Students extend their knowledge of matter and energy cycles in organisms to engineering life cycle assessment of products. They learn about product life cycle assessment and the flow of energy through...
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Students extend their knowledge of matter and energy cycles in organisms to engineering life cycle assessment of products. They learn about product life cycle assessment and the flow of energy through the cycle, comparing it to the flow of nutrients and energy in the life cycles of organisms.
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Students continue to explore the story of building a pyramid, learning about the simple machine called a pulley. They learn how a pulley can be used to change the direction of applied forces and move/...
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Students continue to explore the story of building a pyramid, learning about the simple machine called a pulley. They learn how a pulley can be used to change the direction of applied forces and move/lift extremely heavy objects, and the powerful mechanical advantages of using a multiple-pulley system. Students perform a simple demonstration to see the mechanical advantage of using a pulley, and they identify modern day engineering applications of pulleys. In a hands-on activity, they see how a pulley can change the direction of a force, the difference between fixed and movable pulleys, and the mechanical advantage gained with multiple / combined pulleys. They also learn the many ways engineers use pulleys for everyday purposes.
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To reinforce students' understanding of the human digestion process, the functions of several stomach and small intestine fluids are analyzed, and the concept of simulation is introduced through a sho...
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To reinforce students' understanding of the human digestion process, the functions of several stomach and small intestine fluids are analyzed, and the concept of simulation is introduced through a short, introductory demonstration of how these fluids work. Students learn what simulation means and how it relates to the engineering process, particularly in biomedical engineering. The teacher demo requires vinegar, baking soda, water and aspirin.
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Why do we care about air? Breathe in, breathe out, breathe in... most, if not all, humans do this automatically. Do we really know what is in the air we breathe? In this activity, students use M&Ms�...
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Why do we care about air? Breathe in, breathe out, breathe in... most, if not all, humans do this automatically. Do we really know what is in the air we breathe? In this activity, students use M&Ms�� to create a pie graph that expresses their understanding of the composition of air. The students discuss why knowing this information is important to engineers and how they use this information to improve technology to improve our planet.
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