an engineer and electrician was especially significant for encouraging young people to explore fields which they may not have considered. Our students are more confident in designing and presenting their sustainable bridge designs.”—Teacher

Partners

Partnership


Carbondale Community

High School

Dallas Terry

Waukegan High

School

Karen Franks

Jackie Hogan

Sue Dunmore

Geary Gaspord

Barry Gallagher


Metropolitan Family

Services

Christine Brown

Kenneth Clark

Meredith Williams

Kim R. Greene

Lincoln Magnet School

Nichole Heyen

Deb Mueth

Phil Snow

Ashley Wankel

Toni McDowell

Christine Jones

Harlan Community

Academy

Christine Brown

Kenneth Clark

Meredith Williams

Kim R. Greene


Carbondale Community High School Students

Principles of Technology 9, 10, 11, 12

How can we develop a sustainable bridge design...in such a way we consider:

a bridge lifespan of over 100 years, transportation growth, environmental issues, and possible changes to laws and regulations?

Bridge design: I-beam with arch for added stability and aesthetics, incorporating green technology through solar collectors and PMG7 microgenerator to capture vibration energy from the traffic. This design would handle the volume of traffic, which includes ADT 580 semi-trucks and 7,300 other vehicles. It includes a fenced-in pedestrian walkway along the side. Sensors placed along the bridge will monitor the structure.

To mitigate possible damage from earthquakes, shock absorbers similar to Chevrolet’s magnetic ride control can be placed at the abutments.

The Problem

The Solution


The students also considered safety issues, learned about the process for obtaining a permit to build a bridge, and investigated the legal regulations and public responsibilities that relate to bridges.

They also investigated FAA regulations and found that if the bridge is less than 200 feet tall, traditional red beacons are used to signal oncoming aircraft. If it is between 200-500 feet, medium-intensity white strobe lights should be used. If a structure is over 500 feet in height, high-intensity white strobe lights are mandatory for signaling oncoming air traffic. Both the medium-intensity and high-intensity strobe lights must flash 40 times per minute. Strobe lights are used on the taller structures because they are easily seen in both day and night.

Students investigated ways to mitigate the effects of a possible earthquake. They learned that the USGS and CERI predict a 25-40% probability of having an earthquake magnitude of 6.0 or greater generated from the New Madrid Fault during the next 50 years. A New Madrid earthquake of magnitude 7.0-8.0 similar to any of the three large earthquakes of 1811-1812 has a 7-10% probability of occurrence in the same time frame.

The Process

The students investigated the following careers, including educational requirements and job responsibilities: bridge engineer, bridge electrician, civil engineer, quality assurance

architect, seismologist, and bridge structures superintendent.

Career Awareness


Harlan Community Academy Students

After School 9, 10, 11, 12

How can we build a sustainable vertical lift bridge that would last over 100 years at the Calumet River and 95th Street...in such a way that it is safe, meets all legal standards, and is cost effective?

We recommend a green safety system that includes lanes for emergency vehicles to move through traffic easily, tall pedestrian rails, an emergency safety kit located north and south of the bridge that includes float devices, first aid kit, emergency phone and a crossing gate to stop cars while the bridge is operated.

Marketing themes:

• Volunteers are willing to give back to the struggling community surrounding the bridge.

• Our product is to aim at a bigger community by means of a valuable and different way of transportation.

• The 95th Street bridge community needs this bridge as a start up for a great future.

• We have a green bridge which is good for the environment, and the recycled materials are cheaper and very reliable.

• Our bridge is a part of the community, so word of mouth and radio ads shall communicate the magnificence of our bridge to Chicago.

The Problem

The Solution



Vertical lift bridges, such as the Broadway in New York City, rise up and down to allow boats to pass underneath the bridge. The detachable sections of the bridge attach to steel cables, and these cables attach to rotating drums inside two towers on opposite sides of the bridge. When the raising mechanism activates, the drum winds the cables up, causing the bridge to rise. The drum then unwinds the cables to lower the bridge.

The locations at Calumet River and 95th Street has history and celebrity status from being in the Blues Brothers movie in the early 1980’s. The community has a high crime rate and drop-out rate for high school students. The bridge has lost its appearance, and the community has lost its pride in keeping it looking good.

The students identified a bridge in their neighborhood to re-design. They visited the site, and collaborated with bridge engineers in analyzing the key factors that would need to be considered in their bridge design. They studied several types of bridges in order to choose one that would be suitable for the site. For their

final designs they built models and generated cost-benefit analyses for various materials that could be used in the construction of the bridge.

The Process

“Learners loved the research of the problem and finding solutions. They are very interested in data and seeking information to support their theories.”—Teacher

“Students' roles involved a level of commitment in an educational process that was new for them. They all really thrived and welcomed taking leadership roles and valued coaching versus lecture

and textbook methods.”—Teacher


The yellow line indicates the bridge location in Springfield On Lake Springfield In line with MacArthur Boulevard

The proposed bridge will be located parallel to the existing rail tracks and Interurban trail.

The selection process: This area has lake, freight rail and interstate access as

well as large plots of land which would allow for expansion of the future factory and/or attract future industry.

This location will provide access to the rapidly growing areas between Springfield and Chatham.

The railroad bridge will need to be widened to accommodate high-speed rail.

The high speed rail is close to the current bike trail; therefore, the bike trail needs to be relocated.

The proposed bridge would offer scenic overlooks to Lake Springfield.

Lincoln Magnet School Students

7, 8


How can we develop a sustainable bridge design... in such a way that we consider: a life-span of over 100 years, transportation growth, environmental issues, and possible changes to laws and regulations.

The Problem

The Solution


Throughout the design process, we had several interesting ideas, such as:

Place the bridge where the pedestrian/bike path currently is. This might not have been as safe since it is near the bike trail already, and our bike trail issues would have been enhanced upon the completion of the high-speed rail.

Construct the bridge where Iron Bridge Road currently stands. We excluded this idea because it wouldn't be convenient for traffic. If we put it there, the dangers for the bikers/pedestrians would be unsolved.

Put a tunnel over the railroad track to protect the pedestrians. That didn't work out because we can't do anything to the railroad, since we don't own it. Also, we had already decided to build the bike/pedestrian trail alongside the new bridge.

Have the pedestrian/bike path go over the road. This was eliminated because it was not pedestrian-friendly and would be hard for bikers to go up that steep of a slope.

The Process

Hanson Professional Services

Community Resources


Metropolitan Family Services Students

After-School Program 9, 10, 11, 12

There is a railroad that intersects the road to the Near North Shore beach, which sometimes can cause a back-up of traffic. How can we build a sustainable viaduct bridge that would last over 100 years ...in such a way that it solves traffic problems and is safe, eco-friendly, cost-effective and unique?

Our bridge design incorporates various materials:

Cured concrete for longevity — concrete that has been cured longer, lasts longer and does not have to be replaced as often, which costs less.

The bridge would use 19,000-20,600 metric tons of recycled concrete that has been re-crushed at about $7 per ton for a total cost between $133,000-$144,200.

Timber for longevity, strength, durability, low maintenance, and quick construction. The wood would be recycled black locust wood.

Continuous Welded Rail, steel sleepers formed from pressed steel and trough-shaped, and medium steel sections which is $706 per metric ton and is the most expensive material in the bridge.

Finally, we recommend renting space on the bridge so the bridge can be pretty and make money for the community.

The Problem

The Solution



One of the constraints we put toward the program was that we need to bring communities together. We decided that the bridge would be built using volunteers from the different communities to bring them together.

Darryl Rouse, Superintendent of City of Chicago Bridges

The Process

Community Resources

“Metropolitan Family Services was fortunate to participate in this project and understand the importance of working with students after school and on the

weekend. The overall process really provided students with a positive learning experience that will last a lifetime. Many of our students are at risk and seek

opportunities to involve themselves with their peers and teachers during out-of-school time.”—Metropolitan Family Services Representative

“IDOT, IMSA, City of Chicago and URS involvement in the process was phenomenal. This is a ‘must’ to create project-based learners and future leaders in the industry.”—Teacher “Learners gained group and teamwork skills, content and knowledge in engineering, math, research, and science.”—Teacher


Waukegan High School Students

After-School Program 9, 10, 11, 12

How can we build a bridge that is sustainable with a service life beyond 100 years, in such a way that it: minimizes the impact on the natural environment, the bridge is appealing, attract tourists, fits the criteria (dimensions)

-Over water, -Minimum span of 200 ft, -Bridge clearance allows boats to pass, and

is eco-friendly?

Structure: Arch Foundation (goes into the ground) Suspensions Roadbed Dimensions Circles Pedestrian walkway

What makes our bridge eco-friendly? Windmills Solar panels Vertical flower garden Recycled materials Vertical gardens will be located on one side

of each sidewalk to add a little color and to attract people walking through.

The Problem

The Solution



The students began the project by taking a field trip where they visited several bridges in the area in order to choose a site for a new or re-designed bridge. After choosing a site, they built models of different types of bridges and tested them for strength and durability, as well as suitability for the site. After choosing a final design based on their tests, the students built models of the proposed bridge. They then developed plans to incorporate environmentally friendly recycled building materials, as well as solar panels and windmills.

The Process

“Using the IDOT letters was a good way to introduce the problem. They made the project very real to the students.” —Teacher

“Worked really well to generate solutions through building model

bridges. Gave plenty of opportunities for failures and disappointments to persevere through.” —Teacher

“We would love the opportunity to do this again. We (students and

staff) learned a lot.” —Teacher

Made from:

Crushed cars

Concrete/recycled concrete

Fiber-reinforced polymer


Matt Aldeman, Energy Analyst, Center for Renewable Energy, Illinois State University David Loomis, Director, Center for Renewable Energy, Illinois State University Jolene Willis, Program Coordinator, Illinois Institute for Rural Affairs, Western Illinois University Fred Iutzi, Program Manager, Value-Added Sustainable Development Center, Illinois Institute for Rural

Affairs, Western Illinois University

Western Illinois University 518 Stipes Hall

1 University Circle Macomb, IL 61455

(309) 298-2237

“The level of self-guided research and obvious passion for the subject matter were evident in the students' work and presentations. I was impressed by the students' commitment and innovation in tackling these challenging problems. Each student group used a slightly different approach, which is one of the hallmarks of this type of work.”—Matt-ISU “The ILIT Challenge program offers a unique opportunity for students and industry to learn from each other. I am continually impressed by the depth and breadth of students' presentations and the level of critical skills analysis used to formulate their conclusions. Renewable energy is a rapidly growing industry requiring unconventional approaches and I am encouraged that so many Illinois students are embracing the challenges of the industry.”—Jolene-WIU

STEM Career Cluster: Energy

Partnership

Challenge: Students will explore how to integrate renewable

energy alternatives, including wind and solar power applications, to support their school and/or community infrastructure. As Illinois continues to

develop clean, renewable, and reliable energy solutions to support sustainable living, students

are challenged to develop product designs, implementation strategies, and community

outreach activities.

The Center for Renewable Energy at Illinois State University has three major functional areas: To enhance the renewable energy major at Illinois State University To serve the Illinois renewable energy community by providing information to the public To encourage applied research concerning renewable energy at Illinois State University and

through collaborations with other universities. The Illinois Institute for Rural Affairs (IIRA) builds the capacity of community leaders and policymakers by providing technical support, applied research, policy evaluation, and training across the state. IIRA is a clearinghouse for information on rural issues, coordinates rural research, and works with state agencies on issues of importance to rural communities.

Illinois State University Campus Box 5020

Normal, IL 61790-5020 (309) 438-7919

Partners


Christopher High

School

Tiffanie Hobbs—Project Director Katie Pettit—Mathematics Jeremy Varner—Biology Lisa Miller—Environmental Science

Corliss High

School

Jamiu Sokoya—Science Dr. Anthony Bell—Center for Community Academic Success

Partnerships, 21st CCLC Partner Dr. Morris Williamson—Evaluation & Research, Center for

Community Academic Success Partnerships

Delano Elementary

School

Dee Dee Pacheco—Instruction & Partnership Coordinator, Family Focus, Inc.

Carolyn O’Neill—Instructor, Family Focus, Inc.

Jefferson High

School

Dallas Turner—Environmental Science Nancy Cleburn—Environmental Science

Kelvyn Park High

School

Kelly Cirino—Executive Director, Driven and Empowered Youth Angel Giraud—Youth Development Manager Yanetzi Cirino—Youth Development Manager Lemuel Ayala—Site Leader, Math and Art Expertise Carlos Galvez—Project Lead Facilitator, Math and Art Expertise

East Rockford High

School Dustin Long—Environmental Sciences

Stark County CUSD 100

Tim Wagner—Scientific Research, Statistics, Calculus Scott Fairfield—Agribusiness Myra Turner—Physics Patty Wilkinson—Career and Technical Education

CICS Basil

Campus

Dee Dee Pacheco—Instruction & Partnership Coordinator, Family Focus, Inc.

Jennifer Karen McGowan—Site Coordinator at CICS Basil Agatha Manigo—Instructor, Family Focus, Inc.



Christopher High School Students

Engineering 11, 12

How can we incorporate renewable technologies in such a way that it is feasible, efficient, and able to be cultivated in our school district to satisfy state energy requirements by 2025?

Solar Panel/Array Canadian solar “eModule” 200W panel Cost efficient $2.70 per watt Powerful 25-year lifetime

Conclusion: Land available (75,000-34,050 = 40,950) Saves money over time Clean Efficient

The Problem

The Solution

ISU/WIU

2


We first determined the school district demographics and energy usage then investigated wind, solar and geothermal renewable technologies. We found that the Wind Average for Cairo, Illinois is 3.13 meter/sec. It is necessary to have about 4 m/s to even register. Even this energy amount is insufficient. The cost of installing enough wind turbines is much greater than the resources available to us, so we determined that solar energy was the most practical.

The identified area at school most suitable for solar panels: Determined: According to Find Solar (based on average monthly electricity bill), the estimated cost to replace 25% of energy needs with solar panels After incentives: Break even in 22.58 years

“This process was a great way to let our students branch out and truly explain what they had been working on.”—Teacher

Career Awareness

The Process


Students 21st Century Community Learning Center

After-School Program 6, 7, 8

Our objective is to explore whether it would be possible to use solar energy as an alternative energy source to power some parts of the school.

Our vision is that by using renewable energy, it would allow the school to save money that can be used for the education of its students. This process would begin slowly, but eventually the majority of energy needed by the school would come from renewable sources. We believe this can be done by first replacing the stand-alone air conditioning units.

The Problem

The Solution

ISU/WIU

CICS Basil Campus Family Focus, Inc.


Students initially stated that they did not know much about renewable energy except that it could involve the sun, water and air. They came up with the following need to know questions: Can it be done? What materials will we need? Where should we put the solar panels? How big do the solar panels have to be? Can the air conditioner be converted? Where would we get the money to pay for this? Can we put the solar panels on the roof? Students investigated whether solar energy would be a viable option to power the school’s air conditioners. Their research through speaking with operations and maintenance experts in their school identified several roadblocks.

Museum of Science and Industry

Exelon City Solar

IIT Wind Energy Consortium

School’s Director of Operations - identified need to investigate the school roof’s structure.

School’s Head of Maintenance - identified need to investigate costs, to determine the procedures to receive management company approval, and to determine how to install and wire solar panels.

Wind turbine/solar array at ISU

Renewable Energy STEM Educations Labs- miniature renewable energy systems, software and curriculum/Power Predictor and curriculum

Community Resources

The Process

Solar Panel Design – roof panels and air conditioners

Structural Engineering – roof inspection

Career Awareness


Students Honors Chemistry 10

How can we use wind or solar energy in such a way that is feasible using less infrastructure, reducing electricity costs, and using more efficient communication?

We have established an energy baseline of the building: The combined cost of electricity and gas is $482,041.18 This suggests that there is an opportunity for energy generation and efficiency projects. It is critical that we identify every dollar we can. We therefore recommended the following to the school:

1. Establish an operation costs baseline: repairs, maintenance, contracts, emergency replacements, labor.

2. Establish the age, size (square footage) and condition of the building, and key infrastructure—boilers, chillers, pipes, motors, lighting, etc.

3. Review human capital capabilities with in-house staff.

The Problem

The Solution

Corliss High School

ISU/WIU


“The whole process will help prepare the students for real-life situation.” —Teacher

To answer a Need to Know item “How do we inform citizens/parent and policy makers associated with the schools and communities in Illinois to impact proposed energy solutions?” the students during their discussion determined they needed to conduct a survey in the community associated with their interest, knowledge and desire about renewable energy. The survey found eighty-five percent of the people surveyed believed that renewable energy is cost effective, efficient and reliable. Even though most people are not knowledgeable about renewable energy, seventy-five percent still want renewable energy to be used for electrical generation and production. Wind Turbine / Solar Array at ISU solar energy company in Pullman

Community Resources

The Process


A solution to our problem is that we can use both wind and solar power to generate enough electricity to light the school. This is important because when we don’t have enough wind, we usually have enough sun for power, and when we don’t have as much sun, like on a stormy day, it is usually windy.

Another solution to our problem is that we use too much electricity for our school so we thought we should reduce energy.

In order to fund this cost of a wind turbine and solar panels we have decided to raise money with a fundraiser.

How can we, the students of Delano Elementary, develop an energy solution including wind and solar power, to green our school and to involve our community in the process, in such a way that we can consider cost, feasibility, infrastructure and communication?

The Problem

The Solution

Delano Elementary School Family Focus, Inc.

ISU/WIU

Students Green Technology After-School Club 6, 7, 8


Need to Know items: Is renewable energy helpful all around the world? Are we the only country trying to and/or using renewable energy? How much energy can be generated or produced by renewable energy sources? What types of resources does our school use? Investigation Path: We did experiments on solar power and wind power. We visited the Chicago Center for Green Technology and learned about how to reuse

materials to make and improve buildings, and we saw solar panels. We spoke with Mr. Aldeman and Ms. Willis via Skype and learned that wind turbine

power depends on the strength of the magnetic field and how fast it spins. We did research via books on renewable energy and Internet searches. Future Steps: We are going to send a letter to our alderman to inform him about our school’s condition

and ask him for help. We would help by trying to do more recycling and reuse energy at our school. We are going to use the money from our fundraiser to put up a solar panel and a wind

turbine at our school which will save money on energy costs. We will use the money we saved in order to improve the conditions of our school to make

it a better place for us to learn.

The Process

Museum of Science and Industry

The Chicago Center for Green Technology

IIT Wind Energy Consortium

Wind Turbine / Solar Array at ISU

Renewable Energy STEM Education Labs—miniature renewable energy system, software and curriculum

Power Predictor and curriculum

Community Resources


Buy and install: ** two wind generator towers ** two power inverters

All together, our windmills will cost a total of $2,862. If they save us the maximum of $86.40 per month, they could potentially pay

themselves off in as little as thirty-six months.

How can we generate electricity efficiently via a wind or solar source in such a way that we consider wind speed, sunlight, cost of materials, what materials are available, time, and how much we need to generate?

The Problem

The Solution

ISU/WIU

Students Environmental Science 10, 11, 12

Jefferson High School

We investigated wind towers and power inverters with a focus on durability. Our wind turbine can withstand wind speeds of up to 157 mph, and has a 5-year warranty. Our tower is steel. Our inverter has a 2-year warranty. We investigated Jefferson’s power usage and found:

On average, Jefferson uses 6,460 kilowatt-hours of energy per day. At a rate of 0.10 per kwh, this translates to an average of $19,400 per month spent on electricity.

Together, our two windmills can produce up to 1,200 watts, or 1.2 kilowatts. At peak performance, this translates to roughly 864 kilowatt-hours per month.

Factoring in the rate of 864 kwh at $0.10/kwh, our windmills can produce roughly $86.40 worth of electricity per month.

Future Steps: Our plan is to propose the following idea to the school board: After the windmills have been installed and produce enough electricity to pay themselves off, use the savings to purchase an additional windmill.

The Process

Wind Turbine / Solar Array at ISU Highland Community College—Wind program Aaron Wilson—Morning show host on Channel 23 WIFR in Rockford

Community Resources


How can we reduce energy expenditures and increase renewable energy sources so that KPHS can reduce its carbon footprint, energy costs and dependence on nonrenewable energy?

The Problem

The Solution

ISU/WIU

Students After-School

Kelvyn Park High School Driven and Empowered Youth, Inc.

Replace incandescent bulbs with energy star bulbs Save $40 over lifetime Use 75% less energy and last 6 times longer

Produce 75% less heat

Annual savings (per 100 23 W ES bulbs) 22, 776 KW hours

$1,899.46 per year

Turn off lights at 8:00 pm until opening Savings from turning lights off (per 100 75W bulbs):

$6.96 per day $2,540.40 per year

Turn off all computer monitors (438 80W CRT) at 8:00 pm until opening Savings from turning monitors off:

$32.50 per day $11,863.63 per year Formula used: (watts x hours used / 1000) x cost KW hour

2 x extensive green roofs on east and west wings of school Wings have structure to support weight All classrooms under those wings Why extensive?

Cheaper ($15/sq ft) Lighter Less Maintenance

Use native Illinois plants for low maintenance Reduces urban heat island effect Conserves energy via plant transpiration Prolongs roofing materials


Our first step was to collect data from our school and conduct extensive research on:

Geothermal energy Solar energy Window insulation Window orientation Green roof How to lower energy usage

To supplement our research we went on field trips to two different leading

environmental centers Next Steps: Perform an energy audit to find areas of leakage and lack of insulation

Can help save up to 20% on cooling/heating costs Use fiberglass or spray foam to seal leaks Very cost effective and efficient

Relocate KP solar panels to the south end of the building South side has the highest intensity of sunlight Install solar panel tilting equipment so that it follows the sun throughout the day

1 degree per 45s Tracking equipment allows 20% better efficiency Costs $0.40 / sq ft.

6 SunTech PV panels (170W each) Total: 1,020 watts 35 degree tilt

Will dramatically lower energy costs by thousands of dollars

Will lower our carbon footprint through less energy use

Lower our dependence on nonrenewable resources

Provide other schools with a model of how to start becoming greener

The Process

Two field trips for students to learn and see energy initiatives that are happening in Chicago and throughout the US allowed the students to obtain information from professionals in the field.

Chicago Center for Green Technology - Chris

Exelon Solar Panel Park - Rob Haugen

Kelvyn Park High School (KP) solar panels

KP teacher working on environmental projects such as the solar panels and community garden.- Ms. Jaime Yuhas

Teachers working to obtain renewable energy resources to implement at KP. - Mr. Thomas Unger- Kelvyn Park Science Dept. Chair

Community Resources

We have asked Matt and Jolene if students from their programs at ISU and/or WIU could talk with our students about careers and the degree programs available at ISU and WIU. This will allow

students to get firsthand knowledge on careers and programs not commonly mentioned or well-known.


Original Plan: to replace single-pane windows with new energy-efficient thermal pane windows and install a wind turbine to replace the original.

The Problem

The Solution

ISU/WIU

Students Environmental Science, Environmental Key Club

Rockford East High School

Rockford Renewable Energy Rob Bauer Southwestern Wind Power Rockford Public School District Todd Schmidt— Facilities Administrator

Community Resources

Replace single pane windows with new energy efficient thermal pane windows. Replace wind vane. Tower in the arboretum used to pump the water in the arboretum Too short to use for actual turbine “Old School” windmill for educational purposes Northwestern side on the roof Monitoring system in the classroom Security cameras District support on electrical installation Total cost

Install a wind turbine: Southwestern Wind Power Whisper 100 $2,900 7ft Diameter 47 lbs Side-Furling overspeed Protection survival speed 120 mph

Additional information: East High is on the historical registry. The district has agreed to this plan. We are currently working on an estimate for the windows and

installation.


How can we communicate to our community and school district the need to implement clean and renewable energy systems including wind turbines and solar panels, in such a way that these systems fulfill the community’s desires and reduce the energy grid’s dependence on nonrenewable energy resources while considering efficiency, affordability, feasibility, location and design?

The Problem

ISU/WIU

Students Scientific Research, Statistics, Calculus

Agribusiness Physics

Career and Technical Education

Stark County High School

We have chosen Geothermal as our proposed solution for our school due to many factors. Pros

Allows for both heating and cooling Pipes come with warranties (up to 50 years). Land can still be used. Fast pay back period High efficiency (90%) Low maintenance costs

Cons Requires geological research Hitting a void can cause problems. May require new piping

It is working at a nearby grade school (Cambridge). Good payback period Need new heating system anyway Sufficient space and time

Future steps:

Scientific Research and Calculus classes presented their proposed solution to the Board of Education on May 21 for their consideration of possible actions.

We also developed a web site for residents of Stark County on available sustainable energy sources and vendors. We hope to link this site to our local newspaper’s web site. http://sustainingstarkcounty.weebly.com/

We also plan to follow-up next year to further develop our solutions. This problem has taken on a life of its own, and there is a lot of interest in it from the students involved.

The Solution


Mr. Frank Maras - Engineer from Springfield, IL volunteered to visit our school and speak with our students about energy conservation and sustainable energies Mr. Tom Akers - superintendent at Cambridge school district talked about their geothermal system that they have installed. He is very willing to answer

questions about this system.

The Process

As a result of the students’ presentation to the Stark County Board of Education, the chair of the Building Committee on the Board asked some of the students to speak to the committee at a meeting in June. And, the Board decided to postpone contracting to have our boiler at the high school replaced in order to explore other possibilities (i.e., a geothermal system).

Community Resources

Career Awareness


University of Illinois—Business InnovationServices Suite 330 Illini Union Bookstore, MC-319

807 S. Wright Street Champaign, IL 61820

(217) 333-8955

The University of Illinois Business Innovation Services (BIS) provides customized training services, technical assistance, public workshops, and certificate programs, in order to help organizations to achieve a culture where innovation and constant improvement thrive. Our hallmark has been our ability to help organizations change and grow profitably. We do this through collaboration with the talent within the organization, introducing new methodologies and systems to drive innovation and ideas that create the future. In addition, BIS has been engaged in a state-wide local foods initiative to develop strategies for expanding Illinois’ capacity for producing and processing foods.

Todd Rusk, Associate Director, Energy and Sustainable Business Programs University of Illinois at Urbana-Champaign, BIS-Business Innovation Services

Partners

STEM Career Cluster: Agriculture, Food and

Natural Resources

Challenge: The University of Illinois Local Foods

Project seeks a food system design (production, preservation, and storage) to

reduce the obstacles for meeting consumer demand for more locally produced food. Currently over 90

percent of the food consumed by Illinois residents is imported from other states

and countries, even though Illinois farmland is some of the most productive

in the world. To use greenhouses and hoop houses that extend the growing season, Illinois food producers need cost-effective sources of heat without

additional impact on the carbon footprint. To extend the year-round availability of locally grown foods,

innovative methods for food storage and preservation need to be explored to

maintain food quality and taste.


Monticello Middle School

Georgiean Benson—Science

Jennifer Smith—Science

Pam Householder—Mathematics

Niles North High

School*

Ken Albert—Applied Sciences and Technology

Robb Barton—Applied Sciences and Technology

Schaumburg High

School

Ken Turner—Chemistry of Foods

Tim Heisler—Environmental Club Sponsor

Kerry Frost—Chemistry of Foods

West Prairie

High School

Regan Chatterton—Science

Tammy Belshaw—Mathematics

Jeri Bemis—English

Ann Runner—Horticulture

Western High

School

Mary Barnes—Agriculture and Conservation

Kate Pohlman—Mathematics, Science

Annie Nash—Family Health

Lisa Fitzgerald—Ecology

Stephanie Rennecker—Guidance Counselor


* No final presentation information available.


Students Science 6, 7, 8

Mathematics 6, 7, 8

6th grade: How can we develop a system to extend the growing season in Illinois in such a way that we increase access to local fruits and vegetables? 7th and 8th grade: How can we preserve fresh local produce so that it is cost effective, eco-friendly, efficient and retains the quality of the produce?

The Problem

The Solution

Monticello Middle School

U of I BIS

Sixth Grade Solution:

Presented their solution to the seventh grade math class. For their protective plant housings, the learners found the following worked: clear dome lids some reflectors and tilting toward sun heat lamp or pad for germination better drainage: rocks at bottom, holes in planter, rocks or something heavy to secure project outside clear plastic to cover plants outside; added a frame so fewer plants touched plastic keeping the design simple; focus on plant growth Seventh Grade Solution:

Developed survey questions on foods for middle school classrooms. Gathered information on fruits and vegetables from school cafeteria, local grocery store and

restaurants. Tabulated results of survey; scaled up projects. Eighth Grade Solution:

We chose gelatin and Oobleck as the best solution because both materials are cost effective (cornstarch and water or lemon juice). Oobleck is acidic, causing bacteria to die and is eco-friendly. The refrigerated gelatin keeps food chilled. The food if untouched remains sanitized. The local benefits include easy implementation, elimination of food waste, and not being ‘scary’ to people. The drawbacks include the Oobleck odor and no ability to reuse the gelatin.


Initial Need to Know statements What are different types of preservation? What makes food rot? What materials can be used? What is the length of the growing season? What has worked and hasn’t worked? What are some eco-friendly solutions? What are we trying to preserve? How do people normally preserve food? How long do regular preservatives last? How long will produce keep its flavor? Sixth Grade Investigation Path: Design and build a structure to decrease germination time. Design and build a structure to make the growing season longer for vegetables. Monitor plant growth. Seventh Grade Investigation Path: Scaling up our individual experiments for cost effectiveness Working with others – communicating about experiment Problem solving Future change Eighth Grade Investigation Path: Research preservation methods Research produce—What grows in Illinois? How long can it be preserved?

The Process

Community Resources Bryce Hoffman and Ag students - Monticello High School, Marilyn Sinclair, and Mr. Sawlaw local orchards and greenhouses local farmer’s market County Market local restaurants

Planting Raised Beds March 14, 2012

Protection for Cold Weather

Raised Beds as of April 7, 2012


Schaumburg High School Students

Chemistry and Foods 11, 12 Environmental Club 9, 10, 11, 12

Our challenge was about increasing the use of Illinois-based food products. We’re go-ing to host a restaurant featuring only Illinois-produced foods.

The Problem

U of I BIS

The big step of “Increasing Illinois Food Use” might require some smaller steps….

Increase Illinois food use by District 211.

Increase faculty and student awareness by an “All Illinois” restaurant. All faculty, administration and staff notified of restaurant via staff mail (awareness). Over 70 people served. Interested people! Power Points and posters! Education! Two assistant principals, principal, 4 board members, including the president of the school

board: talking to us, seeing the posters and the slide show, asking questions Increased awareness across the school. Demonstrative presentation to the people who make the

decisions. We did face some challenges, however, because Illinois didn’t have many foods we wanted in

season.

If schools had greenhouses of their own, they could be used to grow healthy foods for their school districts.

Next Steps:

Our overall goal is to increase the products that are grown in Illinois, especially locally around Schaumburg by adding a greenhouse. Our project consisted of finding a greenhouse with a reasonable budget in such a way that positively affects people and the production of locally grown food in Illinois. Our greenhouse will enable us to grow and harvest what we want during the cold weather seasons. Possible Locations —The size and space may vary according to the placement of the greenhouse.

We plan to use our club’s money to create the SHS greenhouse.

Our maximum budget is $1,500. We plan to build our greenhouse within our budget. It is also possible to do end-of-the-year fundraisers for the

club.

The Solution


Student teams competed in producing “All Illinois” menus.

Student teams competed in producing a summary power point.

Chemistry of Foods hosted an “All Illinois” meal for faculty, administration and school board.

Students met with district food service administrator. (9,000 lunches served each day)

Any increase in use and/or awareness of Illinois foods is a success!!!

Restaurant management

Chef

Produce farmers

The Process

Career Awareness


West Prairie High School Students

Science 9, 10, 11, 12 Mathematics 9, 10, 11, 12

English 9, 10, 11, 12 Horticulture 9, 10, 11, 12

How can we develop a solution to delivering locally grown food to local consumers, and educate local consumers about their food in such a way that increases income to local producers, delivers food in a timely and healthy manner, meets local and state health codes, and provides healthy alternatives to local consumers?

Students designed a food truck that contained a certified kitchen to travel among sites. Community members could clean and can their locally grown produce. Extra canned produce would be transported to the next stop for use.

The Problem

The Solution

U of I BIS

Providing background information to aid in the construction of final product either by scale model or drafted design.

Producing a final presentation that may be delivered through a Power Point presentation or large poster that may be presented to a variety of groups (i.e., a local foods group, share day, school board, etc.).

Educating students about producing food, such as vegetables, fruit, and livestock, for the purpose of sale to local people, restaurants and other groups.

Educating students about the necessary laws and regulations associated with food and professional kitchens.

Researching preservation practices. Identifying local interest for consumers and producers. Students will be able to design a 3-D model of the mobile kitchen.

“I think that locally grown food is generally better and cleaner than imported foods. More fresh food, less factory food.”—Student

The Process

Community Resources Local growers—John Curtis from Barefoot Gardens People from Health Department to share about sanitation Visit to local producers to see how food is processed Todd Rusk came to speak with us


Western High School

Students Agriculture and Conservation 9, 11, 12

Mathematics 10, 11, 12 Science 9, 10, 11, 12

Family Health 11, 12 Ecology 9, 10, 11, 12

Challenge- To grow fresh foods year round

Four groups within Western High School, Wild 4 Equity, Wild 4 Ecology, Wild 4 Agriculture Conservation, and the Economy Group investigated the challenge. The students investigated several questions within the challenge presented by the University of Illinois-BIS.

How can we extend the growing season in Illinois? How can we plant before the frost date? How can we make a product that withstands the elements? Can community gardens help the environment?

The Problem

The Solution

U of I BIS

Economy Group conducted a cost benefit analysis of the hydroponics project developed by the Ecology Group. Benefits

Monetary No soil required Lower production cost: school will not have to buy as

much food Water Doesn’t cost a lot to maintain Great spacing efficiency

Non-monetary Time Potential risks

Agriculture Conservation Group investigated cost efficient ways to use

natural resources that reduce costs and extend the growing season.


WILD 4 Equity Hot Houses

Wild 4 Ecology Comparison between

manufactured hydroponics and

traditional growing methods versus

recycled hydroponics

Paper Maché Plant House Research showed that our design could easily accommodate large seedlings.

Prototype for Peanuts and Potatoes Challenges:

Warping of boards Trying to drill into wood

Successes: Potato plants came up two days earlier

than other potato plants. Potatoes in the box grew quite a bit more

than others.

Carrots and Cantaloupe Hot House 5-gallon buckets with bottom cut out. Stapled

plastic sheeting around the top of the bucket. The sun can get through the plastic.

Poked holes in the plastic to let water in Challenges:

Roots breaking Too much water Not enough sunlight

Documents

ILIT Summary Report 2012