The High School Program is a four year sequence of courses which, when combined with traditional mathematics and science courses in high school, introduces students to the scope, rigor and discipline of engineering prior to entering college. However, those not intending to pursue further formal education will benefit greatly from the knowledge and logical thought processes that result from taking some or all of the courses provided in the curriculum. 

Ohio requires that each school offering PLTW offer the three foundation modules and one elective for a total of four courses.  We also HIGHLY recommend that you offer the capstone course as a natural extension into college that will also expose students to business and industry and workforce needs within their communities.

See Program and Grant information for samples of 2-year, 3-year, and 4-year models for rolling out the four courses.  If you have questions on scheduling issues or need help with how your school can implement the PLTW course of study in pre-engineering, please call Kathy Sommers at the Ohio Department of Education for assistance.

Foundation Courses:

• Introduction to Engineering Design - A course that teaches problem-solving skills using a design development process. Models of product solutions are created, analyzed and communicated using solid modeling computer design software. In NYS, Circuit test the course is called Design and Drawing for Production and follows the syllabus developed by the State Education Department.
• Principles of Engineering - A course that helps students understand the field of engineering/engineering technology. Exploring various technology systems and manufacturing processes help students learn how engineers and technicians use math, science and technology in an engineering problem solving process to benefit people. The course also includes concerns about social and political consequences of technological change.
• Digital Electronics - A course in applied logic that encompasses the application of electronic circuits and devices. Computer simulation software is used to design and test digital circuitry prior to the actual construction of circuits and devices.

Specialization Courses:

• Aerospace Engineering - Through hands-on engineering projects developed with NASA, students learn about aerodynamics, astronautics, space-life sciences, and systems engineering (which includes the study of intelligent vehicles like the Mars rovers Spirit and Opportunity).
• Biotechnical Engineering - Relevant projects from the diverse fields of bio-technology, bio-engineering, bio-medical engineering, and bio-molecular engineering enable students to apply and concurrently develop secondary-level knowledge and skills in biology, physics, technology, and mathematics.
• Civil Engineering and Architecture - This course provides an overview of the fields of Civil Engineering and Architecture, while emphasizing the interrelationship and dependence of both fields on each other. Students use state of the art software to solve real world problems and communicate solutions to hands-on projects and activities. This course covers topics such as:
• The Roles of Civil Engineers and Architects
• Project Planning
• Site Planning
• Building Design
• Project Documentation and Presentation
• Computer Integrated Manufacturing - A course that applies principles of robotics and automation. CAD design The course builds on computer solid modeling skills developed in Introduction to Engineering Design, and Design and Drawing for Production. Students use CNC equipment to produce actual models of their three-dimensional designs. Fundamental concepts of robotics used in automated manufacturing, and design analysis are included.

In addition, Ohio offers supplemental Ohio electives based on the PLTW model.  These include Fuel Cell Technology, Materials Joining, and Computational Science. 

Capstone Course:

• Engineering Design and Development - An engineering research course in which students work in teams to research, design and construct a solution to an open-ended engineering problem. Students apply principles developed in the four preceding courses and are guided by a community mentor. They must present progress reports, submit a final written report and defend their solutions to a panel of outside reviewers at the end of the school year.