{"Data":[{"Id":"uoh_electrons_activity1","Url":"https://teachengineering.org/activities/view/uoh_electrons_activity1","Title":"Keep It Moving! from Electrons to Electric Motors","Summary":"Students act as engineers to apply what they know about how circuits work in electrical/motorized devices to design their own battery-operated model motor vehicles with specific parameters. They calculate the work done by the vehicles and the power produced by their motor systems. ","Type":"activity","Alignments":["S113F03E","S2485641","S113EF4B","S113EF4C","S113EF78","S113EEA2","S113EF50","S11417DD","S11417E1","S114363B","S2454553"]},{"Id":"cub_weather_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_weather_lesson01_activity1","Title":"Dress for Success  ","Summary":"In this design activity, students investigate materials engineering as it applies to weather and clothing. Teams design and analyze different combinations of materials for effectiveness in specific weather conditions. Analysis includes simulation of temperature, wind and wetness elements, as well as the functionality and durability of final prototypes.","Type":"activity","Alignments":["S11425C5","S11425C4","S2454534","S2454533","S11416BE","S11416BF","S21199579","S21199580"]},{"Id":"van_membrane_activity5","Url":"https://teachengineering.org/activities/view/van_membrane_activity5","Title":"Cell Membrane Experimental Design","Summary":"The final activity of this unit, which integrates the Keepers of the Gate unit through the Go Public challenge, involves students taking part in experimental design. They design a lab that answers the challenge question: \"You are spending the night with your grandmother when your throat starts to feel sore. Your grandma tells you to gargle with salt water and it will feel much better. Thinking this is an old wive\u0027s tale, you scoff, but when you try it later that night it works! Why?\"  Students must have their plan approved by the instructor before they begin. A formal lab write-up is due as part of the laboratory investigation.","Type":"activity","Alignments":["S102DB1E","S102DB20","S102DB22","S102DB23","S114176C","S2454535","S21199587"]},{"Id":"usm-2292-exploring-integumentary-systems-animals-research","Url":"https://teachengineering.org/activities/view/usm-2292-exploring-integumentary-systems-animals-research","Title":"Exploring the Integumentary Systems of Animals","Summary":"To evaluate the different integumentary systems found in the animal kingdom, students conduct an exploratory research-based lab. During the activity, students create a model epidermis that contains phosphorescent powder and compare the results to a control model. After learning about the variations of integumentary systems—systems that comprise the skin and other appendages that act to protect animal bodies from damage—students act as engineers to mimic animal skin samples. Their goal is to create a skin sample that closely represents the animal they are mimicking while protecting the base ‘epidermis’ from UV light. ","Type":"activity","Alignments":["S1141704","S11416C0","S2471635","S1143AC6","S1143AC7","S1143AC8","S1143AD7","S1143AD8","S2471702","S2471654"]},{"Id":"uof-2509-super-slime-material-science-engineering","Url":"https://teachengineering.org/activities/view/uof-2509-super-slime-material-science-engineering","Title":"Super Slime Engineering","Summary":"Who can engineer the best slime? Beginning with a preset recipe, students make slime, observe it, and then decide on what and how they want to improve it, such as making it stickier or less sticky. Students then make their updated slime by implementing the changes they want to make. They are introduced to product optimization, material science and polymer engineering.","Type":"activity","Alignments":["S2572568","S11416BE","S11416BF","S2454416","S2454417","S11439C4"]},{"Id":"cub_mars_lesson03_activity2","Url":"https://teachengineering.org/activities/view/cub_mars_lesson03_activity2","Title":"Edible Rovers – High School","Summary":"Students act as Mars exploratory rover engineers, designing, building and displaying their edible rovers to a design review. To begin, they evaluate rover equipment and material options to determine which parts might fit in their given NASA budget. With provided parts and material lists, teams analyze their design options and use their findings to design their rovers.","Type":"activity","Alignments":["S11425E5","S2556129","S2558064","S2454607","S11435EE","S1143605","S11435B6","S11435E8","S11416BE","S11416BF","S114356A","S11435A4","S1143598","S2366909","S2366907","S1143593","S114363B","S2556124","S2556122","S2555915","S2555916","S2553745","S21199585","S21199592"]},{"Id":"uoh_nano_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uoh_nano_lesson01_activity1","Title":"What is a Nanometer?","Summary":"Students are introduced to the nano-size length scale as they make measurements and calculate unit conversions. They measure common objects and convert their units to nanometers, giving them a simple reference frame for understanding the very small size of nanometers. Then, they compare provided length data from objects too small to measure, such as a human hair and a flea, giving them a comparative insight to the nanotechnology scale. Using familiar and common objects for comparison helps students understand more complex scientific concepts. ","Type":"activity","Alignments":["S113F011","S113F012","S1143612","S21199514"]},{"Id":"cub_human_lesson10_activity1","Url":"https://teachengineering.org/activities/view/cub_human_lesson10_activity1","Title":"Hot or Not","Summary":"Students learn the purpose of a fever in the body\u0027s immune system and how it protects the body against germs. The students continue to explore temperature by creating a model thermometer and completing a temperature conversion worksheet. They come to see how engineers are involved in designing helpful medical instruments such as thermometers.","Type":"activity","Alignments":["S11417F6","S114255A","S114255B","S2553841","S11434F4","S11434BC","S2553849","S2471046","S21199490"]},{"Id":"cub_bio_lesson04_activity1","Url":"https://teachengineering.org/activities/view/cub_bio_lesson04_activity1","Title":"Plant Cycles: Photosynthesis \u0026 Transpiration","Summary":"What do plants need? Students examine the effects of light and air on green plants, learning the processes of photosynthesis and transpiration. Student teams plant seeds, placing some in sunlight and others in darkness. They make predictions about the outcomes and record ongoing observations of the condition of the stems, leaves and roots. Then, several healthy plants are placed in glass jars with lids overnight. Condensation forms, illustrating the process of transpiration, or the release of moisture to the atmosphere by plants.","Type":"activity","Alignments":["S2454458","S1142557","S114255D","S114174A"]},{"Id":"cub_human_lesson08_activity1","Url":"https://teachengineering.org/activities/view/cub_human_lesson08_activity1","Title":"Kidney Filtering","Summary":"Students filter different substances through a plastic window screen, different sized hardware cloth and poultry netting. Their models show how the thickness of a filter in the kidney is imperative in determining what is filtered out and what stays in the blood stream. ","Type":"activity","Alignments":["S11417F6","S114255B","S2553849","S11434F4","S114349C","S2470976","S2471003","S2470878","S1141704","S11416C4","S2553907","S2553938","S2553845","S11434F2","S114347D"]},{"Id":"cub_design_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_design_lesson01_activity1","Title":"Class Lava Crossing Challenge: Hot Problem Solving","Summary":"In this physically engaging activity, students are challenged to figure out how to get the entire class from one location on the playground to the sidewalk 20 feet away without touching the ground between—which is (hypothetically) covered in dangerous hot lava! Guided by the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, students brainstorm and sketch as they work together to develop a well thought-out plan. Then they test the solution by going outside and trying it out, improving as needed to achieve success. Through the post-activity assessment, students compare their problem-solving experience to real-life engineering challenges such as creating new forms of transportation, inventing new products or figuring out a better way to run a factory. A design and brainstorming handout is provided. This open-ended activity is ideal for ice-breakers, clubs, scouts and camps. Many variations and extensions are possible.","Type":"activity","Alignments":["S2454468","S2454470","S11416BE","S21199571","S21199570"]},{"Id":"glue_joy_act","Url":"https://teachengineering.org/activities/view/glue_joy_act","Title":"Forces in Structures: Glue Sticks Bend \u0026 Twist","Summary":"Students use hot glue gun sticks to learn about the forces of tension, compression and torsion.","Type":"activity","Alignments":["S103E229","S21199580"]},{"Id":"cub_mechanics_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_mechanics_lesson01_activity1","Title":"Heavy Helicopters","Summary":"Students learn about weight and drag forces by making paper helicopters and measuring how adding more weight affects the time it takes for the helicopters to fall to the ground.","Type":"activity","Alignments":["S11424D2","S2454479","S2454536","S1143549","S11435A4","S114354B","S114354A","S21199515"]},{"Id":"cub_airplanes_lesson08_activity1","Url":"https://teachengineering.org/activities/view/cub_airplanes_lesson08_activity1","Title":"Let\u0027s Get It There Fast","Summary":"The pervasiveness of aircraft in our world has decreased the amount of time it takes to transport people and cargo. Guided by a worksheet and either using paper maps or online Google Maps, student teams compute and compare the time it takes to travel between two sets of cities (two near each other, two far from each other) via several different modes of transportation including trucks, trains and airplanes. Then they do some critical thinking to come to some conclusions about why airplanes are not always the transport option of choice.","Type":"activity","Alignments":["S11417B9","S11425A8","S2553798","S2553808","S11434D2","S1143680","S2471193","S2471320"]},{"Id":"cub_natdis_lesson07_activity1","Url":"https://teachengineering.org/activities/view/cub_natdis_lesson07_activity1","Title":"Floodplain Modeling","Summary":"Students explore the impact of changing river volumes and different floodplain terrain in experimental trials with table top-sized riverbed models. The models are made using modeling clay in aluminum baking pans placed on a slight incline. Water added \"upstream\" at different flow rates and to different riverbed configurations simulates different potential flood conditions. Students study flood dynamics as they modify the riverbed with blockages or levees to simulate real-world scenarios.","Type":"activity","Alignments":["S114174A","S11425AA","S2454536","S11425AB","S21199515"]},{"Id":"pur-2576-lunar-olympics-physics-online-activity","Url":"https://teachengineering.org/activities/view/pur-2576-lunar-olympics-physics-online-activity","Title":"Lunar Olympics","Summary":"On your mark… get set… design! Students discover how sports arenas, rules, and equipment would change if the Olympic Games were conducted on the Moon. During the process, they learn about the engineering design process and physics concepts such as gravity, velocity, acceleration, and friction. They use free online design and programming tools which help them to improve their conceptions and design skills. This activity was developed to be implemented fully online; however, it could easily be adapted for in-class or hybrid classroom use.","Type":"activity","Alignments":["S2366910","S2366909","S2369380","S2369431","S21094330","S21094329","S2454533","S2454481","S11416BE","S1141704"]},{"Id":"cub_energy2_lesson09_activity1","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson09_activity1","Title":"Capturing the Sun\u0027s Warmth","Summary":"In the exploration of ways to use solar energy, students investigate the thermal energy storage capacities of different test materials to determine which to use in passive solar building design.","Type":"activity","Alignments":["S11417D6","S114174A","S11424F3","S11425A0","S2557984","S2557977","S2454438","S2454469"]},{"Id":"duk_evolution_mary_act","Url":"https://teachengineering.org/activities/view/duk_evolution_mary_act","Title":"The Benefits of Biodiversity","Summary":"Students toss coins to determine what traits a set of mouse parents possess, such as fur color, body size, heat tolerance, and running speed. Then they use coin tossing to determine the traits a mouse pup born to these parents possesses. Then they compare these physical features to features that would be most adaptive in several different environmental conditions. Finally, students consider what would happen to the mouse offspring if those environmental conditions were to change: which mice would be most likely to survive and produce the next generation? ","Type":"activity","Alignments":["S2363423","S2363432","S2363422","S2363656","S114174C","S2454580","S1143525","S1143524","S11435B2","S11435AF","S1143523"]},{"Id":"csm_amazon_lesson7_activity1_tg","Url":"https://teachengineering.org/activities/view/csm_amazon_lesson7_activity1_tg","Title":"Eye Witness Reporting ","Summary":"Students develop briefings for a TV evening news program that summarizes their experiences surviving in the Amazon rainforest. They role play as interviewer and interviewee in class presentations.","Type":"activity","Alignments":["S114253E"]},{"Id":"cub_electricity_lesson06_activity1","Url":"https://teachengineering.org/activities/view/cub_electricity_lesson06_activity1","Title":"Bulbs \u0026 Batteries Side by Side","Summary":"We are surrounded everyday by circuits that utilize \"in parallel\" and \"in series\" circuitry. Complicated circuits designed by engineers are made of many simpler parallel and series circuits. In this hands-on activity, students build parallel circuits, exploring how they function and their unique features.","Type":"activity","Alignments":["S11417D7","S11424F4","S11424F5","S2553909","S2556108","S11434F7","S11434F4","S2454438","S2454440"]},{"Id":"cub_air_lesson04_activity4","Url":"https://teachengineering.org/activities/view/cub_air_lesson04_activity4","Title":"Turning the Air Upside Down","Summary":"Students develop their understanding of air convection currents and temperature inversions by constructing and observing simple models.","Type":"activity","Alignments":["S1141716","S114259D","S11425A0","S2454461"]},{"Id":"cub_energy2_lesson09_activity2","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson09_activity2","Title":"Design and Test Model Solar Water Heaters","Summary":"To explore different ways of using solar energy, students build a model solar water heater and determine how much it can heat water in a given amount of time. Solar water heaters work by solar radiation and convection.","Type":"activity","Alignments":["S114174A","S11417D6","S11424F3","S11424F5","S2557983","S1143502","S2454440","S2558124","S11434BE","S2390252"]},{"Id":"uom-2552-what-is-python-activity","Url":"https://teachengineering.org/activities/view/uom-2552-what-is-python-activity","Title":"What is Python?","Summary":"Coding is a critical tool in most modern applications and can be a useful skill for engineers to apply in a variety of design settings. In this activity, students learn basic coding in Python, a high-level language that is known for its ease of use and various applications. They learn to make sense of basic programming structures such as variables, objects, classes, and instances, and programming concepts such as if-else statements, loops, and functions. In addition, within the discussion of Python syntax, students learn about operators (such as “=”) and their use in programming versus mathematics. After a brief lecture, students complete a Jupyter Notebook activity that will guide them through (1) using a Jupyter Notebook to run pre-written Python code and (2) plotting linear and quadratic functions and editing existing plots using Python code.","Type":"activity","Alignments":["S2471964","S2366910","S2471782","S1141704"]},{"Id":"gat_lighting_activity1","Url":"https://teachengineering.org/activities/view/gat_lighting_activity1","Title":"Using Color to Enhance LED Lighting Quality","Summary":"Students take what they know about materials, optical properties and electrons to the next level—to see how semiconductors can be used to augment light. First, they learn how light-emitting diodes (LEDs) work, which helps them to think critically about a real-world problem they are asked to solve later in the activity as if they are practicing engineers. The challenge: To design an improved LED headlight that lights the roadway without distracting oncoming drivers and passengers with the harsh, bright white light seen in many cars today. Students research the problem via an online video, article and interactive simulation, learning all about quantum dots. Then teams use small LED flashlights and pieces of red, blue, yellow and green acetate to independently experiment to come up with a model that has the potential to improve the measured visual quality of bright white LED light—their solutions to the headlight challenge.","Type":"activity","Alignments":["S1141704","S1132088","S2454560","S1131B9C","S1131BBE"]},{"Id":"mis_potholes_lesson01_activity1","Url":"https://teachengineering.org/activities/view/mis_potholes_lesson01_activity1","Title":"Preventing Potholes","Summary":"Acting as civil engineers hired by the U.S. Department of Transportation to research how to best use piezoelectric materials to detect road damage, student groups are challenged to independently create their own experiment procedures, working with given materials and tools. The general approach is that they set up model roads using rubber mats to simulate asphalt and piezoelectric transducers to simulate the in-ground road sensors. They drop heavy bolts at various locations on the “road,” collecting data and then analyzing the voltage changes across the piezoelectric transducers caused by the vibrations of the bolt hitting the rubber. After making notches in the rubber “road” to simulate cracks and potholes, they collect more data to see if the piezo elements detect the damage. Students write up their research and conclusions as if presenting evidence to USDOT officials about how the voltage changes across the piezo elements can be used to indicate road damage and extrapolated to determine when roads need maintenance service.","Type":"activity","Alignments":["S2454553","S2454607","S2454608","S1143569","S114359F","S11416C6","S11416BF","S2728612","S2728680","S2728681","S2481499","S2481500"]},{"Id":"csm_amazon_lesson1_activity1_tg","Url":"https://teachengineering.org/activities/view/csm_amazon_lesson1_activity1_tg","Title":"Assessing the Situation","Summary":"Finding themselves in the middle of the Amazon rainforest after a plane crash, students use map scales, keys, and longitude and latitude coordinates to figure out where they are. Then they work in groups to generate ideas and make plans. They decide where they should go to be rescued, the distance to that location, the route to take, and make calculations to estimate walking travel time. ","Type":"activity","Alignments":["S114246D","S1141763","S2454469","S1143680"]},{"Id":"ncs-2011-solar-farm-cost-benefit-analysis","Url":"https://teachengineering.org/activities/view/ncs-2011-solar-farm-cost-benefit-analysis","Title":"Solar Farm Cost-Benefit Analysis","Summary":"A cost-benefit analysis is a good way to weigh the costs and the benefits and compare them to see if the decisions being made are sound and worthwhile. For a hypothetical solar farm design problem, students are given a solar cost-benefit analysis sheet to complete within groups. They weigh the expense and benefits of two types of solar panels (with different costs, wattage outputs and land impacts), consider the cost of using the acreage for solar (which removes it from ranching use), and explain why they consider the panel combination they propose to be best. If the costs outweigh the benefits, then a project is not worth doing. On the other hand, if the benefits outweigh the costs, then it is worth implementing the plan.","Type":"activity","Alignments":["S2363522","S2764172","S2454602","S2454604","S11416BA","S11416BB","S11416BC","S11416BE","S11416BF","S11416C0","S11416C5","S1143569"]},{"Id":"usm_membranes_activity1","Url":"https://teachengineering.org/activities/view/usm_membranes_activity1","Title":"Selectively Permeable Membranes","Summary":"Students learn that engineers develop different polymers to serve various functions and are introduced to selectively permeable membranes. In a warm-up activity, they construct models of selectively permeable membranes using common household materials, and are reminded about simple diffusion and passive transport. In the main activity, student pairs test and compare the selective permeability of everyday polymer materials engineered for food storage (including plastic grocery bags, zipper sandwich bags, and plastic wrap) with various in-solution molecules (iodine, corn starch, food coloring, marker dye), assess how the polymer’s permeability relates to its function/purpose, and compare that to the permeability of dialysis tubing (which simulates a cell membrane). ","Type":"activity","Alignments":["S1141704","S11416C0","S11416C1","S1137685","S2471356"]},{"Id":"uoh_mutations_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uoh_mutations_lesson01_activity1","Title":"Mutation Telephone","Summary":"Students perform an activity similar to the childhood “telephone” game in which each communication step represents a biological process related to the passage of DNA from one cell to another. This game tangibly illustrates how DNA mutations can happen over several cell generations and the effects the mutations can have on the proteins that cells need to produce. Next, students use the results from the “telephone” game (normal, substitution, deletion or insertion) to test how the mutation affects the survivability of an organism in the wild. Through simple enactments, students act as “predators” and “eat” (remove) the organism from the environment, demonstrating natural selection based on mutation.","Type":"activity","Alignments":["S113F05D","S113F061","S11417FE","S2454506"]},{"Id":"nyu_physical_computing_activity1","Url":"https://teachengineering.org/activities/view/nyu_physical_computing_activity1","Title":"Physical Computing Using Arduinos: Making LEDs Blink and Fade","Summary":"Students download the software needed to create Arduino programs and make sure their Arduino microcontrollers work correctly. Then, they connect an LED to the Arduino and type up and upload programs to the Arduino board to 1) make the LED blink on and off and 2) make the LED fade (brighten and then dim). Throughout, students reflect on what they\u0027ve accomplished by answering questions and modifying the original programs and circuits in order to achieve new outcomes. A design challenge gives students a chance to demonstrate their understanding of actuators and Arduinos; they design a functioning system using an Arduino, at least three actuators and either a buzzer or toy motor. For their designs, students sketch, create and turn in a user\u0027s manual for the system (text description, commented program, detailed hardware diagram). Numerous worksheets and handouts are provided.","Type":"activity","Alignments":["S11416C0","S2454607","S2784002"]},{"Id":"rice2-2347-polymers-clean-water-design-activity","Url":"https://teachengineering.org/activities/view/rice2-2347-polymers-clean-water-design-activity","Title":"Designing Polymers to Clean Water","Summary":"Students learn the concept behind the engineering design of a polymer brush—a coating consisting of polymers that is “tethered” to a particular surface. Polymer brushes can be used on water filtration membranes as an antifouling coating. After designing a model that represents an antifouling polymer brush coating for a water filtration surface, students take on the challenge to engineer their brush design on the surface of a Styrofoam block (which serves as a model for a surface filter) using various materials.","Type":"activity","Alignments":["S113F132","S113F139","S113F197","S1141704","S11416BF","S11416BE","S2454536","S2454533","S11416C1","S11416C3"]},{"Id":"rice-2544-cell-structures-fluorescent-dyes-activity","Url":"https://teachengineering.org/activities/view/rice-2544-cell-structures-fluorescent-dyes-activity","Title":"Observing Cell Structures With Fluorescent Dyes","Summary":"In this design analysis activity, students make sense of technologies used to help visualize cell functions down to the nanometer scale such as con-focal microscopes, lasers, and customized fluorescent dyes. Students design and test new ideas to image plant cells using common household items and improve upon the process with testing. Using the iodine solution process as a control, student teams plan how to image the cells, evaluate the results and make recommendations to improve the imaging process.","Type":"activity","Alignments":["S113F13B","S2454492","S2454536","S1141704","S11416BE"]},{"Id":"cub_cells_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_cells_lesson03_activity1","Title":"Glowing Flowers","Summary":"Student teams learn about engineering design of green fluorescent proteins (GFPs) and their use in medical research, including stem cell research. They simulate the use of GFPs by adding fluorescent dye to water and letting a flower or plant to transport the dye throughout its structure. Students apply their knowledge of GFPs to engineering applications in the medical, environmental and space exploration fields. Due to the fluorescing nature of the dye, plant life of any color, light or dark, can be used — unlike dyes that can only be seen in visible light.","Type":"activity","Alignments":["S11417F8","S1142543","S2454508"]},{"Id":"usm-2091-lab-research-design-phosphorescent-materials","Url":"https://teachengineering.org/activities/view/usm-2091-lab-research-design-phosphorescent-materials","Title":"Lab Research to Engineer a Phosphorescent Bioplastic","Summary":"Students gain first-hand experience with the steps of the scientific method as well as the overarching \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e as they conduct lab research with the aim to create a bioplastic with certain properties. Students learn about the light mechanism that causes ultraviolet bead color change, observe the effect of different light waves on a phosphorescence powder, and see the connection between florescence, phosphorescence and wavelength. Students compose hypotheses and determine experimental procedure details, as teams engineer variations on a bioplastic solid embedded with phosphorescence powder. The objective is to make a structurally sound bioplastic without reducing its glowing properties from the powder embedded within its matrix. Groups conduct qualitative and quantitative analyses of their engineered plastics, then recap and communicate their experiment conclusions in the form of a poster, slides and verbal presentation. As an extension, teams make their own testing apparatuses. As a further extension, they combine all the group results to determine which bioplastic matrix best achieves the desired properties and then “manufacture” the optimum bioplastic into glowing toy figurine end products! Many handouts, instructions, photos and rubrics are provided.","Type":"activity","Alignments":["S11416C0","S1137682","S1137724","S1143569","S2454560","S2454607","S11416BE","S11416BF","S11416C1","S1141704","S2454608","S2759287"]},{"Id":"cub_navigation_lesson07_activity1","Url":"https://teachengineering.org/activities/view/cub_navigation_lesson07_activity1","Title":"Nautical Navigation","Summary":"In this activity, students explore the importance of charts to navigation on bodies of water. Using one worksheet, students learn to read the major map features found on a real nautical chart. Using another worksheet, students draw their own nautical chart using the symbols and identifying information learned.","Type":"activity","Alignments":["S11417B9","S11425BD","S2558090","S1143518"]},{"Id":"cub_brid_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_brid_lesson03_activity1","Title":"Shallow \u0026 Deep Foundations","Summary":"Students investigate the critical nature of foundations as they learn differences between shallow and deep foundations, including the concepts of bearing pressure and settlement. Using models representing a shallow foundation and a deep pile foundation, they test, see and feel the effects in a cardboard box test bed composed of layers of pebbles, soil and sand. They also make bearing pressure calculations and recommendations for which type of foundations to use in various engineering scenarios.","Type":"activity","Alignments":["S11417AB","S11417AA","S11424D2","S2553794","S2366013","S114351D","S11434DA","S11434D3"]},{"Id":"ucd-1371-cupcakes-product-life-cycle-assessment-impact","Url":"https://teachengineering.org/activities/view/ucd-1371-cupcakes-product-life-cycle-assessment-impact","Title":"Mmm Cupcakes: What\u0027s Their Life Cycle Impact?","Summary":"Students learn about life-cycle assessment and how engineers use this technique to determine the environmental impact of everyday products and processes. As they examine what’s involved in making and consuming cupcakes, a snack enjoyed by millions of people every year, students learn about the production, use and disposal phases of an object’s life cycle. With the class organized into six teams, students calculate data for each phase of a cupcake’s life cycle—wet ingredients, dry ingredients, baking materials, oven baking, frosting, liner disposal—and calculate energy usage and greenhouse gases emitted from making one cupcake. They use ratios and fractions, and compare options for some of the life-cycle stages, such as different paper wrapper endings (disposal to landfills or composting) in order to make a life-cycle plan with a lower environmental impact. This activity opens students’ eyes to see the energy use in the cradle-to-grave lives of everyday products. Pre/post-quizzes, worksheets, activity cards, Excel® workbook and visual aids are provided.","Type":"activity","Alignments":["S2598282","S2598254","S114173F","S11416C3","S2454531","S11434BC","S11434C1","S2454499","S2513825","S2513939","S2513960","S11434D3","S2513644","S2513862","S2514036","S2366909","S1143502","S11434EA","S2513642","S2366907"]},{"Id":"usm-2287-engineering-polymers-potatoes","Url":"https://teachengineering.org/activities/view/usm-2287-engineering-polymers-potatoes","Title":"Engineering Polymers from Potatoes","Summary":"Students are introduced to polymer science and take on the role of chemical engineers to create and test a plastic made from starch. After testing their potato-based plastic, students design a product that takes advantage of the polymer’s unique properties. At the end of the engineering design process, students present their product in a development “pitch” that communicates their idea to potential investors.","Type":"activity","Alignments":["S11416BF","S11416C0","S11416C1","S2454607","S2471702","S2471727","S11376DF","S1143569","S1143ADA","S1143ADB","S1143ADC"]},{"Id":"cub_mechanics_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_mechanics_lesson02_activity1","Title":"How Do Things Fall?","Summary":"Students learn that it is incorrect to believe that heavier objects fall faster than lighter objects. By close observation of falling objects, they see that it is the amount of air resistance, not the weight of an object, which determines how quickly an object falls.","Type":"activity","Alignments":["S114175A","S11424D2","S11434D4","S11434EA","S2373212"]},{"Id":"cub_dams_lesson06_activity1","Url":"https://teachengineering.org/activities/view/cub_dams_lesson06_activity1","Title":"Fish-Friendly Engineering","Summary":"Students further their understanding of the salmon life cycle and the human structures and actions that aid in the migration of fish around hydroelectric dams by playing an animated PowerPoint game involving a fish that must climb a fish ladder to get over a dam. They first brainstorm their own ideas, and then learn about existing ways engineers have made dams \"friendlier\" to migrating fish, before being quizzed as part of the game.","Type":"activity","Alignments":["S1141716","S1141763","S1142568","S1142569","S2454463"]},{"Id":"cub_air_lesson07_activity2","Url":"https://teachengineering.org/activities/view/cub_air_lesson07_activity2","Title":"It\u0027s Really Heating Up in Here!","Summary":"Student teams model the Earth\u0027s greenhouse effect using modeling clay, ice chunks, water, aluminum pie tins and plastic wrap. They observe and record what happens in this closed environment and discuss the implications of global warming theory for engineers, themselves and the Earth.","Type":"activity","Alignments":["S114254E","S1142550","S2454528","S11416BB"]},{"Id":"usm-2398-slime-graphing-speed-tensile-strength","Url":"https://teachengineering.org/activities/view/usm-2398-slime-graphing-speed-tensile-strength","Title":"Graphing the Speed of Slime ","Summary":"Students conduct a research-based activity to explore, graph, and evaluate the speed of slime, or how far and at what rate slime stretches. During the activity, the students review the major concepts of graphing speed by stretching gum or silly putty. After reviewing how to create and read speed on a graph, students create a “super-stretchy” slime sample. Students conduct tensile tests to determine the fastest speed the slime can stretch without snapping. Students analyze the slime stretching data by compiling it in a speed graph using Google Sheets or Microsoft Excel. Lastly, students communicate their findings through a poster presentation.   ","Type":"activity","Alignments":["S1143AC8","S1143AD7","S1143598","S2366909","S1143569","S2366907","S2471702","S11435A4","S1141704"]},{"Id":"cub_energy_lesson04_activity2","Url":"https://teachengineering.org/activities/view/cub_energy_lesson04_activity2","Title":"Sliders (for High School)","Summary":"In this hands-on activity, students learn about two types of friction — static and kinetic — and the equation that governs them. They also measure the coefficient of static friction and the coefficient of kinetic friction experimentally.","Type":"activity","Alignments":["S11417DD","S11424B7","S11424B8","S2555916","S2553746","S2454551","S1143638","S2454546","S1143612","S114363B","S2555911"]},{"Id":"cub_energy2_lesson08_activity1","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson08_activity1","Title":"Falling Water","Summary":"Students drop water from different heights to demonstrate the conversion of water\u0027s potential energy to kinetic energy. They see how varying the height from which water is dropped affects the splash size. They follow good experiment protocol, take measurements, calculate averages and graph results. In seeing how falling water can be used to do work, they also learn how this energy transformation figures into the engineering design and construction of hydroelectric power plants, dams and reservoirs.","Type":"activity","Alignments":["S11417D6","S11424F3","S2454437","S2454484","S2553899","S2557987","S2390252","S2366909","S11434B9"]},{"Id":"cub_navigation_lesson09_activity2","Url":"https://teachengineering.org/activities/view/cub_navigation_lesson09_activity2","Title":"Making GPS Art: Draw It, Walk It, Log It, Display It!","Summary":"Students design their own logos, pictures or other graphic images and then use handheld GPS receivers to map them out. They write out the image on a field or playground, walk the route, and log GPS data. Displaying the collected data on the GPS receiver screen results in the finished artwork. The process requires students to use geometry, sketch, measure distances and make scaling calculations, and familiarizes them with technological devices. A student worksheet is provided.","Type":"activity","Alignments":["S11417C9","S11425BD","S2558090","S1143518","S11435C9"]},{"Id":"wst_natfreq_activity1","Url":"https://teachengineering.org/activities/view/wst_natfreq_activity1","Title":"Natural Frequency and Buildings","Summary":"Students learn about frequency and period, particularly natural frequency using springs. They learn that the natural frequency of a system depends on two things: the stiffness and mass of the system. Students see how the natural frequency of a structure plays a big role in the building surviving an earthquake or high winds.","Type":"activity","Alignments":["S11417AA","S2477662","S2477661","S11434D2","S11434EA","S2373212","S2373213","S2373214","S2373215","S1143549","S11434E9","S2477585","S2477684","S2596680"]},{"Id":"cub_energy_lesson03_activity3","Url":"https://teachengineering.org/activities/view/cub_energy_lesson03_activity3","Title":"Bouncing Balls: Collisions, Momentum \u0026 Math (for High School)","Summary":"In this activity, students examine how different balls react when colliding with different surfaces. Also, they will have plenty of opportunity to learn how to calculate momentum and understand the principle of conservation of momentum.","Type":"activity","Alignments":["S11424B7","S11424B9","S2555916","S2553745","S2454547","S114363B","S1143598","S2366907","S114363C","S1143638","S2555911","S2555917","S11417DD","S1141704"]},{"Id":"cub_earth_lesson04_activity2","Url":"https://teachengineering.org/activities/view/cub_earth_lesson04_activity2","Title":"Wind Energy: Making \u0026 Testing Pinwheels to Model Wind Turbines","Summary":"Students learn about wind energy by making a pinwheel to model a wind turbine. Just like engineers, they decide where and how their turbine works best by testing it in different areas of the playground.","Type":"activity","Alignments":["S11417D6","S2557984","S2454470","S1141765","S2390252"]},{"Id":"cub_rockets_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_rockets_lesson02_activity1","Title":"Newton Rocket Car","Summary":"Through the use of small wooden cars, this activity demonstrates Newton\u0027s third law of motion—which states that every action has an equal and opposite reaction. The \"Newton rocket cars\" that students put together show how action/reaction works and how the mass of a moving object affects the acceleration and force of the system. Subsequently, the Newton cars provide students with an excellent analogy for how rockets work. In the continuing story for this unit, students\u0027 model cars help them understand the motion of rockets so that as engineers they can prepare to design a rocket to get Tess\u0027 satellite into orbit to communicate with Rohan and Tess\u0027 daughter, Maya, on her canoe trip.","Type":"activity","Alignments":["S2557990","S2557992","S1143488","S2454420","S2454421","S2390251","S2557991","S114174A","S11417D6","S11424F3"]},{"Id":"cub_rockets_lesson03_activity3","Url":"https://teachengineering.org/activities/view/cub_rockets_lesson03_activity3","Title":"Strawkets and Control","Summary":"Students investigate the effect that fins have on rocket flight. They construct two paper rockets that they launch themselves by blowing through a straw (see Figure 1). One \"strawket\" has wings and the other has fins. Students observe how these two control surfaces affect the flight of their strawkets. Students discover how difficult control of rocket flight can be and what factors can affect it. In the continuing hypothetical story for this unit, what students learn about rocket weight adds to their background understanding in their effort to help Tess launch a communication satellite.","Type":"activity","Alignments":["S114174A","S1141765","S2557991","S2557992","S1143488","S2454469","S2454470","S2390251"]},{"Id":"cub_mechanics_lesson05_activity2","Url":"https://teachengineering.org/activities/view/cub_mechanics_lesson05_activity2","Title":"How Far? Measuring Friction Using Different Materials","Summary":"To learn how friction affects motion, students explore how different textures provide varying amounts of friction to objects moving across them. They build a tool to measure the amount of friction between a note card and various surfaces by measuring the distance that a rubber band stretches. They experiment with a range of materials to determine which provides the least/most friction.","Type":"activity","Alignments":["S114175A","S11424D2","S11424D3","S2553769","S114359F","S2454479","S2366907"]},{"Id":"umo-2547-jupyter-notebook-explore-waves-activity","Url":"https://teachengineering.org/activities/view/umo-2547-jupyter-notebook-explore-waves-activity","Title":"Using Jupyter Notebooks to Explore Waves","Summary":"As an introduction to analyzing sinusoidal waves, students learn how to use a Jupyter Notebook. They learn how to identify the frequency, wavelength, amplitude, period, and phase of a simple sinusoidal waveform.  As they learn how to label the parts and properties of the waves, they connect these characteristics of waves to various real-world wave examples such as ocean waves, visible light, and sound. Students will examine a mathematical model of a sinusoidal waveform and connect each variable to its corresponding wave property. They will manipulate each variable of the model using Python code in a Jupyter Notebook and examine the effect of changing each variable on the resulting waveform.","Type":"activity","Alignments":["S2454489","S2366909","S1141704"]},{"Id":"ohm1_act_joy","Url":"https://teachengineering.org/activities/view/ohm1_act_joy","Title":"Ohm\u0027s Law I","Summary":"Students experiment to increase the intensity of a light bulb by testing batteries in series and parallel circuits. They learn about Ohm\u0027s law, power, parallel and series circuits, and ways to measure voltage and current.","Type":"activity","Alignments":["S103E267","S103E276","S103E266","S114176F","S103E268"]},{"Id":"cub_convshoes_lesson01_activity2","Url":"https://teachengineering.org/activities/view/cub_convshoes_lesson01_activity2","Title":"High Arches, Low Arches","Summary":"A main concern of shoe engineers is creating shoes that provide the right amount of arch support to prevent (or fix) common gait misalignments that lead to injury. During this activity, students look at their own footprints and determine whether they have either of the two most prominent gait misalignments: overpronation (collapsing arches) or supination (high arches). Knowing the shape of a person\u0027s foot, and their natural arch movement is necessary to design shoes to fix these gain alignments.","Type":"activity","Alignments":["S114176C"]},{"Id":"vpi-2595-paper-towers-pool-balls-challenge-pbl","Url":"https://teachengineering.org/activities/view/vpi-2595-paper-towers-pool-balls-challenge-pbl","Title":"Paper Towers and Pool Balls Design Challenge","Summary":"How can teamwork and project-based learning help us understand engineering practices? In this activity, students are presented with two problems that must be solved physically. In the first problem, they must construct the tallest tower possible out of limited materials. In the second problem, they must find a way for a rolling pool ball to take a set maximum time to cover a specified distance. Students create and follow a design and are assessed by the performance of their creations. The students use the Engineering Design Process (EDP) to complete the two hands-on activities. This is an experiential learning experience for the student where they learn to collaborate ideas between teams, while also competing against each other. The sharing of knowledge is the path.","Type":"activity","Alignments":["S2454608","S11416BE","S11416BF"]},{"Id":"cub_energy_lesson05_activity2","Url":"https://teachengineering.org/activities/view/cub_energy_lesson05_activity2","Title":"Energy in Collisions: Rolling Ramp and Review (for High School)","Summary":"In this hands-on activity—rolling a ball down an incline and having it collide into a cup—the concepts of mechanical energy, work and power, momentum, and friction are all demonstrated. During the activity, students take measurements and use equations that describe these energy of motion concepts to calculate unknown variables and review the relationships between these concepts.  ","Type":"activity","Alignments":["S11417DD","S2555916","S2553746","S2454551","S114363B","S2366909","S1143638","S1143569","S2366907","S1143598","S2553745","S2555911","S2556116","S11424CF"]},{"Id":"wsu_concentrate_activity1","Url":"https://teachengineering.org/activities/view/wsu_concentrate_activity1","Title":"Concentrate This! Sugar or Salt...","Summary":"Students investigate the property dependence between concentrations and boiling point. In section 1, students first investigate the boiling point of various liquid solutions. In section 2, they analyze data collected by the entire class to generate two boiling point curves, one for salt solutions and one for sugar solutions. Finally, in section 3, students use the data they have analyzed to determine how to create a solution that has a particular boiling point and is a cost-effective design.","Type":"activity","Alignments":["S2413054","S11416C0","S114363B","S1143645","S114362A","S1143612","S1143638","S2412981","S2413021","S2413048","S2413205","S2454538","S2598831","S2412546","S2412544","S2366909","S2366907","S1141704"]},{"Id":"cub_enveng_lesson07_activity1","Url":"https://teachengineering.org/activities/view/cub_enveng_lesson07_activity1","Title":"I Breathe WHAT??","Summary":"Students capture and examine air particles to gain an appreciation of how much dust, pollen and other particulate matter is present in the air around them. Students place \"pollution detectors\" at various locations to determine which places have a lot of particles in the air and which places do not have as many. Quantifying and describing these particles is a first step towards engineering methods of removing contaminants from the air.","Type":"activity","Alignments":["S2553794","S2454531","S11434EA","S2373212","S2558083","S1141704","S1141702"]},{"Id":"cub_natdis_lesson05_activity1","Url":"https://teachengineering.org/activities/view/cub_natdis_lesson05_activity1","Title":"Mini-Landslide","Summary":"Students explore how different materials (sand, gravel, lava rock) with different water contents on different slopes result in landslides of different severity. They measure the severity by how far the landslide debris extends into model houses placed in the flood plain. This activity is a small-scale model of a debris chute currently being used by engineers and scientists to study landslide characteristics. Much of this activity setup is the same as for the Survive That Tsunami activity in Lesson 5 of the Natural Disasters unit.","Type":"activity","Alignments":["S11417A7","S114174A","S2454451","S2454470","S11416BE","S11416BF","S11424AE"]},{"Id":"cub_air_lesson01_activity3","Url":"https://teachengineering.org/activities/view/cub_air_lesson01_activity3","Title":"What Color is Your Air Today?","Summary":"Students develop awareness and understanding of the daily air quality using the Air Quality Index (AQI) listed in the newspaper or online. They explore what engineers can do to help reduce poor air quality.","Type":"activity","Alignments":["S2454463","S1143502","S1141716","S114259E","S2557984","S2558339","S2557983","S2390253","S2366907"]},{"Id":"uoh_crystals_lesson01_activity2","Url":"https://teachengineering.org/activities/view/uoh_crystals_lesson01_activity2","Title":"Kidney Stone Crystallization","Summary":"Students learn how crystallization and inhibition occur by examining calcium oxalate crystals with and without inhibitors that are capable of altering crystallization. Kidney stones are composed of calcium oxalate crystals, and engineers and doctors experiment with these crystals to determine how growth is affected when a potential drug is introduced. Students play the role of engineers by trying to determine which inhibitor would be the best for blocking crystallization.","Type":"activity","Alignments":["S113EF3A","S113F054","S11416C0","S11416C4","S2454544","S2454607"]},{"Id":"cub_electricity_lesson04_activity1","Url":"https://teachengineering.org/activities/view/cub_electricity_lesson04_activity1","Title":"Will It Conduct?","Summary":"By engaging in the science and engineering practice of making observations and measurements to produce data, students make sense of the phenomenon of electricity. Applying the disciplinary core idea of measurement, students build their own simple conductivity tester and explore whether given solid materials and solutions of liquid are good conductors of electricity. While exploring the phenomenon of electricity, students also apply the crosscutting concept of standard units. ","Type":"activity","Alignments":["S1141757","S11424F4","S2557984","S2557992","S2454454","S11434F1","S1143488","S2390252","S2553840"]},{"Id":"van_membrane_activity2","Url":"https://teachengineering.org/activities/view/van_membrane_activity2","Title":"Cell Membrane Color Sheet and Build a Cell Membrane","Summary":"Students color-code a schematic of a cell and its cell membrane structures. Then they complete the \"Build-a-Membrane\" activity found. This reinforces their understanding of the structure and function of animal cells, and shows them the importance of being able to construct a tangible model of something that is otherwise difficult to see. ","Type":"activity","Alignments":["S2454563","S1132A38"]},{"Id":"csm_lesson3_activity2_tg","Url":"https://teachengineering.org/activities/view/csm_lesson3_activity2_tg","Title":"Built to Last? Designing Experiments to Test Jungle Shelters","Summary":"In the continuing \"Lost in the Amazon\" scenario of this unit, students test the shelters they built in this unit\u0027s Lesson 3, Activity 1, for durability and water resistance.","Type":"activity","Alignments":["S11424F0","S11424E3","S114246D","S1141765","S2454470"]},{"Id":"uof-2498-engineering-solutions-sticky-situation-design","Url":"https://teachengineering.org/activities/view/uof-2498-engineering-solutions-sticky-situation-design","Title":"Sink or Float? Engineering Solutions for a Sticky Situation","Summary":"Why do some objects float while others sink? Students make sense of this phenomenon by engaging in the science and engineering practices of asking questions and defining problems, using models, and designing solutions. Students then apply what they discover to solve everyday situations, such as preventing a car from sinking. In this activity, students build a road out of Jell-O that is sturdy enough to drive a toy car across without sinking. Using the full engineering design process, students research and choose available ingredients that will support their car. After research, students investigate which ingredients will help make their Jell-O as strong as possible to protect their car from sinking in the “mud”. They test their prototype to see if the toy car will be able to drive across the Jell-O without sinking. The teams evaluate the process, improve the design, and recreate if needed. Students discuss their design, data, and final results in front of the class.","Type":"activity","Alignments":["S1130853","S113087B","S2572570","S11416BE","S11416BF","S2454416","S2454417","S11416C1"]},{"Id":"ucd_energy_lesson02_activity1","Url":"https://teachengineering.org/activities/view/ucd_energy_lesson02_activity1","Title":"Making Moon Craters","Summary":"As a weighted plastic egg is dropped into a tub of flour, students see the effect that different heights and masses of the same object have on the overall energy of that object while observing a classic example of potential (stored) energy transferred to kinetic energy (motion). The plastic egg\u0027s mass is altered by adding pennies inside it. Because the egg\u0027s shape remains constant, and only the mass and height are varied, students can directly visualize how these factors influence the amounts of energy that the eggs carry for each experiment, verified by measurement of the resulting impact craters. Students review the equations for kinetic and potential energy and then make predictions about the depths of the resulting craters for drops of different masses and heights. They collect and graph their data, comparing it to their predictions, and verifying the relationships described by the equations. This classroom demonstration is also suitable as a small group activity.","Type":"activity","Alignments":["S2454487","S2513642","S11434CE","S114350F","S2366907","S2513940","S2513949","S2454483","S11417D8","S2598237","S2598233","S2366909","S1143549","S2514058","S2513644"]},{"Id":"cub_mechanics_lesson08_activity1","Url":"https://teachengineering.org/activities/view/cub_mechanics_lesson08_activity1","Title":"Super Spinners!","Summary":"Students are challenged to design and build spinners that spin the longest. They build at least two simple spinners to conduct experiments with different mass distributions and shapes. Use this hands-on activity to demonstrate rotational inertia, rotational speed, angular momentum, and velocity. ","Type":"activity","Alignments":["S114175A","S11424D3","S2454536","S1143533","S2454479","S2553809","S2553808","S2555936","S11434D3","S11434D2","S2366907"]},{"Id":"cub_housing_lesson04_activity2","Url":"https://teachengineering.org/activities/view/cub_housing_lesson04_activity2","Title":"Power Your House with Wind","Summary":"Students learn how engineers harness the energy of the wind to produce power by following the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e as they prototype two types of wind turbines and test to see which works best. Students also learn how engineers decide where to place wind turbines, and the advantages and disadvantages to using wind power compared to other non-renewable energy sources.","Type":"activity","Alignments":["S1141750","S11417E0","S11424C9","S11424CA","S2555916","S2454553","S114363B","S1143612","S11416BE","S11416BF","S11416C1","S1143598","S2366907","S2553746","S2553745"]},{"Id":"rice2-2545-car-design-side-impact-crash-safety-feature","Url":"https://teachengineering.org/activities/view/rice2-2545-car-design-side-impact-crash-safety-feature","Title":"Side-Impact Crash Superhero – Who Will Save the Day with a Better Safety Feature?","Summary":"In car crashes, serious injuries are more likely to occur in side-impact crashes since passengers can be extremely close to the impact site with no protective region of the car to crumple and absorb the impact.  Therefore, it is imperative that we find as many improvements to car design as possible that could help prevent or lessen the impact of side-impact collisions. In this activity, students brainstorm ideas to best reduce side-impact collision, and then build and test their prototypes. Students then have the opportunity to improve their design before final testing. After final testing each team reports on the ideas and successes of their design.","Type":"activity","Alignments":["S2454548","S11416BE","S11416BF","S2454533","S2454534","S11416C1","S1141704","S113EE43"]},{"Id":"rice2-2121-nanotechnology-qr-code-scavenger-hunt","Url":"https://teachengineering.org/activities/view/rice2-2121-nanotechnology-qr-code-scavenger-hunt","Title":"Nanotechnology Scavenger Hunt!","Summary":"Through a scavenger hunt, students are introduced to the world of nanotechnology. In the form of a competition, groups race to locate symbols that correlate to an answer to a general nanotechnology question. Each team receives paper slips with questions; the remaining questions are hidden behind QR codes. Groups need to answer eight total questions in the correct order. Because this is an intro to nanotechnology and its associated engineering, students need to use problem-solving skills in order to identify the correct answers. After the initial scavenger hunt, a brief class discussion explores advances in nanotechnology. Next, students work in teams to research different areas of nanotechnology as they create their own scavenger hunt games. ","Type":"activity","Alignments":["S2484225","S2484233","S2484216","S113EF3B","S11416BC","S1141702","S11416C0"]},{"Id":"uow-2262-geometry-geocaching-gis-gps-technology","Url":"https://teachengineering.org/activities/view/uow-2262-geometry-geocaching-gis-gps-technology","Title":"Geometry and Geocaching Using GIS \u0026 GPS ","Summary":"Students take on the role of geographers and civil engineers and use a device enabled with the global positioning system (GPS) to locate geocache locations via a number of waypoints. Teams save their data points, upload them to geographic information systems (GIS) software, such as Google Earth, and create scale drawings of their explorations while solving problems of area, perimeter and rates. The activity is unique in its integration of technology for solving mathematical problems and asks students to relate GPS and GIS to engineering. ","Type":"activity","Alignments":["S2425676","S2425677","S2425779","S2425790","S2425450","S1141703","S1141704","S11416BC","S11416F1","S1143509","S1143518","S1143512","S1143513","S2366910"]},{"Id":"fiu_models_activity1","Url":"https://teachengineering.org/activities/view/fiu_models_activity1","Title":"Molecular Models and 3D Printing","Summary":"Students are challenged to use computer-aided design (CAD) software to create “complete” 3D-printed molecule models that take into consideration bond angles and lone-pair positioning. To begin, they explore two interactive digital simulations: “build a molecule” and “molecule shapes.” This aids them in comparing and contrasting existing molecular modeling approaches—ball-and-stick, space-filling, and valence shell electron pair repulsion (VSEPR)—so as to understand their benefits and limitations. In order to complete a worksheet that requires them to draw Lewis dot structures, they determine the characteristics and geometries (valence electrons, polar bonds, shape type, bond angles and overall polarity) of 12 molecules. They also use molecular model kits. These explorations and exercises prepare them to design and 3D print their own models to most accurately depict molecules. Pre/Post quizzes, a step-by-step Blender 3D software tutorial handout and a worksheet are provided.","Type":"activity","Alignments":["S1130987","S2571904","S1141750","S2454537","S1143580","S114357F","S1141704"]},{"Id":"uoh_hp_activity_motion","Url":"https://teachengineering.org/activities/view/uoh_hp_activity_motion","Title":"Magical Motion","Summary":"Students watch video clips from the October Sky and Harry Potter and the Sorcerer\u0027s Stone movies to see examples of projectile motion. Then they explore the relationships between displacement, velocity and acceleration, and calculate simple projectile motion. The objective of this activity is to articulate concepts related to force and motion through direct immersive interaction based on \"The Science Behind Harry Potter\" theme. Students\u0027 interest is piqued by the use of popular culture in the classroom.   ","Type":"activity","Alignments":["S113F149","S113F14A","S113F14B","S113F14C","S113F14D","S11416BC","S114363B","S114366B","S2454479"]},{"Id":"cub_navigation_lesson09_activity1","Url":"https://teachengineering.org/activities/view/cub_navigation_lesson09_activity1","Title":"GPS Receiver Basics","Summary":"Students familiarize themselves — through trial and error — with the basics of GPS receiver operation. They view a receiver\u0027s satellite visibility screen as they walk in various directions and monitor their progress on the receiver\u0027s map. Students may enter waypoints and use the GPS information to guide them back to specific locations.","Type":"activity","Alignments":["S11417CA","S11425BD","S2553790","S2553745","S11434D2","S1143612"]},{"Id":"cub_pveff_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_pveff_lesson03_activity1","Title":"Pointing at Maximum Power for PV","Summary":"Student teams measure voltage and current in order to determine the power output of a photovoltaic (PV) panel. They vary the resistance in a simple circuit connected to the panel to demonstrate the effects on voltage, current, and power output. After collecting data, they calculate power for each resistance setting, creating a graph of current vs. voltage, and identifying the maximum power point.","Type":"activity","Alignments":["S11417E0","S11417E1","S11424CA","S11424CD","S2555847","S2555916","S2454604","S11435A4","S11435EC"]},{"Id":"van_skeletal_system_activity1","Url":"https://teachengineering.org/activities/view/van_skeletal_system_activity1","Title":"Generating Ideas \u0026 Questions: What Is Going on with Grandma?","Summary":"Students are introduced to the concepts of the challenge question. First independently, and then in small groups, they generate ideas for solving the grand challenge introduced in the associated lesson: Your grandmother has a fractured hip and a BMD of -3.3. What medical diagnosis explains her condition? What are some possible causes? What are preventative measures for other family members? Students complete a worksheet that contains the pertinent questions, as well as develop additional questions of their own, all with the focus on determining what additional background knowledge they need to research. Finally, as a class, students compile their ideas, resulting in a visual as a learning supplement.","Type":"activity","Alignments":["S11326E2","S11326E3","S11417FC","S2454580"]},{"Id":"cub_heat_lesson1_activity2","Url":"https://teachengineering.org/activities/view/cub_heat_lesson1_activity2","Title":"Hot Potato, Cool Foil","Summary":"Students explore material properties by applying some basic principles of heat transfer. They use calorimeters to determine the specific heat of three substances: aluminum, copper and another of their choice. Each substance is cooled in a freezer and then placed in the calorimeter. The temperature change of the water and the substance are used in heat transfer equations to determine the specific heat of each substance. The students compare their calculated values with tabulated data.","Type":"activity","Alignments":["S11417DE","S114179E","S11424CA","S11424CB","S2555916","S2553745","S2454551","S114363E","S1143638"]},{"Id":"wpi_ohm2_act_joy","Url":"https://teachengineering.org/activities/view/wpi_ohm2_act_joy","Title":"Ohm\u0027s Law 2","Summary":"In this extension to the Ohm\u0027s Law I activity, students observe just how much time it takes to use up the \"juice\" in a battery, and if it is better to use batteries in series or parallel. This extension is suitable as a teacher demonstration and may be started before students begin work on the Ohm\u0027s Law I activity.","Type":"activity","Alignments":["S103E267","S103E268","S103E266","S11417DD"]},{"Id":"rice-2253-human-bloodhounds-nanomaterials-body-buckeyballs","Url":"https://teachengineering.org/activities/view/rice-2253-human-bloodhounds-nanomaterials-body-buckeyballs","Title":"The Amazing Buckyball: How to Track Nanomaterials in the Human Body","Summary":"Students learn how nanoparticles can be creatively used for medical diagnostic purposes. They learn about buckminsterfullerenes, more commonly known as buckyballs, and about the potential for these complex carbon molecules to deliver drugs and other treatments into the human body. They brainstorm methods to track buckyballs in the body, then build a buckyball from pipe cleaners with a fluorescent tag to model how nanoparticles might be labeled and detected for use in a living organism. As an extension, students research and select appropriate radioisotopes for different medical applications.","Type":"activity","Alignments":["S2484225","S2484233","S2484216","S11416BE","S11416BC","S1141702","S2471727","S2472075"]},{"Id":"umo_ourbodies_lesson02_activity4","Url":"https://teachengineering.org/activities/view/umo_ourbodies_lesson02_activity4","Title":"Sound from Left or Right?","Summary":"Why do humans have two ears? How do the properties of sound help with directional hearing? Students learn about directional hearing and how our brains determine the direction of sounds by the difference in time between arrival of sound waves at our right and left ears. Student pairs use experimental set-ups that include the headset portions of stethoscopes to investigate directional hearing by testing each other\u0027s ability to identify the direction from which sounds originate.","Type":"activity","Alignments":["S1141702","S1141704","S11416BE","S2454495","S2596491","S2596649"]},{"Id":"cub_biomed_lesson08_activity1","Url":"https://teachengineering.org/activities/view/cub_biomed_lesson08_activity1","Title":"You\u0027re the Expert","Summary":"Student teams learn about and devise technical presentations on four reproductive technology topics—pregnancy ultrasound, amniocentesis, in-vitro fertilization or labor anesthetics. Each team acts as a panel of engineers asked to make a presentation to a group of students unfamiliar with the reproductive technology. Each group incorporates non-lecture elements into its presentation for greater effectiveness. As students learn about the technologies, by creating a presentation and listening to other groups\u0027 presentations, they also learn more about the valuable skill of technical communications.","Type":"activity","Alignments":["S11417F8","S1142541","S1142542","S2454508"]},{"Id":"cub_navigation_lesson09_activity3","Url":"https://teachengineering.org/activities/view/cub_navigation_lesson09_activity3","Title":"GPS Scavenger Hunt","Summary":"Students go on a GPS scavenger hunt. They use GPS receivers to find designated waypoints and report back on what they found. They compute distances between waypoints based on the latitude and longitude, and compare with the distance the receiver finds.","Type":"activity","Alignments":["S11417C9","S11425BD","S2553794","S11434D3"]},{"Id":"uoh_wavelength_activity1","Url":"https://teachengineering.org/activities/view/uoh_wavelength_activity1","Title":"What\u0027s a Wavelength?","Summary":"Students measure the wavelength of sounds and learn basic vocabulary associated with waves. As a class, they brainstorm the difference between two tuning forks and the sounds they produce. Then they come up with a way to measure that difference. Using a pipe in a graduated cylinder filled with water, students measure the wavelength of various tuning forks by finding the height the pipe must be held at to produce the loudest note. After calculating the wavelength and comparing it to the pitch of each tuning fork, students discover the relationship between wavelength and pitch.","Type":"activity","Alignments":["S113EF56","S114175C","S2454556","S114363B","S1143638"]},{"Id":"spfun_lightsculpt_activity1","Url":"https://teachengineering.org/activities/view/spfun_lightsculpt_activity1","Title":"Build Your Own Arduino Light Sculpture! Part 1","Summary":"Students create projects that introduce them to Arduino—a small device that can be easily programmed to control and monitor a variety of external devices like LEDs and sensors. First they learn a few simple programming structures and commands to blink LEDs. Then they are given three challenges—to modify an LED blinking rate until it cannot be seen, to replicate a heartbeat pattern and to send Morse code messages. This activity prepares students to create more involved multiple-LED patterns in the Part 2 companion activity.","Type":"activity","Alignments":["S1141702","S11416BE","S1143582"]},{"Id":"cub_massba_activity1","Url":"https://teachengineering.org/activities/view/cub_massba_activity1","Title":"In and Out Reactor","Summary":"Students learn about material balances, a fundamental concept of chemical engineering. They use stoichiometry to predict the mass of carbon dioxide that escapes after reacting measured quantities of sodium bicarbonate with dilute acetic acid. Students then produce the reactions of the chemicals in a small reactor made from a plastic water bottle and balloon.","Type":"activity","Alignments":["S11417DE","S11424C0","S11424C2","S1143612","S2454545","S2553745"]},{"Id":"usf_maxwell_lesson01_activity2","Url":"https://teachengineering.org/activities/view/usf_maxwell_lesson01_activity2","Title":"The Good, the Bad and the Electromagnet ","Summary":"Using plastic straws, wire, batteries and iron nails, student teams build and test two versions of electromagnets—one with and one without an iron nail at its core. They test each magnet\u0027s ability pick up loose staples, which reveals the importance of an iron core to the magnet\u0027s strength. Students also learn about the prevalence and importance of electromagnets in their everyday lives.","Type":"activity","Alignments":["S11416BC","S1141704","S11308DA","S11308DD","S2454482","S2454480"]},{"Id":"cub_rock_lesson05_activity1","Url":"https://teachengineering.org/activities/view/cub_rock_lesson05_activity1","Title":"Soil Core Sampling","Summary":"Students learn about one method used in environmental site assessments. They practice soil sampling by creating soil cores, studying soil profiles and characterizing soil profiles in borehole logs. They use their analyses to make predictions about what is going on in the soil and what it might mean to engineers developing the area.","Type":"activity","Alignments":["S2553802","S2557980","S2454533","S1143681","S11416BF","S2373213"]},{"Id":"van_cleanupmess_act3","Url":"https://teachengineering.org/activities/view/van_cleanupmess_act3","Title":"Circuits and Magnetic Fields","Summary":"Students use the same method as in the activity from lesson 2 of this unit to explore the magnetism due to electric current instead of a permanent magnet. They use a compass and circuit to trace the magnetic field lines induced by the electric current moving through the wire. Students develop an understanding of the effect of the electrical current on the compass needle through the induced magnetic field and understand the complexity of a three-dimensional field system.","Type":"activity","Alignments":["S1132F8F","S1132CD5","S2454550","S1141704"]},{"Id":"semisolid_sue","Url":"https://teachengineering.org/activities/view/semisolid_sue","Title":"Silly Semi-Solids","Summary":"Student teams make polymers using ordinary household supplies (glue, borax, water). They experiment with the semi-solid material when warm and cold to see and feel its elastic and viscous properties. Students will begin to understand how the electrical forces between particles change as temperature or the force applied to the substance changes. Is it a solid, a liquid, or something in between? How might it be used?","Type":"activity","Alignments":["S11417EE","S11417A2","S2454538","S2454540","S2730749"]},{"Id":"spfun_lightsculpt_activity2","Url":"https://teachengineering.org/activities/view/spfun_lightsculpt_activity2","Title":"Build Your Own Arduino Light Sculpture! Part 2","Summary":"In the companion activity, students experimented with Arduino programming to blink a single LED. During this activity, students build on that experience as they learn about breadboards and how to hook up multiple LEDs and control them individually so that they can complete a variety of challenges to create fun patterns! To conclude, students apply the knowledge they have gained to create LED-based light sculptures.","Type":"activity","Alignments":["S1141702","S11416BE","S1143582"]},{"Id":"cub_energy_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_energy_lesson02_activity1","Title":"Power, Work and the Waterwheel","Summary":"Waterwheels are devices that generate power and do work. Student teams construct waterwheels using two-liter plastic bottles, dowel rods and index cards, and calculate the power created and work done by them.","Type":"activity","Alignments":["S11417D8","S11417DA","S11425C2","S11425C4","S2553794","S2555916","S2454487","S2454534","S1143612","S114362C","S1143515"]},{"Id":"cub_rockets_lesson04_activity2","Url":"https://teachengineering.org/activities/view/cub_rockets_lesson04_activity2","Title":"Aqua-Thrusters!  ","Summary":"Students construct small-sized model rocket-powered boats—\"aqua-thrusters\"—that are made from film canisters propelled by carbon dioxide gas produced from a chemical reaction between antacid tablets and water. They make predictions and experiment to observe the effect that surface area of this simulated solid rocket fuel has on the resulting rocket thrust. A worksheet is provided to guide the experiment.","Type":"activity","Alignments":["S114174A","S2558375","S2558343","S2454455","S2454440","S11424F3","S11417D6"]},{"Id":"cub_heat_lesson1_activity1","Url":"https://teachengineering.org/activities/view/cub_heat_lesson1_activity1","Title":"Counting Calories","Summary":"The students discover the basics of heat transfer in this activity by constructing a constant pressure calorimeter to determine the heat of solution of potassium chloride in water. They first predict the amount of heat consumed by the reaction using analytical techniques. Then they calculate the specific heat of water using tabulated data, and use this information to predict the temperature change. Next, the students will design and build a calorimeter and then determine its specific heat. After determining the predicted heat lost to the device, students will test the heat of solution. The heat given off by the reaction can be calculated from the change in temperature of the water using an equation of heat transfer. They will compare this with the value they predicted with their calculations, and then finish by discussing the error and its sources, and identifying how to improve their design to minimize these errors. ","Type":"activity","Alignments":["S11417DD","S11417DE","S11424CA","S11424CB","S11424CC","S2555916","S2454551","S114363B","S114363A"]},{"Id":"ucd_electricity_lesson01_activity1","Url":"https://teachengineering.org/activities/view/ucd_electricity_lesson01_activity1","Title":"Is It Shocking?","Summary":"To better understand electricity, students investigate the properties of materials based on their ability to dispel static electricity. They complete a lab worksheet, collect experimental data, and draw conclusions based on their observations and understanding of electricity. The activity provides hands-on learning experience to safely explore the concept of static electricity, learning what static electricity is and which materials best hold static charge. Students learn to identify materials that hold static charge as insulators and materials that dispel charge as conductors. The class applies the results from their material tests to real-world engineering by identifying the best of the given materials for moving current in a solar panel.","Type":"activity","Alignments":["S2598195","S2454452","S2603746","S2367853","S2454454","S2598197","S1141704"]},{"Id":"ncs-2021-wind-patterns-desert-hydropower","Url":"https://teachengineering.org/activities/view/ncs-2021-wind-patterns-desert-hydropower","Title":"Wind Patterns and Hydropower in the Desert?!","Summary":"Global wind patterns are dictated by the movement of the Earth on its axis and are significant factors in determining the climate for regions of the planet. Students learn how the Coriolis effect and Hadley convection cells determine the location of deserts on Earth. They manipulate inflated plastic globes to discover how the Coriolis effect drives wind clockwise in the Northern Hemisphere and counterclockwise in the Southern Hemisphere. Then they incorporate latitudinal differences onto this modeling exercise to understand why deserts form at 30 degrees north and south of the equator. Once students understand the importance of global winds, they discuss hydropower in the desert. They compare and contrast two case studies: China’s Three Gorges Dam, and Chile’s proposed plant in the Atacama Desert that would creatively use solar power to move seawater up to the top of a mountain so that it can flow back down and generate power. Students note the economic, environmental, cultural and social impacts, issues and benefits of both power plants. Then they reflect, write, debate and discuss their ideas and opinions using evidence from the case studies and their own research. ","Type":"activity","Alignments":["S2454602","S2454604","S11416C3"]},{"Id":"duk_bubble_mary_act","Url":"https://teachengineering.org/activities/view/duk_bubble_mary_act","Title":"Does Your Chewing Gum Lose Its Sweetness?","Summary":"In the first part of the activity, each student chews a piece of gum until it loses its sweetness, and then leaves the gum to dry for several days before weighing it to determine the amount of mass lost. This mass corresponds to the amount of sugar in the gum, and can be compared to the amount stated on the package label. In the second part of the activity, students work in groups to design and conduct new experiments based on questions of their own choosing. These questions arise naturally from observations during the first experiment, and from students\u0027 own experiences with and knowledge of the many varieties of chewing and bubble gums available. ","Type":"activity","Alignments":["S2420416","S2420081","S2420075","S2420159","S2420124","S114175A","S1143681","S114367B","S1143549","S11434E1","S2454475","S2420125","S2420066","S2420071","S2420179","S11434D3","S11434C9","S2373213","S1143510","S1143569"]},{"Id":"cub_brid_lesson05_activity1","Url":"https://teachengineering.org/activities/view/cub_brid_lesson05_activity1","Title":"Cost Comparisons","Summary":"Students learn about the many types of expenses associated with building a bridge. Working like engineers, they estimate the cost for materials for a bridge member of varying sizes. After making calculations, they graph their results to compare how costs change depending on the use of different materials (steel vs. concrete). They conclude by creating a proposal for a city bridge design based on their findings.","Type":"activity","Alignments":["S11417AA","S11424D2","S2556124","S2553775","S2366013","S2454534","S2454536","S11434D2","S11434D3","S1143680","S1143682","S1143549","S114350F","S1141704"]},{"Id":"cub_airplanes_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_airplanes_lesson03_activity1","Title":"Bend That Bar","Summary":"Students learn about material properties, and that engineers must consider many different materials properties when designing. This activity focuses on strength-to-weight ratios and how sometimes the strongest material is not always the best material.","Type":"activity","Alignments":["S2553844","S11434CE","S11434D2","S11434D3","S2557984","S11416C3","S2471193","S2390253","S2553808","S2553796","S2553809","S2471320"]},{"Id":"cub_liver_activity1","Url":"https://teachengineering.org/activities/view/cub_liver_activity1","Title":"Living with Your Liver","Summary":"Students learn the function of the liver and how biomedical engineers can use liver regeneration to help people. Students test the effects of toxic chemicals on a beef liver by adding hydrogen peroxide to various liver and salt solutions. They observe, record and graph their results.","Type":"activity","Alignments":["S11417F8","S1142540","S1142542","S1143502","S2557984","S2454475","S2558339","S2390253"]},{"Id":"cub_sound_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_sound_lesson03_activity1","Title":"Form vs. Function","Summary":"Students model and design the sound environment for a room. They analyze the sound performance of different materials that represent wallpaper, thick curtains, and sound-absorbing panels. Then, referring to the results of their analysis, they design another room based on certain specifications, and test their designs.","Type":"activity","Alignments":["S114174A","S1141763","S2454468","S2454470"]},{"Id":"ucd_soil_solarization_lesson01_activity1","Url":"https://teachengineering.org/activities/view/ucd_soil_solarization_lesson01_activity1","Title":"Soil Biosolarization: Using Waste \u0026 Sunshine to Get Rid of Weeds ","Summary":"Over the course of three sessions, students act as agricultural engineers and learn about the sustainable pest control technique known as soil biosolarization in which organic waste is used to help eliminate pests during soil solarization instead of using toxic compounds like pesticides and fumigants. Student teams prepare seed starter pots using a source of microorganisms (soil or compost) and “organic waste” (such as oatmeal, a source of carbon for the microorganisms). They plant seeds (representing weed seeds) in the pots, add water and cover them with plastic wrap. At experiment end, students count the weed seedlings and assess the efficacy of the soil biosolarization technique in inactivating the weed seeds. An experiment-guiding handout and pre/post quizzes are provided.","Type":"activity","Alignments":["S2598214","S2598282","S1141704","S11416C3","S2454463","S2454531","S1143681","S11434F2","S11434C8","S2513945","S2513763","S2513998"]},{"Id":"usf_dome_lesson01_activity1","Url":"https://teachengineering.org/activities/view/usf_dome_lesson01_activity1","Title":"Achieving Sustainability: Dome It Challenge Scenario Cards","Summary":"Student teams find solutions to hypothetical challenge scenarios that require them to sustainably manage both resources and wastes. They begin by creating a card representing themselves and the resources (inputs) they need and wastes (outputs) they produce. Then they incorporate additional cards for food and energy components and associated necessary resources and waste products. They draw connections between outputs that provide inputs for other needs, and explore the problem of using linear solutions in resource-limited environments. Then students incorporate cards based on biorecycling technologies, such as algae photobioreactors and anaerobic digesters in order to make circular connections. Finally, the student teams present their complete biorecycling engineering solutions to their scenarios—in poster format—by connecting outputs to inputs, and showing the cycles of how wastes become resources.","Type":"activity","Alignments":["S113091A","S113092C","S1141704","S11416BB","S11416BC","S11416C5","S2454523","S2454531"]},{"Id":"cud-2274-quicksand-stress-pressure-liquefaction-design","Url":"https://teachengineering.org/activities/view/cud-2274-quicksand-stress-pressure-liquefaction-design","Title":"Quicksand Danger: Myth or Reality?","Summary":"Students explore the physical science behind the causes of quicksand and become familiar with relationship between concepts such as total stress, pore pressure, and effective stress. Students also relate these concepts to soil liquefaction—a major concern during earthquakes. Students begin the activity by designing a simple device to test the effects of quicksand on materials of different densities and weights. They prototype a support structure that works to prevent a heavy object from sinking into quicksand. At the end of the activity, students reflect on the engineering design process and consider the steps civil engineers take in designing sturdy buildings and other structures. ","Type":"activity","Alignments":["S11416BE","S11416BF","S11416C0","S2454607","S2471700","S114356D","S11424A3","S2556136"]},{"Id":"clem_waves_activity","Url":"https://teachengineering.org/activities/view/clem_waves_activity","Title":"Developing \u0026 Presenting Design Solutions: Waves Go Public!","Summary":"Students apply everything they have learned over the course of the associated lessons about waves, light properties, the electromagnetic spectrum, and the structure of the eye, by designing devices that can aid color blind people in distinguishing colors. Students learn about the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e and develop three possible solutions to the engineering design challenge outlined in lesson 1 of this unit. They create posters to display their three design ideas and the comparisons used to select the best design. Then, students create brochures for their final design ideas, and \"sell\" the ideas to their \"client.\" Through this activity, students complete the legacy cycle by \"going public\" with the creation of their informative posters and brochures that explain their designs, as well as color blindness and how people see color, in \"client\" presentations. ","Type":"activity","Alignments":["S2535590","S2535593","S2535595","S11416C0","S2454533","S2454534"]},{"Id":"csm_amazon_lesson3_activity1_tg","Url":"https://teachengineering.org/activities/view/csm_amazon_lesson3_activity1_tg","Title":"Home, Sweet Home!","Summary":"Student groups use kite string and wax paper shaped as leaves to build shelters to protect them from the rain. Then they test the shelters for durability and water resistance.","Type":"activity","Alignments":["S1142492","S1142497","S1142557","S114174A","S2454468","S2454469"]},{"Id":"cub_intro_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_intro_lesson02_activity1","Title":"Cars from the Future: Presenting Your Eco-Friendly Design Ideas","Summary":"In some cities, especially large cities such as Los Angeles or Mexico City, visible air pollution is a major problem, both for human health and the environment. A variety of sources contribute to air pollution, but personal vehicles account for one of the main sources. Though each car has relatively low emissions when compared to vehicles of the 1970s, there are so many more cars on the road now that their emissions play a large role in overall pollution. In this activity, students think about alternate ways to power a vehicle to reduce emissions. Student teams design an eco-friendly car using the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, and make a presentation to showcase their product.","Type":"activity","Alignments":["S1141716","S1141763","S11424F6","S2454469","S2454468","S11416BE"]},{"Id":"csm_amazon_lesson6_activity1_tg","Url":"https://teachengineering.org/activities/view/csm_amazon_lesson6_activity1_tg","Title":"Anchors Away","Summary":"In the continuing (hypothetical) storyline of the Lost in the Amazon unit, students discover the relationship between an object\u0027s mass and the amount of space it takes up (its volume). As they create small boats using clay, they learn about the concept of displacement and how an object can float if it displaces enough water, and the concept of density and its relationship to mass and volume.","Type":"activity","Alignments":["S114253E","S11424F0","S114246D","S114174A","S2454468","S11434CF"]},{"Id":"van_troll_lesson01_activity1","Url":"https://teachengineering.org/activities/view/van_troll_lesson01_activity1","Title":"The Mummified Troll: Devising a Protection Plan","Summary":"Students are introduced to the parameters of an engineering challenge in which their principal has asked them to devise an invisible security system to cost-effectively protect a treasured mummified troll, while still allowing for visitor viewing during the day. Students generate ideas for solving the grand challenge, first independently, then in small groups, and finally, compiled as a class.","Type":"activity","Alignments":["S2454533","S1141704"]},{"Id":"uta_dense_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uta_dense_lesson01_activity1","Title":"How Dense Are You Lab","Summary":"Students determine the mass and volume of soil samples and calculate the density of the soils. They use this information to determine the suitability of the soil to support a building foundation.","Type":"activity","Alignments":["S113EF66","S113EF5F","S113EE79","S11416C0"]},{"Id":"van_cancer_activity1","Url":"https://teachengineering.org/activities/view/van_cancer_activity1","Title":"Learning Imaging Techniques!","Summary":"During this activity, students are introduced to the concepts of the unit\u0027s \"grand challenge.\" They generate ideas for solving the problem, first independently, then in small groups. Finally, as a class, students compile their ideas with a visual as a learning supplement.","Type":"activity","Alignments":["S11417FD","S114176C","S1141742","S2600941","S2454606"]},{"Id":"mis-2229-perfect-vehicle-criteria-solar-speed-volume","Url":"https://teachengineering.org/activities/view/mis-2229-perfect-vehicle-criteria-solar-speed-volume","Title":"Speedy \u0026 Compact: The Perfect Vehicle for Your Future","Summary":"As if they are engineers, students are tasked to design solar-powered model vehicles that are speedy and compact in order to make recommendations to a local car sales company. Teams familiarize themselves with the materials by building solar-panel model car prototypes, following kit instructions, which they test for speed. After making design improvements, they test again. Then they take measurements and calculate the volume of each team’s vehicle. They rank all teams’ vehicles by speed and by size. After data analyses, reflection and team discussion, students write recommendations to the car company about the vehicle they think is best for consumers. Youngsters experience key portions of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e and learn the importance of testing and collaborating in order to make better products. Pre/post-quizzes and numerous worksheets and handouts are provided.","Type":"activity","Alignments":["S11436A3","S11434B9","S1143699","S1141702","S11416BE","S11416BF","S11416C0","S2454468","S2454470","S2481038","S2480966","S2480964","S2728470","S2366907","S2480846","S2454440","S2728510","S2728512"]},{"Id":"duk_bycatchunit_musc_act3","Url":"https://teachengineering.org/activities/view/duk_bycatchunit_musc_act3","Title":"Echolocation Experimentation: Can You Hear It?","Summary":"Students drop marbles into holes cut into shoebox lids and listen carefully to try to determine the materials inside the box that the marbles fall onto, illustrating the importance of surface composition on dolphins\u0027 abilities to sense materials, depth and texture using echolocation. This activity builds on what students learned in the associated lesson about bycatching by fisheries and how it affects marine habitats and species, especially dolphins. Students learn how echolocation works, why certain animals use it to determine the size, shape and distance of objects, and how people can take advantage of dolphins\u0027 echolocation ability when developing bycatch avoidance methods.","Type":"activity","Alignments":["S2363715","S2363599","S2363614","S1141716","S1141757","S2454447"]},{"Id":"cub_rockets_lesson03_activity2","Url":"https://teachengineering.org/activities/view/cub_rockets_lesson03_activity2","Title":"Strawkets and Weight","Summary":"Students investigate the effect that weight has on rocket flight. They construct a variety of drinking straw-launched rockets—\"strawkets\"—of different weights. Specifically, they observe what happens when the weight of a strawket is altered by reducing its physical size and using different construction materials. They also they determine the importance of weight distribution in rockets. In the continuing hypothetical story for this unit, what students learn about rocket weight adds to their background understanding in their effort to help Tess launch a communication satellite.  ","Type":"activity","Alignments":["S114174A","S1141765","S2557991","S2557992","S1143488","S2454470","S2390252","S2557987"]},{"Id":"cub_brid_lesson04_activity1","Url":"https://teachengineering.org/activities/view/cub_brid_lesson04_activity1","Title":"Breaking the Mold","Summary":"In this math activity, students conduct a strength test using modeling clay, creating their own stress vs. strain graphs, which they compare to typical steel and concrete graphs. They learn the difference between brittle and ductile materials and how understanding the strength of materials, especially steel and concrete, is important for engineers who design bridges and structures. ","Type":"activity","Alignments":["S11417AA","S1141797","S2553798","S2556155","S11434D3","S1143549","S114354B","S114350F","S11434E1","S2471232","S2471193","S2471320","S2553809","S2556093","S2556158"]},{"Id":"duk_cellresp_mary_act","Url":"https://teachengineering.org/activities/view/duk_cellresp_mary_act","Title":"Yeast Cells Respire, Too (But Not Like Me and You)","Summary":"Students set up a simple way to indirectly observe and quantify the amount of respiration occurring in yeast-molasses cultures. Each student adds a small amount of baking yeast to a test tube filled with diluted molasses. Then a second, smaller test tube is placed upside-down inside the solution. As the yeast cells respire, the carbon dioxide they produce is trapped inside the inverted test tube, producing a growing bubble of gas that is easily observed and measured. Students are presented with the procedure for designing an effective experiment; they learn to think critically about experimental results and indirect observations of experimental events.","Type":"activity","Alignments":["S2420156","S2420416","S2363404","S2363400","S2363665","S2363655","S11417EA","S11417EE","S114179A","S2454497","S11434E9","S1143569"]},{"Id":"nyu_plastic_activity1","Url":"https://teachengineering.org/activities/view/nyu_plastic_activity1","Title":"Stretching to Compare Properties: The Plastic Test","Summary":"After a brief history of plastics, students look more closely as some examples from the abundant types of plastics found in our day-to-day lives. They are introduced to the mechanical properties of plastics, including their stress-strain relationships, which determine their suitability for different industrial and product applications. These physical properties enable plastics to be fabricated into a wide range of products. Students learn about the different roles that plastics play in our lives, Young\u0027s modulus, and the effects that plastics have on our environment. Then students act as industrial engineers, conducting tests to compare different plastics and performing a cost-benefit analysis to determine which are the most cost-effective for a given application, based on their costs and measured physical properties.","Type":"activity","Alignments":["S2488719","S11416BE","S11416BF","S11416C0","S2454535","S2454454","S2454469","S1143460","S2488727","S2390251","S2783796","S2783819","S2783909"]},{"Id":"cub_housing_lesson03_activity2","Url":"https://teachengineering.org/activities/view/cub_housing_lesson03_activity2","Title":"Model Greenhouses","Summary":"Students learn about the advantages and disadvantages of the greenhouse effect. They construct their own miniature greenhouses and explore how their designs take advantage of heat transfer processes to create controlled environments. They record and graph measurements, comparing the greenhouse indoor and outdoor temperatures over time. Students are also introduced to global issues such as greenhouse gas emissions and their relationship to global warming.","Type":"activity","Alignments":["S11417E0","S11425D3","S11424CA","S2555916","S2553745","S2454604","S1143600","S114363B","S11416BE","S11416BF","S11416BB","S2556124","S2556122","S114356A","S11435A4","S1143598","S2366909","S2366907","S2454606"]},{"Id":"cub_environ_lesson03_activity3","Url":"https://teachengineering.org/activities/view/cub_environ_lesson03_activity3","Title":"I Feel Renewed! Earth Resources Distribution \u0026 Population Impact","Summary":"In this activity, students simulate the equal and unequal distribution of our renewable resources. Also, they consider the impact of our increasing population upon these resources and how engineers develop technologies to create resources.","Type":"activity","Alignments":["S1141716","S2454441","S2390251","S11434A2","S2553899","S2557991","S11424AD"]},{"Id":"cub_biomed_lesson06_activity1","Url":"https://teachengineering.org/activities/view/cub_biomed_lesson06_activity1","Title":"Sounds All Around","Summary":"Students follow the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e to create their own ear trumpet devices (used before modern-day hearing aids), including testing them with a set of reproducible sounds. They learn to recognize different pitches, and see how engineers must test designs and materials to achieve the best amplifying properties.","Type":"activity","Alignments":["S11417F6","S1141765","S114255B","S2557984","S2390253","S2454533","S2454534","S2454536","S1141704","S11417F8","S11416BE","S11416BF","S11416C1","S114248A"]},{"Id":"cub_temp_activity1","Url":"https://teachengineering.org/activities/view/cub_temp_activity1","Title":"Temperature Tells All! Model House Testing for Clean vs. Warm Air","Summary":"Through this activity experimentation, students see the challenging trade-off between airtight houses that better hold in heat (resulting in warm, smoky houses) and well-ventilated houses that cool off faster (resulting in chilly houses with good indoor air quality). To begin, students are introduced to the health risks caused by cooking and heating with inefficient cook stoves inside homes, a common practice in rural developing communities. Students simulate the cook stove scenario and use the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e steps, including iterative trials, to increase warmth inside a building while reducing air quality issues. A student worksheet guides students through data collection, calculations, graphing and analysis of their findings—including an introduction to the concept of slope. An introductory slide presentation is also provided.","Type":"activity","Alignments":["S11424AD","S11424AF","S2558124","S2557983","S1141757","S1143502","S2454470","S2454536","S2454534","S11416BE","S11416BF","S11416C1","S11416BC","S11416BB","S2366909","S2366907","S2390253","S11434C9","S2556092"]},{"Id":"cub_environ_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_environ_lesson02_activity1","Title":"Issues, Issues Everywhere","Summary":"In this activity, students learn to identify different opinions related to an issue as well as the things (information, values and beliefs) that influence those opinions. They use an opinion spectrum to analyze the range of opinions in their classroom on environmental issues and understand how these spectrums can be valuable to engineering design.","Type":"activity","Alignments":["S1141716","S2557984","S2390252"]},{"Id":"cub_environ_lesson02_activity2","Url":"https://teachengineering.org/activities/view/cub_environ_lesson02_activity2","Title":"Issues Awareness","Summary":"In this activity, students conduct a survey to identify the environmental issues (in their community, their country and the world) for which people are concerned. They tally and graph the results. Also, students discuss how surveys are important when engineers make decisions about environmental issues.","Type":"activity","Alignments":["S1141716","S2557984","S2557992","S1143488","S2390252","S2557987","S2470889"]},{"Id":"cub_energy2_lesson04_activity5","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson04_activity5","Title":"The Grid: Technical Writing via Task Force Research \u0026 Reporting","Summary":"The class forms a \"presidential task force\" for a week, empowered by the president to find answers and make recommendations concerning the future of the national power grid. Task force members conduct daily debriefings with the research team and prepare a report and presentation of findings for the president, using a real policy document as a guide. Although this activity is geared towards fifth-grade and older students and Internet research capabilities are required, some portions may be appropriate for younger students.","Type":"activity","Alignments":["S1141716","S11417D7","S11424F3","S11424F6","S2454441"]},{"Id":"uoh_fluidmechanics_lesson01_activity2","Url":"https://teachengineering.org/activities/view/uoh_fluidmechanics_lesson01_activity2","Title":"Rock and Boat: Density, Buoyancy \u0026 Archimedes’ Principle","Summary":"Students are presented with a challenge question that they must answer with scientific and mathematical reasoning. The challenge question is: \"You have a large rock on a boat that is floating in a pond. You throw the rock overboard and it sinks to the bottom of the pond. Does the water level in the pond rise, drop or remain the same?\" Students observe Archimedes\u0027 principle in action in this model recreation of the challenge question when a toy boat is placed in a container of water and a rock is placed on the floating boat. Students use terminology learned in the classroom as well as critical thinking skills to derive equations needed to answer this question.","Type":"activity","Alignments":["S113EF30","S113EF3F","S1141704","S2471779","S114363B"]},{"Id":"cub_air_lesson09_activity1","Url":"https://teachengineering.org/activities/view/cub_air_lesson09_activity1","Title":"The Search for Secret Agents","Summary":"Students embark on a scavenger hunt around their school looking for indoor air pollution and mapping source locations.","Type":"activity","Alignments":["S1141716","S2454463","S2390253","S2557984"]},{"Id":"usf_healthcare_lesson01_activity1","Url":"https://teachengineering.org/activities/view/usf_healthcare_lesson01_activity1","Title":"At the Doctor\u0027s","Summary":"In this simulation of a doctor\u0027s office, students play the roles of physician, nurse, patients, and time-keeper, with the objective to improve the patient waiting time. They collect and graph data as part of their analysis. This serves as a hands-on example of using engineering principles and engineering design approaches (such as models and simulations) to research, analyze, test and improve processes.","Type":"activity","Alignments":["S1141763","S11308C9","S11308CA","S1143502","S2470878","S2470976","S2470823","S2471174"]},{"Id":"rut-2487-nanotechnology-action-organic-electronics","Url":"https://teachengineering.org/activities/view/rut-2487-nanotechnology-action-organic-electronics","Title":"Nanotechnology in Action: Organic Electronics","Summary":"This activity focuses on the use of graphene in organic fibers, and their applications in organic electronics, e-textiles and wearable technologies.  Students learn about the properties of graphene—a unique form of carbon—and how graphene-based fibers are fabricated, how to measure resistance, how to calculate resistivity, and how a material changes its electrical properties. Students also learn about the importance of defining design parameters, which is an important concept in the engineering design process. Students create graphite-based fibers using sodium alginate as the medium and a calcium coagulation bath, which is similar to the way in which graphene-based fibers are created in engineering research laboratories. Students then determine the factors that contribute to resistivity and vary these parameters to optimize fiber resistivity.","Type":"activity","Alignments":["S2501558","S2501631","S2501632","S2501122","S2599099","S2599113","S2599178","S1141702","S11416BE","S11416BF","S2454607","S1143598","S1143593","S114363B","S2366907","S2454540"]},{"Id":"uoh_hp_activity_acidic_ink","Url":"https://teachengineering.org/activities/view/uoh_hp_activity_acidic_ink","Title":"Basically Acidic Ink","Summary":"Students hypothesize whether vinegar and ammonia-based glass cleaner are acids or bases. They create designs on index cards using these substances as invisible inks. After the index cards have dried, they apply red cabbage juice as an indicator to reveal the designs.  ","Type":"activity","Alignments":["S113EEA2","S113EF32","S113EE2D","S113EE42","S113EE37","S11416BC"]},{"Id":"cub_air_lesson10_activity3","Url":"https://teachengineering.org/activities/view/cub_air_lesson10_activity3","Title":"A Merry-Go-Round for Dirty Air","Summary":"Students observe and discuss a cup and pencil model of a cyclone to better understand the science behind how this pollutant recovery method functions in cleaning industrial air pollution.","Type":"activity","Alignments":["S11424F1","S2557984","S2471049","S2471600","S2471234","S11416BB","S2390253"]},{"Id":"van_cleanupmess_act2","Url":"https://teachengineering.org/activities/view/van_cleanupmess_act2","Title":"Drawing Magnetic Fields","Summary":"Using a compass and a permanent magnet, students trace the magnetic field lines produced by magnets. By positioning the compass in enough spots around the magnet, the overall magnet field becomes evident from the collection of arrows representing the direction of the compass needle. In activities 3 and 4 of this unit, students apply this information to design a way to solve the grand challenge of separating metal for a recycling company. ","Type":"activity","Alignments":["S114175C","S1132F8F","S1132802"]},{"Id":"cub_energy2_lesson04_activity1","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson04_activity1","Title":"The Path of Electrons","Summary":"Students engage in an interactive \"hot potato\" demonstration to gain an appreciation for the flow of electrons through a circuit. Students role play the different parts of a simple circuit and send small items representing electrons (paper or candy pieces) through the circuit.","Type":"activity","Alignments":["S11417D6","S11424F3","S11424F4","S2454438"]},{"Id":"cub_geotools_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_geotools_lesson01_activity1","Title":"Geometry Solutions: Design and Play Mini-Golf","Summary":"Students learn about geometric relationships by solving real mini putt examples on paper and then using putters and golf balls to experiment with the teacher’s pre-made mini put hole(s) framed by 2 x 4s, comparing their calculated (theoretical) results to real-world results. To “solve the holes,” they find the reflections of angles and then solve for those angles. They do this for 1-, 2- and 3-banked hole-in-one shots. Next, students apply their newly learned skills to design, solve and build their own mini putt holes, also made of 2 x 4s and steel corners. ","Type":"activity","Alignments":["S2558025","S2558012","S11416BE","S11435C1","S11435C9","S2454534","S11435E6","S2366909","S2366910","S2366907","S2558072","S1141704"]},{"Id":"uof-2308-flight-fruit-weight-gravity-imagination","Url":"https://teachengineering.org/activities/view/uof-2308-flight-fruit-weight-gravity-imagination","Title":"Flight of the Fruit: Weight, Gravity and Imagination ","Summary":"Testing a model parachute can tell us many things and help us learn about a variety of concepts, such as   proportionate size and scale, gravity, air resistance, weight relationships. In this freeform activity about preventing free-falling, students design their own model parachutes while considering factors in their test drops such as distance, weight, and time.","Type":"activity","Alignments":["S1130854","S113085B","S113085C","S1130873","S1130860","S2570552","S2570512","S2572534","S2572526","S2572569","S2573481","S1141702","S1141703","S11416BE","S11416BF","S2454416","S2454417","S11439C4"]},{"Id":"mis-2231-designing-sunglasses-light-polarization-sensor","Url":"https://teachengineering.org/activities/view/mis-2231-designing-sunglasses-light-polarization-sensor","Title":"Exploiting Polarization: Designing More Effective Sunglasses","Summary":"Students apply what they know about light polarization and attenuation (learned in the associated lesson) to design, build, test, refine and then advertise their prototypes for more effective sunglasses. Presented as a hypothetical design scenario, students act as engineers who are challenged to create improved sunglasses that reduce glare and lower light intensity while increasing eye protection from UVA and UVB radiation compared to an existing model of sunglasses—and make them as inexpensive as possible. They use a light meter to measure and compare light intensities through the commercial sunglasses and their prototype lenses. They consider the project requirements and constraints in their designs. They brainstorm and evaluate possible design ideas. They keep track of materials costs. They create and present advertisements to the class that promote the sunglasses benefits, using collected data to justify their claims. A grading rubric and reflection handout are provided.","Type":"activity","Alignments":["S2728680","S2728681","S11416BF","S11416C0","S2454607","S2454608","S11416BE","S11416C1","S11416C3","S1141704","S2481504","S2480849","S2480848","S114356A","S2366910","S2366909"]},{"Id":"cub_rivers_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_rivers_lesson01_activity1","Title":"Permeable Pavement","Summary":"Students investigate how different riparian ground covers, such as grass or pavement, affect river flooding. They learn about permeable and impermeable materials through the measurement how much water is absorbed by several different household materials in a model river. Students use what they learn to make recommendations for engineers developing permeable pavement. Also, they consider several different limitations for design in the context of a small community.","Type":"activity","Alignments":["S11425AA","S2454535","S2454533","S11416BF","S11416BE","S11425AB"]},{"Id":"cub_flyingtshirt_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_flyingtshirt_lesson01_activity1","Title":"Flying T-Shirts","Summary":"During this engineering design/build project, students investigate many different solutions to a problem. Their design challenge is to find a way to get school t-shirts up into the stands during home sporting events. They follow the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e to design and build a usable model, all while keeping costs under budget. ","Type":"activity","Alignments":["S1141750","S2454553","S114363B","S2454608","S11416BE","S11416BF","S11416C1","S1141704","S1143657","S1143638","S1143612","S2366906","S2555917","S2555916","S2555919","S2553746","S2555911","S2553745","S114363C","S1143598"]},{"Id":"cub_earth_lesson07_activity2","Url":"https://teachengineering.org/activities/view/cub_earth_lesson07_activity2","Title":"A Closer Look at Oil and Energy Consumption","Summary":"Students analyze international oil consumption and production data. They make several graphs to organize the data and draw conclusions about the overall use of oil in the world.","Type":"activity","Alignments":["S2557992","S2557990","S11424F3","S1141716","S11417D6","S1143488","S1143502","S2454441"]},{"Id":"cub_earth_lesson08_activity1","Url":"https://teachengineering.org/activities/view/cub_earth_lesson08_activity1","Title":"Powering Smallsburg","Summary":"Students act as engineers by specifying the power plants to build for a community. They are given a budget, an expected power demand from the community, and different power plant options with corresponding environmental effects. Guided by a worksheet, teams work through the hypothetical real-world scenario to arrive at recommendations that they present to the class; group \"answers\" vary widely, depending on their identified city priorities. ","Type":"activity","Alignments":["S11417D6","S11417D7","S11424F5","S11424F6","S114347E","S2454469"]},{"Id":"cub_earth_lesson6_activity1","Url":"https://teachengineering.org/activities/view/cub_earth_lesson6_activity1","Title":"Landscape Models \u0026 Roadways: Carve that Mountain","Summary":"Students consider the Earth\u0027s major types of landforms such as mountains, rivers, plains, hills, canyons, oceans and plateaus. Student teams build three-dimensional models of landscapes, depicting several of these landforms. Once the models are built, they act as civil and transportation engineers to design and build roads through the landscapes they have created. The worksheet is provided in English and Spanish.","Type":"activity","Alignments":["S114174A","S2454468","S11416BE"]},{"Id":"cub_earth_lesson07_activity1","Url":"https://teachengineering.org/activities/view/cub_earth_lesson07_activity1","Title":"Model Earth Core Samples: What’s Down There?","Summary":"How do engineers find oil? Students learn how fossil fuels are formed over time and where under the Earth\u0027s crust we find them. Then student teams use six colors of modeling clay to make models of the planet Earth (or teachers prepare in advance). They use clear plastic drinking straws to take core samples as if they are looking for fossil fuels. Will they strike oil? Teams analyze their samples and make informed decisions as to whether or not they should \"drill for oil\" in a specific location. A student worksheet is provided.","Type":"activity","Alignments":["S11417D6","S11424F5","S1142596","S11424F3","S2454441"]},{"Id":"csm_lesson6_activity2_tg","Url":"https://teachengineering.org/activities/view/csm_lesson6_activity2_tg","Title":"Taking a Boat to the Amazon","Summary":"In the continuing (hypothetical) storyline of the Lost in the Amazon unit, students apply the concepts they learned regarding mass, volume and density in the previous activities to design boats to get them out of the jungle.","Type":"activity","Alignments":["S114174A","S2454468","S11416BE","S11416BF"]},{"Id":"rice2-2527-bacteria-antibiotic-resistance-nanotechnology-activity","Url":"https://teachengineering.org/activities/view/rice2-2527-bacteria-antibiotic-resistance-nanotechnology-activity","Title":"Bacteria Says What!","Summary":"What can engineering bacteria in a lab tell us about how to culture or combat them? In this activity, students learn the phenomena that allows us to engineer bacteria on petri dishes with agar as well as how to use a laboratory incubator to speed up bacteria growth. Through this introductory activity, students will learn about the conditions under which bacteria grow, as well as antibiotic-resistant bacteria, and why engineers are turning to nanotechnology to help us understand the bacteria that can help us, or harm us!","Type":"activity","Alignments":["S2454505","S11417EE","S113EE2D","S113EE2B"]},{"Id":"cub_environ_lesson10_activity1","Url":"https://teachengineering.org/activities/view/cub_environ_lesson10_activity1","Title":"Write On! Making Books or Newspapers to Share—Like Engineers","Summary":"As a summary activity for the Environment unit, students individually create a book, newspaper or other published work to communicate what they have learned about engineering and the environment.","Type":"activity","Alignments":["S11417C6"]},{"Id":"cub_rockets_lesson04_activity1","Url":"https://teachengineering.org/activities/view/cub_rockets_lesson04_activity1","Title":"Fuel Mystery Dis-Solved!","Summary":"Students investigate the simulated use of solid rocket fuel by using an antacid tablet. They observe the effect that surface area and temperature has on chemical reactions. They also compare the reaction time using two different reactants: water and vinegar. Finally, students report their results in bar graph format. In the continuing hypothetical scenario of this unit, what students learn builds their background knowledge towards designing the best rocket to get their cargo into space.","Type":"activity","Alignments":["S11417D6","S11424F3","S2557992","S2557984","S1143488","S2454455","S2390253"]},{"Id":"cub_earth_lesson2_activity3","Url":"https://teachengineering.org/activities/view/cub_earth_lesson2_activity3","Title":"Can You Catch the Water?","Summary":"Students construct three-dimensional models of water catchment basins using everyday objects to form hills, mountains, valleys and water sources. They experiment to see where rain travels and collects, and survey water pathways to see how they can be altered by natural and human activities. Students discuss how engineers design structures that impact water collection, as well as systems that clean and distribute water.","Type":"activity","Alignments":["S1141716","S114174A","S1142568","S2454461"]},{"Id":"csm_amazon_lesson4_activity1_tg","Url":"https://teachengineering.org/activities/view/csm_amazon_lesson4_activity1_tg","Title":"Finding Food in the Amazon","Summary":"Students investigate a variety of plants and animals common to the Amazon by conducting research. They determine the plant or animal characteristics that make them edible or useful for the trip and learn to categorize them by comparing similarities and differences.","Type":"activity","Alignments":["S1142557","S1142497","S114250C","S1141763"]},{"Id":"mis-2476-boat-afloat-corrosion-engineering-design-activity","Url":"https://teachengineering.org/activities/view/mis-2476-boat-afloat-corrosion-engineering-design-activity","Title":"Keep Your Boat Afloat","Summary":"Students engineer a ship that not only holds cargo but also resists corrosion. After activity constraints are introduced, the students discuss success criteria and how they will determine whether their final designs are deemed successful. Once the success criteria are defined, student groups are given a budget to design and engineer a ship that will meet the all of the challenge criteria.  Students choose the design and shape of ship, the metal used to make the ship, and the type of coating that will prevent corrosion from occurring. After the initial design and build, students set their ships to sea and then monitor their ship daily, collecting observations about their ship (e.g., floating vs. sinking, corrosion, water intake, etc.). At the end of the testing period, students reflect on their design and engineering choices as well as what they would change if they repeated the activity again.","Type":"activity","Alignments":["S2728599","S2728679","S2728680","S2728681","S1141702","S11416BE","S11416BF","S11416C1","S2454543","S2454606","S2454607","S2454608"]},{"Id":"cub_air_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_air_lesson03_activity1","Title":"What\u0027s Hiding in the Air?","Summary":"Students develop an understanding of the effects of invisible air pollutants with a rubber band and hanger air test and a bean plant experiment. They also learn about methods of reducing invisible air pollutants.","Type":"activity","Alignments":["S11424E3","S2471244","S2471049","S2557984","S2390253"]},{"Id":"pur_fluidpower_act","Url":"https://teachengineering.org/activities/view/pur_fluidpower_act","Title":"The Portable Fluid Power Demonstrator (PFPD)","Summary":"Working in teams, students learn the basics of fluid power design using the PFPD as their investigative platform. They investigate the similarities and differences between using pneumatic and hydraulic power in the PFPD. With the main components of the PFPD already assembled, student groups determine the correct way to connect the valves to the actuators using colored, plastic tubing. Once connected, they compete in timed challenges to test their abilities to separate material out of containers using the PFPDs. NOTE: No special pre-requisite knowledge is required for students to be successful in this activity.","Type":"activity","Alignments":["S11417BA","S11417DA","S2454479","S1141704","S2369349"]},{"Id":"cub_energy_lesson03_activity2","Url":"https://teachengineering.org/activities/view/cub_energy_lesson03_activity2","Title":"Swinging Pendulum (for High School)","Summary":"This activity shows students the engineering importance of understanding the laws of mechanical energy. More specifically, it demonstrates how potential energy can be converted to kinetic energy and back again. Given a pendulum height, students calculate and predict how fast the pendulum will swing by using the equations for potential and kinetic energy. The equations will be justified as students experimentally measure the speed of the pendulum and compare theory with reality.","Type":"activity","Alignments":["S11417DD","S11424CA","S2555916","S2553746","S2454551","S1143638","S1143657","S114363B","S2366907","S2555911","S2555919","S11424CC","S11424CF"]},{"Id":"van_hybrid_design_activity1","Url":"https://teachengineering.org/activities/view/van_hybrid_design_activity1","Title":"Energy Skate Park","Summary":"Students experiment with an online virtual laboratory set at a skate park. They make predictions of graphs before they use the simulation to create graphs of energy vs. time under different conditions. This simulation experimentation strengths their comprehension of conservation of energy solely between gravitational potential energy and kinetic energy","Type":"activity","Alignments":["S11417DD","S11417DE","S102DB1F","S2454552","S1132CD7","S1132668","S11435A4","S114356A","S2526456","S2526454"]},{"Id":"rice2-2510-handcrafted-cement-shape-engineering-activity","Url":"https://teachengineering.org/activities/view/rice2-2510-handcrafted-cement-shape-engineering-activity","Title":"Engineering a Handcrafted Cement Shape","Summary":"In this prototyping activity students design a (or a set of) paperweights and look for affordable hardware items to make the molds. They practice the classic approach of preparing hand-drawn sketches and templates to design hand-crafted molds of parts to their object, opposed to using CAD or 3D printing hardware. Simplicity proceeds complexity in the design process. Students learn how molds of shapes are useful because they reproduce duplicate items for models and prototypes. The overall goal is to investigate how to use the engineering design process to design an object with geometric modeling. They learn that volume and surface area are important considerations when designing a mold for an object. ","Type":"activity","Alignments":["S113EF7E","S113F015","S113F00A","S113F00B","S2487259","S2487260","S2487264","S2454607","S11435C3","S11435E2","S11435E6","S2366909","S2366907","S11416BE","S11416BF"]},{"Id":"uod-2271-color-change-paint-ph-engineering-design-challenge","Url":"https://teachengineering.org/activities/view/uod-2271-color-change-paint-ph-engineering-design-challenge","Title":"Designing a Color-Changing Paint Using pH ","Summary":"How can an understanding of pH—a logarithmic scale used to identify the acidity or basicity of a water-based solution—be used to design and create a color-changing paint? This activity provides students the opportunity to extract dyes from natural products and test dyes for acids or bases as teams develop a prototype “paint” that is eventually applied to help with a wall redesign at a local children’s hospital. Students learn about how dyes are extracted from organic material and use the engineering design process to test dyes using a variety of indicators to achieve the right color for their prototype. Students iterate on their dyes and use ratios and proportions to calculate the amount of dye needed to successfully complete their painting project.","Type":"activity","Alignments":["S2787574","S2787579","S2810369","S2810098","S11416BE","S11416BF","S11416C0","S11416C1","S2454535","S114367D","S114350F","S2454536","S2454534"]},{"Id":"ucla_clots_lesson01_activity1","Url":"https://teachengineering.org/activities/view/ucla_clots_lesson01_activity1","Title":"Let the Blood Flow: Biomedical Artery Unclogging Experiment","Summary":"Students work as biomedical engineers to find liquid solutions that can clear away polyvinyl acetate polymer \"blood clots\" in model arteries (made of clear, flexible tubing). Teams create samples of the \"blood clot\" polymer with different concentrations to discover the concentration of the model clot and then test a variety of liquids to determine which most effectively breaks down the model blood clot. Students learn the importance of the testing phase in the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, because they are only given one chance to present the team\u0027s solution and apply it to the model blood clot. ","Type":"activity","Alignments":["S2598305","S2514295","S2514079","S11417FC","S2454540","S11435E4","S2454608","S1141704","S2598371","S2514285","S1143569","S1143612"]},{"Id":"cub_mechanics_lesson02_activity3","Url":"https://teachengineering.org/activities/view/cub_mechanics_lesson02_activity3","Title":"Riding the Gravity Wave","Summary":"Students write a biographical sketch of an artist or athlete who lives on the edge, riding the gravity wave, to better understand how these artists and athletes work with gravity and manage risk. Note: The literacy activity is based on physical themes that hasz broad application to our experience in the world — concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.","Type":"activity","Alignments":["S2454479","S1141704"]},{"Id":"duk_surfacetensionunit_act2b","Url":"https://teachengineering.org/activities/view/duk_surfacetensionunit_act2b","Title":"Measuring Surface Tension","Summary":"Students observe capillary action in glass tubes of varying sizes. Then they use the capillary action to calculate the surface tension in each tube. They find the average surface tensions and calculate the statistical errors.","Type":"activity","Alignments":["S2363371","S2363550","S2454538","S114363B","S1143612","S1141704","S2420273","S2420200","S2420437","S2419763","S2366907","S11435AB"]},{"Id":"van_nanoparticles_lesson01_activity1","Url":"https://teachengineering.org/activities/view/van_nanoparticles_lesson01_activity1","Title":"Flame Test: Red, Green, Blue, Violet?","Summary":"To become familiar with the transfer of energy in the form of quantum, students perform flame tests, which is one way chemical engineers identify elements—by observing the color emitted when placed in a flame. After calculating and then preparing specific molarity solutions of strontium chloride, copper II chloride and potassium chloride (good practice!), students observe the distinct colors each solution produces when placed in a flame, determine the visible light wavelength, and apply that data to identify the metal in a mystery solution. They also calculate the frequency of energy for the solutions.","Type":"activity","Alignments":["S1132AEA","S1132AEB","S1132AEC","S11327AB","S1132AC8","S1132AC9","S2454558","S11417DE","S1141704","S1143598","S2366907","S2525796","S2526232"]},{"Id":"van_linear_eqn_act1_less5","Url":"https://teachengineering.org/activities/view/van_linear_eqn_act1_less5","Title":"Can You Resist This?","Summary":"This lab demonstrates Ohm\u0027s law as students set up simple circuits each composed of a battery, lamp and resistor. Students calculate the current flowing through the circuits they create by solving linear equations. After solving for the current, I, for each set resistance value, students plot the three points on a Cartesian plane and note the line that is formed. They also see the direct correlation between the amount of current flowing through the lamp and its brightness.","Type":"activity","Alignments":["S1009802","S1143638","S11435A4","S1143549","S2454480","S2526300","S2526456","S2526212","S1141704","S1143536"]},{"Id":"rice2-2524-energy-innovator-generator-activity","Url":"https://teachengineering.org/activities/view/rice2-2524-energy-innovator-generator-activity","Title":"Energy Innovator: Be Your Own Generator","Summary":"Exploring the phenomena of electromagnetism and current generation are great ways to help students gain an understanding of how these concepts are used in engineering design. This activity allows students to make sense of, design, and create their own magnetic field generator without the use of batteries. As they create their own generator, students learn how electricity can been created using circuits and magnetism—hence, discovering the phenomenon of electromagnetism! While thinking critically about how magnetic fields work, students develop a design for a generator using magnets, copper wire, discs, and LED indicator lights. ","Type":"activity","Alignments":["S2454553","S2454555","S2454607","S2454608","S113EF4C","S113EF75","S11416BE","S11416BF","S11416C1"]},{"Id":"ind-2572-modeling-testing-slime-physical-properties","Url":"https://teachengineering.org/activities/view/ind-2572-modeling-testing-slime-physical-properties","Title":"Modeling and Testing Physical Properties of Slime","Summary":"An exploration of an engineering brief from a mock toy company leads students to explore a new slime with a unique set of characteristics. Using simple directions, students create five different types of slime and classify their slime properties against the criteria provided by the mock toy company. Based on their observations, they identify the best slime recipe based on the resulting physical properties. ","Type":"activity","Alignments":["S2454402","S2454403","S1143460","S1143469"]},{"Id":"cub_spatviz_lesson01_activity3","Url":"https://teachengineering.org/activities/view/cub_spatviz_lesson01_activity3","Title":"Let’s Take a Spin: One-Axis Rotation","Summary":"Students learn about one-axis rotations, and specifically how to rotate objects both physically and mentally to understand the concept. They practice drawing one-axis rotations through a group exercise using cube blocks to create shapes and then drawing those shapes from various x-, y- and z-axis rotation perspectives on triangle-dot paper (isometric paper). They learn the right-hand rule to explore rotations of objects. A worksheet is provided. This activity is part of a multi-activity series towards improving spatial visualization skills. ","Type":"activity","Alignments":["S2558070","S2558088","S1143509","S1143580","S114357F","S2558068"]},{"Id":"nyu_arctic_activity1","Url":"https://teachengineering.org/activities/view/nyu_arctic_activity1","Title":"Arctic Animal Robot","Summary":"Students create four-legged walking robots and measure how far they travel across different types of surfaces. They design and create \"shoes\" to add to the robots\u0027 feet and observe the effect of their modifications on the net distance traveled across the various surface types. This activity illustrates how the specialized locomotive features of different species help them to survive or thrive in their habitat environments. The activity is best as an enrichment tool that follows a lesson that introduces the concept of biological adaptation to students.","Type":"activity","Alignments":["S1141756","S11434EB","S114369D","S2454468","S2454469","S2454470","S2783795","S2783796","S2783797"]},{"Id":"nyu_seesaw_activity1","Url":"https://teachengineering.org/activities/view/nyu_seesaw_activity1","Title":"Visualize Multi-Step Equations: Solving with Seesaws","Summary":"Students use a simple seesaw to visualize solving a two- or three-step mathematics equation, while solving a basic structural engineering weight balance problem in the process. They solve two-step equations on a worksheet and attempt to solve the challenge of \"balancing a beam\" through hands-on problems. The use of sensor equipment for correct position monitoring aids students in balancing the structure, as well as balancing the equation as they solve it on paper.","Type":"activity","Alignments":["S2488948","S2488941","S2488947","S1141757","S114175A","S11434D9","S11434DE","S11434DF","S1143517","S1143533","S2488959","S2488938","S2488928","S11434E1","S1143667"]},{"Id":"nyu_accelerometer_activity1","Url":"https://teachengineering.org/activities/view/nyu_accelerometer_activity1","Title":"Accelerometer: Centripetal Acceleration","Summary":"Students work as physicists to understand centripetal acceleration concepts. They also learn about a good robot design and the accelerometer sensor. They also learn about the relationship between centripetal acceleration and centripetal force—governed by the radius between the motor and accelerometer and the amount of mass at the end of the robot\u0027s arm.  Students graph and analyze data collected from an accelerometer, and learn to design robots with proper weight distribution across the robot for their robotic arms. Upon using a data logging program, they view their own data collected during the activity. By activity end, students understand how a change in radius or mass can affect the data obtained from the accelerometer through the plots generated from the data logging program. More specifically, students learn about the accuracy and precision of the accelerometer measurements from numerous trials.\n**Note: This activity uses the retired LEGO NXT robot which is no longer available for purchase.\n","Type":"activity","Alignments":["S1141704","S11416BB","S11416BC","S11416C0","S2473438","S2488922","S2488995","S1143612","S11435A4","S1143549","S114362A","S2454536","S2454479","S2454546","S2489239","S2489016","S2489056","S1143513","S2473344","S2473417","S2473661","S2473478","S2783910","S2783845","S2783929"]},{"Id":"nyu_robotgo_activity1","Url":"https://teachengineering.org/activities/view/nyu_robotgo_activity1","Title":"How Far Does the Robot Go?\t","Summary":"Students practice their multiplication skills using robots with wheels built from LEGO® MINDSTORMS® kits. They brainstorm distance travelled by the robots without physically measuring distance and then apply their math skills to correctly calculate the distance and compare their guesses with physical measurements. Through this activity, students estimate parameters other than by physically measuring them, practice multiplication, develop measuring skills, and use their creativity to come up with successful solutions.","Type":"activity","Alignments":["S2489089","S2488813","S1141753","S1141757","S114351B","S11434EA","S2373212","S2373213","S2373214","S11434D3","S11434D2","S2488896","S2488897","S2488973","S114363B"]},{"Id":"nyu_carpotential_activity1","Url":"https://teachengineering.org/activities/view/nyu_carpotential_activity1","Title":"The Car with a Lot of Potential ","Summary":"Working in teams of three, students perform quantitative observational experiments on the motion of LEGO® MINDSTORMS® robotic vehicles powered by the stored potential energy of rubber bands. They experiment with different vehicle modifications (such as wheel type, payload, rubber band type and lubrication) and monitor the effects on vehicle performance. The main point of the activity, however, is for students to understand that through the manipulation of mechanics, a rubber band can be used in a rather non-traditional configuration to power a vehicle. In addition, this activity reinforces the idea that elastic energy can be stored as potential energy.","Type":"activity","Alignments":["S2454440","S2783802","S2783797","S2454470","S11416BE","S11416BF","S2390252","S2488722"]},{"Id":"nyu_ultrasound","Url":"https://teachengineering.org/activities/view/nyu_ultrasound","Title":"Ultrasound Imaging","Summary":"Students learn about ultrasound and how it can be used to determine the shapes and contours of unseen objects. Using a one-dimensional ultrasound imaging device (either prepared by the teacher or put together by the students) that incorporates a LEGO® MINDSTORMS® EV3 intelligent brick and ultrasonic sensor, they measure and plot the shape of an unknown object covered by a box. Looking at the plotted data, they make inferences about the shape of the object and guess what it is. Students also learn how engineers use high-frequency waves in the design of medical imaging devices, the analysis of materials and oceanographic exploration. Pre/post quizzes, a worksheet and a LEGO rbt program are provided.","Type":"activity","Alignments":["S1141704","S2488799","S2488797","S2488724","S2454490","S1143502","S2390253","S11434BE","S2783858","S11417F8","S2366909","S2373212","S2488974"]},{"Id":"nyu_roboclock_activity1","Url":"https://teachengineering.org/activities/view/nyu_roboclock_activity1","Title":"Robo Clock","Summary":"Students learn various topics associated with the circle through studying a clock. Topics include reading analog time, understanding the concept of rotation (clockwise vs. counter-clockwise), and identifying right angles and straight angles within circles. Many young students have difficulty telling time in analog format, especially with fewer analog clocks in use (compared to digital clocks). This includes the ability to convert time written in words to a number format, for example, making the connection between \"quarter of an hour\" to 15 minutes. Students also find it difficult to convert \"quarter of an hour\" to the number of degrees in a circle. This activity incorporates a LEGO® MINDSTORMS® robot to help students distinguish and visualize the differences in clockwise vs. counter-clockwise rotation and right vs. straight angles, while learning how to tell time on an analog clock. To promote team learning and increase engagement, students work in teams to program and control the robot. ","Type":"activity","Alignments":["S2488756","S2488738","S2488719","S1141786","S11434B3","S2488794","S2390251","S1143486","S1143498"]},{"Id":"nyu_springforce_activity1","Url":"https://teachengineering.org/activities/view/nyu_springforce_activity1","Title":"The Science of Spring Force","Summary":"Students use data acquisition equipment to learn about force and displacement in regard to simple and complex machines. In the engineering world, materials and systems are tested by applying forces and measuring the resulting displacements. The relationship between the force applied on a material, and its resulting displacement, is a distinct property of the material, which is measured in order to evaluate the material for correct use in structures and machines.","Type":"activity","Alignments":["S2489232","S1143612","S1143647","S2489016","S2489242","S1143569","S114363B","S11435A4","S2489239","S2489089","S2472091","S2471652","S2471698","S2471809","S1141704"]},{"Id":"umo_challenges_lesson02_activity1","Url":"https://teachengineering.org/activities/view/umo_challenges_lesson02_activity1","Title":"Hare and Snail Challenges","Summary":"Students engage in the second design challenge of the unit, which is an extension of the maze challenge they solved in the first lesson/activity of this unit. Students extend the ideas learned in the maze challenge with a focus more on the robot design. Gears are a very important part of any machine, particularly when it has a power source such as engine or motor. Specifically, students learn how to design the gear train from the LEGO® MINDSTORMS® servomotor to the wheel to make the LEGO taskbot go faster or slower. A PowerPoint® presentation, pre/post quizzes and a worksheet are provided.","Type":"activity","Alignments":["S1141702","S1141704","S11416BE","S11416C1","S2454468","S2454469","S2454470","S2454533","S2454534","S2454536","S11434DA","S2596328","S11416BF","S11434CE","S2477566","S2596334","S2477618","S2477585","S11434D2"]},{"Id":"umo_challenges_lesson02_activity3","Url":"https://teachengineering.org/activities/view/umo_challenges_lesson02_activity3","Title":"Line-Follower Challenge","Summary":"Student groups are challenged to program robots with color sensors to follow a black line. Learning both the logic and skills behind programming robots for this challenge helps students improve their understanding of how robots \"think\" and widens their appreciation for the complexity involved in programming LEGO® MINDSTORMS® EV3 robots to do what appears to be a simple task. They test their ideas for approaches to solve the problem and ultimately learn a (provided) working programming solution. They think of real-world applications for line-follower robots that use sensor input. A PowerPoint® presentation and pre/post quizzes are provided.","Type":"activity","Alignments":["S1141702","S1141704","S11416BE","S11416C1","S2454468","S2454469","S2454470","S2454533","S2454534","S2454536","S2596328","S11416BF","S2596334"]},{"Id":"nyu_speedbot_activity1","Url":"https://teachengineering.org/activities/view/nyu_speedbot_activity1","Title":"Timing a Speedbot!","Summary":"Students strengthen their communication skills about measurements by learning the meaning of base units and derived units, including speed—one of the most common derived units (distance/time). Working in groups, students measure the time for LEGO® MINDSTORMS® robots to move a certain distance. The robots are started and stopped via touch sensors and programmed to display the distance traveled. Using their collected data, students complete a worksheet to calculate the robots\u0027 (mean/average) speeds at given motor powers. ","Type":"activity","Alignments":["S1141704","S1141702","S11416BF","S2488877","S2488881","S2454470","S11434D2","S11434A4","S2488687","S2488896","S1143680","S11434CE","S2783797","S2366911","S2373213","S11434D3","S2488897","S2488583","S2488975","S11416BE"]},{"Id":"nyu_montecarlo_activity1","Url":"https://teachengineering.org/activities/view/nyu_montecarlo_activity1","Title":"A Chance at Monte Carlo","Summary":"At its core, the LEGO® MINDSTORMS® product provides a programmable microprocessor. Students use the EV3 processor to simulate an experiment involving thousands of uniformly random points placed within a unit square. Using the underlying geometry of the experimental model, as well as the geometric definition of the constant π (pi), students form an empirical ratio of areas to estimate a numerical value of π. Although typically used for numerical integration of irregular shapes, in this activity, students use a Monte Carlo simulation to estimate a common but rather complex analytical form—the numerical value of the most famous irrational number, π.","Type":"activity","Alignments":["S11416C0","S11435AB","S11435E7","S1143569","S2489115","S2489269","S2489253","S2489236","S2489271","S2454607","S2489232","S2489228","S114364A","S11435A2","S1143570","S11435B8","S2784002"]},{"Id":"nyu_robotwheels_activity1","Url":"https://teachengineering.org/activities/view/nyu_robotwheels_activity1","Title":"Robot Wheels!","Summary":"Students solidify their understanding of the terms \"circumference\" and \"rotation\" through the use of LEGO® MINDSTORMS® robotics components. They measure the circumference of robot wheels to determine how far the robot can travel during one rotation of a motor. They sharpen their metric system measurement skills by precisely recording the length of a wheel\u0027s circumference in centimeters, as well as fractions of centimeters. Through this activity, students practice brainstorming ways to solve a problem when presented with a given scenario, improve their ability to measure and record lengths to different degrees of precision, and become familiar with common geometric terms (such as perimeter and rotation).","Type":"activity","Alignments":["S2488721","S2488722","S1141757","S114349B","S2454421","S2488641","S1143489","S2390252","S2783776"]},{"Id":"nyu_accuracy_activity1","Url":"https://teachengineering.org/activities/view/nyu_accuracy_activity1","Title":"About Accuracy and Approximation","Summary":"Students learn about the concepts of accuracy and approximation as they pertain to robotics, gain insight into experimental accuracy, and learn how and when to estimate values that they measure. Students also explore sources of error stemming from the robot setup and rounding numbers.","Type":"activity","Alignments":["S2488762","S2488897","S1141753","S11434D3","S11434F1","S1143681","S1143682","S2488698","S2488882","S2488883","S11434BC","S102B1F8","S1143480"]},{"Id":"nyu_foucault_activity1","Url":"https://teachengineering.org/activities/view/nyu_foucault_activity1","Title":"Foucault Pendulum","Summary":"Students learn about the Foucault pendulum—an engineering tool used to demonstrate and measure the Earth\u0027s rotation. Student groups create small experimental versions, each comprised of a pendulum and a video camera mounted on a rotating platform actuated by a LEGO® MINDSTORMS® EV3 motor. When the platform is fixed, the pendulum motion forms a line, as observed in the recorded video. When the rotating, the pendulum\u0027s motion is observed as a set of spirals with a common center. Observing the patterns that the pendulum bob makes when the platform is rotating provides insight as to how a full-size Foucault pendulum operates. It helps students understand some of the physical phenomena induced by the Earth\u0027s rotation, as well as the tricky concept of how the perception of movement varies, depending on one\u0027s frame of reference.","Type":"activity","Alignments":["S1141704","S11416BB","S2488724","S2488973","S2488762","S2471105","S2454461","S2454526","S11434D6","S2488901","S2390253","S11434BC","S11434EA","S2783899","S2783826"]},{"Id":"nyu_pulleys_activity1","Url":"https://teachengineering.org/activities/view/nyu_pulleys_activity1","Title":"The Power of Mechanical Advantage","Summary":"Students learn about the mechanical advantage offered by pulleys in an interactive and game-like manner. By virtue of the activity\u0027s mechatronic presentation, they learn to study a mechanical system not as a static image, but rather as a dynamic system that is under their control. Using a LEGO® MINDSTORMS® robotics platform and common hardware items, students build a mechanized elevator system. The ability to control different parameters (such as motor power, testing load and pulley arrangement) enables the teacher, as well as the students, to emphasize and reinforce particular aspects/effects of mechanical advantage.","Type":"activity","Alignments":["S1141757","S114349B","S2454470","S2783797","S2783776","S2454421","S2783775","S2454420"]},{"Id":"uod-2265-dyeing-design-dilution-concentration-solution","Url":"https://teachengineering.org/activities/view/uod-2265-dyeing-design-dilution-concentration-solution","Title":"Dyeing to Design","Summary":"Students experiment with various ways to naturally dye materials using sources found in nature—roots, leaves, seeds, spices, etc.—as well as the method of extracting dyes. Then they analyze various materials using statistical methods and tackle an engineering design challenge—to find dyes that best suit the needs of a startup sustainable clothing company. ","Type":"activity","Alignments":["S2787995","S2787976","S2787977","S2694901","S2695011","S11416BE","S11416BF","S11416C0","S11416C1","S2454608","S2454607","S114356D","S1143569","S114359F","S2366907","S2787254"]},{"Id":"duk_taste_mary_act","Url":"https://teachengineering.org/activities/view/duk_taste_mary_act","Title":"A Tasty Experiment","Summary":"Students conduct an experiment to determine whether or not the sense of smell is important to being able to recognize foods by taste. They do this by attempting to identify several different foods that have similar textures. For some of the attempts, students hold their noses and close their eyes, while for others they only close their eyes. After they have conducted the experiment, they create bar graphs showing the number of correct and incorrect identifications for the two different experimental conditions tested.  ","Type":"activity","Alignments":["S2420156","S1141786","S2454447","S1143488","S2419904","S11434E9"]},{"Id":"cub_electricity_lesson05_activity1","Url":"https://teachengineering.org/activities/view/cub_electricity_lesson05_activity1","Title":"Bulbs \u0026 Batteries in a Row","Summary":"Using the science and engineering practice of making observations, we can explore the phenomenon of energy transfer. Every day, we are surrounded by circuits that use “in parallel” and “in series” circuitry. Complicated circuits designed by engineers are composed of many simpler parallel and series circuits, but both kinds of circuits transfer energy. During this activity, students make sense of the phenomenon of energy transfer as they build a simple series circuit and discover the properties associated with series circuits. Through this, students engage with the disciplinary core idea that energy can be transferred from place to place by electric currents. ","Type":"activity","Alignments":["S11417D7","S11424F4","S11424F5","S2553909","S2556108","S11434F4","S2454438"]},{"Id":"usm_surfactant_activity1","Url":"https://teachengineering.org/activities/view/usm_surfactant_activity1","Title":"Soap vs. Shampoo Surfactant Lab","Summary":"Students learn about the properties of solutions—such as ion interactions, surface tension and viscosity—as they make their own soap and shampoo and then compare their properties. Working as if they are chemical engineers, they explore and compare how the two surfactants behave in tap water, as well as classroom-prepared acidic water, hard water and seawater using four tests: a “shake test” (assessing the amount of bubbles produced), a surface tension test, a viscosity test, and a pH test. Then they coalesce their findings into a recommendation for how to engineer the best soap versus shampoo. The activity may be shortened by using purchased liquid soap and shampoo from which students proceed to conduct the four tests. A lab worksheet and post-quiz are provided.","Type":"activity","Alignments":["S2454540","S11416C0","S11376E2"]},{"Id":"cub_air_lesson06_activity3","Url":"https://teachengineering.org/activities/view/cub_air_lesson06_activity3","Title":"Is That Legal? A Case of Acid Rain","Summary":"Students learn how techniques of persuasion (including background, supporting evidence, storytelling and the call to action) are used to develop an argument for or against a topic. Students develop an environmental case study for presentation and understand how a case study is used as an analysis tool.","Type":"activity","Alignments":["S114254F","S1142551","S2454532","S11416BB"]},{"Id":"cub_air_lesson03_activity2","Url":"https://teachengineering.org/activities/view/cub_air_lesson03_activity2","Title":"Visual Literacy: Tears in Acid Rain","Summary":"The goal of this activity is for students to develop visual literacy. They learn how images are manipulated for a powerful effect and how a photograph can make the invisible (pollutants that form acid rain) visible (through the damage they cause). The specific objective is to write captions for photographs.","Type":"activity","Alignments":["S114254F","S2454532","S11416BB"]},{"Id":"uoh_working_activity1","Url":"https://teachengineering.org/activities/view/uoh_working_activity1","Title":"Working Together to Live Together","Summary":"Students experience civil and environmental engineering by planning a housing development in an existing biome, while also protecting the native species that live there. They conduct research, draw plans, make brochures and give presentations, with each team having a member serving as a project manager, civil engineer, environmental engineer and graphic designer. The best designs creatively balance the needs and resources necessary to support both the native species and human infrastructure.","Type":"activity","Alignments":["S113EFBA","S11416C0","S2454573","S2454604","S11416BE","S113F0EA","S113F0CD"]},{"Id":"nyu_pushpull_activity1","Url":"https://teachengineering.org/activities/view/nyu_pushpull_activity1","Title":"Save the Stuffed Animal! Push \u0026 Pull","Summary":"Students develop an understanding of the concepts of \"push\" and \"pull\" as they \"save\" stuffed animals from danger using LEGO® MINDSTORMS® EV3 robots. After learning more about the concepts through a robot demonstration, students explore the concepts themselves in the context of saving stuffed animals from the table edges. They choose to either push or pull the animal to safety, depending on the orientation of the robot and toy. They see the consequences of their choices, learning the importance of understanding these force concepts and the differences between them.","Type":"activity","Alignments":["S1141753","S2454420","S2454351","S2783775","S2783732"]},{"Id":"ncs-2031-cookie-mining-cost-benefit-analysis-analysis-profit","Url":"https://teachengineering.org/activities/view/ncs-2031-cookie-mining-cost-benefit-analysis-analysis-profit","Title":"Cookie Mining: Ore Production \u0026 Cost-Benefit Analysis","Summary":"Students act as mining engineers and simulate ore mining production by using chocolate chip cookies. They focus on the cost-benefit analysis of the chocolate ore production throughout the simulation, which helps them understand the cost of production. As students “mine” with tools such as paperclips and toothpicks, they keep records of their costs—land (cookie), equipment used, cookie size before and after production, and time spent. While the goal is to make as much profit as possible, other costs and goals are taken into consideration—as in real-world mining engineering. For example, mining engineers also consider the resulting amount of destruction to the lithosphere when deciding the best method to obtain ore. Thus, a line item for land reclamation cost is included from the beginning. A provided worksheet serves as a profit and loss statement. ","Type":"activity","Alignments":["S2363523","S2454602","S2454604","S2420200","S11416BB","S1143612"]},{"Id":"nyu_parallel_activity1","Url":"https://teachengineering.org/activities/view/nyu_parallel_activity1","Title":"Parallel and Intersecting Lines—A Collision Course?","Summary":"Students act as civil engineers developing safe railways as a way to strengthen their understanding of parallel and intersecting lines. Using pieces of yarn to visually represent line segments, students lay down \"train tracks\" on a carpeted floor, and make guesses as to whether these segments are arranged in parallel or non-parallel fashion. Students then test their tracks by running two  LEGO® MINDSTORMS® robots to observe the consequences of their track designs, and make safety improvements. Robots on intersecting courses face imminent collision, while robots on parallel courses travel safely.","Type":"activity","Alignments":["S2488793","S1141757","S1143499"]},{"Id":"duk_lunar_muscle_act","Url":"https://teachengineering.org/activities/view/duk_lunar_muscle_act","Title":"Lunar Lollipops: Reproducing the Moon Phases","Summary":"Students work in teams of two to discover the relative positions of the Earth, Sun and Moon that produce the different phases of the Moon. Groups are each given a Styrofoam ball that they attach to a pencil so that it looks like a lollipop. In this acting-out model exercise, this ball on a stick represents the Moon, the students represent the Earth and a hanging lightbulb serves as the Sun. Students move the \"Moon\" around them to discover the different phases. They fill in the position of the Moon and its corresponding phase in a worksheet.  ","Type":"activity","Alignments":["S2363571","S2363596","S2363609","S2363648","S2363675","S114174A","S2454516"]},{"Id":"duk_aerogel_lesson01_activity1","Url":"https://teachengineering.org/activities/view/duk_aerogel_lesson01_activity1","Title":"Aerogels in Action","Summary":"Students experiment with a new material—aerogel. Aerogel is a synthetic (human-made) porous ultra-light (low-density) material, in which the liquid component of a gel is replaced with a gas. In this activity, student pairs use aerogel to simulate the environmental engineering application of cleaning up oil spills. In a simple and fun way, this activity incorporates density calculations, the material effects of surface area, and hydrophobic and hydrophilic properties.","Type":"activity","Alignments":["S11424EF","S2363646","S2366342","S1141797"]},{"Id":"cub_earth_lesson3_activity1","Url":"https://teachengineering.org/activities/view/cub_earth_lesson3_activity1","Title":"Designing Ways to Get and Clean Water  ","Summary":"In this scenario-based activity, students design ways to either clean a water source or find a new water source, depending on given hypothetical family scenarios. They act as engineers to draw and write about what they could do to provide water to a community facing a water crisis. They also learn the basic steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e.","Type":"activity","Alignments":["S1141763","S1142568","S2454469","S2454463","S11416BE","S11416BF","S1142494"]},{"Id":"uof-2317-wind-powered-car-engineering-design","Url":"https://teachengineering.org/activities/view/uof-2317-wind-powered-car-engineering-design","Title":"Wind Makes the Wheels Go ‘Round","Summary":"Explore the phenomenon of the natural power of wind with students as they make sense of how engineers use alternative and renewable resources in the design of a prototype for a wind powered car. Using the engineering design process, students identify the problem, brainstorm solutions, plan a design, create and test a prototype, and make improvements to their wind powered cars.","Type":"activity","Alignments":["S113085B","S113087A","S113087B","S113087C","S113088E","S2572570","S2572568","S1141702","S1141703","S11416BC","S11416BE","S11416BF","S11416C0","S2454468","S2454470","S11439C4","S11416C1","S2454469"]},{"Id":"cub_flow_activity2","Url":"https://teachengineering.org/activities/view/cub_flow_activity2","Title":"Density Rainbow and the Great Viscosity Race","Summary":"Students explore the densities and viscosities of fluids as they create a colorful \u0027rainbow\u0027 using household liquids. While letting the fluids in the rainbow settle, students conduct \u0027The Great Viscosity Race,\u0027 another short experiment that illustrates the difference between viscosity and density. Later, students record the density rainbow with sketches and/or photography.","Type":"activity","Alignments":["S11424E2","S11424D2","S114367B","S21199515"]},{"Id":"cub_mechanics_lesson03_activity2","Url":"https://teachengineering.org/activities/view/cub_mechanics_lesson03_activity2","Title":"The Big Mo","Summary":"Momentum is not only a physical principle; it is a psychological phenomenon. Students learn how the \"Big Mo\" of the bandwagon effect contributes to the development of fads and manias, and how modern technology and mass media accelerate and intensify the effect. Students develop media literacy and critical thinking skills to analyze trends and determine the extent to which their decisions may be influenced by those who manipulate a few opinion leaders. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world — concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.","Type":"activity","Alignments":["S11435FE","S1143549","S21199512"]},{"Id":"cub_mechanics_lesson10_activity2","Url":"https://teachengineering.org/activities/view/cub_mechanics_lesson10_activity2","Title":"Stress, Inc.","Summary":"Students explore the physical and psychological effect of stress and tension on human beings. Concepts of stress and stress management are introduced. Students discover how perception serves to fuel a huge industry dedicated to minimizing risk and relieving stress. Students complete a writing activity focused on developing critical thinking skills. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world — concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.","Type":"activity","Alignments":["S21199512"]},{"Id":"duk_foodiron_music_act","Url":"https://teachengineering.org/activities/view/duk_foodiron_music_act","Title":"Design a Process to Remove Iron: Cereal Magnets","Summary":"Student groups compete to design a process that removes the most iron from fortified cereal. Students experiment with different materials using what they know about iron, magnets and forces to design the best process for removing iron from the cereal samples.","Type":"activity","Alignments":["S2363601","S1141757","S1143487","S2454423","S11416BE","S11434A2","S2419869","S2419923","S21199467","S21199490"]},{"Id":"cub_navigation_lesson08_activity2","Url":"https://teachengineering.org/activities/view/cub_navigation_lesson08_activity2","Title":"It\u0027s About Time","Summary":"In past times, ocean navigators tossed a piece of wood over the side of their ships and noted how long until the ship passed the wood. They used this time measurement and the length of the ship to calculate their speed and estimate how far they had traveled. In this activity, students act the part of a GPS signal traveling to the receiver to learn how travel time is converted to distance.","Type":"activity","Alignments":["S11417CA","S11425BD","S2556155","S2556157","S1143549","S11434D2","S114354B","S11435A4","S21199555"]},{"Id":"cub_earth_lesson2_activity2","Url":"https://teachengineering.org/activities/view/cub_earth_lesson2_activity2","Title":"One World Ocean","Summary":"Students learn about ocean currents and the difference between salt and fresh water. Using colored ice cubes, they see how cold and warm water mix and how this mixing causes currents. Students also learn how surface currents occur due to wind streams, how fresh water floats on top of salt water, the difference between water in the ocean and fresh water throughout the planet, and how engineers are involved in the design of ocean water systems for human use. ","Type":"activity","Alignments":["S114259D","S2471141","S21199512"]},{"Id":"mis_avida_lesson01_activity2","Url":"https://teachengineering.org/activities/view/mis_avida_lesson01_activity2","Title":"Engineering Digital Biodegraders for Biological Cleanup","Summary":"A hypothetical scenario is introduced in which the class is asked to apply their understanding of the forces that drive natural selection to prepare a proposal along with an environmental consulting company to help clean up an area near their school that is contaminated with trichloroethylene (TCE). Students use the Avida-ED software application to test hypotheses for evolving (engineering) a strain of bacteria that can biodegrade TCE, resulting in a non-hazardous cleanup solution. Conduct this design challenge activity after completion of the introduction to digital evolution activity, Studying Evolution with Digital Organisms.","Type":"activity","Alignments":["S11417EE","S103F18C","S103F1BC","S113683F","S2454609","S2454585","S103F1BD","S2728682","S2728651","S2366910","S2366906","S2366909","S11435A4","S114356A","S2481504","S2481506","S2480845","S2480848","S2480849","S21199589"]},{"Id":"cub_navigation_lesson04_activity3","Url":"https://teachengineering.org/activities/view/cub_navigation_lesson04_activity3","Title":"Sextant Solutions","Summary":"The earliest explorers had no computers or satellites to help them determine their exact locations. The sextant was the most accurate tool developed to determine latitude and longitude. In this activity, the sextant is introduced and discussed. Students learn how a sextant is a reliable tool still used by today\u0027s navigators and how computers can help assure accuracy when measuring angles. Students also experience how computers can be used to understand equations even when they do not know how to do the math.","Type":"activity","Alignments":["S11425BD","S2553794","S2555916","S11434E1","S1143612","S11434D3","S11435D0","S21199555"]},{"Id":"cub_spect_activity5","Url":"https://teachengineering.org/activities/view/cub_spect_activity5","Title":"Using a Fancy Spectrograph","Summary":"Students use the spectrograph from the \"Building a Fancy Spectrograph\" activity to gather data about different light sources.  Using the data, they make comparisons between the light sources and make conjectures about the composition of these sources.","Type":"activity","Alignments":["S11424DD","S11424E0","S2454490","S21199606"]},{"Id":"cub_navigation_lesson05_activity2","Url":"https://teachengineering.org/activities/view/cub_navigation_lesson05_activity2","Title":"The Trouble with Topos","Summary":"Students learn how to identify the major features in a topographical map. They learn that maps come in a variety of forms: city maps, road maps, nautical maps, topographical maps, and many others. Map features reflect the intended use. For example, a state map shows cities, major roads, national parks, county lines, etc. A city map shows streets and major landmarks for that city, such as hospitals and parks. Topographical maps help navigate the wilderness by showing the elevation, mountains, peaks, rivers and trails.","Type":"activity","Alignments":["S11425BD","S2558090","S1143612","S1143518","S21199515"]},{"Id":"uva_pump_bme0607_act","Url":"https://teachengineering.org/activities/view/uva_pump_bme0607_act","Title":"Electrocardiograph Building","Summary":"Building on concepts taught in the associated lesson, students learn about bioelectricity, electrical circuits and biology as they use deductive and analytical thinking skills in connection with an engineering education. Students interact with a rudimentary electrocardiograph circuit (made by the teacher) and examine the simplicity of the device. They get to see their own cardiac signals and test the device themselves. During the second part of the activity, a series of worksheets, students examine different EKG print-outs and look for irregularities, as is done for heart disease detection.","Type":"activity","Alignments":["S11417F8","S101E0C9","S1005356","S2454536","S2454489","S21199598"]},{"Id":"cub_navigation_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_navigation_lesson01_activity1","Title":"Nidy-Gridy: Using Grids and Coordinates","Summary":"Normally we find things using landmark navigation. When you move to a new place, it may take you awhile to explore the new streets and buildings, but eventually you recognize enough landmarks and remember where they are in relation to each other.  However, another accurate method for locating places and things is using grids and coordinates.  In this activity, students will come up with their own system of a grid and coordinates for their classroom and understand why it is important to have one common method of map-making.","Type":"activity","Alignments":["S11425BD","S2556116","S2553766","S1143612","S1143518","S11434CE","S21199515"]},{"Id":"duk_perm_usman_act","Url":"https://teachengineering.org/activities/view/duk_perm_usman_act","Title":"Permeability Materials Experiment: What Trickles Down?","Summary":"Permeability is the degree to which water or other liquids are able to flow through a material. Different substances such as soil, gravel, sand and asphalt have varying levels of permeability. In this activity, students explore different levels of permeability and compare the permeabilities of several different materials. They also are introduced to the basic concepts of building design, landscape architecture and environmental pollutant transport. As an extension, they discuss the importance of correct drainage and urban design issues in sensitive environments such as coastal areas.  ","Type":"activity","Alignments":["S2363680","S2363358","S114178B","S2454536","S1143681","S21199579","S21199606","S21199605"]},{"Id":"van_bmd_activity2","Url":"https://teachengineering.org/activities/view/van_bmd_activity2","Title":"Linear Regression of Bone Mineral Density Scanners","Summary":"Students complete an exercise showing logarithmic relationships and examine how to find the linear regression of data that does not seem linear upon initial examination. They relate number of BMD scanners to time.","Type":"activity","Alignments":["S113233A","S2526355","S1143645","S11435FD","S2819008","S21199516"]},{"Id":"mobile_sue","Url":"https://teachengineering.org/activities/view/mobile_sue","Title":"Build Your Own Mobile","Summary":"Student teams creatively construct mobiles using hangers and assorted materials and objects while exploring the principles of balance and center of mass. They build complex, free-hanging structures by balancing pieces with different lengths, weights, shapes and sizes.","Type":"activity","Alignments":["S2545141","S2454420","S21199570"]},{"Id":"duk_friction_smary_act3","Url":"https://teachengineering.org/activities/view/duk_friction_smary_act3","Title":"Does Contact Area Matter?  ","Summary":"Using the same method for measuring friction that was used in the previous lesson (Discovering Friction), students design and conduct experiments to determine if the amount of area over which an object contacts a surface it is moving across affects the amount of friction encountered.  ","Type":"activity","Alignments":["S2419987","S2420124","S2420140","S2419999","S2420156","S2420190","S2363652","S2363688","S2363629","S2363357","S2363367","S2363383","S114174C","S114175A","S2454479","S11434EA","S2373212","S2373213","S11434E9","S114351B","S11434D3","S2420081","S2420157","S2419997","S11434CA","S11434C9","S114351D","S1143531","S21199606"]},{"Id":"cub_navigation_lesson06_activity3","Url":"https://teachengineering.org/activities/view/cub_navigation_lesson06_activity3","Title":"Triangulate: Topos, Compasses and Triangles, Oh My!","Summary":"In this activity, students learn how to actually triangulate using a compass, topographical (topo) map and view of outside landmarks. It is best if a field trip to another location away from school is selected. The location should have easily discernable landmarks (like mountains or radio towers) and changes in elevation (to illustrate the topographical features) to enhance the activity. A national park is an ideal location, and visiting a number of parks, especially parks with hiking trails, is especially beneficial.","Type":"activity","Alignments":["S11425BD","S2553794","S2556116","S11434D3","S11435C9","S1143518","S1143519","S21199515"]},{"Id":"cub_navigation_lesson05_activity1","Url":"https://teachengineering.org/activities/view/cub_navigation_lesson05_activity1","Title":"Where Is Your Teacher?","Summary":"Students learn how to take bearings using orienteering compasses. They also learn how to describe a bearing and find an object in the classroom using a bearing.","Type":"activity","Alignments":["S11425BD","S2558083","S2553750","S11435C9","S21199515"]},{"Id":"wpi_hello_activity","Url":"https://teachengineering.org/activities/view/wpi_hello_activity","Title":"Acting Out Phone Call Routing: Hello, Are You Listening?","Summary":"Students gain a basic understanding of the engineering components behind telecommunications, in particular, the way telephone communication works to link one phone to another for conventional landline and cellular telephones. During this entire-class activity, students simulate how phone calls are connected by acting out a variety of searches for both local and long-distance calls. Students end up with a good understanding of how phone calls are transmitted from callers to recipients.","Type":"activity","Alignments":["S103E21F","S103E26D","S11417C3","S11417C9","S21199482"]},{"Id":"van_bmd_activity3","Url":"https://teachengineering.org/activities/view/van_bmd_activity3","Title":"Light Intensity Lab","Summary":"Students complete this Beer\u0027s law activity in class by examining the attenuation of various thicknesses of transparencies. From this activity, they come to understand that different substances absorb light differently. This concept is transferred to x-rays to explain that different substances absorb x-rays differently, hence the need for dual-energy analysis. In looking at Beer\u0027s law, students use the properties associated with natural logarithms. To conclude the activity, students complete a series of questions and calculations.","Type":"activity","Alignments":["S11417FD","S113233A","S2526355","S114362C","S11435FD","S1143604","S2818989","S2818936","S2819522","S11435A6","S1143646","S2819109","S2454560","S21199516"]},{"Id":"cub_spect_activity4","Url":"https://teachengineering.org/activities/view/cub_spect_activity4","Title":"Building a Fancy Spectrograph","Summary":"Students create and decorate their own spectrographs using simple materials and holographic diffraction gratings. A holographic diffraction grating acts like a prism, showing the visual components of light. After building the spectrographs, students observe the spectra of different light sources as homework.","Type":"activity","Alignments":["S11424DD","S11424E0","S2454490","S21199606"]},{"Id":"cub_mechanics_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_mechanics_lesson03_activity1","Title":"Skateboard Disaster","Summary":"Students examine collisions between two skateboards with different masses to learn about conservation of momentum in collisions.","Type":"activity","Alignments":["S11424D5","S11424D7","S2454478","S1143638","S1143533","S11434D3","S21199515"]},{"Id":"gat_surface_tension_activity1","Url":"https://teachengineering.org/activities/view/gat_surface_tension_activity1","Title":"Surface Tension and Suminagashi","Summary":"In an activity that integrates science and art, students see, experience and harness the phenomenon of surface tension as they create beautiful works of art. Students conduct two experiments related to surface tension—floating objects on the surface of water and creating original artwork using floating inks. They also learn historical and cultural information through an introduction to the ancient Japanese art form of suminagashi. They take the topic a step further by discussing how an understanding of surface tension can be applied to solve real-world engineering problems and create useful inventions.","Type":"activity","Alignments":["S2454454","S2471248","S2471105","S113207A","S2471206","S21199474","S21199515"]},{"Id":"cub_intro_lesson05_activity1","Url":"https://teachengineering.org/activities/view/cub_intro_lesson05_activity1","Title":"Solid, Liquid or Gas? Material Identification Using Five Senses","Summary":"Students are given a variety of materials and asked to identify if each material as a solid, liquid or gas. They use their five senses — sight, sound, smell, texture and taste — to identify the other characteristics of each item.","Type":"activity","Alignments":["S1141757","S11424F9","S2558389","S1143489","S2454454","S21199490"]},{"Id":"van_troll_lesson03_activity1","Url":"https://teachengineering.org/activities/view/van_troll_lesson03_activity1","Title":"Lasers, Let\u0027s Find \u0027Em!","Summary":"Students research particular types of lasers and find examples of how they are used in technology today. Teams present their findings by means of PowerPoint presentations, videos or brochures. The class takes notes on the presentations using a provided handout. This activity prepares students for the \"go public\" phase of the legacy cycle in which they solve the grand challenge by designing and producing a laser-based security system.","Type":"activity","Alignments":["S2454560","S1141704","S21199515","S21199598"]},{"Id":"van_cleanupmess_act1","Url":"https://teachengineering.org/activities/view/van_cleanupmess_act1","Title":"Magnetic or Not?","Summary":"Students explore the basic magnetic properties of different substances, particularly aluminum and steel.  There is a common misconception that magnets attract all metals, largely due to the ubiquity of steel in metal products.  The activity provides students the chance to predict, whether or not a magnet will attract specific items and then test their predictions.  Ultimately, students should arrive at the conclusion that iron (and nickel if available) is the only magnetic metal.","Type":"activity","Alignments":["S1132C96","S1132F27","S1132F8F","S21199479"]},{"Id":"cub_intro_lesson06_activity1","Url":"https://teachengineering.org/activities/view/cub_intro_lesson06_activity1","Title":"Communication Skills: Making Engineering Types Flyers \u0026 Quizzes","Summary":"Students review information learned during the past five lessons and activities of the Intro to Engineering unit. Working in teams, they create flyers/brochures and five-question quizzes about various types of engineering that they test with another team and then share with the class. Then the class participates in a game of \"Engineering Jeopardy,\" using the team-prepared quiz answers/questions. The flyers/brochures and quizzes with answer sheets are collected into an \"Olympic Engineering\" binder for the class to keep and contribute to during the year. A concluding unit quiz is provided.","Type":"activity","Alignments":["S21199512"]},{"Id":"nyu_soil_activity1","Url":"https://teachengineering.org/activities/view/nyu_soil_activity1","Title":"Soil Contamination in Rivers","Summary":"Students learn about contamination and pollution, specifically in reference to soil in and around rivers. To start, groups use color sensors to take light reflection measurements of different colors of sand (dyed with various amounts of a liquid food dye), generating a set of \"soil\" calibration data. Then, they use a stream table with a simulated a river that has a scattering of \"contaminated wells\" represented by locations of unknown amounts of dye. They make visual observations and use color sensors again to take reflection measurements and refer to their earlier calibration data to determine the level of \"contamination\" (color dye) in each well. Acting as engineers, they determine if their measured data is comparable to visual observations. The small-scale simulated flowing river shows how contamination can spread.","Type":"activity","Alignments":["S2488724","S11416D0","S2454463","S2454531","S1143436","S2390253","S2783828","S2783904","S21199494"]},{"Id":"duk_marine_musc_act","Url":"https://teachengineering.org/activities/view/duk_marine_musc_act","Title":"Map That Habitat","Summary":"Historically, seafloor mapping occurred with a simple data collection method: soundings. Soundings are taken by dropping a weight with a pre-measured rope off the side of a boat and noting the measurement on the rope when the weight hits the bottom. In this activity, student teams replicate the creation of seafloor bathymetry by taking a simplified form of soundings of an unseen seafloor model inside a shoebox and translating their collected data into a visualization of the topography, enabling them to better understand and appreciate modern remote sensing.","Type":"activity","Alignments":["S2363714","S2363659","S21199606","S21199605"]},{"Id":"spfun-1856-binary-trumpet-digital-music-breadboard-circuitry","Url":"https://teachengineering.org/activities/view/spfun-1856-binary-trumpet-digital-music-breadboard-circuitry","Title":"Build \u0026 Play Binary Digital Trumpets","Summary":"Students wire up their own digital trumpets using a MaKey MaKey. They learn the basics of wiring a breadboard and use the digital trumpets to count in the binary number system. Teams are challenged to play songs using the binary system and their trumpets, and then present them in a class concert. ","Type":"activity","Alignments":["S11424D5","S114175A","S2454491","S2454557","S2454607","S21199589"]},{"Id":"cub_drink_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_drink_lesson01_activity1","Title":"A Matter of Leaching","Summary":"Students leach organic matter from soil to create a water sample with high dissolved organic matter content (DOM), and then make filters to see if the DOM can be removed. They experience the difficulties of removing DOM from water, and learn about other processes that might make DOM removal more effective.","Type":"activity","Alignments":["S11424F1","S11425AB","S2454468","S2454463","S11416BB","S11416BF","S21199515"]},{"Id":"cub_natdis_lesson08_activity3","Url":"https://teachengineering.org/activities/view/cub_natdis_lesson08_activity3","Title":"A Tornado in My State?","Summary":"Students analyze data of tornadoes throughout the United States. They create a bar graph of the number of tornadoes for the top ten states in the country and then calculate the median and the mode of the data.","Type":"activity","Alignments":["S114259D","S2557992","S2557981","S2454530","S1143488","S11434EA","S2373212","S2373213","S2373214","S2373215","S21199512"]},{"Id":"umn_shock_activity1","Url":"https://teachengineering.org/activities/view/umn_shock_activity1","Title":"Slow the Cylinder: Experimenting with Shock Absorber Springs","Summary":"Students learn why shock absorbers are necessary on vehicles, how they dampen the action of springs, and what factors determine the amount of dampening. They conduct an experiment to determine the effect of spring strength and port diameter on the effectiveness of a shock absorber. Using a syringe, a set of springs, and liquids of different viscosities, students determine the effects of changing pressures and liquids on the action of a model shock absorber. They analyze their data through the lens of an engineer.","Type":"activity","Alignments":["S2362601","S1141757","S11434EA","S2373212","S2373213","S2373214","S11434E9","S2454535","S21199482","S21199594"]},{"Id":"uno_doyousee_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uno_doyousee_lesson01_activity1","Title":"Java Programming of OCR","Summary":"Student groups use the Java programming language to implement the algorithms for optical character recognition (OCR) that they developed in the associated lesson. They use different Java classes (provided) to test and refine their algorithms. The ultimate goal is to produce computer code that recognizes a digit on a scoreboard. Through this activity, students experience a very small part of what software engineers go through to create robust OCR methods. This software design lesson/activity set is designed to be part of a Java programming class.","Type":"activity","Alignments":["S10218CC","S101B77F","S1141742","S2679951","S2679881","S21199589"]},{"Id":"mis_avida2_activity","Url":"https://teachengineering.org/activities/view/mis_avida2_activity","Title":"Competing Evolved and Engineered Digital Organisms","Summary":"Students engineer and evolve digital organisms with the challenge to produce organisms with the highest fitness values in a particular environment. They do this through use of the free Avida-ED digital evolution software application. The resulting organisms compete against each other in the same environment and students learn the benefits of applying the principles of natural selection to solve engineering design problems. ","Type":"activity","Alignments":["S10153E1","S2454609","S2454585","S2728682","S2728651","S11416BE","S11416BF","S11417EE","S21199479"]},{"Id":"nyu_cooling_activity1","Url":"https://teachengineering.org/activities/view/nyu_cooling_activity1","Title":"Newton\u0027s Law of Cooling","Summary":"Students come to see the exponential trend demonstrated through the changing temperatures measured while heating and cooling a beaker of water. This task is accomplished by first appealing to students\u0027 real-life heating and cooling experiences, and by showing an example exponential curve. After reviewing the basic principles of heat transfer, students make predictions about the heating and cooling curves of a beaker of tepid water in different environments. During a simple teacher demonstration/experiment, students gather temperature data while a beaker of tepid water cools in an ice water bath, and while it heats up in a hot water bath. They plot the data to create heating and cooling curves, which are recognized as having exponential trends, verifying Newton\u0027s result that the change in a sample\u0027s temperature is proportional to the difference between the sample\u0027s temperature and the temperature of the environment around it. Students apply and explore how their new knowledge may be applied to real-world engineering applications.","Type":"activity","Alignments":["S2488995","S1143549","S2454473","S2489001","S2489144","S2783836","S2366907","S2366909","S1143548","S2488579","S2488581","S2488994","S1141704","S21199515"]},{"Id":"cub_spect_activity7","Url":"https://teachengineering.org/activities/view/cub_spect_activity7","Title":"Engineering Your Own Spectrograph","Summary":"Students use simple materials to design an open spectrograph so they can calculate the angle light is bent when it passes through a holographic diffraction grating. A holographic diffraction grating acts like a prism, showing the visual components of light. After finding the desired angles, students use what they have learned to design their own spectrograph enclosure.","Type":"activity","Alignments":["S11424DD","S2558085","S11435D2","S1143519","S1143545","S1143546","S2558086","S2558091","S2558042","S11416BE","S11416C0","S1141704","S2454560","S2454533","S21199606"]},{"Id":"cub_surg_lesson04_activity1","Url":"https://teachengineering.org/activities/view/cub_surg_lesson04_activity1","Title":"Creepy Silly Putty","Summary":"Students learn about viscoelastic material behavior, such as strain rate dependence and creep, by using silly putty, an easy-to-make polymer material. They learn how to make silly putty, observe its behavior with different strain rates, and then measure the creep time of different formulations of silly putty. By seeing the viscoelastic behavior of silly putty, students start to gain an understanding of how biological materials function. Students gain experience in data collection, graph interpretation, and comparison of material properties to elucidate material behavior. It is recommended that students perform Part 1 of the activity first (making and playing with silly putty), then receive the content and concept information in the associated lesson, and then complete Part 2 of the activity (experimenting and making measurements with silly putty).","Type":"activity","Alignments":["S1142467","S2556115","S2454540","S11435A2","S114359F","S21199515"]},{"Id":"nyu_gatorade_activity1","Url":"https://teachengineering.org/activities/view/nyu_gatorade_activity1","Title":"What\u0027s the Conductivity of Gatorade?","Summary":"Students use conductivity meters to measure various salt and water solutions, as indicated by the number of LEDs (light emitting diodes) that illuminate on the meter. Students create calibration curves using known amounts of table salt dissolved in water and their corresponding conductivity readings. Using their calibration curves, students estimate the total equivalent amount of salt contained in Gatorade (or other sports drinks and/or unknown salt solutions). This activity reinforces electrical engineering concepts, such as the relationship between electrical potential, current and resistance, as well as the typical circuitry components that represent these phenomena. The concept of conductors is extended to ions that are dissolved in solution to illustrate why electrolytic solutions support the passage of currents.","Type":"activity","Alignments":["S2454538","S114363B","S11435A4","S1143612","S11435EC","S2783913","S21199515"]},{"Id":"cub_gps_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_gps_lesson01_activity1","Title":"GPS Satellite Data: Distorted Disturbances Game","Summary":"Students pass around and distort messages written on index cards to learn how we use signals from GPS occultations to study the atmosphere. The cards represent information sent from GPS satellites being distorted as they pass through different locations in the Earth\u0027s atmosphere and reach other satellites. Reminiscent of the game of telephone, the messages often become nonsensical and funny. Analyzing GPS occultations enables better global weather forecasting, storm tracking and climate change monitoring. ","Type":"activity","Alignments":["S11424AF","S11424A4","S2454490","S21199512","S21199514"]},{"Id":"cub_feet_activity1","Url":"https://teachengineering.org/activities/view/cub_feet_activity1","Title":"Fancy Feet! Stress \u0026 Strain Forces in Shoe Design","Summary":"Students use the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e to solve a real-world problem—shoe engineering! Working in small teams, they design, build and test a pair of wearable platform or high-heeled shoes, taking into consideration the stress and strain forces that it will encounter from the shoe wearer. They conclude the activity with a \"walk-off\" to test the shoe designs and discuss the design process.","Type":"activity","Alignments":["S1141769","S2558083","S2454533","S2454534","S11416BE","S11416BF","S11416C1","S21199579"]},{"Id":"uot-2420-liquid-crystal-thermometers-design","Url":"https://teachengineering.org/activities/view/uot-2420-liquid-crystal-thermometers-design","Title":"Liquid Crystal Thermometers","Summary":"Students become engineers as they create thermometers that can be used to monitor temperatures in reptile terrariums. By using liquid crystals, students learn about the characteristics of materials and wavelengths of light emissions. Students then apply this knowledge to make a liquid crystal thermometer and test it at various temperatures. Students then iterate their thermometer designs by using different mixtures of the liquid crystal formula to optimize the temperature range for their project’s environmental needs. ","Type":"activity","Alignments":["S113F10E","S113F110","S113F114","S113F119","S113F11A","S113F11E","S113F115","S113F11F","S11416BE","S2454452","S21199514"]},{"Id":"cub_faucets_lesson1_activity1","Url":"https://teachengineering.org/activities/view/cub_faucets_lesson1_activity1","Title":"Too Much Pressure! Modeling Force-Pressure-Area Relationships","Summary":"Students learn all about water pressure and how engineers design faucets. Teams build simple systems that model faucets and test them to see the relationships between pressure, area and force. This is a great outdoor activity on a warm day and gives students experience in experimentation, design and teamwork. A student worksheet is provided for guidance and data collection. ","Type":"activity","Alignments":["S2558100","S2553849","S114351B","S2454468","S2454470","S21199515"]},{"Id":"cub_biomed_lesson02_activity2","Url":"https://teachengineering.org/activities/view/cub_biomed_lesson02_activity2","Title":"Measuring Our Muscles","Summary":"Student teams build model hand dynamometers used to measure grip strengths of people recovering from sports injuries. They use their models to measure how much force their classmates muscles are capable of producing, and analyze the data to determine factors that influence a person\u0027s grip strength. They use this information to produce a recommendation of a hand dynamometer design for a medical office specializing in physical therapy. They also consider the many other ways grip strength data is used by engineers to design everyday products.","Type":"activity","Alignments":["S11417F8","S1142540","S1142542","S2454536","S11434EA","S2373212","S2373213","S2373214","S11434D3","S2366907","S11416BE","S11416BF","S2553809","S2557979","S2557980","S2557981","S2557978","S21199580"]},{"Id":"cub_environ_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_environ_lesson01_activity1","Title":"Environmental Interactions ","Summary":"In this activity, students create a \"web\" to identify and demonstrate the interactions among the living and non-living parts of an environment. Students use this information to better understand what an environment is and to also consider how engineers use teamwork to solve problems.","Type":"activity","Alignments":["S1142567","S1142568","S2557992","S2454459","S1143488","S21199467"]},{"Id":"cub_enveng_lesson02_activity2","Url":"https://teachengineering.org/activities/view/cub_enveng_lesson02_activity2","Title":"Stream Consciousness","Summary":"During this activity, students learn how environmental engineers monitor water quality in resource use and design. They employ environmental indicators to assess the water quality of a nearby stream. Students make general observations of water quality as well as count the number of macroinvertabrates. They then use the information they collected to create a scale to rate how good or bad the water quality of the stream. Finally, the class will compare their numbers and discuss and defend their results. ","Type":"activity","Alignments":["S114254E","S2557980","S2454531","S2454533","S1143517","S21199512"]},{"Id":"nyu_train_activity1","Url":"https://teachengineering.org/activities/view/nyu_train_activity1","Title":"Runaway Train: Investigating Speed with Photo Gates","Summary":"Students conduct an experiment to determine the relationship between the speed of a wooden toy car at the bottom of an incline and the height at which it is released. They observe how the photogate-based speedometer instrument \"clocks\" the average speed of an object (the train). They gather data and create graphs plotting the measured speed against start height. After the experiment, as an optional extension activity, students design brakes to moderate the speed of the cart at the bottom of the hill to within a specified speed range.","Type":"activity","Alignments":["S11434EA","S2373212","S2373213","S2373214","S2454487","S2454483","S2783854","S2783850","S2488975","S2488974","S2488976","S2488973","S21199606"]},{"Id":"cub_simple_lesson06_activity1","Url":"https://teachengineering.org/activities/view/cub_simple_lesson06_activity1","Title":"Modern Day Pyramids","Summary":"Students investigate the ways in which ancient technologies — six types of simple machines and combinations — are used to construct modern buildings. As they work together to solve a design problem (designing and building a modern structure), they brainstorm ideas, decide on a design, and submit it to a design review before acquiring materials to create it (in this case, a mural depicting it). Emphasis is placed on cooperative, creative teamwork and the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e. ","Type":"activity","Alignments":["S2454468","S11416BE","S11416BF","S11416C1","S21199571","S21199570"]},{"Id":"cub_mechanics_lesson01_activity3","Url":"https://teachengineering.org/activities/view/cub_mechanics_lesson01_activity3","Title":"You Are There... First Flight","Summary":"Students learn about archives and primary sources as they research original historical documents. While preparing an imaginative first-person account as if witnessing an historical event, they learn to appreciate the value of the first-person, eye-witness account and understand its limitations. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world — concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.","Type":"activity","Alignments":["S21199555"]},{"Id":"cub_mechanics_lesson05_activity3","Url":"https://teachengineering.org/activities/view/cub_mechanics_lesson05_activity3","Title":"It Takes Two to Tangle","Summary":"Students explore the theme of conflict in literature. They learn the difference between internal and external conflict and various types of conflicts, including self against self, self against other, and self against nature or machine. Stories are used to discuss methods of managing and resolving conflict and interpersonal friction. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world — concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.","Type":"activity","Alignments":["S21199512"]},{"Id":"cub_mechanics_lesson07_activity2","Url":"https://teachengineering.org/activities/view/cub_mechanics_lesson07_activity2","Title":"Team Up!","Summary":"Students explore the physical and psychological effect of stress and tension on human beings. They develop their observing, thinking, writing and teamwork skills by working on a group art project and reporting about it. They learn about the stages of group formation, group dynamics and team member roles that make for effective teams. In the process, they discover how collective action can foster a sense of community support, which can alleviate personal feelings of stress and tension. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world — concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.","Type":"activity","Alignments":["S21199512"]},{"Id":"cub_mechanics_lesson08_activity2","Url":"https://teachengineering.org/activities/view/cub_mechanics_lesson08_activity2","Title":"Spin Me a Story","Summary":"In a spin-off to studying about angular momentum, students use basic methods of comparative mythology to consider why spinning and weaving are common motifs in creation of myths and folktales. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world — concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.","Type":"activity","Alignments":["S21199512"]},{"Id":"cub_air_lesson09_activity3","Url":"https://teachengineering.org/activities/view/cub_air_lesson09_activity3","Title":"Sensing Air Pollution","Summary":"Students learn about electricity and air pollution while building devices to measure volatile organic compounds (VOC) by attaching VOC sensors to prototyping boards. In the second part of the activity, students evaluate the impact of various indoor air pollutants using the devices they made.","Type":"activity","Alignments":["S11424F4","S2454463","S11434B9","S1143508","S21199488","S21199597"]},{"Id":"cub_simple_lesson01_activity2","Url":"https://teachengineering.org/activities/view/cub_simple_lesson01_activity2","Title":"Choosing a Pyramid Site","Summary":"Working in engineering project teams, students evaluate sites for the construction of a pyramid. They base their decision on site features as provided by a surveyor\u0027s report; distance from the quarry, river and palace; and other factors they deem important to the project based on their team\u0027s values and priorities.","Type":"activity","Alignments":["S2454468","S21199571","S21199570"]},{"Id":"duk_tall_mary_act","Url":"https://teachengineering.org/activities/view/duk_tall_mary_act","Title":"As We Grow: Measuring Heights and Graphing Data","Summary":"Students visit second- and fourth-grade classes to measure the heights of older students using large building blocks as a non-standard unit of measure. They also measure adults in the school community. Results are displayed in age-appropriate bar graphs (paper cut-outs of miniature building blocks glued on paper to form bar graphs) enabling a comparison of the heights of different age groups. The activities that comprise this activity help students develop the concepts and vocabulary to describe, in a non-ambiguous way, how heights change as children age. This introduction to graphing provides an important foundation for creating and interpreting graphs in future years.","Type":"activity","Alignments":["S2419783","S2419899","S2419901","S2419902","S11417C2","S1143424","S1143425","S1143469","S1143449","S1143463","S2468133","S2470518","S2419889","S2419890","S2419914","S21199483"]},{"Id":"cub_air_lesson07_activity3","Url":"https://teachengineering.org/activities/view/cub_air_lesson07_activity3","Title":"Pollution Politics","Summary":"Students learn how a bill becomes law in the U.S. Congress and research legislation related to global warming.","Type":"activity","Alignments":["S114254E","S2454463","S11416BB","S21199513"]},{"Id":"cub_simple_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_simple_lesson03_activity1","Title":"Wheeling It In!","Summary":"In this open-ended design activity, students use everyday materials—milk cartons, water bottles, pencils, straws, candy—to build small-scale transportation devices. They incorporate the use two simple machines—a wheel and axle, and a lever—into their designs. Student pairs choose their materials and engineer solutions suitable to convey pyramid-building materials (small blocks of clay). They race their carts/trucks, measuring distance, time and weight; and then calculate speed. ","Type":"activity","Alignments":["S114174A","S11417B7","S2454468","S2454470","S114346D","S1143490","S2553903","S2553928","S11416BE","S11416BF","S21199571"]},{"Id":"cub_air_lesson01_activity2","Url":"https://teachengineering.org/activities/view/cub_air_lesson01_activity2","Title":"Air - Is It Really There?","Summary":"By watching and performing several simple experiments, students develop an understanding of the properties of air: it has mass, it takes up space, it can move, it exerts pressure, it can do work.","Type":"activity","Alignments":["S11424E3","S2454452","S21199515"]},{"Id":"cub_mechanics_lesson06_activity2","Url":"https://teachengineering.org/activities/view/cub_mechanics_lesson06_activity2","Title":"Perching Parrot","Summary":"Students explore the concepts of center of mass and static equilibrium by seeing how non-symmetrical objects balance. Using a paper cut-out shape of a parrot sitting on a wire coat hanger, they learn that their parrot exists in stable equilibrium — it returns to its balancing point after being disturbed. The weight of its tail makes the parrot balance upright. Give the parrot a push, and she knocks off balance, but swings back and forth until coming to rest in balance again.","Type":"activity","Alignments":["S11424D2","S21199515"]},{"Id":"cub_energy_lesson04_activity1","Url":"https://teachengineering.org/activities/view/cub_energy_lesson04_activity1","Title":"Sliders","Summary":"Students learn about two types of friction—static and kinetic—and the equation that governs them. They also measure the coefficient of static friction experimentally.","Type":"activity","Alignments":["S11424D2","S11424D3","S2553794","S2556155","S11434EA","S2373212","S2373213","S1143549","S2454479","S2557979","S2557978","S1143513","S21199515"]},{"Id":"cub_air_lesson04_activity2","Url":"https://teachengineering.org/activities/view/cub_air_lesson04_activity2","Title":"Barometric Pressure: Good News – We\u0027re on the Rise!","Summary":"Students build and observe a simple aneroid barometer to learn about changes in barometric pressure and weather forecasting.","Type":"activity","Alignments":["S114259F","S11425A0","S2557977","S2454526","S1143488","S21199512"]},{"Id":"cub_air_lesson04_activity5","Url":"https://teachengineering.org/activities/view/cub_air_lesson04_activity5","Title":"Word Origins \u0026 Metaphors: Take Their Word for It!","Summary":"Students learn how scientific terms are formed using Latin and Greek roots, prefixes and suffixes, and on that basis, learn to make an educated guess about the meaning of a word. Students are introduced to the role played by metaphor in language development.","Type":"activity","Alignments":["S21199512"]},{"Id":"nyu_milk_activity1","Url":"https://teachengineering.org/activities/view/nyu_milk_activity1","Title":"Viscosity: The Flow of Milk","Summary":"Students study the physical properties of different fluids and investigate the relationship between the viscosities of liquid and how fast they flow through a confined area. Student groups conduct a brief experiment in which they quantify the flow rate to understand how it relates to a fluid\u0027s viscosity and ultimately chemical composition. They explore these properties in milk and cream, which are common fluids whose properties (and even taste!) differ based on fat content. They examine control samples and unknown samples, which they must identify based on how fast they flow. To identify the unknowns requires an understanding of the concept of viscosity. For example, heavy cream flows at a slower rate than skim milk. Ultimately, students gain an understanding of the concept of viscosity and its effect on flow rate.","Type":"activity","Alignments":["S1143549","S11434D3","S2471266","S2471283","S2471356","S2366907","S2488995","S2488579","S2488897","S21199515","S21199605"]},{"Id":"uoh_diffraction_activity1","Url":"https://teachengineering.org/activities/view/uoh_diffraction_activity1","Title":"Estimating the Storage Capacity of a CD/DVD","Summary":"Students estimate the storage capacity of CDs and DVDs by assessing diffraction patterns of green and red laser beams.","Type":"activity","Alignments":["S113EF5A","S2454557","S1143612","S2487149","S2366907","S1143593","S1141704","S21199478"]},{"Id":"cub_mechanics_lesson06_activity1","Url":"https://teachengineering.org/activities/view/cub_mechanics_lesson06_activity1","Title":"Tightrope Trials","Summary":"To learn about the concept of center of mass, students examine how objects balance. They make symmetrical cut-outs of different \"creatures\" and experiment with how they balance on a tightrope of string. Students see the concept of center of mass at work as the creatures balance.","Type":"activity","Alignments":["S11424D2","S2454479","S114353D","S21199515"]},{"Id":"duk_boxes_mary_act","Url":"https://teachengineering.org/activities/view/duk_boxes_mary_act","Title":"New Boxes from Old","Summary":"Students find the volume and surface area of a rectangular cardboard box (such as a cereal box), and then figure out how to convert that box into a new, cubical box having the same volume as the original. As students construct new, cube-shaped boxes from the original box material, they discover that the cubical box has less surface area than the original, and thus, a cube is a more efficient way to package things.","Type":"activity","Alignments":["S2419999","S2419987","S2420081","S11417AA","S114351D","S11434E3","S1143519","S11434D2","S11434D3","S2454534","S2420080","S2419989","S11434CA","S2419994","S21199602","S21199605"]},{"Id":"csm-2353-acting-algorithm-google-pagerank-activity","Url":"https://teachengineering.org/activities/view/csm-2353-acting-algorithm-google-pagerank-activity","Title":"Acting Like an Algorithm","Summary":"This activity allows students to gain a better understanding for how algorithms work. Students engage in an activity which symbolizes the Google PageRank algorithm. Students divide into groups and follow specific steps, in the form of a ball game, in order to match the results of the Google PageRank algorithm. They also gain a general understanding for the functionality of networking on the internet. Students visualize the fundamental importance of algorithms, which can make calculations fast and easy.","Type":"activity","Alignments":["S2470834","S114365D","S2557965","S2471387","S21199598"]},{"Id":"nyu_fat_activity1","Url":"https://teachengineering.org/activities/view/nyu_fat_activity1","Title":"All Fat Is Not Created Equal!","Summary":"Students learn that fats found in the foods we eat are not all the same; they discover that physical properties of materials are related to their chemical structures. Provided with several samples of commonly used fats with different chemical properties (olive oil, vegetable oil, shortening, animal fat and butter), student groups build and use simple LEGO® MINDSTORMS® NXT robots with temperature and light sensors to determine the melting points of the fat samples. Because of their different chemical structures, these fats exhibit different physical properties, such as melting point and color. This activity uses the fact that fats are opaque when solid and translucent when liquid to determine the melting point of each sample upon being heated. Students heat the samples, and use the robot to determine when samples are melted. They analyze plots of their collected data to compare melting points of the oil samples to look for trends. Discrepancies are correlated to differences in the chemical structure and composition of the fats. ","Type":"activity","Alignments":["S1143502","S1143549","S2454473","S2783836","S2783840","S2454475","S2783909","S2454535","S21199515","S21199605"]},{"Id":"umo_robotsandhumans_act4","Url":"https://teachengineering.org/activities/view/umo_robotsandhumans_act4","Title":"Movement Task Using Sensors - Humans and Robots","Summary":"This activity helps students understand the significance of programming and also how the LEGO® MINDSTORMS® robot\u0027s sensors assist its movement and make programming easier. Students compare human senses to robot sensors, describing similarities and differences.","Type":"activity","Alignments":["S2454495","S2596291","S2596341","S2596405","S2596649","S2596491","S21199494"]},{"Id":"nyu_rockps_activity1","Url":"https://teachengineering.org/activities/view/nyu_rockps_activity1","Title":"Rock, Paper, Scissors Probability!","Summary":"Students learn about probability through a LEGO® MINDSTORMS® based activity that simulates a game of \"rock-paper-scissors.\" The LEGO robot mimics the outcome of random game scenarios in order to help students gain a better understanding of events that follow real-life random phenomenon, such as bridge failures, weather forecasts and automobile accidents. Students learn to connect keywords such as certainty, probable, unlikely and impossibility to real-world engineering applications.","Type":"activity","Alignments":["S102B299","S102B298","S102B297","S114349B","S1143524","S21199598"]},{"Id":"umo_sensorswork_lesson01_activity1","Url":"https://teachengineering.org/activities/view/umo_sensorswork_lesson01_activity1","Title":"Robot Sensors and Sound","Summary":"Students continue to build a rigorous background in human sensors and their engineering equivalents by learning about electronic touch, light, sound and ultrasonic sensors that measure physical quantities somewhat like eyes, ears and skin. Specifically, they learn about microphones as one example of sound sensors, how sounds differ (intensity, pitch) and the components of sound waves (wavelength, period, frequency, amplitude). Using microphones connected to computers running (free) Audacity® software, student teams experiment with machine-generated sounds and their own voices and observe the resulting sound waves on the screen, helping them to understand that sounds are waves. Students take pre/post quizzes, complete a worksheet and watch two short online videos about \"seeing\" sound.\n**Note: This activity uses the retired LEGO NXT robot which is no longer available for purchase.","Type":"activity","Alignments":["S2454443","S2454489","S2454495","S2596291","S2596340","S2596341","S2596405","S2596491","S21199512","S21199515"]},{"Id":"nyu_measuringp_activity1","Url":"https://teachengineering.org/activities/view/nyu_measuringp_activity1","Title":"Measuring Pressure","Summary":"Students learn first-hand the relationship between force, area and pressure. They use a force sensor built from a  LEGO® MINDSTORMS® EV3 kit to measure the force required to break through a paper napkin. An interchangeable top at the end of the force sensor enables testing of different-sized areas upon which to apply pressure. Measuring the force, and knowing the area, students compute the pressure. This leads to a concluding discussion on how these concepts are found and used in engineering and nature.","Type":"activity","Alignments":["S11434D2","S2783910","S2488896","S2471528","S2471470","S2471190","S21199515"]},{"Id":"umo_robots_act","Url":"https://teachengineering.org/activities/view/umo_robots_act","Title":"Understanding Movement in Humans and Robots","Summary":"This activity helps students understand how a LEGO® MINDSTORMS® robot moves using motors and wheels. Then students relate the concepts of decision-making actuation and motion in humans to their parallels in mechanized robots, and understand the common themes associated with movement.","Type":"activity","Alignments":["S2454447","S2454495","S2596491","S21199487","S21199512"]},{"Id":"nyu_farmland_activity1","Url":"https://teachengineering.org/activities/view/nyu_farmland_activity1","Title":"Fence That Farmland!","Summary":"Students develop and solidify their understanding of the concept of \"perimeter\" as they engage in a portion of the civil engineering task of land surveying. Specifically, they measure and calculate the perimeter of a fenced in area of \"farmland,\" and see that this length is equivalent to the minimum required length of a fence to enclose it. Doing this for variously shaped areas confirms that the perimeter is the minimal length of fence required to enclose those shapes. Then students use the technology of a LEGO® MINDSTORMS® EV3 robot to automate this task. After measuring the perimeter (and thus required fence length) of the \"farmland,\" students see the robot travel around this length, just as a surveyor might travel around an area during the course of surveying land or measuring for fence materials. While practicing their problem solving and measurement skills, students learn and reinforce their scientific and geometric vocabulary. ","Type":"activity","Alignments":["S2488751","S2454469","S114348D","S2783796","S21199464"]},{"Id":"nyu_pi_activity1","Url":"https://teachengineering.org/activities/view/nyu_pi_activity1","Title":"Let\u0027s Take a Slice of Pi ","Summary":"Working as a team, students discover that the value of pi (3.1415926...) is a constant and applies to all different sized circles. The team builds a basic robot and programs it to travel in a circular motion. A marker attached to the robot chassis draws a circle on the ground as the robot travels the programmed circular path. Students measure the circle\u0027s circumference and diameter and calculate pi by dividing the circumference by the diameter. They discover the pi and circumference relationship; the circumference of a circle divided by the diameter is the value of pi.","Type":"activity","Alignments":["S2488896","S2488724","S1141763","S1141786","S114349B","S114349C","S2488641","S2488642","S11434D2","S2390253","S21199597"]},{"Id":"nyu_elevators_activity1","Url":"https://teachengineering.org/activities/view/nyu_elevators_activity1","Title":"Ding! Going Up? Elevators and Engineering ","Summary":"Students create model elevator carriages and calibrate them, similar to the work of design and quality control engineers. Students use measurements from rotary encoders to recreate the task of calibrating elevators for a high-rise building. They translate the rotations from an encoder to correspond to the heights of different floors in a hypothetical multi-story building. Students also determine the accuracy of their model elevators in getting passengers to their correct destinations.","Type":"activity","Alignments":["S114357F","S2454607","S1143642","S11435A4","S2784002","S2454608","S2454609","S2488579","S2489239","S2489100","S2489223","S2366907","S2784003","S2784004","S11416BE","S11416C3","S1141704","S2366909","S2366906","S1143593","S114363B","S1143569","S2488581","S2488578","S2489088","S2489089","S2489232","S11416BF","S1141702","S21199589"]},{"Id":"nyu_unitconv_activity1","Url":"https://teachengineering.org/activities/view/nyu_unitconv_activity1","Title":"On-Track Unit Conversion","Summary":"Students use three tracks marked on the floor, one in yards, one in feet and one in inches. As they start and stop a robot specific distances on a \"runway,\" they can easily determine the equivalent measurements in other units by looking at the nearby tracks. With this visual and physical representation of the magnitude of the units of feet, yard and inches, students gain an understanding of what is meant by \"unit conversion.\" They also gain a familiarity with different common units of measurement. They use multiplication and division to verify their physical estimated unit conversions. Students also learn about how common and helpful it is to convert from one unit to another in everyday situations and for engineering purposes. This activity helps students make the abstract concept of unit conversion real so they develop mental models of the magnitude of units instead of applying memorized conversion factors by rote.","Type":"activity","Alignments":["S102B1D1","S102B28F","S11434AC","S21199515"]},{"Id":"nyu_gears_activity1","Url":"https://teachengineering.org/activities/view/nyu_gears_activity1","Title":"Wide World of Gears","Summary":"In an interactive and game-like manner, students learn about the mechanical advantage that is offered by gears. By virtue of the activity\u0027s mechatronics presentation, students learn to study a mechanical system as a dynamic system under their control as opposed to a static image. The system presented is of two motorized racing cars built using the LEGO® MINDSTORMS® robotics platform. The altered variable between the two systems is the gear train; one is geared up for speed and the other is geared down for torque. Students collect and analyze data to reinforce particular aspects and effects of mechanical advantage.","Type":"activity","Alignments":["S1141786","S114349B","S2454421","S2783776","S21199594"]},{"Id":"duk_surfacetensionunit_act1","Url":"https://teachengineering.org/activities/view/duk_surfacetensionunit_act1","Title":"Surface Tension Lab","Summary":"Students extend their understanding of surface tension by exploring the real-world engineering problem of deciding what makes a \"good\" soap bubble. Student teams first measure this property, and then use this measurement to determine the best soap solution for making bubbles. They experiment with additives to their best soap and water \"recipes\" to increase the strength or longevity of the bubbles. In a math homework, students perform calculations that explain why soap bubbles form spheres.","Type":"activity","Alignments":["S2363371","S2420406","S2454607","S11435E4","S2454540","S1143598","S2420199","S21199515"]},{"Id":"wpi_maze_joy_act","Url":"https://teachengineering.org/activities/view/wpi_maze_joy_act","Title":"Build and Play the Electrical Circuit Wire Maze","Summary":"Students gain a basic understanding of electrical circuits. They build wire circuits and pass paperclips through the mazes, trying not to touch the wires. Touching a wire with a paperclip causes the circuit to close, which activates an indicator.","Type":"activity","Alignments":["S103E216","S114173F","S21199514"]},{"Id":"uva-1951-help-bill-bioprinting-skin-muscle-bone","Url":"https://teachengineering.org/activities/view/uva-1951-help-bill-bioprinting-skin-muscle-bone","Title":"Help Bill! Bioprinting Skin, Muscle and Bone","Summary":"Students operate mock 3D bioprinters in order to print tissue constructs of bone, muscle and skin for a fictitious trauma patient, Bill. The model bioprinters are made from ordinary materials— cardboard, dowels, wood, spools, duct tape, zip ties and glue (constructed by the teacher or the students)—and use squeeze bags of icing to lay down tissue layers. Student groups apply what they learned about biological tissue composition and tissue engineering in the associated lesson to design and fabricate model replacement tissues. They tangibly learn about the technical aspects and challenges of 3D bioprinting technology, as well as great detail about the complex cellular composition of tissues. At activity end, teams present their prototype designs to the class. ","Type":"activity","Alignments":["S2471833","S2471835","S1141742","S1141F67","S11435E6","S11435E8","S11435E5","S21199589"]},{"Id":"cub_biomed_lesson01_activity2","Url":"https://teachengineering.org/activities/view/cub_biomed_lesson01_activity2","Title":"Sticks and Stones Will Break That Bone!","Summary":"Students learn about the strength of bones and methods of helping to mend fractured bones. During a class demonstration, a chicken bone is broken by applying a load until it reaches a point of failure (fracture). Then, working as biomedical engineers, students teams design their own splint or cast to help repair a fractured bone, learning about the strength of materials used.","Type":"activity","Alignments":["S11417F8","S1142540","S1142542","S2558083","S2454535","S11434D3","S11434EA","S2373212","S2373213","S11434E9","S1143549","S21199580"]},{"Id":"cub_mechanics_lesson09_activity2","Url":"https://teachengineering.org/activities/view/cub_mechanics_lesson09_activity2","Title":"Cosmic Rhythm","Summary":"Students write poems using rhyme and meter as they come to understand the mechanical concept of rhythm, based on the principle of oscillation, in a broader biological and cultural context, as seen in dance and sports, poetry and other literary forms, and communication in general. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world — concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.","Type":"activity","Alignments":["S11424DD","S21199512"]},{"Id":"uoh_pirates_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uoh_pirates_lesson01_activity1","Title":"A Zombie Got My Leg Challenge: Making Makeshift Legs","Summary":"Students experience the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e as they design and construct lower-leg prostheses in response to a hypothetical zombie apocalypse scenario. Like the well-known Apollo 13 story during which engineers were challenged to fix the crippled spacecraft with limited supplies in order to save astronauts\u0027 lives, in this activity, students act as engineers during an imaginary disaster in which a group member\u0027s leg was amputated in order to survive a zombie attack. Building on what they learned and researched in the associated lesson, they design and fabricate a replacement prosthetic limb using given specific starting material and limited additional supplies, similar to how engineers design for individuals while working within constraints. A more-advanced scenario challenges students to design a prosthesis that is able to provide a more-specific movement function.","Type":"activity","Alignments":["S2485688","S2454608","S2454607","S11416BE","S11416BF","S11416C1","S21199479","S21199505","S21199589"]},{"Id":"cub_human_lesson05_activity3","Url":"https://teachengineering.org/activities/view/cub_human_lesson05_activity3","Title":"Do You Have the Strength?","Summary":"In this activity, students squeeze a tennis ball to demonstrate the strength of the human heart. Working in teams, they think of ways to keep the heart beating if the natural mechanism were to fail. The goal of this activity is to get students to understand the strength and resilience of the heart.","Type":"activity","Alignments":["S11417F6","S114255A","S114255B","S2557983","S2558339","S2454468","S1143502","S2390253","S21199487"]},{"Id":"van_linear_eqn_act_less2","Url":"https://teachengineering.org/activities/view/van_linear_eqn_act_less2","Title":"Club Function","Summary":"Students explore the definition of a function by playing an interactive game called \"Club Function.\" The goal of the game is to be in the club! With students each assigned to be either a zebra or a rhinoceros, they group themselves according to the \"rules\" of the club function. After two minutes, students freeze in their groups, and if they are not correctly following the rules of the club function, then they are not allowed into the \"club.\" Through this activity students come to understand that one x-coordinate can only have one corresponding y-coordinate while y-coordinates can have many x-coordinates that correspond to it.","Type":"activity","Alignments":["S100186E","S1143537","S21199515"]},{"Id":"cub_flow_activity1","Url":"https://teachengineering.org/activities/view/cub_flow_activity1","Title":"Floating and Falling Flows","Summary":"Students discover fluid dynamics related to buoyancy through experimentation and optional photography. Using one set of fluids, they make light fluids rise through denser fluids. Using another set, they make dense fluids sink through a lighter fluid. In both cases, they see and record beautiful fluid motion. Activities are also suitable as class demonstrations. The natural beauty of fluid flow opens the door to seeing the beauty of physics in general.","Type":"activity","Alignments":["S11424E2","S11424D2","S21199515"]},{"Id":"duk_amradio_tech_act","Url":"https://teachengineering.org/activities/view/duk_amradio_tech_act","Title":"Creating Working Radios from Kits: AM I on the Radio?","Summary":"Student groups create working radios by soldering circuit components supplied from AM radio kits. By carrying out this activity in conjunction with its associated lesson concerning circuits and how AM radios work, students are able to identify each circuit component they are soldering, as well as how their placement causes the radio to work. Besides reinforcing lesson concepts, students also learn how to solder, which is an activity that many engineers perform regularly—giving students a chance to be able to engage in a real-life engineering activity.","Type":"activity","Alignments":["S2363565","S1141750","S2471528","S2471190","S21199598"]},{"Id":"csm_lesson8_activity1_tg","Url":"https://teachengineering.org/activities/view/csm_lesson8_activity1_tg","Title":"Building \u0026 Testing Model Underground Safety Caverns","Summary":"Concluding the Asteroid Impact challenge, students build model caverns and bury them in a tray of sand. They test the models by dropping a heavy ball onto them to simulate an asteroid hitting the Earth. By molding papier-mâché or clay around balloons (to form domes), or around small cardboard boxes (to form rectangular structures), students create unique models of their cavern designs. Examining how their structures survived the asteroid impact, students make improvements and impact test again, experiencing design iteration. Teams each make two mini class presentations to show the sustained damage, explain their intended improvements, and report on the success of their updated designs. ","Type":"activity","Alignments":["S11425B5","S11425A2","S11425A1","S2454536","S2454521","S21199580"]},{"Id":"van_nanoparticles_lesson02_activity2","Url":"https://teachengineering.org/activities/view/van_nanoparticles_lesson02_activity2","Title":"How Effective Is Your Sunscreen?","Summary":"Student teams design and conduct quality-control experiments to test the reliability of several ultraviolet protection factors. Students use UV-detecting beads in their experimental designs to test the effectiveness of various types of sunscreens and sunblock. For example, they might examine zinc oxide nanoparticles versus traditional organic sun protection factors. UV intensity is quantitatively measured by UVA and UVB Vernier sensors, and students record and graph their results. By designing and conducting this experiment, students compare various substances, while learning about quality control.","Type":"activity","Alignments":["S1132AEA","S1132AEB","S1132AEC","S11327D8","S11327D9","S11327CB","S11417FC","S2454607","S2526454","S2526456","S2525796","S2366907","S11435A4","S114356A","S21199589"]},{"Id":"duk_drops_mary_act","Url":"https://teachengineering.org/activities/view/duk_drops_mary_act","Title":"Wet Pennies","Summary":"Students conduct a simple test to determine how many drops of each of three liquids—water, rubbing alcohol, vegetable oil—can be placed on a penny before spilling over. Because of their different surface tensions, more water can be piled on top of a penny than either of the other two liquids. However, the main point of the activity is for students to come up with an explanation for their observations about the different amounts of liquids a penny can hold. To do this, they create hypotheses that explain their observations, and because middle school students are not likely to have prior knowledge of the property of surface tension, their hypotheses are not likely to include this idea. Then they are asked to come up with ways to test their hypotheses, although they do not need to actually conduct these tests as part of this activity.  ","Type":"activity","Alignments":["S2363550","S2363446","S2363657","S2420416","S11434E9","S114367B","S2454454","S2420156","S2420071","S1143569","S21199605"]},{"Id":"cub_art_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_art_lesson01_activity1","Title":"Mobile Forces","Summary":"The application of engineering principles is explored in the creation of mobiles. As students create their own mobiles, they take into consideration the forces of gravity and convection air currents. They learn how an understanding of balancing forces is important in both art and engineering design.","Type":"activity","Alignments":["S11424D2","S2553809","S11434D2","S11434D3","S2454487","S2454479","S2553808","S21199474","S21199515"]},{"Id":"cub_navigation_lesson01_activity3","Url":"https://teachengineering.org/activities/view/cub_navigation_lesson01_activity3","Title":"Find Your Own Direction  ","Summary":"Students create their own simple compasses using thread, needle and water in a bowl — and learn how it works.","Type":"activity","Alignments":["S11425BD","S2557980","S2454482","S21199515"]},{"Id":"cub_mars_lesson06_activity1","Url":"https://teachengineering.org/activities/view/cub_mars_lesson06_activity1","Title":"Are We Alone?","Summary":"The year is 2032 and your class has successfully achieved a manned mission to Mars! After several explorations of the Red Planet, one question is still being debated: \"Is there life on Mars?\" The class is challenged with the task of establishing criteria to help look for signs of life. Student explorers conduct a scientific experiment in which they evaluate three \"Martian\" soil samples and determine if any contain life. ","Type":"activity","Alignments":["S11425BD","S114351F","S2454454","S2454426","S21199515"]},{"Id":"cub_navigation_lesson06_activity1","Url":"https://teachengineering.org/activities/view/cub_navigation_lesson06_activity1","Title":"Classroom Triangles","Summary":"Students use bearing measurements to triangulate and determine objects\u0027 locations. Working in teams of two or three, they must put on their investigative hats as they take bearing measurements to specified landmarks in their classroom (or other rooms in the school) from a \"mystery location.\" With the extension activity, students are challenged with creating their own maps of the classroom or other school location and comparing them with their classmates\u0027 efforts.","Type":"activity","Alignments":["S11425BD","S2558092","S2558083","S1143518","S1143519","S21199515"]},{"Id":"nyu_puttingrobots_activity1","Url":"https://teachengineering.org/activities/view/nyu_puttingrobots_activity1","Title":"Putting Robots to Work with Force \u0026 Friction","Summary":"Students learn about the concept of pushing, as well as the relationship between force and mass. Students practice measurement skills using pan scales and rulers to make predictions about mass and distance. A LEGO® MINDSTORMS® robot is used to test their hypotheses. By the end of the activity, students have a better understanding of robotics, mass and friction and the concept of predicting. ","Type":"activity","Alignments":["S2488799","S2488719","S114174A","S1141757","S1143502","S2454420","S2454421","S2488701","S2390251","S2783775","S2783776","S21199571"]},{"Id":"cub_navigation_lesson10_activity1","Url":"https://teachengineering.org/activities/view/cub_navigation_lesson10_activity1","Title":"A Roundabout Way to Mars","Summary":"Students explore orbit transfers and, specifically, Hohmann transfers. They investigate the orbits of Earth and Mars by using cardboard and string. Students learn about the planets\u0027 orbits around the sun, and about a transfer orbit from one planet to the other. After the activity, students will know exactly what is meant by a delta-v maneuver!","Type":"activity","Alignments":["S11425BD","S11425C1","S2553794","S2553808","S2454517","S11434D2","S1143518","S2558090","S1143513","S21199515"]},{"Id":"cub_air_lesson07_activity1","Url":"https://teachengineering.org/activities/view/cub_air_lesson07_activity1","Title":"Greenhouse Effect Models: Hot Stuff!","Summary":"Students observe teacher-led demonstrations, and build and evaluate simple models to understand the greenhouse effect and the role of increased greenhouse gas concentration in global warming.","Type":"activity","Alignments":["S114254E","S2558343","S2454528","S1143502","S11416BB","S2558124","S2366910","S21199513"]},{"Id":"cub_navigation_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_navigation_lesson03_activity1","Title":"Stay in Shape","Summary":"Students learn that math is important in navigation and engineering. They learn about triangles and how they can help determine distances. Ancient land and sea navigators started with the most basic of navigation equations (speed x time = distance). Today, navigational satellites use equations that take into account the relative effects of space and time. However, even these high-tech wonders cannot be built without pure and simple math concepts — basic geometry and trigonometry — that have been used for thousands of years.","Type":"activity","Alignments":["S11425BD","S2553794","S2558085","S1143545","S11435D2","S21199515"]},{"Id":"cub_mag_lesson2_activity2","Url":"https://teachengineering.org/activities/view/cub_mag_lesson2_activity2","Title":"Get Your Motor Running","Summary":"Students investigate motors and electromagnets as they construct their own simple electric motors using batteries, magnets, paperclips and wire.","Type":"activity","Alignments":["S11417D6","S11424F3","S11424F5","S2558343","S2454423","S2454438","S21199490"]},{"Id":"cub_air_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_air_lesson01_activity1","Title":"Air Composition Pie Charts: A Recipe for Air","Summary":"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\u0026M® candies to create pie graphs that show their understanding of the composition of air. They discuss why knowing this information is important to engineers and how engineers use this information to improve technology to better care for our planet.","Type":"activity","Alignments":["S11424E8","S11424E9","S2553804","S2454461","S1143681","S11434CE","S21199515"]},{"Id":"nyu_concentration_activity1","Url":"https://teachengineering.org/activities/view/nyu_concentration_activity1","Title":"Determining Concentration","Summary":"Students quantify the percent of light reflected from solutions containing varying concentrations of red dye using LEGO© MINDSTORMS© EV3 bricks and color sensors. They begin by analyzing a set of standard solutions with known concentrations of food coloring, and plot data to graphically determine the relationship between percent reflected light and dye concentration. Then they identify dye concentrations for two unknown solution samples based on how much light they reflect. Students gain an understanding of light scattering applications and how to determine properties of unknown samples based on a set of standard samples. ","Type":"activity","Alignments":["S2488896","S11416D0","S11434EB","S1143681","S11434D3","S2454490","S2488648","S2488897","S2488882","S11434D2","S2783858","S1143502","S2488799"]},{"Id":"nyu_bacteria_activity1","Url":"https://teachengineering.org/activities/view/nyu_bacteria_activity1","Title":"Bacteria Are Everywhere!","Summary":"Students are introduced to the concept of engineering biological organisms and studying their growth to be able to identify periods of fast and slow growth. They learn that bacteria are found everywhere, including on the surfaces of our hands. Student groups study three different conditions under which bacteria are found and compare the growth of the individual bacteria from each source. In addition to monitoring the quantity of bacteria from differ conditions, they record the growth of bacteria over time, which is an excellent tool to study binary fission and the reproduction of unicellular organisms. ","Type":"activity","Alignments":["S11417EA","S1143502","S1143549","S2783861","S2783862","S2783868","S2454498","S2454492"]},{"Id":"van2-2268-visualizing-body-motion-vectors-augmented-reality-kinematics","Url":"https://teachengineering.org/activities/view/van2-2268-visualizing-body-motion-vectors-augmented-reality-kinematics","Title":"Body Motion Vector Visualization","Summary":"Students learn how engineers gather data and model motion using vectors. They learn about using motion-tracking tools to observe, record, and analyze vectors associated with the motion of their own bodies. They do this qualitatively and quantitatively by analyzing several examples of their own body motion. As a final presentation, student teams act as engineering consultants and propose the use of (free) ARK Mirror technology to help sports teams evaluate body mechanics.  A pre/post quiz is provided.","Type":"activity","Alignments":["S113282F","S1132CCA","S1132CC2","S1132833","S1141702","S1141703","S1141704","S11416BC","S11416C2","S2471740","S1143620","S1143569","S114356A"]},{"Id":"uot-2407-bacterial-adaptations-application-genetic-engineering","Url":"https://teachengineering.org/activities/view/uot-2407-bacterial-adaptations-application-genetic-engineering","Title":"Bacterial Adaptations and Their Application in Genetic Engineering ","Summary":"Students explore adaptations by researching how animals, plants, and bacteria change based on their environment. They grow bacterial colonies in various environments and hypothesize how each environment will affect the cell culture size and color. After a day of pre-growth, the culture is spun down in a centrifuge and the cell pellet is analyzed. Finally, students research bacteria adaptations that allow them to survive in extreme environments then brainstorm how the beneficial genes can be useful for genetic engineering of GMOs in the future.","Type":"activity","Alignments":["S113F13F","S113F172","S113F17C","S11417FB","S1141702","S1141704","S2454505"]},{"Id":"uof-2499-clean-green-washing-machine-challenge-activity","Url":"https://teachengineering.org/activities/view/uof-2499-clean-green-washing-machine-challenge-activity","Title":"Clean, Green Washing Machine Challenge ","Summary":"In this activity, students learn about the engineering design process and use it to solve a design problem involving detergent and dirty clothes. The problem presented is a spot on a favorite shirt while on a camping trip. Students move through the engineering design process, as they design, build, and test a prototype of a portable washing machine.","Type":"activity","Alignments":["S11416BC","S11416BE","S11416BF","S11416C0","S11416C1","S2454468","S2454469","S2454470"]},{"Id":"cub_soundandlight_lesson6_activity1","Url":"https://teachengineering.org/activities/view/cub_soundandlight_lesson6_activity1","Title":"Light Scavengers","Summary":"Students examine various materials to investigate how they interact with light. They use five characteristics—translucency, transparency, opaqueness, reflectivity and refractivity—to describe how light interacts with the objects. ","Type":"activity","Alignments":["S11424F3","S2454445","S2471003","S21199490"]},{"Id":"bos-2612-measuring-small-things-activity","Url":"https://teachengineering.org/activities/view/bos-2612-measuring-small-things-activity","Title":"Thinking Small – Measuring Small Things","Summary":"Explore unseen phenomena in the microscopic world through measurements and observations. In this activity, students are introduced to the concepts of size and scale and make sense of sizes at the nanoscale through a card sort activity, in which specific objects must be ordered by size. Students then explore the concepts of measuring small volumes and masses by using graduated cylinders and micropipettes. Finally, they think about how scientists and engineers might use a compound microscope to observe microscopic objects. ","Type":"activity","Alignments":["S2471827","S1143612","S2366907","S2366911","S1143598","S2803683","S2803211","S2803215","S2803964","S2471698"]},{"Id":"cub_human_lesson07_activity1","Url":"https://teachengineering.org/activities/view/cub_human_lesson07_activity1","Title":"Endocrine Excitement!","Summary":"In this activity, students are divided into a group of hormones and a group of receptors. The hormones have to find their matching receptors, and the pair, once matched, perform a given action. This activity helps students learn about the specificity of hormone-receptor interactions within the endocrine system. ","Type":"activity","Alignments":["S11417F6","S1142559","S114255B","S2470976","S21199487"]},{"Id":"cub_soundandlight_lesson2_activity1","Url":"https://teachengineering.org/activities/view/cub_soundandlight_lesson2_activity1","Title":"Simon Says Big Amplitude, Small Wavelength!","Summary":"In this activity, students play the game Simon Says to make the amplitudes and wavelengths defined by the teacher. First they play alone, and then they play with a partner using a piece of rope.","Type":"activity","Alignments":["S11424F3","S2470959","S21199512"]},{"Id":"csm_amazon_lesson5_activity1_tg","Url":"https://teachengineering.org/activities/view/csm_amazon_lesson5_activity1_tg","Title":"Is It Safe to Drink?","Summary":"As part of the ongoing \"Lost in the Amazon\" unit scenario, students conduct an investigation to purify water. They engineer a method for cleaning water, discover the most effective way to filter water and practice conducting a scientific experiment. Through this activity and its associated lesson, student teams follow the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e related to water treatment, as done by practicing engineers, including constructing and testing their designs. ","Type":"activity","Alignments":["S11425AD","S11425AC","S11425AB","S114174A","S11434AD","S21199571"]},{"Id":"cub_rockets_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_rockets_lesson03_activity1","Title":"Strawkets and Thrust","Summary":"Students investigate the effect that thrust has on rocket flight. Students make two paper rockets that they can launch themselves by blowing through a drinking straw. These \"strawkets\" differ in diameter, enabling students to see how rockets with smaller exit nozzles provide more thrust. Students compare the distances traveled by their two strawkets after predicting where they will land. Since each student has a slightly different rocket and launching technique, they also observe which factors contribute to a strawket\u0027s thrust and performance.","Type":"activity","Alignments":["S114174A","S1141765","S2557991","S2557992","S1143488","S2454470","S2557987","S2390252"]},{"Id":"cub_viking_ship_lesson01","Url":"https://teachengineering.org/activities/view/cub_viking_ship_lesson01","Title":"Viking Ship Design Challenge","Summary":"In this design challenge, students learn about the Vikings from an engineering point-of-view. While investigating the history and anatomy of Viking ships, they learn how engineering solutions are shaped by the surrounding environment and availability of resources. Students apply this knowledge to design, build and test their own model Viking ships.","Type":"activity","Alignments":["S1141769","S2557977","S1143549","S11434EA","S2373212","S2373213","S11434E9","S2454533","S2454534","S2454536","S21199579"]},{"Id":"cub_energy2_lesson05_activity1","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson05_activity1","Title":"Seeing and Feeling Sound Vibrations","Summary":"Students examine the existence of sound by listening to and seeing sound waves while conducting a set of simple activities as a class or in pairs at stations. Students describe sound in terms of its pitch, volume and frequency. They use this knowledge to discuss how engineers study sound waves to help people who cannot hear or talk.","Type":"activity","Alignments":["S11424F3","S2454443","S2454438","S1142476","S21199512"]},{"Id":"duk_heaveho_music_act","Url":"https://teachengineering.org/activities/view/duk_heaveho_music_act","Title":"The Benefits of Inclined Planes: Heave Ho!","Summary":"Students discover the scientific basis for the use of inclined planes. Using a spring scale, a bag of rocks and an inclined plane, student groups explore how dragging objects up a slope is easier than lifting them straight up into the air. Students are also introduced to the scientific method and basic principles of experimentation. To conclude, students imagine and design their own uses for inclined planes.","Type":"activity","Alignments":["S2366331","S1141753","S1143424","S1143425","S2454417","S2454418","S2897231","S2897230","S114342D","S21199464","S21199483","S21199542","S21199594"]},{"Id":"cub_environ_lesson01_activity2","Url":"https://teachengineering.org/activities/view/cub_environ_lesson01_activity2","Title":"Moebius Strips","Summary":"Students make Moebius strips and use them to demonstrate the interconnectedness of an environment. They explore four natural cycles — water, oxygen/carbon dioxide, carbon, nitrogen — that exist within the environment.","Type":"activity","Alignments":["S1142568","S2454459","S21199512"]},{"Id":"cub_electricity_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_electricity_lesson02_activity1","Title":"Charge It! All About Electrical Attraction and Repulsion","Summary":"Students engage in the science and engineering practice of asking questions as they use balloons to perform simple experiments to make sense of the phenomena of static electricity and charge polarization. As they attract and repel objects with their charged balloons, students explore the disciplinary core idea of electronic and magnetic forces and the crosscutting concept of cause and effect. ","Type":"activity","Alignments":["S1141757","S11424F4","S2553928","S2556108","S1143481","S2454422","S2366906","S114346D","S2553914"]},{"Id":"umo_challenges_lesson02_activity2","Url":"https://teachengineering.org/activities/view/umo_challenges_lesson02_activity2","Title":"Sumobot Challenge","Summary":"Students apply their knowledge of constructing and programming LEGO® MINDSTORMS® robots to create sumobots—strong robots capable of pushing other robots out of a ring. To meet the challenge, groups follow the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e and consider robot structure, weight and gear ratios in their designs to make their robots push as hard as possible to force robot opponents out of the ring. A class competition serves as the final test to determine the best designed robot, illustrating the interrelationships between designing, building and programming. This activity gives students the opportunity to be creative as well as have fun applying and combining what they have learned through the previous activities and lessons in this and prior units in the series. A PowerPoint® presentation, pre/post quizzes and a worksheet are provided.","Type":"activity","Alignments":["S1141702","S1141704","S11416BE","S11416C1","S2454468","S2454469","S2454470","S2454533","S2454534","S2454536","S2596328","S2596334","S11416BF","S2477566","S2477565","S11434CE","S11434C1"]},{"Id":"usf_maxwell_lesson01_activity1","Url":"https://teachengineering.org/activities/view/usf_maxwell_lesson01_activity1","Title":"Electricity \u0026 Magnetism: Whose Field Line Is It, Anyway?","Summary":"Student teams each use a bar magnet, sheet of paper and iron shavings to reveal the field lines as they travel around a magnet. They repeat the activity with an electromagnet made by wrapping thin wire around a nail and connecting either wire end to a battery. They see that the current flowing through a wire produces a magnetic field around the wire and that this magnetic field induced by electricity is no different than that produced by a bar magnet. The experience helps to solidify the idea that electricity and magnetism are deeply interrelated. ","Type":"activity","Alignments":["S1141704","S2454482"]},{"Id":"cub_lifescience_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_lifescience_lesson02_activity1","Title":"News Flash!","Summary":"This activity illustrates the interrelationship between science and engineering in the context of extinction prevention. There are two parts to the activity. The first part challenges students to think like scientists as they generate reports on endangered species and give presentations worthy of a news channel or radio broadcast. The second part puts students in the shoes of engineers, designing ways to help the endangered species.","Type":"activity","Alignments":["S114174C","S114254E","S2557984","S2454502","S1143502","S2390253","S2558339"]},{"Id":"cmu-2561-turtle-bridge-engineering-design","Url":"https://teachengineering.org/activities/view/cmu-2561-turtle-bridge-engineering-design","Title":"Create a Safe Pathway for Turtles","Summary":"The students must solve a real-world phenomenon with constraints. Students follow steps of the engineering design process to design and construct a bridge or some form of crossover to provide a pathway for a turtle to safely cross the road. Students pick a specific turtle species native to their state or region. They research their chosen species to identify its niche and habitat, with a special emphasis on the difference between the turtle’s “normal” location and behaviors and its “nesting grounds”. Often, it is the movement between these two locations that can be lethal to the turtles. The goal of the students is to try and lessen the impact of the highway on turtle populations. Civil engineers and environmental engineers must keep ecosystems stable, while allowing infrastructure to be built and all within a reasonable budget.          ","Type":"activity","Alignments":["S2454469","S2454468","S2454463","S11416BE","S11416BF","S11416BB","S2728510","S2728511","S2728504"]},{"Id":"cub_energy2_lesson05_activity3","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson05_activity3","Title":"Pitch and Frequency","Summary":"To further their understanding of sound energy, students identify the different pitches and frequencies created by a vibrating ruler and a straw kazoo. They create high- and low-pitch sound waves. ","Type":"activity","Alignments":["S11424F3","S2558339","S2454438","S11417D6","S2558124","S11434BE","S1143502","S2390252","S2557984","S2557987","S21199512"]},{"Id":"uof-2629-snack-holder-recycled-materials-design-activity","Url":"https://teachengineering.org/activities/view/uof-2629-snack-holder-recycled-materials-design-activity","Title":"Snack Attack! Designing a Snack Holder out of Recycled Materials","Summary":"Reduce, reuse, recycle—engineer! In this activity that focuses on environmental awareness, students research and read books about various items and buildings made from recycled or reused materials. They then plan, design, and construct a storage space for an individual snack using the engineering design process. They consider key elements such as temperature control, budget, materials, and size. ","Type":"activity","Alignments":["S2454416","S2454417","S1143460","S11416BE","S11416BF","S11416C0","S2570575"]},{"Id":"cub_biomed_lesson10_activity1","Url":"https://teachengineering.org/activities/view/cub_biomed_lesson10_activity1","Title":"Repairing Broken Bones","Summary":"Students learn about how biomedical engineers aid doctors in repairing severely broken bones. They learn about using pins, plates, rods and screws to repair fractures. They do this by using the engineering design process to design, create and test their own prototype devices to repair broken turkey bones.","Type":"activity","Alignments":["S11417FC","S1141771","S1142520","S2553744","S2454607"]},{"Id":"cub_navigation_lesson08_activity1","Url":"https://teachengineering.org/activities/view/cub_navigation_lesson08_activity1","Title":"State Your Position","Summary":"To navigate, you must know roughly where you stand relative to your designation, so you can head in the right direction. In locations where landmarks are not available to help navigate (in deserts, on seas), objects in the sky are the only reference points. While celestial objects move fairly predictably, and rough longitude is not too difficult to find, it is not a simple matter to determine latitude and precise positions. In this activity, students investigate the uses and advantages of modern GPS for navigation.","Type":"activity","Alignments":["S11417CA","S11425BD","S2556062","S2558070","S11435C9","S1143612"]},{"Id":"nyu_howcold_activity1","Url":"https://teachengineering.org/activities/view/nyu_howcold_activity1","Title":"How Cold Can You Go?","Summary":"Students explore materials engineering by modifying the material properties of water. Specifically, they use salt to lower the freezing point of water and test it by making ice cream. Using either a simple thermometer or a mechatronic temperature sensor, students learn about the lower temperature limit at which liquid water can exist—such that even if placed in contact with a material much colder than 0 degrees Celsius, liquid water does not get colder than 0 °C. This provides students with an example of how materials can be modified (engineered) to change their equilibrium properties. They observe that when mixed with salt, liquid water\u0027s lower temperature limit can be dropped. Using salt-ice mixtures to cool the ice cream mixes to temperatures lower than 0 °C works better than ice alone.","Type":"activity","Alignments":["S1141753","S2603205","S1141FCC","S114219D","S2454454","S1143502","S114349C","S2454470","S2603226","S2783819","S2783797"]},{"Id":"cub_airplanes_lesson10_activity1","Url":"https://teachengineering.org/activities/view/cub_airplanes_lesson10_activity1","Title":"Design a Flying Machine","Summary":"Students dream up and draw their own designs for futuristic and fanciful flying machines. They learn that doodling, sketching and brainstorming are related to the invention process, and about the early inventions that contributed to the history of flight and the state of modern aircraft. For brainstorming practice, they generate ideas for creative alternate uses for every day objects. Then, guided by a worksheet, they use their imaginations and apply their knowledge of aircraft design and the forces acting on them (gained from the previous lessons in the Airplanes unit) to design and create their own innovative flying machine models made from classroom construction and recycled materials.","Type":"activity","Alignments":["S114174C","S1141769","S11424E4","S2558089","S2454469","S2454534","S11416BE","S11416BF"]},{"Id":"vpi-2603-exploring-flow-rate-activity","Url":"https://teachengineering.org/activities/view/vpi-2603-exploring-flow-rate-activity","Title":"Exploring a Stream’s Flow Rate","Summary":"The flow rate of a stream is the amount of water that passes a given point at any given time. The flow rate is a phenomenon that changes due to factors including, but not limited to, heavy rainfall, drought, or the collapse of watershed infrastructure, such as a dam. Therefore, the flow rate is a value that is measured on a continual basis. This monitoring is important for predicting flood conditions, monitoring water quality, managing and allocating water, and for recreational and safety purposes.  In this activity, students explore their local stream by using a simple method to measure and calculate the flow rate of that stream.  They compare their flow rate calculations measured to the peak flow rate and low flow rates found on the USGS StreamStats site for that location. Students then analyze their methods for measuring flow rate, discuss events that cause flow rates to change, and look at implications of increasing flow rates due to more frequent flood events.","Type":"activity","Alignments":["S1142061","S1141F74","S114171C","S2471696","S2471862"]},{"Id":"nyu_projectile_activity1","Url":"https://teachengineering.org/activities/view/nyu_projectile_activity1","Title":"Projectile Motion","Summary":"Students are introduced to the concept of projectile motion, of which they are often familiar from life experiences, such as playing sports like basketball and baseball, even though they may not understand the physics involved. Students use tabletop-sized robots to build projectile throwers and measure motion using sensors. They compute distances and velocities using simple kinematic equations and confirm their results through measurements by hand. To apply the concept, students calculate the necessary speed of an object to reach a certain distance in a hypothetical scenario: A group of hikers stranded at the bottom of a cliff need food, but rescuers cannot deliver it themselves, so they must devise a way to get the food to the hikers. A student worksheet is provided.","Type":"activity","Alignments":["S2783935","S2454551","S1141704","S1141702","S11416C2","S1143598","S114363B","S1143638","S2489015","S2489089","S2489083"]},{"Id":"usf_surfactants_act1","Url":"https://teachengineering.org/activities/view/usf_surfactants_act1","Title":"Tension Racers!","Summary":"Students see how different levels of surface tension affect water\u0027s ability to move. Teams \"race\" water droplets down tracks made of different materials, making measurements, collecting data, making calculations, graphing results and comparing to their predictions and the properties of each surface, determining which surface exhibits the highest (or lowest) level of surface tension with water. They apply their results to make engineering recommendations for real-world applications.","Type":"activity","Alignments":["S11434D2","S1143502","S11434E9","S2471081","S2471049","S2571272","S2571258","S2571306","S1141742"]},{"Id":"usf_surfactants_act3","Url":"https://teachengineering.org/activities/view/usf_surfactants_act3","Title":"Down with the Clip! ","Summary":"Students see how surface tension can enable light objects (paper clips, peppercorns) to float on an island of oil in water, and subsequently sink when the surface tension of the oil/water interface is reduced by the addition of a surfactant; such as ordinary dish soap.","Type":"activity","Alignments":["S1141704","S2454471","S11308D7","S2449030","S2449259"]},{"Id":"cub_creative_activity3","Url":"https://teachengineering.org/activities/view/cub_creative_activity3","Title":"Design Step 3: Brainstorm Possible Solutions","Summary":"Brainstorming is a team creativity activity that helps generate a large number of potential solutions to a problem. In this activity, students participate in a group brainstorming activity to imagine possible solutions to their engineering design challenge. Students learn brainstorming guidelines and practice within their teams to create a poster of ideas. The posters are used in a large group critiquing activity that ultimately helps student teams create a design project outline. (Note: Conduct this activity in the context of a design project that students are working on; this activity is Step 3 in a series of seven steps that guide students through the engineering design loop.)","Type":"activity","Alignments":["S114174F","S2454607","S11416BE","S11416BF","S21199589","S21199585"]},{"Id":"cub_space8_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_space8_lesson03_activity1","Title":"Earth Impact","Summary":"This activity poses the question: What would happen if a meteor or comet impacted Earth? Students simulate an impact in a container of sand using various-sized rocks, all while measuring, recording and graphing results and conclusions. Then students brainstorm ways to prevent an object from hitting the Earth.","Type":"activity","Alignments":["S11425BC","S11425BD","S2556155","S2556116","S11434EA","S2373212","S2373213","S2373214","S1143549","S11435A4","S11434D3","S21199472"]},{"Id":"cub_weather_lesson06_activity1","Url":"https://teachengineering.org/activities/view/cub_weather_lesson06_activity1","Title":"Trash to Treasure!","Summary":"Student teams use the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e to create a useful product of their choice out of recyclable items and \"trash.\" The class is given a \"landfill\" of reusable items, such as aluminum cans, cardboard, paper, juice boxes, chip bags, egg cartons, milk cartons, etc., and each group is allowed a limited amount of bonding materials, such as duct tape, hot glue and string. This activity addresses the importance of reuse and encourages students to look at ways they can reuse items they would otherwise throw away.","Type":"activity","Alignments":["S1141717","S11434D3","S1143680","S11434EA","S2454533","S11416BE","S11416BF","S11424A5","S2557978","S2553809","S2553801","S21199531"]},{"Id":"cub_environ_lesson04_activity2","Url":"https://teachengineering.org/activities/view/cub_environ_lesson04_activity2","Title":"This Landfill Is a Gas!","Summary":"Student groups work as engineers to build and observe model landfills they make using two-liter plastic bottles. They come to understand the process and pitfalls of landfills as a waste disposal method. ","Type":"activity","Alignments":["S1142568","S21199528"]},{"Id":"uoh_sep_mixtures_activity2","Url":"https://teachengineering.org/activities/view/uoh_sep_mixtures_activity2","Title":"Eat Iron?!","Summary":"To gain an understanding of mixtures and the concept of separation of mixtures, students use strong magnets to find the element of iron in iron-fortified breakfast cereal flakes. Through this activity, they see how the iron component of this heterogeneous mixture (cereal) retains its properties and can thus be separated by physical means.","Type":"activity","Alignments":["S113F01E","S21199610"]},{"Id":"nds-2336-ping-pong-paddle-engineering-design-process-challenge","Url":"https://teachengineering.org/activities/view/nds-2336-ping-pong-paddle-engineering-design-process-challenge","Title":"Design and Test a Ping-Pong Paddle","Summary":"Emphasizing the design, build, and test steps of the engineering design process, groups create a ping-pong paddle. After building their paddle, students conduct tests and compare their design to a store-bought paddle and use a Venn diagram to organize their information. Based on their results, students write product reviews for their paddle. This project allows students to build and test a design, iterate upon that design as well as explore how data analysis of a product works.  ","Type":"activity","Alignments":["S11416BE","S11416BF","S11416C0","S2454533","S2454534","S2454536","S11416C1","S103D033","S103D0EC","S21199579"]},{"Id":"cub_airplanes_lesson09_activity1","Url":"https://teachengineering.org/activities/view/cub_airplanes_lesson09_activity1","Title":"Balsa Glider Competition","Summary":"Students act as if they are engineers designing gliders, aiming to improve the flight distance and time in the air. First, they determine the controls—the average distance traveled and time aloft for their basic model balsa wood gliders. Then they modify the wings, testing and reworking their altered designs to achieve improvements in distance and time. Using a design procedure whereby one variable is changed and all the others are kept constant, they determine how each modification affects the flight. They make measurements and analyze the class data. This activity brings together students\u0027 knowledge of engineering and airplanes, applying what they have previously learned about lift, weight, thrust and drag to glider models, as well as their understanding of the control surfaces—elevator, rudder and aileron—that control pitch, yaw, and roll, respectively.","Type":"activity","Alignments":["S2553809","S11434D2","S11434EA","S2373212","S2373213","S2373214","S2373215","S2454534","S2553808","S2557979","S2557980","S11424D3","S2454536","S21199578","S21199579"]},{"Id":"uconn-2523-lean-manufacturing-process-activity","Url":"https://teachengineering.org/activities/view/uconn-2523-lean-manufacturing-process-activity","Title":"Get the Skinny on LEAN Manufacturing!","Summary":"Learn the basics of LEAN manufacturing! In this activity, students participate in a simple manufacturing process to identify and eliminate waste via collaboration and analyzing data to optimize the process. Students learn how to do small scale, rapid testing of change ideas and measurement to improve a process. The purpose of this activity is relatively simple: assemble a sticker face (in the style of Potato Head) as quickly as possible with all the right pieces in place and in the right position.","Type":"activity","Alignments":["S1143569","S2471696","S1141782","S2471726","S21199479","S21199607"]},{"Id":"cub_earth_lesson1_activity1","Url":"https://teachengineering.org/activities/view/cub_earth_lesson1_activity1","Title":"Engineering for the Three Little Pigs","Summary":"The purpose of this activity is to demonstrate the importance of rocks, soils and minerals in engineering and how using the right material for the right job is important. The students build three different sand castles and test them for strength and resistance to weathering. Then, they discuss how the buildings are different and what engineers need to think about when using rocks, soils and minerals for construction.","Type":"activity","Alignments":["S1141765","S2454469","S2553937","S2553928","S114346F","S114346D","S21199572"]},{"Id":"wpi_empathy_activity2","Url":"https://teachengineering.org/activities/view/wpi_empathy_activity2","Title":"Off-Road Wheelchair Challenge","Summary":"Students further their understanding of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e (EDP) while being introduced to assistive technology devices and biomedical engineering. They are given a fictional client statement and are tasked to follow the steps of the EDP to design and build small-scale, off-road wheelchair prototypes. As part of the EDP, students identify appropriate materials and demonstrate two methods of representing solutions to their design problem (scale drawings and simple scale models). They test the scale model off-road wheelchairs using spring scales to pull the prototypes across three different simulated off-road surfaces.","Type":"activity","Alignments":["S103E219","S103E21A","S103E22F","S114174B","S11434EA","S2373212","S2454534","S2454536","S11416BE","S11416BF","S11416C1","S1143549","S2803661","S2803640","S2803639","S2454533","S21199572"]},{"Id":"cla-energy-projects","Url":"https://teachengineering.org/activities/view/cla-energy-projects","Title":"Energy Projects","Summary":"Students use what they learned about energy systems to create a project related to identifying and carrying out a personal change to reduce energy consumption. Ideally, the preliminary homework assignments should be interspersed throughout the unit so that the students stay focused on their ultimate culminating projects.","Type":"activity","Alignments":["S114174B","S114174C","S2454532","S2783905","S21199572"]},{"Id":"cub_natdis_lesson03_activity2","Url":"https://teachengineering.org/activities/view/cub_natdis_lesson03_activity2","Title":"Seismology in the Classroom","Summary":"Students learn about seismology by using a sample seismograph constructed out of common classroom materials. The seismograph creates a seismogram based on vibrations caused by moving a ruler. The students work in groups to represent an engineering firm that must analyze the seismograph for how it works and how to read the seismogram it creates. ","Type":"activity","Alignments":["S11425A1","S11425A2","S2454490","S2454530","S21199470"]},{"Id":"mis_neuron_lesson01_activity1","Url":"https://teachengineering.org/activities/view/mis_neuron_lesson01_activity1","Title":"Building the Neuron","Summary":"What does the brain look like? As engineers, how can we look at neural networks without invasive surgery? In this activity, students design and build neuron models based on observations made while viewing neurons through a microscope. The models are used to explain how each structure of the neuron contributes to the overall function. Students share their models with younger students and explain what a neuron is, its function, and how engineers use their understanding of the neuron to make devices to activate neurons.","Type":"activity","Alignments":["S11301BE","S2454493","S1141740","S11416BF","S21199572"]},{"Id":"uno_appinventor_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uno_appinventor_lesson01_activity1","Title":"Flow Charting App Inventor Tutorials","Summary":"Students design and create flow charts for the MIT App Inventor tutorials in this computer science activity about program analysis. In program analysis, which is based on determining the behavior of computer programs, flow charts are an important tool for tracing control flow. Control flow is a graphical representation of the logic present in a program and how the program works. Students work through tutorials, design and create flow charts about how the tutorials function, and present their findings to the class. In their final assessment, they create an additional flow chart for an advanced App Inventor tutorial. This activity prepares students with the knowledge and skills to use App Inventor in the future to design and create Android applications.","Type":"activity","Alignments":["S1015327","S2378139","S2378143","S2378048","S1141740","S21199572","S21199579"]},{"Id":"csm_asteroid_lesson4_activity1_tg","Url":"https://teachengineering.org/activities/view/csm_asteroid_lesson4_activity1_tg","Title":"Identifying Possible Underground Cavern Locations","Summary":"Continuing the Asteroid Impact challenge, students use their knowledge of scales and areas to determine the best locations in Alabraska for the underground caverns. They cut out rectangular paper pieces to represent caverns to scale with the maps. They place the paper cutouts on the maps to determine feasible locations. This is activity 4 of the Asteroid Impact curricular unit and builds on the previous activities in the the unit.","Type":"activity","Alignments":["S11425B5","S11425A2","S11425A1","S1141769","S11434D3","S114351D","S1143547","S2454533","S1141740","S2454521","S2553809","S2558087","S2558098","S21199572"]},{"Id":"uno_bug_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uno_bug_lesson01_activity1","Title":"Simulating the Bug","Summary":"Students modify a provided App Inventor code to design their own diseases. This serves as the evolution step in the software/systems design process. The activity is essentially a mini design cycle in which students are challenged to design a solution to the modification, implement and test it using different population patterns The result of this process is an evolution of the original app.","Type":"activity","Alignments":["S2378124","S1001AA9","S1015516","S10103FC","S1141782","S2454609","S2679970","S114356D","S1141704","S21199607"]},{"Id":"uno_swing_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uno_swing_lesson01_activity1","Title":"Android Pendulums","Summary":"Students investigate the motion of a simple pendulum through direct observation and data collection using Android® devices. First, student groups create pendulums that hang from the classroom ceiling, using Android smartphones or tablets as the bobs, taking advantage of their built-in accelerometers. With the Android devices loaded with the (provided) AccelDataCapture app, groups explore the periodic motion of the pendulums, changing variables (amplitude, mass, length) to see what happens, by visual observation and via the app-generated graphs. Then teams conduct formal experiments to alter one variable while keeping all other parameters constant, performing numerous trials, identifying independent/dependent variables, collecting data and using the simple pendulum equation. Through these experiments, students investigate how pendulums move and the changing forces they experience, better understanding the relationship between a pendulum\u0027s motion and its amplitude, length and mass. They analyze the data, either on paper or by importing into a spreadsheet application. As an extension, students may also develop their own algorithms in a provided App Inventor framework in order to automatically note the time of each period.","Type":"activity","Alignments":["S1015516","S101D88F","S10198F8","S10019BC","S101BEE7","S1143582","S2454560","S2378158","S1141704","S114356A","S11435A4","S2366909","S2366910","S114363B","S2679904","S21199610"]},{"Id":"uoh_magnets_activity1","Url":"https://teachengineering.org/activities/view/uoh_magnets_activity1","Title":"Magic Magnetic Fluid","Summary":"Students are introduced to a unique fluid—ferrofluids—the shape of which can be influenced by magnetic fields. This activity supplements traditional magnetism activities and offers comparisons between large-scale materials and nanomaterials. Students are introduced to the concepts of magnetism, surfactants and nanotechnology by relating movie magic to practical science. Students observe ferrofluid properties as a stand-alone fluid and under an imposed magnetic field. They learn about the components of ferrofluids and their functionality as they create shapes using magnetically controlled ferrofluids and create their masterpieces.","Type":"activity","Alignments":["S113EEA1","S113EF49","S113EF4C","S2454555","S21199479"]},{"Id":"cub_solar_lesson07_activity1","Url":"https://teachengineering.org/activities/view/cub_solar_lesson07_activity1","Title":"Slingshot to the Outer Planets","Summary":"Students are introduced to the engineering challenges involved with interplanetary space travel. In particular, they learn about the gravity assist or \"slingshot\" maneuver often used by engineers to send spacecraft to the outer planets. Using magnets and ball bearings to simulate a planetary flyby, students investigate what factors influence the deflection angle of a gravity assist maneuver.","Type":"activity","Alignments":["S11417D6","S2454421","S2454437","S11424F3","S21199470"]},{"Id":"duk_float_mary_act","Url":"https://teachengineering.org/activities/view/duk_float_mary_act","Title":"Clay Boats","Summary":"Students use a small quantity of modeling clay to make boats that float in a tub of water. The object is to build boats that hold as much weight as possible without sinking. In the process of designing and testing their prototype creations, students discover some of the basic principles of boat design, gain first-hand experience with concepts such as buoyancy and density, and experience the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e.","Type":"activity","Alignments":["S2363646","S114174B","S2454536","S11416BE","S11416BF","S114173F","S21199572","S21199579"]},{"Id":"ucd_energy_lesson01_activity1","Url":"https://teachengineering.org/activities/view/ucd_energy_lesson01_activity1","Title":"Spool Racer Design \u0026 Competition","Summary":"Students makes sense of how potential energy (stored energy) can be converted into kinetic energy (motion). Acting as if they were engineers designing vehicles, they use rubber bands, pencils and spools to explore how elastic potential energy from twisted rubber bands can roll the spools. They brainstorm, prototype, modify, test and redesign variations to the basic spool racer design in order to meet different design criteria, ultimately facing off in a race competition. These simple-to-make devices store potential energy in twisted rubber bands and then convert the potential energy to kinetic energy upon release.\n","Type":"activity","Alignments":["S2598237","S114174B","S2454487","S2454533","S2454534","S11416BE","S11416BF","S2598286","S2598287","S2598289","S2454536","S21199572","S21199579"]},{"Id":"rice_surfactants_activity1","Url":"https://teachengineering.org/activities/view/rice_surfactants_activity1","Title":"The Search for Surfactants: What Is the Best Soap? ","Summary":"Student teams are challenged to evaluate the design of several liquid soaps to answer the question, “Which soap is the best?” Through two simple teacher class demonstrations and the activity investigation, students learn about surface tension and how it is measured, the properties of surfactants (soaps), and how surfactants change the surface properties of liquids. As they evaluate the engineering design of real-world products (different liquid dish washing soap brands), students see the range of design constraints such as cost, reliability, effectiveness and environmental impact. By investigating the critical micelle concentration of various soaps, students determine which requires less volume to be an effective cleaning agent, factors related to both the cost and environmental impact of the surfactant. By investigating the minimum surface tension of the soap, students determine which dissolves dirt and oil most effectively and thus cleans with the least effort. Students evaluate these competing criteria and make their own determination as to which of five liquid soaps make the “best” soap, giving their own evidence and scientific reasoning. They make the connection between gathered data and the real-world experience in using these liquid soaps.","Type":"activity","Alignments":["S2454608","S1143636","S113F080","S113EF32","S113EF35","S113F0DC","S21199585"]},{"Id":"van_cancer_activity2","Url":"https://teachengineering.org/activities/view/van_cancer_activity2","Title":"Applying Hooke\u0027s Law to Cancer Detection","Summary":"Students explore Hooke\u0027s law while working in small groups at their lab benches. They collect displacement data for springs with unknown spring constants, k, by adding various masses of known weight. After exploring Hooke\u0027s law and answering a series of application questions, students apply their new understanding to explore a tissue of known surface area. Students then use the necessary relationships to depict a cancerous tumor amidst normal tissue by creating a graph in Microsoft Excel. ","Type":"activity","Alignments":["S1141782","S1132CCB","S2526449","S2526454","S11435EE","S1143647","S2526329","S2526459","S1143569","S114356A","S2471696","S2471703","S2471704","S2471982","S2366909","S2366912","S2366907","S1143593","S114363B","S11435EC","S11435A5","S2526461","S2525796","S2525798","S2525801","S2526305","S2526306","S2526457","S2526327","S1143645","S1141704","S21199607"]},{"Id":"cub_enveng_lesson05_activity2","Url":"https://teachengineering.org/activities/view/cub_enveng_lesson05_activity2","Title":"Design, Build and Test Your Own Landfill ","Summary":"Students design and build model landfills using materials similar to those used by engineers for full-scale landfills. Their completed small-size landfills are \"rained\" on and subjected to other erosion processes. The goal is to create landfills that hold the most garbage, minimize the cost to build and keep trash and contaminated water inside the landfill to prevent it from causing environmental damage. Teams create designs within given budgets, test the landfills\u0027 performance, and graph and compare designs for capacity, cost and performance.","Type":"activity","Alignments":["S2454533","S2454534","S2454535","S2366907","S11434D3","S1143549","S2556155","S2553809","S11416BE","S11416BF","S1141717","S21199531"]},{"Id":"cub_rock_lesson04_activity1","Url":"https://teachengineering.org/activities/view/cub_rock_lesson04_activity1","Title":"Tunnel Through!","Summary":"Students apply their knowledge about mountains and rocks to transportation engineering, with the task of developing a model mountain tunnel that simulates the principles behind real-life engineering design. Student teams design and create model tunnels through a clay mountain, working within design constraints and testing for success; the tunnels must meet specific design requirements and withstand a certain load.","Type":"activity","Alignments":["S11417B9","S2553794","S2454533","S2454535","S114351D","S21199579"]},{"Id":"uoh_nano_lesson02_activity3","Url":"https://teachengineering.org/activities/view/uoh_nano_lesson02_activity3","Title":"Nanoparticles \u0026 Light Energy Experiment: Quantum Dots and Colors","Summary":"Students are introduced to the physical concept of the colors of rainbows as light energy in the form of waves with distinct wavelengths, but in a different manner than traditional kaleidoscopes. Looking at different quantum dot solutions, they make observations and measurements, and graph their data. They come to understand how nanoparticles interact with absorbing photons to produce colors. They learn the dependence of particle size and color wavelength and learn about real-world applications for using these colorful liquids. ","Type":"activity","Alignments":["S113F023","S113EF56","S2454540","S114363A","S11435A4","S1143549","S21199479"]},{"Id":"cub_life_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_life_lesson01_activity1","Title":"Product Development and the Environment","Summary":"Students investigate the life cycles of engineered products and how they impact the environment. They use a basic life cycle assessment method that assigns fictional numerical values for different steps in the life cycle. Then they use their analyses to compare the impacts of their products to other products, and suggest ways to reduce environmental impact based on their analyses. ","Type":"activity","Alignments":["S1141717","S2553778","S2454531","S21199531"]},{"Id":"cub_air_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_air_lesson02_activity1","Title":"Particulate Matter: For Your Eyes Only","Summary":"Air is one of Earth\u0027s most precious resources, and we need to take care of it in order to preserve the environment and protect human health. To this end, students develop their understanding of visible air pollutants with an incomplete combustion demonstration, a \"smog in a jar\" demonstration, and by building simple particulate matter collectors.","Type":"activity","Alignments":["S1141715","S2557983","S2454463","S2390253","S2454441","S11416BB","S21199472"]},{"Id":"van_hybrid_design_activity3","Url":"https://teachengineering.org/activities/view/van_hybrid_design_activity3","Title":"Energy and the Pogo Stick","Summary":"Students learn about the conservation of energy with the inclusion of elastic potential energy. They use pogo sticks to experience the elastic potential energy and its conversion to gravitational potential energy.","Type":"activity","Alignments":["S11417DD","S1141782","S102DB1F","S102DB22","S2454551","S1143638","S114363B","S2819046","S2526300","S1132668","S1132CD7","S2454552","S21199607"]},{"Id":"mis_population_activity1","Url":"https://teachengineering.org/activities/view/mis_population_activity1","Title":"Population Growth Curves","Summary":"Using Avida-ED freeware, students control a few factors in an environment populated with digital organisms, and then compare how changing these factors affects population growth. They experiment by altering the environment size (similar to what is called carrying capacity, the maximum population size that an environment can normally sustain), the initial organism gestation rate, and the availability of resources. How systems function often depends on many different factors. By altering these factors one at a time, and observing the results, students are able to clearly see the effect of each one.","Type":"activity","Alignments":["S103F18A","S103F18F","S103F1AF","S103F1B0","S2481500","S1141782","S1141790","S11417EE","S2454609","S11435EC","S11435EF","S11435A5","S114359F","S2481511","S2481377","S2481381","S21199607"]},{"Id":"csm_sandpwaves_activity1","Url":"https://teachengineering.org/activities/view/csm_sandpwaves_activity1","Title":"Earthquakes Living Lab: FAQs about P Waves, S Waves and More","Summary":"Students learn what causes earthquakes, how we measure and locate them, and their effects and consequences. Through the online Earthquakes Living Lab, student pairs explore various types of seismic waves and the differences between shear waves and compressional waves. They conduct research using the portion of the living lab that focuses primarily on the instruments, methods and data used to measure and locate earthquakes. Using real-time U.S. Geological Survey (USGS) data accessed through the living lab interface, students locate where earthquakes are occurring and how frequently. Students propose questions and analyze the real-world seismic data to find answers and form conclusions. They are asked to think critically about why earthquakes occur and how knowledge about earthquakes can be helpful to engineers. A worksheet serves as a student guide for the activity.","Type":"activity","Alignments":["S11425C8","S11425C9","S11425E4","S1141782","S2454594","S21199607"]},{"Id":"uno_python_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uno_python_lesson01_activity1","Title":"Python Script Analysis ","Summary":"Working in small groups, students complete and run functioning Python codes. They begin by determining the missing commands in a sample piece of Python code that doubles all the elements of a given input and sums the resulting values. Then students modify more advanced Python code, which numerically computes the slope of a tangent line by finding the slopes of progressively closer secant lines; to this code they add explanatory comments to describe the function of each line of code. This requires students to understand the logic employed in the Python code. Finally, students make modifications to the code in order to find the slopes of tangents to a variety of functions. ","Type":"activity","Alignments":["S10072CE","S1026AA7","S1015327","S11435EA","S1143581","S21199585"]},{"Id":"van_skeletal_system_activity3","Url":"https://teachengineering.org/activities/view/van_skeletal_system_activity3","Title":"Go Public: Osteoporosis Brochure","Summary":"In this concluding activity, students answer the unit Challenge Question and apply their acquired learning from Lesson 1, Fix the Hip Challenge and Lesson 2, Skeletal System Overview to create informative brochures that address osteoporosis and the role biomedical engineering plays in diagnosing and preventing this disease.","Type":"activity","Alignments":["S11326E2","S11326E3","S21199514","S21199607"]},{"Id":"van_oddsofcancer_lesson03_activity1","Url":"https://teachengineering.org/activities/view/van_oddsofcancer_lesson03_activity1","Title":"When Silicon Talks: Refraction Equation Practice \u0026 Bio Lab Work","Summary":"In the first half of this two-part activity, students practice solving problems involving refraction using the index of refraction and Snell\u0027s law equations; they mathematically solve for precise angles and speeds caused by refraction. In the second half of the activity, a hands-on lab, they apply the analytical skills required by the problem set to reflectance measurements of porous silicon thin films, including how reflectance measurements would change if various aspects of the film were altered. Students predict the data output in the form of reflectance measurements when samples are altered, which connects to the idea of being able to make predictions about the data output of a biosensing thin film that couples with a target molecule.","Type":"activity","Alignments":["S1132818","S1132FA3","S1132FA9","S2454490","S2454556","S2454606","S21199587"]},{"Id":"cub_linear_programming_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_linear_programming_lesson01_activity1","Title":"Optimizing Pencils in a Tray","Summary":"Student groups work with manipulatives—pencils and trays—to maximize various quantities of a system. They work through three linear optimization problems, each with different constraints. After arriving at a solution, they construct mathematical arguments for why their solutions are the best ones before attempting to maximize a different quantity. To conclude, students think of real-world and engineering space optimization examples—a frequently encountered situation in which the limitation is the amount of space available. It is suggested that students conduct this activity before the associated lesson, Linear Programming, although either order is acceptable.","Type":"activity","Alignments":["S2558094","S11416C2","S2454608","S1143580","S11435E8","S21199607"]},{"Id":"uoh_dig_mapping_activity4","Url":"https://teachengineering.org/activities/view/uoh_dig_mapping_activity4","Title":"Searching for Bigfoot and Others Like Him","Summary":"Cryptids, creatures of questionable existence, are used as a source of data to guide students into the creation of their own GIS data layer in Google Earth. The activity serves the purpose of a tutorial to teach students how to make data layers with a simple subject. Then they use that skill on other topics such as plastics in their neighborhood.","Type":"activity","Alignments":["S2486788","S113F133","S21199472","S21199603"]},{"Id":"van_membrane_activity4","Url":"https://teachengineering.org/activities/view/van_membrane_activity4","Title":"Quantum Dots and the Harkess Method of Critical Reading","Summary":"Students explore the applications of quantum dots by researching a journal article and answering framing questions used in a class-wide discussion. This Harkness method discussion helps students become critical readers of scientific literature.","Type":"activity","Alignments":["S102DB1E","S102DB20","S102DB22","S21199479"]},{"Id":"mis_biosensors_lesson01_activity1","Url":"https://teachengineering.org/activities/view/mis_biosensors_lesson01_activity1","Title":"Who\u0027s Hitchhiking in Your Food?","Summary":"How can you tell if harmful bacteria are growing in your food? Students learn to culture bacteria in order to examine ground meat and bagged salad samples, looking for common foodborne bacteria such as E. coli or salmonella. After 2-7 days of incubation, they observe and identify the resulting bacteria. Based on their first-hand experiences conducting this conventional biological culturing process, they consider its suitability in meeting society\u0027s need for ongoing detection of harmful bacteria in its food supply, leading them to see the need for bioengineering inventions for rapid response bio-detection systems.\n","Type":"activity","Alignments":["S113007C","S113007E","S11300BD","S103F188","S103F189","S103F18A","S11368A9","S11368A6","S11417EC","S11417EE","S2454505","S21199472"]},{"Id":"cub_spect_activity6","Url":"https://teachengineering.org/activities/view/cub_spect_activity6","Title":"A Spectral Mystery","Summary":"Students use the spectrographs from the \"Building a Fancy Spectrograph\" activity to gather data about light sources. Using their data, they make comparisons between different light sources and make conjectures about the composition of a mystery light source.","Type":"activity","Alignments":["S11425BD","S11424DD","S2454490","S21199472"]},{"Id":"drex-2357-water-use-conservation-data-analysis-central-tendency","Url":"https://teachengineering.org/activities/view/drex-2357-water-use-conservation-data-analysis-central-tendency","Title":"Water Use and Conservation: Data Analysis for Central Tendency ","Summary":"Students collect a large set of data (approximately 60 sets) of individual student’s water use and learn how to use spreadsheets to graph the data and find mean, median, mode, and range. They compared their findings to the national average of water use per person per day and use it to evaluate how much water a municipality would need in the event of a recovery from a water shutdown. This analysis activity introduces students to the concept of central tendencies and how to use spreadsheets to find them.","Type":"activity","Alignments":["S2381632","S2563751","S2563755","S11416C2","S1141782","S2471695","S2471696","S1143569","S11435A0","S114356D","S21199607"]},{"Id":"rice2-2264-silver-nanoparticles-nitrate-chemical-reaction","Url":"https://teachengineering.org/activities/view/rice2-2264-silver-nanoparticles-nitrate-chemical-reaction","Title":"Creating Silver Nanoparticles","Summary":"Students create silver nanoparticles using a chemical process; however, since these particles are not observable to the naked eye, they use empirical evidence and reasoning to discover them. Students first look for evidence of a chemical reaction by mixing various solutions and observing any reactions that may occur. Students discover that copper and tannic acids from tea reduce silver nitrate, which in turn form silver. They complete the reaction, allow the water to evaporate, and observe the silver nanoparticles they created in plastic dishes using a stereo microscope. Students iterate on their initial process and test to see if they can improve the manufacturing process of silver nanoparticles. ","Type":"activity","Alignments":["S113F013","S113F035","S1007BB2","S11416BE","S11416C0","S2454544","S2471829","S2471654","S21199586"]},{"Id":"van_membrane_activity1","Url":"https://teachengineering.org/activities/view/van_membrane_activity1","Title":"Grand Challenge Journaling and Brainstorming","Summary":"Students journal their thoughts and responses to the questions associated with the grand challenge question presented in the associated lesson. For the Generate Ideas\" step, they answer the questions:  \"What are your initial ideas about how this challenge can be answered? What background knowledge is needed? Have you tried this before?\" After students have individually written responses to these questions, the class brainstorms together to reach consensus on the main ideas that need to be explored to solve the challenge question.","Type":"activity","Alignments":["S114176C","S21199587"]},{"Id":"nyu_traffic_activity1","Url":"https://teachengineering.org/activities/view/nyu_traffic_activity1","Title":"Basic Stamp Project: Design \u0026 Build LED Traffic Lights","Summary":"Students learn about traffic lights and their importance in maintaining public safety and order. Using a Parallax® Basic Stamp 2 microcontroller, students work in teams on the engineering challenge to build a traffic light with a specific behavior. In the process, they learn about light-emitting diodes (LEDs), and how their use can save energy. Students also design their own requirements based on real-world observations as they learn about traffic safety and work towards an interesting goal within the realm of what is important in practice. Knowledge gained from the activity is directly transferrable to future activities, and skills learned are scalable to more ambitious class projects.","Type":"activity","Alignments":["S114174D","S2783910","S2783907","S2783855","S2454536","S2454533","S2454438","S21199536"]},{"Id":"van_oddsofcancer_lesson04_activity1","Url":"https://teachengineering.org/activities/view/van_oddsofcancer_lesson04_activity1","Title":"Show Me the Genes: Making Posters to Communicate Solutions","Summary":"By this point in the unit, students have learned all the necessary information and conceptualized a design for how an optical biosensor could be used to detect a target strand of DNA associated with a cancer-causing gene as their solution to the unit\u0027s challenge question. Now student groups act as engineers again, using a poster format to communicate and prove the validity of the design. Successful posters include a description of refraction, explanations of refraction in a thin film, and the factors that can alter the interference pattern of a thin film. The posters culminate with an explanation of what is expected to be seen in a biosensing device of this type if it were coupled to a target molecule, proven with a specific example and illustrated with drawings and diagrams throughout. All the poster elements combine to prove the accuracy and viability of this method of gene detection. Together with its associated lesson, this activity functions as part of the summative assessment for this unit. ","Type":"activity","Alignments":["S1132FA9","S2454606","S21199592"]},{"Id":"van_robotic_vision_activity3","Url":"https://teachengineering.org/activities/view/van_robotic_vision_activity3","Title":"Putting It All Together: Programming Robotics Peripheral Vision","Summary":"In this culminating activity of the unit, students bring together everything they\u0027ve learned in order to write the code to solve the Grand Challenge. The code solution takes two images captured by robots and combines them to create an image that can be focused at different distances, similar to the way that humans can focus either near or far. They write in a derivative of C++ called QT; all code is listed in this activity.","Type":"activity","Alignments":["S1141782","S2454609","S21199607"]},{"Id":"nyu_claw_activity1","Url":"https://teachengineering.org/activities/view/nyu_claw_activity1","Title":"The Claw: Gear Ratios \u0026 Power Using LEGO Cranes","Summary":"Students learn about gear ratios and power by operating toy mechanical cranes of differing gear ratios. They attempt to pick up objects with various masses to witness how much power must be applied to the system to oppose the force of gravity. They learn about the concept of gear ratio and practice calculating gear ratios on worksheets, discovering that smaller gear ratios are best for picking objects up quickly, and larger gear ratios make it easier to lift heavy objects.","Type":"activity","Alignments":["S2488634","S2488639","S114349B","S2488641","S1143490","S114346F","S2783776","S2454421","S21199470"]},{"Id":"nyu_capillary_action_activity1","Url":"https://teachengineering.org/activities/view/nyu_capillary_action_activity1","Title":"Capillary Action in Sand","Summary":"As part of a (hypothetical) challenge to help a city find the most affordable and environmentally friendly way to clean up an oil spill, students design and conduct controlled experiments to quantify capillary action in sand. Like engineers and entrepreneurs, student teams use affordable materials to design and construct models to measure the rate of capillary action in four types of sand: coarse, medium, fine and mixed. After observing and learning from a teacher-conducted capillary tube demonstration, teams are given a selection of possible materials and a budget to work within as they design their own experimental setups. After the construction of their designs, they take measurements to quantify the rate of capillary action, create graphs to analyze the data, and make concluding recommendations. Groups compare data and discuss as a class the pros and cons of their designs. Pre- and post-evaluations and two worksheets are provided.","Type":"activity","Alignments":["S2471625","S2454534","S2783908","S21199472"]},{"Id":"van_bmd_activity1","Url":"https://teachengineering.org/activities/view/van_bmd_activity1","Title":"Exploring Bone Mineral Density, X-Rays and Biomedical Imaging","Summary":"Student teams explore two websites to gather information on bone mineral density and how it is measured. They also learn about x-rays in general, how they work and their different uses, along with other imaging modalities. They answer guiding questions as they explore the websites and take a short quiz afterwards to test the knowledge they gained while reading the articles.","Type":"activity","Alignments":["S11417FD","S113233A","S21199514"]},{"Id":"wpi_packaging_materials","Url":"https://teachengineering.org/activities/view/wpi_packaging_materials","Title":"Making Decisions: Packaging and the Environment","Summary":"Students redesign and justify the packaging used in consumer products. Design criteria include reducing the amount of packaging material by 25%.","Type":"activity","Alignments":["S2454608","S2730793","S11416BE","S11416BF","S2803211","S2803682","S2366907","S1143598","S21199536"]},{"Id":"van_skeletal_system_activity2","Url":"https://teachengineering.org/activities/view/van_skeletal_system_activity2","Title":"What Makes Our Bones Strong?","Summary":"Through this activity, students determine what keeps our bones strong. Soaking chicken bones in vinegar removes the calcium, causing them to become soft and rubbery. Students see the connection to aging bones that become depleted of calcium faster than it can be restored. Then they determine what complications can arise from this condition.     ","Type":"activity","Alignments":["S114175C","S11326E2","S11326E3","S21199479"]},{"Id":"duk_landfill_music_act","Url":"https://teachengineering.org/activities/view/duk_landfill_music_act","Title":"Bury Your Trash Experiment","Summary":"Students bury various pieces of trash in a plotted area of land outside. After two to three months, they uncover the trash to investigate what types of materials biodegrade in soil.","Type":"activity","Alignments":["S11417E6","S114346F","S2419818","S2363620","S2454459","S21199528"]},{"Id":"nyu_neworleans_activity1","Url":"https://teachengineering.org/activities/view/nyu_neworleans_activity1","Title":"Building a Stronger (Sweeter) New Orleans","Summary":"Students create and analyze composite materials with the intent of using the materials to construct a structure with optimal strength and minimal density. The composite materials are made of puffed rice cereal, marshmallows and chocolate chips. Teams vary the concentrations of the three components to create their composite materials. They determine the material density and test its compressive strength by placing weights on it and measuring how much the material compresses. Students graph stress vs. strain and determine Young\u0027s modulus to analyze the strength of their materials.","Type":"activity","Alignments":["S114175C","S114362A","S1143612","S1143613","S1143614","S2454607","S2784002","S114363C","S114363B","S1143569","S21199479","S21199570"]},{"Id":"wsu_penny_activity1","Url":"https://teachengineering.org/activities/view/wsu_penny_activity1","Title":"Penny Perfect Properties (Solid-Liquid Interactions)","Summary":"Students investigate the property dependence between liquid and solid interfaces and determine observable differences in how liquids react to different solid surfaces. They compare copper pennies and plastic \"coins\" as the two test surfaces. Using an eye dropper to deliver various fluids onto the surfaces, students determine the volume and mass of a liquid that can sit on the surface. They use rulers, scales, equations of volume and area, and other methods of approximation and observation, to make their own graphical interpretations of trends. They apply what they learned to design two super-surfaces (from provided surface treatment materials) that are capable of holding the most liquid by volume and by mass. Cost of materials is a parameter in their design decisions.","Type":"activity","Alignments":["S2598833","S2598828","S2598830","S11435E4","S11435E8","S2454538","S21199585"]},{"Id":"nds-1736-rocky-beach-weathering-model-rock-cycle","Url":"https://teachengineering.org/activities/view/nds-1736-rocky-beach-weathering-model-rock-cycle","Title":"Rocky-to-Sandy Beach: A Weathering Model ","Summary":"Given a hypothetical civil engineering scenario, student pairs are tasked to apply their knowledge of the rock cycle, rock types, rock weathering and the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e to model a potential method to create a sandy beach from three rocky island shorelines. For their abrasion weathering models, they use wide-mouth lidded jars and three types of candies that serve as the testing “rocks.” They simulate both low- and high-energy weathering environments. After completing the simple weathering techniques and analyzing their observations of the results, they conclude by recommending to the island developer which rocky shoreline would be the easiest, simplest, and most cost-effective from which to create a sandy beach. A worksheet and pre/post quiz are provided.","Type":"activity","Alignments":["S103D071","S114174B","S2454523","S21199536"]},{"Id":"cub_biomed_lesson07_activity1","Url":"https://teachengineering.org/activities/view/cub_biomed_lesson07_activity1","Title":"Protect Those Eyes","Summary":"Students design and build prototypes for protective eyewear. They choose different activities or sports that require protective eyewear and design a device for that particular use. Students learn about the many ways in which the eyes can be damaged and how engineers incorporate different features and materials into eyewear designs to best protect the eyes.","Type":"activity","Alignments":["S2454533","S2454534","S11416BE","S11416BF","S21199472"]},{"Id":"van_cancer_activity3","Url":"https://teachengineering.org/activities/view/van_cancer_activity3","Title":"You Be the Radiologist! Strain Graphs That Reveal Tumors","Summary":"In addition to the associated lesson, this activity functions as a summative assessment for the Using Stress and Strain to Detect Cancer unit. In this activity, students create 1-D strain plots in Microsoft Excel® depicting the location of a breast tumor amidst healthy tissue. The results of this activity function as proof of the accuracy and reliability of students\u0027 breast cancer detection designs. ","Type":"activity","Alignments":["S11417FD","S1141782","S2454607","S114363A","S11435A4","S2526233","S2600871","S1132CCB","S2526449","S2526454","S2526285","S114363D","S11435EE","S2600942","S2526456","S2526329","S2526304","S2526311","S1143612","S114362E","S1143569","S114356A","S21199607"]},{"Id":"duk_music_choi_act","Url":"https://teachengineering.org/activities/view/duk_music_choi_act","Title":"Strum Along with Shoebox Stringed Instruments: Sound or Music?","Summary":"Music and sound are two different concepts that share much in common. Determining the difference between the two can sometimes be difficult due to the subjective nature of deciding what is or is not music. The goal of this activity is to take something constructed by students, that would be normally classified as just sound and have the class work together to make what can be perceived to be music. Students construct basic stringed instruments made of shoeboxes and rubber bands. This activity aims to increase student understanding of what distinguishes music from sound.","Type":"activity","Alignments":["S2363647","S114175A","S2454489","S1143502","S114367D","S11434E1","S2366909","S2419981","S2419765","S2419983","S2420125","S2420073","S11434BE","S21199472"]},{"Id":"wpi_lending_hand_activity1","Url":"https://teachengineering.org/activities/view/wpi_lending_hand_activity1","Title":"Lending a Hand: Teaching Forces through Assistive Device Design ","Summary":"Students learn about how biomedical engineers create assistive devices for persons with fine motor skill disabilities. They learn about types of forces, balanced and unbalanced forces, and the relationship between form and function, as well as the structure of the hand. They do this by designing, building and testing their own hand \"gripper\" prototypes that are able to grasp and lift a 200 ml cup of sand.","Type":"activity","Alignments":["S2454479","S11434D3","S2545227","S2454533","S2454534","S2454536","S11416BE","S11416BF","S11416C0","S11416C1","S1141704","S2730785","S2730787","S2730789","S2730790","S21199472"]},{"Id":"cub_environ_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_environ_lesson03_activity1","Title":"Is That Natural?","Summary":"Students brainstorm ways that they use — and waste — natural resources. Also, they respond to some facts about population growth and how people use petroleum. Lastly, students consider the different ways that engineers interact with and use our natural resources.","Type":"activity","Alignments":["S1141716","S1142569","S11424F3","S2553906","S2454441","S11434F2","S2454463","S11417D6","S114349B","S1143497","S2558344","S2553845","S21199528"]},{"Id":"mis_avida_lesson01_activity1","Url":"https://teachengineering.org/activities/view/mis_avida_lesson01_activity1","Title":"Studying Evolution with Digital Organisms","Summary":"Students observe natural selection in action and investigate the underlying mechanism, including random mutation and differential fitness based on environmental characteristics. They do this through use of the free AVIDA-ED digital evolution software application.","Type":"activity","Alignments":["S1141782","S103F18C","S103F1BC","S113683F","S2454585","S2454583","S1141704","S21199607"]},{"Id":"cub_environ_lesson06_activity1","Url":"https://teachengineering.org/activities/view/cub_environ_lesson06_activity1","Title":"What\u0027s Gotten Into You?","Summary":"In this activity, students use models to investigate the process and consequences of water contamination on the land, groundwater, and plants. This is a good introduction to building water filters found in the associated activity, The Dirty Water Project.","Type":"activity","Alignments":["S1142568","S2454459","S114174A","S21199528"]},{"Id":"cub_spect_activity3","Url":"https://teachengineering.org/activities/view/cub_spect_activity3","Title":"Using Spectral Data to Explore Saturn and Titan","Summary":"Students use authentic spectral data from the Cassini mission of Saturn and Saturn\u0027s moon, Titan, gathered by instrumentation developed by engineers. Taking these unknown data, and comparing it with known data, students determine the chemical composition of Saturn\u0027s rings and Titan\u0027s atmosphere.","Type":"activity","Alignments":["S11424DD","S11424DE","S11435EC","S114353B","S21199472"]},{"Id":"cub_simple_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_simple_lesson02_activity1","Title":"Solid Rock to Building Block","Summary":"Students continue their pyramid building journey, acting as engineers to determine the appropriate wedge tool to best extract rock from a quarry and cut into pyramid blocks. Using sample materials (wax, soap, clay, foam) representing rock types that might be found in a quarry, they test a variety of wedges made from different materials and with different degrees of sharpness to determine which is most effective at cutting each type of material.","Type":"activity","Alignments":["S2454470","S21199470"]},{"Id":"cub_air_lesson10_activity2","Url":"https://teachengineering.org/activities/view/cub_air_lesson10_activity2","Title":"Cleaning Air with Balloons","Summary":"Students observe and discuss a simple balloon model of an electrostatic precipitator to better understand how this pollutant recovery method functions in cleaning industrial air pollution.","Type":"activity","Alignments":["S2454463","S11416BB","S21199528"]},{"Id":"cub_air_lesson10_activity4","Url":"https://teachengineering.org/activities/view/cub_air_lesson10_activity4","Title":"Cleaning Air Like a Vacuum Cleaner: Let\u0027s Bag It","Summary":"Students observe and discuss a vacuum cleaner model of a baghouse to better understand how this pollutant recovery method functions in cleaning industrial air pollution.","Type":"activity","Alignments":["S11424F1","S2454463","S1141716","S11416BB","S21199528"]},{"Id":"van_mri_act_less_6","Url":"https://teachengineering.org/activities/view/van_mri_act_less_6","Title":"Slinkies as Solenoids","Summary":"Students use a classic children\u0027s toy, a metal slinky, to mimic and understand the magnetic field generated in MRI machines. The metal slinky mimics the magnetic field of a solenoid, which forms the basis for the magnet in MRI machines. Students run current through the slinky and use computer and calculator software to explore the magnetic field created by the slinky.","Type":"activity","Alignments":["S1141782","S10245A5","S1143647","S11435A5","S2454550","S2526459","S2526461","S1141704","S2366909","S114356A","S11435A4","S2526456","S2526454","S2525798","S11327C1","S2682125","S21199607"]},{"Id":"uoh_nano_lesson02_activity2","Url":"https://teachengineering.org/activities/view/uoh_nano_lesson02_activity2","Title":"Magnetic Fluids","Summary":"In this fun, engaging activity, students are introduced to a unique type of fluid—ferrofluids—whose shape can be influenced by magnetic fields! Students act as materials engineers and create their own ferrofluids. They are challenged to make magnetic ink out of ferrofluids and test their creations to see if they work. Concurrently, they learn more about magnetism, surfactants and nanotechnology. As they observe fluid properties as a standalone-fluid and under an imposed magnetic field, they come to understand the components of ferrofluids and their functionality. ","Type":"activity","Alignments":["S113F02A","S2454540","S21199479"]},{"Id":"uoh_nano_lesson02_activity4","Url":"https://teachengineering.org/activities/view/uoh_nano_lesson02_activity4","Title":"Thirsty for Gold","Summary":"Student teams conduct an experiment that uses gold nanoparticles as sensors of chemical agents to determine which of four sports drinks has the most electrolytes. In this way, students are introduced to gold nanoparticles and their influence on particle or cluster size and fluorescence. They also learn about surface plasmon resonance phenomena and how it applies to gold nanoparticle technologies, which touches on the basics of the electromagnetic radiation spectrum, electrolyte chemistry and nanoscience. Using some basic chemistry and physics principles, students develop a conceptual understanding of how gold nanoparticles function. They also learn of important practical applications in biosensing. ","Type":"activity","Alignments":["S113F023","S113EF56","S113F02A","S113F038","S2454540","S21199479"]},{"Id":"cub_qandq_activity1","Url":"https://teachengineering.org/activities/view/cub_qandq_activity1","Title":"Descriptive Measurements: Don\u0027t Confuse Your Qs!","Summary":"Students investigate the difference between qualitative and quantitative measurements and observations. By describing objects both qualitatively and quantitatively, they learn that both types of information are required for complete descriptions. Students discuss the characteristics of many objects, demonstrating how engineers use both qualitative and quantitative information in product design.","Type":"activity","Alignments":["S1141740","S2557980","S21199536"]},{"Id":"van_oddsofcancer_lesson02_activity1","Url":"https://teachengineering.org/activities/view/van_oddsofcancer_lesson02_activity1","Title":"Bubbles and Biosensors","Summary":"Students work in groups to create soap bubbles on a smooth surface, recording their observations from which they formulate theories to explain what they see (color swirls on the bubble surfaces caused by refraction). Then they apply this theory to thin films in general, including porous films used in biosensors, listing factors that could change the color(s) that become visible to the naked eye, and learn how those factors can be manipulated to give information on gene detection. Finally (by experimentation or video), students see what happens when water is dropped onto the surface of a Bragg mirror.","Type":"activity","Alignments":["S1132818","S1132F9E","S1132FA3","S2454606","S21199587"]},{"Id":"cub_environ_lesson05_activity1","Url":"https://teachengineering.org/activities/view/cub_environ_lesson05_activity1","Title":"It\u0027s All in the Package","Summary":"Students explore the concept of \"reducing\" solid waste and how it relates to product packaging and engineering advancements in packaging materials. They read about and evaluate the highly publicized packaging decisions of two major U.S. corporations. Then they evaluate different ways to package items in order to minimize the environmental impact, while considering issues such as cost, availability, product attractiveness, etc. In addition, students explore \"hydropulping\" and consider its use as a recycling process.","Type":"activity","Alignments":["S1141716","S2454463","S2390252","S2557984","S2553937","S114346F","S21199528"]},{"Id":"uoh_dig_mapping_activity2","Url":"https://teachengineering.org/activities/view/uoh_dig_mapping_activity2","Title":"What\u0027s Wrong with the Coordinates at the North Pole?","Summary":"Students complete a self-guided exercise in worksheet format combined with Google Earth that helps them explore practical and observable differences between different projection and coordinate systems. The activity improves their skills in using various Google Earth features.","Type":"activity","Alignments":["S11416D0","S113F133","S2486788","S21199603"]},{"Id":"uno_handheld_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uno_handheld_lesson01_activity1","Title":"Trigonometry via Mobile Device","Summary":"Students investigate the relationships between angles and side lengths in right triangles with the help of materials found in the classroom and a mobile device. Using all or part of a meter stick or dowel and text books or other supplies, students build right triangles and measure the angles using a clinometer application on an Android® (phone or tablet) or iOS® device (iPhone® or iPad®). Then they are challenged to create a triangle with a given side length and one angle. The electronic device is used to measure the accuracy of their constructions.    ","Type":"activity","Alignments":["S11435D0","S11435D2","S10135FB","S10098E4","S10120F0","S1141782","S2679879","S2679880","S21199607"]},{"Id":"uon-2543-tracking-movements-metadata-activity","Url":"https://teachengineering.org/activities/view/uon-2543-tracking-movements-metadata-activity","Title":"Tracking Movements with Metadata","Summary":"Metadata is an important tool used to organize, calculate, and log information. In this activity, students become detectives as they learn to extract metadata from digital images, analyze the metadata and locate when and where the images were taken. Students gain knowledge on the use of metadata and its application, from engineering to law enforcement. From this activity, students also learn to be proactive in regulating the pictures they take with their smartphones and minimize their image submissions to the web.","Type":"activity","Alignments":["S2366907","S2472091","S2471812","S1141702","S1141782","S11416C2","S11416C7","S21199607"]},{"Id":"uoh_dig_mapping_activity6","Url":"https://teachengineering.org/activities/view/uoh_dig_mapping_activity6","Title":"Where Are the Plastics Near Me? (Mapping the Data)","Summary":"In a student-led and fairly independent fashion, data collected in the associated field trip activity are organized by student groups to create useful and informative Google Earth maps. Each team creates a map, uses that map to analyze the results, adjusts the map to include the analysis results, and then writes a brief summary of findings. Primarily, questions of fate-and-transport of plastics are are explored. If data was gathered in the field trip but the teacher does not desire to do the mapping activity, then alternative data presentation and analysis methods are suggested.","Type":"activity","Alignments":["S1141717","S113EE3A","S2486788","S2454532","S113F136","S2366910","S21199531","S21199603"]},{"Id":"uoh_dig_mapping_activity5","Url":"https://teachengineering.org/activities/view/uoh_dig_mapping_activity5","Title":"Where Are the Plastics Near Me? (Field Trip)","Summary":"Through an adult-led field trip, students organized into investigation teams catalogue the incidence of plastic debris in different environments. They investigate these plastics according to their type, age, location and other characteristics that might indicate what potential they have for becoming part of the Great Pacific Garbage Patch (GPGP). Students collect qualitative and quantitative data that may be used to create a Google Earth layer as part of a separate activity that can be completed at a computer lab at school or as homework. The activity is designed as a step on the way to student\u0027s creation of their own GIS Google Earth layer. It is, however, possible for the field trip to be a useful learning experience unto itself that does not require this last GIS step.","Type":"activity","Alignments":["S1141717","S113F133","S113EE3A","S2454532","S113F134","S113F136","S21199531","S21199603"]},{"Id":"wpi_empathy_activity3","Url":"https://teachengineering.org/activities/view/wpi_empathy_activity3","Title":"Portable Wheelchair Ramp Challenge","Summary":"Students follow the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e while learning more about assistive devices and biomedical engineering applied to basic structural engineering concepts. Their engineering challenge is to design, build and test small-scale portable wheelchair ramp prototypes for fictional clients. They identify suitable materials and demonstrate two methods of representing design solutions (scale drawings and simple models or classroom prototypes). Students test the ramp prototypes using a weighted bucket; successful prototypes meet all the student-generated design requirements, including support of a predetermined weight.","Type":"activity","Alignments":["S103E216","S103E219","S103E21A","S103E22F","S114174B","S11434D3","S1143518","S2454533","S2454534","S11416BE","S11416BF","S11416C0","S21199572"]},{"Id":"nyu_bioniceye_activity1","Url":"https://teachengineering.org/activities/view/nyu_bioniceye_activity1","Title":"Panoptes and the Bionic Eye","Summary":"Vision is the primary sense of many animals and much is known about how vision is processed in the mammalian nervous system. One distinct property of the primary visual cortex is a highly organized pattern of sensitivity to location and orientation of objects in the visual field. But how did we learn this? An important tool is the ability to design experiments to map out the structure and response of a system such as vision. In this activity, students learn about the visual system and then conduct a model experiment to map the visual field response of a Panoptes robot. (In Greek mythology, Argus Panoptes was the \"all-seeing\" watchman giant with 100 eyes.) A simple activity modification enables a true black box experiment, in which students do not directly observe how the visual system is configured, and must match the input to the output in order to reconstruct the unseen system inside the box.","Type":"activity","Alignments":["S2378616","S2378618","S114175C","S1141782","S2454495","S2454563","S2783864","S2783980","S21199570","S21199607"]},{"Id":"umo_robotsandhumans_act2","Url":"https://teachengineering.org/activities/view/umo_robotsandhumans_act2","Title":"NXT Ball Shooter","Summary":"This activity helps students understand how a motor in a LEGO® MINDSTORMS® robot uses electricity produced by the battery to move a robot to do useful work in the form of throwing a ball. Students relate the concepts of electricity and battery to the movement of the LEGO NXT motor and connected links.\n**Note: This activity uses the retired LEGO NXT robot which is no longer available for purchase.","Type":"activity","Alignments":["S2454438","S2454440","S2454468","S2596341","S21199472"]},{"Id":"nyu_measuring_activity1","Url":"https://teachengineering.org/activities/view/nyu_measuring_activity1","Title":"Measuring g for Gravity","Summary":"Using the LEGO® MINDSTORMS® kit, students construct experiments to measure the time it takes a free falling body to travel a specified distance. Students use the touch sensor, rotational sensor, and the NXT brick to measure the time of flight for the falling object at different release heights. After the object is released from its holder and travels a specified distance, a touch sensor is triggered and time of object\u0027s descent from release to impact at touch sensor is recorded and displayed on the screen of the NXT. Students calculate the average velocity of the falling object from each point of release, and construct a graph of average velocity versus time. They also create a best fit line for the graph using spreadsheet software. Students use the slope of the best fit line to determine their experimental g value and compare this to the standard value of g.","Type":"activity","Alignments":["S114175A","S1143517","S1143549","S1143537","S114353A","S2454479","S2783845","S21199603"]},{"Id":"nyu_gears2_activity1","Url":"https://teachengineering.org/activities/view/nyu_gears2_activity1","Title":"Gears: Lift It Up!","Summary":"A gear is a simple machine that is very useful to increase the speed or torque of a wheel. In this activity, students learn about the trade-off between speed and torque when designing gear ratios. The activity setup includes a LEGO® MINDSTORMS® pulley system with two independent gear sets and motors that spin two pulleys. Each pulley has weights attached by string. In a teacher demonstration, the effect of adding increasing amounts of weight to the pulley systems with different gear ratios is observed as the system\u0027s ability to lift the weights is tested. Then student teams are challenged to design a gear set that will lift a given load as quickly as possible. They test and refine their designs to find the ideal gear ratio, one that provides enough torque to lift the weight while still achieving the fastest speed possible.","Type":"activity","Alignments":["S114174D","S2488876","S2454534","S11434CE","S2488877","S11434C1","S2783908","S2454533","S2783907","S11416BE","S11416BF","S21199572"]},{"Id":"umo_robotsandhumans_act1","Url":"https://teachengineering.org/activities/view/umo_robotsandhumans_act1","Title":"Understanding Communication with a Robot","Summary":"Student pairs first act out the instructions a robot is given with one person providing instructions and the other person following the instructions. This activity helps students understand how robots are programmed and with what type of precision commands must be given. Then students program LEGO® MINDSTORMS® taskbots to navigate a simple maze. The goal is to teach students that robot computers simply follow directions exactly as they are given, thus one must be very clear and logical with programming instructions.","Type":"activity","Alignments":["S2454470","S2454536","S2596362","S21199472"]},{"Id":"nyu_angular_activity1","Url":"https://teachengineering.org/activities/view/nyu_angular_activity1","Title":"Gears: Determining Angular Velocity","Summary":"Students work as engineers and learn to conduct controlled experiments by changing one experimental variable at a time to study its effect on the experiment outcome. Specifically, they conduct experiments to determine the angular velocity for a gear train with varying gear ratios and lengths. Student groups assemble LEGO® MINDSTORMS® EV3 robots with variously sized gears in a gear train and then design programs using the EV3 software to cause the motor to rotate all the gears in the gear train. They use the LEGO data logging program and color sensors to set up experiments. They run the program with the motor and the color sensor at the same time and analyze the resulting plot in order to determine the angular velocity using the provided physics-based equations. Finally, students manipulate the gear train with different gears and different lengths in order to analyze all these factors and figure out which manipulation has a higher angular velocity. They use the equations for circumference of a circle and angular velocity; and convert units between radians and degrees.","Type":"activity","Alignments":["S2378604","S2378587","S2378598","S11434EB","S1143498","S2454469","S2783796","S21199572"]},{"Id":"design_packing_that_works","Url":"https://teachengineering.org/activities/view/design_packing_that_works","Title":"Designing a Package that Works","Summary":"Student teams act as engineers and brainstorm, design, create and test their ideas for packaging to protect a raw egg shipped in a 9 x 12-in envelope. They follow the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e and aim for a successful solution with no breakage, low weight, minimal materials and recycled/reused materials. Students come to understand the multi-faceted engineering considerations associated with the packaging of items to preserve, market and safely transport goods.","Type":"activity","Alignments":["S103E212","S103E214","S1141765","S2454468","S2454469","S21199572"]},{"Id":"rice_biochar_activity1","Url":"https://teachengineering.org/activities/view/rice_biochar_activity1","Title":"Lab Experiments in Rebuilding Soil with Biochar","Summary":"Students learn about soil properties and the effect biochar—charcoal used as a soil amendment—has on three soil types, sand, loam and clay. They test the soils’ water retention capability before and after the addition of biochar. During the activity, student teams prepare soil mixtures, make observations (including microscopic examinations), compare soil properties, conduct water retention tests, take and record measurements, and analyze their observations and data. They see how the physical properties of soils—color, texture, and particle size—can be indicators of nutrient content and water retention capabilities to support plant growth. From their findings, they consider biochar’s potential benefits for environmental and agricultural applications, especially in conditions of drought and depleted soils. An activity lab sheet is provided to guide experimental data collection and analysis.","Type":"activity","Alignments":["S113F0F8","S113F101","S2470976","S2471049","S2471064","S2470834","S21199472"]},{"Id":"ucd_energy_lesson03_activity1","Url":"https://teachengineering.org/activities/view/ucd_energy_lesson03_activity1","Title":"Maximum Mentos Fountain","Summary":"Students make sense of the energy transfer that takes place in Mentos fountains. Students play the role of engineers as they test, design and build Mentos® fountains—a dramatic example of how potential energy (stored energy) can be converted to kinetic energy (motion). They are challenged to work together as a class to optimize the design of the basic soda/candy geyser made by the teacher. To do this, three research teams each investigate how a different variable—nozzle shape, soda temperature, number of candies—affects fountain height. They devise and run experimental tests to determine the best variable values. Then they combine their results to design the highest fountain to compete head-to-head with the teacher\u0027s geyser design.","Type":"activity","Alignments":["S2598237","S114174D","S2454487","S2454534","S2454536","S2598287","S2598289","S11416BE","S11416BF","S21199586","S2454237"]},{"Id":"csm_amazon_lesson2_activity1_tg","Url":"https://teachengineering.org/activities/view/csm_amazon_lesson2_activity1_tg","Title":"What to Bring?","Summary":"In the ongoing \"Lost in the Amazon\" scenario, students are provided with a list of supplies that survived their plane\u0027s crash in the Amazon jungle. They organize the supplies to classify which items are useful for surviving in the Amazon. They use estimation and basic math skills to determine how much they can carry and decide which items to bring with them to survive in the jungle until they reach their destination. ","Type":"activity","Alignments":["S114246D","S2454468","S11434AD","S21199572"]},{"Id":"ksu_pingus_activity1","Url":"https://teachengineering.org/activities/view/ksu_pingus_activity1","Title":"Pingus Penguins: Writing Good Instructions ","Summary":"Students use the free computer game Pingus to learn how engineers, specifically environmental engineers, use their technical writing skills to give instructions and follow the instructions of others. Students learn to write instructions to express their ideas in clear, organized ways using descriptive, un-ambiguous sentences, as an example of one type of technical writing that important for engineers. The students write instructions enumerating how to beat a game level, which represents surveying that level for environmental problems. As a test of their instructions, students review each others\u0027 instructions and offer suggestions for improvement, and then revise their instructions to make them better. Students also see some examples of environmental problems.","Type":"activity","Alignments":["S2597676","S2454470","S21199607"]},{"Id":"cub_motion_activity1","Url":"https://teachengineering.org/activities/view/cub_motion_activity1","Title":"Cars: Engineering for Efficiency","Summary":"Students learn how the aerodynamics and rolling resistance of a car affect its energy efficiency through designing and constructing model cars out of simple materials. As the little cars are raced down a tilted track (powered by gravity) and propelled off a ramp, students come to understand the need to maximize the energy efficiency of their cars. The most energy-efficient cars roll down the track the fastest and the most aerodynamic cars jump the farthest. Students also work with variables and plot how a car\u0027s speed changes with the track angle.","Type":"activity","Alignments":["S2553937","S2558124","S2557991","S2558343","S2558339","S1143502","S2454468","S2454469","S11434F2","S2366907","S114346F","S2390252","S2553845","S11416BE","S11416BF","S21199571","S21199572"]},{"Id":"csm_engineering_our_water_lesson1_activity2_tg","Url":"https://teachengineering.org/activities/view/csm_engineering_our_water_lesson1_activity2_tg","Title":"River Flow Rate","Summary":"Students build on their understanding and feel for flow rates, as gained from the associated Faucet Flow Rate activity, to estimate the flow rate of a local river. The objective is to be able to relate laboratory experiment results to the environment. They use the U.S. Geological Survey website (https://waterdata.usgs.gov/nwis/rt) to determine the actual flow rate data for their river, and compare their estimates to the actual flow rate. For this activity to be successful, choose a nearby river and take a field trip or show a video so students gain a visual feel for the flow of the nearby river.","Type":"activity","Alignments":["S2553809","S11434D3","S2471193","S2471356","S21199605","S21199603"]},{"Id":"van_linear_eqn_act_less4","Url":"https://teachengineering.org/activities/view/van_linear_eqn_act_less4","Title":"Matching the Motion","Summary":"Students learn about slope, determining slope, distance vs. time graphs through a motion-filled activity. Working in teams with calculators and CBR2 motion detectors, students attempt to match the provided graphs and equations with the output from the detector displayed on their calculators.","Type":"activity","Alignments":["S100186E","S114353B","S21199515","S21199603"]},{"Id":"touch_and_discover","Url":"https://teachengineering.org/activities/view/touch_and_discover","Title":"Basic Categorization Practice: See, Touch and Discover","Summary":"Student teams identify and categorize various objects using their senses of touch and sight. One student chooses five objects for his/her blindfolded partner to describe and identify based solely on touch. Then they switch. Both students record their observations, describing the objects as: human-made or natural, living or non-living, as well as any other physical/sensory characteristics. Students become familiar with different classification systems and sharpen their vocabulary to describe the physical characteristics of different objects. They learn why engineers have a need to categorize materials.","Type":"activity","Alignments":["S103E20A","S103E20B","S103E119","S103E11D","S103E199","S2454402","S21199463","S21199490","S21199484"]},{"Id":"cub_soundandlight_lesson7_activity1","Url":"https://teachengineering.org/activities/view/cub_soundandlight_lesson7_activity1","Title":"The Visual Spectrum","Summary":"Students make simple spectroscopes (prisms) to look at different light sources. The spectroscopes allow students to see differing spectral distributions of different light sources. Students also shine a light source through different materials with varying properties and compare the differences. ","Type":"activity","Alignments":["S2454445","S21199512","S21199470"]},{"Id":"compare_fabric_materials","Url":"https://teachengineering.org/activities/view/compare_fabric_materials","Title":"Compare Fabric Materials","Summary":"Students examine different types of fabric and their characteristics. Using magnifying glasses and sandpaper, they test and observe the weave and wear quality of fabric samples. By comparing the qualities of different fabrics they come to understand why so many different types of fabric exist and are able to recognize or suggest different uses for them.","Type":"activity","Alignments":["S103E20F","S103E19E","S1141786","S1141794","S21199467","S21199490","S21199553","S21199470"]},{"Id":"duk_surgicaldevices_tech_act","Url":"https://teachengineering.org/activities/view/duk_surgicaldevices_tech_act","Title":"Surgical Resident for a Day","Summary":"Students act as surgical residents for the day. Working in teams, they use surgical instruments to complete tasks that are inside of a box, hidden from direct view. They are able to see inside of the box with the help of a \"laparoscope\" (webcam and flashlight). This engaging activity shows students one application of engineered medical instrumentation and gives them first-hand experience in seeing how form fits function. They also learn that an engineer\u0027s job does not end with a finished product because s/he must train others to use the device correctly.","Type":"activity","Alignments":["S11417F8","S11416C4","S2471528","S2471439","S2471268","S2419766","S21199494","S21199472"]},{"Id":"van_troll_lesson04_activity1","Url":"https://teachengineering.org/activities/view/van_troll_lesson04_activity1","Title":"Construct It!","Summary":"Students use simple household materials, such as PVC piping and compact mirrors, to construct models of laser-based security systems. The protected object (a \"mummified troll\" or another treasure of your choosing) is placed \"on display\" in the center of the modeled room and protected by a laser system that utilizes a laser beam reflected off mirrors to trigger a light trip sensor with alarm.","Type":"activity","Alignments":["S1141769","S2454533","S2454534","S11416BE","S11416BF","S114174D","S21199579","S21199533"]},{"Id":"uno_walk_lesson01_activity2","Url":"https://teachengineering.org/activities/view/uno_walk_lesson01_activity2","Title":"Gait Analysis","Summary":"In this open-ended, hands-on activity that provides practice in engineering data analysis, students are given gait signature metric (GSM) data for known people types (adults and children). Working in teams, they analyze the data and develop models that they believe represent the data. They test their models against similar, but unknown (to the students) data to see how accurate their models are in predicting adult vs. child human subjects given known GSM data. They manipulate and graph data in Excel® to conduct their analyses.","Type":"activity","Alignments":["S2500236","S2500298","S2446322","S2446329","S2554458","S2471912","S2471910","S1143569","S11435A4","S1143598","S2554682","S2554675","S21199589","S21199587"]},{"Id":"uno_doesitwork_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uno_doesitwork_lesson01_activity1","Title":"Java Programming: Testing the Edges","Summary":"Students gain experience using the software/systems (engineering) design process, specifically focusing on the testing phase. This problem-based learning activity uses the design process to solve open-ended challenges. In addition to learning about test cases for testing software, students utilize the design process as a vehicle to work through a problem and arrive at a solution.","Type":"activity","Alignments":["S10018DC","S10216DC","S1001AA9","S1141758","S114176F","S21199589","S21199592"]},{"Id":"van_linear_eqn_act2_less5","Url":"https://teachengineering.org/activities/view/van_linear_eqn_act2_less5","Title":"Spring Away!","Summary":"This lab demonstrates Hooke\u0027s law with the use of springs and masses. Students attempt to determine the proportionality constant, or k-value, for a spring. They do this by calculating the change in length of the spring as different masses are added to it. The concept of a spring\u0027s elastic limit is also introduced, and students test to makes sure the spring\u0027s elastic limit has not been reached during their lab tests. After compiling their data, they find an average value of the spring\u0027s k-value by measuring the slopes between each of their data points. Then they apply what they\u0027ve learned about springs to how engineers might use that knowledge in the design of toys that enable kids to jump 2-3 feet in the air. ","Type":"activity","Alignments":["S100186E","S1143651","S1143638","S11435EE","S114354B","S114354A","S11435A5","S1143549","S1143536","S21199515","S21199603"]},{"Id":"cub_china_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_china_lesson03_activity1","Title":"Optimize! Cleaner Energy Options for Rural China","Summary":"Students work in engineering teams to optimize cleaner energy solutions for cooking and heating in rural China. They choose between various options for heating, cooking, hot water, and lights and other electricity, balancing between the cost and health effects of different energy choices.","Type":"activity","Alignments":["S1141717","S11425A8","S2558124","S2454463","S2454533","S2454534","S11434D3","S1143502","S114350F","S1143681","S2553794","S21199513","S21199531"]},{"Id":"uof-2397-prodigious-printing-possibilities-activity","Url":"https://teachengineering.org/activities/view/uof-2397-prodigious-printing-possibilities-activity","Title":"Prodigious Printing Possibilities ","Summary":"This activity is designed to give students an understanding of one aspect of what an engineer does and the ability to experience various steps in the engineering design process as it relates to a 3D printing task.  Students transform into engineers as they work in teams to carry out a 3D printing task by using a blunt-tip needle syringe to print a line using a variety of colored liquid materials (shampoo, conditioner, aloe, and hand sanitizer) into a small plastic box filled with a gel base. Approximating the work of engineers, the teams observe the interactions between the printed material and the gel base at intervals of 10 minutes and iterate, or change, the ink base as necessary to achieve a goal. Using the dye to color the ink allows students to determine which material will permeate or diffuse throughout the base more effectively.  Teams share their results to compare with their classmates. A real-world application for this investigation would be when engineers conduct research to develop new medicines, the goal is for the medicine to make its way through the body in the most effective way so that the body can heal.","Type":"activity","Alignments":["S2751446","S2751470","S11416BE","S11416BF","S114174D","S1141769","S11417F8","S2454470","S2454536","S21199579","S21199472","S21199572"]},{"Id":"cmu_fruit_activity1","Url":"https://teachengineering.org/activities/view/cmu_fruit_activity1","Title":"The Power of Food","Summary":"Students imagine they are stranded on an island and must create the brightest light possible with the meager supplies they have on hand in order to gain the attention of a rescue airplane. In small groups, students create circuits using items in their \"survival kits\" to create maximum voltage, measured with a multimeter and two LED lights. To complete the activity, students act as engineers by using the given materials to create circuits that produces the highest voltage and light up the most LED lights. They apply their knowledge of how voltage differs in a series circuit and a parallel circuit to design their solutions. ","Type":"activity","Alignments":["S103F1C5","S1136A9D","S1141750","S114175C","S2454540","S2454607","S11416BE","S11416BF","S1141704","S2728595","S2728680","S21199589","S21199479"]},{"Id":"ucd_derbytool_activity1","Url":"https://teachengineering.org/activities/view/ucd_derbytool_activity1","Title":"Engineering Derby: Tool Ingenuity","Summary":"Student teams are challenged to navigate a table tennis ball through a timed obstacle course using only the provided unconventional “tools.” Teams act as engineers by working through the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e to complete the overall task with each group member responsible to accomplish one of the obstacle course challenges. Inspired by the engineers who helped the Apollo 13 astronauts through critical problems in space, students must be innovative with the provided supplies to use them as tools to move the ball through the obstacles as swiftly as possible. Groups are encouraged to communicate with each other to share vital information. The course and tool choices are easily customizable for varied age groups and/or difficulty levels. Pre/post assessment handouts, competition rules and judging rubric are provided.","Type":"activity","Alignments":["S2454469","S2454470","S2598217","S2598218","S2454468","S2598216","S11416C1","S11416BE","S11416BF","S114174A","S21199571","S21199572"]},{"Id":"van_hybrid_design_activity4","Url":"https://teachengineering.org/activities/view/van_hybrid_design_activity4","Title":"Energy Storage Derby and Proposal","Summary":"Students design, build and test small-sized vehicle prototypes that transfer various types of potential energy into motion. To complete the Go Public phase of the legacy cycle, students demonstrate their understanding of how potential energy may be transferred into kinetic energy.","Type":"activity","Alignments":["S102DB1F","S102DB22","S2454553","S1132668","S11417DD","S2454608","S2454607","S11416BE","S11416C0","S11416BF","S11416C1","S21199505","S21199589","S21199585"]},{"Id":"cub_weather_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_weather_lesson03_activity1","Title":"Weather Alert","Summary":"Students discuss the characteristics of storms, including the relationship of weather fronts and storms. Using everyday materials, they develop models of basic lightning detection systems (similar to a Benjamin Franklin design) and analyze their models to determine their effectiveness as community storm warning systems.","Type":"activity","Alignments":["S11425C5","S11425C7","S2454536","S21199515","S21199472"]},{"Id":"tcnj_classroom_activity1","Url":"https://teachengineering.org/activities/view/tcnj_classroom_activity1","Title":"Redesigning a Classroom for the Visually Impaired","Summary":"Students practice human-centered design by imagining, designing and prototyping a product to improve classroom accessibility for the visually impaired. To begin, they wear low-vision simulation goggles (or blindfolds) and walk with canes to navigate through a classroom in order to experience what it feels like to be visually impaired. Student teams follow the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e to formulate their ideas, draw them by hand and using free, online Tinkercad software, and then 3D-print (or construct with foam core board and hot glue) a 1:20-scale model of the classroom that includes the product idea and selected furniture items. Teams use a morphological chart and an evaluation matrix to quantitatively compare and evaluate possible design solutions, narrowing their ideas into one final solution to pursue. To conclude, teams make posters that summarize their projects.","Type":"activity","Alignments":["S2454607","S1141750","S11416C1","S1141771","S1143580","S2454608","S2599178","S2599179","S11416BE","S11416BF","S2366907","S2743918","S2744565","S21199589","S21199591","S21199592"]},{"Id":"cub_pumpit_activity1","Url":"https://teachengineering.org/activities/view/cub_pumpit_activity1","Title":"Pump It! Design-Build-Test Helpful Village Water Pumps","Summary":"Pumps are used to get drinking water to our houses every day! And in disaster situations, pumps are essential to keep flood water out. In this hands-on activity, student groups design, build, test and improve devices to pump water as if they were engineers helping a rural village meet their drinking water supply. Students keep track of their materials costs, and calculate power and cost efficiencies of the prototype pumps. They also learn about different types of pumps, how they work and useful applications.","Type":"activity","Alignments":["S2555916","S11424CA","S1141743","S1141750","S2454607","S2454608","S114363B","S1143612","S11416BE","S11416BF","S11416C0","S11416C1","S2553747","S2555911","S2553745","S1143598","S1143638","S2366907","S2366906","S2454606","S21199589","S21199550","S21199591"]},{"Id":"nyu_robotic_perimeter_activity1","Url":"https://teachengineering.org/activities/view/nyu_robotic_perimeter_activity1","Title":"Robotic Perimeter","Summary":"Students learn and practice how to find the perimeter of a polygonal shape. Using a ruler, they measure model rooms made of construction paper walls. They learn about other tools, such as a robot, that can help them take measurements. Using a robot built from a LEGO® MINDSTORMS® kit that has been programmed to move along a wall and output the length of that wall, students record measurements and compare the perimeter value found with the robot to the perimeter found using a ruler. In both cases, students sketch maps to the scale of the model room and label the measured lengths. A concluding discussion explores the ways in which using a robot may be advantageous or disadvantageous, and real-world applications.","Type":"activity","Alignments":["S2488751","S2488721","S2488724","S114348D","S11434AE","S2488755","S1143489","S2390253","S21199512","S21199600","S21199605","S21199470"]},{"Id":"nyu_matls_activity1","Url":"https://teachengineering.org/activities/view/nyu_matls_activity1","Title":"Materials Properties Make a Difference","Summary":"Students investigate the materials properties—such as acoustical absorptivity, light reflectivity, thermal conductivity, hardness, and water resistance—of various materials. They use sound, light and temperature sensors to collect data on various materials. They practice making design decisions about what materials would be best to use for specific purposes and projects, such as designing houses in certain environments to meet client requirements. After testing, they use the provided/tested materials to design and build model houses to meet client specifications.\n**Note: This activity uses the retired LEGO NXT robot which is no longer available for purchase.","Type":"activity","Alignments":["S2454454","S2454470","S2783797","S2783819","S21199512","S21199470"]},{"Id":"nyu_activity1_battlebots","Url":"https://teachengineering.org/activities/view/nyu_activity1_battlebots","Title":"Tug of War Battle Bots ","Summary":"Students are introduced to the concepts of torque, power, friction and gear ratios. Teams modify two robotic LEGO® MINDSTORMS® vehicles by changing their gear ratios, wheel sizes, weight and engine power, while staying within a limit of points to spend on modifications. The robots face each other on a track with a string attaching one to the other. The winning robot, the one with the best adjustments, pulls the other across the line.","Type":"activity","Alignments":["S113EF51","S113EF6F","S2487160","S1141740","S21199465","S21199550"]},{"Id":"nyu_decimals_activity1","Url":"https://teachengineering.org/activities/view/nyu_decimals_activity1","Title":"Decimals, Fractions \u0026 Percentages","Summary":"Students learn about and practice converting between fractions, decimals and percentages. Using a LEGO® MINDSTORMS® robot and a touch sensor, each group inputs a fraction of its choosing. Team members convert this same fraction into a decimal, and then a percentage via hand calculations, and double check their work using the EV3 robot. Then they observe the robot moving forward and record that distance. Students learn that the distance moved is a fraction of the full distance, based on the fraction that they input, so if they input ½, the robot moves half of the original distance. From this, students work backwards to compute the full distance. Groups then compete in a game in which they are challenged to move the robot as close as possible to a target distance by inputting a fraction into the EV3 bot.","Type":"activity","Alignments":["S2488762","S2488763","S2488699","S2488855","S2488832","S2488857","S11434AA","S1143681","S2488882","S1143473","S1143496","S11434B9","S11434BC","S11434FC","S21199512","S21199470"]},{"Id":"umo_sensorswork_lesson02_activity1","Url":"https://teachengineering.org/activities/view/umo_sensorswork_lesson02_activity1","Title":"Master Driver","Summary":"As part of a design challenge, students learn how to use a rotation sensor (located inside the casing of a LEGO® MINDSTORMS ® EV3 motor) to measure how far a robot moves with each rotation. Through experimentation and measurement with the sensor, student pairs determine the relationship between the number of rotations of the robot\u0027s wheels and the distance traveled by the robot. Then they use this ratio to program LEGO robots to move precise distances in a contest of accuracy. The robot that gets closest to the goal without touching the toy figures at the finish line is the winning programming design. Students learn how rotational sensors measure distance, how mathematics can be used for real-world purposes, and about potential sources of error due to gearing when using rotation sensor readings for distance calculations. They also become familiar with the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e as they engage in its steps, from understanding the problem to multiple test/improve iterations to successful design.","Type":"activity","Alignments":["S2477566","S2477570","S2477572","S114174D","S11434CE","S1143680","S1143682","S11434A2","S11434D0","S2454437","S2454440","S2454534","S2477374","S2477568","S21199571","S21199572"]},{"Id":"nyu_biomimicry_activity1","Url":"https://teachengineering.org/activities/view/nyu_biomimicry_activity1","Title":"Biomimicry: Echolocation in Robotics","Summary":"Students use ultrasonic sensors and LEGO© MINDSTORMS© EV3 robots to emulate how bats use echolocation to detect obstacles. They measure the robot\u0027s reaction times as it senses objects at two distances and with different sensor threshold values, and again after making adjustments to optimize its effectiveness. Like engineers, they gather and graph data to analyze a given design (from the tutorial) and make modifications to the sensor placement and/or threshold values in order to improve the robot\u0027s performance (iterative design). Students see how problem solving with biomimicry design is directly related to understanding and making observations of nature.","Type":"activity","Alignments":["S2488995","S2488883","S114174D","S1143549","S2454536","S1143682","S2783910","S2366910","S11434EA","S2488581","S2488582","S21199580","S21199572"]},{"Id":"nyu_haptics_activity1","Url":"https://teachengineering.org/activities/view/nyu_haptics_activity1","Title":"Haptics: Touch Command","Summary":"Students experience haptic (the sense of touch) feedback by using LEGO® MINDSTORMS® EV3 robots and touch sensors to emulate touch feedback recognition. With four touch sensors connected to LEGO EV3s, they design sensor attachments that feel physically distinguishable from each another. Then students answer questions and communicate their answers to the EV3 by pressing the touch sensor that is associated with the right multiple-choice answer letter. Haptics becomes essential when students must use the EV3 sensors to answer the next set of questions without the aid of their vision. This challenges them to rely solely on the tactile feeling of each unique touch sensor attachment that they created in order to choose the correct peripheral slot. Students also learn about real-world applications of haptics technology.","Type":"activity","Alignments":["S2488973","S114174D","S11434DA","S2488929","S11434EA","S21199494","S21199572"]},{"Id":"nyu_fibonacci_activity1","Url":"https://teachengineering.org/activities/view/nyu_fibonacci_activity1","Title":"The Fibonacci Sequence \u0026 Robots ","Summary":"Using the LEGO® EV3 robotics kit, students construct and program robots to illustrate and explore the Fibonacci sequence. Within teams, students are assigned roles: group leader, chassis builder, arm builder, chief programmer, and Fibonacci verifier. By designing a robot that moves based on the Fibonacci sequence of numbers, they can better visualize how quickly the numbers in the sequence grow. To program the robot to move according to these numbers, students break down the sequence into simple algebraic equations so that the computer can understand the Fibonacci sequence.","Type":"activity","Alignments":["S11435EB","S11434D2","S114351B","S2784004","S2454609","S21199474","S21199512","S21199563","S21199470"]},{"Id":"rice-2368-gene-therapy-design-activity","Url":"https://teachengineering.org/activities/view/rice-2368-gene-therapy-design-activity","Title":"Preventing the Zombie Apocalypse- Making Gene Therapy Safe! ","Summary":"Students become biomedical engineers and create model viruses for use in therapeutic applications, such as gene therapy. In constructing their models, students carefully plan for side effects and modify a virus that can be used to safely to deliver gene therapy. This process involves taking a “wild type” (or unmodified) virus so it can target a specific area of the body.","Type":"activity","Alignments":["S113F050","S113F053","S113F054","S113EE6D","S1141704","S11416BE","S11416BF","S2454607","S21199479","S21199570"]},{"Id":"duk_retcoulter_act1","Url":"https://teachengineering.org/activities/view/duk_retcoulter_act1","Title":"Lab Experiment: Build Simple Coulter Counters to Count Particles","Summary":"Students build and use a very basic Coulter electric sensing zone particle counter to count an unknown number of particles in a sample of \"paint\" to determine if enough particles per ml of \"paint\" exist to meet a quality standard. In a lab experiment, student teams each build an apparatus and circuit, set up data acquisition equipment, make a salt-soap solution, test liquid flow in the apparatus, take data, and make graphs to count particles.","Type":"activity","Alignments":["S2363565","S2420200","S2363491","S2420299","S114174D","S1141765","S1143657","S11435EC","S2420294","S2420276","S1143612","S114364A","S21199606","S21199605","S21199572"]},{"Id":"nyu_cleaning_robot_activity1","Url":"https://teachengineering.org/activities/view/nyu_cleaning_robot_activity1","Title":"Cleaning the Floor Using a Robot: Intro to Random Numbers","Summary":"Posed with a paradigmatic engineering problem, students consider and explore mathematical algorithms and/or geometric concepts to devise possible solutions. The problem: How should a robotic vacuum move in order to best clean a floor of unknown shape and dimensions? They grapple with what could be a complex problem by brainstorming ideas, presenting the best idea for a solution and analyzing all presented solutions, and then are introduced to an elegant solution. Rather than elaborately calculating the most efficient route and keeping track of which tiles the robot has visited, a random number generator determines which direction the robot will take when it hits a barrier. Students are able to visually confirm how an unfamiliar programming concept (a random number generator) can make for a simple and efficient program that causes an EV3 robot (that is suitably equipped) to clean a bare floor. Then students think of other uses for random numbers.","Type":"activity","Alignments":["S2454533","S2488978","S2489278","S11416F3","S114174B","S114174D","S114350B","S11435BC","S2783907","S2454534","S2783908","S2488578","S2366906","S2366909","S2488581","S21199515","S21199472","S21199572"]},{"Id":"usf_biorecycling_lesson01_activity2","Url":"https://teachengineering.org/activities/view/usf_biorecycling_lesson01_activity2","Title":"The Great Algae Race","Summary":"In a multi-week experiment, student groups gather data from the photobioreactors that they build to investigate growth conditions that make algae thrive best. Using plastic soda bottles, pond water and fish tank aerators, they vary the amount of carbon dioxide (or nutrients or sunlight, as an extension) available to the microalgae. They compare growth in aerated vs. non-aerated conditions. They measure growth by comparing the color of their algae cultures in the bottles to a color indicator scale. Then they graph and analyze the collected data to see which had the fastest growth. Students learn how plants biorecycle carbon dioxide into organic carbon (part of the carbon cycle) and how engineers apply their understanding of this process to maximize biofuel production. ","Type":"activity","Alignments":["S1130951","S1130953","S2454523","S2454499","S1143549","S2366907","S114350F","S2366909","S2572016","S2572014","S2571492","S21199499","S21199497"]},{"Id":"design_packing","Url":"https://teachengineering.org/activities/view/design_packing","Title":"Design Packing to Safely Mail Raw Spaghetti","Summary":"Students use their creative skills to determine a way to safely mail raw (dry, uncooked) spaghetti using only the provided materials. To test the packing designs, the spaghetti is mailed through the postal system and evaluated after delivery.","Type":"activity","Alignments":["S114174A","S1141763","S1141765","S2454469","S2454468","S11416BE","S11416BF","S2730780","S2730781","S21199571","S21199570","S21199470","S21199572"]},{"Id":"cub_lighting_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_lighting_lesson01_activity1","Title":"Beating the Motion Sensor","Summary":"Lighting is responsible for nearly one-third of the electricity use in buildings. One of the best ways to conserve energy is to make sure the lights are turned off when no one is in a room. This process can be automated using motion sensors. In this activity, students explore material properties as they relate to motion detection, and use that knowledge to make design judgments about what types of motion detectors to use in specific applications.","Type":"activity","Alignments":["S2454534","S21199571","S21199472","S21199537"]},{"Id":"cub_soundandlight_lesson4_activity1","Url":"https://teachengineering.org/activities/view/cub_soundandlight_lesson4_activity1","Title":"Echolocation in Action!","Summary":"In this activity, students will experience echolocation themselves. They actually try echolocation by wearing blindfolds while another student makes snapping noises in front of, behind, or to the side of them. ","Type":"activity","Alignments":["S11424F5","S2557991","S2557992","S1143488","S2454447","S21199512","S21199470"]},{"Id":"cub_humanwatercycle_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_humanwatercycle_lesson01_activity1","Title":"Shades of Gray(water)","Summary":"Students are introduced to the concepts of graywater and water reuse within households. They calculate the amount of used water a family generates in one day and use a model of home plumbing to find out how much graywater is produced in homes every day. They graph their results and discuss energy efficiency implications. Students are then challenged to find ways to reduce water use within the home.","Type":"activity","Alignments":["S11424AD","S11424AB","S11425AD","S11424AC","S11425A7","S2557977","S2553903","S2454463","S2454531","S1143488","S11434AD","S21199467","S21199472"]},{"Id":"nyu_sensing_activity1","Url":"https://teachengineering.org/activities/view/nyu_sensing_activity1","Title":"Sensing Your Surroundings","Summary":"Students consider human senses and the many everyday human-made sensors so common in their lives. They learn about the three components of biosensors—a special type of sensor—and their functions and importance. With this understanding, students identify various organs in the human body that behave as sensors, such as the pancreas. Using LEGO® MINDSTORMS® robots, provided rbt robot programs and LEGO sensors (light, ultrasonic, sound, touch), students gain first-hand experience with sensors and come to see how engineer-designed sensors play important roles in our daily lives, informing people of their surroundings and ultimately improving our quality of life.\n**Note: This activity uses the retired LEGO NXT robot which is no longer available for purchase.","Type":"activity","Alignments":["S2471625","S2783910","S21199494","S21199472"]},{"Id":"van_biomimicry_activity4","Url":"https://teachengineering.org/activities/view/van_biomimicry_activity4","Title":"Computer Simulation of the Sonoran Desert Community","Summary":"Use of the computer program\u0027s simulation of a Sonoran Desert community ultimately strengthens students\u0027 comprehension of what is required for a natural ecosystem to sustain itself (remain in balance). This computer simulation program has great flexibility. Students can manipulate the population numbers of five Sonoran Desert species. A species natural history attachment provides vital information for students to familiarize themselves with each species\u0027 behaviors, niche and food resource needs. The program includes two producers, Saguaro cactus and Ironwood Tree. It also includes three consumers, but their interactions both toward the producers and each other differ. The community\u0027s ability to remain in balance and sustain all five species so that none die out rests on students\u0027 assessment skills enabling them to correctly identify these dependencies. Students learn by trial and error as they continue to fine tune the ecosystem for which they maintain stewardship.","Type":"activity","Alignments":["S1141782","S113EE9E","S2378010","S2597360","S2454570","S21199503","S21199607"]},{"Id":"cub_spect_activity8","Url":"https://teachengineering.org/activities/view/cub_spect_activity8","Title":"Designing a Spectroscopy Mission","Summary":"Students find and calculate the angle that light is transmitted through a holographic diffraction grating using trigonometry. After finding this angle, student teams design and build their own spectrographs, researching and designing a ground- or space-based mission using their creation. At project end, teams present their findings to the class, as if they were making an engineering conference presentation. Student must have completed the associated Building a Fancy Spectrograph activity before attempting this activity.","Type":"activity","Alignments":["S114176F","S11424CA","S2558045","S2558042","S11435E8","S2454560","S2454533","S2558074","S11435D2","S114360D","S11416BE","S21199606","S21199592"]},{"Id":"usf_biorecycling_lesson01_activity3","Url":"https://teachengineering.org/activities/view/usf_biorecycling_lesson01_activity3","Title":"Composting Competition","Summary":"In a multi-week experiment, students monitor the core temperatures of two compost piles, one control and one tended, to see how air and water affect microbial activity. They daily aerate and wet the \"treated\" pile and collect 4-6 weeks\u0027 worth of daily temperature readings. Once the experiment is concluded, students plot and analyze their data to compare the behavior of the two piles. They find that the treated pile becomes hotter, an indication that more microbes are active and releasing heat. Through this activity, students see that microbes play a role in composting and how composting can be used as a carbon management process.","Type":"activity","Alignments":["S1130953","S2454523","S2454499","S114350F","S1143549","S2366907","S2366909","S2572016","S2572014","S2571492","S21199499","S21199514"]},{"Id":"design_weather_instruments","Url":"https://teachengineering.org/activities/view/design_weather_instruments","Title":"Design Weather Instruments Using LEGO Sensors","Summary":"Student teams design and create LEGO® structures to house and protect temperature sensors. They leave their structures in undisturbed locations for a week, and regularly check and chart the temperatures. This activity engages students in the design and analysis aspects of engineering.","Type":"activity","Alignments":["S2545129","S2545052","S2545127","S2545054","S1141786","S1143502","S2454468","S2390252","S11434BE","S11416BE","S103E214","S21199570","S21199470"]},{"Id":"rice-2243-biochar-measurements-water-soil-contamination","Url":"https://teachengineering.org/activities/view/rice-2243-biochar-measurements-water-soil-contamination","Title":"Biochar: Measuring and Improving Soil Function","Summary":"Students learn how to manipulate the behavior of water by using biochar—a soil amendment used to improve soil functions. As a fluid, water interacts with soil in a variety of ways. It may drain though a soil’s non-solid states, or its “pores”; lay above the soil; or move across cell membranes via osmosis. In this experiment, students solve the specific problem of standing water by researching, designing, and engineering solutions that enable water to drain faster. This activity is designed for students to explore how biochar helps soils to act as “sponges” in order to retain more water.    ","Type":"activity","Alignments":["S2484225","S113EF8F","S11416BE","S11416BC","S1141702","S2471246","S21199537"]},{"Id":"nyu_phi_activity1","Url":"https://teachengineering.org/activities/view/nyu_phi_activity1","Title":"Discovering Phi: The Golden Ratio","Summary":"Students discover the mathematical constant phi, the golden ratio, through hands-on activities. They measure dimensions of \"natural objects\"—a star, a nautilus shell and human hand bones—and calculate ratios of the measured values, which are close to phi. Then students learn a basic definition of a mathematical sequence, specifically the Fibonacci sequence. By taking ratios of successive terms of the sequence, they find numbers close to phi. They solve a squares puzzle that creates an approximate Fibonacci spiral. Finally, the instructor demonstrates the rule of the Fibonacci sequence via a  LEGO® MINDSTORMS® EV3 robot equipped with a pen. The robot (already created as part of the companion activity, The Fibonacci Sequence \u0026 Robots) draws a Fibonacci spiral that is similar to the nautilus shape.","Type":"activity","Alignments":["S2488994","S2488883","S2488896","S2488897","S2489108","S11435EB","S11434D2","S11434D3","S1143682","S1143548","S21199512","S21199563","S21199470"]},{"Id":"cub_simple_lesson05_activity1","Url":"https://teachengineering.org/activities/view/cub_simple_lesson05_activity1","Title":"Pulley\u0027ing Your Own Weight","Summary":"Using common materials (spools, string, soap), students learn how a pulley can be used to easily change the direction of a force, making the moving of large objects easier. They see 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.","Type":"activity","Alignments":["S2558343","S2553849","S114349B","S2454420","S2366910","S11434F4","S2553906","S21199470"]},{"Id":"cub_rockets_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_rockets_lesson01_activity1","Title":"I\u0027m Not in Range: Acting Out Cellular Phone Service","Summary":"In this role-playing activity, students learn how cellular phone service works, its advantages and its limitations. Students also learn about the advantages and limitations of satellite phone service. Phone communication involves many aspects of science, math and engineering, and this activity conveys to students how these technologies help people to stay better connected. In the continuing story of this unit, students use what they learn to understand what communication options might be available for Maya and her parents, Spacewoman Tess and Spaceman Rohan.","Type":"activity","Alignments":["S1142599","S21199526"]},{"Id":"cub_air_lesson05_activity2","Url":"https://teachengineering.org/activities/view/cub_air_lesson05_activity2","Title":"Global Environment: Dangerous Air","Summary":"By tracing the movement of radiation released during an accident at the Chernobyl nuclear power plant, students see how air pollution, like particulate matter, can become a global issue.","Type":"activity","Alignments":["S114254F","S1142551","S2553849","S2454441","S21199546"]},{"Id":"duk_surfacetensionunit_act4","Url":"https://teachengineering.org/activities/view/duk_surfacetensionunit_act4","Title":"Exploring the Lotus Effect ","Summary":"Students test and observe the \"self-cleaning\" lotus effect using a lotus leaf and cloth treated with a synthetic lotus-like superhydrophobic coating. They also observe the Wenzel and Cassie Baxter wetting states by creating and manipulating condensation droplets on the leaf surface. They consider the real-life engineering applications for these amazing water-repellent and self-cleaning properties.","Type":"activity","Alignments":["S11417A2","S2454540","S1141704","S2363358","S21199538"]},{"Id":"cub_energy2_lesson04_activity4","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson04_activity4","Title":"Blackout!","Summary":"Students read news reports and first-person accounts to imagine what it would be like to be in a blackout in a large city. They follow news reports as if the event were unfolding in real-time and keep weblogs or journals of their experience as they imagine it, taking on different roles of people who live in the city or commute there to work. They use their journal accounts to create a play or screenplay that depicts what the August 2003 blackout was like for the people in the U.S. and Canada who experienced it. Although this activity is geared towards fifth-grade and older students, it could be easily adapted for younger students.","Type":"activity","Alignments":["S11424F4","S114259F","S21199529"]},{"Id":"csm_findingepicenters_activity1","Url":"https://teachengineering.org/activities/view/csm_findingepicenters_activity1","Title":"Earthquakes Living Lab: Finding Epicenters \u0026 Measuring Magnitudes","Summary":"Students learn how engineers characterize earthquakes through seismic data. Then, acting as engineers, they use real-world seismograph data and a tutorial/simulation accessed through the Earthquakes Living Lab to locate earthquake epicenters via triangulation and determine earthquake magnitudes. Student pairs examine seismic waves, S waves and P waves recorded on seismograms, measuring the key S-P interval. Students then determine the maximum S wave amplitudes in order to determine earthquake magnitude, a measure of the amount of energy released. Students consider how engineers might use and implement seismic data in their design work. A worksheet serves as a student guide for the activity.","Type":"activity","Alignments":["S11425C9","S11425E4","S2454530","S2454556","S21199538","S21199535"]},{"Id":"cub_watershed_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_watershed_lesson01_activity1","Title":"Flood Analysis","Summary":"Students learn how to use and graph real-world stream gage data to create event and annual hydrographs and calculate flood frequency statistics. Using an Excel spreadsheet of real-world event, annual and peak streamflow data, they manipulate the data (converting units, sorting, ranking, plotting), solve problems using equations, and calculate return periods and probabilities. Prompted by worksheet questions, they analyze the runoff data as engineers would. Students learn how hydrographs help engineers make decisions and recommendations to community stakeholders concerning water resources and flooding.","Type":"activity","Alignments":["S114250B","S114250D","S11425CB","S2556115","S2454596","S2454606","S114363A","S1143612","S11435A4","S11435EC","S11435BD","S21199537"]},{"Id":"nyu_triangles_activity1","Url":"https://teachengineering.org/activities/view/nyu_triangles_activity1","Title":"You\u0027ve Got Triangles!","Summary":"Students learn about trigonometry, geometry and measurements while participating in a hands-on interaction with LEGO® MINDSTORMS® EV3 technology. First they review fundamental geometrical and trigonometric concepts. Then, they estimate the height of various objects by using simple trigonometry. Students measure the height of the objects using the LEGO robot kit, giving them an opportunity to see how sensors and technology can be used to measure things on a larger scale. Students discover that they can use this method to estimate the height of buildings, trees or other tall objects. Finally, students synthesize their knowledge by applying it to solve similar problems. By activity end, students have a better grasp of trigonometry and its everyday applications.","Type":"activity","Alignments":["S1143509","S1143542","S1143545","S102B3A4","S102B3A5","S102B33B","S21199555"]},{"Id":"cub_bio_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_bio_lesson01_activity1","Title":"Population Density: How Much Space Do You Have?","Summary":"Students learn about population density within environments and ecosystems. They determine the density of a population and think about why population density and distribution information is useful to engineers for city planning and design as well as for resource allocation.","Type":"activity","Alignments":["S114255D","S114255E","S2553938","S2557990","S114349B","S11434AE","S1143502","S2454468","S21199544"]},{"Id":"cub_simp_machines_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_simp_machines_lesson01_activity1","Title":"A Simple Solution for the Circus","Summary":"In this activity, students are challenged to design a contraption using simple machines to move a circus elephant into a rail car. After students consider their audience and constraints, they work in groups to brainstorm ideas and select one concept to communicate to the class.","Type":"activity","Alignments":["S11424D2","S2454533","S11416BE","S11416BF","S21199580"]},{"Id":"wst_environmental_lesson01_activity1","Url":"https://teachengineering.org/activities/view/wst_environmental_lesson01_activity1","Title":"Thinking Green!","Summary":"Students show their creativity and think like engineers as they design products or services that can be used to improve environmental problems in the community. While being aware of the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, students are challenged to consider all aspects of their products/services, including their costs, and impacts on the environment and people in their communities. They present their \"green\" solutions, in the form of advertisements, to the class for critical review of their feasibility.","Type":"activity","Alignments":["S2454533","S2596584","S11416BE","S21199581"]},{"Id":"mis-2484-computer-simulation-artificial-neural-network-activity","Url":"https://teachengineering.org/activities/view/mis-2484-computer-simulation-artificial-neural-network-activity","Title":"Computer Simulation of an Artificial Neural Network ","Summary":"Using the Netlogo platform to run simulations of a basic neural network called the perceptron, students explore a basic, yet powerful, model of machine learning as they are challenged to understand the logic. Students engage in the perceptron model and discover a weakness of the model. The students then move on to run simulations on Netlogo with the multi-layer perceptron which overcomes the weakness in the original perceptron model. ","Type":"activity","Alignments":["S2587829","S1141702","S11416BE","S2471696","S114356A","S2471809","S2471740","S2471941","S2481504","S2366909","S114362A","S2481323","S2480848","S11416C7","S11417CF","S21199516"]},{"Id":"cub_enveng_lesson04_activity1","Url":"https://teachengineering.org/activities/view/cub_enveng_lesson04_activity1","Title":"What\u0027s Down the Well?","Summary":"Students learn about physical models of groundwater and how environmental engineers determine possible sites for drinking water wells. During the activity, students create their own groundwater well models using coffee cans and wire screening. They add red food coloring to their models to see how pollutants can migrate through the groundwater into a drinking water resource.","Type":"activity","Alignments":["S11425AA","S11425AC","S2553794","S2454531","S11434D3","S1143681","S2553802","S2553849","S1143513","S21199532"]},{"Id":"cub_dams_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_dams_lesson01_activity1","Title":"How Much Water Do You Use?","Summary":"Students keep track of their own water usage for one week, gaining an understanding of how much water is used for various everyday activities. They relate their own water usages to the average residents of imaginary Thirsty County, and calculate the necessary water capacity of a dam that would provide residential water to the community.","Type":"activity","Alignments":["S11424F0","S2553798","S2558347","S2454532","S1143682","S11434D2","S11434E9","S11434D3","S21199546"]},{"Id":"nyu_soundwaves_activity1","Url":"https://teachengineering.org/activities/view/nyu_soundwaves_activity1","Title":"Measuring Distance with Sound Waves","Summary":"Students learn about sound waves and use them to measure distances between objects. They explore how engineers incorporate ultrasound waves into medical sonogram devices and ocean sonar equipment. Students learn about properties, sources and applications of three types of sound waves, known as the infra-, audible- and ultra-sound frequency ranges. They use ultrasound waves to measure distances and understand how ultrasonic sensors are engineered.","Type":"activity","Alignments":["S11416FE","S2488883","S2489089","S114360A","S2454560","S2489157","S1143682","S114363B","S2783966","S21199477"]},{"Id":"cub_surg_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_surg_lesson01_activity1","Title":"Challenges of Laparoscopic Surgery","Summary":"Students teams use a laparoscopic surgical trainer to perform simple laparoscopic surgery tasks (dissections, sutures) using laparoscopic tools. Just like in the operating room, where the purpose is to perform surgery carefully and quickly to minimize patient trauma, students\u0027 surgery time and mistakes are observed and recorded to quantify their performances. They learn about the engineering component of surgery.","Type":"activity","Alignments":["S2489232","S1143569","S2472101","S2471809","S21199581","S21199546"]},{"Id":"rice_magnetic_activity1","Url":"https://teachengineering.org/activities/view/rice_magnetic_activity1","Title":"Magnetic Fields and Distance","Summary":"Students measure the relative intensity of a magnetic field as a function of distance. They place a permanent magnet selected distances from a compass, measure the deflection, and use the gathered data to compute the relative magnetic field strength. Based on their findings, students create mathematical models and use the models to calculate the field strength at the edge of the magnet. They use the periodic table to predict magnetism. Finally, students create posters to communicate the details their findings. This activity guides students to think more deeply about magnetism and the modeling of fields while practicing data collection and analysis. An equations handout and two grading rubrics are provided.","Type":"activity","Alignments":["S113EEA5","S113EEA1","S113EEA2","S2454537","S2454540","S11435FD","S21199501"]},{"Id":"van_robotic_vision_activity1","Url":"https://teachengineering.org/activities/view/van_robotic_vision_activity1","Title":"Peripheral Vision Lab","Summary":"Students explore their peripheral vision by reading large letters on index cards. Then they repeat the experiment while looking through camera lenses, first a lens with a smaller focal length and then a lens with a larger focal length. Then they complete a worksheet and explain how the experiment helps them solve the challenge question introduced in lesson 1 of this unit.","Type":"activity","Alignments":["S1132F9F","S21199477"]},{"Id":"van_heartvalves_lesson01_activity1","Url":"https://teachengineering.org/activities/view/van_heartvalves_lesson01_activity1","Title":"The Mighty Heart","Summary":"Students learn about the form and function of the human heart through the dissection of sheep hearts. They learn about the different parts of the heart and are able to identify the anatomical structures and compare them to the all of the structural components of the human heart they learned about in the associated lesson.","Type":"activity","Alignments":["S11326BD","S11326BE","S21199477"]},{"Id":"hummol_joy_act","Url":"https://teachengineering.org/activities/view/hummol_joy_act","Title":"Modeling Loads on Structures Using \"Human Molecules”","Summary":"Students conduct several simple lab activities to learn about the five fundamental load types that can act on structures: tension, compression, shear, bending and torsion. In this activity, students play the role of molecules in a beam that is subject to various loading schemes.","Type":"activity","Alignments":["S103E229","S103E21B","S103E21D","S1141769","S11417AA","S11434D5","S21199578"]},{"Id":"usf_traffic_lesson01_activity1","Url":"https://teachengineering.org/activities/view/usf_traffic_lesson01_activity1","Title":"Grading Congestion: Modeling and Analyzing Traffic Congestion","Summary":"Students construct a model roadway with congestion and apply their knowledge of level of service (LOS) to assign a grade to the road conditions. The roadway is simply a track outlined with cones or ropes with a few students walking around it to mimic congestion. The remaining students employ both techniques of density and flow to classify the LOS of the track.","Type":"activity","Alignments":["S1130900","S11308B9","S11308BA","S114178B","S2454536","S11434D2","S11434D3","S1143682","S21199606"]},{"Id":"cub_enveng_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_enveng_lesson03_activity1","Title":"Where Does All the Water Go?","Summary":"The best way for students to understand how groundwater flows is to actually see it. In this activity, students learn the vocabulary associated with groundwater and see a demonstration of groundwater flow. Students learn about the measurements that environmental engineers need when creating a groundwater model of a chemical plume. ","Type":"activity","Alignments":["S11425AA","S11425AB","S2553849","S2553798","S2454524","S11434D2","S11434D3","S1143682","S2553808","S2553809","S2553806","S21199532"]},{"Id":"van_mri_act_less_8","Url":"https://teachengineering.org/activities/view/van_mri_act_less_8","Title":"Induced EMF in a Coil of Wire","Summary":"Students use a simple setup consisting of a coil of wire and a magnet to visualize induced EMF. First, they move a coil of wire near a magnet and observe the voltage that results. Then they experiment with moving the wire, magnet and a second, current-carrying coil. They connect the coil to a circuit and the current from the induced EMF charges a conductor. ","Type":"activity","Alignments":["S11417FC","S10245A5","S2454555","S1132F8B","S1132F97","S21199477"]},{"Id":"nyu_homeostasis_activity1","Url":"https://teachengineering.org/activities/view/nyu_homeostasis_activity1","Title":"Using Microcontrollers to Model Homeostasis","Summary":"Students learn about homeostasis and create models by constructing simple feedback systems using Arduino boards, temperature sensors, LEDs and Arduino code. Starting with pre-written code, students instruct LEDs to activate in response to the sensor detecting a certain temperature range. They determine appropriate temperature ranges and alter the code accordingly. When the temperature range is exceeded, a fan is engaged in order to achieve a cooling effect. In this way, the principle of homeostasis is demonstrated. To conclude, students write summary paragraphs relating their models to biological homeostasis.","Type":"activity","Alignments":["S1143AC4","S2783981","S2783863","S2454564","S1141704","S21199495"]},{"Id":"usf_microbes_lesson01_activity1","Url":"https://teachengineering.org/activities/view/usf_microbes_lesson01_activity1","Title":"Microbes Know How to Work!","Summary":"Students design systems that use microbes to break down a water pollutant (in this case, sugar). They explore how temperature affects the rate of pollutant decomposition.","Type":"activity","Alignments":["S11309CE","S2454500","S1143549","S1143547","S114359F","S2454543","S21199535"]},{"Id":"uoh_dna_lesson02_activity1","Url":"https://teachengineering.org/activities/view/uoh_dna_lesson02_activity1","Title":"DNA Forensics and Color Pigments","Summary":"Students perform DNA forensics using food coloring to enhance their understanding of DNA fingerprinting, restriction enzymes, genotyping and DNA gel electrophoresis. They place small drops of different food coloring (\"water-based paint\") on strips of filter paper and then place one paper strip end in water. As water travels along the paper strips, students observe the pigments that compose the paint decompose into their color components. This is an example of the chromatography concept applied to DNA forensics, with the pigments in the paint that define the color being analogous to DNA fragments of different lengths.","Type":"activity","Alignments":["S113F049","S113F04A","S113F04B","S113F04C","S113F075","S11417FE","S21199518"]},{"Id":"van_biomimicry_activity1","Url":"https://teachengineering.org/activities/view/van_biomimicry_activity1","Title":"Designing a Winning Guest Village in Saguaro National Park","Summary":"The Challenge Question of the Legacy Cycle draws students into considering the engineering ingenuity of nature. It forces them to analyze, appreciate and understand the wisdom of these designs as teams focus on meeting each of the challenge\u0027s requirements. Student groups are asked to envision a sustainable design for a future guest village within the Saguaro National Park, outside of Tucson, AZ. What issues need to be addressed to support the comforts of park visitors without compromising the natural resources or endangering the endemic species of the area? A deeper scope of application reveals extensions of this design in the incorporation of urban planning and systems design. It also strengthens the concept of manufacturing and building without producing waste or pollution.    ","Type":"activity","Alignments":["S114176F","S1141771","S113EE9E","S2378010","S2597360","S2454604","S2454608","S21199480"]},{"Id":"cub_enveng_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_enveng_lesson02_activity1","Title":"Pea Soup Ponds: Algae Investigation \u0026 Analysis for Water Quality","Summary":"In this activity, students learn how water can be polluted by algal blooms. They grow algae with different concentrations of fertilizer or nutrients and analyze their results as environmental engineers working to protect a local water resource.","Type":"activity","Alignments":["S11425AB","S2557977","S2454534","S2454531","S2454498","S2454500","S11434E9","S1143502","S1143549","S21199547"]},{"Id":"uoh_circuit_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uoh_circuit_lesson01_activity1","Title":"Applying Statistics to Nano-Circuit Dimensions in Fabrication","Summary":"Measuring the dimensions of nano-circuits requires an expensive, high-resolution microscope with integrated video camera and a computer with sophisticated imaging software, but in this activity, students measure nano-circuits using a typical classroom computer and (the free-to-download) GeoGebra geometry software. Inserting (provided) circuit pictures from a high-resolution microscope as backgrounds in GeoGebra\u0027s graphing window, students use the application\u0027s tools to measure lengths and widths of circuit elements. To simplify the conversion from the on-screen units to the real circuits\u0027 units and the manipulation of the pictures, a GeoGebra measuring interface is provided. Students export their data from GeoGebra to Microsoft® Excel® for graphing and analysis. They test the statistical significance of the difference in circuit dimensions, as well as obtain a correlation between average changes in original vs. printed circuits\u0027 widths. This activity and its associated lesson are suitable for use during the last six weeks of the AP Statistics course; see the topics and timing note below for details.","Type":"activity","Alignments":["S2484278","S2484280","S2487159","S11417FC","S11435AC","S1141704","S1141702","S2366907","S2366909","S2366910","S1143598","S114356A","S11435A0","S1143569","S11435A4","S11435AD","S1143570","S2487341","S2487161","S2616637","S2616607","S2471862","S2471912","S2471947","S2471813","S2471927","S21199610"]},{"Id":"cmu2-2343-paint-dry-design","Url":"https://teachengineering.org/activities/view/cmu2-2343-paint-dry-design","Title":"Watching Paint Dry ","Summary":"Students take on the task of designing a container that holds exactly one spritz of water from a spray bottle. They measure the mass of the collected liquid, or spritz, and calculate how long it takes for the water to vaporize using a formula for an experimental rate of evaporation. After understanding the rate of evaporation, students iterate their designs and practice dimensional analysis to further analyze their data. ","Type":"activity","Alignments":["S2480846","S2480848","S2481283","S2481285","S1141704","S1141703","S11416BE","S11416BF","S2454607","S2366907","S2366909","S1143612","S1143614","S2728680","S114363B","S2481356","S21199608","S21199587"]},{"Id":"duk_powergen_tech_act","Url":"https://teachengineering.org/activities/view/duk_powergen_tech_act","Title":"Presentation Skills to Win that Bid! Selling Your Power Solution","Summary":"A large part of engineering involves presenting products, concepts, and proposals to others in order to gain approval, funding, contracts, etc. Through this activity, students\u0027 presentation skills are fine tuned while they independently investigate one type of power production to meet the needs of their region of choice. Students also learn problem solving skills while examining the advantages and disadvantages of particular methods of power generation.","Type":"activity","Alignments":["S2363713","S2363658","S2363510","S2363511","S11416D0","S11417D9","S2454441","S2454533","S21199500"]},{"Id":"cub_tower_activity1","Url":"https://teachengineering.org/activities/view/cub_tower_activity1","Title":"Tower O’ Power: Strength-to-Weight-Ratio Competition","Summary":"In this activity, students learn about creating a design directly from a CAD (computer-aided design) program. Teams design towers in CAD and manufacture the parts with a laser cutter. A competition determines the tower design with the best strength:weight ratio. Students also investigate basic structural truss concepts and stress concentrations. Partnership with a local college or manufacturing center is necessary for project completion (testing).","Type":"activity","Alignments":["S114176F","S2555916","S2558064","S2454607","S2454608","S114363A","S21199480"]},{"Id":"uno_connection_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uno_connection_lesson01_activity1","Title":"Graphing the Spread of Disease","Summary":"Students simulate disease transmission by collecting data based on their proximity to other students. One option for measuring proximity is by having Bluetooth devices \"discover\" each other. After data is collected, students apply graph theory to analyze it, and summarize their data and findings in lab report format. Students learn real-world engineering applications of graph theory and see how numerous instances of real-world relationships can be more thoroughly understood by applying graph theory. Also, by applying graph theory the students are able to come up with possible solutions to limit the spread of disease. The activity is intended to be part of a computer science curriculum and knowledge of the Java programming language is required. To complete the activity, a computer with Java installed and appropriate editing software is needed.","Type":"activity","Alignments":["S2378124","S1015516","S10198F8","S101D529","S101D88F","S1005DBB","S100ACCD","S11417FD","S2378126","S2454609","S1143623","S11435EF","S21199607"]},{"Id":"cub_environ_lesson03_activity2","Url":"https://teachengineering.org/activities/view/cub_environ_lesson03_activity2","Title":"The Great Divide","Summary":"In this activity, students use cookies to simulate the distribution of our nonrenewable resources (energy). Then, they discuss how the world\u0027s growing population affects the fairness and effectiveness of this distribution of these resources and how engineers work to develop technologies to support the population.","Type":"activity","Alignments":["S2553862","S2454441","S11417D6","S11424F3","S11434F7","S11424AD","S21199544"]},{"Id":"cub_airquality_lesson01_activity3","Url":"https://teachengineering.org/activities/view/cub_airquality_lesson01_activity3","Title":"Understanding the Air through Data Analysis","Summary":"Students build on their existing air quality knowledge and a description of a data set to each develop a hypothesis around how and why air pollutants vary on a daily and seasonal basis. Then they are guided by a worksheet through an Excel-based analysis of the data. This includes entering formulas to calculate statistics and creating plots of the data. As students complete each phase of the analysis, reflection questions guide their understanding of what new information the analysis reveals. At activity end, students evaluate their original hypotheses and “put all of the pieces together.” The activity includes one carbon dioxide worksheet/data set and one ozone worksheet/data set; providing students and/or instructors with a content option. The activity also serves as a good standalone introduction to using Excel.","Type":"activity","Alignments":["S2471696","S2471912","S1143569","S11435A0","S114356A","S11435A4","S1143647","S11435A7","S11425CC","S21199518"]},{"Id":"cub_airquality_lesson01_activity4","Url":"https://teachengineering.org/activities/view/cub_airquality_lesson01_activity4","Title":"Study Design for Air Quality Research","Summary":"Students take an in-depth look at what goes into planning a research project, which prepares them to take the lead on their own projects. Examining a case study, students first practice planning a research project that compares traditional cook stoves to improved cook stoves for use in other parts of the world. Then they compare their plans to one used in the real-world by professional researchers, gaining perspective and details on the thought and planning that goes into good research work. Then students are provided with example materials, a blank template and support to take them from brainstorming to completing a detailed research plan for their own air quality research projects. Conducting students’ AQ-IQ research studies requires additional time and equipment beyond this planning activity. Then after the data is collected and analyzed, teams interpret the data and present summary research posters by conducting the next associated activity. Numerous student handouts and a PowerPoint® presentation are provided. ","Type":"activity","Alignments":["S2471654","S11416BA","S11425CB","S11425D0","S21199535"]},{"Id":"cub_airquality_lesson01_activity5","Url":"https://teachengineering.org/activities/view/cub_airquality_lesson01_activity5","Title":"Communicating Your Project Results with Professional Posters","Summary":"Student groups create scientific research posters to professionally present the results of their AQ-IQ research projects, which concludes the unit. (This activity is also suitable to be conducted independently from its unit—for students to make posters for any type of project they have completed.) First, students critically examine example posters to gain an understanding of what they contain and how they can be made most effective for viewers. Then they are prompted to analyze and interpret their data, including what statistics and plots to use in their posters. Finally, groups are given a guide that aids them in making their posters by suggesting all the key components one would find in any research paper or presentation. This activity is suitable for presenting final project posters to classmates or to a wider audience in a symposium or expo environment. In addition to the poster-making guide, three worksheets, five example posters, a rubric and a post-unit survey are provided. ","Type":"activity","Alignments":["S2471947","S114359F","S11424A2","S11425CB","S21199537"]},{"Id":"cub_airquality_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_airquality_lesson01_activity1","Title":"Linking Sources and Pollutants","Summary":"Students use next-generation air quality monitors to measure gas-phase pollutants in the classroom. They apply the knowledge they gained during the associated lesson—an understanding of the connection between air pollutants and their possible sources. Student teams choose three potential pollutant sources and predict how the monitor’s sensors will respond. Then they evaluate whether or not their predictions were correct, and provide possible explanations for any inaccuracies. This activity serves as a simple introduction to the low-cost air quality monitoring technology that students use throughout the associated activities that follow. Three student handouts are provided.","Type":"activity","Alignments":["S2471696","S114359F","S11424A2","S11425CC","S21199537"]},{"Id":"uoh_magic_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uoh_magic_lesson01_activity1","Title":"What Works Best in a Radiator?","Summary":"Students learn the importance of heat transfer and heat conductance. Using hot plates, student groups measure the temperature change of a liquid over a set time period and use the gathered data to calculate the heat transfer that occurs. Then, as if they were engineers, students pool their results to discuss and determine the best fluid to use in a car radiator.","Type":"activity","Alignments":["S113EF52","S113EF53","S113EF54","S11417DD","S11417DE","S2454554","S1143612","S1143638","S1143605","S1141704","S2366909","S11435A4","S114356A","S2487434","S2487229","S21199477"]},{"Id":"cub_air_lesson02_activity2","Url":"https://teachengineering.org/activities/view/cub_air_lesson02_activity2","Title":"Green Marketing","Summary":"Students learn basic marketing concepts and use professional marketing techniques to compose an advertisement for a hybrid vehicle. In the process, they learn the principles of comparative analysis.","Type":"activity","Alignments":["S11425A5","S1142551","S21199531"]},{"Id":"mis_redox_activity1","Url":"https://teachengineering.org/activities/view/mis_redox_activity1","Title":"Redox Battery Lab","Summary":"Through this lab, students are introduced to energy sciences as they explore redox reactions and how hydrogen fuel cells turn the energy released when hydrogen and oxygen are combined into electrical energy that can be read on a standard multimeter. They learn about the energy stored in bonds and how, by controlling the reaction, this energy can be turned into more or less useful forms. ","Type":"activity","Alignments":["S11417DD","S11417DE","S2454604","S2454542","S2728598","S2728676","S1141704","S21199535","S21199538"]},{"Id":"van_biomimicry_activity2","Url":"https://teachengineering.org/activities/view/van_biomimicry_activity2","Title":"Constructing Sonoran Desert Food Chains and Food Webs","Summary":"Is the food chain shown above accurate?  Does the first link depict a producer, the second link a herbivore, and the third link an omnivore / carnivore? Students must correctly determine whether a species is a producer or consumer, and what type of consumer; herbivore, omnivore, or carnivore. Students are provided with a list of Sonoran Desert species and asked to construct, within their groups, several food chains. These food chains are then be used to construct a food web.  In order to complete this activity, students must first research the individual species to understand their feeding habits.","Type":"activity","Alignments":["S113EE9E","S2378010","S2597360","S2454568","S1143651","S21199610"]},{"Id":"cub_enveng_lesson04_activity2","Url":"https://teachengineering.org/activities/view/cub_enveng_lesson04_activity2","Title":"Groundwater Detectives","Summary":"Student teams locate a contaminant spill in a hypothetical site by measuring the pH of soil samples. Then they predict the direction of groundwater flow using mathematical modeling. They also follow the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e to come up with alternative treatments for the contaminated water.","Type":"activity","Alignments":["S11416BA","S11425AA","S11425AB","S2553809","S2555936","S11434D2","S1143518","S11434D3","S11434DF","S2454533","S21199498"]},{"Id":"uoh_invisible_activity1","Url":"https://teachengineering.org/activities/view/uoh_invisible_activity1","Title":"Make That Invisible! Refractive Index Matching","Summary":"Students determine the refractive index of a liquid with a simple technique using a semi-circular hollow block. Then they predict the refractive index of a material (a Pyrex glass tube) by matching it with the known refractive index of a liquid using the percent light transmission measurement. The homemade light intensity detector uses an LED and multimeter, which are relatively inexpensive (and readily available) compared to commercially available measurement instruments.","Type":"activity","Alignments":["S113F0C7","S113EF3E","S113EF58","S2454556","S114364A","S1143605","S114363B","S21199477","S21199518","S21199610"]},{"Id":"van_mri_act_less_2","Url":"https://teachengineering.org/activities/view/van_mri_act_less_2","Title":"Force on a Current Carrying Wire","Summary":"Students use a simple experimental setup consisting of a current-carrying wire and a magnet to explore the forces that enable biomedical imaging. In doing so, they run a current through a wire and then hold magnets in various positions to establish and explore the magnetic force acting on the wire. They move the magnets and change the current in the wire to explore how the force changes. They students apply what they have learned during the experiment to the challenge to create a safe working environment around MRI machines.","Type":"activity","Alignments":["S11417FC","S10245A5","S2454555","S21199477"]},{"Id":"duk_surfacetensionunit_act2a","Url":"https://teachengineering.org/activities/view/duk_surfacetensionunit_act2a","Title":"Exploring Capillary Action ","Summary":"Students observe multiple examples of capillary action. First they observe the shape of a glass-water meniscus and explain its shape in terms of the adhesive attraction of the water to the glass. Then they study capillary tubes and observe water climbing due to capillary action in the glass tubes. Finally, students experience a real-world application of capillary action by designing and using \"capillary siphons\" to filter water.","Type":"activity","Alignments":["S2363550","S2363371","S2454538","S1143569","S2454608","S1141704","S2420416","S2419763","S2366907","S21199535"]},{"Id":"mis-2342-3d-printng-computer-aided-design-g-code-basics","Url":"https://teachengineering.org/activities/view/mis-2342-3d-printng-computer-aided-design-g-code-basics","Title":"3D Printing, Computer Aided Design (CAD) and G-Code Basics","Summary":"Students learn how 3D printing, also known as additive manufacturing, is revolutionizing the manufacturing process. First, students learn what considerations to make in the engineering design process to print an object with quality and to scale. Students learn the basic principles of how a computer-aided design (CAD) model is converted to a series of data points then turned into a program that operates the 3D printer. The activity takes students through a step-by-step process on how a computer can control a manufacturing process through defined data points. Within this activity, students also learn how to program using basic G-code to create a wireframe 3D shapes that can be read by a 3D printer or computer numerical control (CNC) machine. ","Type":"activity","Alignments":["S2587829","S2587886","S11435E5","S1141750","S11416C0","S2454607","S2481491","S2481484","S11435E1","S21199581"]},{"Id":"cub_environ_lesson08_activity1","Url":"https://teachengineering.org/activities/view/cub_environ_lesson08_activity1","Title":"This Land Is Your Land, This Land Is My Land","Summary":"In this activity, students review and evaluate the ways land is covered and used in their local community. They also consider the environmental effects of the different types of land use. Students act as community planning engineers to determine where to place a new structure that will have the least effect on the environment.","Type":"activity","Alignments":["S11417A7","S1142569","S2557991","S2454463","S2390252","S11416BC","S11416BB","S21199544"]},{"Id":"van_heartvalves_lesson02_activity1","Url":"https://teachengineering.org/activities/view/van_heartvalves_lesson02_activity1","Title":"Model Heart Valves\t","Summary":"Students use provided materials to design and build prototype artificial heart valves. Their functioning is demonstrated using water to simulate the flow of blood through the heart. Upon completion, teams demonstrate their fully functional prototypes to the rest of the class, along with a pamphlet that describes the device and how it works.","Type":"activity","Alignments":["S11326BD","S11326BE","S11326C7","S2454607","S21199589","S21199477"]},{"Id":"cub_soundandlight_lesson3_activity1","Url":"https://teachengineering.org/activities/view/cub_soundandlight_lesson3_activity1","Title":"Simple Instruments","Summary":"Students work with partners to create four different instruments to investigate the frequency of the sounds they make. Teams may choose to make a shoebox guitar, water-glass xylophone, straw panpipe or a soda bottle organ (or all four!). Conduct this activity in conjunction with Lesson 3 of the Sound and Light unit.","Type":"activity","Alignments":["S11424F5","S2454443","S21199512","S21199470"]},{"Id":"uno_graphtheory_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uno_graphtheory_lesson01_activity1","Title":"Graphing Your Social Network","Summary":"Students analyze their social networks using graph theory. They gather data on their own social relationships, either from Facebook interactions or the interactions they have throughout the course of a day, recording it in Microsoft Excel and using Cytoscape (a free, downloadable application) to generate social network graphs that visually illustrate the key persons (nodes) and connections between them (edges). The nodes in the Cytoscape graphs are color-coded and sized according to the importance of the node (in this activity, nodes are people in students\u0027 social networks). After the analysis, the graphs are further examined to see what can be learned from the visual representation. Students gain practice with graph theory vocabulary, including node, edge, betweeness centrality and degree on interaction, and learn about a range of engineering applications of graph theory.","Type":"activity","Alignments":["S2378143","S2378124","S2378126","S1005DBB","S100ACCD","S10019BC","S1017533","S21199610","S21199607"]},{"Id":"human_natural_sue","Url":"https://teachengineering.org/activities/view/human_natural_sue","Title":"Compare Human-Made Objects with Natural Objects","Summary":"In small groups, students experiment and observe the similarities and differences between human-made objects and objects from nature. They compare the function and structure of hollow bones with drinking straws, bird beaks, tool pliers, bat wings and airplane wings. Observations are recorded in a compare \u0026 contrast chart, and then shared in a classroom discussion, along with follow up assessment activities such as journal writing and Venn diagrams.","Type":"activity","Alignments":["S103E20A","S103E20B","S103E215","S1141786","S11417F6","S21199467","S21199553","S21199470"]},{"Id":"duk_surfacetensionunit_act3","Url":"https://teachengineering.org/activities/view/duk_surfacetensionunit_act3","Title":"Investigating Contact Angle","Summary":"Students observe how water acts differently when placed on hydrophilic and hydrophobic surfaces. They determine which coatings are best to cause surfaces to shed water quickly or reduce the \"fogging\" caused by condensation.","Type":"activity","Alignments":["S11417A2","S2363371","S2363550","S2454538","S21199515","S21199538"]},{"Id":"duk_eenergy_mem_act","Url":"https://teachengineering.org/activities/view/duk_eenergy_mem_act","Title":"Lights On Demo \u0026 Build! Intro to Simple Circuits","Summary":"Students are introduced to circuits through a teacher demonstration using a set of Christmas lights. Then student groups build simple circuits using batteries, wires and light bulbs. They examine how electricity is conducted through a light bulb using a battery as a power source. Students also observe the differences between series and parallel circuits by building each type.","Type":"activity","Alignments":["S2363693","S2363653","S2363606","S2363570","S1141757","S1141777","S2454468","S21199488","S21199597","S21199511"]},{"Id":"duk_marine_musc_act2","Url":"https://teachengineering.org/activities/view/duk_marine_musc_act2","Title":"Acting Out Animal Tracking: Map-a-Buddy","Summary":"Students are introduced to the concept of tracking and spatial movements of animals in relation to the environments in which they live. Students improve their understanding of animal tracking and how technology is used in this process.","Type":"activity","Alignments":["S2363642","S2419908","S11417E9","S2454502","S2390253","S21199513","S21199606"]},{"Id":"usf_stormwater_lesson02_activity3","Url":"https://teachengineering.org/activities/view/usf_stormwater_lesson02_activity3","Title":"Making \"Magic\" Sidewalks of Pervious Pavement","Summary":"Students use everyday building materials—sand, pea gravel, cement and water—to create and test pervious pavement. They learn what materials make up a traditional, impervious concrete mix and how pervious pavement mixes differ. Groups are challenged to create their own pervious pavement mixes, experimenting with material ratios to evaluate how infiltration rates change with different mix combinations. ","Type":"activity","Alignments":["S2454531","S2454524","S2454534","S2454535","S11434CE","S11434D0","S11434EA","S2373212","S2373213","S114350F","S113091A","S113092C","S1130951","S1130948","S103CCFE","S21199479","S21199515","S21199503","S21199538"]},{"Id":"usf_stormwater_lesson02_activity2","Url":"https://teachengineering.org/activities/view/usf_stormwater_lesson02_activity2","Title":"Does Media Matter? Infiltration Rates and Storage Capacities","Summary":"Students gain a basic understanding of the properties of media—soil, sand, compost, gravel—and how these materials affect the movement of water (infiltration/percolation) into and below the surface of the ground. They learn about permeability, porosity, particle size, surface area, capillary action, storage capacity and field capacity, and how the characteristics of the materials that compose the media layer ultimately affect the recharging of groundwater tables. They test each type of material, determining storage capacity, field capacity and infiltration rates, seeing the effect of media size on infiltration rate and storage. Then teams apply the testing results to the design their own material mixes that best meet the design requirements. To conclude, they talk about how engineers apply what students learned in the activity about the infiltration rates of different soil materials to the design of stormwater management systems.","Type":"activity","Alignments":["S2454531","S2454524","S2454533","S2454534","S2454535","S11434CE","S11434D0","S114350F","S1143531","S114353A","S114354A","S103CCFE","S113091A","S113092C","S1130951","S1130948","S21199515","S21199503","S21199538"]},{"Id":"csm_asteroid_lesson6_activity1_tg","Url":"https://teachengineering.org/activities/view/csm_asteroid_lesson6_activity1_tg","Title":"Ranking the Rocks for Desired Properties","Summary":"Continuing the Asteroid Impact challenge, student teams assign importance factors called \"desirability points\" to the rock properties found in the previous activity in order to mathematically determine the overall best rocks for building caverns within. They learn the real-world connections and relationships between the rock properties and the desired engineering properties for designing and building caverns (or tunnels, mines, building foundations, etc.).","Type":"activity","Alignments":["S11425B5","S11425A2","S11425A1","S2454533","S2454521","S21199605","S21199606"]},{"Id":"spfun_keyboard_activity1","Url":"https://teachengineering.org/activities/view/spfun_keyboard_activity1","Title":"SIK Keyboard Instrument","Summary":"Students work as if they are electrical engineers to program a keyboard to play different audible tones depending on where a sensor is pressed. They construct the keyboard from a soft potentiometer, an Arduino capable board, and a small speaker. The soft potentiometer “keyboard” responds to the pressure of touch on its eight “keys” (C, D, E, F, G, A, B, C) and feeds an input signal to the Arduino-capable board. Each group programs a board to take the input and send an output signal to the speaker to produce a tone that is dependent on the input signal—that is, which “key” is pressed. After the keyboard is working, students play \"Twinkle, Twinkle, Little Star\" and (if time allows) modify the code so that different keys or a different number of notes can be played.","Type":"activity","Alignments":["S1141703","S11416C2","S21199609","S21199503"]},{"Id":"van_biomimicry_activity6","Url":"https://teachengineering.org/activities/view/van_biomimicry_activity6","Title":"Bees: The Invaluable Master Pollinators","Summary":"The study of biomimicry and sustainable design promises great benefits in design applications, offering cost-effective, resourceful, non-polluting avenues for new enterprise. An important final caveat for students to understand is that once copied, species are not expendable. Biomimicry is intended to help people by identifying natural functions from which to pattern human-driven services. Biomimicry was never intended to replace species. Ecosystems remain in critical need of ongoing protection and biodiversity must be preserved for the overall health of the planet. This activity addresses the negative ramifications of species decline. For example, pollinators such as bees are a vital work force in agriculture. They perform an irreplaceable task in ensuring the harvest of most fruit and vegetable crops. In the face of the unexplained colony collapse disorder, we are only now beginning to understand how invaluable these insects are in keeping food costs down and even making the existence of these foods possible for humans.  ","Type":"activity","Alignments":["S113EE9E","S2378010","S2597360","S2454570","S21199557","S21199535"]},{"Id":"csm_engineering_our_water_lesson1_activity1_tg","Url":"https://teachengineering.org/activities/view/csm_engineering_our_water_lesson1_activity1_tg","Title":"Faucet Flow Rate","Summary":"Students conduct experiments to determine the flow rate of faucets by timing how long it takes to fill gallon jugs. They do this for three different faucet flow levels (quarter blast, half blast, full blast), averaging three trials for each level. They convert their results from gallons per second (gps) to cubic feet per second (cfs).","Type":"activity","Alignments":["S11424F0","S11424E3","S2553802","S2556155","S2553809","S2553794","S2555931","S1143681","S114367B","S1143682","S114351F","S2471320","S2471193","S21199605","S21199606"]},{"Id":"uoh_wizardry_activity1","Url":"https://teachengineering.org/activities/view/uoh_wizardry_activity1","Title":"Wizardry and Chemistry ","Summary":"Students learn how common pop culture references (Harry Potter books) can relate to chemistry. While making and demonstrating their own low-intensity sparklers (muggle-versions of magic wands), students learn and come to appreciate the chemistry involved (reaction rates, Gibb\u0027s free energy, process chemistry and metallurgy). The fun part is that all wands are personalized and depend on how well students conduct the lab. Students end the activity with a class duel—a face-off between wands of two different chemical compositions. This lab serves as a fun, engaging review for stoichiometry, thermodynamics, redox and kinetics, as well as advanced placement course review. ","Type":"activity","Alignments":["S1141753","S113F040","S113F032","S113F02F","S113F030","S2454543","S21199488","S21199594","S21199597","S21199578","S21199546"]},{"Id":"uno_graphtheory_lesson01_activity2","Url":"https://teachengineering.org/activities/view/uno_graphtheory_lesson01_activity2","Title":"Using Graph Theory to Analyze Drama","Summary":"Students analyze dramatic works using graph theory. They gather data, record it in Microsoft Excel and use Cytoscape (a free, downloadable application) to generate graphs that visually illustrate the key characters (nodes) and connections between them (edges). The nodes in the Cytoscape graphs are color-coded and sized according to the importance of the node (in this activity nodes represent characters in the work and their relative importance to the story). After the analysis, the graphs are further examined to see what the visual depiction of the story in the form of a graph tells readers about the inner workings of the dramatic work. Students gain practice with graph theory vocabulary, including node, edge, betweeness centrality and degree on interaction, and learn about a range of engineering applications of graph theory.","Type":"activity","Alignments":["S2378143","S2378124","S2378126","S1005DBB","S100ACCD","S10019BC","S1017533","S2471765","S2471725","S21199610","S21199607"]},{"Id":"cub_air_lesson09_activity2","Url":"https://teachengineering.org/activities/view/cub_air_lesson09_activity2","Title":"Smoke and Mirrors","Summary":"Students develop a persuasive peer-to-peer case against vaping e-cigarette devices, with the goal to understand how language usage can influence perception, attitudes and behavior.","Type":"activity","Alignments":["S114254F","S2454463","S21199513","S21199530"]},{"Id":"portable_sundial","Url":"https://teachengineering.org/activities/view/portable_sundial","Title":"Portable Sundial","Summary":"Students investigate the accuracy of sundials and the discrepancy that lies between \"real time\" and \"clock time.\" They track the position of the sun during the course of a relatively short period of time as they make a shadow plot, a horizontal sundial, and a diptych sundial. (The activity may be abridged to include only one or two of the different sundials, instead of all three.)","Type":"activity","Alignments":["S103E0F3","S103E0F5","S21199606","S21199546","S21199555"]},{"Id":"cub_air_lesson08_activity2","Url":"https://teachengineering.org/activities/view/cub_air_lesson08_activity2","Title":"Metamorphosis — Stories of Change","Summary":"The goal of this activity is for students to learn how to tell a story in order to make a complex topic (such as global warming) easier for a reader to grasp. Students study how narratives in scientific and technical writing can help readers gain a better understanding of human motivation, as well as the \"science\" of imagination. Finally, students recognize why the ability to communicate and understand science is almost as important as developing the science itself. ","Type":"activity","Alignments":["S114254E","S2454463","S21199513","S21199530"]},{"Id":"duk_energymusic_mem_act","Url":"https://teachengineering.org/activities/view/duk_energymusic_mem_act","Title":"Energetic Musical Instruments","Summary":"Students learn to apply the principles and concepts associated with energy and the transfer of energy in an engineering context by designing and making musical instruments. They choose from a variety of provided supplies to make instruments capable of producing three different tones. After completing their designs, students explain the energy transfer mechanism in detail and describe how they could make their instruments better.  ","Type":"activity","Alignments":["S2363647","S2363653","S2363692","S114174C","S2454534","S2454487","S11416BE","S21199515","S21199581"]},{"Id":"mis_pharma_lesson01_activity1","Url":"https://teachengineering.org/activities/view/mis_pharma_lesson01_activity1","Title":"If You\u0027re Not Part of the Solution, You\u0027re Part of the Precipitate!","Summary":"Students continue the research begun in the associated lesson as if they were biomedical engineers working for a pharmaceutical company. Groups each perform a simple chemical reaction (to precipitate solid calcium out of solution) to observe what may occur when Osteopontin levels drop in the body. With this additional research, students determine potential health complications that might arise from a new drug that could reduce inflammatory pain in many patients, improving their quality of life. The goal of this activity is to illustrate biomedical engineering as medical problem solving, as well as emphasize the importance of maintaining normal body chemistry.","Type":"activity","Alignments":["S1137593","S114175C","S11417EE","S2454541","S21199610","S21199539"]},{"Id":"ksu_zooniverse_activity1","Url":"https://teachengineering.org/activities/view/ksu_zooniverse_activity1","Title":"Analyze \u0026 Design Projects: Citizen Science with Zooniverse","Summary":"Students learn that ordinary citizens, including students like themselves, can make meaningful contributions to science through the concept of \"citizen science.\" First, students learn some examples of ongoing citizen science projects that are common around the world, such as medical research, medication testing and donating idle computer time to perform scientific calculations. Then they explore Zooniverse, an interactive website that shows how research in areas from marine biology to astronomy leverage the power of the Internet to use the assistance of non-scientists to classify large amounts of data that is unclassifiable by machines for various reasons. To conclude, student groups act as engineering teams to brainstorm projects ideas for their own town that could benefit from community help, then design conceptual interactive websites that could organize and support the projects.","Type":"activity","Alignments":["S2597751","S2597744","S2597749","S114178B","S2454533","S21199606"]},{"Id":"usf_stormwater_lesson02_activity1","Url":"https://teachengineering.org/activities/view/usf_stormwater_lesson02_activity1","Title":"Just Breathe Green: Measuring Transpiration Rates","Summary":"Through multi-trial experiments, students are able to see and measure something that is otherwise invisible to them—seeing plants breathe. Student groups are given two small plants of native species and materials to enclose them after watering with colored water. After being enclosed for 10, 20, and 30 minutes, teams collect and measure the condensed water from the plants\u0027 \"breathing,\" and then calculate the rates at which the plants breathe. A plant\u0027s breath is known as transpiration, which is the flow of water from the ground where it is taken up by roots (plant uptake) and then lost through the leaves. Students plot volume/time data for three different native plant species, determine and compare their transpiration rates to see which had the highest reaction rate and consider how a plant\u0027s unique characteristics (leaf surface area, transpiration rate) might figure into engineers\u0027 designs for neighborhood stormwater management plans.","Type":"activity","Alignments":["S2454502","S2454496","S2454531","S2454524","S2454533","S2454535","S11434CE","S11434D0","S114350F","S1143531","S114353A","S103CCFE","S113091A","S113092C","S1130951","S1130948","S21199515","S21199503","S21199538"]},{"Id":"van_heartvalves_lesson01_activity2","Url":"https://teachengineering.org/activities/view/van_heartvalves_lesson01_activity2","Title":"What\u0027s with All the Pressure?","Summary":"Students learn how to take blood pressure by observing a teacher demonstration and then practicing on fellow classmates in small groups. Once the hands-on component of this activity is completed, the class brainstorms and discusses how blood pressure might affect a person\u0027s health. This activity acts as hook for the second lesson in this unit, in which blood pressure is presented in detail, as well as how variances in blood pressure can affect a person\u0027s cardiovascular system.","Type":"activity","Alignments":["S11326BD","S11326BE","S11326C9","S21199477"]},{"Id":"nyu_mouse_trap_activity1","Url":"https://teachengineering.org/activities/view/nyu_mouse_trap_activity1","Title":"Mouse Trap Racing in the Computer Age! ","Summary":"Students design, build and evaluate a spring-powered mouse trap racer using the engineering design process. For evaluation, teams equip their racers with an intelligent brick from a LEGO© MINDSTORMS© EV3 Education Core Set and a HiTechnic© acceleration sensor. They use acceleration data collected during the launch to compute velocity and displacement vs. time graphs. In the process, students learn about the importance of fitting mathematical models to measurements of physical quantities, reinforce their knowledge of Newtonian mechanics, deal with design compromises, learn about data acquisition and logging, and carry out collaborative assessment of results from all participating teams.","Type":"activity","Alignments":["S2454607","S2454546","S2454553","S2784002","S2783929","S2783937","S11416BE","S11416BF","S1143569","S114356A","S1143570","S1143593","S114363B","S2366912","S2366909","S11435A4","S2489232","S2489239","S2489269","S2489089","S2489088","S2488584","S2488581","S2489237","S21199505","S21199587"]},{"Id":"csm_locatingeq_activity01","Url":"https://teachengineering.org/activities/view/csm_locatingeq_activity01","Title":"Earthquakes Living Lab: Locating Earthquakes ","Summary":"Students use U.S. Geological Survey (USGS) real-time, real-world seismic data from around the planet to identify where earthquakes occur and look for trends in earthquake activity. They explore where and why earthquakes occur, learning about faults and how they influence earthquakes. Looking at the interactive maps and the data, students use Microsoft® Excel® to conduct detailed analysis of the most-recent 25 earthquakes; they calculate mean, median, mode of the data set, as well as identify the minimum and maximum magnitudes. Students compare their predictions with the physical data, and look for trends to and patterns in the data. A worksheet serves as a student guide for the activity.","Type":"activity","Alignments":["S11425C9","S11425E4","S2454530","S21199537","S21199535"]},{"Id":"nyu_bungee_activity1","Url":"https://teachengineering.org/activities/view/nyu_bungee_activity1","Title":"Create a Safe Bungee Cord for Washy! ","Summary":"Students learn about the role engineers and mathematicians play in developing the perfect bungee cord length by simulating and experimenting with bungee jumping using washers and rubber bands. Working as if they are engineers for a (hypothetical) amusement park, students are challenged to develop a show-stopping bungee jumping ride that is safe. To do this, they must find the maximum length of the bungee cord that permits jumpers (such as brave Washy!) to get as close to the ground as possible without going \"splat\"! This requires them to learn about force and displacement and run an experiment. Student teams collect and plot displacement data and calculate the slope, linear equation of the line of best fit and spring constant using Hooke\u0027s law. Students make hypotheses, interpret scatter plots looking for correlations, and consider possible sources of error. An activity worksheet, pre/post quizzes and a PowerPoint® presentation are included.","Type":"activity","Alignments":["S11416BE","S1143549","S1143548","S114354A","S114354B","S2366909","S2366912","S2366907","S2488994","S2488995","S2488996","S2488997","S2488581","S2488584","S2488579","S2454536","S1141704","S2783910","S21199581"]},{"Id":"van_robotic_vision_activity2","Url":"https://teachengineering.org/activities/view/van_robotic_vision_activity2","Title":"RGB to Hex Conversion","Summary":"Students practice converting between RGB and hexadecimal (hex) formats. They learn about mixing primary colors in order to get the full spectrum of colors and how to average pixel values.","Type":"activity","Alignments":["S1132FA1","S21199477"]},{"Id":"cub_rock_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_rock_lesson01_activity1","Title":"Soapy Stress","Summary":"To experience the three types of material stress related to rocks—tensional, compressional and shear—students break bars of soap using only their hands. They apply force created by the muscles in their own hands to put pressure on the soap, a model for the larger scale, real-world phenomena that forms, shapes and moves the rocks of our planet. They also learn the real-life implications of understanding stress in rocks, both for predicting natural hazards and building safe structures.","Type":"activity","Alignments":["S11424D2","S21199495"]},{"Id":"cub_enveng_lesson03_activity2","Url":"https://teachengineering.org/activities/view/cub_enveng_lesson03_activity2","Title":"How Full is Full?","Summary":"Students learn about porosity and permeability and relate these concepts to groundwater flow. They use simple materials to conduct a porosity experiment and use the data to understand how environmental engineers decide on the placement and treatment of a drinking water well.","Type":"activity","Alignments":["S11425AA","S11425AB","S2558347","S2558124","S11434D2","S11434D3","S1143681","S2454459","S21199534"]},{"Id":"uow-2546-high-altitude-balloon-launch-cosmic-radiation-activity2","Url":"https://teachengineering.org/activities/view/uow-2546-high-altitude-balloon-launch-cosmic-radiation-activity2","Title":"Shielding from Cosmic Radiation: Part 2 - High-Altitude Balloon Launch Test","Summary":"This activity has students embarking on an ambitious design project: to measure the effect of shielding from cosmic radiation via a high-altitude balloon launch test. Students prepare their payloads for launch, making sure batteries are charged, payloads are complete, flight predictions have been made and approved, etc.  On launch day, students launch a latex, high-altitude balloon that carries each space agency’s payload to near space. GPS tracking units follow the balloon flight path in real-time, so the location and altitude of the balloon during flight, when it bursts, and once the payload is on the ground. After landing, participants travel to the landing site and retrieve and examine the payloads.","Type":"activity","Alignments":["S2454606","S2454607","S2771479","S2771480","S1141704","S21199504","S21199501","S21199587"]},{"Id":"uoh_dna_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uoh_dna_lesson01_activity1","Title":"Inside the DNA","Summary":"Students conduct their own research to discover and understand the methods designed by engineers and used by scientists to analyze or validate the molecular structure of DNA, proteins and enzymes, as well as basic information about gel electrophoresis and DNA identification. In this computer-based activity, students investigate particular molecular imaging technologies, such as x-ray, atomic force microscopy, transmission electron microscopy, and create short PowerPoint presentations that address key points. The presentations include their own explanations of the difference between molecular imaging and gel electrophoresis.","Type":"activity","Alignments":["S113F075","S11417FE","S2454562","S113F05D","S113F064","S1141704","S21199518"]},{"Id":"cub_lifescience_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_lifescience_lesson03_activity1","Title":"Live Like an Animal","Summary":"Students use the engineering design process to design innovative human shelters that are inspired and informed by animal structures. Each group is assigned an animal class, and then they gather information about shelters used by the animals in that class. After researching the topic and brainstorming ideas, students build small prototypes (models) of the structures. Finally, they present their products, explaining the attributes of the animal structures that influenced their designs.","Type":"activity","Alignments":["S1141769","S1142489","S114253C","S2454533","S1143518","S21199581"]},{"Id":"rice2-resin-keyrings-keychains-fabrication","Url":"https://teachengineering.org/activities/view/rice2-resin-keyrings-keychains-fabrication","Title":"Fabrication of a Resin Keychain or Keyring","Summary":"Using the engineering design process as a problem-solving tool, students fabricate keychains made out of resin. Since these keychains are prepared from resin, students learn about the history and thermoplastic nature of resins. Students use a silicone mold to temper the thermoplastic resin from its liquid to its solid state in a two-step casting procedure to produce the final product. The final prototype will be portable, compact, lightweight, and able to attach keys that can fit into a pocket or purse.  Students also learn about prototypes and how prototypes compare to models. The aim of this activity is for students to design and assemble a functioning, high-fidelity prototype. Creative engineering of new keychains and keyring allows students to explore functions from the structures that they use in daily life.","Type":"activity","Alignments":["S11416BE","S11416BF","S113F01D","S2485643","S2485687","S2485688","S2485689","S2454607","S2454608","S2454540","S21199546"]},{"Id":"uof-2378-engineering-compost-habitat-red-wigglers-worms","Url":"https://teachengineering.org/activities/view/uof-2378-engineering-compost-habitat-red-wigglers-worms","Title":"Soil from Spoiled: Engineering a Compost Habitat for Worms","Summary":"A unique activity for young learners that combines engineering and biology, students design an optimal environment for red wiggler worms in a compost bin using the engineering design process. Students learn about living and non-living things, the habitat of red wigglers, how red wigglers help convert organic waste into soil, as well as composting in nature and as a sustainable practice. ","Type":"activity","Alignments":["S1130858","S1130856","S1130850","S113085A","S1130862","S1130848","S1130849","S113084A","S2572530","S2572534","S2572526","S2572528","S11416BE","S11416BF","S1141753","S2366910","S21199465","S21199563","S2454416","S2454383","S2454382","S21199565","S21199479","S21199566"]},{"Id":"csm_powershool_activity1","Url":"https://teachengineering.org/activities/view/csm_powershool_activity1","Title":"Renewable Energy Living Lab: Power Your School","Summary":"Students use real-world data to calculate the potential for solar and wind energy generation at their school location. After examining maps and analyzing data from the online Renewable Energy Living Lab, they write recommendations as to the optimal form of renewable energy the school should pursue.","Type":"activity","Alignments":["S1141717","S1141740","S11417DE","S11417E0","S11424AC","S11434D3","S1143682","S2454533","S2454534","S21199513","S21199571","S21199531","S21199572","S21199546","S21199581"]},{"Id":"csm_energypriorities_activity1","Url":"https://teachengineering.org/activities/view/csm_energypriorities_activity1","Title":"Renewable Energy Living Lab: Energy Priorities","Summary":"Students analyze real-world data for five types of renewable energy, as found on the online Renewable Energy Living Lab. They identify the best and worst locations for production of each form of renewable energy, and then make recommendations for which type that state should pursue.","Type":"activity","Alignments":["S1141717","S11417DE","S11417E0","S11424AC","S2454533","S2454534","S21199513","S21199571","S21199580","S21199546","S11416E9"]},{"Id":"hydraulic_joy","Url":"https://teachengineering.org/activities/view/hydraulic_joy","Title":"Bioengineering Artificial Limbs with Syringes: An Arm and Leg","Summary":"As an introduction to bioengineering, student teams are given the engineering challenge to design and build prototype artificial limbs using a simple syringe system and limited resources. As part of a NASA lunar mission scenario, they determine which substance, water (liquid) or air (gas), makes the appendages more efficient.","Type":"activity","Alignments":["S103E130","S103E21A","S103E21B","S103E22D","S103E22F","S103E230","S1141769","S11434D3","S1143680","S1143547","S2454535","S21199472","S21199581"]},{"Id":"cub_waterqtnew_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_waterqtnew_lesson01_activity1","Title":"Save a Life, Clean Some Water!","Summary":"Student teams practice water quality analysis through turbidity measurement and coliform bacteria counts. They use information about water treatment processes to design prototype small-scale water treatment systems and test the influent (incoming) and effluent (outgoing) water to assess how well their prototypes produce safe water to prevent water-borne illnesses.","Type":"activity","Alignments":["S11425CB","S11425D2","S2454608","S1143510","S21199537","S21199538"]},{"Id":"usu_fastfood_activity1","Url":"https://teachengineering.org/activities/view/usu_fastfood_activity1","Title":"Trade-Offs and Maximizing Efficiency in a Fast Food Restaurant","Summary":"Students are introduced to the idea of improving efficiency by examining a setting that is familiar to many teenagers—fast food restaurants. More specifically, they learn about the concepts of trade-offs, constraints, increasing efficiency and systems thinking. They consider how to improve the efficiency of a restaurant that is struggling, through delegating tasks, restructuring employee responsibilities and revising a floor plan, all while working within limitations and requirements. Finally, students summarize and defend their suggested changes in argumentative essays.","Type":"activity","Alignments":["S2435502","S114173F","S2454608","S21199586","S21199581"]},{"Id":"wpi_wristwatch_activity1","Url":"https://teachengineering.org/activities/view/wpi_wristwatch_activity1","Title":"Wristwatch Design for the Visually Impaired","Summary":"Students further their understanding of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e while combining mechanical engineering and bio-engineering to create assistive devices. During this extended activity (seven class periods), students are given a fictional client statement and required to follow the steps of the engineering design process (EDP) to design a new wristwatch face for a visually impaired student at their school. Student groups share their designs with the class through design presentations. A successful design meets all of the student-generated design requirements, including the development of a new method of representing time that does not require the sense of sight. Through this activity, students design, construct, and iterate classroom prototypes of their watch designs.","Type":"activity","Alignments":["S103E219","S103E21A","S103E22F","S1141740","S114174B","S114174C","S2454534","S2454533","S21199472","S21199536","S21199586","S21199579","S21199581"]},{"Id":"uoh_dig_mapping_activity3","Url":"https://teachengineering.org/activities/view/uoh_dig_mapping_activity3","Title":"Plastic in the Ocean: Get the Word Out at McDonalds!","Summary":"Students take part in a hypothetical scenario that challenges them to inform customers at a local restaurant of how their use and disposal of plastics relates/contributes to the Great Pacific garbage patch (GPGP). What students ultimately do is research information on the plastics pollution in the oceans and present that information as a short, eye-catching newsletter suitable to hand out to restaurant customers. This activity focuses on teaching students to conduct their own research on a science-technology related topic and present it in a compelling manner that includes citing source information without plagiarism. By doing this, students gain experience and skills with general online searching as well as word processing and written and visual communication.","Type":"activity","Alignments":["S1141717","S113EE3A","S2454532","S21199531","S21199530"]},{"Id":"mis_eyes_lesson01_activity1","Url":"https://teachengineering.org/activities/view/mis_eyes_lesson01_activity1","Title":"Intraocular Pressure Sensor Design Challenge","Summary":"Acting as if they are biomedical engineers, students design and print 3D prototypes of pressure sensors that measure the pressure of the eyes of people diagnosed with glaucoma. After completing the tasks within the associated lesson, students conduct research on pressure gauges, apply their understanding of radio-frequency identification (RFID) technology and its components, iterate their designs to make improvements, and use 3D software to design and print 3D prototypes. After successful 3D printing, teams present their models to their peers. If a 3D printer is not available, use alternate fabrication materials such as modeling clay, or end the activity once the designs are complete.","Type":"activity","Alignments":["S113010D","S114174D","S2454533","S2454534","S1143518","S114350A","S2366907","S2366910","S2480846","S2480849","S2481076","S2481079","S11416BE","S11416BF","S21199472","S21199580","S21199536","S21199581"]},{"Id":"csm_asteroid_lesson2_activity1_tg","Url":"https://teachengineering.org/activities/view/csm_asteroid_lesson2_activity1_tg","Title":"How Big? Necessary Area \u0026 Volume for Shelter","Summary":"Continuing the Asteroid Impact challenge, student teams get good practice in area and volume calculations as they determine the size of the caverns necessary to protect the population of the state of Alabraska from the impending (hypothetical!) asteroid impact. They measure their classroom to determine overall area and volume, determine how many people the space could comfortably sleep, and then scale up their numbers to find the necessary area to house all Alabraskan citizens. They work through problems on a worksheet and perform math conversions between feet/meters and miles/kilometers. ","Type":"activity","Alignments":["S2553809","S2558098","S2553794","S2553806","S1141769","S114351D","S1143682","S11436A3","S11434E6","S114351E","S1143667","S21199580"]},{"Id":"uoh_drinkthat_activity1","Url":"https://teachengineering.org/activities/view/uoh_drinkthat_activity1","Title":"Should I Drink That?","Summary":"Students perform one of the first steps that environmental engineers do to determine water quality—sampling and analysis. Student teams measure the electrical conductivity of four water samples (deionized water, purified water, school tap water and a salt-water solution) using teacher-made LED-conductivity testers and commercially available electrical conductivity meters. They use multimeters to also measure the resistance of the samples. They graph their collected data to see the relationship between the conductivity and resistance. Then, all students measure the conductivity of tap water samples brought to school from their homes; they organize and average their data by sub areas within their local school district to see if house location has any relationship to the water conductivity in their community.","Type":"activity","Alignments":["S113EF33","S113EF37","S113EF3F","S113EF4A","S2454538","S2454606","S21199607","S21199477","S21199610"]},{"Id":"wpi_ambulance_activity1","Url":"https://teachengineering.org/activities/view/wpi_ambulance_activity1","Title":"E.G. Benedict\u0027s Ambulance Patient Safety Challenge ","Summary":"Students further their understanding of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e (EDP) while applying researched information on transportation technology, materials science and bioengineering. Students are given a fictional client statement (engineering challenge) and directed to follow the steps of the EDP to design prototype patient safety systems for small-size model ambulances. While following the steps of the EDP, students identify suitable materials and demonstrate two methods of representing solutions to the design challenge (scale drawings and small-scale prototypes). A successful patient safety system meets all of the project\u0027s functions and constraints, including the model patient (a raw egg) \"surviving\" a front-end collision test with a 1:8 ramp pitch.","Type":"activity","Alignments":["S103E216","S103E219","S103E21A","S103E22F","S114173F","S11417BA","S2454533","S2454478","S2454548","S11416BF","S11416BE","S11416C0","S11416C1","S11416C3","S2454534","S21199580","S21199581"]},{"Id":"wpi_sensory_toys_activity1","Url":"https://teachengineering.org/activities/view/wpi_sensory_toys_activity1","Title":"Sensory Toys Make Sense!","Summary":"Students design and create sensory integration toys for young children with developmental disabilities—an engineering challenge that combines the topics of biomedical engineering, engineering design and human senses. Students learn the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e (EDP) and how to use it for problem solving. After learning about the human sensory system, student teams apply the EDP to their sensory toy projects. They design and make plans within given project constraints, choose materials, fabricate prototypes, evaluate the prototypes, and give and receive peer feedback. Students experience the entire design-build-test-redesign process and conclude with a class presentation in which they summarize their experiences with the EDP steps and their sensory toy project development.","Type":"activity","Alignments":["S103E21A","S2454534","S1141740","S114174D","S2454536","S2454533","S11416C1","S11416BE","S11416BF","S2730785","S2730787","S2730790","S2730789","S2730788","S21199536","S21199572","S21199581"]},{"Id":"rice2-2370-engineering-silver-nanoparticles","Url":"https://teachengineering.org/activities/view/rice2-2370-engineering-silver-nanoparticles","Title":"Engineering Silver Nanoparticles","Summary":"Engineering silver nanoparticles for use in water filters has shown promising results in keeping water free of disinfection byproducts that arise after chlorination. In this activity, the students do individual research to learn about nanotechnology and silver nanoparticles, and how silver nanoparticles can be used in water treatment. Students choose a plant of their choice (from home, school, or from the teacher) to use as an agent to reduce silver nitrate into silver nanoparticles. They retest with a different plant or change the procedure to see if they can improve their chances at engineering nanoparticles. ","Type":"activity","Alignments":["S113F035","S113F013","S2454541","S2454607","S1143AC6","S11416BE","S11416BF","S1141704","S11416BB","S11416C0","S21199536","S21199587"]},{"Id":"cub_airquality_lesson01_activity2","Url":"https://teachengineering.org/activities/view/cub_airquality_lesson01_activity2","Title":"Combustion and Air Quality: Emissions Monitoring ","Summary":"As a class, students use a low-cost air quality monitor (a rentable “Pod”) to measure the emissions from different vehicles. By applying the knowledge about combustion chemistry that they gain during the pre-activity reading (or lecture presentation, alternatively), students predict how the emissions from various vehicles will differ in terms of pollutants (CO2, VOCs and NO2), and explain why. Combustion is a common burning reaction that occurs often in the world around us and that we look at when studying air quality because the reaction emits many different common pollutants. After data collection, students examine the time series plots as a class—a chance to interpret the results and compare them to their predictions. Short online videos and a current event article help to highlight the real-world necessity of understanding and improving vehicle emissions. Numerous student handouts are provided. The activity content may be presented independently of its unit and without using an air quality monitor by analyzing provided sample data.","Type":"activity","Alignments":["S1142468","S11424C1","S11424A2","S11425CC","S2454601","S2556122","S2556124","S114356A","S11435A4","S2366909","S2366907","S11416BB","S21199536","S21199537"]},{"Id":"uno_plainsight_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uno_plainsight_lesson01_activity1","Title":"An Implementation of Steganography","Summary":"Students apply the design process to the problem of hiding a message in a digital image using steganographic methods, a PictureEdit Java class, and API (provided as an attachment). They identify the problems and limitations associated with this task, brainstorm solutions, select a solution, and implement it. Once their messages are hidden, classmates attempt to decipher them. Based on the outcome of the testing phase, students refine and improve their solutions.","Type":"activity","Alignments":["S2378139","S2378141","S2378143","S2378146","S10072CE","S114176C","S2454607","S2454609","S21199587","S21199480"]},{"Id":"cmu-2539-paper-spiral-elevator-design","Url":"https://teachengineering.org/activities/view/cmu-2539-paper-spiral-elevator-design","Title":"A4 Paper Spiral Elevator","Summary":"A box company wants its new corporate headquarters designed so it looks like boxes stacked in a spiral shape. To do this, they need to know the shape of the boxes that will form each floor and where to place the elevator shaft so that any box (or “floor”) can be reached from the ground floor. Students design and build a model of the proposed building out of spiraling ISO 216 A-series paper boxes and figure out where to place the elevator shaft in a spiraling box design.","Type":"activity","Alignments":["S2728680","S114176F","S1141771","S1141782","S11416BF","S11416BE","S2454607","S1143AB8","S1143ADC","S2364843","S11435E6","S2366907","S1143612","S1143613","S1143614","S1143642","S11435EF","S114351D","S21199591","S21199607","S21199480"]},{"Id":"cub_pveff_lesson04_activity1","Url":"https://teachengineering.org/activities/view/cub_pveff_lesson04_activity1","Title":"Concentrating on the Sun with Photovoltaic Solar Panels","Summary":"Students design, build and test reflectors to measure the effect of solar reflectance on the efficiency of solar PV panels. They use a small PV panel, a multimeter, cardboard and foil to build and test their reflectors in preparation for a class competition. Then they graph and discuss their results with the class. Complete this activity as part of the Photovoltaic Efficiency unit and in conjunction with the Concentrated Solar Power lesson. ","Type":"activity","Alignments":["S11417E0","S11424CA","S11424CE","S2553745","S2454607","S2454608","S2366907","S2366910","S1143598","S1143569","S2556116","S11416BE","S11416BF","S11416C1","S11416BB","S21199592","S21199480"]},{"Id":"wpi_bridge_joy_act","Url":"https://teachengineering.org/activities/view/wpi_bridge_joy_act","Title":"Construction Technologies: Create the Strongest Bridge","Summary":"Students work in pairs to create three simple types of model bridges (beam, arch, suspension). They observe quantitatively how the bridges work under load and why engineers use different types of bridges for different places. They also get an idea of the parts needed to build bridges, and their functions. The strength of model bridges is mainly a factor of the quality of materials used, and therefore they do not provide a clear visual representation of tension and compression forces involved. Yet, students are able to see these forces at work in three prototype designs and draw conclusions about their dependence on span, width and supporting structures of the bridge designs.","Type":"activity","Alignments":["S103E227","S103E228","S103E229","S103E22A","S1141740","S114174C","S1141769","S11417AA","S11417AB","S11417AD","S2454534","S2454535","S21199536","S21199472","S21199546","S21199580","S21199581"]},{"Id":"nyu_deformation_activity1","Url":"https://teachengineering.org/activities/view/nyu_deformation_activity1","Title":"Deformation: Nanocomposite Compression ","Summary":"Students learn about nanocomposites, compression and strain as they design and program robots that compress materials. Student groups conduct experiments to determine how many LEGO® MINDSTORMS® motor rotations it takes to compress soft nanocomposites, including mini marshmallows, Play-Doh®, bread and foam. They measure the length and width of their nanocomposite objects before and after compression to determine the change in length and width as a function of motor rotation.","Type":"activity","Alignments":["S2488699","S2488896","S2488897","S1141740","S11434A2","S11434F3","S1143502","S2454468","S2454470","S2488701","S2488799","S11434B9","S11434D3","S2783795","S2783797","S21199533","S21199581"]},{"Id":"umo_computerprogram_lesson03_activity1","Url":"https://teachengineering.org/activities/view/umo_computerprogram_lesson03_activity1","Title":"Using Waits, Loops and Switches","Summary":"Students are given a difficult challenge that requires they integrate what they have learned so far in the unit about wait blocks, loops and switches. They incorporate these tools into their programming of the LEGO® MINDSTORMS® robots to perform different tasks depending on input from two touch sensors. This activity helps students understand how similar logic is implemented for other every day device operations via computer programs. A PowerPoint® presentation, pre/post quizzes and worksheet are provided. ","Type":"activity","Alignments":["S2477267","S2366906","S11416BE","S11416BF","S11416C1","S2454533","S2454536","S21199472","S21199580"]},{"Id":"uoh_drink_activity01","Url":"https://teachengineering.org/activities/view/uoh_drink_activity01","Title":"Would You Drink That?","Summary":"This activity focuses on getting students to think about bacteria, water quality and water treatment processes. Students develop and test their hypotheses about the \"cleanliness\" of three water samples prepared by the teacher. Then they grow bacteria in Petri dishes from the water samples. They learn how private septic systems and community sewage and wastewater treatment plants work, the consequences to the surrounding environment and wildlife from human wastewater, and what measurements of the released \"clean\" water are monitored to minimize harm to receiving rivers and lakes.","Type":"activity","Alignments":["S1141717","S113EF38","S113EF5F","S113EF32","S2454572","S21199531","S21199495"]},{"Id":"cub_carbon_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_carbon_lesson01_activity1","Title":"Dinosaur Breath","Summary":"Through discussion and hands-on experimentation, students learn about the geological (ancient) carbon cycle. They investigate the role of dinosaurs in the carbon cycle and the eventual storage of carbon in the form of chalk. Students discover how the carbon cycle has been occurring for millions of years and is necessary for life on Earth. Finally, they may extend their knowledge to the concept of global warming and how engineers are working to understand the carbon cycle and reduce harmful CO2 emissions.","Type":"activity","Alignments":["S1141717","S11425B2","S1142554","S2454523","S11434D3","S2553809","S2366910","S21199531"]},{"Id":"duk_foodpackage_music_act","Url":"https://teachengineering.org/activities/view/duk_foodpackage_music_act","Title":"Package Those Foods!","Summary":"Student groups are challenged to create food packages for specific foods. They focus on three components in the design of their food packages; the packages must keep the food clean, protect or aid in the physical and chemical changes that can take place in the food, and present the food appealingly. They design their packaging to meet these requirements.","Type":"activity","Alignments":["S2363621","S2363674","S114173F","S1141740","S2454533","S21199472","S21199572","S21199546","S21199580","S21199581"]},{"Id":"charlottes_web","Url":"https://teachengineering.org/activities/view/charlottes_web","Title":"Design Communication Messages Like Charlotte’s Web","Summary":"Similar to how Charlotte uses her web to communicate, students create webs for short messages. They learn how spiders create their webs, and about the different types of webs they make. With this knowledge, students design and create their own webs and incorporate messages.","Type":"activity","Alignments":["S103E212","S103E213","S103E214","S103E215","S11417C6","S11417C7","S21199467","S21199598","S21199470"]},{"Id":"able_sue","Url":"https://teachengineering.org/activities/view/able_sue","Title":"Able Sports: Invent New Games and Sports","Summary":"Students dive deeper into their understanding of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e (EDP) while they learn about designing for inclusivity. This activity focuses on getting students to think about disabilities and how they can make some aspects of life more difficult. The students are presented with an engineering challenge to pick a disability and design a new kind of sport for it. They identify suitable game rules, materials, equipment and team roles to equitably and fairly meet the needs of their users. ","Type":"activity","Alignments":["S103E22F","S1141726","S11417CC","S2454533","S2730787","S2730785","S2730790","S21199474","S21199579","S21199472","S21199581","S21199546","S21199580"]},{"Id":"construct_an_aqueduct","Url":"https://teachengineering.org/activities/view/construct_an_aqueduct","Title":"Do as the Romans: Construct an Aqueduct!","Summary":"Students work with specified materials to create aqueduct components that can transport two liters of water across a short distance in the classroom. The design challenge is to create an aqueduct that can supply Aqueductis, a (hypothetical) Roman city, with clean water for private homes, public baths and fountains as well as crop irrigation.","Type":"activity","Alignments":["S103E227","S103E22B","S103E22D","S11416F3","S1141726","S1141769","S11417AA","S2454533","S21199515","S21199513","S21199555","S21199556","S21199580","S21199472","S21199579","S21199499","S21199546"]},{"Id":"a_house_for_me","Url":"https://teachengineering.org/activities/view/a_house_for_me","Title":"A House for Me: Materials and Design for Different Climates","Summary":"Students brainstorm and discuss the different types of materials used to build houses in various climates. They build small models of houses and test them in different climates.","Type":"activity","Alignments":["S103E20F","S103E212","S103E214","S103E0E4","S114174A","S114348B","S2454434","S2454468","S2454469","S21199471","S21199490","S21199553","S21199572","S21199544","S21199470"]},{"Id":"duk_balsa_tech_act","Url":"https://teachengineering.org/activities/view/duk_balsa_tech_act","Title":"Balsa Towers","Summary":"Students groups use balsa wood and glue to build their own towers using some of the techniques they learned from the associated lesson. While general guidelines are provided, give students freedom with their designs and encourage them to implement what they have learned about structural engineering. The winning team design is the tower with the highest strength-to-weight ratio.","Type":"activity","Alignments":["S2420157","S2420063","S2420156","S2363688","S114173F","S114174C","S11417AB","S11417AD","S2454533","S11434E9","S11434D0","S11434EA","S2454534","S2454536","S11416BE","S11416BF","S2366907","S2419763","S11416C1","S21199580","S21199578","S21199579","S21199581"]},{"Id":"duk_mobile_mary_act","Url":"https://teachengineering.org/activities/view/duk_mobile_mary_act","Title":"The Boxes Go Mobile: Balancing Hanging Boxes with Levers","Summary":"To display the results from the previous activity, each student designs and constructs a mobile that contains a duplicate of his or her original box, the new cube-shaped box of the same volume, the scraps that are left over from the original box, and pertinent calculations of the volumes and surface areas involved. They problem solve and apply their understanding of see-saws and lever systems to create balanced mobiles.","Type":"activity","Alignments":["S2363688","S114351D","S11434D3","S2454533","S21199579","S21199580","S21199581"]},{"Id":"utpa_invisible_activity1","Url":"https://teachengineering.org/activities/view/utpa_invisible_activity1","Title":"The Invisible Radar Triangle: Similarity \u0026 Scaling for Models","Summary":"Students learn about radar imaging and its various military and civilian applications that include recognition and detection of human-made targets, and the monitoring of space, deforestation and oil spills. They learn how the concepts of similarity and scaling are used in radar imaging to create three-dimensional models of various targets. Students apply the critical attributes of similar figures to create scale models of a radar imaging scenario using infrared range sensors (to emulate radar functions) and toy airplanes (to emulate targets). They use technology tools to measure angles and distances, and relate the concept of similar figures to real-world applications.","Type":"activity","Alignments":["S114367B","S2486900","S2486811","S2486942","S2486908","S2487370","S2486789","S113F136","S113F139","S11416F1","S114350E","S1143545","S1143519","S114351C","S21199494","S21199472","S21199513"]},{"Id":"time_challenge","Url":"https://teachengineering.org/activities/view/time_challenge","Title":"Designing Harmonic Timing Devices: Ready, Set, Escape","Summary":"Students are asked to design simple yet accurate timing devices using limited supplies. The challenge is to create a device that measures out a time period of exactly three minutes in order to enable a hypothetical prison escape. Student groups brainstorm ideas using the different materials provided. They observe and explain the effects of conservation of energy.","Type":"activity","Alignments":["S103E1EF","S103E1F0","S103E1F8","S103E219","S1141743","S11417DD","S2454607","S21199505","S21199589","S21199585","S21199591","S21199587","S21199592","S21199610","S21199537","S21199480"]},{"Id":"squeeze_is_on","Url":"https://teachengineering.org/activities/view/squeeze_is_on","Title":"The Squeeze Is On","Summary":"Through hands-on group projects, students learn about the force of compression and how it acts on structural components. Using everyday materials, such as paper, toothpicks and tape, they construct structures designed to (hopefully) support the weight of a cinder block for 30 seconds.","Type":"activity","Alignments":["S103E229","S103E21A","S103E21C","S103E21D","S114174C","S114174D","S1141769","S11417AA","S11417AD","S2454536","S21199580","S21199536","S21199554"]},{"Id":"csm_asteroid_lesson7_activity1_tg","Url":"https://teachengineering.org/activities/view/csm_asteroid_lesson7_activity1_tg","Title":"Recommendations \u0026 Presentations: Drum Roll Please","Summary":"Continuing the Asteroid Impact challenge, student teams analyze their data and commit to final decisions on the locations they recommend for locating safe underground cavern shelters for the citizens of Alabraska. They prepare and deliver final presentations to the class to explain and defend their final recommendations.","Type":"activity","Alignments":["S11425B5","S11425A2","S11425A1","S2454533","S2454534","S114174D","S2454521","S21199605","S21199536","S21199472","S21199606"]},{"Id":"stop_the_stretching","Url":"https://teachengineering.org/activities/view/stop_the_stretching","Title":"Stop the Stretching","Summary":"Students are given the (hypothetical) engineering challenge to design and test a new composite material (one made from two or more materials bonded together) for use as the webbing for lawn chairs. They use thin plastic sheeting, masking tape, string and hot glue, aiming to achieve a design that holds the greatest possible load in tension with the least amount of stretch. Acting as engineers, students design and test strips of plastic chair webbing, learning about composite materials and tension as a force that acts on structural components and experiencing the engineering design/test/redesign process.","Type":"activity","Alignments":["S103E21A","S103E21B","S103E229","S114174D","S1141797","S114179A","S2454534","S2454536","S1143549","S114354A","S2803661","S2803662","S2803213","S2366909","S21199555","S21199605","S21199536","S21199546","S21199580","S21199606"]},{"Id":"uno_junit_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uno_junit_lesson01_activity1","Title":"Testing Software Programs with JUnit","Summary":"JUnit is a testing method that is included with NetBeans (Java) installs or can be downloaded from the web and included in the Java build. In this activity, students design tests for a provided Java class before the class methods are constructed using a process called test-driven development. To create a design, the software/system design process, which is a specific case of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, is followed. After students create a design, it is implemented and tested and if necessary, the design undergoes editing to make sure it functions by testing the Java class correctly. To conclude the activity, students write the methods in the Java class using their tests to debug the program.","Type":"activity","Alignments":["S10018DC","S10216DC","S2378120","S2378124","S2378143","S1141743","S21199589","S21199585","S21199480"]},{"Id":"utpa_gentle_activity1","Url":"https://teachengineering.org/activities/view/utpa_gentle_activity1","Title":"A Robotic Hand with a Gentle Touch","Summary":"Students groups act as NASA/GM engineers challenged to design, build and test robotic hands, which are tactile feedback systems made from cloth gloves and force sensor circuits. Student groups construct force sensor circuits using electric components and FlexiForce sensors to which resistance changes based on the applied force. They conduct experiments to find the mathematical relationship between the force applied to the sensor and the output voltages of the circuit. They take several measurements—force vs. resistance, force vs. voltage—and use the data to find the best fit curve models for the sensor. Different weights applied to the sensor are used as a scalable force. Students use traditional methods and current technology (calculators) to plot the collected data and define the curve equations. Students test their gloves and use a line of best fit to determine the minimum force required to crack an egg held between the index finger and thumb. A PowerPoint® file and many student handouts are included.","Type":"activity","Alignments":["S2454607","S2487393","S2487353","S2487112","S2487119","S2487120","S2487276","S1141743","S1141750","S114176F","S1141771","S1141782","S1143636","S1143638","S21199589","S21199585","S21199591","S21199607","S21199592","S21199480"]},{"Id":"afterlife_sue","Url":"https://teachengineering.org/activities/view/afterlife_sue","Title":"Boat Design Challenge: Journey to the Egyptian Afterlife","Summary":"Student teams are challenged to design models of Egyptian funerary barges for the purpose of transporting mummies through the underworld to the afterlife. Planning the boat designs requires an understanding of ancient culture and beliefs so the mummies are transported safely through the perils of the underworld. Students design and build prototypes using materials and tools like the ancient Egyptians had at their disposal. Then they do the same with modern materials and techniques, forming an awareness of the similarities and differences of the barge designs between the ancient materials and tools (technologies) and today\u0027s technologies, which are evolved from the earlier ways.","Type":"activity","Alignments":["S103E227","S103E219","S103E21C","S103E21B","S1141726","S114174D","S1141769","S2454534","S2454535","S2454536","S11416BE","S11416BF","S11416C1","S2730787","S2730789","S2730790","S21199513","S21199579","S21199580","S21199472","S21199572","S21199546"]},{"Id":"wimpy_radar_antenna","Url":"https://teachengineering.org/activities/view/wimpy_radar_antenna","Title":"Wimpy Radar Antenna: Reinforced Tower Test, Analyze \u0026 Improve","Summary":"Students reinforce an antenna tower made from foam insulation so that it can withstand a 480 N-cm bending moment (torque) and a 280 N-cm twisting moment (torque) with minimal deflection. During one class period, students discuss the problem, run the initial bending and torsion tests and graph the results. During the following class periods, students design, construct and test sturdier towers, and graph the results.  ","Type":"activity","Alignments":["S103E229","S103E21B","S103E21C","S103E21D","S114174D","S114174B","S1141769","S114178B","S11434D3","S1143549","S114350F","S2454535","S11434EA","S2373212","S2373213","S2454533","S2454534","S2454536","S11416BE","S11416BF","S1141704","S2730785","S2730789","S2730790","S2803551","S2803661","S2803561","S2803639","S2803640","S2803641","S2803213","S2803211","S2366907","S2366909","S21199555","S21199536","S21199572","S21199546"]},{"Id":"wpi_rolling_blackouts","Url":"https://teachengineering.org/activities/view/wpi_rolling_blackouts","Title":"Electricity Options for Rolling Blackouts \u0026 Environmental Impact","Summary":"Through this activity, students come to understand the environmental design considerations required when generating electricity. The electric power that we use every day at home and work is usually generated by a variety of power plants. Power plants are engineered to utilize the conversion of one form of energy to another. The main components of a power plant are an input source of energy that is used to turn large turbines, and a method to convert the turbine rotation into electricity. The input sources of energy include fossil fuels (coal, natural gas and oil), wind, water, nuclear materials and refuse. This activity focuses on how much energy can be converted to electricity from many of these input sources. It also considers the impact of the by-products associated with using these natural resources, and looks at electricity requirements. To do this, students research and evaluate the electricity needs of their community, the available local resources for generating electricity, and the impact of using those resources.","Type":"activity","Alignments":["S11417DE","S11417E0","S2454608","S11435E8","S21199504","S21199537","S21199536","S21199535","S21199538"]},{"Id":"uoh_hurricane_activity1","Url":"https://teachengineering.org/activities/view/uoh_hurricane_activity1","Title":"Hurricane! Saving Lives via Logical Reasoning \u0026 Computer Science","Summary":"Students use a hurricane tracking map to measure the distance from a specific latitude and longitude location of the eye of a hurricane to a city. Then they use the map\u0027s scale factor to convert the distance to miles. They also apply the distance formula by creating an x-y coordinate plane on the map. Students are challenged to analyze what data might be used by computer science engineers to write code that generates hurricane tracking models. Then students analyze a MATLAB® computer code that uses the distance formula repetitively to generate a table of data that tracks a hurricane at specific time intervals. Students come to realize that using a computer program to generate the calculations (instead of by hand) is very advantageous for a dynamic situation like tracking storm movements. Their inspection of some MATLAB code helps them understand how it communicates what to do using mathematical formulas, logical instructions and repeated tasks. They also conclude that the example program is too simplistic to really be a useful tool; useful computer model tools must necessarily be much more complex.","Type":"activity","Alignments":["S2486788","S2487149","S2487341","S2487241","S2487214","S2487368","S2487223","S2487234","S2454606","S2454609","S11435E8","S1141704","S11416BB","S11416BC","S11416C2","S11416C3","S1141782","S1141790","S11416BF","S11416BE","S1143612","S2366909","S2366907","S1143598","S1143593","S1143569","S11435AD","S21199589","S21199610","S21199607","S21199501","S21199518","S21199537"]},{"Id":"cub_creative_activity6","Url":"https://teachengineering.org/activities/view/cub_creative_activity6","Title":"Design Step 7: Improve and Redesign/Manufacture a Product","Summary":"As students learn more about the manufacturing process, they use what they learned from testing their designs in the previous activity to continue to improve and redesign. Students also have the opportunity to  manufacture their final product. Teams work with more advanced materials and tools, such as plywood, Plexiglas, metals, epoxies, welding materials and machining tools. (Note: Conduct this activity in the context of a design project that students are working on; this activity is Step 7 in a series of seven steps that guide students through the engineering design loop.)","Type":"activity","Alignments":["S114176F","S1141771","S2454607","S2366906","S11416BE","S11416BF","S21199589","S21199592","S21199480"]},{"Id":"umo_computerprogram_lesson02_activity1","Url":"https://teachengineering.org/activities/view/umo_computerprogram_lesson02_activity1","Title":"Wait Program!","Summary":"After completing the associated lesson, students test their understanding in two programming tasks that utilize LEGO® MINDSTORMS® NXT robots and sound/touch sensors. In the first challenge, students become acquainted with wait blocks by designing programs to simply make robots move forward until \"hearing\" a noise, and then turn left. The second, more challenging activity pushes students to fully understand the potential of wait blocks. They create programs that make the robots change speed several times when a touch sensor is pressed. Students gain practice in the iterative design-program-test-redesign process. A PowerPoint® presentation, pre/post quizzes and worksheet are provided. \n**Note: This activity uses the retired LEGO NXT robot which is no longer available for purchase.","Type":"activity","Alignments":["S2477389","S2477374","S2477267","S2454469","S2454470","S2454534","S2454535","S1141765","S2366906","S11434A2","S11434F2","S2596341","S21199512","S21199571","S21199472","S21199580","S21199526"]},{"Id":"uow-2546-post-launch-analysis-cosmic-radiation-activity3","Url":"https://teachengineering.org/activities/view/uow-2546-post-launch-analysis-cosmic-radiation-activity3","Title":"Shielding from Cosmic Radiation: Part 3 - Post-Launch Analysis","Summary":"In this wrap-up activity, students analyze their findings from their launch! (Alternatively, they can independently analyze data sets without launching a balloon.) Students examine the radiation data collected from a balloon launched into near space to see if cosmic radiation shielding designs worked.  Students explain their findings, which might require some research to show if this observation is correct and why. Finally, students make a comparison of the shielded and unshielded, control Geiger counters and analyze the results. ","Type":"activity","Alignments":["S2454608","S2771481","S1141782","S2366909","S2425449","S2426107","S2426105","S2425450","S2425447","S2366907","S2366910","S11435A4","S114356A","S21199610","S21199607","S21199501"]},{"Id":"uow-2262-studying-denali-topographic-maps-ratios-gis","Url":"https://teachengineering.org/activities/view/uow-2262-studying-denali-topographic-maps-ratios-gis","Title":"Topographic Maps and Ratios: A Study of Denali","Summary":"Students overlay USGS topographic maps into Google Earth’s satellite imagery. By analyzing Denali, a mountain in Alaska, they discover how to use map scales as ratios to navigate maps, and use rates to make sense of contour lines and elevation changes in an integrated GIS software program. Students also problem solve to find potential pathways up a mountain by calculating gradients.","Type":"activity","Alignments":["S2771382","S2425779","S2425790","S2425450","S2425745","S2425746","S2425747","S2425751","S2425843","S2425814","S2425752","S2425756","S2425755","S1143513","S2366910","S2454521","S11434CE","S11434CF","S11434D0","S1143682","S2373213","S114350E","S114367C","S114367B","S1143516","S1143505","S21199514","S21199472","S21199513"]},{"Id":"assistive_tech_sue","Url":"https://teachengineering.org/activities/view/assistive_tech_sue","Title":"Seeing the World through a Different Lens","Summary":"Students participate in a variety of activities modeling different disabilities. They gain a better understanding of physical limitations while performing tasks at workstations without the use of their thumbs (taped down), impaired vision (various glasses) and impaired mobility (using crutches and wheelchairs). After discussing their experiences, they work in teams to create or improve on an adaptive device. Like biomedical engineers, students are challenged to design with the purpose of helping make a particular task easier for another person.","Type":"activity","Alignments":["S103E22F","S103E21D","S11417F8","S2471234","S21199598","S21199472","S21199581","S21199546"]},{"Id":"umo_computerprogram_lesson04_activity1","Url":"https://teachengineering.org/activities/view/umo_computerprogram_lesson04_activity1","Title":"Remote Control Using Bluetooth ","Summary":"Building on what they learned about wired and wireless electrical connections in the associated lesson, students use Android phones to take advantage of Bluetooth wireless connections to remotely guide LEGO® MINDSTORMS® EV3 robots through a maze. They compare this wireless remote control navigation to their previous experiences navigating LEGO robots via programming. A PowerPoint® presentation and pre/post quizzes are provided. ","Type":"activity","Alignments":["S2477267","S2454469","S2454535","S1141765","S2366906","S2596341","S21199571","S21199472","S21199580","S21199526"]},{"Id":"cub_curingcancer_activity1","Url":"https://teachengineering.org/activities/view/cub_curingcancer_activity1","Title":"Curing Cancer","Summary":"Students learn about biomedical engineering while designing, building and testing prototype surgical tools to treat cancer. Students also learn that if cancer cells are not removed quickly enough during testing, a cancerous tumor may grow exponentially and become more challenging to eliminate. Students practice iterative design as they improve their surgical tools during the activity. ","Type":"activity","Alignments":["S114255A","S2556096","S1141756","S114174A","S1141740","S114174B","S114174C","S2454468","S2454470","S2454533","S2454534","S11416BE","S11416BF","S2366907","S2366909","S2557983","S2557984","S2390253","S21199571","S21199570","S21199572","S21199579","S21199581"]},{"Id":"nyu_stresses_activity1","Url":"https://teachengineering.org/activities/view/nyu_stresses_activity1","Title":"The Stress That You Apply: Footprint Area, Weight \u0026 Load","Summary":"Students learn about contact stress and its applications in engineering. They are introduced to the concept of heavy loads, such as buildings, elephants, people and traffic, and learn how those heavy loads apply contact stress. Through the analysis of their own footprints, students determine their contact stress.","Type":"activity","Alignments":["S2488719","S2488636","S1143479","S2488629","S1143470","S2390251","S2783910","S2454536","S21199570","S21199565","S21199566"]},{"Id":"tower_investigation","Url":"https://teachengineering.org/activities/view/tower_investigation","Title":"Three-Tower Types Challenge: Tower Investigation and the Egg","Summary":"Towers have been a part of developed society for centuries, serving a variety of purposes, from watch towers to modern cell towers. In this activity, student groups design and build three types of towers (guyed or cable-supported, free-standing or self-standing, and monopole), engineering them to meet the requirements that they hold an egg one foot high for 15 seconds.","Type":"activity","Alignments":["S103E219","S103E21C","S103E21D","S103E227","S114173F","S1141740","S114174B","S1141769","S11417AA","S2454534","S2454533","S21199579","S21199580","S21199472","S21199572","S21199586","S21199581"]},{"Id":"ucd_straw_tower_activity1","Url":"https://teachengineering.org/activities/view/ucd_straw_tower_activity1","Title":"Straw Towers to the Moon","Summary":"Students learn about civil engineers and work through each step of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e in two mini-activities that prepare them for a culminating challenge to design and build the tallest straw tower possible, given limited time and resources. First they examine the profiles of the tallest 20 towers in the world. Then in the first mini-activity (one-straw tall tower), student pairs each design a way to keep one straw upright with the least amount of tape and fewest additional straws. In the second mini-activity (no \"fishing pole\"), the pairs determine the most number of straws possible to construct a vertical straw tower before it bends at 45 degrees—resembling a fishing pole shape. Students learn that the taller a structure, the more tendency it has to topple over. In the culminating challenge (tallest straw tower), student pairs apply what they have learned and follow the steps of the engineering design process to create the tallest possible model tower within time, material and building constraints, mirroring the real-world engineering experience of designing solutions within constraints. Three worksheets are provided, for each of two levels, grades K-2 and grades 3-5. The activity scales up to school-wide, district or regional competition scale.","Type":"activity","Alignments":["S2598216","S2513659","S1141756","S11416BF","S2454417","S1143414","S2598150","S114341B","S2513770","S2454468","S2454469","S2598217","S1143460","S2513790","S11416BE","S11416C0","S21199563","S21199571","S21199572","S21199565","S21199567","S21199569","S21199575"]},{"Id":"csm_smart_solar_activity1","Url":"https://teachengineering.org/activities/view/csm_smart_solar_activity1","Title":"Renewable Energy Living Lab: Smart Solar","Summary":"Students use real-world data to evaluate whether solar power is a viable energy alternative for several cities in different parts of the U.S. Working in small groups, they examine maps and make calculations using NREL/US DOE data from the online Renewable Energy Living Lab. In this exercise, students analyze cost and availability for solar power, and come to conclusions about whether solar power is a good solution for four different locations.","Type":"activity","Alignments":["S1141717","S11417DE","S11417E0","S11424AC","S11434D2","S1143680","S11434D3","S1143682","S2454534","S21199513","S21199571","S21199531","S21199580","S21199546","S21199581"]},{"Id":"csm_regionallocal_activity1","Url":"https://teachengineering.org/activities/view/csm_regionallocal_activity1","Title":"Renewable Energy Living Lab: Exploring Regional Resources","Summary":"Students become familiar with the online Renewable Energy Living Lab interface and access its real-world solar energy data to evaluate the potential for solar generation in various U.S. locations. They become familiar with where the most common sources of renewable energy are distributed across the U.S. Through this activity, students and teachers gain familiarity with the living lab\u0027s GIS graphic interface and query functions, and are exposed to the available data in renewable energy databases, learning how to query to find specific information for specific purposes. The activity is intended as a \"training\" activity prior to conducting activities such as The Bright Idea activity, which includes a definitive and extensive end product (a feasibility plan) for students to create.","Type":"activity","Alignments":["S1141710","S11417DE","S114246A","S114246B","S114247E","S114247F","S11424A1","S1141728","S2454608","S2454601","S21199536","S21199535","S21199538"]},{"Id":"cub_lifescience_lesson03_activity2","Url":"https://teachengineering.org/activities/view/cub_lifescience_lesson03_activity2","Title":"Design Inspired by Nature","Summary":"Students discover how engineers can use biomimicry to enhance their designs. They learn how the careful observation of nature—becoming a nature detective, so to speak—can lead to new innovations and products. In this activity, students reverse engineer a flower to glean design ideas for new products.","Type":"activity","Alignments":["S114174B","S2454533","S2454534","S11416BE","S11416BF","S21199572","S21199581"]},{"Id":"wpi_birdhouse_act_joy","Url":"https://teachengineering.org/activities/view/wpi_birdhouse_act_joy","Title":"Build a Birdhouse","Summary":"Students construct bird nests and birdhouses. They research birds of their choosing and then design houses that meet the birds\u0027 specific needs. It works well to conduct this activity in conjunction with a grades 9-12 woodshop class by partnering the older students with the younger students (but it is not required to do this in order to conduct the activity).","Type":"activity","Alignments":["S103E210","S103E212","S103E214","S1141777","S2454468","S2366910","S2803214","S21199489","S21199570","S21199597","S21199470","S21199572"]},{"Id":"windchimes_sue","Url":"https://teachengineering.org/activities/view/windchimes_sue","Title":"Wind Chimes","Summary":"Students are challenged to design and build wind chimes using their knowledge of physics and sound waves, and under given constraints such as weight, cost and number of musical notes it must generate. They make mathematical computations to determine the pipe lengths.","Type":"activity","Alignments":["S103E1F8","S103E252","S2545562","S1141750","S114176F","S2454607","S2454608","S2730792","S2730793","S1143569","S2803682","S1143598","S11416BF","S11416BE","S11416C0","S11416C1","S21199505","S21199589","S21199585","S21199591","S21199587","S21199480"]},{"Id":"playground_sue","Url":"https://teachengineering.org/activities/view/playground_sue","Title":"Design an Egyptian Playground","Summary":"Student teams use their knowledge about ancient Egypt to design playgrounds for Egyptian children. This involves brainstorming ideas on paper, building models with LEGO® bricks or other materials, and explaining their ideas to the class in five-minute presentations.","Type":"activity","Alignments":["S103E219","S103E21A","S1141726","S114173F","S114174B","S114174D","S1141769","S2454533","S2454534","S2730790","S11416BE","S11416BF","S11416C1","S21199579","S21199580","S21199472","S21199536","S21199572","S21199546","S21199581"]},{"Id":"rube_goldberg_machine","Url":"https://teachengineering.org/activities/view/rube_goldberg_machine","Title":"Design Your Own Rube Goldberg Machine","Summary":"Engineer and cartoonist Rube Goldberg is famous for his crazy machines that accomplish everyday tasks in overly complicated ways. Students use their new understanding of types of simple machines to design and build their own Rube Goldberg machines that perform simple tasks in no less than 10 steps.","Type":"activity","Alignments":["S103E217","S103E218","S103E21A","S103E21B","S103E21C","S103E21D","S103E21E","S114174C","S1141768","S1141769","S2454533","S21199494","S21199472","S21199581","S21199546"]},{"Id":"ucd_bridge_activity1","Url":"https://teachengineering.org/activities/view/ucd_bridge_activity1","Title":"Operation Build a Bridge and Get Over It ","Summary":"Students act as structural engineers and learn about forces and load distributions as they follow the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e to design and build small-scale bridges using wooden tongue depressors and glue. Teams brainstorm ideas that meet the size and material design constraints and create prototype bridges of the most promising solutions. They test their bridges to see how much weight they can hold until they break and then determine which have the highest strength-to-weight ratios. They examine the prototype failures to identify future improvements. This activity is part of a unit in which multiple activities are brought together for an all-day school/multi-school concluding “engineering field day” competition.","Type":"activity","Alignments":["S2598286","S2598217","S2598216","S2598218","S114173F","S1141740","S114174A","S114174B","S114174C","S1141756","S1141757","S114175A","S2454468","S2454469","S2454470","S2454533","S2454536","S2454534","S11434C1","S11434CE","S2598289","S2598287","S2513939","S2513940","S21199571","S21199570","S21199572","S21199579","S21199581","S21199546","S21199583","S1141769"]},{"Id":"uoh_opslime_activity1","Url":"https://teachengineering.org/activities/view/uoh_opslime_activity1","Title":"The Optimization of Slime","Summary":"Using their knowledge of the phases of matter, the scientific method, and polymers, student teams work as if they are chemical engineers to optimize the formula for slime. Hired by the fictional company, Slime Productions, students are challenged to modify the chemical composition of the basic formula for slime to maximize its \"bounce factor.\"","Type":"activity","Alignments":["S101DB21","S113F015","S113F013","S2454536","S2454607","S2454534","S21199479","S21199546"]},{"Id":"csm_brightidea_activity1","Url":"https://teachengineering.org/activities/view/csm_brightidea_activity1","Title":"Renewable Energy Living Lab: The Bright Idea","Summary":"Students use real-world data to evaluate the feasibility of solar energy and other renewable energy sources in different U.S. locations. Working in small groups, students act as engineers evaluating the suitability of installing solar panels at four company locations. They access data from the online Renewable Energy Living Lab from which they make calculations and analyze how successful solar energy generation would be, as well as the potential for other power sources at those locations. Then they summarize their results, analysis and recommendations in the form of feasibility plans prepared for a CEO.","Type":"activity","Alignments":["S1141710","S1141728","S11417DE","S114246A","S114247E","S11424A1","S2454601","S21199536","S21199538"]},{"Id":"csm_energy_experts_activity1","Url":"https://teachengineering.org/activities/view/csm_energy_experts_activity1","Title":"Renewable Energy Living Lab: Energy Experts","Summary":"Students use real-world data to evaluate various renewable energy sources and the feasibility of implementing these sources. Working in small groups, students use data from the Renewable Energy Living Lab to describe and understand the way the world works. The data is obtained through observation and experimentation. Using the living lab gives students and teachers the opportunity to practice analyzing data to solve problems or answer questions, in much the same way that scientists and engineers do every day. \r\n\r\n","Type":"activity","Alignments":["S1141717","S1141740","S11417DE","S11417E0","S11424AC","S2454533","S21199571","S21199531","S21199533","S21199546","S21199581"]},{"Id":"cub_cutting_through_soil","Url":"https://teachengineering.org/activities/view/cub_cutting_through_soil","Title":"Cutting Through Soil","Summary":"Students pretend they are agricultural engineers during the colonial period and design a miniature plow that cuts through a \"field\" of soil. They are introduced to the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e and learn of several famous historical figures who contributed to plow design.","Type":"activity","Alignments":["S114174A","S11425A1","S2454468","S2454469","S2454470","S21199470"]},{"Id":"cmu_rube_activity1","Url":"https://teachengineering.org/activities/view/cmu_rube_activity1","Title":"Splash, Pop, Fizz: Rube Goldberg Machines","Summary":"Refreshed with an understanding of the six simple machines; screw, wedge, pully, incline plane, wheel and axle, and lever, student groups receive materials and an allotted amount of time to act as mechanical engineers to design and create machines that can complete specified tasks. For the competition, they choose from pre-determined goal options such as: 1) dumping goldfish into a bowl, 2) popping a balloon, or 3) dropping mint candies into soda pop (creating a fizzy reaction). Students demonstrate their functioning contraptions to the class, earning points for using all six simple machines, successful transitions from one chain reaction to the next, and completion of the end goal.","Type":"activity","Alignments":["S2454607","S11416BE","S11416BF","S11416C0","S2728680","S21199589"]},{"Id":"cub_polygons_angles_trusses_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_polygons_angles_trusses_lesson01_activity1","Title":"Triangles Everywhere: Sum of Angles in Polygons","Summary":"Students learn about regular polygons and the common characteristics of regular polygons. They relate their mathematical knowledge of these shapes to the presence of these shapes in the human-made structures around us, especially trusses. Through a guided worksheet and teamwork, students explore the idea of dividing regular polygons into triangles, calculating the sums of angles in polygons using triangles, and identifying angles in shapes using protractors. They derive equations 1) for the sum of interior angles in a regular polygon, and 2) to find the measure of each angle in a regular n-gon. This activity extends students’ knowledge to engineering design and truss construction. This activity is the middle step in a series on polygons and trusses, and prepares students for the Polygon and Popsicle Trusses associated activity. ","Type":"activity","Alignments":["S2558072","S11417AE","S11435E6"]},{"Id":"cub_surg_lesson04_activity2","Url":"https://teachengineering.org/activities/view/cub_surg_lesson04_activity2","Title":"Preconditioning Balloons: Viscoelastic Biomedical Experiments","Summary":"Students use balloons (a polymer) to explore preconditioning—a viscoelastic material behavior that is important to understand when designing biomedical devices. They improve their understanding of preconditioning by measuring the force needed to stretch a balloon to the same displacement multiple times. Students gain experience in data collection and graph interpretation.","Type":"activity","Alignments":["S1142467","S2556116","S2555916","S2454540","S1143642","S11435A4","S114363A","S21199515"]},{"Id":"cub_environ_lesson05_activity2","Url":"https://teachengineering.org/activities/view/cub_environ_lesson05_activity2","Title":"Composting – Nature\u0027s Disappearing Act","Summary":"Students explore the concept of biodegradability by building and observing model landfills to test the decomposition of samples of everyday garbage items. They collect and record experiment observations over five days, seeing for themselves what happens to trash when it is thrown \"away\" in a landfill environment. This shows them the difference between biodegradable and non-biodegradable and serves to introduce them to the idea of composting. Students also learn about the role of engineering in solid waste management.","Type":"activity","Alignments":["S1141715","S114174A","S1142596","S1142597","S2454459","S2454463","S21199472"]},{"Id":"cub_human_lesson02_activity2","Url":"https://teachengineering.org/activities/view/cub_human_lesson02_activity2","Title":"Muscles, Muscles Everywhere","Summary":"This activity helps students learn about the three different types of muscles and how outer space affects astronauts\u0027 muscles. They will discover how important it is for astronauts to get adequate exercise both on Earth and in outer space. Also, through the design of their own microgravity exercise machine, students learn about the exercise machines that engineers design specifically for astronaut use. ","Type":"activity","Alignments":["S11417F6","S114255A","S2454468","S11416BE"]},{"Id":"uow-2585-speed-sound-altitude-activity","Url":"https://teachengineering.org/activities/view/uow-2585-speed-sound-altitude-activity","Title":"How Does the Speed of Sound Vary with Altitude?","Summary":"Understanding the layers of the atmosphere and their effects on aerospace designs helps engineers design  explore the skies—and beyond! In this activity, students make sense of and use real world data to investigate a variety of phenomena including the speed of sound, waves, air pressure, humidity, and temperature at high altitude. Using data collected with payload sensors attached to a high-altitude balloon students examine, interpret, verify theoretical speed of sound equations. By graphing these data against other measurements such as air pressure, humidity, and temperature, students conclude that the speed of sound varies as a function of temperature, but not air pressure and humidity. Moreover, students determine that the speed of sound data loses accuracy at high altitude and low temperature, highlighting limitations of the data and challenges that engineers face when designing an experiment. ","Type":"activity","Alignments":["S2454489","S2454490","S2454491","S114350E","S1143537"]},{"Id":"cub_spatviz_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_spatviz_lesson01_activity1","Title":"Connect the Dots: Isometric Drawing and Coded Plans","Summary":"Students learn about isometric drawings and practice sketching on triangle-dot paper the shapes they make using multiple simple cubes. They also learn how to use coded plans to envision objects and draw them on triangle-dot paper. A PowerPoint® presentation, worksheet and triangle-dot (isometric) paper printout are provided. This activity is part of a multi-activity series towards improving spatial visualization skills.","Type":"activity","Alignments":["S2558070","S2558088","S1143509","S1143580","S114357F","S2558068","S2558076","S2558069","S11435E5","S114353D"]},{"Id":"cub_ptarmigan_activity1","Url":"https://teachengineering.org/activities/view/cub_ptarmigan_activity1","Title":"Biomimicry Project: Do Ptarmigans Have Snowshoes? ","Summary":"Students learn about the amazing adaptations of the ptarmigan to the alpine tundra. They focus on one adaptation, the feathered feet of the ptarmigan, and ask whether the feathers serve to only keep the feet warm or to also provide the bird with floatation capability. They create model ptarmigan feet, with and without feathers, and test the hypothesis on the function of the feathers. Ultimately, students make a claim about whether the feathers provide floatation and support this claim with their testing evidence.","Type":"activity","Alignments":["S1141739","S1141745","S1141753","S1141756","S2454469","S2454534","S2454513","S1142565","S1142566","S1142557","S2558352","S21199571","S21199570"]},{"Id":"uof-2319-jack-escape-slide-engineering-design","Url":"https://teachengineering.org/activities/view/uof-2319-jack-escape-slide-engineering-design","Title":"Designing a Slide to Help Jack Escape! ","Summary":"In this activity, students design and create a slide that will get Jack away from the Giant as fast as possible. Using the engineering design process, students identify the problem, brainstorm solutions, plan a design, create and test a prototype, and make improvements to help Jack escape the Giant! ","Type":"activity","Alignments":["S1130835","S1130837","S2751423","S2570522","S2570521","S2570523","S2572356","S2572368","S2572394","S1141702","S11416BC","S11416BE","S11416BF","S2454416"]},{"Id":"nyu_bridge_activity1","Url":"https://teachengineering.org/activities/view/nyu_bridge_activity1","Title":"Building Our Bridge to Fun!","Summary":"Students identify different bridge designs and construction materials used in modern day engineering. They work in construction teams to create paper bridges and spaghetti bridges based on existing bridge designs. Students progressively realize the importance of the structural elements in each bridge. They also measure vertical displacements under the center of the spaghetti bridge span when a load is applied. Vertical deflection is measured using a LEGO® MINDSTORMS® EV3 intelligent brick and ultrasonic sensor. As they work, students experience tension and compression forces acting on structural elements of the two bridge prototypes. In conclusion, students discuss the material properties of paper and spaghetti and compare bridge designs with performance outcomes.","Type":"activity","Alignments":["S1143502","S2454468","S2454469","S2454470","S2454534","S2783797","S2783795","S2783796","S2783908","S21199570"]},{"Id":"cub_natdis_lesson03_activity3","Url":"https://teachengineering.org/activities/view/cub_natdis_lesson03_activity3","Title":"Mercalli Scale Illustrated","Summary":"In this activity, students learn about the Mercalli Scale for rating earthquakes. Also, students make a booklet with drawings that represent each rating of the scale.  ","Type":"activity","Alignments":["S11425A1","S11425A2","S2557984","S2471029","S21199470"]},{"Id":"cub_human_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_human_lesson03_activity1","Title":"Fascinating Friction!","Summary":"Students use wood, wax paper and oil to investigate the importance of lubrication between materials and to understand the concept of friction. Using wax paper and oil placed between pieces of wood, the function of lubricants between materials is illustrated. Students extend their understanding of friction to bones and joints in the skeletal system and become aware of what engineers can do to help reduce friction in the human body as well as in machines. ","Type":"activity","Alignments":["S11417F6","S114255A","S114255B","S2454420","S21199490"]},{"Id":"picframe_joy_act","Url":"https://teachengineering.org/activities/view/picframe_joy_act","Title":"Manufacturing Technologies: Making a Picture Frame","Summary":"The basic processes involved in manufacturing systems are demonstrated while students produce their own picture frames. They learn about cutting, shaping, assembly, joining and finishing, as well as attention to quality, safety and production quantity.","Type":"activity","Alignments":["S103E226","S11417CC","S1141797","S1141799","S2454534","S2366910","S2366911","S2803215","S2803214","S21199472"]},{"Id":"cub_weather_lesson04_activity1","Url":"https://teachengineering.org/activities/view/cub_weather_lesson04_activity1","Title":"Backyard Weather Station","Summary":"Students use their senses to describe what the weather is doing and predict what it might do next. After gaining a basic understanding of weather patterns, students act as state park engineers and design/build backyard weather stations to gather data and make weather forecasts.","Type":"activity","Alignments":["S11425C5","S11425C7","S2557977","S11434E9","S114354C","S2454527","S21199472","S21199546"]},{"Id":"cub_air_lesson01_activity4","Url":"https://teachengineering.org/activities/view/cub_air_lesson01_activity4","Title":"Environmental History Timeline","Summary":"Students develop critical thinking skills by interviewing a person who has perspective on environmental history. Students explore the concept of a timeline, including historical milestones, and develop a sense of the context of events.","Type":"activity","Alignments":["S2471612","S2471244","S11416BB","S21199546"]},{"Id":"cub_human_lesson06_activity3","Url":"https://teachengineering.org/activities/view/cub_human_lesson06_activity3","Title":"Engineering a Mountain Rescue Litter\t","Summary":"Students build small-sized prototypes of mountain rescue litters—rescue baskets for use in hard-to-get-to places, such as mountainous terrain—to evacuate an injured person (modeled by a potato) from the backcountry. Groups design their litters within constraints: they must be stable, lightweight, low-cost, portable and quick to assemble. Students demonstrate their designs in a timed test during which they assemble the litter and transport the rescued person (potato) over a set distance.","Type":"activity","Alignments":["S2454468","S2454469","S2454470","S114255A","S114174A","S11416BE","S11416BF","S21199571","S21199572"]},{"Id":"cub_environ_lesson05_activity3","Url":"https://teachengineering.org/activities/view/cub_environ_lesson05_activity3","Title":"Test \u0026 Improve: Making Tall \u0026 Strong Recycled Towers","Summary":"Students learn about material reuse by designing and building the strongest and tallest towers they can using only recycled materials. Teams brainstorm, sketch the best design and create the towers to meet the design constraints. Then they test their towers in earthquake and high-wind simulations, followed by redesigning, rebuilding and retesting.","Type":"activity","Alignments":["S1141763","S1141765","S2454468","S2454469","S2454470","S2783795","S2783796","S2783797","S11416BE","S11416BF","S114174A","S21199571"]},{"Id":"cub_intro_lesson04_activity1","Url":"https://teachengineering.org/activities/view/cub_intro_lesson04_activity1","Title":"Bumps and Bruises in Sports: Protect Your Egg","Summary":"Athletes often wear protective gear to keep themselves safe in contact sports. In this spirit, students follow the steps of \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e as they design, build and test protective padding for an egg drop. Many of the design considerations surrounding egg drops are similar to sports equipment design. Watching the transformation of energy from potential to kinetic, observing the impact and working under material constraints introduces students to \"sports engineering\" and gives them a chance to experience some of the challenges engineers face in designing equipment to protect athletes.","Type":"activity","Alignments":["S11424F3","S2558390","S2454468","S2454469","S2454470","S11416BE","S11416BF","S114174A","S21199571","S21199572"]},{"Id":"wsu_oxygen_hydrogen_activity1","Url":"https://teachengineering.org/activities/view/wsu_oxygen_hydrogen_activity1","Title":"Hydrogen-Oxygen Reaction Lab","Summary":"This lab exercise exposes students to a potentially new alternative energy source—hydrogen gas. Student teams are given a hydrogen generator and an oxygen generator. They balance the chemical equation for the combustion of hydrogen gas in the presence of oxygen. Then they analyze what the equation really means. Two hypotheses are given, based on what one might predict upon analyzing the chemical equation. Once students have thought about the process, they are walked through the experiment and shown how to collect the gas in different ratios. By trial and error, students determine the ideal combustion ratio. For both volume of explosion and kick generated by explosion, they qualitatively record results on a 0-4 scale. Then, students evaluate their collected results to see if the hypotheses were correct and how their results match the theoretical equation. Students learn that while hydrogen will most commonly be used for fuel cells (no combustion situation), it has been used in rocket engines (for which a tremendous combustion occurs).  ","Type":"activity","Alignments":["S2454541","S1141704","S2598830","S2366907","S2412544","S21199518"]},{"Id":"cub_natdis_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_natdis_lesson01_activity1","Title":"Engineering to Prevent Natural Disasters: Save Our City!","Summary":"Students learn about various natural hazards and specific methods engineers use to prevent these hazards from becoming natural disasters. They study a hypothetical map of an area covered with natural hazards and decide where to place natural disaster prevention devices by applying their critical thinking skills and an understanding of the causes of natural disasters.","Type":"activity","Alignments":["S2454451","S11416C3","S11416BC","S11424AE"]},{"Id":"duk_heattransfer_smary_act","Url":"https://teachengineering.org/activities/view/duk_heattransfer_smary_act","Title":"Hot Cans and Cold Cans","Summary":"Students apply the concepts of conduction, convection, and radiation as they work in teams to solve two challenges. One problem requires that they maintain the warm temperature of one soda can filled with water at approximately human body temperature, and the other problem is to cause an identical soda can of warm water to cool as much as possible during the same 30-minute time period. Students design their engineering solutions using only common everyday materials, and test their devices by recording the water temperatures in their two soda cans every five minutes.","Type":"activity","Alignments":["S2363672","S2363647","S2363674","S114174C","S114175A","S2454486","S11434D3","S1143549","S114350F","S2454533","S2454536","S2454534","S11416BE","S11416BF","S11416C1","S2366907","S2420081","S2420179","S2420070","S2419763","S21199579","S21199580","S21199472","S21199606","S21199581"]},{"Id":"cub_bio_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_bio_lesson02_activity1","Title":"Biodomes Engineering Design Project: Lessons 2-6","Summary":"In this multi-day activity, students explore environments, ecosystems, energy flow and organism interactions by creating a scale model biodome through applying the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e. The Procedure section provides activity instructions for Biodomes unit, lessons 2-6, as students work through Parts 1-6 to develop their model biodome. Subjects include energy flow and food chains, basic needs of plants and animals, and the importance of decomposers. Students consider why a solid understanding of one\u0027s environment and the interdependence of an ecosystem can inform the choices we make and the way we engineer our own communities. This activity can be conducted as either a very structured or open-ended design.","Type":"activity","Alignments":["S1142568","S1142569","S2454459","S2454468","S11416C0","S11416BE","S21199571","S21199570"]},{"Id":"ucd_derby_activity1","Url":"https://teachengineering.org/activities/view/ucd_derby_activity1","Title":"Spaghetti Soapbox Derby","Summary":"Student pairs design, build, and test model vehicles capable of rolling down a ramp and then coasting freely as far as possible. The challenge is to make the vehicles entirely out of dry pasta using only adhesive (such as hot glue) to hold the components together. Creativity is encouraged and different types of pasta are provided to support different functions such as round pasta for wheels and sheet pasta for the chassis. Students become familiar with the concepts of gravitational potential energy, kinetic energy and rolling resistance. Teams follow the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e as they design, test and redesign their small-sized vehicles, working within the project\u0027s material constraints. The winner of the competitive final event is the pasta car that travels the longest distance beyond the bottom of the ramp.","Type":"activity","Alignments":["S114174B","S2454468","S2454469","S2454487","S2454534","S2598216","S2598217","S2598237","S2598287","S11416BE","S11416BF","S11416C1","S11434F2","S2513763","S21199571","S21199572","S21199579"]},{"Id":"uoh_fluidmechanics_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uoh_fluidmechanics_lesson01_activity1","Title":"Buoyancy \u0026 Pressure in Fluids: Soda Bottle Cartesian Diver","Summary":"Students observe Pascal\u0027s law, Archimedes\u0027 principle and the ideal gas law as a Cartesian diver moves within a closed system. The Cartesian diver is neutrally buoyant and begins to sink when an external pressure is applied to the closed system. A basic explanation and proof of this process is provided in this activity, and supplementary ideas for more extensive demonstrations and independent group activities are presented.","Type":"activity","Alignments":["S113EF30","S113EF3F","S113EE7E","S2454596","S2471779","S114363B","S21199477"]},{"Id":"nds-2335-cooler-challenge-engineering-design-process","Url":"https://teachengineering.org/activities/view/nds-2335-cooler-challenge-engineering-design-process","Title":"Cooler Design Challenge","Summary":"Students learn and apply concepts in thermodynamics and energy—mainly convection, conduction, and radiation— to solve a challenge. This is accomplished by splitting students into teams and having them follow the engineering design process to design and build a small insulated box, with the goal of keeping an ice cube and a Popsicle from melting. Students are given a short traditional lecture to help familiarize them with the basic rules of thermodynamics and an introduction to materials science while they continue to monitor the ice within their team’s box.","Type":"activity","Alignments":["S11416BE","S11416BF","S11416C0","S2454533","S2454534","S2454535","S2454536","S2471308","S2471215","S103D06D","S2549264","S2549655","S2549567","S2366909","S11434E9","S1143505"]},{"Id":"cub_natdis_lesson08_activity1","Url":"https://teachengineering.org/activities/view/cub_natdis_lesson08_activity1","Title":"Windstorm","Summary":"In this activity, students learn about how tornadoes are formed and what they look like. By creating a water vortex in a soda bottle, they get a first-hand look at tornadoes.","Type":"activity","Alignments":["S11417A8","S11425A1","S11425A2","S2454530"]},{"Id":"upitt-2621-engineering-better-cast-design-activity","Url":"https://teachengineering.org/activities/view/upitt-2621-engineering-better-cast-design-activity","Title":"Engineering a Better Cast","Summary":"The traditional plaster cast we use to heal a broken bone needs an overhaul! This cast design is over 250 years old and is heavy, stinky, and cumbersome. Students design a new device for a client with a broken ankle as they engineer a better cast. This activity mimics what a biomedical or materials engineer needs to consider when they must meet medical “must-haves” and address client needs.","Type":"activity","Alignments":["S2454563","S2454608","S2381700","S2381659","S21199587"]},{"Id":"van_nanoparticles_lesson03_activity1","Url":"https://teachengineering.org/activities/view/van_nanoparticles_lesson03_activity1","Title":"Nanotechnology Grant Proposal Writing","Summary":"Students apply the knowledge gained from the previous lessons and activities in this unit to write draft grant proposals to the U.S. National Institutes of Health outlining their ideas for proposed research using nanoparticles to protect against, detect or treat skin cancer. Through this exercise, students demonstrate their understanding of the environmental factors that contribute to skin cancer, the science and mathematics of UV radiation, the anatomy of human skin, current medical technology applications of nanotechnology and the societal importance of funding research in this area, as well as their communication skills in presenting plans for specific nanoscale research they would conduct using nanoparticles.","Type":"activity","Alignments":["S1132AEC","S1132AED","S1132AEE","S1132AC8","S1132AC9","S11417FC","S114363B","S2454606","S2454607","S21199589"]},{"Id":"cub_navigation_lesson04_activity1","Url":"https://teachengineering.org/activities/view/cub_navigation_lesson04_activity1","Title":"Close Enough? Angles \u0026 Accuracy of Measurement in Navigation","Summary":"Accuracy of measurement in navigation depends very much on the situation. If a sailor\u0027s target is an island 200 km wide, sailing off center by 10 or 20 km is not a major problem. But, if the island were only 1 km wide, it would be missed if off just the smallest bit. Many of the measurements made while navigating involve angles, and a small error in the angle can translate to a much larger error in position when traveling long distances.","Type":"activity","Alignments":["S11425BD","S2558085","S2558039","S114350F","S11435D0","S11435D1","S1143518","S21199515"]},{"Id":"cub_navigation_lesson03_activity2","Url":"https://teachengineering.org/activities/view/cub_navigation_lesson03_activity2","Title":"Trig River","Summary":"Students learn about and use a right triangle to determine the width of a \"pretend\" river. Working in teams, they estimate of the width of the river, measure it and compare their results with classmates.","Type":"activity","Alignments":["S2553794","S2558085","S1143612","S11435D0","S11435D1","S21199515"]},{"Id":"uod-1926-linear-regression-design-challenge","Url":"https://teachengineering.org/activities/view/uod-1926-linear-regression-design-challenge","Title":"Packed for Shipping: Using Linear Regression in Engineering Design","Summary":"Students apply their knowledge of linear regression and design to solve a real-world challenge to create a better packing solution for shipping cell phones. They use different materials, such as cardboard, fabric, plastic, and rubber bands to create new “composite material” packaging containers. Teams each create four prototypes made of the same materials and constructed in the same way, with the only difference being their weights, so each one is fabricated with a different amount of material. They test the three heavier prototype packages by dropping them from different heights to see how well they protect a piece of glass inside (similar in size to iPhone 6). Then students use linear regression to predict from what height they can drop the fourth/final prototype of known mass without the “phone” breaking. Success is not breaking the glass but not underestimating the height by too much either, which means using math to accurately predict the optimum drop height. ","Type":"activity","Alignments":["S2549925","S2549764","S2549766","S2694901","S2695184","S11416BE","S11416BF","S11416C0","S11416C1","S2454546","S2454548","S1143647","S1143636","S1143638","S2787986","S2787786","S2787792","S2454607","S2454608","S2694903","S2694902","S2694904","S2787253","S2787256","S2787983","S2787976","S2787981","S11435A4","S114356A","S1143569","S2366909","S2366907","S2366906","S2787254"]},{"Id":"cub_bio_lesson05_activity1","Url":"https://teachengineering.org/activities/view/cub_bio_lesson05_activity1","Title":"Biomimicry: Natural Designs","Summary":"Students learn about biomimicry and how engineers often imitate nature in the design of innovative new products. They demonstrate their knowledge of biomimicry by practicing brainstorming and designing a new product based on what they know about animals and nature.","Type":"activity","Alignments":["S2454446","S11416BE","S11416BF","S21199571"]},{"Id":"cub-2636-carbon-emissions-3-5-activity","Url":"https://teachengineering.org/activities/view/cub-2636-carbon-emissions-3-5-activity","Title":"Carbon Emissions: Pardon My Carbon!","Summary":"Introduce students to the concepts of climate change and how cars can contribute to it. In this activity, students work together to understand how various forms of transportation have costs and benefits, and which modes of transportation are better for the environment by making decisions for a commuter. ","Type":"activity","Alignments":["S2454468","S2454441","S2454463"]},{"Id":"cub-2635-carbon-emissions-carl-k-2-activity","Url":"https://teachengineering.org/activities/view/cub-2635-carbon-emissions-carl-k-2-activity","Title":"Carbon Emissions: Carl’s Carbon!","Summary":"This activity introduces students to the concepts of climate change and what affects it. Students work together to understand how various forms of transportation have costs and benefits, and which modes of transportation are better for the environment.","Type":"activity","Alignments":["S2454416","S2454383"]},{"Id":"uoh_rocket_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uoh_rocket_lesson01_activity1","Title":"Rocket Launch Time: Flying with Style","Summary":"During the associated lesson, students have learned about Newton\u0027s three laws of motion and free-body diagrams and have identified the forces of thrust, drag and gravity. As students begin to understand the physics behind thrust, drag and gravity and how these relate these to Newton\u0027s three laws of motion, groups assemble and launch the rockets that they designed in the associated lesson. The height of the rockets, after constructed and launched, are measured and compared to the theoretical values calculated during the rocket lesson. Effective teamwork and attention to detail is key for successful launches.\r\n","Type":"activity","Alignments":["S2454546","S1141704","S113EE9D","S2487257","S2487317","S11435D2","S1143578"]},{"Id":"unm-2006-et-phone-home-photovoltaics-solar-energy","Url":"https://teachengineering.org/activities/view/unm-2006-et-phone-home-photovoltaics-solar-energy","Title":"E.T. Phone Home: Fact or Fiction? ","Summary":"A favorite movie, “E.T. the Extra-Terrestrial,” provides the backdrop scenario for students to discover how harnessing the sun’s energy provides unlimited power for many purposes, including the operation of thousands of satellites in orbit today and communication over long distances. In the movie, E.T., an alien life form, is stranded on Earth and befriends Elliott, the little boy who rescues him. As E.T. becomes gravely ill, Elliott realizes that E.T. needs to return home in order to survive. To arrange for transport, E.T. must “phone home.” Teams engage in an interactive quest to answer the question: E.T. phone home—fact or fiction? They must discover four clues in order to unlock four padlocks on a box that contains the answer. This requires them to watch a one-minute online video, complete a crossword puzzle, scan three QR codes for articles to read, and put together a cut-apart puzzle with an invisible ink clue. They watch short online movie excerpt videos to kick off and wrap up the activity. ","Type":"activity","Alignments":["S1141704","S11416C6","S11417DB","S100CCF7","S10230A6","S2471308","S2471438","S21199514"]},{"Id":"cub_natdis_lesson03_activity4","Url":"https://teachengineering.org/activities/view/cub_natdis_lesson03_activity4","Title":"Magnitude of the Richter Scale","Summary":"In this activity, students learn about the Richter Scale for measuring earthquakes. The students make a booklet with drawings that represent each rating of the Richter Scale.","Type":"activity","Alignments":["S2553916","S1141777","S11434EE","S11434EF","S2366911","S11434B9","S2553833","S2553834","S2553898","S1141704","S2471029","S2470939"]},{"Id":"nyu_frictionforce_activity1","Url":"https://teachengineering.org/activities/view/nyu_frictionforce_activity1","Title":"Friction Force","Summary":"Students use LEGO® MINDSTORMS® robotics to help conceptualize and understand the force of friction. Specifically, they observe how different surfaces in contact result in different frictional forces. A LEGO robot is constructed to pull a two-wheeled trailer made of LEGO parts. The robot is programmed to pull the trailer 10 feet and trial runs are conducted on smooth and textured surfaces. The speed and motor power of the robot is kept constant in all trials so students observe the effect of friction between various combinations of surfaces and trailer wheels. To apply what they learn, students act as engineers and create the most effective car by designing the most optimal tires for given surface conditions. ","Type":"activity","Alignments":["S114174A","S1141757","S1143488","S2783797","S2454470","S2454420","S2783775","S2488720","S2488722","S2488582","S2488579","S2366907","S2366910","S2390252","S1141704"]},{"Id":"cub_mechanics_lesson04_activity2","Url":"https://teachengineering.org/activities/view/cub_mechanics_lesson04_activity2","Title":"Action-Reaction! Rocket","Summary":"Students construct rockets from balloons propelled along a guide string. They use this model to learn about Newton\u0027s three laws of motion, examining the effect of different forces on the motion of the rocket. ","Type":"activity","Alignments":["S11424D2","S2454479","S11434D3","S1143549","S2556155","S2553809","S21199515"]},{"Id":"test_load","Url":"https://teachengineering.org/activities/view/test_load","Title":"Testing Fundamental Loads","Summary":"Students conduct several simple lab activities to learn about the five fundamental load types that can act on structures: tension, compression, shear, bending, and torsion. To learn the telltale marks of failure caused by these load types, they break foam insulation blocks by applying these five load types, carefully examine each type of fracture pattern (break in the material) and make drawings of the fracture patterns.","Type":"activity","Alignments":["S103E21A","S103E21B","S11417AA","S21199556"]},{"Id":"cub_scale_model_lesson01_activity2","Url":"https://teachengineering.org/activities/view/cub_scale_model_lesson01_activity2","Title":"Math Relationships: Scale Model Building Project","Summary":"Students build scale models of objects of their choice. In class they measure the original object and pick a scale, deciding either to scale it up or scale it down. Then they create the models at home. Students give two presentations along the way, one after their calculations are done, and another after the models are completed. They learn how engineers use scale models in their designs of structures, products and systems. Two student worksheets as well as rubrics for project and presentation expectations and grading are provided.","Type":"activity","Alignments":["S2558064","S2558068","S2558071","S2558072","S2558067","S2558069","S11416C0","S11435E4","S11435E5","S114357F","S1143580","S11435E6"]},{"Id":"cub_natdis_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_natdis_lesson02_activity1","Title":"Scale Model of the Earth","Summary":"Students gain an understanding of the layers of the Earth by building clay models. ","Type":"activity","Alignments":["S114174A","S11434F2","S11434FC","S2471135","S2471144","S2553842","S2553845"]},{"Id":"ucd_sailcars_activity1","Url":"https://teachengineering.org/activities/view/ucd_sailcars_activity1","Title":"Wind-Powered Sail Cars","Summary":"Student pairs design and construct small, wind-powered sail cars using limited quantities of drinking straws, masking tape, paper and beads. Teams compete to see which sail car travels the farthest when pushed by the wind (simulated by the use of an electric fan). Students learn about wind and kinetic and renewable energy, and follow the seven steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e to ask, research,  imagine, plan, create, test, and improve their sail cars. This activity is part of a unit in which multiple activities are brought together for an all-day school/multi-school concluding “engineering field day” competition.","Type":"activity","Alignments":["S2454469","S2598217","S2454468","S2598216","S2454440","S2598178","S2454470","S2598218","S11416BF","S11416BE","S11416C0","S11416C1","S1142476","S21199571","S21199578","S21199579"]},{"Id":"cub_environ_lesson09_activity2","Url":"https://teachengineering.org/activities/view/cub_environ_lesson09_activity2","Title":"Wind Power","Summary":"Students develop an understanding of how engineers use wind to generate electricity. Student teams build model anemometers to better understand and measure wind speed.","Type":"activity","Alignments":["S11417D7","S1141716","S11424F3","S2558375","S11434F3","S2454438","S2366907","S11434B9","S2553901","S11417D6","S114174A"]},{"Id":"und-1721-big-data-collection-manipulation-analysis","Url":"https://teachengineering.org/activities/view/und-1721-big-data-collection-manipulation-analysis","Title":"Big Data, What Are You Saying?","Summary":"Students act as R\u0026D entrepreneurs, learning ways to research variables affecting the market of their proposed (hypothetical) products. They learn how to obtain numeric data using a variety of Internet tools and resources, sort and analyze the data using Excel and other software, and discover patterns and relationships that influence and guide decisions related to launching their products. First, student pairs research and collect pertinent consumer data, importing the data into spreadsheets. Then they clean, organize, chart and analyze the data to inform their product production and marketing plans. They calculate related statistics and gain proficiency in obtaining and finding relationships between variables, which is important in the work of engineers as well as for general technical literacy and decision-making. They summarize their work by suggesting product launch strategies and reporting their findings and conclusions in class presentations. A finding data tips handout, project/presentation grading rubric and alternative self-guided activity worksheet are provided. This activity is ideal for a high school statistics class.","Type":"activity","Alignments":["S11417CF","S2572133","S2471678","S1143569","S11435A0","S11435A3","S11435A4","S11435AD","S21199610"]},{"Id":"uof-2630-engineering-seawall-storm-erosion-activity","Url":"https://teachengineering.org/activities/view/uof-2630-engineering-seawall-storm-erosion-activity","Title":"Engineering a Seawall to Prevent Storm Erosion","Summary":"Preventing coastal erosion and loss of land due to storms is an important component of civil engineering, specifically among coastal engineers. In this activity, students become coastal engineers as they use their knowledge of storm/beach erosion to create seawalls out of recycled materials. In small groups, students use the engineering design process to consider the costs of materials and determine the best way to use their budget and their knowledge of each material to build a seawall to withstand erosion under storm conditions. After they develop their prototype, each team then takes measurements and observations about the effects of weathering upon their simulated beach. Students not only observe the effects of weathering, but they also use their knowledge of rocks and minerals to determine how to best construct their design. ","Type":"activity","Alignments":["S2454449","S2454451","S2454468","S2454469","S2454470","S2390252","S11434A2","S11434F2","S2366911","S2366907","S2448999","S11308AB","S2570640","S2571235","S2572018","S2572014","S21199571","S21199572","S21199576"]},{"Id":"cub_mars_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_mars_lesson02_activity1","Title":"Strong-Arm Tactics","Summary":"Why do we care about a robotic arm? What does a robotic arm have to do with engineering? Creating such an arm comes from a design that involves mechanical, electrical, and computer science engineers. As expected, students generally do not know the complexity that goes into building and programming a robotic arm. This activity allows students to control a robotic arm from both a machine\u0027s and a computer science engineer\u0027s perspective by performing a simple task with a few instructions and constraints. ","Type":"activity","Alignments":["S11425BD","S2454534","S21199472"]},{"Id":"nyu_mmm_activity1","Url":"https://teachengineering.org/activities/view/nyu_mmm_activity1","Title":"Means, Modes and Medians","Summary":"Students experience data collection, analysis and inquiry in this LEGO® MINDSTORMS® EV3-based activity. They measure the position of an oscillating platform using a ultrasonic sensor and perform statistical analysis to determine the mean, mode, median, percent difference and percent error for the collected data. ","Type":"activity","Alignments":["S11416BF","S11416C0","S2489232","S2489269","S11435A0","S114359F","S1143513","S2488922","S2489233","S2489234","S1143569","S1143570","S2784004","S2454609"]},{"Id":"nyu_noise_activity1","Url":"https://teachengineering.org/activities/view/nyu_noise_activity1","Title":"Measuring Noise Pollution","Summary":"Through investigating the nature, sources and level of noise produced in their environment, students are introduced to the concept of noise pollution. They learn about the undesirable and disturbing effects of noise and the resulting consequences on people\u0027s health, as well as on the health of the environment. They use a sound level meter that consists of a sound sensor attached to the LEGO® EV3 Intelligent Brick to record the noise level emitted by various sources. They are introduced to engineering concepts such as sensors, decibel (dB) measurements, and sound pressure used to measure the noise level. Students are introduced to impairments resulting from noise exposure such as speech interference, hearing loss, sleep disruption and reduced productivity. They identify potential noise pollution sources, and based on recorded data, they classify these sources into levels of annoyance. Students also explore the technologies designed by engineers to protect against the harmful effects of noise pollution.","Type":"activity","Alignments":["S1141704","S11416BB","S2488972","S2488883","S2488724","S2488994","S11434E9","S11434D3","S2488897","S1143682","S1143548"]},{"Id":"umo_challenges_lesson01_activity1","Url":"https://teachengineering.org/activities/view/umo_challenges_lesson01_activity1","Title":"Maze Challenge","Summary":"As the first engineering design challenge of the unit, students are introduced to the logic for solving a maze. First they observe a blindfolded student volunteer being guided through a classroom maze by the simple verbal instructions of another student. In this demonstration, the blindfolded student represents a robot and the guiding student represents programming commands. Then student groups apply that logic to program LEGO® MINDSTORMS® EV3 robots to navigate through a maze, first with no sensors, and then with sensors. A PowerPoint® presentation, pre/post quizzes and a worksheet are provided.","Type":"activity","Alignments":["S1141702","S1141704","S11416BE","S11416C1","S2454468","S2454469","S2454533","S2454534","S2454536","S11434F4","S2596328","S11416BF","S2596334","S2477391"]},{"Id":"nyu_lightbalance_activity1","Url":"https://teachengineering.org/activities/view/nyu_lightbalance_activity1","Title":"The Balancing Act","Summary":"Students visualize and interact with concepts already learned, specifically algebraic equations and solving for unknown variables. They construct a balancing seesaw system (LEGO® Balance Scale) made from LEGO MINDSTORMS® parts and digital components to mimic a balancing scale. They are given example algebraic equation problems to analyze, configure onto the balance scale, and evaluate by manipulating LEGO pieces and gram masses that represent terms of an equation such as unknown variables, coefficients and integers. Digital color sensors, built into the LEGO Balance Scale, detect any balance or imbalances displayed on the balancing scale. The LEGO Balance Scale interactively issues a digital indication of balance or imbalance within the system. If unbalanced, students continue using the LEGO Balance Scale until they are confident in their understanding of solving algebraic equations. The goal is for students to become confident in solving algebraic equations by fundamentally understanding the basics of algebra and real-world algebraic applications.","Type":"activity","Alignments":["S11434DD","S1141704","S11434DE","S11434D5","S11434D9","S11434DF","S1143517","S1143533","S2488936","S2488937","S2488900","S2488928","S2488938","S2488947","S2488959","S21199515","S21199473"]},{"Id":"cub_navigation_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_navigation_lesson02_activity1","Title":"Vector Voyage! ","Summary":"Students use vector analysis to understand the concept of dead reckoning. They use vectors to plot a course based on a time and speed. Then they correct the positions with vectors representing winds and currents.  ","Type":"activity","Alignments":["S2558086","S114361E","S1143620","S1143621","S1143658","S1141704","S2558070","S2558053"]},{"Id":"cub_mechanics_lesson05_activity1","Url":"https://teachengineering.org/activities/view/cub_mechanics_lesson05_activity1","Title":"Hovercraft Racers!","Summary":"Students gain first-hand experience on how friction affects motion. They build hovercraft using air from balloons to levitate craft made from compact discs (CD), learning that a bed of air under an object significantly reduces the friction as it slides over a surface.","Type":"activity","Alignments":["S11424D2","S2454479","S1141704"]},{"Id":"wsu_eureka_activity","Url":"https://teachengineering.org/activities/view/wsu_eureka_activity","Title":"Eureka! Or Buoyancy and Archimedes\u0027 Principle","Summary":"Students explore material properties in hands-on and visually evident ways via the Archimedes\u0027 principle. First, they design and conduct an experiment to calculate densities of various materials and present their findings to the class. Using this information, they identify an unknown material based on its density. Then, groups explore buoyant forces. They measure displacement needed for various materials to float on water and construct the equation for buoyancy. Using this equation, they calculate the numerical solution for a boat hull using given design parameters. ","Type":"activity","Alignments":["S2413054","S10218CC","S1015743","S10019BC","S11435E4","S114363B","S1143612","S2413187","S2412981","S21199591"]},{"Id":"cub_creative_activity4","Url":"https://teachengineering.org/activities/view/cub_creative_activity4","Title":"Design Step 4: Select a Promising Solution Using Engineering Analysis","Summary":"Selecting a promising solution using engineering analysis distinguishes true engineering design from \"tinkering.\" In this activity, students are guided through an example engineering analysis scenario for a scooter. Then they perform a similar analysis on the design solutions they brainstormed in the previous activity in this unit. At activity conclusion, students should be able to defend one most-promising possible solution to their design challenge. (Note: Conduct this activity in the context of a design project that students are working on; this activity is Step 4 in a series of seven steps that guide students through the engineering design loop.)","Type":"activity","Alignments":["S2454607","S1143613","S1143569","S11416BE","S11416BF","S21199589","S21199585"]},{"Id":"cub_earth_lesson2_activity4","Url":"https://teachengineering.org/activities/view/cub_earth_lesson2_activity4","Title":"Break the Tension","Summary":"Students learn about and experiment with the concept of surface tension. How can a paper clip \"float\" on top of water? How can a paper boat be powered by soap in water? How do water striders \"walk\" on top of water? Why do engineers care about surface tension? Students answer these questions as they investigate surface tension and surfactants.","Type":"activity","Alignments":["S1143488","S21199512","S21199571"]},{"Id":"cub_housing_lesson04_activity1","Url":"https://teachengineering.org/activities/view/cub_housing_lesson04_activity1","Title":"Power Your House with Water","Summary":"Students learn how engineers design devices that use water to generate electricity by building model water turbines and measuring the resulting current produced in a motor. Student teams work through the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e to build the turbines, analyze the performance of their turbines and make calculations to determine the most suitable locations to build dams.","Type":"activity","Alignments":["S1141750","S11417E0","S11424C9","S11424CA","S2555916","S2454553","S114363A","S1143612","S1143657","S1143638","S114363B"]},{"Id":"rice_density_activity1","Url":"https://teachengineering.org/activities/view/rice_density_activity1","Title":"Measurement Certainty: How Certain Are You?","Summary":"Students learn about the statistical analysis of measurements and error propagation, reviewing concepts of precision, accuracy and error types. This is done through calculations related to the concept of density. Students work in teams to each measure the dimensions and mass of five identical cubes, compile the measurements into small data sets, calculate statistics including the mean and standard deviation of these measurements, and use the mean values of the measurements to calculate density of the cubes. Then they use this calculated density to determine the mass of a new object made of the same material. This is done by measuring the appropriate dimensions of the new object, calculating its volume, and then calculating its mass using the density value. Next, the mass of the new object is measured by each student group and the standard deviation of the measurements is calculated. Finally, students determine the accuracy of the calculated mass by comparing it to the measured mass, determining whether the difference in the measurements is more or less than the standard deviation.","Type":"activity","Alignments":["S113F011","S113EF35","S113EF36","S2485664","S113EF38","S11416C0","S2454607"]},{"Id":"rice-2622-machine-learning-diabetes-prediction","Url":"https://teachengineering.org/activities/view/rice-2622-machine-learning-diabetes-prediction","Title":"Machine Learning for Diabetes Prediction","Summary":"Machine learning is an exciting method that engineers can use to understand large data sets. In this hands-on activity, students put on their computer science hats to tackle a real-world problem: designing a machine learning model that can predict whether a patient has diabetes. Students first learn about the diabetes epidemic and the relationship between machine learning and healthcare. They design a simple program using machine learning that can predict whether a patient has diabetes depending on various symptoms and measurements. The goal is not just to expose students to machine learning, but the realities of the diabetes epidemic.","Type":"activity","Alignments":["S2454609","S2366906","S2366909","S2366910","S21199518"]},{"Id":"uoh_body_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uoh_body_lesson01_activity1","Title":"Proof of Concept: Miracle Drug Encapsulation","Summary":"Students experience the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e as they design, fabricate, test and redesign their own methods for encapsulation of a (hypothetical) new miracle drug. As if they are engineers, teams make large-size prototypes to test proof of concept. They use household materials (tape, paper towels, plastic wrap, weed-barrier fabric, glues, etc.) to attach a coating to a porous \"shell\" (a perforated plastic Wiffle® ball) containing the medicine (colored drink mix powder). The objective is to delay the drug release by a certain time and have a long release duration—patterned after the timed release requirements of many real-world pharmaceuticals that are released from a polymer shell via diffusion in the body. Guided by a worksheet, teams go through at least three design/test iterations, aiming to achieve a solution close to the target time release constraints.","Type":"activity","Alignments":["S113F04F","S2485659","S2454607","S2454608","S11416BE","S11416BF","S11416BC","S11416C1","S1141704","S21199589"]},{"Id":"van_latex_lesson02_activity1","Url":"https://teachengineering.org/activities/view/van_latex_lesson02_activity1","Title":"Linear Models and Latex Explosion! ","Summary":"Students use latex tubes and bicycle pumps to conduct experiments to gather data about the relationship between latex strength and air pressure. Then they use this data to extrapolate latex strength to the size of latex tubing that would be needed in modern passenger sedans to serve as hybrid vehicle accelerators, thus answering the engineering design challenge question posed in the first lesson of this unit. Students input data into Excel spreadsheets and generate best fit lines by the selection of two data points from their experimental research data. They discuss the y-intercept and slope as it pertains to the mathematical model they generated. Students use the slope of the line to interpret the data collected. Then they extrapolate with this information to predict the latex dimensions that would be required for a full-size hydraulic accumulator installed in a passenger vehicle. ","Type":"activity","Alignments":["S2526454","S2526459","S2526456","S2526366","S1143605","S2454607","S11435A5","S1143647","S1143587","S11435A4","S114356A","S2366909","S2526461","S2526365","S2525798","S1143636","S2526298","S21199610"]},{"Id":"cub_desal_lesson01_activity2","Url":"https://teachengineering.org/activities/view/cub_desal_lesson01_activity2","Title":"Water Desalination Plant","Summary":"Students use a thermal process approach to design, build and test a small-scale desalination plant that is capable of significantly removing the salt content from a saltwater solution. Students use a saltwater circuit to test the efficiency of their model desalination plant and learn how the water cycle is the basis for the thermal processes that drive their desalination plant.","Type":"activity","Alignments":["S1141769","S11424E1","S11424E2","S2454536","S2454535","S21199580","S21199472"]},{"Id":"csu_reverse_activity1","Url":"https://teachengineering.org/activities/view/csu_reverse_activity1","Title":"Reverse Engineering Project: Disassemble, Sketch \u0026 Recap","Summary":"Student pairs reverse engineer objects of their choice, learning what it takes to be an engineer. Groups each make a proposal, create a team work contract, use tools to disassemble a device, and sketch and document their full understanding of how it works. They compile what they learned into a manual and write-up that summarizes the object\u0027s purpose, bill of materials and operation procedure with orthographic and isometric sketches. Then they apply some of the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e to come up with ideas for how the product or device could be improved for the benefit of the end user, manufacturer and/or environment. They describe and sketch their ideas for re-imagined designs (no prototyping or testing is done). To conclude, teams compile full reports and then recap their reverse engineering projects and investigation discoveries in brief class presentations. A PowerPoint® presentation, written report and oral presentation rubrics, and peer evaluation form are provided.","Type":"activity","Alignments":["S1141743","S2454607","S2454608","S114253E","S11416BF","S11416BE","S21199505","S21199607","S21199585"]},{"Id":"cub_mix_lesson1_activity1","Url":"https://teachengineering.org/activities/view/cub_mix_lesson1_activity1","Title":"Gumdrop Atoms","Summary":"Students use gumdrops and toothpicks to make lithium atom models. Using these models, they investigate the makeup of atoms, including their relative size. Students are then asked to form molecules out of atoms, much in the same way they constructed atoms out of the particles that atoms are made of. Students also practice adding and subtracting electrons from an atom and determining the overall charges on atoms. ","Type":"activity","Alignments":["S11424E4","S2454471","S11434D5","S2553817","S2553818","S1142471","S11424E8","S21199515"]},{"Id":"cub_bernoulli_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_bernoulli_lesson01_activity1","Title":"A Shot Under Pressure","Summary":"Students use their understanding of projectile physics and fluid dynamics to find the water pressure in water guns. By measuring the range of the water jets, they are able to calculate the theoretical pressure. Students create graphs to analyze how the predicted pressure relates to the number of times they pump the water gun before shooting. ","Type":"activity","Alignments":["S11417DD","S11424B7","S2555916","S2454551","S114363B","S1143638","S1141704","S2366909","S2366907","S2366910","S11435A4","S114356A","S2555911","S2556124","S2556122","S11424CD"]},{"Id":"cub_solar_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_solar_lesson03_activity1","Title":"Spacecraft Design: Beat the Heat!","Summary":"To understand the challenges of satellite construction, student teams design and create model spacecraft to protect vital components from the harsh conditions found on Mercury and Venus. They use slices of butter in plastic eggs to represent the internal data collection components of the spacecraft. To discover the strengths and weaknesses of their designs, they test their unique thermal protection systems in a planet simulation test box that provides higher temperature and pressure conditions.","Type":"activity","Alignments":["S114174A","S1142599","S2454468","S2454469","S11416BE","S11416BF"]},{"Id":"build_a_scale_model","Url":"https://teachengineering.org/activities/view/build_a_scale_model","Title":"Build an Approximate Scale Model of an Object","Summary":"Students create models of objects of their choice, giving them skills and practice in techniques used by professionals. They make sketches as they build their objects. This activity facilitates a discussion on models and their usefulness.","Type":"activity","Alignments":["S103E213","S103E214","S114174A","S2454468","S11416BE","S11416BF","S2366910","S2803215","S2803214","S2366911","S21199571"]},{"Id":"wst_feelstress_activity1","Url":"https://teachengineering.org/activities/view/wst_feelstress_activity1","Title":"Feel the Stress","Summary":"Working individually or in groups, students explore the concept of stress (compression) through physical experience and math. They discover why it hurts more to poke themselves with mechanical pencil lead than with an eraser. Then they prove why this is so by using the basic equation for stress and applying the concepts to real engineering problems.","Type":"activity","Alignments":["S2477636","S2477648","S2477502","S2477501","S2477634","S2477650","S11417AA","S11417AD","S1143657","S114363B","S1143612","S2477705","S2477778","S2477781","S114350A","S114351B","S1143508","S1143517","S1143533","S1143663"]},{"Id":"csm_asteroid_lesson3_activity1_tg","Url":"https://teachengineering.org/activities/view/csm_asteroid_lesson3_activity1_tg","Title":"Using Map Scales to Figure Distances and Areas","Summary":"Continuing the Asteroid Impact challenge, students learn how to determine map distances and areas using map scales. They get a feel for how much an area represents on a map in relation to the sizes they are suggesting for their underground caverns to shelter the Alabraska population.","Type":"activity","Alignments":["S11425B5","S11425A2","S11425A1","S11434D3","S1143518","S1141740","S2553809","S2558090","S2454521","S21199606","S21199572"]},{"Id":"cub_airplanes_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_airplanes_lesson01_activity1","Title":"Fun with Bernoulli","Summary":"While we know air exists around us all the time, we usually do not notice the air pressure. During this activity, students use Bernoulli\u0027s principle to manipulate air pressure so its influence can be seen on the objects around us.  ","Type":"activity","Alignments":["S2454479","S11424D2","S21199515"]},{"Id":"cub_rockets_lesson04_activity3","Url":"https://teachengineering.org/activities/view/cub_rockets_lesson04_activity3","Title":"Pop Rockets","Summary":"Students design and build paper rockets around film canisters, which serve as engines. An antacid tablet and water are put into each canister, reacting to form carbon dioxide gas, and acting as the pop rocket\u0027s propellant. With the lid snapped on, the continuous creation of gas causes pressure to build up until the lid pops off, sending the rocket into the air. The pop rockets demonstrate Newton\u0027s third law of motion: for every action, there is an equal and opposite reaction. An instructions handout, worksheets (English and Spanish) and quiz are provided.","Type":"activity","Alignments":["S11417D6","S114174A","S2557991","S2390251","S2454421","S1142476","S2454440"]},{"Id":"nyu_linear_activity1","Url":"https://teachengineering.org/activities/view/nyu_linear_activity1","Title":"Linear Equations Game","Summary":"Students groups act as aerospace engineering teams competing to create linear equations to guide space shuttles safely through obstacles generated by a modeling game in level-based rounds. Each round provides a different configuration of the obstacle, which consists of two \"gates.\" The obstacles are presented as asteroids or comets, and the linear equations as inputs into autopilot on board the shuttle. The winning group is the one that first generates the successful equations for all levels. The game is created via the programming software MATLAB, available as a free 30-day trial. The activity helps students make the connection between graphs and the real world. In this activity, they can see the path of a space shuttle modeled by a linear equation, as if they were looking from above. ","Type":"activity","Alignments":["S2489080","S2488997","S2489089","S1143635","S1143602","S2489145","S114354B","S114363B","S1141704","S2366909","S2366912","S2488581","S2488584","S2471740","S2471696","S2471809"]},{"Id":"cub_energy2_lesson09_activity3","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson09_activity3","Title":"Cooking with the Sun: Comparing Yummy Solar Cooker Designs ","Summary":"Students learn about using renewable energy from the sun for heating and cooking as they build and compare the performance of four solar cooker designs. They explore the concepts of insulation, reflection, absorption, conduction and convection. Then, as time permits, they make and eat quick-cooking food like marshmallow and chocolate s\u0027mores!","Type":"activity","Alignments":["S11417D6","S114174A","S11424F3","S114259E","S2558343","S2558339","S1143502","S2454440","S2454469","S2390252","S2557991"]},{"Id":"cub_engrdrawings_activity01","Url":"https://teachengineering.org/activities/view/cub_engrdrawings_activity01","Title":"The Universal Language of Engineering Drawings","Summary":"Students practice the ability to produce clear, complete, accurate and detailed design drawings through an engineering design challenge. Using only the specified materials, teams are challenged to draw a design for a wind-powered car. Then, they trade engineering drawings with another group and attempt to construct the model cars in order to determine how successfully the original design intentions were communicated through sketches, dimensions and instructions.","Type":"activity","Alignments":["S2558343","S1143489","S2454468","S2454469","S21199571","S21199597"]},{"Id":"cub_enveng_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_enveng_lesson01_activity1","Title":"Small-Scale Modeling of Oil Spill Cleanup Methods","Summary":"This hands-on experiment provides students with an understanding of the issues that surround environmental cleanup. Student teams create their own oil spills, try different methods for cleaning them up, and then discuss the merits of each method in terms of effectiveness (cleanliness) and cost. They are asked to put themselves in the place of both environmental engineers and oil company owners who are responsible for the cleanup.","Type":"activity","Alignments":["S1141717","S11425AB","S2557977","S2553798","S1143681","S2454534","S2454535","S11434E9","S11434D0","S2553802","S2454531","S21199531","S21199532"]},{"Id":"space_shelter","Url":"https://teachengineering.org/activities/view/space_shelter","Title":"Space Shelter","Summary":"Students are given the following engineering challenge: \"The invasion has taken place and we need to find a new home. To ensure your survival beyond Earth\u0027s occupation you must design a shelter that can be built on another planet.\" Then students research the characteristics of a planet of their choosing. They design shelter that enables them to survive on a new planet, and explain it in words to the rest of the class. This is a great activity to add to a unit on the solar system.","Type":"activity","Alignments":["S103E212","S103E0E8","S2454468","S11416BE","S11416BF","S21199512"]},{"Id":"cub_air_lesson04_activity1","Url":"https://teachengineering.org/activities/view/cub_air_lesson04_activity1","Title":"Air Pressure Experiments: I Can\u0027t Take the Pressure! ","Summary":"Students gain an understanding of air pressure by using candy or cookie wafers to model how it changes with altitude, by comparing its magnitude to gravitational force per unit area, and by observing its magnitude with an aluminum can crushing experiment. Three student worksheets (and answer keys) are provided.","Type":"activity","Alignments":["S114259D","S11425A0","S2556069","S2558339","S11434F4","S11434AE","S1143502","S2454470","S21199512"]},{"Id":"cub_brid_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_brid_lesson02_activity1","Title":"Load It Up!","Summary":"Students take a hands-on look at the design of bridge piers (columns). First they brainstorm types of loads that might affect a Colorado bridge. Then they determine the maximum possible load for that scenario, and calculate the cross-sectional area of a column designed to support that load. Choosing from clay, foam or marshmallows, they create model columns and test their calculations.","Type":"activity","Alignments":["S11417AA","S11424D2","S2454536","S11434D2","S114351D","S11434D3","S2454534","S2366907","S2553809","S2553808","S2558098","S11416BE","S11416BF"]},{"Id":"nyu_permeability_activity1","Url":"https://teachengineering.org/activities/view/nyu_permeability_activity1","Title":"How Fast Does Water Travel through Soils?","Summary":"Students measure the permeability of different types of soils, compare results and realize the importance of size, voids and density in permeability response.","Type":"activity","Alignments":["S2488639","S2488634","S1141757","S114349B","S2488641","S114346F","S1143490","S2783813","S2783896","S2454524","S2454449"]},{"Id":"cub_mix_lesson3_activity1","Url":"https://teachengineering.org/activities/view/cub_mix_lesson3_activity1","Title":"Messin\u0027 with Mixtures","Summary":"In this activity, students investigate the properties of a heterogeneous mixture, trail mix, as if it were a contaminated soil sample near a construction site. This activity shows students that heterogeneous mixtures can be separated by physical means, and that when separated, all the parts will equal the whole.","Type":"activity","Alignments":["S11424F1","S1143681","S2454455","S2553802","S2366907","S11434B9","S11434F2","S2390253","S2553845","S2557984","S2557983","S2553849","S1142475","S21199490"]},{"Id":"cub_cells_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_cells_lesson01_activity1","Title":"Sudsy Cells","Summary":"Students culture cells in order to find out which type of surfactant (in this case, soap) is best at removing bacteria. Groups culture cells from unwashed hands and add regular bar soap, regular liquid soap, anti-bacterial soap, dishwasher soap, and hand sanitizer to the cultures. The cultures are allowed to grow for two days and then the students assess which type of soap design did the best job of removing bacteria cells from unwashed hands. Students extend their knowledge of engineering and surfactants for different environmental applications.","Type":"activity","Alignments":["S11417F8","S1142543","S1142546","S11434D2","S11434D3","S1143681","S11434EA","S2373212","S2454492","S1141704","S2553809","S2553808","S2553802","S2557979","S2557978"]},{"Id":"cub_air_lesson10_activity1","Url":"https://teachengineering.org/activities/view/cub_air_lesson10_activity1","Title":"Washing Air: Wet Scrubber Pollutant Recovery Method","Summary":"Students observe and discuss a simple model of a wet scrubber to understand how this pollutant recovery method functions in cleaning industrial air pollution.","Type":"activity","Alignments":["S2454463","S11416BB","S21199528"]},{"Id":"chair_design","Url":"https://teachengineering.org/activities/view/chair_design","Title":"Chair Design","Summary":"Students become familiar with the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e as they design, build, and test chair prototypes. The miniature chairs must be sturdy and functional enough to hold a wooden, hinged artist model or a floppy stuffed animal. They use their prototypes to assess design strengths and weaknesses.","Type":"activity","Alignments":["S103E219","S103E21A","S103E21B","S2454534","S2454536","S11416BE","S11416BF","S11416C1","S21199580"]},{"Id":"cub_navigation_lesson06_activity2","Url":"https://teachengineering.org/activities/view/cub_navigation_lesson06_activity2","Title":"Topo Triangulation","Summary":"In this activity, students learn how to read a topographical map and how to triangulate with just a map. True triangulation requires both a map and compass, but to simplify the activity and make it possible indoors, the compass information is given. Students practice converting a compass measurement to a protractor measurement, as well as reverse a bearing direction (i.e., if they know a tree\u0027s bearing is 100 degrees from you, they can determine what bearing they are from the tree). Students use the accompanying worksheets to take a bearing of certain landmarks and then start at those landmarks to work backwards to figure out where they are.  ","Type":"activity","Alignments":["S11425BD","S2553794","S2556116","S11435C9","S1143518","S1143519","S11434D3","S21199515"]},{"Id":"cub_electricity_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_electricity_lesson01_activity1","Title":"Static Cling","Summary":"In this hands-on activity, students explore the phenomenon of static electricity by engaging in the science and engineering practices of asking questions and planning and carrying out investigations. Students enact a “human diagram” to model the Bohr model of an atom. Then, in pairs, they charge a comb (on hair) and use it to attract an O-shaped piece of cereal and then watch the cereal jump away when it touches the comb. They do the same with Styrofoam pellets, observing them pulling towards a charged comb, then leaping back to the table. Through these investigations, students explore the disciplinary core ideas of electric and magnetic forces, the crosscutting concept of cause and effect, and they make sense of static electricity and what’s going on at the atomic level.  ","Type":"activity","Alignments":["S1141757","S11424F4","S2454422","S1141704"]},{"Id":"disassemble_a_click_pen","Url":"https://teachengineering.org/activities/view/disassemble_a_click_pen","Title":"Disassemble a Click Pen","Summary":"Students disassemble and analyze retractable pens. Through the process of \"reverse engineering,\" they learn how the ink pens work.","Type":"activity","Alignments":["S103E211","S103E212","S103E214","S1141765","S21199488","S21199542","S21199572","S21199575"]},{"Id":"water_filtration","Url":"https://teachengineering.org/activities/view/water_filtration","Title":"Water Filtration Project: Make Your Own Water Filters","Summary":"Students are asked to design methods to filter water using ordinary materials, while also considering their designs\u0027 material and cost efficiencies. They learn about the importance of water and its role in our everyday lives. They come to understand what must occur each day so that they can have clean water.","Type":"activity","Alignments":["S103E20F","S103E212","S103E214","S2545029","S2454468","S11434F2","S11416BF","S11416BE","S21199571","S21199570","S21199470","S21199572","S21199573"]},{"Id":"cub_lorax_activity1","Url":"https://teachengineering.org/activities/view/cub_lorax_activity1","Title":"Engineers Speak for the Trees","Summary":"Students begin by reading Dr. Seuss\u0027 \"The Lorax\" as an example of how overdevelopment can cause long-lasting environmental destruction. Students discuss how to balance the needs of the environment with the needs of human industry. Student teams are asked to serve as natural resource engineers, city planning engineers and civil engineers with the task to replant the nearly destroyed forest and develop a sustainable community design that can co-exist with the re-established natural area.","Type":"activity","Alignments":["S1141715","S1142568","S1142569","S2557984","S2454468","S2454463","S2366907","S1143490","S2390252","S2553903","S21199472","S21199544"]},{"Id":"uow-2579-evaporation-transpiration-function-activity","Url":"https://teachengineering.org/activities/view/uow-2579-evaporation-transpiration-function-activity","Title":"Evaporation and Transpiration: What’s Your Function?","Summary":"What’s the difference between two common agricultural methods? What are the roles engineers play in designing better methods? In this activity, students measure and calculate evapotranspiration rates--the amount of water lost from evaporation and transpiration in a growing media (such as a pot or jar) and plant surfaces-- for living plants using soil and hydroponics. By recording changes in plant weight, students calculate evapotranspiration rates and determine which of the two growing methods is best for their design.","Type":"activity","Alignments":["S2454498","S2454501","S2366907","S2366910","S2366909","S1143548","S2425449","S2425447","S2425450","S2425862"]},{"Id":"cub_energy2_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson02_activity1","Title":"Wasting Energy at Home","Summary":"People use energy in all aspects of their lives—for cooking, lighting and entertainment. Much of this energy use takes place in buildings, such as our homes. To save money and reduce the impact on our environment, many people are reducing their energy use. One way is to hire engineers to perform home energy audits to understand the ways we use energy and identify ways we can conserve energy. In this activity, students act as energy conservation engineers and identify the ways energy is conserved or wasted. They also learn many ways to personally conserve energy everyday.","Type":"activity","Alignments":["S11417D6","S11417D7","S11424F3","S11424F6","S2454463","S1142476"]},{"Id":"uof-2658-water-bottle-holder-engineering-design-activity","Url":"https://teachengineering.org/activities/view/uof-2658-water-bottle-holder-engineering-design-activity","Title":"Engineering a Water Bottle Holder for Student Desks","Summary":"Students solve a real-world problem: How to design a water bottle holder to keep desktops clean and dry?  Condensation is a phenomenon encountered in everyday life. In school, we frequently experience this phenomenon as a messy wet area under our water bottles that makes our papers soggy! Students use the engineering design process to work together to brainstorm, sketch, and build a prototype water bottle holder that can attach to the leg of the desk or chair. Students test their designs for usability, durability, and cost-effectiveness, then redesign to make improvements to their product.","Type":"activity","Alignments":["S2366910","S2454468","S2454469","S11308C3","S1130899","S1130879","S2366906"]},{"Id":"rice-2641-light-up-machines-building-fluorescent-prototype","Url":"https://teachengineering.org/activities/view/rice-2641-light-up-machines-building-fluorescent-prototype","Title":"Light Up Your Machines with Biomimicry!","Summary":"In this activity, students explore different forms of energy such as mechanical, electrical, light, thermal and sound energy and how these energies are converted or change from one form to another.  Student work together to build a prototype device of their choice that includes electrical circuitry. They then use biomimicry to add warnings, instructions, and/or signals to their prototype that can be seen in the dark on the road, on the water, in air, or in space. ","Type":"activity","Alignments":["S2471308","S113F11F","S113F115","S113F150","S2471231"]},{"Id":"uoh_fracture_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uoh_fracture_lesson01_activity1","Title":"Bone Crusher","Summary":"Students use a tension-compression machine (or an alternative bone-breaking setup) to see how different bones fracture differently and with different amounts of force, depending on their body locations. Teams determine bone mass and volume, calculate bone density, and predict fracture force. Then they each test a small animal bone (chicken, turkey, cat) to failure, examining the break to analyze the fracture type. Groups conduct research about biomedical challenges, materials and repair methods, and design repair treatment plans specific to their bones and fracture types, presenting their design recommendations to the class.","Type":"activity","Alignments":["S113EF3A","S113F054","S2371413","S11416C0","S11416C4","S2454608","S2454607","S11416BF","S11416C1","SS2454607"]},{"Id":"cub_airplanes_lesson03_activity2","Url":"https://teachengineering.org/activities/view/cub_airplanes_lesson03_activity2","Title":"Physics Tug of War","Summary":"Students learn about Newton\u0027s second law of motion: force = mass x acceleration. In other words, a heavy object requires a greater force to move than a lighter object. In a tug-of-war experimental setup using paperclips, rubber bands and text books, they collect data and make calculations, seeing that the force required to move a book is proportional to the weight of the book. They relate their conclusions to how engineers use their understanding of this relationship to determine how much force is needed to move airplanes.","Type":"activity","Alignments":["S11424F0","S2553808","S2553849","S2553794","S2454479","S11434EA","S2373212","S2373213","S11434D2","S11434D3","S21199515"]},{"Id":"cub_human_lesson06_activity2","Url":"https://teachengineering.org/activities/view/cub_human_lesson06_activity2","Title":"Sound Line","Summary":"Students learn the decibel reading of various noises and why high-level readings damage hearing. Sound types and decibel readings are written on sheets of paper and students arrange the sounds from the lowest to highest decibel levels. If available, students use a decibel meter to measure sounds. ","Type":"activity","Alignments":["S11417F6","S114255A","S2553928","S2454443","S114346D"]},{"Id":"cub_simp_machines_lesson05_activity1","Url":"https://teachengineering.org/activities/view/cub_simp_machines_lesson05_activity1","Title":"Design and Build a Rube Goldberg ","Summary":"In this two-part activity, students design and build Rube Goldberg machines. This open-ended challenge employs the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e and may have a pre-determined purpose, such as rolling a marble into a cup from a distance, or let students decide the purposes.","Type":"activity","Alignments":["S114174C","S1141769","S11424D2","S11424D3","S2454533","S11434D3","S1143517","S2454536","S2454534","S2555936","S2556070","S1143533","S2553809","S11416BE","S11416BF","S11416C1"]},{"Id":"cub_energy2_lesson04_activity2","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson04_activity2","Title":"Potato Power","Summary":"Students use potatoes to light an LED clock (or light bulb) as they learn how a battery works in a simple circuit and how chemical energy changes to electrical energy. As they learn more about electrical energy, they better understand the concepts of voltage, current and resistance.","Type":"activity","Alignments":["S11424F3","S2553917","S2558343","S11417D6","S2454438","S11434AD","S11424F5","S1143473"]},{"Id":"cub_navigation_lesson04_activity2","Url":"https://teachengineering.org/activities/view/cub_navigation_lesson04_activity2","Title":"Computer Accuracy","Summary":"Accuracy of measurement in navigation depends very much on the situation. If a sailor\u0027s target is an island 200 km wide, sailing off center by 10 or 20 km is not a major problem. But, if the island were only 1 km wide, it would be missed if off just the smallest bit. Many of the measurements made while navigating involve angles, and a small error in the angle can translate to a much larger error in position when traveling long distances.","Type":"activity","Alignments":["S2553794","S11425BD","S2556092","S2558039","S11435D1","S11435D5","S11434D3"]},{"Id":"cub_rock_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_rock_lesson02_activity1","Title":"Rock Jeopardy!","Summary":"Students reinforce their understanding of rocks, the rock cycle, and geotechnical engineering by playing a trivia game. They work in groups to prepare Jeopardy-type trivia questions (answers) and compete against each other to demonstrate their knowledge of rocks and engineering.","Type":"activity","Alignments":["S11417AB","S2471555","S11424A9"]},{"Id":"cub_rock_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_rock_lesson03_activity1","Title":"Fossil Fondue","Summary":"To understand how fossils are formed, students model the process of fossilization by making fossils using small toy figures and melted chocolate. They extend their knowledge to the many ways that engineers aid in the study of fossils, including the development of tools and technologies for determining the physical and chemical properties of fossilized organisms, and how those properties tell a story of our changing world.","Type":"activity","Alignments":["S21199472","S2471403","S2471557","S11424A9","S2471528"]},{"Id":"cub_housing_lesson05_activity1","Url":"https://teachengineering.org/activities/view/cub_housing_lesson05_activity1","Title":"Zero-Energy Housing","Summary":"Students investigate passive solar building design with a focus solely on heating. They learn how insulation, window placement, thermal mass, surface colors, and site orientation play important roles in passive solar heating. They use this information to design and build their own model houses, and test them for thermal gains and losses during a simulated day and night. Teams compare designs and make suggestions for improvements.","Type":"activity","Alignments":["S1141771","S11425CF","S2556129","S2454607","S2454608","S11416BE","S11416BF","S11435A4","S11435A5","S114356A","S2366909","S2556124","S2556122","S21199535"]},{"Id":"cub_solar_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_solar_lesson02_activity1","Title":"Our Sun and Heat Transfer Basics: Heat It Up! ","Summary":"Through a teacher demonstration using water, heat and food coloring, students see how convection moves the energy of the Sun from its core outwards. Students learn about the three different modes of heat transfer—convection, conduction, radiation—and how they are related to the Sun and life on our planet. Includes a student worksheet for data collection and graphing.","Type":"activity","Alignments":["S11417D6","S11417D7","S11424F3","S2557983","S2557992","S1143488","S2454438","S2390252","S1142476"]},{"Id":"roofs_for_different_climates","Url":"https://teachengineering.org/activities/view/roofs_for_different_climates","Title":"Construct and Test Roofs for Different Climates","Summary":"We design and create objects to make our lives easier and more comfortable. The houses in which we live are excellent examples of this. Depending on your local climate, the features of your house have been designed to satisfy your particular environmental needs: protection from hot, cold, windy and/or rainy weather. In this activity, students design and build model houses, then test them against various climate elements, and then re-design and improve them. Using books, websites and photos, students learn about the different types of roofs found on various houses in different environments throughout the world.","Type":"activity","Alignments":["S103E212","S114174A","S1141763","S1141765","S2454468","S2454469","S2454470","S11416BE","S11416BF","S11416C1","S2730783","S2730784","S2730780","S2730781","S21199490","S21199571","S21199470","S21199572","S21199575"]},{"Id":"nyu_statesofmatter_activity1","Url":"https://teachengineering.org/activities/view/nyu_statesofmatter_activity1","Title":"States of Matter","Summary":"Students act as chemical engineers and use LEGO® MINDSTORMS® robotics to record temperatures and learn about the three states of matter. Properties of matter can be measured in various ways, including volume, mass, density and temperature. Students measure the temperature of water in its solid state (ice) as it is melted and then evaporated.","Type":"activity","Alignments":["S1141757","S2783817","S2783818","S2454453","S2454452"]},{"Id":"rice-2657-mission-impossible-voltaic-protocol-activity","Url":"https://teachengineering.org/activities/view/rice-2657-mission-impossible-voltaic-protocol-activity","Title":"Mission Possible - The Voltaic Protocol","Summary":"Today’s world sees a critical need for self-sustaining battery power. As society becomes more reliant upon renewable energy, there is an increased demand to create and obtain new forms of self-sustaining power. One of the most common forms of renewable energy in use today consist of rechargeable batteries that operate through a series of chemical reactions. These types of reactions can be reproduced by creating a voltaic cell powered by an oxidation-reduction reaction. For this activity, students work in small groups to complete the following objective:\n\nStudents design an electrochemical cell powered by redox reactions that will successfully generate enough electrical current to power a series of light bulbs or similar structures/devices.","Type":"activity","Alignments":["S2454554","S2454555","S113EE80"]},{"Id":"colors_absorb_heat_better","Url":"https://teachengineering.org/activities/view/colors_absorb_heat_better","Title":"Do Different Colors Absorb Heat Better?","Summary":"Students test whether the color of a material affects how much heat it absorbs. They leave ice cubes placed in boxes made of colored paper (one box per color; white, yellow, red and black) in the sun, and predict in which colored box ice cubes melt first. They record the order and time required for the ice cubes to melt.","Type":"activity","Alignments":["S103E0DA","S1141753","S1141786","S11417D4","S1143425","S1143449","S1143469","S2454418","S2803399","S2803425","S2803408","S21199484"]},{"Id":"upitt-2620-engineering-hydroponic-system-activity","Url":"https://teachengineering.org/activities/view/upitt-2620-engineering-hydroponic-system-activity","Title":"Engineering a Hydroponic System to Feed a Class!","Summary":"The world population will reach 10 billion by the year 2050. As the number of people increase, so does the demand for proper housing and food. Since both demands require land, competition between the two creates a land scarcity. New methods of farming need to be created to alleviate the land scarcity and to increase the current food production. Hydroponics has the potential to reduce land usage and to keep up with the demands of the growing population. In this activity, students will explore what it means to brainstorm and sketch potential models for a hydroponics system for their school. They will explore the usefulness of each prototype and work as a team to come up with a solution to this problem and make sense of the tools engineers use to help mitigate land and water scarcity problems. ","Type":"activity","Alignments":["S2381706","S2454607","S2454573","S2454567","S2454565","S2454566","S2381610","S21199589"]},{"Id":"cub_mag_lesson2_activity1","Url":"https://teachengineering.org/activities/view/cub_mag_lesson2_activity1","Title":"Creating an Electromagnet","Summary":"Student teams investigate the properties of electromagnets. They create their own small electromagnets and experiment with ways to change their strength to pick up more paperclips. Students learn about ways that engineers use electromagnets in everyday applications.","Type":"activity","Alignments":["S11417D6","S2557984","S2557987","S1143502","S2454422","S2454423","S2558339","S2390252","S11434BE","S2558124","S1141704","S1142476","S21199490"]},{"Id":"cub_mars_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_mars_lesson01_activity1","Title":"An Inflated Impression of Mars","Summary":"Students use scaling from real-world data to obtain an idea of the immense size of Mars in relation to the Earth and the Moon, as well as the distances between them. Students calculate dimensions of the scaled versions of the planets, and then use balloons to represent their relative sizes and locations.","Type":"activity","Alignments":["S2553808","S2553777","S2454518","S1143682","S1143518","S11434D2","S11434D3","S2558090","S2553806","S2553809","S11425BC","S21199515"]},{"Id":"van_membrane_activity3","Url":"https://teachengineering.org/activities/view/van_membrane_activity3","Title":"Active and Passive Transport: Red Rover Send Particles Over","Summary":"Students compare and contrast passive and active transport by playing a game to model this phenomenon. Movement through cell membranes is also modeled, as well as the structure and movement typical of the fluid mosaic model of the cell membrane. Concentration gradient, sizes, shapes and polarity of molecules determine the method of movement through cell membranes. This activity is associated with the Test your Mettle phase of the legacy cycle.","Type":"activity","Alignments":["S2454563","S1132A36","S1132948"]},{"Id":"cub_electricity_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_electricity_lesson03_activity1","Title":"Completing the Circuit","Summary":"In the everyday electrical devices we use – calculators, remote controls and cell phones – a voltage source such as a battery is required to close the circuit and operate the device. In this hands-on activity, students engage in the science and engineering practice of making observations as they use batteries, wires, small light bulbs and light bulb holders to explore the phenomenon of electricity and learn the difference between an open circuit and a closed circuit. Students engage in the disciplinary core ideas and crosscutting concepts of electric current and energy transfer as they make sense of the idea that electric current only occurs in a closed circuit. ","Type":"activity","Alignments":["S11417D7","S11424F4","S2556108","S2553849","S114349B","S2454438","S1143490","S11434F2"]},{"Id":"cub_lifescience_lesson04_activity1","Url":"https://teachengineering.org/activities/view/cub_lifescience_lesson04_activity1","Title":"Sugar Spill! Bioremediation Cleanup Experiment","Summary":"In this activity, students act as environmental engineers involved with the clean up of a toxic spill. Using bioremediation as the process, students select which bacteria they will use to eat up the pollutant spilled. Students learn how engineers use bioremediation to make organism degrade harmful chemicals. Engineers must make sure bacteria have everything they need to live and degrade contaminants for bioremediation to happen.  Students learn about the needs of living things by setting up an experiment with yeast.  The scientific method is reinforced as students must design the experiment themselves making sure they include a control and complete parts of a formal lab report.","Type":"activity","Alignments":["S1142554","S1142550","S2558087","S2558083","S2454536","S2454463","S114351D","S114351B","S21199579","S21199532"]},{"Id":"cub_airplanes_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_airplanes_lesson02_activity1","Title":"Windy Tunnel","Summary":"Through this activity, Bernoulli\u0027s principle as it relates to winged flight is demonstrated. Student pairs use computers and an online virtual wind tunnel to see the influence of camber and airfoil angle of attack on lift. Activity and math worksheets are provided.","Type":"activity","Alignments":["S11424D2","S11424D3","S2556092","S2555936","S2454479","S1143517","S1143533","S11434C9","S2556070","S1141704"]},{"Id":"cub_art_lesson01_activity2","Url":"https://teachengineering.org/activities/view/cub_art_lesson01_activity2","Title":"Engineering Pop-Up Books","Summary":"Students learn about applied forces as they create pop-up-books — the art of paper engineering. They also learn the basic steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e.","Type":"activity","Alignments":["S1141769","S11424D2","S11416BE","S11416BF","S2454534","S21199579"]},{"Id":"duk_boat_mary_act","Url":"https://teachengineering.org/activities/view/duk_boat_mary_act","Title":"Buoyant Boats","Summary":"Students conduct a simple experiment to see how the water level changes in a beaker when a lump of clay sinks in the water and when the same lump of clay is shaped into a bowl that floats in the water. They notice that the floating clay displaces more water than the sinking clay does, perhaps a surprising result. Then they determine the mass of water that is displaced when the clay floats in the water. A comparison of this mass to the mass of the clay itself reveals that they are approximately the same.","Type":"activity","Alignments":["S1143547","S11435E6","S11435E4","S2454479","S2420014","S2420406","S2420411","S1141704","S21199585"]},{"Id":"cub_electricity_lesson03_activity2","Url":"https://teachengineering.org/activities/view/cub_electricity_lesson03_activity2","Title":"Two-Cell Battery","Summary":"By engaging in the science and engineering practice of applying scientific ideas to solve design problems, students explore the phenomenon of electricity and build their own two-cell batteries. To make sense of this phenomenon, students determine which electrolyte solution is best suited for making batteries. During this activity, students discover the disciplinary core ideas of energy transfer and design criteria and constraints while applying the crosscutting concepts of teamwork and design. ","Type":"activity","Alignments":["S1141757","S11417D7","S11424F4","S11424F5","S2557991","S2557983","S2454438","S2390252","S2366907"]},{"Id":"uoh_insulation_activity1","Url":"https://teachengineering.org/activities/view/uoh_insulation_activity1","Title":"Insulation Materials Investigation","Summary":"Students test the insulation properties of different materials by timing how long it takes ice cubes to melt in the presence of various insulating materials. Students learn about the role that thermal insulation materials can play in reducing heat transfer by conduction, convection and radiation, as well as the design and implementation of insulating materials in construction and engineering. ","Type":"activity","Alignments":["S113EF53","S11417AF","S11417B0","S2454554"]},{"Id":"bones_sue","Url":"https://teachengineering.org/activities/view/bones_sue","Title":"Broken Bones and Biomedical Materials","Summary":"Students are introduced to the concept and steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e and taught how to apply it. Students first receive some background information about biomedical engineering (aka bioengineering). Then they learn about material selection and material properties by using a provided guide. In small groups, students learn of their design challenge (improve a cast for a broken arm), brainstorm solutions, are given materials and create prototypes. To finish, teams communicate their design solutions through class poster presentations.","Type":"activity","Alignments":["S103E219","S103E21B","S103E21C","S103E21D","S11416F3","S114174B","S114174C","S114174D","S1141769","S11417F8","S2454533","S2454534","S2454536","S2730785","S2730787","S2730789","S2730790","S11416BE","S11416BF","S11416C1","S11417EA","S21199579","S21199580","S21199472","S21199536","S21199572"]},{"Id":"cub_airplanes_lesson07_activity1","Url":"https://teachengineering.org/activities/view/cub_airplanes_lesson07_activity1","Title":"Better By Design","Summary":"Students use the scientific method to determine the effect of control surfaces on a paper glider. They construct paper airplanes (model gliders) and test their performance to determine the base characteristics of the planes. Then they change one of the control surfaces and compare the results to their base glider in order to determine the cause and effect relationship of the control surfaces.","Type":"activity","Alignments":["S114174B","S114174D","S11424E4","S2553776","S2557983","S11434D2","S11434D5","S11434D3","S2454536","S2454534","S21199572","S21199586"]},{"Id":"uconn_gliders_activity1","Url":"https://teachengineering.org/activities/view/uconn_gliders_activity1","Title":"Inquiry and Engineering: Gliders","Summary":"Student teams design, build and test small-sized gliders to maximize flight distance and an aerodynamic ratio, applying their knowledge of fluid dynamics to its role in flight. Students experience the entire \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, from brainstorming to CAD (or by hand) drafting, including researching (physics of aerodynamics and glider components that take advantage of that science), creating materials lists, constructing, testing and evaluating—all within constraints (works with a launcher, budget limitation, maximizing flight distance to mass ratio), and concluding with a summary final report. Numerous handouts and rubrics are provided.","Type":"activity","Alignments":["S113B3C5","S2419710","S2419666","S11416BE","S2454608","S2454607","S11416C1","S11416BF","S11416C0","S21199589","S21199480"]},{"Id":"cub_air_lesson04_activity3","Url":"https://teachengineering.org/activities/view/cub_air_lesson04_activity3","Title":"Dripping Wet or Dry as a Bone?","Summary":"Students use a sponge and water model to explore the concept of relative humidity and create a percent scale. Through this experiment, teams collect data, make calculations and draw conclusions. They gain clarification in the difference between relative and absolute humidity. They also learn real-world reasons why understanding the concept of humidity is important for engineers. A student activity worksheet is provided.","Type":"activity","Alignments":["S114259F","S11425A0","S2553802","S2557983","S2454526","S1143502","S1143681","S21199512"]},{"Id":"upitt-2616-cancer-treatments-engineering-design-process-activity","Url":"https://teachengineering.org/activities/view/upitt-2616-cancer-treatments-engineering-design-process-activity","Title":"Engineering an Improved Medical Delivery System","Summary":"Students investigate cancer treatments and what current techniques are used to help cancer patients.  Students are introduced to an actual cancer patient to help them think about how they can help improve the quality of life for a cancer patient during treatment. The students learn what a treatment plan entails as well as how the medications need to be administered.  Using the engineering design process, students develop and/or enhance a delivery system.\n \nStudents use the engineering design process to design an effective system that can deliver medication(s) to the human circulatory system.  Specifically looking at cancer treatments, students must weigh the needs of the patient with the needs of the medical team as they research, brainstorm and develop innovative ways of accessing the circulatory system numerous times with numerous medications.  As students build, test and redesign their delivery systems, they must think critically about what materials to use and where on the human body to deliver the medication. In addition, students must account for the rate the medications will enter the circulatory system, the velocity of the circulatory system, as well as the diameter of the different vessels.  When testing their delivery system students will need to measure the flow rate of the medications and determine the correct diameter of tubing needed along with the different velocities of various medications. ","Type":"activity","Alignments":["S2381697","S2454563","S2454607","S2454608"]},{"Id":"duk_tower_tech_act","Url":"https://teachengineering.org/activities/view/duk_tower_tech_act","Title":"Newspaper Tower","Summary":"Student groups are challenged to design and construct model towers out of newspaper. They are given limited supplies including newspaper, tape and scissors, paralleling the real-world limitations faced by engineers, such as economic restrictions as to how much material can be used in a structure. Students aim to build their towers for height and stability, as well as the strength to withstand a simulated lateral \"wind\" load. ","Type":"activity","Alignments":["S2363688","S114173F","S1141740","S114174B","S11417AB","S2454533","S2454534","S11416BE","S11416BF","S2373214","S11434E9","S1143549","S2420179","S2420156","S2420160","S21199580","S21199572","S21199579","S21199581"]},{"Id":"uof-2362-bacteria-everywhere-engineering-design","Url":"https://teachengineering.org/activities/view/uof-2362-bacteria-everywhere-engineering-design","Title":"Bacteria! It’s Everywhere! ","Summary":"By playing the role of biochemical engineers, students investigate what causes them to become sick during the school year. Students use the engineering design process to test the classroom lab spaces for bacteria. After their tests, they develop ideas to control the spread of germs within the classroom. Finally, students develop a protocol to keep the spread of germs to a minimum for the school year.  ","Type":"activity","Alignments":["S1130835","S1130836","S1130837","S1130838","S1130839","S2570512","S2570513","S1141702","S1141703","S11416BC","S11416BF","S11416C1","S11416C2","S11416C3","S2454416","S2454418","S21199463","S21199464","S21199483","S21199485","S21199484"]},{"Id":"uoh_sep_mixtures_activity1","Url":"https://teachengineering.org/activities/view/uoh_sep_mixtures_activity1","Title":"Element, Mixture, Compound","Summary":"Students gain a better understanding of the different types of materials as pure substances and mixtures and learn to distinguish between homogeneous and heterogeneous mixtures by discussing an assortment of example materials they use and encounter in their daily lives.","Type":"activity","Alignments":["S11417A2","S114179E","S113F01E"]},{"Id":"cub_energy2_lesson06_activity1","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson06_activity1","Title":"Make Your Own Temperature Scale","Summary":"Students learn about the difference between temperature and thermal energy. They create thermometers using simple materials and develop their own scales for measuring temperature. They compare their thermometers to a commercial thermometer, and get a sense for why engineers need to understand the properties of thermal energy.","Type":"activity","Alignments":["S11425A0","S2553841","S11434FA","S2454438","S114174A","S2558343","S2553928","S2553869","S114346D","S11434BC","S2366910","S1142476","S21199470"]},{"Id":"cub_natdis_lesson06_activity1","Url":"https://teachengineering.org/activities/view/cub_natdis_lesson06_activity1","Title":"Survive That Tsunami! Testing Model Villages in Big Waves","Summary":"Students use a table-top-sized tsunami generator to observe the formation and devastation of a tsunami. They see how a tsunami moves across the ocean and what happens when it reaches the continental shelf. Students make villages of model houses and buildings to test how different material types are impacted by the huge waves. They further discuss how engineers design buildings to survive tsunamis. Much of this activity setup is the same as for the Mini-Landscape activity in Lesson 4 of the Natural Disasters unit.","Type":"activity","Alignments":["S114174A","S11425A2","S2454451","S2454469","S2454470","S11416BE"]},{"Id":"cub_environ_lesson06_activity2","Url":"https://teachengineering.org/activities/view/cub_environ_lesson06_activity2","Title":"The Dirty Water Project: Design-Build-Test Your Own Water Filters","Summary":"In this hands-on activity, students investigate different methods—aeration and filtering—for removing pollutants from water. Working in teams, they design, build and test their own water filters—essentially conducting their own \"dirty water projects.\" A guiding data collection worksheet is provided.","Type":"activity","Alignments":["S1141715","S2454469","S2454470","S114174A","S11416C3","S11416BB","S21199512","S21199472"]},{"Id":"uoh_matlsci_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uoh_matlsci_lesson01_activity1","Title":"Battle of the Beams","Summary":"Students explore the properties of composites using inexpensive materials and processing techniques. They create beams using Laffy Taffy and water, and a choice of various reinforcements (pasta, rice, candies) and fabricating temperatures. Student groups compete for the highest strength beam. They measure flexure strength with three-point bend tests and calculations. Results are compared and discussed to learn how different materials and reinforcement shapes affect material properties and performance.","Type":"activity","Alignments":["S113EF32","S113EE9F","S2454540","S1141704","S2454608","S11416BE","S11416BF","S2485687","S2485646","S2487149","S114363B","S2366907"]},{"Id":"usf_surfactants_act2","Url":"https://teachengineering.org/activities/view/usf_surfactants_act2","Title":"Get Your Charge Away from Me!","Summary":"This activity is an easy way to demonstrate the fundamental properties of polar and non-polar molecules (such as water and oil), how they interact, and the affect surfactants (such as soap) have on their interactions. Students see the behavior of oil and water when placed together, and the importance soap (a surfactant) plays in the mixing of oil and water—which is why soap is used every day to clean greasy objects, such as hands and dishes. This activity can easily be scaled to meet any desired level of difficulty. ","Type":"activity","Alignments":["S11308D7","S1141704","S2572014","S2366907","S2471667","S2471782","S2471665","S2449671"]},{"Id":"nds-1731-semipermeable-membrane-prototypes-kidney-dialysis","Url":"https://teachengineering.org/activities/view/nds-1731-semipermeable-membrane-prototypes-kidney-dialysis","Title":"Just Like Kidneys: Semipermeable Membrane Prototypes","Summary":"Using ordinary household materials, student “biomedical engineering” teams design prototype models that demonstrate semipermeability under the hypothetical scenario that they are creating a teaching tool for medical students. Working within material constraints, each model consists of two layers of a medium separated by material acting as the membrane. The competing groups must each demonstrate how water (or another substance) passes through the first layer of the medium, through the membrane, and into the second layer of the medium. After a few test/evaluate/redesign cycles, teams present their best prototypes to the rest of the class. Then student teams collaborate as a class to create one optimal design that reflects what they learned from the group design successes and failures. A pre/post-quiz, worksheet and rubric are provided.","Type":"activity","Alignments":["S11416BE","S11416BF","S11416C0","S2454534","S2454493","S2454535","S2454536","S2454533","S11416C1","S11416C3","S11417F8","S1141704","S103D00F","S103D0EC","S103D00C","S21199515"]},{"Id":"cub_coinsorter_activity1","Url":"https://teachengineering.org/activities/view/cub_coinsorter_activity1","Title":"Engineer a Coin Sorter","Summary":"Students learn about the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e and how it is used to engineer products for everyday use. Students individually brainstorm solutions for sorting coins and draw at least two design ideas. They work in small groups to combine ideas and build a coin sorter using common construction materials such as cardboard, tape, straws and fabric. Students test their coin sorters, make revisions and suggest ways to improve their designs. By designing, building, testing and improving coin sorters, students come to understand how the engineering design process is used to engineer products that benefit society.","Type":"activity","Alignments":["S1141769","S114174B","S2553809","S11434D3","S2454534","S2454535","S2454536","S11416BE","S11416BF","S11416C1","S21199572"]},{"Id":"uof-2627-pollinate-flower-materials-design","Url":"https://teachengineering.org/activities/view/uof-2627-pollinate-flower-materials-design","Title":"To Pollinate or Not to Pollinate","Summary":"By studying how bees and flowers interact with one another, we can also understand engineering practices related to our environment! In this activity, students engineer a model of a flower to test different materials’ ability to pollinate another flower. In teams of two, students use the engineering design process to create a model of a flower out of construction paper and then test different materials by measuring and recording how much pollen is transferred. While discovering the most efficient material, students determine how the information they gain can help bees pollinate and they better understand the importance of bee conservation. ","Type":"activity","Alignments":["S2454416","S2454417","S2454418","S1143488","S2390250","S2572014","S2570585","S2366907"]},{"Id":"cub_creative_activity2","Url":"https://teachengineering.org/activities/view/cub_creative_activity2","Title":"Design Step 2: Research the Problem","Summary":"Through Internet research, patent research, standards and codes research, user interviews (if possible) and other techniques (idea web, reverse engineering), students further develop the context for their design challenge. In subsequent activities, the design teams use this body of knowledge about the problem to generate product design ideas. (Note: Conduct this activity in the context of a design project that students are working on, which could be a challenge determined by the teacher, brainstormed with the class, or the example project challenge provided [to design a prosthetic arm that can perform a mechanical function]. This activity is Step 2 in a series of seven steps that guide students through the engineering design process.)","Type":"activity","Alignments":["S114175C","S114174F","S2454607","S11416BE","S11416BF","S21199589","S21199585"]},{"Id":"cub_staticcrane_activity1","Url":"https://teachengineering.org/activities/view/cub_staticcrane_activity1","Title":"Sum It Up: An Introduction to Static Equilibrium","Summary":"Students are introduced to static equilibrium by learning how forces and torques are balanced in a well-designed engineering structure. A tower crane is presented as a simplified two-dimensional case. Using Popsicle sticks and hot glue, student teams design, build and test a simple tower crane model according to these principles, ending with a team competition.","Type":"activity","Alignments":["S11424B8","S2553746","S2555923","S2555916","S1143620","S2454607","S2454608","S21199589"]},{"Id":"ncs-2016-weather-measure-humidity-build-psychrometer","Url":"https://teachengineering.org/activities/view/ncs-2016-weather-measure-humidity-build-psychrometer","Title":"Humidity? Build a Psychrometer! ","Summary":"Using thermometers, cotton balls, string and water, students make simple psychrometers—a tool that measures humidity. They learn the difference between relative humidity (the ratio of water vapor content to water vapor carrying capacity) and dew point (the temperature at which dew forms). Teams collect data using their homemade psychrometers and then calculate relative humidity inside and outside, comparing their results to an off-the-shelf psychrometer (if available). A lab worksheet is provided for data collection and calculation. As a real-world connection, students learn that humidity and air density is taken into consideration by engineers for many design projects. To conclude, they answer and discuss analysis and application questions.","Type":"activity","Alignments":["S2454526","S1143548","S2366910","S2366906","S2366907","S2419763","S2419762","S2419766","S2420178","S2363654","S1141704","S21199606"]},{"Id":"uod-2266-properties-matter-design-cellphone-case","Url":"https://teachengineering.org/activities/view/uod-2266-properties-matter-design-cellphone-case","Title":"How to Design a Better Smartphone Case","Summary":"Engineers create and use new materials, as well as new combinations of existing materials to design innovative new products and technologies—all based upon the chemical and physical properties of given substances. In this activity, students act as materials engineers as they learn about and use chemical and physical properties including tessellated geometric designs and shape to build better smartphone cases. Guided by the steps of the engineering design process, they analyze various materials and substances for their properties, design/test/improve a prototype model, and create a dot plot of their prototype testing results.","Type":"activity","Alignments":["S2787977","S2694909","S2694901","S2810341","S2483503","S11416BE","S11416BF","S11416C0","S11416C1","S2454548","S114359F","S2454607","S1143569","S2787976"]},{"Id":"cub_energy2_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson01_activity1","Title":"What Is Energy? Short Demos","Summary":"Three short, hands-on, in-class demos expand students\u0027 understanding of energy. First, using peanuts and heat, students see how the human body uses food to make energy. Then, students create paper snake mobiles to explore how heat energy can cause motion. Finally, students determine the effect that heat energy from the sun (or a lamp) has on temperature by placing pans of water in different locations.","Type":"activity","Alignments":["S11417D6","S11424F3","S2454438"]},{"Id":"cub_brid_lesson01_activity2","Url":"https://teachengineering.org/activities/view/cub_brid_lesson01_activity2","Title":"Straw Bridges","Summary":"Working as engineering teams, students design and create model beam bridges using plastic drinking straws and tape as their construction materials. Their goal is to build the strongest bridge with a truss pattern of their own design, while meeting the design criteria and constraints. They experiment with different geometric shapes and determine how shapes affect the strength of materials. Let the competition begin!","Type":"activity","Alignments":["S11417AB","S11417AA","S11424D2","S2553809","S2454533","S2454534","S2558083","S11416BF","S1141740","S11416BE","S11434D3","S2373213","S21199572"]},{"Id":"cub_mechanics_lesson04_activity1","Url":"https://teachengineering.org/activities/view/cub_mechanics_lesson04_activity1","Title":"Catapults!","Summary":"Students observe the relationship between the angle of a catapult (a force measurement) and the flight of a cotton ball. They learn how Newton\u0027s second law of motion works by seeing directly that F = ma. When they pull the metal \"arm\" back further, thus applying a greater force to the cotton ball, it causes the cotton ball to travel faster and farther. Students also learn that objects of greater mass require more force to result in the same distance traveled by a lighter object.","Type":"activity","Alignments":["S11424D2","S2454479","S1143549","S21199515","S2556155"]},{"Id":"cub_mechanics_lesson10_activity1","Url":"https://teachengineering.org/activities/view/cub_mechanics_lesson10_activity1","Title":"Leaning Tower of Pasta","Summary":"Using spaghetti and marshmallows, students experiment with different structures to determine which ones are able to handle the greatest amount of load. Their experiments help them to further understand the effects that compression and tension forces have with respect to the strength of structures. Spaghetti cannot hold much tension or compression; therefore, it breaks very easily. Marshmallows handle compression well, but do not hold up to tension.","Type":"activity","Alignments":["S11417AB","S1141769","S11424D2","S2454534","S1143549","S2454533","S2556155","S11416BE"]},{"Id":"cub_intro_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_intro_lesson03_activity1","Title":"Requirements \u0026 Constraints: Making Model Parking Garages","Summary":"The difference between architects and engineers can be confusing because their roles in building design can be similar. Students experience a bit of both professions by following a set of requirements and meeting given constraints as they create their own model parking garages. Teams experience the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e first-hand as they design, build and test their models. They draw blueprints of their designs, select the construction materials and budget their expenditures. They also test their structures for strength and find their maximum loads.","Type":"activity","Alignments":["S114174A","S2454468","S2454469","S2454470","S11416BE","S11416BF","S1141765","S1143490","S2553903","S21199572"]},{"Id":"mis-2230-counting-atoms-law-conservation-matter","Url":"https://teachengineering.org/activities/view/mis-2230-counting-atoms-law-conservation-matter","Title":"Counting Atoms: How Not to Break the Law of Conservation of Matter","Summary":"Students explore the science of microbial fuel cells (MFCs) by using a molecular modeling set to model the processes of photosynthesis and cellular respiration—building on the concept of MFCs that they learned in the associated lesson, “Photosynthesis and Cellular Respiration at the Atomic Level.” Students demonstrate the law of conservation of matter by counting atoms in the molecular modeling set. They also re-engineer a new molecular model from which to further gain an understanding of these concepts.","Type":"activity","Alignments":["S2728519","S2728544","S1141704","S11416BE","S2454471","S2454476","S2454496","S2728514"]},{"Id":"wpi_hydraulic_arm_challenge","Url":"https://teachengineering.org/activities/view/wpi_hydraulic_arm_challenge","Title":"Hydraulic Arm Challenge","Summary":"Students design and build a mechanical arm that lifts and moves an empty 12-ounce soda can using hydraulics for power. Small design teams (1-2 students each) design and build a single axis for use in the completed mechanical arm. One team designs and builds the grasping hand, another team the lifting arm, and a third team the rotation base. The three groups must work to communicate effectively through written and verbal communication and sketches. ","Type":"activity","Alignments":["S103E216","S103E219","S103E21A","S103E21B","S103E21C","S2454536","S2454534","S11416BE","S11416BF","S11416C1","S21199580"]},{"Id":"cub_human_lesson09_activity1","Url":"https://teachengineering.org/activities/view/cub_human_lesson09_activity1","Title":"Creating Model Working Lungs: Just Breathe ","Summary":"Students explore the inhalation/exhalation process that occurs in the lungs during respiration. Using everyday materials, each student team creates a model pair of lungs. ","Type":"activity","Alignments":["S11417F6","S114255A","S114255B","S2470976","S2471081","S2470878","S1141704"]},{"Id":"cub_air_lesson05_activity3","Url":"https://teachengineering.org/activities/view/cub_air_lesson05_activity3","Title":"Weather Forecasting: How Predictable!","Summary":"Students follow weather forecasts to gauge their accuracy and produce a weather report for the class. They develop skills of observation, recording and reporting.","Type":"activity","Alignments":["S114259F","S11425A0","S2557984","S2454526","S2454433","S21199512"]},{"Id":"duk_solaroven_tech_act","Url":"https://teachengineering.org/activities/view/duk_solaroven_tech_act","Title":"Cooking with the Sun - Creating a Solar Oven","Summary":"Student groups are given a set of materials: cardboard, insulating materials, aluminum foil and Plexiglas, and challenged to build solar ovens. The ovens must collect and store as much of the sun\u0027s energy as possible. Students experiment with heat transfer through conduction by how well the oven is insulated and radiation by how well it absorbs solar radiation. They test the effectiveness of their designs qualitatively by baking some food and quantitatively by taking periodic temperature measurements and plotting temperature vs. time graphs. To conclude, students think like engineers and analyze the solar oven\u0027s strengths and weaknesses compared to conventional ovens.","Type":"activity","Alignments":["S2363672","S2363647","S2363621","S2363674","S1141740","S1141797","S1143549","S1143502","S2454485","S2454486","S2454534","S2454535","S2420178","S2420179","S2420156","S2419983","S11434E9","S1143548","S21199515","S21199579","S21199580","S21199472","S21199572","S21199581","S21199531"]},{"Id":"van_troll_lesson02_activity1","Url":"https://teachengineering.org/activities/view/van_troll_lesson02_activity1","Title":"Exploring Light: Absorb, Reflect, Transmit or Refract?","Summary":"In a hands-on way, students explore light\u0027s properties of absorption, reflection, transmission and refraction through various experimental stations within the classroom. To understand absorption, reflection and transmission, they shine flashlights on a number of provided objects. To understand refraction, students create indoor rainbows. An understanding of the fundamental properties of light is essential to designing an invisible laser security system, the ongoing objective in this unit.","Type":"activity","Alignments":["S2454490","S2682095","S2682109","S1132818","S1141704","S21199515"]},{"Id":"cub_air_lesson06_activity2","Url":"https://teachengineering.org/activities/view/cub_air_lesson06_activity2","Title":"Acid Rain Effects","Summary":"Students conduct a simple experiment to model and explore the harmful effects of acid rain (vinegar) on living (green leaf and eggshell) and non-living (paper clip) objects.","Type":"activity","Alignments":["S2454532","S2553809","S11434D3","S11416BB"]},{"Id":"cub_housing_lesson01_activity2","Url":"https://teachengineering.org/activities/view/cub_housing_lesson01_activity2","Title":"Swamp Cooler","Summary":"Using a household fan, cardboard box and paper towels, student teams design and build their own evaporative cooler prototype devices. They learn about the process that cools water during the evaporation of water. They make calculations to determine a room\u0027s cooling load, and thus determine the swamp cooler size. This activity adds to students\u0027 understanding of the behind-the-scenes mechanical devices that condition and move air within homes and buildings for human health and comfort.","Type":"activity","Alignments":["S1141750","S11424BD","S11424CD","S2555916","S2553746","S2454604","S1143612","S2454607","S2366909","S2366907","S114363B","S1143593","S1143569","S1143638","S2555911","S2556116","S2555915","S2553745","S11416BE","S11416BF","S21199535"]},{"Id":"uof-2521-engineering-solutions-dry-playground-design","Url":"https://teachengineering.org/activities/view/uof-2521-engineering-solutions-dry-playground-design","Title":"Engineering Solutions for a Dry Playground","Summary":"The school’s playground is flooded again, and the students cannot go out to recess! Students learn about the different states of matter and how water changes. They use this knowledge, along with research about natural disasters, to come up with an engineering solution that prevents playground flooding. They plan and design a model, test it, and share results. After sharing results, they redesign and complete at least two more trials to find the optimal solution.  ","Type":"activity","Alignments":["S1130881","S113087C","S11416BE","S11416BF","S2454468","S2454469","S11416C1","S2454470"]},{"Id":"cub_air_lesson05_activity1","Url":"https://teachengineering.org/activities/view/cub_air_lesson05_activity1","Title":"Water Cycle: Moving without Wheels","Summary":"Through a teacher-led class demo, students observe a simple water cycle model to better understand its role in pollutant transport. Using kitchen or lab equipment, the demo simulates a point source of pollution in a lake and the resulting environmental consequences—one way in which pollution is affected by the water cycle. A student worksheet is provided.","Type":"activity","Alignments":["S2454461","S2454524","S11425AA"]},{"Id":"uof-2719-award-design-structure-materials-activity","Url":"https://teachengineering.org/activities/view/uof-2719-award-design-structure-materials-activity","Title":"And the Award Goes to…","Summary":"Who was Alfred Nobel, why is a prize named after him, and why they are given out? In this activity, students learn about this prestigious award and the types of people who receive them. Students then design and create a structure that can hold and display the Nobel Prize (or a medal similar in weight (200 g) and diameter (66 mm). Students research the specifications of the Nobel Prize and then research different materials engineers might use to build a structure like this. Students act as engineers as they test and re-test different types of structures to determine which one displays the medal the best. Findings are shared with each other via group presentations.","Type":"activity","Alignments":["S2454403","S2366907","S2366909","S2366910","S11439C4"]},{"Id":"cub_creative_activity5","Url":"https://teachengineering.org/activities/view/cub_creative_activity5","Title":"Design Steps 5 and 6: Create and Test a Prototype","Summary":"Students learn about the importance of creating and testing prototypes during  the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e. They start by building prototypes, which is a special type of model used to test new design ideas. Students gain experience using a variety of simple building materials, such as foam core board, balsa wood, cardstock and hot glue. They present their prototypes to the class for user testing and in the following activity create prototype iterations based on feedback. (Note: Conduct this activity in the context of a design project that students are working on; this activity reflects Step 5 and Step 6 in a series of seven steps that guide students through the engineering design loop.)","Type":"activity","Alignments":["S1141750","S2454607","S11416BE","S11416BF","S114176F","S21199589","S21199592"]},{"Id":"cub_biomed_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_biomed_lesson02_activity1","Title":"The Artificial Bicep","Summary":"Students learn more about how muscles work and how biomedical engineers can help keep the muscular system healthy. Following the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, they create their own biomedical device to aid in the recovery of a strained bicep. They discover the importance of rest to muscle recovery and that muscles (just like engineers!) work together to achieve a common goal.","Type":"activity","Alignments":["S11417F6","S114255B","S2557984","S2390253","S2454533","S2454534","S2454536","S11416BE","S11416BF","S11416C1"]},{"Id":"cub_human_lesson06_activity1","Url":"https://teachengineering.org/activities/view/cub_human_lesson06_activity1","Title":"20/20 Vision","Summary":"Students measure their own eyesight and calculate the average eyesight value for the class. They learn about technologies to enhance eyesight and how engineers play an important role in the development of these technologies.","Type":"activity","Alignments":["S11417F6","S21199487","S2470960","S1142491","S2471038","S2471003","S2553899","S11434A2","S114346F","S2553937"]},{"Id":"cub_airplanes_lesson04_activity1","Url":"https://teachengineering.org/activities/view/cub_airplanes_lesson04_activity1","Title":"Equal \u0026 Opposite Thrust in Aircraft: You’re a Pushover!","Summary":"Through this activity, Newton\u0027s third law of motion is demonstrated, which is the physical law that governs thrust in aircraft. Guided by a worksheet, students do several activities —pushing on walls, releasing air from balloons—that show that for every action there is an equal and opposite reaction. They also calculate the missing mass or acceleration based on the the third law of motion equation: mass of object 1 x acceleration of object 1 = mass of object 2 x acceleration of object 2. They relate their understanding of the third law of motion and thrust to crashed cars and airplane movement.","Type":"activity","Alignments":["S11424D2","S11424D3","S2553794","S2555916","S1143517","S1143638","S2454478","S21199515"]},{"Id":"duk_friction_smary_act2","Url":"https://teachengineering.org/activities/view/duk_friction_smary_act2","Title":"Does Weight Matter?","Summary":"Using the same method for measuring friction that was used in the previous lesson (Discovering Friction), students design and conduct experiments to determine if weight added incrementally to objects affects the amount of friction encountered when they slide across flat surfaces. After graphing the data from their experiments, students calculate the coefficients of friction between the objects and the surfaces they moved upon, for both static and kinetic friction.","Type":"activity","Alignments":["S2420143","S2420063","S2420081","S2363652","S2363688","S2363629","S2363357","S2363367","S2363383","S114174C","S114175A","S2454479","S11434E9","S11434E1","S114350F","S2420125","S2420156","S2420070","S11434D0","S11434D3","S1143533","S21199606"]},{"Id":"van_feelbetter_lesson01_activity01","Url":"https://teachengineering.org/activities/view/van_feelbetter_lesson01_activity01","Title":"Pill Dissolving Demo","Summary":"In a class demonstration, the teacher places different pill types (\"chalk\" pill, gel pill, and gel tablet) into separate glass beakers of vinegar, representing human stomach acid. After 20-30 minutes, the pills dissolve. Students observe which dissolve the fastest, and discuss the remnants of the various pills. What they learn contributes to their ongoing objective to answer the challenge question presented in lesson 1 of this unit.","Type":"activity","Alignments":["S1132692","S1141704","S21199546"]},{"Id":"ucla_lava_activity01","Url":"https://teachengineering.org/activities/view/ucla_lava_activity01","Title":"Measuring Lava Flow","Summary":"Students learn how volume, viscosity and slope are factors that affect the surface area that lava covers. Using clear transparency grids and liquid soap, students conduct experiments, make measurements and collect data. They also brainstorm possible solutions to lava flow problems as if they were geochemical engineers, and come to understand how the properties of lava are applicable to other liquids.","Type":"activity","Alignments":["S2598354","S2598362","S2514286","S1007522","S2454601","S2471555","S2471556","S21199515"]},{"Id":"mis_heartbloodflow_act","Url":"https://teachengineering.org/activities/view/mis_heartbloodflow_act","Title":"Artificial Heart Design Challenge","Summary":"Students are presented with a hypothetical scenario in which they are biomedical engineers asked to design artificial hearts. Using the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e as a guide, the challenge is established and students brainstorm to list everything they might need to know about the heart in order to create a complete mechanical replacement (size, how it functions, path of blood etc.). They conduct research to learn the information and organize it through various activities. They research artificial heart models that have already been used and rate their performance in clinical trials. Finally, they analyze the data to identify the artificial heart features and properties they think work best and document their findings in essay form.","Type":"activity","Alignments":["S114175C","S2454607","S2728680","S11416BE","S11416BF","S11416C1","S21199479","S21199589"]},{"Id":"van_feelbetter_lesson02_activity_02","Url":"https://teachengineering.org/activities/view/van_feelbetter_lesson02_activity_02","Title":"Making Model Microfluidic Devices Using JELL-O ","Summary":"Students create large-scale models of microfluidic devices using a process similar to that of the PDMS and plasma bonding that is used in the creation of lab-on-a-chip devices. They use disposable foam plates, plastic bendable straws and gelatin dessert mix. After the molds have hardened overnight, they use plastic syringes to inject their model devices with colored fluid to test various flow rates. From what they learn, students are able to answer the challenge question presented in lesson 1 of this unit by writing individual explanation statements.","Type":"activity","Alignments":["S1132F10","S1132F14","S2454607","S1141704"]},{"Id":"duk_valvedesign_tech_act","Url":"https://teachengineering.org/activities/view/duk_valvedesign_tech_act","Title":"No Valve in Vain","Summary":"Acting as biomedical engineers, students design, build, test and redesign prototype heart valves using materials such as waterproof tape, plastic tubing, flexible plastic and foam sheets, clay, wire and pipe cleaners. They test them with flowing water, representing blood moving through the heart. As students creatively practice engineering problem solving, they demonstrate their understanding of how one-way heart valves work.","Type":"activity","Alignments":["S2363623","S2363655","S114173F","S1141740","S114174B","S114174C","S114174D","S2454533","S2454534","S2454536","S11416BF","S11416BE","S21199580","S21199536","S21199533","S21199572","S21199581"]},{"Id":"duk_dimension_tech_act","Url":"https://teachengineering.org/activities/view/duk_dimension_tech_act","Title":"A Place in Space","Summary":"Student groups use a \"real\" 3D coordinate system to plot points in space. Made from balsa wood or wooden dowels, the system has three axes at right angles and a plane (the XY plane) that can slide up and down the Z axis. Students are given several coordinates and asked to find these points in space. Then they find the coordinates of the eight corners of a box/cube with given dimensions.","Type":"activity","Alignments":["S2419999","S2420364","S11417C9","S11417CC","S1143676","S11434D8","S2420094","S2420088","S114351D","S11435C9"]},{"Id":"cub_solarenergy_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_solarenergy_lesson01_activity1","Title":"Solar Water: Heat it Up!","Summary":"Students explore energy efficiency, focusing on renewable energy, by designing and building flat-plate solar water heaters. They apply their understanding of the three forms of heat transfer (conduction, convection and radiation), as well as how they relate to energy efficiency. They calculate the efficiency of the solar water heaters during initial and final tests and compare the efficiencies to those of models currently sold on the market (requiring some additional investigation by students). After comparing efficiencies, students explain how they would further improve their devices. Students learn about the trade-offs between efficiency and cost by calculating the total cost of their devices and evaluating cost per percent efficiency and per degree change of the water.","Type":"activity","Alignments":["S11424A1","S1142463","S2471742","S2454608","S1143638","S1143639","S1143612","S2454553","S2454606","S2454607","S11416BE","S11416BF","S11416C0","S11416C3","S11416C1","S2555911","S2555913","S2553746","S2555915","S2553745","S2556124","S2556116","S114363C","S1143598","S11435A4","S1143569","S11424CE","S11424CF","S21199585"]},{"Id":"cub_detdrawings_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_detdrawings_lesson01_activity1","Title":"Drawing Designs in Detail","Summary":"Students practice creating rudimentary detail drawings. They learn how engineers communicate the technical information about their designs using the basic components of detail drawings. They practice creating their own drawings of a three-dimensional block and a special LEGO piece, and then make 3D sketches of an unknown object using only the information provided in its detail drawing.","Type":"activity","Alignments":["S2481490","S2497101","S11435E5","S2481491","S114357F","S2497102","S21199607"]},{"Id":"cub_spatviz_lesson01_activity2","Url":"https://teachengineering.org/activities/view/cub_spatviz_lesson01_activity2","Title":"Seeing All Sides: Orthographic Drawing","Summary":"Students learn how to create two-dimensional representations of three-dimensional objects by utilizing orthographic projection techniques. They build shapes using cube blocks and then draw orthographic and isometric views of those shapes—which are the side views, such as top, front, right—with no depth indicated. Then working in pairs, one blindfolded partner describes a shape by feel alone as the other partner draws what is described. A worksheet is provided. This activity is part of a multi-activity series towards improving spatial visualization skills. ","Type":"activity","Alignments":["S2558070","S2558088","S1143509","S1143580","S114357F","S2558068","S11435E5","S114353D","S2558069","S2558076"]},{"Id":"cub_earth_lesson5_activity2","Url":"https://teachengineering.org/activities/view/cub_earth_lesson5_activity2","Title":"The Effects of Acid Rain","Summary":"Students explore the effect of chemical erosion on statues and monuments. They use chalk to see what happens when limestone is placed in liquids with different pH values. They also learn several engineering approaches to reduce the effects of acid rain.","Type":"activity","Alignments":["S1141716","S11424F7","S11424F8","S1143488","S1143501","S2454449"]},{"Id":"ucd_eggdrop_activity1","Url":"https://teachengineering.org/activities/view/ucd_eggdrop_activity1","Title":"Naked Egg Drop","Summary":"Student pairs experience the iterative \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e as they design, build, test and improve catching devices to prevent a \"naked\" egg from breaking when dropped from increasing heights. To support their design work, they learn about materials properties, energy types and conservation of energy. Acting as engineering teams, during the activity and competition they are responsible for design and construction planning within project constraints, including making engineering modifications for improvement. They carefully consider material choices to balance potentially competing requirements (such as impact-absorbing and low-cost) in the design of their prototypes. They also experience a real-world transfer of energy as the elevated egg\u0027s gravitational potential energy turns into kinetic energy as it falls and further dissipates into other forms upon impact. Pre- and post-activity assessments and a scoring rubric are provided. The activity scales up to district or regional egg drop competition scale. As an alternative to a ladder, detailed instructions are provided for creating a 10-foot-tall egg dropper rig.","Type":"activity","Alignments":["S2454468","S2454469","S2454470","S114174A","S2454438","S2454440","S21199571","S21199578"]},{"Id":"cub_scale_model_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_scale_model_lesson01_activity1","Title":"Volume \u0026 Data: Build the Biggest Box Using One Piece of Paper","Summary":"Student pairs are given 10 minutes to create the biggest box possible using one piece of construction paper. Teams use only scissors and tape to each construct a box and determine how much puffed rice it can hold. Then, to meet the challenge, they improve their designs to create bigger boxes. They plot the class data, comparing measured to calculated volumes for each box, seeing the mathematical relationship. They discuss how the concepts of volume and design iteration are important for engineers. Making 3-D shapes also supports the development of spatial visualization skills. This activity and its associated lesson and activity all employ volume and geometry to cultivate seeing patterns and understanding scale models, practices used in engineering design to analyze the effectiveness of proposed design solutions. ","Type":"activity","Alignments":["S2558068","S2558074","S11416BE","S11416C0","S11435E5","S114357F","S11435E8","S2558064"]},{"Id":"cub_electricity_lesson02_activity2","Url":"https://teachengineering.org/activities/view/cub_electricity_lesson02_activity2","Title":"Build a Charge Detector","Summary":"In this hands-on activity, students make sense of the phenomenon of the electrical force that takes place between two objects. Each student builds an electroscope and, utilizing the science and engineering practices of asking questions and making observations, uses the device to draw conclusions about objects’ charge intensity. Students also determine what factors influence electric force. Throughout this activity, students explore the disciplinary core ideas of electric and magnet force and measurement and the crosscutting concepts of cause and effect and standard units. ","Type":"activity","Alignments":["S11424F4","S11424F5","S2558339","S1143501","S2454422","S2454454","S21199512"]},{"Id":"cub_electricity_lesson05_activity2","Url":"https://teachengineering.org/activities/view/cub_electricity_lesson05_activity2","Title":"Light Your Way: Design-Build a Series Circuit Flashlight","Summary":"During a power failure, or when we go outside at night, we grab a flashlight so we can find our way. What happens inside a flashlight that makes the bulb light up? Why do we need a switch to turn on a flashlight? Have you ever noticed that for the flashlight to work you must orient the batteries a certain way as you insert them into the casing? Many people do not know that a flashlight is a simple series circuit. In this hands-on activity, students make sense of the phenomenon of electricity when they build this everyday household item. They use the science and engineering practice of defining a simple design problem and the disciplinary core idea of designing solutions to design their own operating series circuit flashlights. By exploring electricity and how flashlights work, students engage with the crosscutting concept of evolving technologies. ","Type":"activity","Alignments":["S1141794","S11417D7","S11424F4","S11424F5","S11434A7","S2454468"]},{"Id":"uod-2270-soundproofing-material-activity","Url":"https://teachengineering.org/activities/view/uod-2270-soundproofing-material-activity","Title":"What Soundproofing Material Works Best? ","Summary":"Students first explore different materials to see what types reduce the most amount of sound when placed in a box. Each group is assigned a different material and they fill their box with that specific material. Students measure the sound level of a tone playing from inside the box using a decibel reader from outside the box. Students share this data with the class and analyze which types of materials absorb the most sound and which reflect the most sound. ","Type":"activity","Alignments":["S11416BE","S11416BF","S11416C0","S2454490","S11434F4","S2390253","S11434E9","S2787374","S2787447","S2787667","S21199570"]},{"Id":"cub_energy2_lesson01_activity2","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson01_activity2","Title":"Energy Detectives at Work","Summary":"Students search for clues of energy around them. They use what they find to create their own definition of energy. They also relate their energy clues to the engineering products they encounter every day.","Type":"activity","Alignments":["S11417D6","S11417D7","S11424F3","S2454438"]},{"Id":"wpi_crutches_activity","Url":"https://teachengineering.org/activities/view/wpi_crutches_activity","Title":"Design a Carrying Device for People Using Crutches ","Summary":"Students are given a biomedical engineering challenge, which they solve while following the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e. In a design lab environment, student groups design, create and test prototype devices that help people using crutches carry things, such as books and school supplies. The assistive devices must meet a list of constraints, including a device weight limit and minimum load capacity. Students use various hand and power tools to fabricate the devices. They test the practicality of their designs by loading them with objects and then using the modified crutches in the school hallways and classrooms.","Type":"activity","Alignments":["S103E219","S103E21A","S103E21B","S103E21C","S103E22F","S1141769","S2454533","S2454534","S1143549","S2454536","S11416BE","S11416BF","S11416C0","S2803661","S11416C1","S21199579","S21199580"]},{"Id":"wst_environmental_lesson02_activity1","Url":"https://teachengineering.org/activities/view/wst_environmental_lesson02_activity1","Title":"Chromatography Lab","Summary":"To increase students\u0027 awareness of possible invisible pollutants in drinking water sources, students perform an exciting lab requiring them to think about how solutions and mixtures exist even in unsuspecting places such as ink. They use alcohol and chromatography paper to separate the components of black and colored marker ink. Students witness first-hand how components of a solution can be separated, even when those individual components are not visible in solution.","Type":"activity","Alignments":["S2454475","S2596629","S21199515"]},{"Id":"uva_eardevice_act","Url":"https://teachengineering.org/activities/view/uva_eardevice_act","Title":"Designing Medical Devices to Extract Foreign Bodies from Ears","Summary":"Students learn the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e by following the steps, from problem identification to designing a device and evaluating its efficacy and areas for improvement. A quick story at the beginning of the activity sets up the challenge: A small child put a pebble in his ear and we don\u0027t know how to get it out!  Acting as biomedical engineers, students are asked to design a device to remove it. Each student pair is provided with a model ear canal and a variety of classroom materials. A worksheet guides the design process as students create devices and attempt to extract pebbles from the ear canal.","Type":"activity","Alignments":["S11417F8","S1141F85","S11420C9","S2454533","S2454536","S2454534","S11416BE","S11416BF","S11416C1"]},{"Id":"wpi_assistive_device_activity1","Url":"https://teachengineering.org/activities/view/wpi_assistive_device_activity1","Title":"An Assistive Artistic Device","Summary":"Students design and develop a useful assistive device for people challenged by fine motor skill development who cannot grasp and control objects. In the process of designing prototype devices, they learn about the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e and how to use it to solve problems. After an introduction about the effects of disabilities and the importance of hand and finger dexterity, student pairs research, brainstorm, plan, budget, compare, select, prototype, test, evaluate and modify their design ideas to create devices that enable a student to hold and use a small paintbrush or crayon. The design challenge includes clearly identified criteria and constraints, to which teams rate their competing design solutions. Prototype testing includes independent evaluations by three classmates, after which students redesign to make improvements. To conclude, teams make one-slide presentations to the class to recap their design projects. This activity incorporates a 3D modeling and 3D printing component as students generate prototypes of their designs. However, if no 3D printer is available, the project can be modified to use traditional and/or simpler fabrication processes and basic materials. ","Type":"activity","Alignments":["S2730790","S2730802","S2730789","S1141740","S1143AEA","S2454534","S2454533","S2454536","S11416BF","S11416BE","S11416C0","S21199572","S21199581"]},{"Id":"umn_pneumatics_activity01","Url":"https://teachengineering.org/activities/view/umn_pneumatics_activity01","Title":"Fun with Air-Powered Pneumatics","Summary":"Working as engineering teams in this introductory pneumatics lab, students design and build working pneumatic (air-powered) systems. The goal is to create systems that launch balls into the air. They record and analyze data from their launches.","Type":"activity","Alignments":["S2362496","S2362498","S2362500","S2362528","S2362529","S1137015","S1141771","S1143645","S2454553","S2454607","S21199579","S21199480"]},{"Id":"nyu_light_activity1","Url":"https://teachengineering.org/activities/view/nyu_light_activity1","Title":"Measuring Light Pollution","Summary":"Students are introduced to the concept of light pollution by investigating the nature, sources and levels of light in their classroom environment. They learn about the adverse effects of artificial light and the resulting consequences on humans, animals and plants: sky glow, direct glare, light trespass, animal disorientation and energy waste. Student teams build light meters using color sensors mounted to LEGO® MINDSTORMS® EV3 intelligent bricks and then record and graph the light intensity emitted in various classroom lighting situations. They are introduced to the engineering concepts of sensors, lux or light meter, and lumen and lux (lx) illuminance units. Through this activity, students also learn how to better use light and save energy as well as some of the technologies designed by engineers to reduce light pollution and energy waste.","Type":"activity","Alignments":["S1141704","S11416BB","S2488973","S2488995","S11434E9","S2488972","S11434EA","S1143549","S2454532","S2783905"]},{"Id":"nyu_getingear_activity1","Url":"https://teachengineering.org/activities/view/nyu_getingear_activity1","Title":"Get in Gear","Summary":"Students are introduced to gear transmissions and gear ratios using LEGO® MINDSTORMS® EV3 robots, gears and software. They discover how gears work and how they can be used to adjust a vehicle\u0027s power. Specifically, they learn how to build the transmission part of a vehicle by designing gear trains with different gear ratios. Students quickly recognize that some tasks require vehicle speed while others are more suited for vehicle power. They are introduced to torque, which is a twisting force, and to speed—the two traits of all rotating engines, including mobile robots using gears, bicycles and automobiles. Once students learn the principles behind gear ratios, they are put to the test in two simple design activities that illustrate the mechanical advantages of gear ratios. The \"robot race\" is better suited for a quicker robot while the \"robot push\" calls for a more powerful robot. A worksheet and post-activity quiz verify that students understand the concepts, including the trade-off between torque and speed.","Type":"activity","Alignments":["S1141704","S2488876","S2488896","S2454534","S11434D0","S2488879","S11434D2","S11434C1","S2489108","S2783908"]},{"Id":"mis_scaling_lesson01_activity1","Url":"https://teachengineering.org/activities/view/mis_scaling_lesson01_activity1","Title":"Wear’s the Technology?","Summary":"Students apply their knowledge of scale and geometry to design wearables that would help people in their daily lives, perhaps for medical reasons or convenience. Like engineers, student teams follow the steps of the design process, to research the wearable technology field (watching online videos and conducting online research), brainstorm a need that supports some aspect of human life, imagine their own unique designs, and then sketch prototypes (using Paint®). They compare the drawn prototype size to its intended real-life, manufactured size, determining estimated length and width dimensions, determining the scale factor, and the resulting difference in areas. After considering real-world safety concerns relevant to wearables (news article) and getting preliminary user feedback (peer critique), they adjust their drawn designs for improvement. To conclude, they recap their work in short class presentations. ","Type":"activity","Alignments":["S2481076","S2481082","S1143518","S114351D","S2454533","S2454534","S2454536","S11416BE","S11416BF","S11416C1","S21199581"]},{"Id":"cub_dams_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_dams_lesson02_activity1","Title":"Dam Forces","Summary":"Students learn how the force of water helps determine the size and shape of dams. They use clay to build models of four types of dams, and observe the force of the water against each type. They conclude by deciding which type of dam they, as Splash Engineering engineers, will design for Thirsty County. ","Type":"activity","Alignments":["S1141765","S11417AA","S2454468","S2454470","S2557984"]},{"Id":"cub_biomed_lesson09_activity1","Url":"https://teachengineering.org/activities/view/cub_biomed_lesson09_activity1","Title":"DNA Profiling \u0026 CODIS: Who Robbed the Bank?","Summary":"Students use DNA profiling to determine who robbed a bank. After they learn how the FBI\u0027s Combined DNA Index System (CODIS) is used to match crime scene DNA with tissue sample DNA, students use CODIS principles and sample DNA fragments to determine which of three suspects matches evidence obtain at a crime location. They communicate their results as if they were biomedical engineers reporting to a police crime scene investigation.","Type":"activity","Alignments":["S11417F8","S2557960","S2557961","S114351E","S1143525","S2471356","S2471320","S2471342","S1143522","S2557967","S2557951","S1142538","S1141704"]},{"Id":"wpi_bones_lesson01_activity1","Url":"https://teachengineering.org/activities/view/wpi_bones_lesson01_activity1","Title":"So What Is the Density?","Summary":"Students review what they know about the 20 major bones in the human body (names, shapes, functions, locations, as learned in the associated lesson) and the concept of density (mass per unit of volume). Then student pairs calculate the densities for different bones from a disarticulated human skeleton model of fabricated bones, making measurements via triple-beam balance (for mass) and water displacement (for volume). All groups share their results with the class in order to collectively determine the densities for every major bone in the body. This activity prepares students for the next activity, \"Can It Support You? No Bones about It,\" during which they act as biomedical engineers and design artificial bones, which requires them to find materials of suitable density to perform as human body implants.","Type":"activity","Alignments":["S2454494","S1141702","S103E1AB","S103E130","S2803214","S2544909","S2545275","S2366907","S2366910","S1143508","S21199605"]},{"Id":"wpi_bones_lesson01_activity2","Url":"https://teachengineering.org/activities/view/wpi_bones_lesson01_activity2","Title":"Can It Support You? No Bones about It!","Summary":"After completing the associated lesson and its first associated activity, students are familiar with the 20 major bones in the human body—knowing their locations and relative densities. When those bones break, lose their densities or are destroyed, we look to biomedical engineers to provide replacements. In this activity, student pairs are challenged to choose materials and create prototypes that could replace specific bones. They follow the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, researching, brainstorming, prototyping and testing to find bone replacement solutions. Specifically, they focus on identifying substances that when combined into a creative design might provide the same density (and thus strength and support) as their natural counterparts. After iterations to improve their designs, they present their bone alternative solutions to the rest of the class. They refer to the measured and calculated densities for fabricated human bones calculated in the previous activity, and conduct Internet research to learn the densities of given fabrication materials (or measure/calculate those densities if not found online).","Type":"activity","Alignments":["S2454494","S2454534","S1141702","S11416BF","S114174B","S114174C","S114174D","S103E1AB","S103E21C","S103E130","S103E219","S2454536","S2454533","S11416C0","S11416BE","S21199472","S21199536","S21199550"]},{"Id":"cub_energy2_lesson02_activity2","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson02_activity2","Title":"Stop Heat from Escaping: Testing Insulation Materials","Summary":"One way to conserve energy in a building is to use adequate insulation to help keep hot or cool air inside or outside of the structure. Inefficient heating and cooling of buildings is a leading residential and industrial source of wasteful energy use. In this activity, student groups conduct a scientific experiment to help an engineering team determine which type of insulation conserves the most energy—a comparison of newspaper, wool, aluminum foil and thin plastic. They learn about different kinds of insulation materials and that insulation prevents the transfer of heat, electricity or sound. Student teams collect data and make calculations, then compare and discuss their results. A student worksheet is provided.","Type":"activity","Alignments":["S11424F3","S2553899","S2454454","S11434A2","S2366907","S11417D6"]},{"Id":"nyu_trebuchet_activity1","Url":"https://teachengineering.org/activities/view/nyu_trebuchet_activity1","Title":"Trebuchet Launch","Summary":"Students work as engineers to design and test trebuchets (in this case LEGO® MINDSTORMS® robots) that can launch objects. During the testing stage, they change one variable at a time to study its effect on the outcome of their designs. Specifically, they determine how far objects travel depending on their weights. As students learn about the different components of robot design and the specific function controls, they determine what design features are important for launching objects. ","Type":"activity","Alignments":["S2488720","S2488896","S2488724","S2488972","S114174A","S1141757","S1143488","S2454468","S2454469","S2454470","S2390253","S11434D2","S11434E9","S2783795","S2783796","S2783797","S2783845","S2454479","S2783905","S2454532"]},{"Id":"cub_bio_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_bio_lesson03_activity1","Title":"Got Energy? Spinning a Food Web","Summary":"Students learn about energy flow in food webs, including the roles of the sun, producers, consumers and decomposers in the energy cycle. They model a food web and create diagrams of food webs using their own drawings and/or images from nature or wildlife magazines. Students investigate the links between the sun, plants and animals, building their understanding of the web of nutrient dependency and energy transfer.","Type":"activity","Alignments":["S11417D6","S11424F3","S1142568","S2454457","S2454459","S21199487"]},{"Id":"nyu_hotchocolate_activity1","Url":"https://teachengineering.org/activities/view/nyu_hotchocolate_activity1","Title":"When Should I Drink My Hot Chocolate?","Summary":"Students act as food science engineers as they explore and apply their understanding of cooling rate and specific heat capacity by completing two separate, but interconnected, tasks. In Part 1, student groups conduct an experiment to explore the cooling rate of a cup of hot chocolate. They collect and graph data to create a mathematical model that represents the cooling rate, and use an exponential decay regression to determine how long a person should wait to drink the cup of hot chocolate at an optimal temperature. In Part 2, students investigate the specific heat capacity of the hot chocolate. They determine how much energy is needed to heat the hot chocolate to an optimal temperature after it has cooled to room temperature. Two activity-guiding worksheets are included.","Type":"activity","Alignments":["S102B0F8","S11416C6","S11417DE","S1143584","S2784002","S2454607","S2784003","S2454608"]},{"Id":"uno_accelerometer_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uno_accelerometer_lesson01_activity1","Title":"Android App Development","Summary":"Students develop an app for an Android device that utilizes its built-in internal sensors, specifically the accelerometer. The goal of this activity is to teach programming design and skills using MIT\u0027s App Inventor software (free to download from the Internet) as the vehicle for learning. The activity should be exciting for students who are interested in applying what they learn to writing other applications for Android devices. Students learn the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e as they identify the problem, develop solutions, select and implement a possible solution, test the solution and redesign, as needed, to accomplish the design requirements.","Type":"activity","Alignments":["S1015516","S2378146","S2454607","S21199589","S21199585"]},{"Id":"ucd_heat_lesson01_activity1","Url":"https://teachengineering.org/activities/view/ucd_heat_lesson01_activity1","Title":"Keep It Hot!","Summary":"Student teams design insulated beverage bottles with the challenge to test them to determine which materials (and material thicknesses) work best at insulating hot water to keep it warm for as long as possible. Students test and compare their designs in still air and under a stream of moving air from a house fan.","Type":"activity","Alignments":["S2598288","S2598289","S2454535","S2454536","S2454485","S2598235","S11434D3","S2513960","S21199571","S21199572","S21199581"]},{"Id":"cub_air_lesson08_activity1","Url":"https://teachengineering.org/activities/view/cub_air_lesson08_activity1","Title":"Gumdrop Ozone Depletion Model: Battling for Oxygen","Summary":"Using gumdrops and toothpicks, students conduct a large-group, interactive ozone depletion model. Students explore the dynamic and competing upper atmospheric roles of the protective ozone layer, the sun\u0027s UV radiation and harmful human-made CFCs (chlorofluorocarbons).","Type":"activity","Alignments":["S2557977","S2557983","S2454475","S11434E9","S11434D2","S1141704","S2390253","S2553808","S11424E4"]},{"Id":"cub_design_lesson01_activity2","Url":"https://teachengineering.org/activities/view/cub_design_lesson01_activity2","Title":"Problem Solve Your School","Summary":"Students apply what they have learned about the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e to a real-life problem that affects them and/or their school. They choose a problem as a group, and then follow the engineering design process to come up with and test their design solution. This activity teaches students how to use the engineering design process while improving something in the school environment that matters to them. By performing each step of the design process, students can experience what it is like to be an engineer.","Type":"activity","Alignments":["S1141763","S2454468","S2454469","S2454533","S2454534","S11416BE","S11416BF","S11416C1","S21199571"]},{"Id":"jhu_cnetworks_lesson02_activity1","Url":"https://teachengineering.org/activities/view/jhu_cnetworks_lesson02_activity1","Title":"Curb the Epidemic!","Summary":"Using a website simulation tool, students build on their understanding of random processes on networks to interact with the graph of a social network of individuals and simulate the spread of a disease. They decide certain variables which impact the spread of the disease with the goal to \"curb the epidemic.\" Since the results are random, they run multiple simulations and compute the average number of infected individuals before analyzing the results and assessing the effectiveness of their vaccination strategies. This engineering curriculum meets Next Generation Science Standards (NGSS).","Type":"activity","Alignments":["S1130966","S100ACCD","S2471765","S2471809","S2472091","S2471652","S2471740","S1143569","S114356D","S2571925","S21199503"]},{"Id":"cub_mars_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_mars_lesson03_activity1","Title":"Edible Rovers","Summary":"Students act as Mars exploratory rover engineers. They evaluate rover equipment options and determine what parts fit in a provided NASA budget. With a given parts list, teams use these constraints to design for their rover. The  students build and display their edible rover at a concluding design review.  ","Type":"activity","Alignments":["S114174B","S11425BD","S2553809","S2454533","S11434D3","S11416BE","S11416BF","S2454534","S2366907","S21199580","S21199572"]},{"Id":"cub_rockets_lesson06_activity1","Url":"https://teachengineering.org/activities/view/cub_rockets_lesson06_activity1","Title":"Find It!","Summary":"Students learn the basic concept of global positioning systems (GPS) using triangulation and measurement on a small scale—within boxes in the classroom. They discover how GPS and navigation integrate mathematics and scientific concepts to create a standard for locating people and objects. This activity helps students understand both the need for and methods of navigation.","Type":"activity","Alignments":["S114259C","S2558343","S2557991","S21199526"]},{"Id":"which_roof_is_tops","Url":"https://teachengineering.org/activities/view/which_roof_is_tops","Title":"Simple Snow Load Roof Model Demo: Which Roof Is Tops?","Summary":"When you look around your neighborhood, what do the roofs look like? What if you lived in an area with a different climate, how might that affect the style of roofs that you see? Through this introductory engineering activity, students consider the advantages of different roof shapes for different climates or situations. During a teacher demo, they observe and discuss what happens when a \"snow load\" (sifted cups of flour) is placed on three different model roof shapes. A student worksheet is included.","Type":"activity","Alignments":["S2454418","S2454417","S2730779","S1143437","S2803483","S21199521","S21199542","S21199563","S21199567"]},{"Id":"csm_filtering_lesson01_activity1","Url":"https://teachengineering.org/activities/view/csm_filtering_lesson01_activity1","Title":"Filtering: Removing Noise from a Distress Signal","Summary":"Students learn the basic principles of filtering as well as how to apply digital filters to extract part of an audio signal by using an interactive online demo website. They apply this knowledge in order to isolate a voice recording from a heavily noise-contaminated sound wave. After completing the associated lesson, expect students to be able to attempt (and many successfully finish) this activity with minimal help from the instructor. ","Type":"activity","Alignments":["S114246F","S11424DD","S11424DF","S11417C9","S2454490"]},{"Id":"usu_ethics_activity1","Url":"https://teachengineering.org/activities/view/usu_ethics_activity1","Title":"Engineering Ethics: Evaluating Popular Inventions","Summary":"Students analyze an assortment of popular inventions to determine whom they are intended to benefit, who has access to them, who might be harmed by them, and who is profiting by them. Then they re-imagine the devices in a way that they believe would do more good for humanity. During the first 90-minute class period, they evaluate and discuss designs in small groups and as a class, examining their decision-making criteria. Collectively, they decide upon a definition of \"ethical\" that they use going forward. During the second period, students apply their new point-of-view to redesign popular inventions (on paper) and persuasively present them to the class, explaining how they meet the class standards for ethical designs. Two PowerPoint® presentations, a worksheet and grading rubric are provided.","Type":"activity","Alignments":["S2435506","S2435505","S2435493","S2454608","S2454606","S1141702","S1141703","S11416BC","S11416C3","S21199535"]},{"Id":"rice2-2526-water-natural-source-freshwater-saltwater-activity","Url":"https://teachengineering.org/activities/view/rice2-2526-water-natural-source-freshwater-saltwater-activity","Title":"The Water Around Us","Summary":"In this engineering design activity, students build models of natural sources of water. As they move through the design process, students differentiate between natural sources of water (such as rivers or lakes) and human-made sources of water, such as reservoirs or canals. Students learn how engineers can study natural sources of water to create better water delivery systems that benefit society.  ","Type":"activity","Alignments":["S113EEFD","S113EEFE","S2454413","S2454468","S11416BE","S11416BF","S21199463"]},{"Id":"cub_weather_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_weather_lesson02_activity1","Title":"Building a Barometer","Summary":"Students investigate the weather from a systems approach, learning how individual parts of a system work together to create a final product. They learn how a barometer works to measure the Earth\u0027s air pressure by building a model using simple materials. Students analyze the changes in barometer measurements over time and compare those to actual weather conditions. They learn how to use a barometer to understand air pressure and predict real-world weather changes.","Type":"activity","Alignments":["S11425C5","S11425C7","S2454536","S11434D3","S2553809","S21199515","S21199472"]},{"Id":"cub_polygons_angles_trusses_lesson01_activity2","Url":"https://teachengineering.org/activities/view/cub_polygons_angles_trusses_lesson01_activity2","Title":"Polygons and Popsicle Trusses","Summary":"Students learn about the role engineers play in designing and building truss structures. Simulating a real-world civil engineering challenge, student teams are tasked to create strong and unique truss structures for a local bridge. They design to address project constraints, including the requirement to incorporate three different polygon shapes, and follow the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e. They use hot glue and Popsicle sticks to create their small-size bridge prototypes. After compressive load tests, they evaluate their results and redesign for improvement. They collect, graph and analyze before/after measurements of interior angles to investigate shape deformation. A PowerPoint® presentation, design worksheet and data collection sheet are provided. This activity is the final step in a series on polygons and trusses. ","Type":"activity","Alignments":["S2558074","S2558072","S11417AE","S1141750","S2472143","S2471809","S11435E8","S11435E6","S21199589","S21199585"]},{"Id":"cub_human_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_human_lesson02_activity1","Title":"Walk, Run, Jump!","Summary":"In this activity, students participate in a series of timed relay races using their skeletal muscles. They compare the movement of skeletal muscle and relate how engineers help astronauts exercise skeletal muscles in space.","Type":"activity","Alignments":["S2558375","S11434A2","S2470940","S1142491"]},{"Id":"cub_natdis_lesson08_activity4","Url":"https://teachengineering.org/activities/view/cub_natdis_lesson08_activity4","Title":"Build It Better!","Summary":"Students apply their knowledge of tornadoes and resulting damage as they work in groups to design structures intended to withstand and protect people from extremely high winds. Each team creates a poster with the name of its engineering firm and a drawing of its structure. Then, each group presents its posters to the class, explaining its tornado-resisting design features. Two support handouts are provided.","Type":"activity","Alignments":["S11417A7","S11417A8","S2454469","S2454435","S11416BE"]},{"Id":"cub_enveng_lesson01_activity2","Url":"https://teachengineering.org/activities/view/cub_enveng_lesson01_activity2","Title":"Modeling Oil on the Ocean: Testing \u0026 Improving Oil Booms","Summary":"Students learn about oil spills and their environmental and economic effects. They experience the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, starting by brainstorming potential methods for oil spill cleanup. They model small-size oil spills in plastic bins, and then design, build and re-design oil booms to prevent the spread of oil spills. Oil booms are like floating fences on the water surface to help contain and collect spilled oil. During a reflective session after cleaning up their oil booms, students come up with ideas on how to reduce oil consumption to prevent future oil spills. A PowerPoint presentation is provided.","Type":"activity","Alignments":["S1141716","S2454463","S2454468","S2454470","S11416BE","S11416BF","S11416C1","S21199525"]},{"Id":"cub_earth_lesson5_activity1","Url":"https://teachengineering.org/activities/view/cub_earth_lesson5_activity1","Title":"Glaciers, Water and Wind, Oh My!","Summary":"Through this hands-on activity, students explore five different forms of erosion: chemical, water, wind, glacier and temperature. They rotate through stations and model each type of erosion on rocks, soils and minerals. They  record their observations and discuss the effects of erosion on the Earth\u0027s landscape. Students learn about how engineers are involved in the protection of landscapes and structures from erosion. Math problems are included to help students think about the effects of erosion in real-world scenarios.","Type":"activity","Alignments":["S11417A8","S11417A7","S11425A1","S11425A2","S2553855","S2553903","S11434FB","S11434F2","S114349C","S2454449"]},{"Id":"cub_natdis_lesson04_activity1","Url":"https://teachengineering.org/activities/view/cub_natdis_lesson04_activity1","Title":"Ready to Erupt!","Summary":"Students observe an in-classroom visual representation of a volcanic eruption. The water-powered volcano demonstration is made in advance, using sand, hoses and a water balloon, representing the main components of all volcanoes. During the activity, students observe, measure and sketch the volcano, seeing how its behavior provides engineers with indicators used to predict an eruption.","Type":"activity","Alignments":["S1141757","S11425A1","S11425A2","S2471029","S2471105","S2470878"]},{"Id":"cub_navigation_lesson01_activity2","Url":"https://teachengineering.org/activities/view/cub_navigation_lesson01_activity2","Title":"Northward Ho! Create and Use Simple Compasses","Summary":"Students create and use their own simple compasses, which are each made from a bowl of water, strong magnet, stick pin and Styrofoam peanuts. They learn how compasses work and about cardinal directions. They come to understand that the Earth\u0027s magnetic field has both horizontal and vertical components.","Type":"activity","Alignments":["S11425BD","S2454482","S21199515"]},{"Id":"uof-2637-seed-trap-engineering-design-activity","Url":"https://teachengineering.org/activities/view/uof-2637-seed-trap-engineering-design-activity","Title":"Engineering a Milkweed Seed Trap","Summary":"After watching a milkweed seed pod dispersing its seeds and observing how messy and difficult it is to ‘catch’ the seeds, students use recycled materials to create a way to separate the seeds from the parachute. Students then package the seeds for delivery and share them with other classes, along with information on why we need to plant milkweed seeds.  ","Type":"activity","Alignments":["S2454416","S2572399","S2572396","S2572394","S2573488","S2570493","S2454418"]},{"Id":"cub_energy2_lesson04_activity3","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson04_activity3","Title":"Conductivity","Summary":"Student groups make simple conductivity testers each using a battery and light bulb. They learn the difference between conductors and insulators of electrical energy as they test a variety of materials for their ability to conduct electricity.","Type":"activity","Alignments":["S11417D6","S1141757","S11424F4","S11424F5","S2454438","S2454454","S2390252","S2557984"]},{"Id":"cub_air_lesson06_activity1","Url":"https://teachengineering.org/activities/view/cub_air_lesson06_activity1","Title":"Acid and Base Rainbows","Summary":"Students are introduced to the differences between acids and bases and how to use indicators, such as pH paper and red cabbage juice, to distinguish between them. They learn why it is important for engineers to understand acids and bases.","Type":"activity","Alignments":["S2553809","S11434D2","S11434D3","S2454454","S2553808","S21199515"]},{"Id":"cub_earth_lesson2_activity1","Url":"https://teachengineering.org/activities/view/cub_earth_lesson2_activity1","Title":"Snow vs. Water","Summary":"Students explore snowmelt as a source of fresh water that used in many communities. Students determine whether they think one cup of snow produces an equal amount of water. They use a model to explain how packed snow does not yield the same amount in fresh water. ","Type":"activity","Alignments":["S2558343","S2454461","S2390253","S2366907","S2557984","S21199512"]},{"Id":"cla_activity2_household_audit","Url":"https://teachengineering.org/activities/view/cla_activity2_household_audit","Title":"Household Energy Audit","Summary":"Students review the electrical appliances used at home and estimate the energy used for each. The results can help to show the energy hogs that could benefit from conservation or improved efficiency.","Type":"activity","Alignments":["S11417D9","S1012E9B","S1012808","S10019BC","S101128D","S10070A0","S10115EB","S11434D2","S11434D3","S2488896","S2488897","S2471543","S2471308","S2471320","S2471193","S2366909","S2366907","S2488579","S2488581"]},{"Id":"duk_solarcar_tech_act","Url":"https://teachengineering.org/activities/view/duk_solarcar_tech_act","Title":"Racing with the Sun - Creating a Solar Car","Summary":"Students use engineering design principles to construct and test a fully solar powered model car. Several options exist, though we recommend the \"Junior Solar Sprint\" (JSS) Car Kits that can be purchased with direction from the federal government. Using the JSS kit from Solar World, students are provided with a photovoltaic panel that produces ~3V at ~3W. An optional accessory kit also from Solar World includes wheels, axles and drive gears. A chassis must be built additionally.  Balsa wood provides an excellent option though many others are available. The testing of the solar car culminates in a solar race between classmates.","Type":"activity","Alignments":["S2363693","S2363491","S2420156","S2363653","S1141758","S11434E9","S2471528","S21199602","S21199579"]},{"Id":"wpi_code_sue","Url":"https://teachengineering.org/activities/view/wpi_code_sue","Title":"Mountain Rescue: Transmitting \u0026 Receiving Code Messages","Summary":"Students become familiar with the concept of a communication system, its various parts and functions. To do this, they encode, decode, transmit, receive and store messages for a hypothetical rescue mission, using a code sheet and flashlight for this process. They also maintain storage sheets from which they can retrieve information as it is required.","Type":"activity","Alignments":["S103E21F","S11417C9","S11417CA","S11417CB","S11417CC"]},{"Id":"umo_challenges_lesson02_activity4","Url":"https://teachengineering.org/activities/view/umo_challenges_lesson02_activity4","Title":"Robot Soccer Challenge","Summary":"Students learn how two LEGO® MINDSTORMS® EV3 intelligent bricks can be programmed so that one can remotely control the other. They learn about the components and functionality in the (provided) controller and receiver programs. When its buttons are pressed, the brick assigned as the remote control device uses the controller program to send Bluetooth® messages. When the taskbot/brick assigned as the receiver receives certain Bluetooth messages, it moves, as specified by the receiver program. Students examine how the programs and devices work in tandem, gaining skills as they play \"robot soccer.\" As the concluding activity in this unit, this activity provides a deeper dimension of understanding programming logic compared to previous activities in this unit and introduces the relatively new and growing concept of wireless communication. A PowerPoint® presentation, pre/post quizzes and a worksheet are provided.","Type":"activity","Alignments":["S1141702","S1141704","S11416BE","S11416C7","S2454468","S2454470","S2596328","S2596334","S11416BF"]},{"Id":"ncs-2026-chernobyl-empathy-nuclear-energy","Url":"https://teachengineering.org/activities/view/ncs-2026-chernobyl-empathy-nuclear-energy","Title":"Chernobyl Empathy","Summary":"Student groups are given captioned photographs of the Chernobyl Nuclear Power Plant facility and surrounding towns taken before and 28 years after the 1986 disaster. Based on the captions and clues in the images, they arrange them in sequential order. While viewing the completed sequence of images, students reflect on what it might have been like to be there, and ask themselves: what were people thinking, doing and saying at each point? This activity assists students in gaining an understanding of how devastating nuclear meltdowns can be, which underscores the importance of responsible engineering. It is recommended that this activity be conducted before the associated lesson, Nuclear Energy through a Virtual Field Trip.","Type":"activity","Alignments":["S2363522","S2363511","S11416BB"]},{"Id":"cub_energy2_lesson05_activity2","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson05_activity2","Title":"Traveling Sound","Summary":"Students explore how sound waves move through liquids, solids and gases in a series of simple sound energy experiments. Understanding the properties of sound and how sound waves travel helps engineers determine the best room shape and construction materials when designing sound recording studios, classrooms, libraries, concert halls and theatres.","Type":"activity","Alignments":["S11424F3","S11424F9","S2454438","S11417D6"]},{"Id":"uof-2316-engineering-minion-rescue-buoyancy-float","Url":"https://teachengineering.org/activities/view/uof-2316-engineering-minion-rescue-buoyancy-float","Title":"Engineering a Minion Rescue","Summary":"The minions are stuck on a deserted island! Students use the engineering design process to research, design, create and test boats that can rescue the minions. They learn about the physical properties of matter as well as the construction of boats and buoyancy while they engineer a minion rescue. ","Type":"activity","Alignments":["S1130869","S113085B","S113085C","S113085D","S113085E","S1130860","S1130871","S2751420","S2751422","S2751423","S2570575","S2572541","S2572556","S2572562","S2572570","S2572568","S2572569","S2573485","S2573486","S2573478","S2573480","S1141702","S1141703","S11416BB","S11416BE","S11416BF","S2454416","S2454402","S2454403","S11439C4","S1143460"]},{"Id":"design_a_recycling_game","Url":"https://teachengineering.org/activities/view/design_a_recycling_game","Title":"Design a Recycling Game!","Summary":"Students brainstorm ideas for board game formats. Then student teams design, create and test games in which players must think of alternative uses (recycling) for used products.","Type":"activity","Alignments":["S103E212","S1141715","S1141763","S2454468","S21199467","S21199472","S11416CF"]},{"Id":"cub_sailcars_activity1","Url":"https://teachengineering.org/activities/view/cub_sailcars_activity1","Title":"Gone with the Wind Energy: Design-Build-Test Mini Sail Cars! ","Summary":"Students explore the use of wind power in the design, construction and testing of \"sail cars,\" which, in this case, are little wheeled carts with masts and sails that are powered by the moving air generated from a box fan. The scientific method is reviewed and reinforced with the use of controls and variables, and the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e is explored. The focus of the activity is on renewable energy, as well as the design, testing and redesign of small cars made from household materials. The activity (and an extension worksheet) includes the use of kinematic equations using distance, time traveled and speed to enforce exponents and decimals.","Type":"activity","Alignments":["S11424AD","S11417D6","S2454468","S2454469","S2454440","S2454470","S11416BF","S11416BE","S11416C1","S1142476","S2553845","S2558343","S2553849","S11434F2","S11434F4","S2366910","S21199512"]},{"Id":"cub_creative_activity1","Url":"https://teachengineering.org/activities/view/cub_creative_activity1","Title":"Design Step 1: Identify the Need","Summary":"Students practice the initial steps involved in an engineering design challenge. They begin by reviewing the steps of the engineering design loop and discussing the client need for the project. Next, they identify a relevant context, define the problem within their design teams, and examine the project\u0027s requirements and constraints. (Note: Conduct this activity in the context of a design project that students are working on, which could be a challenge determined by the teacher, brainstormed with the class, or the example project challenge provided [to design a prosthetic arm that can perform a mechanical function].)","Type":"activity","Alignments":["S2454607","S11416BE","S11416BF","S114176C","S21199585","S21199591","S21199587"]},{"Id":"cub_surg_lesson01_activity2","Url":"https://teachengineering.org/activities/view/cub_surg_lesson01_activity2","Title":"Designing a Robotic Surgical Device","Summary":"Student teams create laparoscopic surgical robots designed to reduce the invasiveness of diagnosing endometriosis and investigate how the disease forms and spreads. Using a synthetic abdominal cavity simulator, students test and iterate their remotely controlled, camera-toting prototype devices, which must fit through small incisions, inspect the organs and tissue for disease, obtain biopsies, and monitor via ongoing wireless image-taking. Note: This activity is the core design project for a semester-long, three-credit high school engineering course. Refer to the associated curricular unit for preparatory lessons and activities.","Type":"activity","Alignments":["S1141771","S2454607","S2784002","S2454608","S2784003","S11416BE","S11416BF","S11416C0","S11416C1","S21199480"]},{"Id":"cub_natdis_lesson08_activity2","Url":"https://teachengineering.org/activities/view/cub_natdis_lesson08_activity2","Title":"Tornado Damage!","Summary":"Students learn about tornadoes, the damage they cause, and how to rate tornadoes. Specifically, students investigate the Enhanced Fujita Damage Scale of tornado intensity, and use it to complete a mock engineering analysis of damage caused by a tornado. Additional consideration is given to tornado warning systems and how these systems can be improved to be safer. Lastly, students learn basic tornado safety procedures.","Type":"activity","Alignments":["S11417A8","S11425A1","S11425A2","S2454530"]},{"Id":"cub_space8_lesson01_activity2","Url":"https://teachengineering.org/activities/view/cub_space8_lesson01_activity2","Title":"Solar Sails: The Future of Space Travel","Summary":"Working as if they were engineers, students design and construct model solar sails made of aluminum foil to move cardboard tube satellites through “space” on a string. Working in teams, they follow the engineering design thinking steps—ask, research, imagine, plan, create, test, improve—to design and test small-scale solar sails for satellites and space probes. During the process, learn about Newton’s laws of motion and the transfer of energy from wave energy to mechanical energy. A student activity worksheet is provided.","Type":"activity","Alignments":["S11424D2","S11425BD","S114174B","S2454536","S2454479","S2454478","S11416BE","S11416BF","S11416C1","S21199474","S21199579","S21199472","S21199572","S21199546"]},{"Id":"cub_natdis_lesson02_activity3","Url":"https://teachengineering.org/activities/view/cub_natdis_lesson02_activity3","Title":"Faulty Movement","Summary":"Students are introduced to faults in the context of plate tectonics. They learn about different kinds of faults and their relationship to earthquakes. Student pairs create cardboard models of the three different types of faults—transcurrent, normal and reverse—as they learn about how earthquakes are formed and impact the structure of the Earth\u0027s crust. ","Type":"activity","Alignments":["S11425A1","S11425A2","S2454521","S2454530","S21199512"]},{"Id":"cub_mars_lesson04_activity1","Url":"https://teachengineering.org/activities/view/cub_mars_lesson04_activity1","Title":"The Great Gravity Escape","Summary":"Students use water balloons and a length of string to understand how the force of gravity between two objects and the velocity of a spacecraft can balance to form an orbit. They see that when the velocity becomes too great for gravity to hold the spacecraft in orbit, the object escapes the orbit and travels further away from the planet.","Type":"activity","Alignments":["S11424D2","S11425BD","S2553809","S2454517","S11434D2","S11434D3","S2553808","S21199515"]},{"Id":"ucd_kapablocks_activity1","Url":"https://teachengineering.org/activities/view/ucd_kapablocks_activity1","Title":"Race to the Top! Modeling Skyscrapers","Summary":"Working individually or in pairs, students compete to design, create, test and redesign free-standing, weight-bearing towers using Kapla® wooden blocks. The challenge is to build the tallest tower while meeting the design criteria and minimizing the amount of material used—all within a time limit. Students experiment with different geometric shapes used in structural designs and determine how design choices affect the height and strength of structures, becoming comfortable with the concepts of structural members and modeling. This activity is part of a unit in which multiple activities are brought together for an all-day school/multi-school concluding “engineering field day” competition.","Type":"activity","Alignments":["S114174A","S114174B","S2513853","S2390255","S11434BF","S2454468","S2598216","S2454470","S2454469","S11416BE","S11416BF","S11416C1","S2598217","S2598218","S2513863","S21199565","S21199533","S21199575"]},{"Id":"usc_speakers_activity1","Url":"https://teachengineering.org/activities/view/usc_speakers_activity1","Title":"Yogurt Cup Speakers","Summary":"Students are introduced to the role of electricity and magnetism as they build speakers. They also explore the properties of magnets, create electromagnets, and determine the directions of magnetic fields. They conduct a scientific experiment and show cause-effect relationships by monitoring changes in the speaker\u0027s movement as the amount or the direction of the current change.  ","Type":"activity","Alignments":["S2366891","S2366893","S2366897","S2454480","S2454482","S21199515"]},{"Id":"uof-2245-zooming-scale-systems-thinking-nature-outdoor-learning","Url":"https://teachengineering.org/activities/view/uof-2245-zooming-scale-systems-thinking-nature-outdoor-learning","Title":"Zooming In and Out with Scale and Systems Thinking","Summary":"Student teams act as engineers and learn about systems thinking and scale by reassembling the separated pages of the engaging picture book, “Zoom,” by Istvan Banyai. The book is a series of 31 wordless pictures that start very close-up and then zoom out—from a rooster’s comb to outer space. Like a movie camera, each subsequent page pulls back to reveal the context of the previous scene as something different than what you originally thought. When the 31 un-numbered pages are jumbled, it is a surprising challenge for teams to figure out how the pictures connect. The task prompts students to pause and look closer so as to adjust to new points of view and problem solve to find a logical sequence. It requires them to step back and take a broader view. Students learn that engineers work together as teams and look at things very closely so that they see different things and come up with more than one solution when problem solving. To conclude, students go outside and practice their skills by imagining and then drawing their own Zoom-like small booklet stories inspired by items found in nature. The classic duck/rabbit ambiguous drawing is provided as a kickoff visual aid.","Type":"activity","Alignments":["S1130835","S1130848","S2366906","S2366911","S2470552","S2470761","S1143460","S2572018","S2572013","S2570575","S11416C0"]},{"Id":"cub_enveng_lesson06_activity2","Url":"https://teachengineering.org/activities/view/cub_enveng_lesson06_activity2","Title":"From Lake to Tap","Summary":"In this activity, students use a tutorial on the U.S. Environmental Protection Agency\u0027s website to learn about how surface water is treated to make it safe to drink.","Type":"activity","Alignments":["S11425AB","S2471612","S11416BB","S21199494"]},{"Id":"usf_biorecycling_lesson01_activity1","Url":"https://teachengineering.org/activities/view/usf_biorecycling_lesson01_activity1","Title":"Digest Your Food!","Summary":"In a multi-week experiment, student teams gather biogas data from the mini-anaerobic digesters that they build to break down different types of food waste with microbes. Using plastic soda bottles for the mini-anaerobic digesters and gas measurement devices, they compare methane gas production from decomposing hot dogs, diced vs. whole. They monitor and measure the gas production, then graph and analyze the collected data. Students learn how anaerobic digestion can be used to biorecycle waste (food, poop or yard waste) into valuable resources (nutrients, biogas, energy).","Type":"activity","Alignments":["S1130953","S2454523","S2454499","S1143549","S2572016","S2572014","S2571492","S2366909","S2366907","S114350F","S21199499","S21199472"]},{"Id":"cub_spect_activity2","Url":"https://teachengineering.org/activities/view/cub_spect_activity2","Title":"Graphing the Rainbow","Summary":"Students are introduced to different ways of displaying visual spectra, including colored \"barcode\" spectra, like those produced by a diffraction grating, and line plots displaying intensity versus color, or wavelength. Students learn that a diffraction grating acts like a prism, bending light into its component colors.","Type":"activity","Alignments":["S11424E0","S1143549","S11435A4","S2454490","S21199472"]},{"Id":"cmu-2516-leaf-etchings-model-structure-photosynthesis","Url":"https://teachengineering.org/activities/view/cmu-2516-leaf-etchings-model-structure-photosynthesis","Title":"Leaf Etchings to Model Leaf Structure","Summary":"In this design analysis activity, students create their own personal model of a leaf by etching a leaf onto a blank piece of paper. Using this model, they can explain and demonstrate the dynamic interaction that occurs between systems to ensure the carbon dioxide gas, water and visible light are delivered to every chloroplast within every cell for photosynthesis, as well as the systems needed to remove the oxygen gas and glucose.","Type":"activity","Alignments":["S2454563","S2454569","S11439DC","S2728624","S2728633"]},{"Id":"njit_paper_activity1","Url":"https://teachengineering.org/activities/view/njit_paper_activity1","Title":"Paper Drop Design Competition","Summary":"Using paper, paper clips and tape, student teams design flying/falling devices to stay in the air as long as possible and land as close as possible to a given target. Student teams use the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e to guide them through the initial conception, evaluation, testing and re-design stages. The activity culminates with a classroom competition and scoring to evaluate how each team\u0027s design performed. ","Type":"activity","Alignments":["S2454533","S2454534","S2602602","S2602603","S1143516","S1143613","S11435A4","S1143549","S21199580"]},{"Id":"cub_mechanics_lesson01_activity2","Url":"https://teachengineering.org/activities/view/cub_mechanics_lesson01_activity2","Title":"Blow-and-Go Parachute","Summary":"Students make a skydiver and parachute contraption to demonstrate how drag caused by air resistance slows the descent of skydivers as they travel back to Earth. Gravity pulls the skydiver toward the Earth, while the air trapped by the parachute provides an upward resisting force (drag) on the skydiver.","Type":"activity","Alignments":["S11424D2","S2454479","S21199515"]},{"Id":"wpi_spag_act_joy","Url":"https://teachengineering.org/activities/view/wpi_spag_act_joy","Title":"Spaghetti Bridges","Summary":"Civil engineers design structures such as buildings, dams, highways and bridges. Student teams explore the field of engineering by making bridges using spaghetti as their primary building material. Then they test their bridges to see how much weight they can carry before breaking.","Type":"activity","Alignments":["S103E21A","S103E21D","S103E228","S114173F","S1141769","S11434E9","S2454536","S1143549","S1143519","S1143518","S114354B","S2803637","S2803661","S2803511","S2803510","S2803663","S11416BE","S11416BF","S21199555","S21199578","S21199579","S21199581"]},{"Id":"cub_mining_activity1","Url":"https://teachengineering.org/activities/view/cub_mining_activity1","Title":"Resource Extraction: Hi Ho, It\u0027s to the Mine We Go","Summary":"This activity simulates the extraction of limited, nonrenewable resources from a \"mine,\" so students can experience first-hand how resource extraction becomes more difficult over time. Students gather data and graph their results to determine the peak in resource extraction. They learn about the limitations of nonrenewable resources, and how these resources are currently used.","Type":"activity","Alignments":["S2558124","S11425A8","S11425A5","S114178B","S1143502","S11434E1","S2454532","S21199547"]},{"Id":"uof-2625-designing-communication-device-sound-activity","Url":"https://teachengineering.org/activities/view/uof-2625-designing-communication-device-sound-activity","Title":"Can You Hear Me Now? Designing a Communication Device","Summary":"Can you communicate without electricity? In this activity, students explore a problem in which a school’s power has gone out and they need to deliver an important message to a neighboring first grade classroom. However, they must stay within the following constraints: they cannot use cell phones and they have to stay in their classroom while doing so. Students research and use a variety of tools and materials to build, test, and retest a device that communicates sound the most clearly while learning about and demonstrating how sound causes vibrations.","Type":"activity","Alignments":["S2454390","S2454393","S2454416","S11439C1","S11439C4","S11438D3","S2366910","S11416BE","S11416BF","S11416C0"]},{"Id":"van_cleanupmess_act4","Url":"https://teachengineering.org/activities/view/van_cleanupmess_act4","Title":"Building an Electromagnet","Summary":"Students design and construct electromagnets that must pick up 10 staples. They begin with only minimal guidance, and after the basic concept is understood, are informed of the properties that affect the strength of that magnet. They conclude by designing their own electromagnets to complete the challenge of separating scrap steel from scrap aluminum for recycling, and share it with the class.","Type":"activity","Alignments":["S1132F8F","S1132CD5","S1132F90","S1132803","S2454555","S2454607","S11416BE","S11417DE"]},{"Id":"van_hybrid_design_activity2","Url":"https://teachengineering.org/activities/view/van_hybrid_design_activity2","Title":"Energy on a Roller Coaster","Summary":"Students learn about the conservation of energy and the impact of friction as they use a roller coaster track to collect position data and then calculate velocity and energy data. After the lab, students relate the conversion of potential and kinetic energy to the conversion of energy used in a hybrid car.","Type":"activity","Alignments":["S11417DD","S1141782","S102DB1F","S102DB22","S2454552","S114363B","S11435A4","S11435EC","S1143657","S2526306","S2526456","S2526327","S2526309","S113266E","S1132668","S2682066","S2454551","S21199607"]},{"Id":"cub_sound_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_sound_lesson01_activity1","Title":"Musical Images","Summary":"Students are introduced to the concept of the image of music. After listening to a song, they draw images of it by deciding where different musical instruments were placed during recording. They further investigate audio engineering by modeling the position of microphones over a drum set to create a desired musical image.","Type":"activity","Alignments":["S11424F3","S2557984","S21199512"]},{"Id":"duk_decomposers_mary_act","Url":"https://teachengineering.org/activities/view/duk_decomposers_mary_act","Title":"How Fast Can a Carrot Rot?","Summary":"Students conduct experiments to determine what environmental factors favor decomposition by soil microbes. They use chunks of carrots for the materials to be decomposed, and their experiments are carried out in plastic bags filled with dirt. Every few days students remove the carrots from the dirt and weigh them. Depending on the experimental conditions, after a few weeks most of the carrots have decomposed completely.  ","Type":"activity","Alignments":["S2420156","S2420124","S2420178","S2363663","S2363686","S11417EC","S2454505","S11434C9","S11434E9","S1143548"]},{"Id":"uoh_genetic_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uoh_genetic_lesson01_activity1","Title":"Bacteria Transformation","Summary":"Students construct paper recombinant plasmids to simulate the methods genetic engineers use to create modified bacteria. They learn what role enzymes, DNA and genes play in the modification of organisms. For the particular model they work on, they isolate a mammal insulin gene and combine it with a bacteria\u0027s gene sequence (plasmid DNA) for production of the protein insulin.","Type":"activity","Alignments":["S113F064","S11417FC","S11417FE","S2454562"]},{"Id":"uoh_dig_mapping_activity1","Url":"https://teachengineering.org/activities/view/uoh_dig_mapping_activity1","Title":"Who Can Make the Best Coordinate System?","Summary":"Students learn about coordinate systems in general by considering questions concerning what it is that the systems are expected do, and who decided how they look. They attempt to make their own coordinate systems using a common area across all groups and compete to see who can make the best one. Then they analyze why it is that some systems work better than others and consider what those observations mean for evaluating and choosing geographic coordinate systems commonly available today.","Type":"activity","Alignments":["S113F133","S1143537","S21199515","S21199603"]},{"Id":"ucd-1811-algae-edible-model-cell-biofuel","Url":"https://teachengineering.org/activities/view/ucd-1811-algae-edible-model-cell-biofuel","Title":"Edible Algae Models ","Summary":"Students make edible models of algal cells as a way to tangibly understand the parts of algae that are used to make biofuels. The molecular gastronomy techniques used in this activity blend chemistry, biology and food for a memorable student experience. The models use sodium alginate, which forms a gel matrix when in contact with calcium or moderate acid, to represent the complex-carbohydrate-composed cell walls of algae. Cell walls protect the algal cell contents and can be used to make biofuels, although they are more difficult to use than the starch and oils that accumulate in algal cells. The liquid juice interior of the algal models represents the starch and oils of algae, which are easily converted into biofuels.","Type":"activity","Alignments":["S2598244","S2454493","S1141704","S11416BB","S21199515"]},{"Id":"umo_ourbodies_lesson01_activity1","Url":"https://teachengineering.org/activities/view/umo_ourbodies_lesson01_activity1","Title":"That\u0027s Hot! Robot Brain Programming","Summary":"With the challenge to program computers to mimic the human reaction after touching a hot object, students program LEGO® robots to \"react\" and move back quickly once their touch sensors bump into something. By relating human senses to electronic sensors used in robots, students see the similarities between the human brain and its engineering counterpart, the computer, and come to better understand the functioning of sensors in both applications. They apply an understanding of the human \"stimulus-sensor-coordinator-effector-response\" framework to logically understand human and robot actions.","Type":"activity","Alignments":["S2454495","S2454534","S2454536","S2596341","S2596491","S21199515"]},{"Id":"umo_ourbodies_lesson02_activity2","Url":"https://teachengineering.org/activities/view/umo_ourbodies_lesson02_activity2","Title":"Commanding a Robot Using Sound","Summary":"Students continue their exploration of the human senses and their engineering counterparts, focusing on the auditory sense. Working in small groups, students design, create and run programs to control the motion of LEGO® TaskBots. By doing this, they increase their understanding of the use and function of sound sensors, gain experience writing robot programs, and reinforce their understanding of the sensory process.\n**Note: This activity uses the retired LEGO NXT robot which is no longer available for purchase.","Type":"activity","Alignments":["S2454534","S2454536","S2596341","S2596491","S2596649","S21199515"]},{"Id":"umo_ourbodies_lesson02_activity3","Url":"https://teachengineering.org/activities/view/umo_ourbodies_lesson02_activity3","Title":"Hearing: How Do Our Ears Work?","Summary":"Students learn about the anatomy of the ear and how the ears work as a sound sensor. Ear anatomy parts and structures are explained in detail, as well as how sound is transmitted mechanically and then electrically through them to the brain. Students use LEGO® robots with sound sensors to measure sound intensities, learning how the brick (computer) converts the intensity of sound measured by the sensor input into a number that transmits to a screen. They build on their experiences from the previous activities and establish a rich understanding of the sound sensor and its relationship to the TaskBot\u0027s computer. \n**Note: This activity uses the retired LEGO NXT robot which is no longer available for purchase.","Type":"activity","Alignments":["S2454495","S1143531","S1143549","S2596341","S2596491","S2596649","S21199515"]},{"Id":"umo_ourbodies_lesson03_activity5","Url":"https://teachengineering.org/activities/view/umo_ourbodies_lesson03_activity5","Title":"Pupillary Response \u0026 Test Your Reaction Time","Summary":"Students observe and test their reflexes, including the (involuntary) pupillary response and (voluntary) reaction times using their dominant and non-dominant hands, as a way to further explore how reflexes occur in humans. They gain insights into how our bodies react to stimuli, and how some reactions and body movements are controlled automatically, without conscious thought. Using information from the associated lesson about how robots react to situations, including the stimulus-to-response framework, students see how engineers use human reflexes as examples for controls for robots. ","Type":"activity","Alignments":["S2454495","S11434EA","S2373212","S2373213","S2596405","S2596649","S21199515"]},{"Id":"umo_sensorswork_lesson03_activity1","Url":"https://teachengineering.org/activities/view/umo_sensorswork_lesson03_activity1","Title":"Music by Touch: Programming Robot Tactile Sensors to Play Sounds","Summary":"Students\u0027 understanding of how robotic touch sensors work is reinforced through a hands-on design challenge involving LEGO® MINDSTORMS® EV3 intelligent bricks, motors and touch sensors. They learn programming skills and logic design in parallel as they program robot computers to play sounds and rotate a wheel when a touch sensor is pressed, and then produce different responses if a different touch sensor is activated. Students see first-hand how robots can take input from sensors and use it to make decisions to move as programmed, including simultaneously moving a motor and playing music. A PowerPoint® presentation and pre/post quizzes are provided.","Type":"activity","Alignments":["S2454494","S2454495","S2596341","S2596491","S21199512","S21199515"]},{"Id":"umo_sensorswork_lesson04_activity1","Url":"https://teachengineering.org/activities/view/umo_sensorswork_lesson04_activity1","Title":"Control Using Sound","Summary":"Students gain a deeper understanding of how sound sensors work through a hands-on design challenge involving LEGO® MINDSTORMS® taskbots and sound sensors. Student groups each program a robot computer to use to the sound of hand claps to control the robot\u0027s movement. They learn programming skills and logic design in parallel. They experience how robots can take sensor input and use it to make decisions to move and turn, similar to the human sense of hearing. A PowerPoint® presentation and pre/post quizzes are provided.\n**Note: This activity uses the retired LEGO NXT robot which is no longer available for purchase.","Type":"activity","Alignments":["S2454494","S2454495","S2596341","S2596491","S21199512","S21199515"]},{"Id":"umo_sensorswork_lesson05_activity1","Url":"https://teachengineering.org/activities/view/umo_sensorswork_lesson05_activity1","Title":"Follow the Light","Summary":"Students\u0027 understanding of how robotic color sensors work is reinforced in a design challenge involving LEGO® MINDSTORMS® EV3 robots and color sensors. Working in pairs, students program LEGO robots to follow a flashlight as its light beam moves around. Students practice and learn programming skills and logic design in parallel. They see how robots take input from color sensors and use it to make decisions to move, similar to the human sense of sight. Students also see how they perform the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e in the course of designing and testing to achieve a successful program. A PowerPoint® presentation and pre/post quizzes are provided.","Type":"activity","Alignments":["S2596341","S2454536","S2454534","S11416BE","S11416BF","S11416C1","S21199515"]},{"Id":"umo_sensorswork_lesson06_activity1","Url":"https://teachengineering.org/activities/view/umo_sensorswork_lesson06_activity1","Title":"Ultrasonic Sensor Robot Design Project: Don\u0027t Bump into Me!","Summary":"Students\u0027 understanding of how robotic ultrasonic sensors work is reinforced in a design challenge involving LEGO® MINDSTORMS® EV3 robots and ultrasonic sensors. Student groups program their robots to move freely without bumping into obstacles (toy LEGO people). They practice and learn programming skills and logic design in parallel. They see how robots take input from ultrasonic sensors and use it to make decisions to move, resulting in behavior similar to the human sense of sight but through the use of sound sensors, more like echolocation. Students design-test-redesign-retest to achieve successful programs. A PowerPoint® presentation and pre/post quizzes are provided.","Type":"activity","Alignments":["S2454494","S2454495","S2596341","S2596491","S21199512","S21199515"]},{"Id":"usc_forcesgraphing","Url":"https://teachengineering.org/activities/view/usc_forcesgraphing","Title":"Forces and Graphing","Summary":"Use this activity to explore forces acting on objects, practice graphing experimental data, and introduce the algebra concepts of slope and intercept of a line. A wooden 2 x 4 beam is set on top of two scales. Students learn how to conduct an experiment by applying loads at different locations along the beam, recording the exact position of the applied load and the reaction forces measured by the scales at each end of the beam. In addition, students analyze the experiment data with the use of a chart and a table, and model/graph linear equations to describe relationships between independent and dependent variables. ","Type":"activity","Alignments":["S2619691","S2619579","S2536128","S2619801","S2536124","S2619803","S2535581","S2535579","S11434E1","S1143549","S114354A","S114354B","S114350F","S21199515","S21199606"]},{"Id":"usf_flocculant_activity01","Url":"https://teachengineering.org/activities/view/usf_flocculant_activity01","Title":"Things That Matter to Flocculants ","Summary":"Prior to reaching households, water is exposed to a variety of treatments designed to render it fit for human consumption and use. One of the first treatment steps is the removal of suspended solids using chemical additives called flocculants. In this activity, students learn about two commonly used flocculants and clean water collected from a local pond or river. They experiment with flocculant, stirring and pH variables.","Type":"activity","Alignments":["S1130813","S1130932","S21199515","S21199546"]},{"Id":"usf_stormwater_lesson01_activity1","Url":"https://teachengineering.org/activities/view/usf_stormwater_lesson01_activity1","Title":"Natural and Urban \"Stormwater\" Water Cycle Models","Summary":"Students apply their understanding of the natural water cycle and the urban \"stormwater\" water cycle, as well as the processes involved in both cycles to hypothesize how the flow of water is affected by altering precipitation. Student groups consider different precipitation scenarios based on both intensity and duration. Once hypotheses and specific experimental steps are developed, students use both a natural water cycle model and an urban water cycle model to test their hypotheses. To conclude, students explain their results, tapping their knowledge of both cycles and the importance of using models to predict water flow in civil and environmental engineering designs. The natural water cycle model is made in advance by the teacher, using simple supplies; a minor adjustment to the model easily turns it into the urban water cycle model.","Type":"activity","Alignments":["S2454524","S103CCFE","S2449226","S2449235","S21199515","SS2454524"]},{"Id":"usf_stormwater_lesson02_activity4","Url":"https://teachengineering.org/activities/view/usf_stormwater_lesson02_activity4","Title":"A Guide to Rain Garden Construction","Summary":"Students are presented with a guide to rain garden construction in an activity that culminates the unit and pulls together what they have learned and prepared in materials during the three previous associated activities. They learn about the four vertical zones that make up a typical rain garden with the purpose to cultivate natural infiltration of stormwater. Student groups create personal rain gardens planted with native species that can be installed on the school campus, within the surrounding community, or at students\u0027 homes to provide a green infrastructure and low-impact development technology solution for areas with poor drainage that often flood during storm events. ","Type":"activity","Alignments":["S1141726","S2454502","S2454531","S11434CE","S11434D3","S114351D","S113091A","S113092C","S1141704","S11416C3","S2571263","S2571273","S2571405","S21199479","S21199515","S21199535"]},{"Id":"utpa_sensors_activity1","Url":"https://teachengineering.org/activities/view/utpa_sensors_activity1","Title":"Sensors and Scatterplots","Summary":"Students are introduced to several types of common medical sensor devices, such as ear and forehead thermometers, glucometers and wrist blood pressure monitors; they use the latter to measure their blood pressure and pulse rates. Students also measure their heights and weights in order to calculate their BMIs (body mass index). Then they use the collected data to create and analyze scatterplots of the different variables to determine if any relationships exist between the measured variables. Discussions about the trends observed and possible health concerns conclude the activity.","Type":"activity","Alignments":["S2487016","S2486992","S2486777","S2486789","S11417F8","S11434EA","S2373212","S2373213","S2373214","S2373215","S1143549","S1143513","S114354B","S2471283","S2471543","S2471476","S2471341","S2366909","S2366907","S1141704","S2486900","S2486868","S21199515"]},{"Id":"make_recycled_paper","Url":"https://teachengineering.org/activities/view/make_recycled_paper","Title":"Make Your Own Recycled Paper","Summary":"Students learn how paper is made. Working together, student teams make their own paper. This activity introduces students to recycling; what it is, its value and benefits, and how it affects their lives.","Type":"activity","Alignments":["S103E20B","S21199463","S21199523","S2454383","S21199484","S21199486","S21199596"]},{"Id":"cub_energy2_lesson06_activity2","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson06_activity2","Title":"How Much Heat Will It Hold?","Summary":"Students relate thermal energy to heat capacity by comparing the heat capacities of different materials and graphing the change in temperature over time for a specific material. Students learn why heat capacity is an important property of thermal energy that engineers use in many applications. ","Type":"activity","Alignments":["S11417D6","S11424F3","S2558124","S2557984","S1143502","S2454454","S1142476","S2557992","S1143488","S2390252"]},{"Id":"cub_enveng_lesson05_activity1","Url":"https://teachengineering.org/activities/view/cub_enveng_lesson05_activity1","Title":"Eek, It Leaks!","Summary":"Students construct model landfill liners using tape and strips of plastic, within resource constraints. The challenge is to construct a bag that is able to hold a cup of water without leaking. This represents similar challenges that environmental engineers face when piecing together liners for real landfills that are acres and acres in size. ","Type":"activity","Alignments":["S1141717","S114174D","S1142550","S11425AC","S2454536","S1143681","S2553802","S21199531","S21199533"]},{"Id":"duk_genetics_mary_act","Url":"https://teachengineering.org/activities/view/duk_genetics_mary_act","Title":"Heredity Mix \u0027n Match","Summary":"Students randomly select jelly beans (or other candy) that represent genes for several human traits such as tongue-rolling ability and eye color. Then, working in pairs, students randomly choose new pairs of jelly beans from those corresponding to their own genotypes. The new pairs are placed on toothpicks to represent the chromosomes of the couple\u0027s offspring. Finally, students compare genotypes and phenotypes of parents and offspring for all the pairs in the class. In particular, they look for cases in which parents and offspring share the exact same genotype and/or phenotype, and consider how the results would differ if they repeated the simulation using more than four traits.","Type":"activity","Alignments":["S2420164","S2363656","S11417FB","S2454507","S11434E6","S1143522","S1143523","S2420152","S2420169","S2420170","S114351F","S114350D","S2420168"]},{"Id":"rice2-2535-removing-scaling-sources-citric-acid","Url":"https://teachengineering.org/activities/view/rice2-2535-removing-scaling-sources-citric-acid","Title":"Engineering Scaling Removal Using Citric Acid","Summary":"Students take on the role of chemical engineers to find a safe way to remove surface scalants like calcium carbonate that is both effective and safe. With teacher guidance, students learn about the chemistry involved as they work to remove scaling in a pipe using natural substances. Along with exploring designs based in chemistry, they consider the safety and environmental impacts of their solutions.","Type":"activity","Alignments":["S2366907","S2366911","S2983957","S2454475","S21199515"]},{"Id":"cub_energy2_lesson05_activity4","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson05_activity4","Title":"Sound Visualization Stations ","Summary":"Students learn about sound and sound energy as they gather evidence that sound travels in waves. Teams work through five activity stations that provide different perspectives on how sound can be seen and felt. At one station, students observe oobleck (a shear-thickening fluid made of cornstarch and water) “dance” on a speaker as it interacts with sound waves (see Figure 1). At another station, the water or grain inside a petri dish placed on a speaker moves and make patterns, giving students a visual understanding of the wave properties of sound. At another station, students use objects of various materials and shapes (such as Styrofoam, paper, cardboard, foil) to amplify or distort the sound output of a homemade speaker (made from another TeachEngineering activity). At another station, students complete practice problems, drawing waves of varying amplitude and frequency. And at another station, they experiment with string (and guitar wire and stringed instruments, if available) to investigate how string tightness influences the plucked sound generated, and relate this sound to high/low frequency. A worksheet guides them through the five stations. Some or all of the stations may be included, depending on class size, resources and available instructors/aides, and this activity is ideal for an engineering family event.","Type":"activity","Alignments":["S2454443","S11417D6","S1142476","S2454438","S21199512"]},{"Id":"cub_mechanics_lesson09_activity1","Url":"https://teachengineering.org/activities/view/cub_mechanics_lesson09_activity1","Title":"Swing in Time","Summary":"Students examine the motion of pendulums and come to understand that the longer the pendulum string, the fewer the number of swings in a given time interval. Student groups conduct an experiment, collecting and graphing data on a worksheet. They see that changing the weight on the pendulum does not have an effect on the period.","Type":"activity","Alignments":["S11424D3","S2556117","S2553794","S114359F","S11434D3","S2471410","S2471495","S21199515"]},{"Id":"make_an_alarm","Url":"https://teachengineering.org/activities/view/make_an_alarm","Title":"Make an Alarm!","Summary":"After reading the story \"Dear Mr. Henshaw\" by Beverly Cleary, student groups use the engineering design process to create alarm systems to protect something in the classroom, just as the main character Leigh does to protect his lunchbox from thieves. Students learn about alarms and use their creativity to devise multi-step alarm systems to protect their lockers, desk, pets or classroom door. Note: This activity can also be done without reading the Cleary book.","Type":"activity","Alignments":["S103E213","S103E214","S1141756","S1141763","S2454469","S2454468","S2730780","S2730781","S11416BE","S11416BF","S21199492","S21199570","S21199470","S21199572"]},{"Id":"cub_natdis_lesson02_activity2","Url":"https://teachengineering.org/activities/view/cub_natdis_lesson02_activity2","Title":"Drifting Continents ","Summary":"This activity is a teacher-led demonstration of continental drift and includes a math worksheet for students involving the calculation of continental drift over time. Students will understand what continental drift is, why it occurs, and how earthquakes occur because of it.","Type":"activity","Alignments":["S11425A1","S11425A2","S2553937","S2553842","S2454521","S11434F4","S11434FC","S21199512"]},{"Id":"csm_asteroid_lesson1_activity1_tg","Url":"https://teachengineering.org/activities/view/csm_asteroid_lesson1_activity1_tg","Title":"Incoming Asteroid! What\u0027s the Problem?","Summary":"Students are introduced to the Asteroid Impact unit and its engineering challenge: An asteroid is on course to impact the Earth and we must design the location and size of underground caverns to shelter the people from an uninhabitable Earth for one year. Students read the president\u0027s memo to receive their \"marching orders.\" They form teams and begin to study the situation in depth. A simple in-class simulation shows them the potential for destruction and disaster. They complete worksheets and look at maps to help them define and understand the problem: What is the needed cavern size and depth? What are the geographical areas and natural features? A homework measurement assignment prepares them for the next activity.","Type":"activity","Alignments":["S11424A6","S114174C","S2454533","S1141740","S21199536","S21199581"]},{"Id":"cub_enveng_lesson06_activity1","Url":"https://teachengineering.org/activities/view/cub_enveng_lesson06_activity1","Title":"Straining out the Dirt","Summary":"Students groups build water filters using activated carbon, cotton and other materials to clean a \"dirty\" water sample made from chocolate powder added to tap water. They test and make observations of filter effectiveness, suggesting material and layering design improvements. They see how their filtering process compares to the drinking water treatment processes designed by engineers to provide communities with clean water supplies after natural disasters.","Type":"activity","Alignments":["S11416BE","S11416BF","S2454533","S2454534","S2454536","S21199553","S21199581"]},{"Id":"cub_weather_lesson05_activity1","Url":"https://teachengineering.org/activities/view/cub_weather_lesson05_activity1","Title":"Protecting Our City with Levees","Summary":"Students design and build their own model levees. Acting as engineers for their city, teams create sturdy barriers to prevent water from flooding a city in the event of a hurricane. ","Type":"activity","Alignments":["S11425C5","S11425C7","S2454533","S1143680","S11434D3","S2553801","S2553809","S11416BE","S11416BF","S21199579","S21199532","S21199580"]},{"Id":"nyu_erosion_activity1","Url":"https://teachengineering.org/activities/view/nyu_erosion_activity1","Title":"Erosion in Rivers","Summary":"Students learn about water erosion through an experimental process in which small-scale buildings are placed along a simulated riverbank to experience a range of flooding conditions. They learn how soil conditions are important to the stability or failure of civil engineering projects and how a river\u0027s turns and bends (curvature, sinuosity) make a difference in the likelihood of erosion. They make model buildings either with a 3D printer or with LEGO® pieces and then see how their designs and riverbank placements are impacted by slow (laminar) and fast (turbulent) water flow over the soil. Students make predictions, observations and conclusions about the stability of their model houses, and develop ideas for how to mitigate damage in civil engineering projects.","Type":"activity","Alignments":["S2454468","S2454469","S2454470","S2454533","S2454534","S11416BF","S2783795","S2783796","S2783797","S2783907","S2783908","S21199571","S21199570"]},{"Id":"rice2-crystalline-cloth-model-water-treatment-filters","Url":"https://teachengineering.org/activities/view/rice2-crystalline-cloth-model-water-treatment-filters","Title":"Crystalline Cloth: Modeling Water Treatment Filters","Summary":"Water filtration is a key engineering concept, and in this activity students become environmental engineers as they model membranes and membrane treatments to remove scaling during water filtration. Using cheese cloth to represent a simple membrane, students soak their “membrane” in a supersaturated salt (or sugar) solution and measure how much salt (or sugar) crystallizes on their cloth. They then research and analyze different treatments they can apply to their “membranes” to reduce the scaling (crystal growth). They apply and test their chosen treatments and then hypothesize which treatment method best prevents scaling on their “membrane.”","Type":"activity","Alignments":["S11435E6","S113F038","S2454607","S2454608","S11416BE","S11416BF","S1141704","S2366907"]},{"Id":"uow-2675-electromagnetic-waves-radiation-spectrum-activity","Url":"https://teachengineering.org/activities/view/uow-2675-electromagnetic-waves-radiation-spectrum-activity","Title":"Electromagnetic Waves Are Everywhere!","Summary":"In this three-part activity, students are introduced to the electromagnetic spectrum, learn about the devices that use electromagnetic waves, and become experts on one electromagnetic radiation device. This activity allows students to get an in-depth perspective on different devices and how they operate on the electromagnetic spectrum. It allows students to research and evaluate how engineers create new technology.  ","Type":"activity","Alignments":["S2454444","S114349E","S1143492","S2470960"]},{"Id":"uconn-2673-minimizing-pressure-optimizing-comfort-capacitance","Url":"https://teachengineering.org/activities/view/uconn-2673-minimizing-pressure-optimizing-comfort-capacitance","Title":"Take a Seat! Minimizing Pressure and Optimizing Comfort in School Chairs","Summary":"Students build and use a simple capacitance sensor as they learn how capacity relates to pressure. As they learn more about how capacitance changes as pressure is applied to the sensor, they explore how to measure the pressure of sitting in a school seat. This will lead to the exploration of the problem of uncomfortable school seats and then the task of designing a cushion to be used to lessen the pressure of sitting in a school chair. Student groups can measure the effectiveness of their cushions and compare the success of different designs and materials by measuring the change in pressure using the capacitance sensors they built.  ","Type":"activity","Alignments":["S2454534","S2454535","S2366907"]},{"Id":"rice-2646-contaminated-water-mystery-activity","Url":"https://teachengineering.org/activities/view/rice-2646-contaminated-water-mystery-activity","Title":"The Mystery of the Contaminated Water – An Engineering Challenge!","Summary":"Students have a mystery to solve! At a remote research facility, a researcher has become gravely ill. Did someone contaminate their drinking water? Students must become water treatment sleuths to design a protocol to analyze the “contaminated water” and then implement that protocol to identify what was added to the water. Based on this knowledge, students just might be able to identify who poisoned Dr. Clearwater! ","Type":"activity","Alignments":["S2472091","S2471827","S2472097"]},{"Id":"uconn-2662-contractions-calculations-force-resistance-activity","Url":"https://teachengineering.org/activities/view/uconn-2662-contractions-calculations-force-resistance-activity","Title":"Oh Baby! Contractions and Calculations","Summary":"Engineering is essential to our health! In this activity, students measure abdominal pressure using a force sensitive resistor and transmit the data to an Arduino microcontroller via Bluetooth. In addition, they use MIT App Inventor to create an app for an Android Smartphone or tablet that mimics how uterine contractions are displayed/charted on a fetal monitor during labor. On the Arduino side, students learn the relationship between physical pressure, voltage, resistance, and current; on the app side students practice computer science skills including sequence, iteration, and selection.","Type":"activity","Alignments":["S2454609","S2366907","S2366909","S1143602","S1143604","S1143605","S1141782","S114175B"]},{"Id":"und-2664-alkane-resources-molecules-activity","Url":"https://teachengineering.org/activities/view/und-2664-alkane-resources-molecules-activity","Title":"Bridging the Renewable Energy Gap: Alkane Resources","Summary":"Students use an online molecule-modeling platform to learn about alkanes. Students then model the reaction of ethylene into butylene through a chemical process called oligomerization, which is one step in the process of converting shale gas ethane into fuel for transportation. ","Type":"activity","Alignments":["S2369509","S2369505","S2369506","S2454544","S2471669","S2471682"]},{"Id":"uof-2704-oil-spill-clean-up-engineering-design-activity","Url":"https://teachengineering.org/activities/view/uof-2704-oil-spill-clean-up-engineering-design-activity","Title":"Oil Spill Clean-Up","Summary":"Students are introduced to oil spills and what exactly happens when oil is spilled onto the ocean’s surface. Students are shown real images of major oil spills as a phenomenon. The class discusses the effects of oil spills have on oceans and marine life, including plant and animal populations such as birds, otters, and ducks. They take on the role of an environmental engineering company and are tasked to clean up a major oil spill disaster. Students use a variety of materials that absorb oil. Certain constraints will be put upon the students to mimic an engineering atmosphere.","Type":"activity","Alignments":["S2454402","S2454403","S2366907","S2366909","S2366910","S1143460","S1143463","S1143469","S11439C4","S1130869","S113085C","S1130860"]},{"Id":"uof-2711-fabricating-focus-tool-engineering-design-process","Url":"https://teachengineering.org/activities/view/uof-2711-fabricating-focus-tool-engineering-design-process","Title":"Fabricating a Focus Tool - Not a Fidget Spinner!","Summary":"Students work through the Engineering Design Process while creating a tool to help them focus in their classrooms. The focus tool that they design is required to meet given constraints. While creating their tool, they learn how engineers go about this process in the real world. They work with hands-on research, hold group presentations to share their prototype, keep thorough notes in their science journals, and implement multiple iterations.","Type":"activity","Alignments":["S2454468","S2366906"]},{"Id":"uof-2713-save-snails-designing-collapsible-barrier","Url":"https://teachengineering.org/activities/view/uof-2713-save-snails-designing-collapsible-barrier","Title":"Design a Collapsible Barrier to Save the Snails!","Summary":"Periwinkle snails are in trouble! They cannot camouflage themselves at night because the LED streetlights are way too bright. Students design and build a collapsible barrier, using everyday materials, to block the light from reaching the snail. As they design and build, students learn about the effects of placing various objects in the path of a beam of light. Students must also be mindful that the barriers are only needed at night. Thus, students must also make their design collapsible so that the barrier can be moved out of the way during the day.","Type":"activity","Alignments":["S2454391","S2454392","S2454416","S2454417","S2454381","S114344B"]},{"Id":"utep-2663-rc-circuits-electricity-current-activity","Url":"https://teachengineering.org/activities/view/utep-2663-rc-circuits-electricity-current-activity","Title":"What are RC Circuits?","Summary":"Students learn about the nature of resistors and capacitors and how they are used in circuits to observe the application of Coulomb’s law.  Students review the nature of voltage divider circuits which use resistors in series and parallel circuits to vary the voltage and RC circuits in series and parallel which add capacitors to the circuits. Lastly, students study the nature of capacitors in relation to Coulomb’s Law using the PhET simulation, Capacitor Lab: Basics.","Type":"activity","Alignments":["S2471714","S2471678","S2471725","S2485704"]},{"Id":"uoh-2668-keep-heat-in-insulation-materials-activity","Url":"https://teachengineering.org/activities/view/uoh-2668-keep-heat-in-insulation-materials-activity","Title":"Keep the Heat in! Testing the Insulation Properties of Materials","Summary":"How do engineers design materials that are useful to architects for insulation? In this activity, students use a homemade house made from cardboard to investigate heat transfer. They evaluate how long it takes to heat up the inside of the house and then compare it to how long it takes for the house to cool down after the heat source is turned off.  From this, they make an evaluation about the effectiveness of the material to be used as insulation as well as if it would be cost effective or sustainable.","Type":"activity","Alignments":["S2485650","S2485712","S2454554"]},{"Id":"uof-2709-seeing-sound-musical-art-waves-activity","Url":"https://teachengineering.org/activities/view/uof-2709-seeing-sound-musical-art-waves-activity","Title":"Designing Musical Art to Help See Sound","Summary":"Why do guitars create amazing sounds using just a few strings? In this activity, students explore how sound is created. After researching with classmates, students are then challenged to create a prototype guitar. Using paint on the strings of their guitar, students create vibrations by plucking on the strings. To visualize this, they engineer their very own sound wave art and create a visual representation of the sound they are hearing. Afterward, students measure their sound waves, and come to conclusions about what it means when sound waves get further apart.","Type":"activity","Alignments":["S11439C1","S11438D3","S2454390","S2454417","S2366910","S1143447","S2366911"]},{"Id":"uot-2693-musical-instruments-design-material-properties","Url":"https://teachengineering.org/activities/view/uot-2693-musical-instruments-design-material-properties","Title":"Designing Musical Instruments Using Material Properties","Summary":"Students use recyclable materials to make musical instruments.  Students learn the different states of matter and that matter has properties. They observe and classify recycled materials by size, color, material and any other property the students feel is important.  As they observe the materials, students decide which materials would work best for instruments.  Students use the engineering design process to create and build an instrument. Working with a small group, they collaborate, ask, imagine, plan, create, and test their instrument. As time allows, they also improve their instrument by thinking about what materials can be added or taken away to make their instrument sound and work better. ","Type":"activity","Alignments":["S2454402","S2454403","S2454404","S113EEF7","S113EEF6","S113EEF4"]},{"Id":"pur-2655-net-zero-ecological-building-design-activity","Url":"https://teachengineering.org/activities/view/pur-2655-net-zero-ecological-building-design-activity","Title":"Net-Zero Ecological Building Design","Summary":"The federal government has set a goal to reach 100% carbon pollution-free electricity by 2035 and there is a target to reach net-zero greenhouse gas emissions by 2050. A building development company that is known for futuristic designs and climate change activism has hired students to design the blueprints needed to modify old buildings/structures to meet a goal established by the federal government. Students work in small groups as they design the type of building for which they will draw blueprints. The building they design must have both net-zero carbon emissions and active roles in the water, carbon, and nitrogen cycles. Students then join expert groups where they learn about one of the energy sources or cycles. This information is then shared with their poster group and students draw their blueprints. There is a peer review and time for modifications before the blueprints are shared in a presentation.","Type":"activity","Alignments":["S2454573","S2454569"]},{"Id":"umo-2558-exploration-ecg-emg-technologies-activity","Url":"https://teachengineering.org/activities/view/umo-2558-exploration-ecg-emg-technologies-activity","Title":"Exploration of ECG and EMG Technologies","Summary":"Students learn about electrocardiography (ECG) and electromyography (EMG) and apply this knowledge to an engineering design activity. First, they briefly compare the heart to a common electronic device, such as a computer or smartphone, to understand how the heart uses electricity to pump blood through the body just as computers and smartphones use electricity to open apps, update the screen, etc. Students then use a Jupyter Notebook, an interactive tool containing pre-written Python code, to analyze and plot real EMG and ECG data. They are asked to adjust plots, make observations, and sketch snippets of the data they viewed.\n\nStudents also learn about how ECG and EMG measurement capabilities have been integrated into wearables such as smart watches so that users can track their own heart and muscle health daily. In the associated activity, students draw inspiration from smart devices and use the engineering design process to design their own wearable device to track the heart or muscle health of a patient. ","Type":"activity","Alignments":["S2471813","S2472091","S2471411","S2471193"]},{"Id":"van_floppy_lesson02_activity1","Url":"https://teachengineering.org/activities/view/van_floppy_lesson02_activity1","Title":"Does My Model Valve Stack up to the Real Thing?","Summary":"Following the steps of the iterative \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, student teams use what they learned in the previous lessons and activity in this unit to research and choose materials for their model heart valves and test those materials to compare their properties to known properties of real heart valve tissues. Once testing is complete, they choose final materials and design and construct prototype valve models, then test them and evaluate their data. Based on their evaluations, students consider how they might redesign their models for improvement and then change some aspect of their models and retest—aiming to design optimal heart valve models as solutions to the unit\u0027s overarching design challenge. They conclude by presenting for client review, in both verbal and written portfolio/report formats, summaries and descriptions of their final products with supporting data.","Type":"activity","Alignments":["S11326BD","S11326BE","S11326F7","S11326F8","S1132F30","S1132F37","S11435EF","S11435A5","S2454563","S2454607","S11417FC","S1141742","S114175C","S2366909","S2366907","S11435A4","S114356A","S1143647","S2526454","S2526456","S2526459","S2526461","S2525796","S2525798","S2526331","S2526305","S1143593","S11416BE","S11416BF","S11416C1","S1141704","S2454608"]},{"Id":"nyu_heavy_activity1","Url":"https://teachengineering.org/activities/view/nyu_heavy_activity1","Title":"How to Pull Something Heavy","Summary":"Students measure and analyze forces that act on vehicles pulling heavy objects while moving at a constant speed on a frictional surface. They study how the cars interact with their environments through forces, and discover which parameters in the design of the cars and environments could be altered to improve vehicles\u0027 pulling power. This LEGO® MINDSTORMS® based activity is geared towards, but not limited to, physics students.","Type":"activity","Alignments":["S2489089","S2489016","S1143620","S2489036","S1143612","S114363B","S2783929","S2454546","S2488579","S2366907","S1141704","S11416BE"]},{"Id":"nyu_windturbine_activity1","Url":"https://teachengineering.org/activities/view/nyu_windturbine_activity1","Title":"Renewable Energy Design: Wind Turbines","Summary":"Students are introduced to renewable energy, including its relevance and importance to our current and future world. They learn the mechanics of how wind turbines convert wind energy into electrical energy and the concepts of lift and drag. Then they apply real-world technical tools and techniques to design their own aerodynamic wind turbines that efficiently harvest the most wind energy. Specifically, teams each design a wind turbine propeller attachment. They sketch rotor blade ideas, create CAD drawings (using Google SketchUp) of the best designs and make them come to life by fabricating them on a 3D printer. They attach, test and analyze different versions and/or configurations using a LEGO wind turbine, fan and an energy meter. At activity end, students discuss their results and the most successful designs, the aerodynamics characteristics affecting a wind turbine\u0027s ability to efficiently harvest wind energy, and ideas for improvement. The activity is suitable for a class/team competition. Example 3D rotor blade designs are provided.","Type":"activity","Alignments":["S1143509","S114350A","S114353C","S2454533","S2454534","S2454606","S2454607","S2454553","S2783908","S2783907","S2784001","S2784002","S2783937","S11416C6","S1141704","S11416BB","S11416BE","S21199515"]},{"Id":"cub_dams_lesson08_activity1","Url":"https://teachengineering.org/activities/view/cub_dams_lesson08_activity1","Title":"Dam Pass or Fail","Summary":"Students conduct Internet research to investigate the purpose and current functioning status of some of the largest dams throughout the world. They investigate the success or failure of eight dams and complete a worksheet. While researching the dams, they also gain an understanding of the scale of these structures by recording and comparing their reservoir capacities. Students come to understand that dams, like all engineered structures, have a finite lifespan and require ongoing maintenance and evaluation for their usefulness.","Type":"activity","Alignments":["S1141716","S11425A1","S1143488","S2557984","S21199544"]},{"Id":"uoa-2458-plastic-properties-environment-effects","Url":"https://teachengineering.org/activities/view/uoa-2458-plastic-properties-environment-effects","Title":"Investigating the Properties of Plastic and its Effects on the Environment","Summary":"Plastics offer a lot of worth to our world, ranging from medical use to consumer products, but they also adversely affect our environment and ecosystems. Working in teams, students investigate four different plastic properties: density, chemical decomposition, physical decomposition, and the ability to enter the food web. Based on their investigations, students learn how the properties of plastic create pollution that significantly impacts the environment and ecosystems.","Type":"activity","Alignments":["S11416BC","S11416BB","S2454573","S2366907","S11439DC","S1143ADB","S1143ADA"]},{"Id":"uoh_organic_activity1","Url":"https://teachengineering.org/activities/view/uoh_organic_activity1","Title":"Organic Solar Energy and Berries","Summary":"Students learn about how a device made with dye from a plant, specifically cherries, blackberries, raspberries and/or black currents, can be used to convert light energy into electrical energy. They do this by building their own organic solar cells and measuring the photovoltaic devices\u0027 performance based on power output.","Type":"activity","Alignments":["S11417DF","S11417E0","S113EF4B","S2454553"]},{"Id":"mis-2227-distance-sensing-product-ultrasonic-arduino-microcontroller","Url":"https://teachengineering.org/activities/view/mis-2227-distance-sensing-product-ultrasonic-arduino-microcontroller","Title":"Designing and Packaging a Distance-Sensing Product","Summary":"Students begin by following instructions to connect a Sunfounder Ultrasonic Sensor and an Arduino Microcontroller. Once they have them set up, students calibrate the sensor and practice using it. Students are then given an engineering design problem: to build a product that will use the ultrasonic sensors for a purpose that they all specify. Students will have to work together to design and test their product, and ultimately present it to their classmates.","Type":"activity","Alignments":["S2728587","S2728588","S2481072","S2481082","S11416C0","S11416C7","S2454533","S2454534","S11434E3","S114351D","S2366909","S2480848"]},{"Id":"cub_mag_lesson1_activity1","Url":"https://teachengineering.org/activities/view/cub_mag_lesson1_activity1","Title":"Magnetic Attraction","Summary":"Students complete a series of six short investigations involving magnets to learn more about their properties. Students also discuss engineering uses for magnets and brainstorm examples of magnets in use in their everyday lives.","Type":"activity","Alignments":["S11417D6","S11424F3","S11424F5","S21199490","S2454422"]},{"Id":"umo_computerprogram_lesson01_activity1","Url":"https://teachengineering.org/activities/view/umo_computerprogram_lesson01_activity1","Title":"Navigating a Maze","Summary":"Using new knowledge acquired in the associated lesson, students program LEGO® MINDSTORMS® EV3 robots to go through a maze using movement blocks. The maze is created on the classroom floor with cardboard boxes as its walls. Student pairs follow the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e to brainstorm, design and test programs to success. Through this activity, students understand how to create and test a basic program. A PowerPoint® presentation, pre/post quizzes and worksheet are provided.","Type":"activity","Alignments":["S2477389","S2477267","S2454469","S2454470","S2454534","S2454535","S1141765","S11434A2","S11434F2","S2366906","S2477374","S2596341","S21199512","S21199571","S21199580","S21199526"]},{"Id":"focus_on_fabrics","Url":"https://teachengineering.org/activities/view/focus_on_fabrics","Title":"Focus on Fabrics: Putting Materials to Good Use","Summary":"Students come to understand the basics of engineering associated with the use, selection, and properties of fabrics. A wide variety of natural and synthetic fibers are used in our clothing, home furnishings and in our travel and sports equipment. The specific material chosen for each application depends on how closely the properties of the material match the design needs. This activity focuses on the different characteristics of fabrics and shows students how natural and synthetic fabrics differ from one another. Students weigh the advantages and disadvantages of fabrics when considering the appropriate fabric to be used.","Type":"activity","Alignments":["S103E216","S2471356","S11416C0","S103E21C"]},{"Id":"rice-2644-crystal-creator-resistance-conductors-insulators","Url":"https://teachengineering.org/activities/view/rice-2644-crystal-creator-resistance-conductors-insulators","Title":"Crystal Creator! Testing the Resistance of Crystals ","Summary":"Lab-designed crystals are a unique method to introduce students to a wide range of basic engineering principles. In this activity, students create large, single crystals using the slow evaporation method to grow insulators with different band gaps—an energy range in a solid where no electronic states can exist—\nand, therefore, different resistances. Students then test how resistance is affected by temperature for insulators as well as for conductors. In the process of testing resistance, students learn how optical properties affect a material’s electrical properties and chemical composition.  ","Type":"activity","Alignments":["S2454538","S2471782","S11435A4"]},{"Id":"usm-2669-engineering-efficiency-alcoholic-fermentation","Url":"https://teachengineering.org/activities/view/usm-2669-engineering-efficiency-alcoholic-fermentation","Title":"Engineering the Efficiency of Alcoholic Fermentation","Summary":"In this activity, students conduct a research-based activity to explore, graph, and analyze data, and evaluate the efficiency of alcoholic fermentation via reactant type and reactant concentration. After reviewing the major concepts of balancing a chemical reaction and how this concept relates to alcoholic fermentation, they design and observe experiments in a closed system (a balloon), and measure CO2 production (CO2 Volume) through water displacement. Students analyze their collected data on their assigned reactant by compiling it in a graph. ","Type":"activity","Alignments":["S1137695","S2454567","S2454569","S114356A","S11435A4"]},{"Id":"cub_soundandlight_lesson5_activity1","Url":"https://teachengineering.org/activities/view/cub_soundandlight_lesson5_activity1","Title":"Controlling Sound","Summary":"In this activity, students use a variety of materials to design and create headphones that absorb sound. Students apply steps of the engineering design process to identify a problem, develop possible solutions, select the most promising solution, create their prototypes, and test and evaluate their prototypes as well as make needed improvements. ","Type":"activity","Alignments":["S1141763","S1141765","S2454468","S11416BE","S2454470","S11416C1","S2454469","S21199490"]},{"Id":"mis-1616-electronic-circuit-applications-systems-of-equations","Url":"https://teachengineering.org/activities/view/mis-1616-electronic-circuit-applications-systems-of-equations","Title":"Applications of Systems of Equations: An Electronic Circuit","Summary":"Does the real-world application of science depend on mathematics? In this activity, students answer this question as they experience a real-world application of systems of equations. Given a system of linear equations that mathematically models a specific circuit—students start by solving a system of three equations for the currents. After becoming familiar with the parts of a breadboard, groups use a breadboard, resistors and jumper wires to each build the same (physical) electric circuit from the provided circuit diagram. Then they use voltmeters to measure the current flow across each resistor and calculate the current using Ohm’s law. They compare the mathematically derived current values to the measured values, and calculate the percentage difference of their results. This leads students to conclude that real-world applications of science do indeed depend on mathematics! Students make posters to communicate their results and conclusions. A pre/post-activity quiz and student worksheet are provided. Adjustable for math- or science-focused classrooms.","Type":"activity","Alignments":["S1143640","S114363B","S114363D","S114363E","S1143605","S2366906","S2366907","S2366909","S1141704","S11416BC","S2480848","S2481364","S2481356","S2481361","S2481362","S2481416","S2480845","S2480846","S2471809","S2471698","S2471696","S2481360","S1143594"]},{"Id":"cub_airplanes_lesson06_activity1","Url":"https://teachengineering.org/activities/view/cub_airplanes_lesson06_activity1","Title":"Paper Airplanes: Building, Testing, \u0026 Improving. Heads Up! ","Summary":"Students learn the different airplane parts, including wing, flap, aileron, fuselage, cockpit, propeller, spinner, engine, tail, rudder, elevator. Then they each build one of four different (provided) paper airplane (really, glider) designs with instructions, which they test in three trials, measuring flight distance and time. Then they design and build (fold, cut) a second paper airplane design of their own creation, which they also test for flight distance and time. They graph the collected class data. Analysis of these experiments with \"model\" airplanes and their results help them see and figure out what makes airplanes fly and what can be changed to influence the flying characteristics and performance of airplanes. ","Type":"activity","Alignments":["S1141769","S11424E4","S2557983","S2558347","S11434D2","S2454536","S2454534","S2390253","S11434C9","S21199579"]},{"Id":"cub_trusses_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_trusses_lesson01_activity1","Title":"Truss Destruction ","Summary":"Students work within constraints to construct model trusses and then test them to failure as a way to evaluate the relative strength of different truss configurations and construction styles. Each student group uses Popsicle sticks and hot glue to build a different truss configuration from a provided diagram of truss styles. Within each group, each student builds two exact copies of the team\u0027s truss configuration using his/her own construction method, one of which is tested under shear conditions and the other tested under compression conditions. Results are compiled and reviewed as a class to analyze the strength of different types of shapes and construction methods under the two types of loads. Students make and review predictions, and normalize strengths. Teams give brief presentations to recap their decisions, results and analysis.","Type":"activity","Alignments":["S101A159","S11435E8","S1141750","S11417AE","S2454608","S2454607","S2558074","S2553744","S2366907","S11416BE","S11416BF","S21199589","S21199585"]},{"Id":"cub_pend_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_pend_lesson01_activity1","Title":"Swinging with Style","Summary":"Students experientially learn about the characteristics of a simple physics phenomenon — the pendulum — by riding on playground swings. They use pendulum terms and a timer to experiment with swing variables. They extend their knowledge by following the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e to design timekeeping devices powered by human swinging.","Type":"activity","Alignments":["S1141763","S2558390","S2557991","S2557992","S1143488","S2454420","S2454421","S2390251","S1143460","S11424FB","S11416BE","S2558344","S2558343","S2558389","S1143497","S21199571"]},{"Id":"uof-2716-designing-magnifiers-magnification-phenomenon","Url":"https://teachengineering.org/activities/view/uof-2716-designing-magnifiers-magnification-phenomenon","Title":"Making Sense of Magnification and Designing Magnifiers","Summary":"The hook-and-loop fastener (commonly known as Velcro) is a direct invention of an engineer! In this activity, students are shown a zoomed image of Velcro, and research what magnification is through videos and a read aloud. Students are presented a problem for which they need a magnifier. Students use the engineering design process to make a magnifier or a tool that magnifies their own piece of Velcro. Students test their design and record data. ","Type":"activity","Alignments":["S113084E","S1130849","S113084A","S113084B","S1130848","S2751423","S2751444","S2454417","S2454416","S2454418"]},{"Id":"uok-2216-microplastic-extraction-cleanser-beads-filter-design","Url":"https://teachengineering.org/activities/view/uok-2216-microplastic-extraction-cleanser-beads-filter-design","Title":"Microplastic Extraction of Exfoliating Beads from Cleansers ","Summary":"After watching a short online video that recaps the enormous scale of accumulating plastic waste in our oceans, student teams are challenged to devise a method to remove the most plastic microbeads from a provided commercial personal care product—such as a facial cleanser or body wash. They brainstorm filtering methods ideas and design their own specific procedures that use teacher-provided supplies (coffee filters, funnels, plastic syringes, vinyl tubing, water, plastic bags) to extract the microplastics as efficiently as possible. The research and development student teams compare the final masses of their extracted microbeads to see which filter solutions worked best. Students suggest possible future improvements to their filter designs. A student worksheet is provided. ","Type":"activity","Alignments":["S11416BB","S11416C0","S2454573","S2454604","S2597795","S2597827","S1143569","S2897071"]},{"Id":"mis-2480-constructing-testing-3d-printed-glove-activity","Url":"https://teachengineering.org/activities/view/mis-2480-constructing-testing-3d-printed-glove-activity","Title":"Constructing and Testing a 3D Printed Glove with Strain Sensors","Summary":"In this activity, students apply their newfound knowledge of 3D printing and strain sensors and use it to create their own prototype. Students investigate how to integrate 3D printed strain sensors into a glove and analyze how the sensors work in relation to the feedback that they provide. Students also learn how to measure electrical resistance using a multimeter and apply their knowledge of data analysis track the effectiveness of their prototype. ","Type":"activity","Alignments":["S1141702","S11416BE","S11416BF","S2471696","S2471698","S11435A4","S114356A","S2471809"]},{"Id":"safety_sue","Url":"https://teachengineering.org/activities/view/safety_sue","Title":"Car Collision Testing \u0026 Tradeoffs: Don’t Crack Humpty","Summary":"Student groups are provided with a generic car base on which to design a device/enclosure to protect an egg as it rolls down a ramp at increasing slopes. During this in-depth physics-science-technology-math activity, student teams design, build and test their prototype creations to meet the design challenge, and then perform basic mathematical calculations using collected data, including a summative cost-benefit ratio. The activity has great potential to build on with additional physics and math explorations. Many student handouts are provided. ","Type":"activity","Alignments":["S103E216","S103E219","S103E21A","S103E21B","S103E21D","S2545216","S2545227","S2545324","S2545215","S2545328","S2545214","S2545257","S11416F3","S114173F","S1141740","S114174C","S1141769","S1143680","S114367B","S1143549","S2454534","S2454536","S11416BE","S11416BF","S2454533","S11434D3","S1143548","S114350E","S1143505","S114350F","S2545211","S2545325","S11416C1","S21199580","S21199472","S21199572","S21199579","S21199581"]},{"Id":"nyu_graphing_activity1","Url":"https://teachengineering.org/activities/view/nyu_graphing_activity1","Title":"A LEGO Introduction to Graphing","Summary":"Students use a LEGO® ball shooter to demonstrate and analyze the motion of a projectile through use of a line graph. This activity involves using a method of data organization and trend observation with respect to dynamic experimentation with a complex machine.  Also, the topic of line data graphing is covered. The main objective is to introduce students graphs in terms of observing and demonstrating their usefulness in scientific and engineering inquiries. During the activity, students point out trends in the data and the overall relationship that can be deduced from plotting data derived from test trials with the ball shooter.","Type":"activity","Alignments":["S102B302","S102B2FE","S102B2FC","S1143502","S1143549","S21199606"]},{"Id":"nyu_beam_activity1","Url":"https://teachengineering.org/activities/view/nyu_beam_activity1","Title":"Test-a-Beam","Summary":"Students measure different types of small-sized beams and calculate their respective moments of inertia. They compare the calculations to how much the beams bend when loads are placed on them, gaining insight into the ideal geometry and material for load-bearing beams.","Type":"activity","Alignments":["S2488995","S11434D2","S11434D3","S114367B","S114351D","S114353B","S2488897","S2488815","S2488887","S2489006","S1143549","S2783910","S2454536","S11417AA"]},{"Id":"bos-2743-atmospheric-distortion-light-bubbles-air","Url":"https://teachengineering.org/activities/view/bos-2743-atmospheric-distortion-light-bubbles-air","Title":"Atmospheric Distortion of Light (aka “Bubbles in the Air”)","Summary":"Image distortion from the atmosphere accounts for a real-world problem faced by engineers in a range of optical applications. In this activity. students do two kinesthetic activities to model how atmospheric turbulence causes light rays to refract on their way from the Sun or distant stars down to the surface of Earth, resulting in distorted or blurry images. Students then draw conclusions to generalize their observations and apply it to light rays traveling through other media of non-uniform density or temperature. ","Type":"activity","Alignments":["S2471800","S2454560","S2471794"]},{"Id":"cub_simp_machines_lesson04_activity1","Url":"https://teachengineering.org/activities/view/cub_simp_machines_lesson04_activity1","Title":"The Magician\u0027s Catapult","Summary":"In this activity, students reinforce their understanding of compound machines by building a catapult. This compound machine consists of a lever and a wheel-and-axel. Catapults have been designed by engineers for a variety of purposes — from lifting boulders into the air for warfare to human beings for entertainment; the projectiles in this activity are grapes for a magic act. Given the building materials, students design and build their catapult to launch a grape a certain distance.","Type":"activity","Alignments":["S1141769","S11424D2","S2553794","S2454533","S11434EA","S2373212","S2373213","S2373214","S11434E8","S21199580"]},{"Id":"duk_photo_mary_act","Url":"https://teachengineering.org/activities/view/duk_photo_mary_act","Title":"Bubbling Plants Experiment to Quantify Photosynthesis","Summary":"Students learn a simple technique for quantifying the amount of photosynthesis that occurs in a given period of time, using a common water plant (Elodea). They use this technique to compare the amounts of photosynthesis that occur under conditions of low and high light levels. Before they begin the experiment, however, students must come up with a well-worded hypothesis to be tested. After running the experiment, students pool their data to get a large sample size, determine the measures of central tendency of the class data, and then graph and interpret the results.","Type":"activity","Alignments":["S2420156","S2420161","S2420154","S2420160","S2420151","S2363683","S2363650","S2363686","S114174A","S1141786","S11417EB","S2454496","S2454458","S11434EA","S2373212","S2373213","S2373214","S2373215","S11434E9","S2420157","S11434CC","S11434E8","S2366907","S2419763","S21199571","S21199606","S21199605"]},{"Id":"nyu_molecules_activity1","Url":"https://teachengineering.org/activities/view/nyu_molecules_activity1","Title":"Molecules: The Movement of Atoms","Summary":"Students work as engineers to learn about the properties of molecules and how they move in 3D space through the use of  LEGO® MINDSTORMS® EV3 robotics. They design and build molecular models and use different robotic sensors to control the movement of the molecular simulations. Students learn about the size of atoms, Newman projections, and the relationship of energy and strain on atoms. This unique modular modeling activity is especially helpful in providing students with a spatial and tactile understanding of how molecules behave.","Type":"activity","Alignments":["S2454607","S2784002","S21199515"]},{"Id":"cub_energy2_lesson07_activity3","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson07_activity3","Title":"Windmill of Your Mind — Distributed Energy Goes to School","Summary":"Students research the feasibility of installing a wind-turbine distributed energy (DE) system for their school. They write a proposal (actually, an executive summary of a proposal) to the school principal based on their findings and recommendations. While this activity is geared towards fifth-grade and older students, and Internet research capabilities are required, some portions of this activity may be appropriate for younger students.","Type":"activity","Alignments":["S11417D6","S1141716","S11424F3","S11424F6","S2454441","S2366906","S11434B9","S2553899"]},{"Id":"nyu_probe_activity1","Url":"https://teachengineering.org/activities/view/nyu_probe_activity1","Title":"Build and Test a Conductivity Probe with Arduino","Summary":"Student groups construct simple conductivity probes and then integrate them into two different circuits to test the probe behavior in solutions of varying conductivity (salt water, sugar water, distilled water, tap water). The activity culminates with student-designed experiments that utilize the constructed probes. The focus is to introduce students to the fabrication of the probe and expose them to two different ways to integrate the probe to obtain qualitative and quantitative measurements, while considering the application and utility of a conductivity probe within an engineering context. A provided handout guides teams through the process: background reading and questions; probe fabrication including soldering; probe testing and data gathering (including circuit creation on breadboard); probe connection to Arduino (including circuit creation and code entry) and a second round of testing and data gathering; design and conduct their own lab experiments that use the probes; online electrolyte/nonelectrolyte reading, short video, comprehension check and analysis questions.","Type":"activity","Alignments":["S2454538","S2783913","S2783795","S2454607","S21199598","S21199579"]},{"Id":"cub_energy2_lesson09_activity4","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson09_activity4","Title":"Power to the People","Summary":"Students read and evaluate descriptions of how people live \"off the grid\" using solar power and come to understand better the degree to which that lifestyle is or is not truly independent of technological, economic and cultural infrastructure and resources. In the process, students develop a deeper appreciation of the meaning of \"community\" and the need for human connection. This activity is geared towards fifth-grade and older students and Internet research capabilities are required. Portions of this activity may be appropriate with younger students.","Type":"activity","Alignments":["S11417D6","S1141716","S11425A3","S11425A4","S2454463","S2454531"]},{"Id":"cub_electricity_lesson05_activity3","Url":"https://teachengineering.org/activities/view/cub_electricity_lesson05_activity3","Title":"Build a Toy Workshop","Summary":"Working as if they are engineers who work for (the hypothetical) Build-a-Toy Workshop company, students apply their imaginations and the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e to design and build prototype toys with moving parts. They set up electric circuits using batteries, wire and motors. They create plans for project material expenses to meet a budget.","Type":"activity","Alignments":["S11424F4","S11434A2","S2454468","S2454470","S2454469","S11416BE","S11416BF","S11416C1","S2553937","S2553899","S114346F","S21199571","S21199570"]},{"Id":"uof-2461-soil-mechanics-science-activity","Url":"https://teachengineering.org/activities/view/uof-2461-soil-mechanics-science-activity","Title":"Engineering a Solution to Study Soil Mechanics","Summary":"Students explore how soil is affected by plant roots.  Students learn about the significance of soil mechanics as it relates to civil engineering and soil erosion.  Students study these concepts through experiments conducted with two sets of soil—a container of soil with no plants and a container of soil with a plant already in the growth phase.","Type":"activity","Alignments":["S1131F32","S1131F33","S1131F37","S1131F38","S1131F40","S2470834","S2471003","S2470789","S21199512"]},{"Id":"nds-2337-air-racer-cars-design-tinkercad","Url":"https://teachengineering.org/activities/view/nds-2337-air-racer-cars-design-tinkercad","Title":"Design Air Racer Cars Using Tinkercad ","Summary":"Students use the engineering design process to assemble an electric racer vehicle. After using Tinkercad to design blades for their racers, students print their designs using a MakerBot printer. Once the students finish assembly and install their vehicle’s air blades, they race their vehicles to see which design travels the furthest distance in the least amount of time. A discussion at the end of the activity allows students to reflect on what they learned and to evaluation the engineering design process as a group. ","Type":"activity","Alignments":["S103D0EC","S11416BE","S11416BF","S114174D","S11416C0","S2454533","S2454534","S2454536","S21199580","S21199572"]},{"Id":"cub_housing_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_housing_lesson03_activity1","Title":"Daylighting Design","Summary":"Students explore the many different ways that engineers provide natural lighting to interior spaces. They analyze various methods of daylighting by constructing model houses from foam core board and simulating the sun with a desk lamp. Teams design a daylighting system for their model houses based on their observations and calculations of the optimal use of available sunlight to their structure.","Type":"activity","Alignments":["S1141750","S11425D1","S11424CC","S2555915","S2553745","S2454604","S1143612","S2454607","S2366907","S2366909","S11416BE","S11416BF","S1143598","S1143593","S2553746","S21199535"]},{"Id":"uoh_carbonfiber_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uoh_carbonfiber_lesson01_activity1","Title":"Statistical Analysis of Methods to Repair Cracked Steel","Summary":"Students apply pre-requisite statistics knowledge and concepts learned in an associated lesson to a real-world state-of-the-art research problem that asks them to quantitatively analyze the effectiveness of different cracked steel repair methods. As if they are civil engineers, students statistically analyze and compare 12 sets of experimental data from seven research centers around the world using measurements of central tendency, five-number summaries, box-and-whisker plots and bar graphs. The data consists of the results from carbon-fiber-reinforced polymer patched and unpatched cracked steel specimens tested under the same stress conditions. Based on their findings, students determine the most effective cracked steel repair method, create a report, and present their results, conclusions and recommended methods to the class as if they were presenting to the mayor and city council. This activity and its associated lesson are suitable for use during the last six weeks of the AP Statistics course; see the topics and timing note for details. \n\n","Type":"activity","Alignments":["S2472091","S2471696","S2471912","S114359F","S11435A0","S11435A1","S2487337","S2616607","S2487076"]},{"Id":"usu-2586-data-optimize-vending-machine","Url":"https://teachengineering.org/activities/view/usu-2586-data-optimize-vending-machine","Title":"Using Data to Optimize Your Vending Machine","Summary":"Using concepts of optimization and trade-offs, students must stock a vending machine with popular drinks so they can earn maximum profits to fundraise for a club. Students collect data to determine the most popular drinks among their peers and are presented with a scenario where they need to make an adjustment to their selection. They’re given real-world examples of optimizing in engineering to illustrate the importance of collecting data to improve design-making.","Type":"activity","Alignments":["S21199610","S2454608","S2454607"]},{"Id":"cub_zero_energy","Url":"https://teachengineering.org/activities/view/cub_zero_energy","Title":"Design a Net-Zero Energy Classroom","Summary":"Students create a concept design of their very own net-zero energy classroom by pasting renewable energy and energy-efficiency items into and around a pretend classroom on a sheet of paper. They learn how these items (such as solar panels, efficient lights, computers, energy meters, etc.) interact to create a learning environment that produces as much energy as it uses.","Type":"activity","Alignments":["S11417D6","S11424F6","S2454441","S2454463","S11416BB"]},{"Id":"cub_obi_activity1","Url":"https://teachengineering.org/activities/view/cub_obi_activity1","Title":"Obi-Wan Adobe: Engineering for Strength","Summary":"Students conduct an experiment to determine how varying the composition of a construction material affects its strength. They make several adobe bricks with differing percentages of sand, soil, fibrous material and water. They test the bricks for strength by dropping them onto a concrete surface from progressively greater heights. Students graph the experiment results and use what they learn to design their own special mix that maximizes the bricks\u0027 strength. During the course of the experiment, students learn about variables (independent, dependent, control) and the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e.","Type":"activity","Alignments":["S1141763","S11424F1","S11425A3","S2556095","S2558124","S1143502","S11434E1","S2454535","S2454470","S2454536","S11434C9","S2556092","S11416BE","S11416C0","S21199571"]},{"Id":"gat_mixture_activity1","Url":"https://teachengineering.org/activities/view/gat_mixture_activity1","Title":"Mixture Dualism of Blood","Summary":"Students learn about the separation techniques of sedimentation and centrifugation and investigate whether blood is a homogeneous or a heterogeneous mixture. Working in groups as if they are biomedical researchers, they employ the scientific method and make observations about the known characteristics of urine, milk and blood. They probe further by analyzing research on the properties and fractionation modes of blood. As students learn about certain strange characteristics with the fractionation behavior of blood, they formulate hypotheses on the unique nature of blood. Using provided materials —olive oil, tomato juice and petroleum jelly—they design an experiment and construct a blood model. They test their hypotheses by conducting experiments on the blood model, and then propose theories for the nature of blood as a mixture—arriving at the theory of mixture dualism in blood—that blood is a complex mixture system. An activity-guiding handout and PowerPoint® presentation are provided for this student-directed, project-based activity.","Type":"activity","Alignments":["S1131BE6","S1131BE9","S1131D7C","S1131BF8","S113E136","S2616747","S2616743","S1131BAF","S1131B99","S113E0DF","S113E0E2","S114174A","S114174D","S2471651","S1143613","S21199572","S21199518"]},{"Id":"ind-2472-trust-truss-design-wooden-bridge-activity","Url":"https://teachengineering.org/activities/view/ind-2472-trust-truss-design-wooden-bridge-activity","Title":"Trust in the Truss: Design a Wooden Bridge","Summary":"In this activity students design, construct, and test the strength of a wooden truss bridge and satisfy certain conditions like span, strength, and cost. Students perform the truss bridge strength estimation using a graphic interface that determine stress-compression on the truss elements using the method of joints. Students consider their materials’ hypothetical costs and test their constructed bridges to verify load strength. Expect that the bridges can resist at least 90% of their estimated strength and in case of failure, students have to determine the possible causes.","Type":"activity","Alignments":["S114174F","S1141750","S11416C1","S11416BE","S11416BF","S114176C","S114176F","S1141771","S11416CA","S11417AE","S11417AF","S11417B0","S11417B2","S2454607","S2454608","S2454609","S2487158","S2487159","S2487160","S2487161","S2487169","S2487170","S2487301","S2487302","S2487316","S2487317","S2487320","S2487434","S2487348","S2487162","S2487163","S2487164","S113EF39","S113EF3F","S113EF43","S114361E","S1143623","S114363E","S1143640","S1143641","S21199589","S21199585","S21199587","S21199480"]},{"Id":"wpi_empathy_activity1","Url":"https://teachengineering.org/activities/view/wpi_empathy_activity1","Title":"Super Slinger Engineering Challenge","Summary":"Students are challenged to design, build and test small-scale launchers while they learn and follow the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e. For the challenge, the \"slingers\" must be able to aim and launch Ping-Pong balls 20 feet into a goal using ordinary building materials such as tape, string, plastic spoons, film canisters, plastic cups, rubber bands and paper clips. Students first learn about defining the problem and why each step of the process is important. Teams develop solutions and determine which is the best based on design requirements. After making drawings, constructing and testing prototypes, they evaluate the results and make recommendations for potential second-generation prototypes.","Type":"activity","Alignments":["S103E219","S103E21A","S114174B","S2454534","S2454536","S11434E9","S11434EA","S2373212","S11416BE","S11416BF","S11416C1","S2730790","S21199550"]},{"Id":"duk_power_activity1","Url":"https://teachengineering.org/activities/view/duk_power_activity1","Title":"Power for Developing Countries","Summary":"Working in groups, students look at three different villages in various parts of Africa and design economically viable engineering solutions to answer the energy needs of the off-the-grid small towns, given limited budgets. Each village has different nearby resources, both renewable and nonrenewable. Student teams conduct research, make calculations, consider the options and create plans, which they present to the class. Through their investigations and planning of custom solutions for each locale, they experience the real-world engineering research and analysis steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e.","Type":"activity","Alignments":["S2363674","S2363712","S2363713","S2454533","S2454534","S11416BA","S11416BB","S11416BE","S11416BF","S11434D3","S2420081","S2454532","S21199513","S21199581","S21199530"]},{"Id":"uno_curiosity_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uno_curiosity_lesson01_activity1","Title":"Mars Rover App Creation","Summary":"Based on their experience exploring the Mars rover Curiosity and learning about what engineers must go through to develop a vehicle like Curiosity, students create Android apps that can control LEGO® MINDSTORMS® robots, simulating the difficulties the Curiosity rover could encounter. The activity goal is to teach students programming design and programming skills using MIT\u0027s App Inventor software as the vehicle for the learning. The (free to download) App Inventor program enables Android apps to be created using building blocks without having to actually know a programming language. At activity end, students are ready to apply what they learn to write other applications for Android devices.","Type":"activity","Alignments":["S1015327","S10039B5","S101E76E","S2454536","S2454534","S2454607","S11416BE","S11416BF","S11416C1","S21199589","S21199585"]},{"Id":"cub_space8_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_space8_lesson01_activity1","Title":"Into Space!","Summary":"While building and testing model rockets fueled by antacid tablets, students are introduced to the basic physics concepts on how rockets work. Students revise and improve their initial designs. Note: This activity is similar to the elementary-level film canister rockets activity, but adapted for middle school students.","Type":"activity","Alignments":["S11424D2","S11425BD","S2553794","S2553777","S11434EA","S2373212","S2373213","S11435A4","S1143549","S21199472"]},{"Id":"ind-2390-sweet-volume-polynomials-design-optimization","Url":"https://teachengineering.org/activities/view/ind-2390-sweet-volume-polynomials-design-optimization","Title":"A Sweet Volume: Designing a Jumbo Chocolate Bar Using Polynomials","Summary":"Playing the role of engineers in collaborations with the marketing and production teams in a chocolate factory, students design a container for a jumbo chocolate bar. The projects constraints mean the container has to be a regular trapezoidal prism. The design has to optimize the material used to construct the container; that is, students have to find the dimensions of the container with the maximum volume possible. After students come up with their design, teams present a final version of the product that includes creative branding and presentation. The problem-solving portion of this project requires students to find a mathematical process to express the multiple variables in the prism’s volume formula as a single variable cubic polynomial function. Students then use technology to determine the value for which this function has a maximum and, with this value, find the prism’s optimal dimensions.","Type":"activity","Alignments":["S2487280","S2487281","S2487282","S2487283","S2487284","S2487285","S2487286","S2487276","S2487295","S2487300","S2487278","S2487316","S11416BE","S11416BF","S11416C0","S2454608","S114362E","S11435EC","S11435EF","S114364A","S114364B","S11435D2","S11435E8"]},{"Id":"cub_aqueducts_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_aqueducts_lesson01_activity1","Title":"Let’s Build an Aqueduct!","Summary":"Students explore in detail how the Romans built aqueducts using arches—and the geometry involved in doing so. Building on what they learned in the associated lesson about how innovative Roman arches enabled the creation of magnificent structures such as aqueducts, students use trigonometry to complete worksheet problem calculations to determine semicircular arch construction details using trapezoidal-shaped and cube-shaped blocks. Then student groups use hot glue and half-inch wooden cube blocks to build model aqueducts, doing all the calculations to design and build the arches necessary to support a water-carrying channel over a three-foot span. They calculate the slope of the small-sized aqueduct based on what was typical for Roman aqueducts at the time, aiming to construct the ideal slope over a specified distance in order to achieve a water flow that is not spilling over or stagnant. They test their model aqueducts with water and then reflect on their performance.","Type":"activity","Alignments":["S11416BF","S11435E8","S2454607"]},{"Id":"cub-1971-monitoring-noise-levels-smart-device-physics","Url":"https://teachengineering.org/activities/view/cub-1971-monitoring-noise-levels-smart-device-physics","Title":"Monitoring Noise Levels with a Smart Device ","Summary":"Students learn the physical properties of sound, how it travels and how noise impacts human health—including the quality of student learning. They learn different techniques that engineers use in industry to monitor noise level exposure and then put their knowledge to work by using a smart phone noise meter app to measure the noise level at an area of interest, such as busy roadways near the school. They devise an experimental procedure to measure sound levels in their classroom, at the source of loud noise (such as a busy road or construction site), and in between. Teams collect data using smart phones/tablets, microphones and noise apps. They calculate wave properties, including frequency, wavelength and amplitude. A PowerPoint® presentation, three worksheets and a quiz are provided. ","Type":"activity","Alignments":["S11424DD","S11424DE","S2454556","S1143598","S1143638","S114363B","S1143569","S2553745","S2555911","S2555916","S2556116","S11435A4","S2366909","S2366910","S2366907","S2556124","S1141704","S21199610"]},{"Id":"rice2-2254-nanoparticles-photocatalytic-speed-filtration-system","Url":"https://teachengineering.org/activities/view/rice2-2254-nanoparticles-photocatalytic-speed-filtration-system","Title":"Nanoparticles at Photocatalytic Speed!","Summary":"Student teams learn how water filtration systems that use nanoparticles and nanotechnology can remove organic compounds from water. First they learn about the role nanoparticles play in water filtration.  Then they are introduced to the basics of nanoparticles and nanotechnology, focusing on the impacts and benefits this innovative technology has on our daily lives. Using methylene blue and methyl orange solutions, students test for the efficiency of photocatalytic nanoparticles to sanitize water. They expose a solution sample of water and methyl orange (the microbe indicator) with their newly-made water sanitation filters under UV light (sunlight) to activate the photocatalytic properties of three specific nanoparticles. They visually compare them with control samples to determine the best photocatalytic nanoparticle to sanitize water.","Type":"activity","Alignments":["S113F00A","S113F00B","S113F013","S113F035","S11416BE","S11416C0","S2454607","S2366907","S1143569"]},{"Id":"nyu_encoders_activity1","Url":"https://teachengineering.org/activities/view/nyu_encoders_activity1","Title":"Rotary Encoders \u0026 Human-Computer Interaction","Summary":"Students learn about rotary encoders and discover how they operate through hands-on experimentation. Rotary encoders are applied in tools to determine angle measurements and for translations of angular motion. One common rotary encoder application is in a computer\u0027s ball-type mouse—the ball itself is a type of rotary encoder. In this activity, students experiment with two rotary encoders, including one from a computer mouse and one created using a LEGO® MINDSTORMS® EV3 kit. They collect data to define and graph the relationship between the motion of the rotary encoder and its output.","Type":"activity","Alignments":["S114357A","S114357F","S1141750","S114363B","S11435A4","S21199589"]},{"Id":"wsu_big_chill_activity1","Url":"https://teachengineering.org/activities/view/wsu_big_chill_activity1","Title":"Reaction Exposed: The Big Chill!","Summary":"In the presence of water, citric acid and sodium bicarbonate (aka baking soda) react to form sodium citrate, water, and carbon dioxide. Students investigate this endothermic reaction. They test a stoichiometric version of the reaction followed by testing various perturbations on the stoichiometric version in which each reactant (citric acid, sodium bicarbonate and water) is strategically doubled or halved to create a matrix of the effect on the reaction. By analyzing the test matrix data, they determine the optimum quantities to use in their own production companies to minimize material cost and maximize carbon dioxide production. They use their test data to \"scale-up\" the system from a quart-sized ziplock bag to a reaction tank equal to the volume of their classroom. They collect data on reaction temperature and carbon dioxide production. More advanced students are challenged to theoretically predict the results using stoichiometry.","Type":"activity","Alignments":["S1143612","S2454544","S11435A4","S1143569","S2366907","S114363B","S2454608","S2412981","S2413204","S2413197","S2412544","S2413054","S2598834","S2598909","S21199479","S21199535"]},{"Id":"cub_intro_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_intro_lesson01_activity1","Title":"History and Testing Shapes of Strength for Buildings","Summary":"Students are introduced to brainstorming and the design process in problem solving as it relates to engineering. They perform an activity to develop and understand problem solving with an emphasis on learning from history. Using only paper, straws, tape and paper clips, they create structures that can support the weight of at least one textbook. In their first attempts to build the structures, they build whatever comes to mind. For the second trial, they examine examples of successful buildings from history and try again.","Type":"activity","Alignments":["S1141765","S2553849","S2454468","S2454469","S2454470","S11416BE","S11416BF","S114174A","S11434A2","S21199571","S21199570"]},{"Id":"the_best_insulator","Url":"https://teachengineering.org/activities/view/the_best_insulator","Title":"What Is the Best Insulator: Air, Styrofoam, Foil or Cotton?","Summary":"That heat flows from hot to cold is an unavoidable truth of life. People have put a lot of effort into stopping this natural physical behavior, however all they have been able to do is slow the process. Student teams investigate the properties of insulators in their attempts to keep cups of water from freezing, and once frozen, to keep them from melting.","Type":"activity","Alignments":["S103E20F","S103E1A2","S103E1A0","S1141763","S1141786","S2454438","S1143486","S1143488","S2454454","S2803427","S2803430","S21199490","S21199572"]},{"Id":"gat_robots_lesson01_activity1","Url":"https://teachengineering.org/activities/view/gat_robots_lesson01_activity1","Title":"Robots on Ice Engineering Challenge","Summary":"In a simulation of potential future space missions to Europa, one of Jupiter’s moons, student teams are challenged to direct a robot placed in an enclosed maze to search for and find the most “alien life.” The robot is equipped with a camera to send a live feed of its surroundings in the maze. Students control the robot from outside the maze by looking at the live feed on a smartphone and using the robot’s remote control, making a map as they go. The student teams compete as if they are space agencies creating their own exploratory systems to meet the challenge’s criteria and constraints and prove “in the field” that they have the best plan to win the mission contract and get the job. This activity simulates the real-world research of scientists and engineers developing a robot with the capabilities to explore under the ice-covered surface of Europa. ","Type":"activity","Alignments":["S1141704","S114177D","S1141702","S113201A","S2454533","S21199514","S21199472"]},{"Id":"cub_simple_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_simple_lesson01_activity1","Title":"Stack It Up!","Summary":"Students analyze and begin to design a pyramid. Working in engineering teams, they perform calculations to determine the area of the pyramid base, stone block volumes, and the number of blocks required for their pyramid base. They make a scaled drawing of the pyramid using graph paper.","Type":"activity","Alignments":["S114174A","S2558121","S2558349","S11434AE","S11436A3","S2454468","S11434F9","S11434F2","S2553845","S2553866"]},{"Id":"cub_solarcity_activity1","Url":"https://teachengineering.org/activities/view/cub_solarcity_activity1","Title":"Design a Solar City","Summary":"Students design and build a model city powered by the sun! They learn about the benefits of solar power, and how architectural and building engineers integrate photovoltaic panels into the design of buildings.","Type":"activity","Alignments":["S11417D6","S11424F3","S11424F6","S2454468","S2454440","S11434AE","S11434B1","S11416BE","S11416BF","S2558349","S2558352","S2553845","S11434F2","S21199571"]},{"Id":"uod-2267-sled-hockey-design-challenge-materials-engineering","Url":"https://teachengineering.org/activities/view/uod-2267-sled-hockey-design-challenge-materials-engineering","Title":"Sled Hockey Design Challenge","Summary":"Students are tasked with designing a special type of hockey stick for a sled hockey team—a sport designed for individuals with physical disabilities to play ice hockey. Using the engineering design process, students act as material engineers to create durable hockey sticks using a variety of materials. The stick designs will contain different interior structures that can hold up during flexure (or bending) tests. Following flexure testing, the students can use their results to iterate upon their design and create a second stick. ","Type":"activity","Alignments":["S2787973","S2787983","S2694947","S2695184","S11416BE","S11416BF","S11416C0","S11416C1","S2471193","S11435E8","S2454536","S2454533"]},{"Id":"wpi_amusement_park_ride","Url":"https://teachengineering.org/activities/view/wpi_amusement_park_ride","Title":"Amusement Park Ride: Ups and Downs in Design","Summary":"Students design, build and test model roller coasters using foam tubing, toothpicks and masking tape. As if they are engineers, teams compete to create the winning design based on costs and aesthetics. Guided by three worksheets, students prototype, test, evaluate and finalize their ideas, all while integrating energy concepts. The goal is to understand the basics of engineering design associated with kinetic and potential energy to create optimal roller coasters. The marble (roller coaster car) starts with potential energy that is converted to kinetic energy as it moves along the track. The diameter of the loops that the marble traverses without falling out depends on the kinetic energy obtained by the marble. ","Type":"activity","Alignments":["S103E1B6","S103E219","S103E21B","S2454533","S2454536","S2454487","S2454484","S2366907","S11434D2","S11434D3","S11434CE","S2544909","S2545226","S2545227","S2545207","S11416BE","S11416BF","S11416C0","S11416C1","S1141704","S1143549","S2545325","S21199579"]},{"Id":"cub_heartvalves_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_heartvalves_lesson01_activity1","Title":"Saving a Life: Heart Valve Replacement","Summary":"Students use their knowledge about how healthy heart valves function to design, construct and implant prototype replacement mitral valves for hypothetical patients\u0027 hearts. Building on what they learned in the associated lesson about artificial heart valves, combined with the testing and scoring of their prototype heart valve designs in this activity, students discover the pros and cons of different types of artificial heart valves based on materials, surgery requirements, and lifespan.","Type":"activity","Alignments":["S1142541","S2454533","S2454534","S1143681","S11434D3","S2454536","S2553802","S2553809","S11416BE","S11416BF","S1141704","S21199581","S21199539","S21199546"]},{"Id":"sneakers","Url":"https://teachengineering.org/activities/view/sneakers","Title":"Sneaking Up on Sneaker Design","Summary":"Students explore why different types of sneakers are used in a variety of common sports, and how engineers analyze design needs in sneakers and many other everyday items. The goal is for students to understand the basics of engineering associated with the design of athletic shoes. The design of  footware based on how it will be used involves bioengineering. Students analyze the foot movements in a variety of sports, develop design criteria for a specific sport, and make recommendations for requirements for the sneakers used in that sport.","Type":"activity","Alignments":["S103E212","S103E214","S2454468","S2454469","S11416BE","S11416BF","S21199572"]},{"Id":"cub_rockets_lesson05_activity1","Url":"https://teachengineering.org/activities/view/cub_rockets_lesson05_activity1","Title":"Constraints: Pop Rockets on a Shoestring Budget","Summary":"Students revisit the Pop Rockets activity from Lesson 3, in which mini paper rockets are powered by the chemical reaction of antacid-tablets and water in plastic film canisters. This time, however, the design of their pop rockets is limited by budgets and supplies. They get a feel for the constraints of real engineering projects as well as the opportunity to redesign and retest their rockets to make improvements. Rocket build instructions as well as activity-guiding budget/sketch and data worksheets are provided.","Type":"activity","Alignments":["S1141765","S2553849","S2454468","S2454469","S2454470","S11434F4","S11416BE","S11416BF","S114174A","S2390251","S2557991","S21199572","S21199575"]},{"Id":"cub_mars_lesson05_activity1","Url":"https://teachengineering.org/activities/view/cub_mars_lesson05_activity1","Title":"Egg-cellent Landing","Summary":"The purpose of this activity is to recreate the classic egg-drop experiment with an analogy to the Mars rover landing. The concept of terminal velocity will be introduced, and students will perform several velocity calculations. Also, students will have to design and build their lander within a pre-determined budget to help reinforce a real-world design scenario. ","Type":"activity","Alignments":["S1141769","S11424D2","S11425BD","S2553775","S2553808","S2454533","S1143680","S11434D2","S11416BE","S11416BF","S2454534","S21199579"]},{"Id":"bicycle_helmet_activity","Url":"https://teachengineering.org/activities/view/bicycle_helmet_activity","Title":"Design a Bicycle Helmet","Summary":"Students are introduced to the biomechanical characteristics of helmets, and are challenged to incorporate them into designs for helmets used for various applications. By doing this, they come to understand the role of engineering associated with safety products. The use of bicycle helmets helps to protect the brain and neck in the event of a crash. To do this effectively, helmets must have some sort of crushable material to absorb the collision forces and a strap system to make sure the protection stays in place. The exact design of a helmet depends on the needs and specifications of the user.","Type":"activity","Alignments":["S2454608","S2454607","S11416BC","S11416BF","S11416BE","S2730793","S2730792","S21199609"]},{"Id":"spfun-1876-night-light-pennant-lilymini-protosnap","Url":"https://teachengineering.org/activities/view/spfun-1876-night-light-pennant-lilymini-protosnap","Title":"Night-Light Pennant","Summary":"Students learn the functions of pre-programmed microcontroller units such as the LilyMini ProtoSnap as they use them to create light-up pennants with LED components. Students design their own felt pennants and sew on circuit components using conductive thread. This activity gives students hands-on experience with engineering technologies while making creative pennants with LED lights that can illuminate in three pre-programmed sequences: all on, breathing, and twinkle.","Type":"activity","Alignments":["S11424F4","S2454438","S21199474","S21199597"]},{"Id":"uoh_fluidmechanics_lesson02_activity1","Url":"https://teachengineering.org/activities/view/uoh_fluidmechanics_lesson02_activity1","Title":"Above-Ground Storage Tank Design Project","Summary":"At this point in the unit, students have learned about Pascal\u0027s law, Archimedes\u0027 principle, Bernoulli\u0027s principle, and why above-ground storage tanks are of major concern in the Houston Ship Channel and other coastal areas. In this culminating activity, student groups act as engineering design teams to derive equations to determine the stability of specific above-ground storage tank scenarios with given tank specifications and liquid contents. With their flotation analyses completed and the stability determined, students analyze the tank stability in specific storm conditions. Then, teams are challenged to come up with improved storage tank designs to make them less vulnerable to uplift, displacement and buckling in storm conditions. Teams present their analyses and design ideas in short class presentations. ","Type":"activity","Alignments":["S113EF38","S113EF39","S113EF3E","S113F0DC","S2454607","S2454608","S114363B","S1143638","S11435E4","S1143612","S1143598","S2366907","S2366909","S2487264","S2487121","S11416BE","S11416BF","S11416C1","S21199589","S21199479"]},{"Id":"cub_catapult_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_catapult_lesson01_activity1","Title":"Right on Target: Catapult Game","Summary":"Students experience the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e as they design and build accurate and precise catapults using common materials. They use their catapults to participate in a game in which they launch Ping-Pong balls to attempt to hit various targets.","Type":"activity","Alignments":["S2454468","S2454469","S2454470","S11416BE","S11416BF","S11416C1","S1141765","S21199575"]},{"Id":"cub_biomed_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_biomed_lesson01_activity1","Title":"Prosthetic Party: Build and Test Replacement Legs","Summary":"Student teams investigate biomedical engineering and the technology of prosthetics. Students create lower-leg prosthetic prototypes using various ordinary materials. Each team demonstrate its device\u0027s strength and consider its pros and cons, giving insight into the characteristics and materials biomedical engineers consider in designing artificial limbs.","Type":"activity","Alignments":["S11417F8","S1142541","S1142542","S2454533","S2454534","S11416BE","S11416BF","S21199579","S21199580"]},{"Id":"mis_alloy_lesson01_activity1","Url":"https://teachengineering.org/activities/view/mis_alloy_lesson01_activity1","Title":"Alloy the Way to Mars","Summary":"Acting as engineering teams, students take measurements and make calculations to determine the specific strength of various alloys and then report their data to the rest of the class. Using this class data, students write data-based recommendations to NASA regarding the best alloy to use in the construction of the engine and engine turbines for the Space Launch System that will eventually be used to transport astronauts to Mars. ","Type":"activity","Alignments":["S2454454","S11416C3","S11300E0","S11300C0","S2728493","S11416BE"]},{"Id":"ewh_suitup_activity1","Url":"https://teachengineering.org/activities/view/ewh_suitup_activity1","Title":"Biohazard Protection Design Project: Suit Up!","Summary":"Students learn about providing healthcare in a global setting and the importance of wearing protective equipment when treating patients with infectious diseases like Ebola. They learn about biohazard suits, heat transfer through conduction and convection and the engineering design cycle. Student teams design, create and test (and improve) their own Ebola biohazard suit prototypes that cover one arm and hand, including a ventilation system to cool the inside of the suit.","Type":"activity","Alignments":["S2363582","S2363633","S2454438","S2471299","S2470934","S21199571"]},{"Id":"ucd_kite_activity1","Url":"https://teachengineering.org/activities/view/ucd_kite_activity1","Title":"Design and Fly a Kite","Summary":"Students learn how to use wind energy to combat gravity and create lift by creating their own tetrahedral kites capable of flying. They explore different tetrahedron kite designs, learning that the geometry of the tetrahedron shape lends itself well to kites and wings because of its advantageous strength-to-weight ratio. Then they design their own kites using drinking straws, string, lightweight paper/plastic and glue/tape. Student teams experience the full engineering design cycle as if they are aeronautical engineers—they determine the project constraints, research the problem, brainstorm ideas, select a promising design and build a prototype; then they test and redesign to achieve a successful flying kite. Pre/post quizzes and a worksheet are provided. ","Type":"activity","Alignments":["S2598216","S2598217","S2598218","S2454468","S2454469","S2454470","S11416BE","S11416BF","S11416C0","S11416C1","S1141765","S2558123","S21199571","S21199570"]},{"Id":"duk_bycatchunit_musc_act","Url":"https://teachengineering.org/activities/view/duk_bycatchunit_musc_act","Title":"All Caught Up: Acting Out Bycatching Points of View","Summary":"Commercial fishing nets often trap \"unprofitable\" animals in the process of catching target species. In this activity, students experience the difficulty that fishermen experience while trying to isolate a target species when a variety of sea animals are found in the area of interest. Then the class discusses the large magnitude of this problem. Students practice data acquisition and analysis skills by collecting data and processing it to deduce trends on target species distribution. They conclude by discussing how bycatch impacts their lives and whether or not it is an important environmental issue that needs attention. At the end, students use their creativity and innovative skills to design nets or other methods, theoretically and/or through hands-on prototyping, that fisherman could use to help avoid bycatch.","Type":"activity","Alignments":["S1141716","S114174C","S1141763","S2454468","S11434AA","S11416BE","S11416BF","S1143681","S2366907","S11434B9","S2390253","S2419908","S2420066","S2419883","S2420041","S2419763","S21199512","S21199513","S21199525","S21199581"]},{"Id":"engineer_a_sneaker","Url":"https://teachengineering.org/activities/view/engineer_a_sneaker","Title":"Design Criteria-to-Working Model: Engineer a Sneaker","Summary":"Students learn the basics of engineering that go into the design of sneakers. The bottom or sole of sneakers provides support, cushioning, and traction. In addition, the sole is flexible and may have some fashion-based functions such as cool colors or added height. Sneakers are well-engineered products that use a mix of materials to create highly functional, useful shoes. For the open-ended activity challenge, students decide on specific design requirements, such as good traction or deep cushioning, and then use a variety of materials to build prototype shoes that meet the design criteria. Includes four guiding student worksheets.","Type":"activity","Alignments":["S2454468","S2454469","S11416BE","S11416BF","S11434B9","S11434F2","S2545030","S2545029","S103E214","S21199572"]},{"Id":"cub_human_lesson05_activity2","Url":"https://teachengineering.org/activities/view/cub_human_lesson05_activity2","Title":"The Beat Goes On","Summary":"In this activity, students learn about their heart rate and different ways it can be measured. Students construct a simple measurement device using clay and a toothpick, and then use this device to measure their heart rate under different circumstances (i.e., sitting, standing and jumping). Students make predictions and record data on a worksheet. ","Type":"activity","Alignments":["S11417F6","S1142559","S114255A","S2553940","S11434F2","S2470949","S21199490"]},{"Id":"tetrahedral_kites","Url":"https://teachengineering.org/activities/view/tetrahedral_kites","Title":"Building Tetrahedral Kites","Summary":"Working in teams of four, students build tetrahedral kites following specific instructions and using specific materials. They use the basic processes of manufacturing systems – cutting, shaping, forming, conditioning, assembling, joining, finishing, and quality control – to manufacture complete tetrahedral kites within a given time frame. Project evaluation takes into account team efficiency and the quality of the finished product.","Type":"activity","Alignments":["S103E223","S103E226","S103E22E","S103E0F2","S1141797","S1141799","S2454536","S21199598"]},{"Id":"cub_convshoes_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_convshoes_lesson01_activity1","Title":"Convertible Shoes: Function, Fashion and Design","Summary":"Student teams design and build shoe prototypes that convert between high heels and athletic shoes. They apply their knowledge about the mechanics of walking and running as well as shoe design (as learned in the associated lesson) to design a multifunctional shoe that is both fashionable and functional.","Type":"activity","Alignments":["S2555916","S114174F","S1141750","S2454608","S114363B","S2454607","S1143598","S2366907","S2553745","S11416BF","S11416BE","S1142466","S21199589","S21199585"]},{"Id":"duk_bycatchunit_musc_act2","Url":"https://teachengineering.org/activities/view/duk_bycatchunit_musc_act2","Title":"Let Your Ears Do the Walking","Summary":"Students experience a simulation of echolation, using the sensory method to walk along a path while blindfolded. This relates to the issue of bycatching by fisheries, which they learned about in the associated lesson. Bycatching affects marine animals, especially dolphins, which use echolocation to identify the location of objects in the water, but have difficulty identifying nets, and thus are often caught accidentally. Students learn how echolocation works, why certain animals use it to determine the size, shape and distance of objects, and how humans can potentially take advantage of dolphins\u0027 echolocation ability when developing bycatch avoidance methods.","Type":"activity","Alignments":["S2363715","S2363599","S2363614","S1141716","S114174A","S2454447","S2420041","S2420081","S2390252","S21199512"]},{"Id":"duk_hockey_music_act","Url":"https://teachengineering.org/activities/view/duk_hockey_music_act","Title":"Frictional Force in Hockey: The Puck Stops Here","Summary":"After learning about the concept of transfer of energy, specifically the loss of kinetic energy to friction, students get a chance to test friction. Student groups are each given a wooden block and different fabrics and weights and challenged to design the \"best\" puck. First the class defines what makes the \"best\" puck. They come to realize that the most desirable puck is the one that travels the farthest, thus the puck with the least amount of friction. In the context of hockey, the \"best\" puck is the one that travels farthest and loses the least kinetic energy to friction. Students then apply their knowledge of friction—the energy transfer from kinetic to heat energy—to design new, optimal pucks for the National Hockey League.","Type":"activity","Alignments":["S2363688","S2363652","S11417D8","S11417D9","S2454487","S2454536","S2373214","S2366907","S2419763","S2420160","S21199579"]},{"Id":"duk_yeast_mary_act","Url":"https://teachengineering.org/activities/view/duk_yeast_mary_act","Title":"How to Make Yeast Cells Thrive","Summary":"Students set up and run the experiments they designed in the Population Growth in Yeasts associated lesson, using simple yeast-molasses cultures in test tubes. Population growth is indicated by the amount of respiration occurring in the cultures, which in turn is indicated by the growth of carbon dioxide bubbles trapped within the culture tubes. Using this method, students test for a variety of environmental influences, such as temperature, food supply and pH. ","Type":"activity","Alignments":["S2420156","S2420416","S2363404","S2363665","S2363655","S1141790","S11417EB","S2454505","S11434E9","S1143569","S21199607","S21199610"]},{"Id":"duk_density_mary_act","Url":"https://teachengineering.org/activities/view/duk_density_mary_act","Title":"Determining Densities","Summary":"Students use two different methods to determine the densities of a variety of materials and objects. The first method involves direct measurement of the volumes of objects that have simple geometric shapes. The second is the water displacement method, used to determine the volumes of irregularly shaped objects. After the densities are determined, students create x-y scatter graphs of mass versus volume, which reveal that objects with densities less than water (floaters) lie above the graph\u0027s diagonal (representing the density of water), and those with densities greater than water (sinkers) lie below the diagonal.","Type":"activity","Alignments":["S2363671","S2363646","S2420179","S2420130","S2420156","S114174D","S1143549","S114351D","S11435E8","S11435E4","S2419999","S2420406","S2420413","S11434E9","S1143516","S21199609","S21199606","S21199605","S21199514","S21199607","S21199610"]},{"Id":"earthquake_city","Url":"https://teachengineering.org/activities/view/earthquake_city","Title":"Build an Earthquake City","Summary":"Students build miniature model cities using sugar, bouillon and gelatin cubes. The cities are put through simulated earthquakes to see which cube structures withstand the shaking movements the best.","Type":"activity","Alignments":["S11417AA","S11434E9","S2454536","S11416BE","S11416BF","S2730789","S2803211","S2803639","S2803637","S11434EA","S2366907","S21199579","S21199581"]},{"Id":"csm_sanfran_activity1","Url":"https://teachengineering.org/activities/view/csm_sanfran_activity1","Title":"Earthquakes Living Lab: Geology and the 1906 San Francisco Quake","Summary":"Students examine the effects of geology on earthquake magnitudes and how engineers anticipate and prepare for these effects. Using information provided through the Earthquakes Living Lab interface, students investigate how geology, specifically soil type, can amplify the magnitude of earthquakes and their consequences. Students look in-depth at the historical 1906 San Francisco earthquake and its destruction thorough photographs and data. They compare the 1906 California earthquake to another historical earthquake in Kobe, Japan, looking at the geological differences and impacts in the two regions, and learning how engineers, geologists and seismologists work to predict earthquakes and minimize calamity. A worksheet serves as a student guide for the activity.","Type":"activity","Alignments":["S11425AE","S11425B6","S11425B7","S2454530","S21199555","S21199556"]},{"Id":"insect_trap_activity","Url":"https://teachengineering.org/activities/view/insect_trap_activity","Title":"Build Your Own Insect Trap","Summary":"Students design and construct devices to trap insects that are present in the area around the school. The objective is to ask the right design questions and conduct the right tests to determine if the traps work .","Type":"activity","Alignments":["S101D0D7","S101E0C9","S2454468","S11416BE","S11416BF","S21199571","S21199572"]},{"Id":"cub_gravityfed_activity1","Url":"https://teachengineering.org/activities/view/cub_gravityfed_activity1","Title":"Gravity-Fed Water System for Developing Communities\t","Summary":"Students learn about water poverty and how water engineers can develop appropriate solutions to a problem that is plaguing nearly a sixth of the world\u0027s population. Students follow the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e to design a gravity-fed water system. They choose between different system parameters such as pipe sizes, elevation differentials between entry and exit pipes, pipe lengths and tube locations to find a design that provides the maximum flow and minimum water turbidity (cloudiness) at the point of use. In this activity, students play the role of water engineers by designing and building model gravity-fed water systems, learning the key elements necessary for viable projects that help improve the lives people in developing communities.","Type":"activity","Alignments":["S11424D2","S2454533","S21199579","S21199581"]},{"Id":"uoh_polymer_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uoh_polymer_lesson01_activity1","Title":"Bridging to Polymers: Thermoset Lab","Summary":"Students act as engineers to learn about the strengths of various epoxy-amine mixtures and observe the unique characteristics of different mixtures of epoxies and hardeners. Student groups make and optimize thermosets by combining two chemicals in exacting ratios to fabricate the strongest and/or most flexible thermoset possible.","Type":"activity","Alignments":["S113EF52","S113EF54","S2454538","S2454540","S11417A2","S1141704","S1143569","S2487378","S2487283","S11435A4"]},{"Id":"ucsb_robotics_activity1","Url":"https://teachengineering.org/activities/view/ucsb_robotics_activity1","Title":"Thinking Robotics: Teaching Robots to Make Decisions","Summary":"Students learn basic concepts of robotic logic and programming by working with Boe-Bot robots—a simple programmable robotic platform designed to illustrate basic robotic concepts. Under the guidance of the instructor and a provided lab manual, student groups build simple circuits and write codes to make their robots perform a variety of tasks, including obstacle and light detection, line following and other motion routines. Eight sub-activities focus on different sensors, including physical sensors, phototransistors and infrared headlights. Students test their newly acquired skills in the final activity, in which they program their robots to navigate an obstacle course.","Type":"activity","Alignments":["S2513644","S2513642","S2454609","S2471652","S2366907","S2366909","S2598372","S1141704","S21199503"]},{"Id":"uoh_elliptical_table_activity1","Url":"https://teachengineering.org/activities/view/uoh_elliptical_table_activity1","Title":"Designing an Elliptical Pool Table","Summary":"Students learn about the mathematical characteristics and reflective property of ellipses by building their own elliptical-shaped pool tables. After a slide presentation introduction to ellipses, student “engineering teams” follow the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e to develop prototypes, which they research, plan, sketch, build, test, refine, and then demonstrate, compare and share with the class. Using these tables as models to explore the geometric shape of ellipses, they experience how particles rebound off the curved ellipse sides and what happens if particles travel through the foci. They learn that if a particle travels through one focal point, then it will travel through the second focal point regardless of what direction the particle travels.","Type":"activity","Alignments":["S2487277","S2487310","S11416BF","S1141750","S1143562","S1143580","S21199585","S21199591"]},{"Id":"nyu_boom_activity1","Url":"https://teachengineering.org/activities/view/nyu_boom_activity1","Title":"Boom Construction","Summary":"Student teams design their own booms (bridges) and engage in a friendly competition with other teams to test their designs. Each team strives to design a boom that is light, can hold a certain amount of weight, and is affordable to build. Teams are also assessed on how close their design estimations are to the final weight and cost of their boom \"construction.\" This activity teaches students how to simplify the math behind the risk and estimation process that takes place at every engineering firm prior to the bidding phase—when an engineering firm calculates how much money it will take to build the project and then \"bids\" against other competitors.","Type":"activity","Alignments":["S2489015","S1141750","S1143598","S2454608","S2784003","S11416BE","S11416BF","S11416C1","S2366907","S2366909","S1143593","S114363B","S2488579","S2488581","S2489090","S2489089","S21199589","S21199586"]},{"Id":"uoh_cleandrink_activity1","Url":"https://teachengineering.org/activities/view/uoh_cleandrink_activity1","Title":"Clean Enough to Drink: Making Devices to Filter Dirty Water","Summary":"Students act as engineers contracted by NASA to create water filtration devices that clean visible particulates from teacher-prepared \"dirty water.\" They learn about the worldwide need for potable water and gain appreciation for why water quality is an important issue for people on Earth as well as on the International Space Station. Working in groups, students experience the entire \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, including a read-aloud book about the water cycle; a visiting water engineer presentation; their own online research about filter methods and designs; group brainstorming of designs (using ordinary household materials); filter construction and testing; redesign and retesting; lab book documentation of their notes, research, plans and results; and a summary poster presentation at a mini-engineering fair. Two design planning worksheets, a poster layout suggestion sheet and a grading rubric are provided.","Type":"activity","Alignments":["S2454469","S2454470","S113EF10","S2454468","S113EF0B","S11416BE","S11416BF","S11416C0","S21199571"]},{"Id":"cub_biomed_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_biomed_lesson03_activity1","Title":"Clearing a Path to the Heart","Summary":"Following the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e and acting as biomedical engineers, student teams use everyday materials to design and develop devices and approaches to unclog blood vessels. Through this open-ended design project, they learn about the circulatory system, biomedical engineering, and conditions that lead to heart attacks and strokes.","Type":"activity","Alignments":["S11417F8","S1141769","S1142540","S1142542","S2454536","S11434D3","S2454533","S2454534","S11434D2","S2553808","S2553809","S11416BE","S11416BF","S11416C1"]},{"Id":"wpi_empathy_activity4","Url":"https://teachengineering.org/activities/view/wpi_empathy_activity4","Title":"Automatic Floor Cleaner Computer Program Challenge","Summary":"Students learn more about assistive devices, specifically biomedical engineering applied to computer engineering concepts, with an engineering challenge to create an automatic floor cleaner computer program. Following the steps of the design process, they design computer programs and test them by programming a simulated robot vacuum cleaner (a LEGO robot) to move in designated patterns. Successful programs meet all the design requirements.","Type":"activity","Alignments":["S103E219","S103E22F","S114174B","S2454533","S2454534","S11416BE","S11416BF","S11416C1","S21199572"]},{"Id":"csu_polymer_lesson01_activity1","Url":"https://teachengineering.org/activities/view/csu_polymer_lesson01_activity1","Title":"Let\u0027s Make Silly Putty","Summary":"Students make two different formulations of imitation Silly Putty with varying degrees of cross-linking. They witness how changes in the degree of cross-linking influence the putty properties.","Type":"activity","Alignments":["S1142467","S2454540","S2454607","S11416BE","S11416BF","S21199589","S21199592"]},{"Id":"cub_enveng_lesson07_activity2","Url":"https://teachengineering.org/activities/view/cub_enveng_lesson07_activity2","Title":"Cleaning the Air ","Summary":"Engineers design methods of removing particulate matter from industrial sources to minimize negative effects of air pollution. In this activity, students undertake a similar engineering challenge as they design and build a filter to remove pepper from an air stream without blocking more than 50% of the air.","Type":"activity","Alignments":["S2553794","S2558083","S2373212","S2373213","S2454533","S2454534","S2454531","S11416BF","S11416BE","S11416C0","S21199513","S21199579"]},{"Id":"cub_environ_lesson09_activity3","Url":"https://teachengineering.org/activities/view/cub_environ_lesson09_activity3","Title":"Water Power","Summary":"Students observe a model waterwheel to investigate the transformations of energy involved in turning the blades of a hydro-turbine. They work as engineers to create model waterwheels while considering resources such as time and materials, in their designs. Students also discuss and explore the characteristics of hydropower plants.","Type":"activity","Alignments":["S1141716","S11417D6","S2454468","S2454469","S2454440","S11416BE","S114174A","S1142476","S11424F3","S2553937","S114346F"]},{"Id":"ucd_bottlerockets_activity1","Url":"https://teachengineering.org/activities/view/ucd_bottlerockets_activity1","Title":"Water Bottle Rockets","Summary":"What makes rockets fly straight? What makes rockets fly far? Why use water to make the rocket fly? Students are challenged to design and build rockets from two-liter plastic soda bottles that travel as far and straight as possible or stay aloft as long as possible. Guided by the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, students first watch a video that shows rocket launch failures and then participate in three teacher-led mini-activities with demos to explore key rocket design concepts: center of drag, center of mass, and momentum and impulse. Then the class tests four combinations of propellants (air, water) and center of mass (weight added fore or aft) to see how these variables affect rocket distance and hang time. From what they learn, student pairs create their own rockets from plastic bottles with cardboard fins and their choices of propellant and center of mass placement, which they test and refine before a culminating engineering field day competition. Teams design for maximum distance or hang time; adding a parachute is optional. Students learn that engineering failures during design and testing are just steps along the way to success.","Type":"activity","Alignments":["S11416BE","S11416BF","S11416C0","S2454534","S2598287","S2454479","S2598228","S2454536","S2598289"]},{"Id":"cub_energy_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_energy_lesson01_activity1","Title":"Swinging Pendulum","Summary":"This activity demonstrates how potential energy (PE) can be converted to kinetic energy (KE) and back again. Given a pendulum height, students calculate and predict how fast the pendulum will swing by understanding conservation of energy and using the equations for PE and KE. The equations are justified as students experimentally measure the speed of the pendulum and compare theory with reality.","Type":"activity","Alignments":["S11417D8","S11424D5","S11424D7","S2553794","S2454487","S2454484","S11434EA","S2373213","S1143517","S114352E","S11434D3","S2555936","S2553809","S2556070","S2553760","S2557978"]},{"Id":"cub_soundandlight_lesson1_activity1","Url":"https://teachengineering.org/activities/view/cub_soundandlight_lesson1_activity1","Title":"Make Some Waves","Summary":"In this activity, students use their own creativity (and their bodies) to make longitudinal and transverse waves. Through the use of common items, they will investigate the difference between longitudinal and transverse waves. ","Type":"activity","Alignments":["S11424F3","S2454443","S2454421","S21199512"]},{"Id":"cub_energy2_lesson07_activity1","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson07_activity1","Title":"Build an Anemometer to Measure Wind Speed","Summary":"Students create their own anemometers—instruments for measuring wind speed. They see how an anemometer measures wind speed by taking measurements at various school locations. They also learn about different types of anemometers, real-world applications, and how wind speed information helps engineers decide where to place wind turbines.","Type":"activity","Alignments":["S11417D6","S2553928","S2471046","S2470787","S114346D","S11434B9","S2553903","S114259E","S114174A","S2470995"]},{"Id":"cub_sound_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_sound_lesson02_activity1","Title":"String Telephones","Summary":"Students investigate how sound travels through string and air. First, they analyze the sound waves with a paper cup attached to a string. Then, they combine the string and cup with a partner to model a string telephone. Finally, they are given a design challenge to redesign the string telephone for distance. They think about their model as it compares a modern telephone and the impact the invention of the telephone has had on society.","Type":"activity","Alignments":["S11417C7","S2454470","S114174A"]},{"Id":"bos-2701-3d-printing-cad-software-activity","Url":"https://teachengineering.org/activities/view/bos-2701-3d-printing-cad-software-activity","Title":"A Little Bit of Everything About 3D Printing","Summary":"Through this approximately three-day activity, students learn about the different types of 3D printers. They focus on Fused Deposition Modeling (FDM) printing, the parts of 3D printers, how to use CAD software (in particular, OnShape), and complete an engineering challenge (a hook to hold a mass) using 3D printing. There is some room for discussion and reflection on 3D printing at the end of the lesson. Teachers should have prerequisite knowledge of 3D printing and using CAD software (OnShape is used here). If they do not have this prerequisite knowledge, checking out some YouTube videos may be helpful.","Type":"activity","Alignments":["S2454607"]},{"Id":"uof-2723-environment-plants-soil-properties-activity","Url":"https://teachengineering.org/activities/view/uof-2723-environment-plants-soil-properties-activity","Title":"A Radish Home: Creating an Ideal Environment for Plants","Summary":"Students explore the properties of different soil types to better understand how soil can also have an impact on plant life. As they learn about the different properties of soil, they will be able to create an environment using recycled materials to sprout a radish seed. ","Type":"activity","Alignments":["S1130863","S113085B","S2570586","S2570575","S1143460","S1143468","S2454416","S2454407"]},{"Id":"umo-2550-brain-waves-applications-analysis-activity","Url":"https://teachengineering.org/activities/view/umo-2550-brain-waves-applications-analysis-activity","Title":"Studying Brain Waves","Summary":"Students expand their understanding of brain waves and the electroencephalogram (EEG). After learning about five different types of brain waves (delta, theta, alpha, beta, and gamma) and their associated characteristics and behaviors, students briefly learn about the electrocardiogram (ECG) and electromyogram (EMG) and their similarities to EEG. After reviewing the basics of brain waves, students are introduced to three mathematical techniques used to manipulate and examine EEG data: Fast Fourier Transform (FFT), Power Spectral Density (PSD), and bandpass filter. While they are not expected to learn about the mathematical details of these three tools, students are expected to know what each tool is used for in analyzing wave data. Students review and expand on their existing knowledge of brain waves and analysis methods while also learning how to identify abnormalities in brain waves and make educated guesses about the cause(s) of them.","Type":"activity","Alignments":["S2471378","S2454556","S11417DA"]},{"Id":"uok-2216-wastewater-treatment-plant-model-water-quality","Url":"https://teachengineering.org/activities/view/uok-2216-wastewater-treatment-plant-model-water-quality","Title":"Creating Mini Wastewater Treatment Plants","Summary":"Student teams design and then create small-size models of working filter systems to simulate multi-stage wastewater treatment plants. Drawing from assorted provided materials (gravel, pebbles, sand, activated charcoal, algae, coffee filters, cloth) and staying within a (hypothetical) budget, teams create filter systems within 2-liter plastic bottles to clean the teacher-made simulated wastewater (soap, oil, sand, fertilizer, coffee grounds, beads). They aim to remove the water contaminants while reclaiming the waste material as valuable resources. They design and build the filtering systems, redesigning for improvement, and then measuring and comparing results (across teams): reclaimed quantities, water quality tests, costs, experiences and best practices. They conduct common water quality tests (such as turbidity, pH, etc., as determined by the teacher) to check the water quality before and after treatment.","Type":"activity","Alignments":["S11416BB","S11416C0","S2454573","S2454604","S2597795","S2597827","S2897071","S1143569","S2454608","S11416BE","S11416BF","S11416C1","S2597833"]},{"Id":"wpi_hospital_activity1","Url":"https://teachengineering.org/activities/view/wpi_hospital_activity1","Title":"Future Hospitals: Robotics and Automated Patient Care Engineering","Summary":"Students further their understanding of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e while combining mechanical engineering and bioengineering to create an automated medical device. During the activity, students are given a fictional client statement and are required to follow the steps of the design process to create medical devices that help reduce the workload for hospital workers and increase the quality of patient care.","Type":"activity","Alignments":["S103E219","S103E21A","S103E22F","S114173F","S1141740","S114174B","S114174C","S114174D","S2454533","S2454534","S2454536","S11416BE","S11416BF","S11416C1","S2730785","S2730787","S2730786","S2730790","S2730789","S21199472","S21199572","S21199581"]},{"Id":"cub_mechanics_lesson06_activity3","Url":"https://teachengineering.org/activities/view/cub_mechanics_lesson06_activity3","Title":"Exploring Center of Gravity in Motion Caption Technology","Summary":"Students learn how motion capture (mo-cap) technology enables computer animators to create realistic effects. They learn the importance of center of gravity in animation and how to use the concept of center of gravity in writing an action scene. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world — concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.","Type":"activity","Alignments":["S21199512"]},{"Id":"nds-2224-bio-engineering-proteins-dna-modeling-testing","Url":"https://teachengineering.org/activities/view/nds-2224-bio-engineering-proteins-dna-modeling-testing","Title":"Bio-Engineering: Making and Testing Model Proteins ","Summary":"Students act as if they are biological engineers following the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e to design and create protein models to replace the defective proteins in a child’s body. Jumping off from a basic understanding of DNA and its transcription and translation processes, students learn about the many different proteins types and what happens if protein mutations occur. Then they focus on structural, transport and defense proteins during three challenges posed by the R\u0026D bio-engineering hypothetical scenario. Using common classroom supplies such as paper, tape and craft sticks, student pairs design, sketch, build, test and improve their own protein models to meet specific functional requirements: to strengthen bones (collagen), to capture oxygen molecules (hemoglobin) and to capture bacteria (antibody). By designing and testing physical models to accomplish certain functional requirements, students come to understand the relationship between protein structure and function. They graph and analyze the class data, then share and compare results across all teams to determine which models were the most successful. Includes a quiz, three worksheets and a reference sheet.","Type":"activity","Alignments":["S11416BE","S11416C0","S11416C1","S2454562","S2454563","S1143569","S103D014","S103D0A0","S2454607","S11416BF","S2549922","S2549262","S11435A4","S2366907","S2549915","S2454608"]},{"Id":"rice_erruption_activity1","Url":"https://teachengineering.org/activities/view/rice_erruption_activity1","Title":"What Makes an Eruption Explosive?","Summary":"Students learn about the underlying factors that can contribute to Plinian eruptions (which eject large amounts of pumice, gas and volcanic ash, and can result in significant death and destruction in the surrounding environment), versus more gentle, effusive eruptions. Students explore two concepts related to the explosiveness of volcanic eruptions, viscosity and the rate of degassing, by modelling the concepts with the use of simple materials. They experiment with three fluids of varying viscosities, and explore the concept of degassing as it relates to eruptions through experimentation with carbonated beverage cans. Finally, students reflect on how the scientific concepts covered in the activity connect to useful engineering applications, such as community evacuation planning and implementation, and mapping of safe living zones near volcanoes. A PowerPoint® presentation and student worksheet are provided.","Type":"activity","Alignments":["S2471829","S113EF7E","S113EF52","S21199515"]},{"Id":"cub_mechanics_lesson02_activity2","Url":"https://teachengineering.org/activities/view/cub_mechanics_lesson02_activity2","Title":"Hanging Around: Gravity and Slinky Spring Scales","Summary":"Students learn about weight by building a spring scale from a slinky and observing how it responds to objects with different masses.","Type":"activity","Alignments":["S11424EC","S2557977","S2454481","S2454479","S2557984","S2390253","S11434E9","S2366907","S21199515"]},{"Id":"csm_designingfordisaster_activity1","Url":"https://teachengineering.org/activities/view/csm_designingfordisaster_activity1","Title":"Earthquakes Living Lab: Designing for Disaster","Summary":"Students learn about factors that engineers take into consideration when designing buildings for earthquake-prone regions. Using online resources available through the Earthquakes Living Lab, students explore the consequences of subsurface ground type and building height on seismic destruction. Working in pairs, students think like engineers to apply what they have learned to sketches of their own building designs intended to withstand strong-magnitude earthquakes. A worksheet serves as a student guide for the activity.","Type":"activity","Alignments":["S11425AE","S11424A8","S2454530","S21199555","S21199556"]},{"Id":"cla_activity1_household_watt_meter","Url":"https://teachengineering.org/activities/view/cla_activity1_household_watt_meter","Title":"Watt Meters to Measure Energy Consumption","Summary":"Students use watt meters to measure the power required and calculate energy used from various electrical devices and household appliances.","Type":"activity","Alignments":["S11417D9","S10019BC","S101ADBD","S101CF08","S101128D","S10070A0","S10115EB","S11434D3","S1143680","S1143682","S2488896","S2488897","S2488881","S2488883","S11434D2","S2471308","S2471320","S2471543","S2471601"]},{"Id":"cla_activity2_efficiency_heating","Url":"https://teachengineering.org/activities/view/cla_activity2_efficiency_heating","Title":"Efficiency of a Water Heating System","Summary":"Students use a watt meter to measure energy input into a hot plate or hot pot used to heat water.  The theoretical amount of energy required to raise the water by the measure temperature change is calculated and compared to the electrical energy input to calculate efficiency.","Type":"activity","Alignments":["S11417D9","S102382A","S100E433","S101917B","S101CF08","S101128D","S10070A0","S101017D","S100A822","S101EF6F","S1014BA7","S10234C7","S1012E9B","S101E621","S100916C","S1012808","S1026D16","S1008594","S10083A6","S1016140","S101B385","S10019BC","S1143612","S114362A","S2454486","S2489016","S2489056","S2783853","S21199602"]},{"Id":"cla_activity4_energy_perspectives","Url":"https://teachengineering.org/activities/view/cla_activity4_energy_perspectives","Title":"Energy Perspectives","Summary":"Students utilize data tables culled from the US DOE Energy Information Agency to create graphs that illustrate what types of energy we use and how we use it. An MS Excel workbook with several spreadsheets of data is provided. Students pick (or the teacher assigns) one of the data tables from which students create plots and interpret the information provided. Student groups share with the class their interpretations and new perspectives on energy resources and use.","Type":"activity","Alignments":["S11417D9","S1012E9B","S1012808","S10068BA","S10019BC","S100A441","S101F15B","S114353B","S1143549","S2454532","S2488995","S2489006","S2783905","S2366907","S2366910","S2488579","S2488582","S21199603"]},{"Id":"cla_activity2_energy_carousel","Url":"https://teachengineering.org/activities/view/cla_activity2_energy_carousel","Title":"Energy in Our Lives Carousel","Summary":"Students discover that they already know a lot about energy through their own life experiences. As active consumers of various forms of energy, they are aware of energy purchases for electricity, home heating/cooling and transportation. Through the pedagogical technique of a \"carousel,\" all students become involved in brainstorming and contributing ideas. The goal is to introduce students to key terms and issues associated with energy, as a prerequisite for the rest of the unit. ","Type":"activity","Alignments":["S11417D9","S2454532","S2783905","S21199472"]},{"Id":"cla_activity3_energy_systems","Url":"https://teachengineering.org/activities/view/cla_activity3_energy_systems","Title":"Energy Systems","Summary":"Posters are provided for several different energy conversion systems. Students are provided with cards that give the name and a description of each of the components in an energy system. They match these with the figures on the diagram. Since the groups look at different systems, they also describe their results to the class to share their knowledge.","Type":"activity","Alignments":["S11416F1","S10070A0","S2471438","S2471308","S11417D9"]},{"Id":"cla_activity1_efficiency_electromech","Url":"https://teachengineering.org/activities/view/cla_activity1_efficiency_electromech","Title":"Efficiency of an Electromechanical System","Summary":"Students use LEGO® motors and generators to raise washers a measured height. They compare the work done by the motor-generator systems with the energy inputs to calculate efficiency.","Type":"activity","Alignments":["S11417D9","S102382A","S100E433","S101917B","S101CF08","S101128D","S10070A0","S101017D","S100A822","S101EF6F","S1014BA7","S10234C7","S1012E9B","S101E621","S100916C","S1012808","S1026D16","S1008594","S10083A6","S1016140","S101B385","S10019BC","S2454487","S2454536","S1143681","S11434D3","S2488897","S2488882","S2783854","S2783910","S21199602"]},{"Id":"cla_activity1_renewable","Url":"https://teachengineering.org/activities/view/cla_activity1_renewable","Title":"Enough Energy? Play the Renew-a-Bead Game","Summary":"The “renew-a-bead game” provides youngsters with a quantitative illustration of how non-renewable resources are depleted while renewable resources continue to provide energy. Student pairs remove beads—representing units of renewable and non-renewable energy—from a bag—representing a country. A certain number of beads are removed from the bag each \"year.\" At some point, no non-renewable (fossil fuel) energy beads remain. Since groups/countries have different ratios of renewable and non-renewable energy beads in their bags, they compare the remaining beads and time when they ran out of energy to see the value of utilizing a greater proportion of renewable resources as a sustainable energy approach. A student worksheet with instructions, data collection table and discussion questions is provided.","Type":"activity","Alignments":["S11417D8","S100E433","S101CF08","S101128D","S10268DC","S1014BA7","S10234C7","S10182BF","S10068BA","S1005E5F","S10019BC","S1143681","S2454532","S2783905","S2366907","S2488882","S2488579","S2488994","S1143548","S21199513"]},{"Id":"cla_activity2_energy_sources_research","Url":"https://teachengineering.org/activities/view/cla_activity2_energy_sources_research","Title":"Energy Sources Research","Summary":"Fact sheets are provided for several different energy resources as a starting point for students to conduct literature research on the way these systems work and their various pros and cons. Students complete a worksheet for homework or take in-class time for research and presentation of their findings to the class. This approach requires students to learn for themselves and teach each other, rather than having the teacher lecture about the subject matter.","Type":"activity","Alignments":["S10070A0","S101EF6F","S1020A02","S2454532","S2783905","S11416BB","S21199513"]},{"Id":"cla_problem_solving_activity2","Url":"https://teachengineering.org/activities/view/cla_problem_solving_activity2","Title":"Solving Energy Problems","Summary":"The culminating energy project is introduced and the technical problem solving process is applied to get students started on the project. By the end of the class, students should have a good perspective on what they have already learned and what they still need to learn to complete the project.","Type":"activity","Alignments":["S114174B","S114174C","S1003BFF","S1007834","S1015C52","S100EA33","S1001C0F","S100B2C7","S101BE03","S101EF6F","S1020A02","S2454533","S2783907","S21199536","S21199531"]},{"Id":"cla_human_power_activity","Url":"https://teachengineering.org/activities/view/cla_human_power_activity","Title":"Human Power","Summary":"Students do work by lifting a known mass over a period of time. The mass and measured distance and time is used to calculate force, work, energy and power in metric units. The students\u0027 power is then compared to horse power and the power required to light 60-watt light bulbs.","Type":"activity","Alignments":["S11417D8","S11417DA","S102382A","S101917B","S101CF08","S101128D","S100916C","S100A9BC","S1012808","S102529A","S101B385","S10019BC","S11434D2","S11434D3","S2488897","S2488896","S2366907","S2366909","S2488579","S2488581","S2454484","S2783851"]},{"Id":"cla_activity3_household_light_bulbs","Url":"https://teachengineering.org/activities/view/cla_activity3_household_light_bulbs","Title":"Light vs. Heat Bulbs","Summary":"Students measure the light output and temperature (as a measure of heat output) for three types of light bulbs to identify why some light bulbs are more efficient (more light with less energy) than others.","Type":"activity","Alignments":["S11417D8","S1014BA7","S10234C7","S1012E9B","S1012808","S1026D16","S102529A","S10083A6","S1005E5F","S10019BC","S100E433","S101917B","S101ADBD","S101CF08","S101128D","S10070A0","S10115EB","S100C135","S1020A02","S1143516","S1143681","S2488882","S2488897","S2488946","S11434D3","S2454486","S2783853","S21199475"]},{"Id":"cla_activity1_forms_states","Url":"https://teachengineering.org/activities/view/cla_activity1_forms_states","Title":"Energy Forms and States Demonstrations","Summary":"Demonstrations explain the concepts of energy forms (sound, chemical, radiant [light], electrical, atomic [nuclear], mechanical, thermal [heat], and states (potential, kinetic).","Type":"activity","Alignments":["S11417D8","S10070A0","S10115EB","S1020FBA","S2454487","S2454483","S11434D3","S1143517","S2783850","S2783854","S21199495"]},{"Id":"cla_egg_drop_activity1","Url":"https://teachengineering.org/activities/view/cla_egg_drop_activity1","Title":"Egg Drop","Summary":"A process for technical problem solving is introduced and applied to a fun demonstration. Given the success with the demo, the iterative nature of the process can be illustrated.","Type":"activity","Alignments":["S114174C","S2454534","S2783908","S21199578"]},{"Id":"uow-2692-living-walls-arduino-sensing-toolkit","Url":"https://teachengineering.org/activities/view/uow-2692-living-walls-arduino-sensing-toolkit","Title":"Living Walls: Choosing a Location with Arduino","Summary":"Living walls or vertical gardens can elevate indoor spaces, improve aesthetics, and bring nature inside. But how do living walls after the surrounding environment? Is it possible that living walls can improve the atmosphere where they exist? In this activity, students use an Arduino Sensing Toolkit to monitor their environment. Students collect data on CO2, temperature, and relative humidity. They then apply this data to a real-world situation of adding a living wall to a specific location and justifying their answer with data.","Type":"activity","Alignments":["S2454531","S2454533","S2454534","S2454535","S2771390","S2771394","S2771395","S2771396","S21199513","S21199581"]},{"Id":"uoh-2765-concrete-composites-lab-activity","Url":"https://teachengineering.org/activities/view/uoh-2765-concrete-composites-lab-activity","Title":"Concrete Composites Lab","Summary":"Materials engineering allows for the design and testing of a variety of different properties so engineers can make decisions on the types of materials to use in a particular structure. In this activity, students create an assigned composite of cement by mixing the concrete with different percentages of black carbon and other material. They then test the physical and chemical properties of their composite to see what properties are improved by the addition of the black carbon. After the class data is collected and all the composites tested are compared to each other, the groups can improve their concrete composite by looking at the group data and re-testing to see if their changes resulted in improvements.","Type":"activity","Alignments":["S2454538","S2454541","S21199607","S21199589","S113EE79","S113EE9C","S113EE9F"]},{"Id":"duk_friction_smary_act","Url":"https://teachengineering.org/activities/view/duk_friction_smary_act","Title":"Sliding and Stuttering","Summary":"Students use a spring scale to drag an object such as a ceramic coffee cup along a table top or the floor. The spring scale allows them to measure the frictional force that exists between the moving cup and the surface it slides on. By modifying the bottom surface of the cup, students find out what kinds of surfaces generate more or less friction.","Type":"activity","Alignments":["S2420081","S2363652","S2363688","S2363629","S2363357","S2363367","S2363383","S114175A","S2454479","S11434EA","S2373212","S2373213","S1143549","S11434E9","S2420156","S2420179","S2420157","S11434D3","S21199606"]},{"Id":"cub_simp_machines_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_simp_machines_lesson02_activity1","Title":"Tools and Equipment, Part I","Summary":"Through a series of activities, students discover that the concept of mechanical advantage describes reality fairly well. They act as engineers creating a design for a ramp at a construction site by measuring four different inclined planes and calculating the ideal mechanical advantage versus the actual mechanical advantage of each. Then, they use their analysis to make recommendations for the construction site.","Type":"activity","Alignments":["S1141769","S11424D2","S11424D3","S2553794","S2558083","S1143638","S114362A","S2454533","S2555911","S2555887","S1143549","S11435D2","S2558042","S2556155","S21199579"]},{"Id":"cub_energy_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_energy_lesson03_activity1","Title":"Bouncing Balls: Collisions, Momentum \u0026 Math in Sports","Summary":"Students examine how different balls react when colliding with different surfaces, giving plenty of opportunity for them to see the difference between elastic and inelastic collisions, learn how to calculate momentum, and understand the principle of conservation of momentum. ","Type":"activity","Alignments":["S2553809","S2557977","S2471255","S1143533","S1143517","S2471266","S2471256","S11424D2","S11424D3","S2555936","S11434D3","S11434E9","S2556070","S21199515"]},{"Id":"cub_electricity_lesson04_activity2","Url":"https://teachengineering.org/activities/view/cub_electricity_lesson04_activity2","Title":"Materials Switcheroo: Construct Simple Electrical Switches","Summary":"In this hands-on activity, students practice the crosscutting concept that engineers improve existing technologies or develop new ones that benefit society. Using the science and engineering practices of making observations and generating multiple solutions, students make sense of the phenomenon of electricity as they construct a simple switch using objects of various types of materials. Students utilize the disciplinary core concepts of testing and communicating ideas to determine what objects and what types of materials can be used to close a switch in a circuit and light a light bulb. ","Type":"activity","Alignments":["S114174A","S11417D7","S11424F4","S11424F5","S2558343","S2454469","S2454454"]},{"Id":"rice-2781-recycle-water-cleaning-device-activity","Url":"https://teachengineering.org/activities/view/rice-2781-recycle-water-cleaning-device-activity","Title":"Recycle Home Toilet Water","Summary":"Fresh water is a limited and valuable natural resource, and engineers play a key role in designing systems that provide fresh water to everyone. In this activity, students learn about water conservation and how water is cycled naturally on Earth and through the wastewater management system. Using parts of the engineering design process, students design a system that allows blackwater to be recycled at the place of use (for example, near a toilet or home as opposed to at a wastewater treatment plant. Students then explain how this recycled water could then be reused as effluent toilet water. ","Type":"activity","Alignments":["S2472153","S2454604","S2454607"]},{"Id":"uof-2624-absorbing-airplane-noise-activity","Url":"https://teachengineering.org/activities/view/uof-2624-absorbing-airplane-noise-activity","Title":"Absorbing Airplane Noise! ","Summary":"Modern commercial aircraft are incredible examples of aerospace engineering, but they also emit large amounts of noise (as well as carbon emissions). That’s where engineering plays another role: to design buildings that can withstand or limit the amount of noise from a machine! In this activity, students engineer a solution to reduce airplane noise for a school located directly next to a large international airport. Using the engineering design process, they construct a model building that best keeps out loud sound so that students in the school are not disturbed throughout the day. Students research and use a variety of materials to create and build a model building (about 30 cm by 30 cm by 30 cm) that is soundproof or lets in the least amount of sound. Materials cost money and students are limited to a given budget. Each building is tested and re-tested based on what worked and what did not not work well.","Type":"activity","Alignments":["S2454403","S2454417","S2366907","S11439C4","S2572014","S2572568","S2454416","S11416BE","S11416BF","S11416C1"]},{"Id":"cla_activity1_energy_intelligence","Url":"https://teachengineering.org/activities/view/cla_activity1_energy_intelligence","Title":"Energy Intelligence Agency","Summary":"In an active way, students discover a few critical facts about how we use energy and how much energy we use. Each student has a \"clue,\" some of which are pertinent energy facts and others are silly statements that are clearly unrelated to the topic. Students mingle and ask each other for clues until they have collected all the facts they need. This provides a more interactive way to communicate energy statistics, compared to a lecture and introduction with board work. The goal is to introduce students to some key terms and issues associated with energy as a necessary prerequisite for the remainder of the unit. ","Type":"activity","Alignments":["S11434D3","S1143682","S2454532","S2488897","S2488896","S2488883","S11434D2","S2783905","S21199513","S21199531"]},{"Id":"uok-2216-tracing-fluorescent-plastics-aquatic-environment","Url":"https://teachengineering.org/activities/view/uok-2216-tracing-fluorescent-plastics-aquatic-environment","Title":"Tracing Fluorescent Plastics in an Aquatic Environment ","Summary":"Student teams investigate the migration of small-particle plastic pollution by exposing invertebrates found in water samples from a local lake or river to fluorescent bead fragments in a controlled environment of their own designs. Students begin by reviewing the composition of food webs and considering the ethics of studies on live organisms. In their model microcosms, they set up a food web so as to trace the microbead migration from one invertebrate species to another. Students use blacklights and microscopes to observe and quantify their experimental results. They develop diagrams that explain their investigations—modeling the ecological impacts of microplastics.","Type":"activity","Alignments":["S11416BB","S11416C0","S2454573","S2454604","S2597795","S2597827","S1143569","S2897071"]},{"Id":"cub_mix_lesson2_activity1","Url":"https://teachengineering.org/activities/view/cub_mix_lesson2_activity1","Title":"Engineering and the Periodic Table","Summary":"Students learn about the periodic table and how pervasive the elements are in our daily lives. After reviewing the table organization and facts about the first 20 elements, they play an element identification game. They also learn that engineers incorporate these elements into the design of new products and processes. Acting as computer and animation engineers, students creatively express their new knowledge by creating a superhero character based on of the elements they now know so well. They will then pair with another superhero and create a dynamic duo out of the two elements, which will represent a molecule.","Type":"activity","Alignments":["S11424E5","S2454471","S1142471","S21199515"]},{"Id":"nyu_angularvelocity_activity1","Url":"https://teachengineering.org/activities/view/nyu_angularvelocity_activity1","Title":"Angular Velocity: Sweet Wheels","Summary":"Students analyze the relationship between wheel radius, linear velocity and angular velocity by using LEGO® MINDSTORMS® EV3 robots. Given various robots with different wheel sizes and fixed motor speeds, they predict which has the fastest linear velocity. Then student teams collect and graph data to analyze the relationships between wheel size and linear velocity and find the angular velocity of the robot given its motor speed. Students explore other ways to increase linear velocity by changing motor speeds, and discuss and evaluate the optimal wheel size and desired linear velocities on vehicles. ","Type":"activity","Alignments":["S1141750","S2454607","S2489083","S2489242","S11435A5","S11435A4","S2489239","S2489244","S1143638","S1143647","S2784002","S21199589","S21199610"]},{"Id":"rice-2643-amazing-hydrogels-polymers-activity","Url":"https://teachengineering.org/activities/view/rice-2643-amazing-hydrogels-polymers-activity","Title":"To Infinity and Beyond: The Amazing Hydrogels","Summary":"This activity provides students with the background necessary to understand chelation—a type of bonding of ions and molecules to metal ions—to create hydrogels. During the activity, students use sodium alginate, an extract from brown seaweed, to create hydrogels. By using alginate-based compounds (in other words, compounds extracted from brown algae), these hydrogels are also nontoxic and non-inflammatory. All these properties make the alginates ideal for applications in pharmaceuticals, wound care, hygiene, and optometry. ","Type":"activity","Alignments":["S2471669","S2454538","S113EE76","S113EE7F"]},{"Id":"mis-2819-python-conditionals-artificial-intelligence-technology","Url":"https://teachengineering.org/activities/view/mis-2819-python-conditionals-artificial-intelligence-technology","Title":"Python Conditionals Using AI Technology","Summary":"One way for engineers to be effective in creating designs is to understand technology tools support their efforts. These technology tools themselves are often designed by engineers! In this activity, students utilize Google\u0027s Colab and Google\u0027s Bard to master writing “if” statements in Python while also analyzing the effectiveness of an AI tool to define future success criteria for engineers developing tools like Bard. Engaging in various activities, students delve into the significance of conditionals, understanding how they enhance code readability and enable more innovative programming approaches. Moreover, students venture into exploring the effectiveness of AI technologies in programming, providing insightful suggestions for refining and engineering future AI tools.","Type":"activity","Alignments":["S2454607","S2454609"]},{"Id":"uoh-2785-heat-transfer-solar-dryers-activity","Url":"https://teachengineering.org/activities/view/uoh-2785-heat-transfer-solar-dryers-activity","Title":"Heat Transfer in Solar Dryers","Summary":"Understanding the concepts of conduction, convection and radiation help engineers design and build systems that employ the process of heat transfer. In this activity, students use a hair dryer, hot plate and a heat lamp to show the three types of heat transfer and how these processes can be used in agricultural engineering applications. They compare the time it takes for each process and, as they learn about these processes, students delve deeper into why there are time differences for each.","Type":"activity","Alignments":["S2485712","S113EF77","S2454552"]},{"Id":"cla_activity3_energy_choices_game","Url":"https://teachengineering.org/activities/view/cla_activity3_energy_choices_game","Title":"Energy Choices Game","Summary":"Use this board game to introduce the concepts of energy use in our lives and the very real impact that personal choices can have on our energy consumption, energy bills and fuel supply. The game begins as students select cards that define their modes of transportation and home design. The players roll dice and move around the board, landing on \"choice\" or \"situation\" blocks and selecting cards that describe consumer choices and real-life events that impact their energy consumption and annual energy bills. As the players pass gasoline stations or energy bill gates, they must pay annual expenses as defined by their original cards, with amounts altered by the choices they\u0027ve made along the way. Gasoline cards are collected to represent total consumption. Too many gas-guzzling vehicles can result in total depletion of their gasoline supply – at which point everyone must walk or ride the bus. At the end of the game, the players count their remaining dollars to determine the winner. Discussion questions probe the students to interpret what choices they made and which situations they encountered had the most impact on their energy consumption and energy bills. All game board, card and money files are available online free of charge.","Type":"activity","Alignments":["S1014BA7","S10234C7","S1012E9B","S1012808","S10068BA","S10019BC","S10268DC","S101F15B","S2454532","S2783905","S21199513","S21199546"]},{"Id":"ind-2837-earth-critical-zone-edible-model-cross-sections","Url":"https://teachengineering.org/activities/view/ind-2837-earth-critical-zone-edible-model-cross-sections","Title":"Exploring the Earth’s Critical Zone with Edible Model Cross Sections","Summary":"The Critical Zone is the layer of the Earth that extends from bedrock to treetops. It is within this layer that rock, soil, water, air, and living organisms interact and shape the Earth\u0027s surface. It is also here where all known life on Earth exists!  In this activity, students learn about and explore the critical zone by creating their own cross-section out of food treats. ","Type":"activity","Alignments":["S2454448","S2454461"]},{"Id":"ucla_superball_activity1","Url":"https://teachengineering.org/activities/view/ucla_superball_activity1","Title":"How High Can a Super Ball Bounce?","Summary":"Students determine the coefficient of restitution (or the elasticity) for super balls. Working in pairs, they drop balls from a meter height and determine how high they bounce. They measure, record and repeat the process to gather data to calculate average bounce heights and coefficients of elasticity. Then they use data analysis and extrapolate to determine the height the ball would bounce if dropped from much higher heights.","Type":"activity","Alignments":["S2598154","S2513791","S2513789","S2513779","S1143460","S114345B","S1143468","S2454421","S2366907","S2366910","S2390245","S2513673","S2513780","S2513645","S2513790","S114346F","S1143462","S1143450","S2390250","S2513642","S2513697","S2513738","S2513792","S21199490","S21199484"]},{"Id":"uof-2742-operation-airdrop-protect-cargo-design","Url":"https://teachengineering.org/activities/view/uof-2742-operation-airdrop-protect-cargo-design","Title":"Operation Airdrop: Designing a Solution to Protect Cargo","Summary":"Introduce students to engineering design through this unique scenario—an airdrop! In this activity, students design and build a mechanism that can airdrop food aid and supplies to a county (or country) that is cut off from access via land, due to a natural disaster. The small design teams must work together to create the equipment needed to keep the resources intact after the airdrop, using the techniques of an orb-weaver spider in their design that successfully transports the food once it has landed and present their findings.","Type":"activity","Alignments":["S113084D","S1130848","S2454352","S2454395","S2454403"]},{"Id":"uof-2745-hands-free-reading-structure-engineering-design","Url":"https://teachengineering.org/activities/view/uof-2745-hands-free-reading-structure-engineering-design","Title":"Reading Hands-free Is the Way for Me!","Summary":"Reading is fundamental, but so is engineering design! In this activity, students plan, design and create a structure that holds a book and, therefore, allows a person to read hands-free. Students then test their design and try to improve upon it by making the composition more stable so that it can hold more weight. Eventually students discuss the needs for this product and explain how their structure opposes gravity to enhance day-to-day tasks.","Type":"activity","Alignments":["S2454416","S2454417","S1130874","S2448767"]},{"Id":"ind-2761-chasing-sun-solar-panel-activity","Url":"https://teachengineering.org/activities/view/ind-2761-chasing-sun-solar-panel-activity","Title":"Chasing the Sun","Summary":"Solar energy has almost limitless potential to power our needs, and best of all it is exceptionally clean! However, the challenge lays in how to harness that energy in an effective manner—and that’s where engineers come in. In this activity, students learn how the sun can help us make electricity with a device called a solar panel. They are then presented with the challenge of the stationary solar panel versus the moving sun. Using the behavior of a sunflower following the sun throughout the day, students build upon and apply their knowledge of solar patterns, solar energy and plant needs as they engineer model solar panels that move to follow the path of the sun. ","Type":"activity","Alignments":["S113084F","S1130894","S2454416","S2454417","S2454418"]},{"Id":"ucb-2791-periodic-table-intro-elements-activity","Url":"https://teachengineering.org/activities/view/ucb-2791-periodic-table-intro-elements-activity","Title":"Periodic Table Intro: Parts of a Whole","Summary":"The Periodic Table is an icon of organizing for chemistry as well as other disciplines including chemical engineering. The table also represents an important way to understand how to sort and identify objects based on specific criteria. In this activity, students submit a picture of a unique “one-of-a-kind” item they own. They then create diagrams that sort these various items based on categories of their choosing. They discuss the process as a class, drawing upon similarities to the creation of the Periodic Table: identifying individual characteristics of an object/element, and sorting objects/elements into rows and columns based on similar characteristics. ","Type":"activity","Alignments":["S2454537","S2598291"]},{"Id":"cub_energy2_lesson08_activity2","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson08_activity2","Title":"Waterwheel Work: Energy Transformations and Rotational Rates","Summary":"Students learn the history of the waterwheel and common uses for water turbines today. They explore kinetic energy by creating their own experimental waterwheel from a two-liter plastic bottle. They investigate the transformations of energy involved in turning the blades of a hydro-turbine into work, and experiment with how weight affects the rotational rate of the waterwheel. Students also discuss and explore the characteristics of hydroelectric plants.","Type":"activity","Alignments":["S11417D6","S11424F6","S11424F3","S2553938","S2553903","S11434F3","S11434F4","S11434AE","S1143500","S2454440","S2454470","S21199597"]},{"Id":"cub_simp_machines_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_simp_machines_lesson03_activity1","Title":"Machines and Tools, Part II","Summary":"In this activity, students gain first-hand experience with the mechanical advantage of pulleys. Students are given the challenge of helping save a whale by moving it from an aquarium back to its natural habitat into the ocean. They set up different pulley systems, compare the theoretical and actual mechanical advantage of each and discuss their recommendations as a class.","Type":"activity","Alignments":["S1141769","S11424D2","S11424D3","S2553794","S2454533","S1143510","S1143514","S2553774","S2556065","S1143513","S21199579"]},{"Id":"ball_bounce_experiment","Url":"https://teachengineering.org/activities/view/ball_bounce_experiment","Title":"Reverse Engineering: Ball Bounce Experiment","Summary":"Many of today\u0027s popular sports, like soccer, basketball, and tennis, involve using balls, but each ball is unique in its own way. These balls are carefully created with special features to make playing each sport a fun and exciting experience. Students explore the concept of reverse engineering to understand how and why engineers use it. Then, students investigate how different balls bounce by dropping them from various heights and create graphs to show their findings. Through their investigation and analysis, they are able to reverse-engineer different characteristics of several types of balls.","Type":"activity","Alignments":["S103E20F","S103E212","S2545051","S2545052","S2545127","S2545047","S2545050","S2545054","S1141786","S1143488","S1143501","S11434F4","S21199490","S21199492","S21199600","S21199470","S21199572"]},{"Id":"cub_pveff_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_pveff_lesson01_activity1","Title":"A New Angle on Photovoltaic Solar Panel Efficiency","Summary":"Students examine how the orientation of a photovoltaic (PV) panel relative to the sun affects the efficiency of the panel. Using sunshine (or a lamp) and a small PV panel connected to a digital multimeter, students vary the angle of the solar panel, record the resulting current output on a worksheet, and plot their experimental results. ","Type":"activity","Alignments":["S11417E0","S11417E1","S11424CA","S11424CE","S2558339","S2556124","S2454607"]},{"Id":"ucd_strongholds_activity1","Url":"https://teachengineering.org/activities/view/ucd_strongholds_activity1","Title":"The Strongest Strongholds","Summary":"Students work together in small groups, while competing with other teams, to explore the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e through a tower building challenge. They are given a set of design constraints and then conduct online research to learn basic tower-building concepts. During a two-day process and using only tape and plastic drinking straws, teams design and build the strongest possible structure. They refine their designs, incorporating information learned from testing and competing teams, to create stronger straw towers using fewer resources (fewer straws). They calculate strength-to-weight ratios to determine the winning design.","Type":"activity","Alignments":["S2598217","S114174A","S2454468","S2454469","S2598216","S2454470","S11416BE","S11416BF","S2598218","S2513762","S2513642","S2366907","S11434B9","S11416C1","S21199571","S21199572"]},{"Id":"uot-2766-gel-engineering-mixture-solution-activity","Url":"https://teachengineering.org/activities/view/uot-2766-gel-engineering-mixture-solution-activity","Title":"Gel Engineering","Summary":"Which properties of matter work best in a particular design? In this activity, students explore the physical properties of matter and experience the engineering design process by designing, creating, and testing gels. Their challenge is to design gels to exhibit a specific property of matter, such as magnetism, conductivity, or high density.  In this collaborative, hands-on activity students become engineers who design their own gels as a team. ","Type":"activity","Alignments":["S113F119","S113F11E","S2454455","S2454454","S2454468","S2454469","S2454470"]},{"Id":"usu-1961-everyday-problems-introduction-engineering-design","Url":"https://teachengineering.org/activities/view/usu-1961-everyday-problems-introduction-engineering-design","Title":"Solving Everyday Problems Using the Engineering Design Cycle","Summary":"Students are introduced to two real-life problems that can be solved by using the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e. For the first one, they follow along with a slide presentation that describes how a group of students built an organizer to help organize their teacher’s desk. The presentation introduces students to the key steps in the engineering design process. Next, in discussion groups, they read through a scenario in which middle school student Marisol struggles to keep their locker organized. They read the case study together, stopping and discussing at key points to share ideas and consider Marisol’s progress as they moves through the engineering design cycle to design and implement a solution. As an optional hands-on activity extension, students construct their own locker organizer using scrap materials. This introduction to the engineering design process sets up students to be able to conduct their own real-world design projects. A case study handout, group leader discussion sheet and slide presentation are provided. ","Type":"activity","Alignments":["S2730793","S2730796","S2454533","S2454536","S11416BE","S11416BF","S21199542","S21199581"]},{"Id":"wst_environmental_lesson02_activity3","Url":"https://teachengineering.org/activities/view/wst_environmental_lesson02_activity3","Title":"Red Cabbage Chemistry","Summary":"Students take advantage of the natural ability of red cabbage juice to perform as a pH indicator to test the pH of seven common household liquids. Then they evaluate the accuracy of the red cabbage indicator, by testing the pH of the liquids using an engineer-designed tool, pH indicator strips. Like environmental engineers working on water remediation or water treatment projects, understanding the chemical properties (including pH) of contaminants is important for safeguarding the health of environmental water sources and systems.","Type":"activity","Alignments":["S2596629","S2471193","S21199515"]},{"Id":"design_a_parachute","Url":"https://teachengineering.org/activities/view/design_a_parachute","Title":"Design a Parachute","Summary":"After a discussion about what a parachute is and how it works, students create parachutes using different materials that they think will work best. They test their designs, and then contribute to a class discussion (and possible journal writing) to report which paper materials worked best.","Type":"activity","Alignments":["S103E21B","S103E21D","S114351B","S1143549","S2545325","S2545143","S11416BE","S2454536","S21199579","S21199495"]},{"Id":"cub_pveff_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_pveff_lesson02_activity1","Title":"Photovoltaics \u0026 Temperature: Ice, Ice, PV!","Summary":"Students examine how the power output of a photovoltaic (PV) solar panel is affected by temperature changes. Using a 100-watt lamp and a small PV panel connected to a digital multimeter, teams vary the temperature of the panel and record the resulting voltage output. They plot the panel\u0027s power output and calculate the panel\u0027s temperature coefficient.","Type":"activity","Alignments":["S11417E0","S11417E1","S11424CA","S11424CE","S2556155","S2555916","S2454604","S1143605","S1143638"]},{"Id":"uno_accelerometer_lesson02_activity1","Url":"https://teachengineering.org/activities/view/uno_accelerometer_lesson02_activity1","Title":"Exploring Acceleration with an Android\t","Summary":"Students conduct an experiment to study the acceleration of a mobile Android device. During the experiment, they run an application created with MIT\u0027s App Inventor that monitors linear acceleration in one-dimension. Students use an acceleration vs. time equation to construct an approximate velocity vs. time graph. Students will understand the relationship between the object\u0027s mass and acceleration and how that relates to the force applied to the object, which is Newton\u0027s second law of motion.","Type":"activity","Alignments":["S100186E","S10232FD","S1023972","S100485F","S1015516","S2378146","S2454546","S11435EC","S2679970","S21199585"]},{"Id":"wst_environmental_lesson03_activity1","Url":"https://teachengineering.org/activities/view/wst_environmental_lesson03_activity1","Title":"Density Column Lab - Part 1","Summary":"In this first part of a two-part lab activity, students use triple balance beams and graduated cylinders to take measurements and calculate the densities of several common, irregularly shaped objects with the purpose to resolve confusion about mass and density. After this activity, conduct the associated Density Column Lab - Part 2 activity before presenting the associated Density \u0026 Miscibility lesson for discussion about concepts that explain what students have observed.","Type":"activity","Alignments":["S2477661","S2477683","S11434EA","S11434D2","S11434D3","S11435A4","S1143549","S1143682","S2477585","S2477586","S2477662","S2477572","S2477684","S2477928","S11434E9","S1143548","S2596629","S21199515"]},{"Id":"van_mri_act_less_1","Url":"https://teachengineering.org/activities/view/van_mri_act_less_1","Title":"Visualizing Magnetic Field Lines","Summary":"Students take the concept of etch-a-sketch a step further. Using iron filings, they begin visualizing magnetic field lines. To do so, they use a compass to read the direction of the magnet\u0027s magnetic field. Then, as they rotate the filings about the magnet, they observe the behavior of iron filings near the magnet. Finally, students study the behavior of iron filings suspended in mineral oil, which displays the magnetic field in three dimensions.","Type":"activity","Alignments":["S11417FC","S10245A5","S21199477"]},{"Id":"cub_space8_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_space8_lesson02_activity1","Title":"My Moon Colony","Summary":"Students are introduced to the futuristic concept of the moon as a place people can inhabit. They brainstorm what people would need to live on the moon and then design a fantastic Moon colony and decide how to power it. Students use the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, which includes researching various types of energy sources and evaluating which would be best for their moon colonies.","Type":"activity","Alignments":["S11425BD","S2454533","S11416BE","S11416BF"]},{"Id":"cub_earth_lesson04_activity1","Url":"https://teachengineering.org/activities/view/cub_earth_lesson04_activity1","Title":"Wild Wind! Making Weather Vanes to Find Prevailing Winds","Summary":"Students learn the difference between global, prevailing, and local winds. They make wind vanes out of paper, straws, and soda bottles and use them to measure wind direction over time. They analyze their data to draw conclusions about the local prevailing winds.","Type":"activity","Alignments":["S2557984","S2454468","S114259E","S11425A0","S2557983","S11416BE","S11416BF","S2390252","S2366910","S21199512"]},{"Id":"spfun_paper_circuits_activity1","Url":"https://teachengineering.org/activities/view/spfun_paper_circuits_activity1","Title":"Paper Circuits Greeting Cards","Summary":"Light up your love with paper circuits this Valentine’s Day—no soldering required! Create a sure-to-impress flashing birthday card or design a light-up Christmas card—all with paper circuits! In this activity, students are guided through the process to create simple paper circuitry using only copper tape, a coin cell battery, a light-emitting diode (LED) and small electronic components such as a LilyPad Button Board. Making light-up greeting cards with paper circuitry is great way to teach the basics of how circuits function while giving students an outlet to express their artistic creativity.","Type":"activity","Alignments":["S114246A","S11424CF","S114174F","S2471714","S2471716","S1143AC8","S1143ACE","S21199585","S21199503"]},{"Id":"cub_housing_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_housing_lesson01_activity1","Title":"Solar Water Heater","Summary":"Student teams design and build solar water heating devices that mimic those used in residences to capture energy in the form of solar radiation and convert it to thermal energy. This thermal energy is next transferred to water (to be used as domestic hot water) in the form of heat. In doing this, students gain a better understanding of the three different types of heat transfer, each of which plays a role in the solar water heater design. Once the model devices are constructed, students perform efficiency calculations and compare designs.","Type":"activity","Alignments":["S1141750","S11424BD","S11424CE","S2555916","S1143612","S2553746","S2454553","S114363B","S11416BE","S21199535"]},{"Id":"cub_energy2_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson03_activity1","Title":"Stations of Light","Summary":"Student groups rotate through four stations to examine light energy behavior: refraction, magnification, prisms and polarization. They see how a beam of light is refracted (bent) through various transparent mediums. While learning how a magnifying glass works, students see how the orientation of an image changes with the distance of the lens from its focal point. They also discover how a prism works by refracting light and making rainbows. And, students investigate the polar nature of light using sunglasses and polarized light film.","Type":"activity","Alignments":["S11434B0","S2454445","S2454438","S1142476","S2558351","S21199512"]},{"Id":"ucd_newton_lesson03_activity1","Url":"https://teachengineering.org/activities/view/ucd_newton_lesson03_activity1","Title":"Sliding Textbooks","Summary":"In the culminating activity of the unit, students explore and apply their knowledge of forces, friction, acceleration and gravity in a two-part experiment. First, student groups measure the average acceleration of a textbook pulled along a table by varying weights (with optional extensions, such as with the addition of a pulley or an inclined plane). Then, with a simple modification to the same experimental setup, teams test different surfaces for the effects of friction, graphing and analyzing their results. Students also consider the real-world applications for high- and low-friction surfaces for different situations and purposes, seeing how forces play a role in engineering design and material choices.","Type":"activity","Alignments":["S2598228","S2454479","S11434C8","S11434C9","S11434E9","S2366909","S2366907","S2514035","S2513644","S2513642","S2514003","S2513998","S1141704"]},{"Id":"cub_human_lesson05_activity1","Url":"https://teachengineering.org/activities/view/cub_human_lesson05_activity1","Title":"Blood Cell Basics","Summary":"Students make a proportional model of blood out of red gelatin, a plastic bag, and rice. They learn about the different components that make up blood and investigate what happens when the arteries and veins experience buildup from cholesterol. They will then work in pairs to brainstorm ways to clean our clogged arteries. ","Type":"activity","Alignments":["S11417F6","S114255A","S114255B","S2557983","S2553804","S1143681","S21199487"]},{"Id":"uoh_crystals_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uoh_crystals_lesson01_activity1","Title":"Rock Candy Your Body: Exploring Crystallization ","Summary":"Students see and learn how crystallization and inhibition occur by making sugar crystals with and without additives in a supersaturation solution, testing to see how the additives may alter crystallization, such as by improving crystal growth by more or larger crystals. After three days, students analyze the differences between the control crystals and those grown with additives, researching and attempting to deduce why certain additives blocked crystallization, showed no change or improved growth. Students relate what they learn from the rock candy experimentation to engineering drug researchers who design medicines for targeted purposes in the human body. Conduct the first half of this activity one day before presenting the associated lesson, Body Full of Crystals. Then conduct the second half of the activity. ","Type":"activity","Alignments":["S113EF3A","S113F054","S11416C0","S2454544"]},{"Id":"wsu_heat_activity","Url":"https://teachengineering.org/activities/view/wsu_heat_activity","Title":"To Heat or Not to Heat?","Summary":"Students are introduced to various types of energy with a focus on thermal energy and types of heat transfer as they are challenged to design a better travel thermos that is cost efficient, aesthetically pleasing and meets the design objective of keeping liquids hot. They base their design decisions on material properties such thermal conductivity, cost and function. These engineering and science concepts are paired with student experiences to build an understanding of heat transfer as it plays a role in their day-to-day lives. While this introduction only shows the top-level concepts surrounding the mathematics associated with heat transfer; the skills become immediately useful as students apply what they know to solve an engineering challenge. ","Type":"activity","Alignments":["S2598833","S2598828","S2598759","S2598830","S2413054","S11416BF","S2454554","S2454553","S114364A","S11435A4","S1143612","S2413204","S2412981","S2413080","S114363B"]},{"Id":"csm_platetectonics_activity1","Url":"https://teachengineering.org/activities/view/csm_platetectonics_activity1","Title":"Earthquakes Living Lab: The Theory of Plate Tectonics ","Summary":"Students gather evidence to explain the theory of plate tectonics. Using the online resources at the Earthquakes Living Lab, students examine information and gather evidence supporting the theory. They also look at how volcanoes and earthquakes are explained by tectonic plate movement, and how engineers use this information. Working in pairs, students think like engineers and connect what they understand about the theory of plate tectonics to the design of structures for earthquake-resistance. A worksheet serves as a student guide for the activity.","Type":"activity","Alignments":["S11424A8","S2454530","S21199555"]},{"Id":"unm-2490-conductive-circuit-card-company-activity","Url":"https://teachengineering.org/activities/view/unm-2490-conductive-circuit-card-company-activity","Title":"Consult for the Conductive Circuit Card Company ","Summary":"Students engage as engineering consultants for a firm called the “Conductive Circuit Card Company” to design and make a prototype greeting card using conductive paints. This company has made its LED light-up cards using copper tape for its circuits, but the company has determined that it takes too long to apply the tape. In line with the industry’s shift to printing circuits, the company has purchased a flexible electronics printing machine. Student reverse-engineer a copper tape card, analyzing how to constructs its circuit elements. They design and create a new circuit element using stencils and conductive paint. ","Type":"activity","Alignments":["S100AC7D","S100BFD0","S1141702","S11416BE","S11416BF","S2454536"]},{"Id":"cub_airplanes_lesson01_activity2","Url":"https://teachengineering.org/activities/view/cub_airplanes_lesson01_activity2","Title":"Air Pressure","Summary":"Air pressure is pushing on us all the time although we do not usually notice it. In this activity, students learn about the units of pressure and get a sense of just how much air pressure is pushing on them.  ","Type":"activity","Alignments":["S11424E4","S11424EC","S2558124","S11434D2","S2471495","S11434BE","S2553808","S21199515"]},{"Id":"uoh_liftoff_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uoh_liftoff_lesson01_activity1","Title":"We Have Liftoff","Summary":"Building on an introduction to statics, dynamics free-body diagrams, combustion and thermodynamics provided by the associated lesson, students design, construct and test their own rocket engines using sugar and potassium nitrate—an opportunity to apply their knowledge of stoichiometry. This activity helps students understand that the energy required to launch a rocket comes from the chemical energy stored in the rocket fuel. The performance of each engine is tested during a rocket launch, after which students determine the reasons for the success or failure of their rockets.","Type":"activity","Alignments":["S2454553","S113EF74","S113EF3A","S1143613","S2366907","S2366911","S2487159","S11416BE","S11416BF","S113F02F","S11416C1","S11416C3"]},{"Id":"uot-1536-trebuchet-design-build-engineering-challenge","Url":"https://teachengineering.org/activities/view/uot-1536-trebuchet-design-build-engineering-challenge","Title":"Trebuchet Design \u0026 Build Challenge ","Summary":"In this activity, students explore how trebuchets were used during the Middle Ages to launch projectiles over or through castle walls as well as how they are used today in events such as Punkin’ Chunkin’. Students work as teams of engineers and research how to design and build their own trebuchets from scratch while following a select number of constraints. They test their trebuchets, evaluate their results through several quantitative analyses, and present their results and design process to the class.","Type":"activity","Alignments":["S2672882","S2672889","S2672891","S2672901","S2672905","S2672908","S2672912","S2484225","S2484233","S2484216","S113EF33","S113EF38","S113EF39","S2487127","S2487131","S11416BE","S1141702","S2366909","S1143582","S2454607","S11416BF","S2454533","S2454536","S2454534","S11435A4","S1143549","S2487081","S11416C1"]},{"Id":"cub_human_lesson04_activity1","Url":"https://teachengineering.org/activities/view/cub_human_lesson04_activity1","Title":"Design Devices to Help Astronauts Eat: Lunch in Outer Space!","Summary":"In this open-ended design/build project, students learn about the unique challenges astronauts face while eating in outer space. They explore different food choices and food packaging, learning about the seven different forms of food that are available to astronauts. Students learn about the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, and then, as if they are NASA engineering teams, they design and build original model devices to help astronauts eat in a microgravity environment—their own creative devices for food storage and meal preparation. A guiding design worksheet is provided in English and Spanish.","Type":"activity","Alignments":["S1141763","S1142558","S2454468","S2454469","S11416BF","S11416BE","S11434F2","S11434A2","S2553899","S2553845"]},{"Id":"nds-1726-bone-transplants-biomedical-mimic-3d","Url":"https://teachengineering.org/activities/view/nds-1726-bone-transplants-biomedical-mimic-3d","Title":"Bone Transplants—No Donors Necessary! ","Summary":"Students investigate the bone structure of a turkey femur and then create their own prototype versions as if they are biomedical engineers designing bone transplants for a bird. The challenge is to mimic the size, shape, structure, mass and density of the real bone. Students begin by watching a TED Talk about printing a human kidney and reading a news article about 3D printing a replacement bone for an eagle. Then teams gather data—using calipers to get the exact turkey femur measurements—and determine the bone’s mass and density. They make to-scale sketches of the bone and then use modeling clay, plastic drinking straws and pipe cleaners to create 3D prototypes of the bone. Next, groups each cut and measure a turkey femur cross-section, which they draw in CAD software and then print on a 3D printer. Students reflect on the design/build process and the challenges encountered when making realistic bone replacements. A pre/post-quiz, worksheet and rubric are included. If no 3D printer, shorten the activity by just making the hand-generated replicate bones. ","Type":"activity","Alignments":["S2549698","S2549772","S103D09F","S103D037","S103D0F1","S103D0F4","S11417FC","S2454563","S2454607","S1143598","S114363B"]},{"Id":"nds-1741-statistical-analysis-temperature-sensors-accuracy","Url":"https://teachengineering.org/activities/view/nds-1741-statistical-analysis-temperature-sensors-accuracy","Title":"Statistical Analysis of Temperature Sensors","Summary":"Working as if they are engineers aiming to analyze and then improve data collection devices for precision agriculture, students determine how accurate temperature sensors are by comparing them to each other. Teams record soil temperature data during a class period while making changes to the samples to mimic real-world crop conditions—such as the addition of water and heat and the removal of the heat. Groups analyze their collected data by finding the mean, median, mode, and standard deviation. Then, the class combines all the team data points in order to compare data collected from numerous devices and analyze the accuracy of their recording devices by finding the standard deviation of temperature readings at each minute. By averaging the standard deviations of each minute’s temperature reading, students determine the accuracy of their temperature sensors. Students present their findings and conclusions, including making recommendations for temperature sensor improvements. ","Type":"activity","Alignments":["S2549937","S2549938","S2549917","S11435AC","S11435AD","S11435A0","S2471912","S2471696","S21199537"]},{"Id":"cub_air_lesson10_activity5","Url":"https://teachengineering.org/activities/view/cub_air_lesson10_activity5","Title":"What\u0027s a Kid to Do? Environmental Letter Campaign","Summary":"Communicating how engineers can solve problems plays an important role in helping people understand their contributions to our planet. Take air pollution as an example. In this activity, students write letters as part of an environmental action campaign They become more aware of how air pollution is a global environmental problems and play a part in its solution. They incorporate source materials into their speaking and writing, learn to write and speak in the content areas using the technical vocabulary of the subject accurately, and read, respond to and discuss literature that represents diverse points of view.","Type":"activity","Alignments":["S1142551","S2454463","S21199512"]},{"Id":"uot-2803-solar-powered-car-design-activity","Url":"https://teachengineering.org/activities/view/uot-2803-solar-powered-car-design-activity","Title":"Ready, Set, Solar! Design a Solar Powered Car","Summary":"Students learn that solar energy is a renewable energy source from the sun that can be collected and used to power different items, and that solar panels allow us to gather this energy in one place and use it as electricity. As a renewable resource, the sun provides a clean and abundant source of energy that can help reduce pollution and harm to the environment. To model this process, students use a solar powered rover kit to make a car out of recycled materials. \n\nIn groups of two, students use the Engineering Design Process (EDP) and follow each of the steps to complete, test, redesign, and retest their cars. Students test their car in the sun with the panel at two different angles and then once in the shade. What worked best? Then the race is on!","Type":"activity","Alignments":["S113EF1B","S2454468","S2454469","S2454470"]},{"Id":"cub-2767-oil-spill-cleanup-polarity-activity","Url":"https://teachengineering.org/activities/view/cub-2767-oil-spill-cleanup-polarity-activity","Title":"A Slippery Situation: Oil Spill Cleanup and Polarity","Summary":"Students learn about the concept of polarity and mixing through the phenomenon of oil separating from water by simulating an oil spill that demonstrates the impact of these molecular qualities on the environment. In the first part of the activity, students get familiar with the concept of polarity and how it causes oil to float on water through molecular models and demonstrations. The second part entails a simulation of an oil spill in the ocean, where students are given a variety of tools and will engineer their own solutions to clean up the spill through trial and testing. Finally, they discuss the real-world methods used to clean up oil spills, and their impact on the environment.","Type":"activity","Alignments":["S2454534","S2454533","S2454471"]},{"Id":"uoh-2797-robomentum-velocity-mass-momentum-activity","Url":"https://teachengineering.org/activities/view/uoh-2797-robomentum-velocity-mass-momentum-activity","Title":"Robo-mentum: Mass, Velocity, and Momentum Relationships","Summary":"Student groups use STEM vehicle kits to learn about the relationships between linear momentum, mass, and velocity. Each group assembles their vehicle and then runs tests and gathers data to calculate their vehicle’s velocity/speed and linear momentum. This data is then used to create scatter plots of the three variables (linear momentum, mass, and velocity/speed), and the Desmos graphing calculator is used to model a direct relationship using linear regression, as well as model an inverse relationship using exponential regression.","Type":"activity","Alignments":["S1143517","S21199515","S114363B","S11435A4","S2454547"]},{"Id":"uoh-2792-wave-refractions-angle-activity","Url":"https://teachengineering.org/activities/view/uoh-2792-wave-refractions-angle-activity","Title":"What’s Your Angle? Assessing Wave Refractions","Summary":"Students observe wave refraction in different mediums. They trace the path of light waves of a laser entering a medium and exiting the medium. Then they measure the angle of the refracted ray using a protractor to get an understanding of the concepts of how refraction works in different mediums.  By the end of the lesson, students will be able to identify which substance refracted light the most and hypothesize a pattern of refraction based on the densities of the substance.","Type":"activity","Alignments":["S113EF58","S2454556","S2366910","S2366911","S2471809"]},{"Id":"utpa_breezy_activity1","Url":"https://teachengineering.org/activities/view/utpa_breezy_activity1","Title":"Heat Transfer Lab and Weather Model: Let’s Get Breezy!","Summary":"With the assistance of a few teacher demonstrations (online animation, using a radiometer and rubbing hands), students review the concept of heat transfer through convection, conduction and radiation. Then they apply an understanding of these ideas as they use wireless temperature probes to investigate the heating capacity of different materials—sand and water—under heat lamps (or outside in full sunshine). The experiment models how radiant energy drives convection within the atmosphere and oceans, thus producing winds and weather conditions, while giving students the hands-on opportunity to understand the value of remote-sensing capabilities designed by engineers. Students collect and record temperature data on how fast sand and water heat and cool. Then they create multi-line graphs to display and compare their data, and discuss the need for efficient and reliable engineer-designed tools like wireless sensors in real-world applications.","Type":"activity","Alignments":["S113F191","S113F136","S113F133","S11417CC","S2454486","S1143549","S11434E1","S114350F","S21199607"]},{"Id":"cub_lifescience_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_lifescience_lesson01_activity1","Title":"Corn for Fuel?!","Summary":"In this activity, students examine how to grow plants the most efficiently. They imagine that they are designing a biofuels production facility and need to know how to efficiently grow plants to use in this facility. As a means of solving this design problem, they plan a scientific experiment in which they investigate how a given variable (of their choice) affects plant growth. They then make predictions about the outcomes and record their observations after two weeks regarding the condition of the plants\u0027 stem, leaves and roots.  They use these observations to guide their solution to the engineering design problem. The biological processes of photosynthesis and transpiration are briefly explained to help students make informed decisions about planning and interpreting their investigation and its results.","Type":"activity","Alignments":["S11417EA","S1142547","S11425A5","S2454505","S1143549","S2454496","S2454536","S1143548","S2373213","S2373212","S2556155","S2557980","S2557979","S1141704","S11416BE","S11416BF","S21199515","S21199579"]},{"Id":"duk_virus_mary_act","Url":"https://teachengineering.org/activities/view/duk_virus_mary_act","Title":"Tracking a Virus","Summary":"Students simulate the spread of a virus such as HIV through a population by \"sharing\" (but not drinking) the water in a plastic cup with several classmates. Although invisible, the water in a few of the cups has already be tainted with the \"virus\" (sodium carbonate). After all the students have shared their liquids, the contents of the cups are tested for the virus with phenolphthalein, a chemical that causes a striking color change in the presence of sodium carbonate. Students then set about trying to determine which of their classmates were the ones originally infected with the virus.      ","Type":"activity","Alignments":["S2363720","S2363661","S2363721","S11417F8","S1143681","S2454494","S21199507","S21199514"]},{"Id":"cub_dams_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_dams_lesson03_activity1","Title":"Under Pressure","Summary":"Students learn about Pascal\u0027s law, an important concept behind the engineering of dam and lock systems, such as the one that Thirsty County wants Splash Engineering to design for the Birdseye River (an ongoing hypothetical engineering scenario). Students observe the behavior of water in plastic water bottles spilling through holes punctured at different heights, seeing the distance water spurts from the holes, learning how water at a given depth exerts equal pressure in all directions, and how water at increasing depths is under increasing pressure.","Type":"activity","Alignments":["S11424F0","S2558339","S2553809","S1143502","S11436A3","S21199515","S2471411","S2471049","S2471320","S11434D3","S2558106","S21199555"]},{"Id":"jhu_cnetworks_lesson01_activity1","Url":"https://teachengineering.org/activities/view/jhu_cnetworks_lesson01_activity1","Title":"Start Networking!","Summary":"To get a better understanding of complex networks, students create their own, real social network example by interacting with their peers in the classroom and documenting the interactions. They represent the interaction data as a graph, calculate two mathematical quantities associated with the graph—the degree of each node and the degree distribution of the graph—and analyze how these quantities can be used to infer properties of the social network at hand.","Type":"activity","Alignments":["S1130966","S100ACCD","S1143513","S114359F","S11435BD","S21199503"]},{"Id":"cub_environ_lesson09_activity1","Url":"https://teachengineering.org/activities/view/cub_environ_lesson09_activity1","Title":"Solar Power","Summary":"In this activity, students learn how engineers use solar energy to heat buildings by investigating the thermal storage properties of some common materials: sand, salt, water and shredded paper. Students then evaluate the usefulness of each material as a thermal storage material to be used as the thermal mass in a passive solar building.","Type":"activity","Alignments":["S11417D6","S11424F3","S2558343","S2557991","S2454438","S1142476","S2558124","S2557983","S2366910","S2366907","S2390252","S11434BE"]},{"Id":"uoh-2795-fluid-viscosity-temperature-activity","Url":"https://teachengineering.org/activities/view/uoh-2795-fluid-viscosity-temperature-activity","Title":"Let it Flow! Fluid Viscosity \u0026 Temperature","Summary":"Students use a hot plate, ice-water bath, and common lab equipment to prepare a viscous or semi-viscous liquid at cold, room, and warm temperature levels. Students measure the mass, volume, and density of their specific liquid to determine the viscosity of their liquid at different temperatures. Students compare their liquid to another group’s liquid to compare and determine any trends with temperature and viscosity.","Type":"activity","Alignments":["S113F012","S113F03E","S113F041","S2471669","S2471782","S2471696","S2366907","S114363B"]},{"Id":"mis-2822-machine-learning-interactive-journey-activity","Url":"https://teachengineering.org/activities/view/mis-2822-machine-learning-interactive-journey-activity","Title":"Learn to Throw, Throw to Learn: A Machine Learning Journey","Summary":"Students embark on an interactive journey through the Engineering Design Process (EDP) to develop, test, and refine a system aimed at enhancing the accuracy of a ball thrown or flicked toward a small target. This hands-on activity serves as an analogy to the process of training machine learning systems, providing students with a tangible understanding of how these systems utilize data and feedback mechanisms to improve performance. Students are also taken from a type of learning they are more familiar with, including visual feedback for the learner, toward an increasingly more abstract method of learning that only involves numeric inputs and outputs. ","Type":"activity","Alignments":["S2454536","S2454607","S21199579"]},{"Id":"rice-2789-polyvalency-polyresistance-organisms-bacteriophage-activity","Url":"https://teachengineering.org/activities/view/rice-2789-polyvalency-polyresistance-organisms-bacteriophage-activity","Title":"Cooked, Salted, or Lysed—the Survivor: Investigative Options that Select for Polyvalency or Polyresistance","Summary":"Using benchtop experimental techniques, students are allowed options of varying degrees of complexity to test for polyvalency or polyresistance. These investigations allow students to gain an understanding of organisms’ ability to survive challenging conditions, exploit possible evolved adaptations, find new hosts, or establish themselves in new biomes. The implications are to discover how antibiotic resistance may be overcome and how vital crops may be improved using traditional artificial selection methods. ","Type":"activity","Alignments":["S2454585","S2454575"]},{"Id":"usf_surfactants_act4","Url":"https://teachengineering.org/activities/view/usf_surfactants_act4","Title":"Oil and Water: Washing Up with Surfactants","Summary":"In a very hands-on activity, students observe and feel the differences between two cleaning methods, with and without hand soap, using coffee grounds to represent \"dirt.\" Most of the dirt and bacteria on our hands is encased in a thin layer of oil, so because of the properties of oil and water, cleaning your hands with water alone has little effect when trying to remove the dirt. This activity demonstrates the importance of using a surfactant, such as hand soap, when washing your hands. ","Type":"activity","Alignments":["S11308C3","S11308C6","S11308D6","S11308D8","S2454455","S21199472","S21199573"]},{"Id":"cub_cells_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_cells_lesson02_activity1","Title":"Breathing Cells","Summary":"Students use a simple pH indicator to measure how much CO2 is produced during respiration, at rest and after exercising. They begin by comparing some common household solutions in order to determine the color change of the indicator. They review the concepts of pH and respiration and extend their knowledge to measuring the effectiveness of bioremediation in the environment.","Type":"activity","Alignments":["S1142547","S1142548","S11434E9","S11434EA","S2373212","S2471193","S2557979","S2557978","S2557977","S2471495","S2471380"]},{"Id":"wst_environmental_lesson03_activity2","Url":"https://teachengineering.org/activities/view/wst_environmental_lesson03_activity2","Title":"Density Column Lab - Part 2","Summary":"Concluding a two-part lab activity, students use triple balance beams and graduated cylinders to take measurements and calculate densities of several household liquids and compare them to the densities of irregularly shaped objects (as determined in Part 1). Then they create density columns with the three liquids and four solid items to test their calculations and predictions of the different densities. Once their density columns are complete, students determine the effect of adding detergent to the columns. After this activity, present the associated Density \u0026 Miscibility lesson for a discussion about why the column layers do not mix.","Type":"activity","Alignments":["S2477661","S2477683","S11434D3","S11435A4","S1143549","S2477586","S2477684","S2477928","S11434E9","S1143548","S2596629","S21199515"]},{"Id":"mis-2810-healthy-cancerous-cells-arduino-activity","Url":"https://teachengineering.org/activities/view/mis-2810-healthy-cancerous-cells-arduino-activity","Title":"Smelling the Difference Between Healthy \u0026 Cancerous Cells","Summary":"This activity utilizes simulated cancerous and noncancerous cell cultures, probes, and Arduinos to teach students about current research that involves mapping nerve signaling patterns in insect (locust) brains in response to odor molecules produced by healthy versus cancerous cell lines. A connection is made to cellular respiration and metabolism because these are the processes that cause the cell cultures to produce different odorous metabolites. The simulated cultures will contain fluids of varying pH values instead of using solutions with volatile compounds. Students use pH probes in the solutions to observe a number and lighting pattern that is programmed into the code of the Arduino. Students use observations to make conclusions about which patterns represent cancerous cell odors versus healthy cell odors with “known” cell cultures. After recording data, students select “unknown” cultures and determine whether the unknown samples are cancerous or not based on the earlier established patterns. Students graph, analyze, and summarize the data to write a claim, evidence, reasoning (CER) paragraph.","Type":"activity","Alignments":["S2454563","S2454567","S2454577","S11435A3"]},{"Id":"bos-2802-distance-displacement-measurement-activity","Url":"https://teachengineering.org/activities/view/bos-2802-distance-displacement-measurement-activity","Title":"Learning Distance and Displacement","Summary":"Students hone their understanding of distance and displacement, and how to distinguish between the two. The level of difficulty becomes greater as students move through each section of the activity. This activity can help students to visualize and apply the concepts of distance and displacement to their everyday lives. Students practice measuring distance and displacement by mapping out their routes to school, and by making their own routes that will then be student tested. This activity serves as a good way to reaffirm physics concepts, and as a way for students to practice skills such as measuring and collecting time. ","Type":"activity","Alignments":["S2471782","S2366910","S1143569"]},{"Id":"uot-2848-aluminum-rope-metal-design-activity","Url":"https://teachengineering.org/activities/view/uot-2848-aluminum-rope-metal-design-activity","Title":"I’m at the End of My (Aluminum) Rope! ","Summary":"Students construct a rope from pieces of aluminum foil. They must determine how to join two pieces together as they explore and learn about structural materials. Students experiment with different methods of connecting the foil to form an aluminum rope and determine which method supports the most weight. Student designs must conform to given constraints, such as required dimensions, quantity of foil, and supplies for joining. After creating their prototype aluminum rope, students test the strength of their aluminum rope under tension by suspending weight from the bottom of the rope and recording the weight that causes failure. As part of the engineering design process, students then have an opportunity to go back and explore alternative designs and make improvements. Students subject their new designs to the original testing methodology and evaluate the effects of their design changes. ","Type":"activity","Alignments":["S113F0F1","S113F0FA","S2454468","S2454469","S2454470"]},{"Id":"uoh-2794-materials-matter-composites-properties-activity","Url":"https://teachengineering.org/activities/view/uoh-2794-materials-matter-composites-properties-activity","Title":"Materials Matter","Summary":"Students combine paper strips to measure how much gravitational force the paper can withstand by adding masses to the combined paper strips until they tear. Students compare the strength of one paper strip versus the combination of two, three, four, and five strips. Students cut out paper strips and glue them together using a glue stick or a glue bottle. Students punch holes in the paper strips and tie yarn or string through the hole on the paper strip. As they hang the paper strips on the ring stand, they add weights such as a 100 g mass to the paper. When the paper strips tear, the students will record the mass before the paper broke and the mass that caused the tear in the paper. Students will notice that the paper strips tear at increasing masses because of the strength of the combined paper strips.\nStudents need to understand that composite materials are not created by changing their chemical and physical components. After recording the data, students create a graph with the number of strips on the X-axis and the mass at which the paper tears on the Y-axis. Students compare their findings with the other groups and discuss the results of the project. They discuss why the paper strips could hold more mass as the number of combined paper strips increased. They need to think about what other materials they use in daily life that could be made of composite materials. ","Type":"activity","Alignments":["S1143652","S1143612","S2471863"]},{"Id":"uoh-2800-power-drag-lab-work-energy","Url":"https://teachengineering.org/activities/view/uoh-2800-power-drag-lab-work-energy","Title":"Power Drag Lab","Summary":"Students use a block of wood, a spring scale, a timer, and known masses/weights to study and learn about work, power, and energy, and how they are all related, both conceptually and mathematically. Students also learn the factors affecting work and power as they gather data and complete calculations. ","Type":"activity","Alignments":["S2471809","S114363B","S2366907"]},{"Id":"cub_housing_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_housing_lesson02_activity1","Title":"Designing a Thermostat","Summary":"Students investigate circuits and their components by building a basic thermostat. They learn why key parts are necessary for the circuit to function, and alter the circuit to optimize the thermostat temperature range. They also gain an awareness of how electrical engineers design circuits for the countless electronic products in our world.","Type":"activity","Alignments":["S11417E0","S11424CA","S2555916","S114363B","S1143612","S2553746","S2454553","S1143591","S1143638","S2555907","S2555911","S1141704","S21199585"]},{"Id":"uof-2696-animal-adaptation-fashion-show-activity","Url":"https://teachengineering.org/activities/view/uof-2696-animal-adaptation-fashion-show-activity","Title":"Animal Adaptations Fashion Show","Summary":"Students will use what they have learned about animal survival and habitation to design and build their own “animals.” Students will be assigned a particular habitat and asked to determine what physical features would best help a living creature survive in that environment. They will first draw out their design and then face their next challenge; building a wearable model of their animal for our adaptation fashion show out of recyclable materials.   ","Type":"activity","Alignments":["S2454395","S2454417"]},{"Id":"bos-2831-touch-sensor-arduino-trigger-led-buzzer","Url":"https://teachengineering.org/activities/view/bos-2831-touch-sensor-arduino-trigger-led-buzzer","Title":"Using a Touch Sensor with Arduinos to Trigger an LED and Buzzer","Summary":"This is a series of short activities that introduce students to physical computing, where they will use a basic breadboard, an Arduino Uno, and components to code and run a single and double LED, a buzzer, and a touch sensor. After successfully coding and wiring the individual components, they have the choice to either set up a realistic traffic light or a buzzer activated by a touch sensor.","Type":"activity","Alignments":["S2454607","S114362A"]},{"Id":"bos-2804-electrophoresis-gel-box-engineering-activity","Url":"https://teachengineering.org/activities/view/bos-2804-electrophoresis-gel-box-engineering-activity","Title":"Engineering an Electrophoresis Gel Box ","Summary":"Students build a functional electrophoresis gel and run samples of food coloring through the gel. As they learn how to build a functioning gel, they get a better understanding of the physics of the gel box and what the results can say about DNA and proteins.","Type":"activity","Alignments":["S2454562","S2454540","S2454607"]},{"Id":"uol-2853-clustering-exploring-periodic-table-elements-activity","Url":"https://teachengineering.org/activities/view/uol-2853-clustering-exploring-periodic-table-elements-activity","Title":"Clustering and Exploring the Periodic Table of Elements","Summary":"Students explore the periodic table of elements and connect it to the concept of clustering in machine learning. Students create their own clustering system for the elements based on various criteria, such as atomic mass, reactivity, and state at room temperature. They justify their element groupings and engage in discussions to compare and contrast different clustering systems. By analyzing the patterns and trends within the periodic table, students develop a deeper understanding of the properties and organization of elements, while also gaining insight into data analysis, classification, material properties, and collaboration, all of which have connections to engineering.","Type":"activity","Alignments":["S2454537","S2454541","S2454538","S2597428","S2597429","S2597430"]},{"Id":"cub-2633-air-quality-weather-connections-3-5-activity","Url":"https://teachengineering.org/activities/view/cub-2633-air-quality-weather-connections-3-5-activity","Title":"Air Quality and Weather Connections","Summary":"Students will explore the pattern between air pollution levels and weather conditions in this activity. Students work together to learn about the color-coded Air Quality Index (AQI) chart that describes levels of air pollution for two main transportation-sourced air pollutants—particulate matter (PM) and ozone—and action to take on high pollution days. Student teams design a Wind Streamer, a prototype for collecting particulate matter (PM) particles outdoors. Over a period of 1-week or more, student teams will record daily particulate matter (PM) and ozone levels using AirNow.gov and weather conditions (wind speed, wind direction data, air temperature) using and Weather.gov at their school location (or nearest town or city). When finished collecting data, the class will analyze the data to see if a pattern exists between air pollution levels and weather conditions. They will also compare the relative AREN Wind Streamer data with the AirNow.gov and Weather.gov data. Ways to stay safe on high air pollution days are also presented.","Type":"activity","Alignments":["S2454468","S2454433","S2454441","S2454463","S21199576"]},{"Id":"uot-2702-asymmetric-membranes-microfiltration-algae","Url":"https://teachengineering.org/activities/view/uot-2702-asymmetric-membranes-microfiltration-algae","Title":"Using Membranes to Remove Toxic Algae","Summary":"This activity considers the use of asymmetric membranes as micro filtration devices to remove algae from lake water. Students compare the efficiency of different membranes and/or repeated filtration processes to remove algae content.","Type":"activity","Alignments":["S2454573","S2454575","S2454604","S2454608","S2366909","S1143645","S11435EE","S11435A8"]},{"Id":"cub-2632-air-quality-particulate-matter-k-2-activity","Url":"https://teachengineering.org/activities/view/cub-2632-air-quality-particulate-matter-k-2-activity","Title":"Air Quality and Particulate Matter","Summary":"This activity introduces students to the relationship between air quality and wind. Students work together to learn about the color-coded Air Quality Index (AQI) chart that describes levels of air pollution for a primary transportation-sourced air pollutant—particulate matter (PM)— and what to do during high pollution days. Student teams design and build a PM Catcher, a prototype for collecting wind-blown PM 10 particles outdoors. Over a week, student teams will record the daily PM levels using AirNow.gov at their school location (or nearest town or city). Concurrently, student teams will leave their PM Catchers in the same vicinity to collect any wind-blown PM 10 particles. The class will then review the PM AQI data and observe their PM Catchers and count the number of PM 10 particles attached to the surface. Ways to stay safe on high air pollution days are also presented.","Type":"activity","Alignments":["S2454416","S2454383","S2454433","S21199521"]},{"Id":"duk_consenergy_rde_act","Url":"https://teachengineering.org/activities/view/duk_consenergy_rde_act","Title":"Bombs Away! Egg Drop Experiment","Summary":"Students design and build devices to protect and accurately deliver dropped eggs. The devices and their contents represent care packages that must be safely delivered to people in a disaster area with no road access. Similar to engineering design teams, students design their devices using a number of requirements and constraints such as limited supplies and time. The activity emphasizes the change from potential energy to kinetic energy of the devices and their contents and the energy transfer that occurs on impact. Students enjoy this competitive challenge as they attain a deeper understanding of mechanical energy concepts.","Type":"activity","Alignments":["S2420156","S2363647","S2363653","S2363691","S2363692","S114173F","S1141740","S114174C","S1141769","S11417D8","S11417D9","S2454533","S2454534","S1143502","S2419908","S2390253","S11434E9","S21199580","S21199572","S21199514","S21199581"]},{"Id":"cub_biomed_lesson09_activity2","Url":"https://teachengineering.org/activities/view/cub_biomed_lesson09_activity2","Title":"DNA Build","Summary":"Students reinforce their knowledge that DNA is the genetic material for all living things by modeling it using toothpicks and gumdrops that represent the four biochemicals (adenine, thiamine, guanine, and cytosine) that pair with each other in a specific pattern, making a double helix. They investigate specific DNA sequences that code for certain physical characteristics such as eye and hair color. Student teams trade DNA \"strands\" and de-code the genetic sequences to determine the physical characteristics (phenotype) displayed by the strands (genotype) from other groups. Students extend their knowledge to learn about DNA fingerprinting and recognizing DNA alterations that may result in genetic disorders.","Type":"activity","Alignments":["S11417FB","S1142541","S1142538","S2454506"]},{"Id":"uoh-2830-prototyping-engineering-solutions-cad","Url":"https://teachengineering.org/activities/view/uoh-2830-prototyping-engineering-solutions-cad","Title":"Prototyping Engineering Solutions","Summary":"Students focus on the engineering design process to ask, research, imagine, plan, create, and improve a prototype for a solution of a problem they wish to solve. Students perform each step of engineering design to better understand how engineers approach problem solving. At the planning stage, students will not only manually draft their prototypes but also use CAD software (e.g., Tinkercad), which is an important engineering tool during the design process. Finally, students create their idea according to their own design specifications using the materials provided. As they learn more about prototyping and the engineering design process, students will develop a better understanding of the concepts and importance of drafting and CAD.  ","Type":"activity","Alignments":["S2454607","S2472153","S2471964","S11435E6","S11435E8"]},{"Id":"rice-2898-protective-fashion-beach-edition-activity","Url":"https://teachengineering.org/activities/view/rice-2898-protective-fashion-beach-edition-activity","Title":"Protective Fashion! Beach Edition","Summary":"Students design beach clothing that is both fashionable and functional, meeting two key criteria: the clothing stays cool (considering factors such as fabric weight and thickness) and effectively shields against ultraviolet (UV) radiation. By the end of this activity, students gain a deeper understanding of how UV radiation affects the skin and observe how different fabrics interact with UV light.","Type":"activity","Alignments":["S2454608","S2454609"]},{"Id":"rice-2615-simon-decoded-computational-thinking-activity","Url":"https://teachengineering.org/activities/view/rice-2615-simon-decoded-computational-thinking-activity","Title":"Simon Decoded: Reverse Engineering “Simon Says” Using Computational Thinking","Summary":"The Milton Bradley game “Simon” is an electronic version of the game “Simon Says.” The object of the game is for a player to press the color that matches the sequence and interval presented. As the player completes the task of depressing the emitted bar, another color or sequence addendum is added, thus increasing the difficulty. The objective of this activity is to reverse engineer the game, creating an analog version that provides kinesthetic, audio, and visual stimulation events that can further support memory improvement, critical thinking, and visual processing. In this activity, students utilize components of computational thinking such as decomposition and debugging to design their games. Students “live” the code by interacting via gamification in small groups to play their games, including randomizing, sequencing, and data analyzing the colors and patterns for each turn.","Type":"activity","Alignments":["S2471740","S2471652","S2471809","S11435A3","S21199607"]},{"Id":"cub_energy2_lesson07_activity2","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson07_activity2","Title":"Wind Power! Designing a Wind Turbine","Summary":"Students learn how engineers transform wind energy into electrical energy by building their own miniature wind turbines and measuring the electrical current they produce. They explore how design and position affect the electrical energy production.","Type":"activity","Alignments":["S11417D6","S11417D7","S11424F3","S2454440","S11416BE","S11416BF","S1141704","S2390252","S2557984"]},{"Id":"uoh-2894-paper-football-physics-activity","Url":"https://teachengineering.org/activities/view/uoh-2894-paper-football-physics-activity","Title":"Paper Football Physics: Engineering Safer Designs for the Field","Summary":"Students combine the exciting worlds of sports and engineering in this interactive challenge. By learning and utilizing the engineering design process (EDP), students create and design three different shaped footballs to see which one travels the farthest and fastest. The students also calculate the velocity and acceleration, noting how different shapes affect the trajectory of an object. All of this will be done in the pursuit of the perfect football, one that will allow football players to avoid as many concussions as possible. ","Type":"activity","Alignments":["S2454533","S2454534","S2454536","S2454479"]},{"Id":"uoo-2917-gatorade-gravity-machine-structure-design-activity","Url":"https://teachengineering.org/activities/view/uoo-2917-gatorade-gravity-machine-structure-design-activity","Title":"Engineering a Gatorade Gravity Machine","Summary":"Students use rapid prototyping materials to build a self-supporting structure that uses gravity to allow water to flow through the structure, into two different Gatorade powders, and end in a final cup. They will learn about water flow and strong structures. They will also apply the engineering design process for this project. ","Type":"activity","Alignments":["S2454524","S2454533","S2454534"]},{"Id":"umo-2921-panic-attack-brain-computer-nervous-system-activity","Url":"https://teachengineering.org/activities/view/umo-2921-panic-attack-brain-computer-nervous-system-activity","Title":"Engineering Activities to STOP the Panic Attack!","Summary":"Students explore the human brain\u0027s comparison to a computer by observing the autonomic nervous system\u0027s responses to stimuli, focusing on panic attacks. They simulate a panic attack by submerging their feet in ice water to activate the sympathetic nervous system (“fight-or-flight” response). Using BBC micro:bit and pulse sensors and applying the engineering design process, students measure heart rate and then test different methods to lower it, such as meditation or singing, aiming to reverse the fight-or-flight response. If unsuccessful, they refine their approach. Finally, students perform a positive control by submerging their faces in ice water to trigger the mammalian diving reflex (MDR), which activates the parasympathetic system and lowers heart rate. ","Type":"activity","Alignments":["S2454564"]},{"Id":"mis-2817-soft-materials-tactile-sensing-activity","Url":"https://teachengineering.org/activities/view/mis-2817-soft-materials-tactile-sensing-activity","Title":"Design and Test Soft Materials for Tactile Sensing","Summary":"Students conduct stress tests on soft materials to measure their elasticity and tensile strength by calculating stress and stretch ratio and plotting stress-stretch curves. This process mirrors real-life applications in biomedical engineering, particularly in the development and testing of hydrogels. Hydrogels, with their high water content and unique ability to stretch and return to their original shape, are used in biomedical devices, tissue engineering, and drug delivery systems. By understanding stress testing, students gain insight into how biomedical engineers evaluate the durability and performance of hydrogels under real-world conditions.","Type":"activity","Alignments":["S2454533","S2454534","S2471320","S2454472","S1143549","S2366909"]},{"Id":"ced-2670-newspaper-towers-engineering-design-activity","Url":"https://teachengineering.org/activities/view/ced-2670-newspaper-towers-engineering-design-activity","Title":"Creative Engineering Design: Paper Tower Design Challenge","Summary":"Students work as civil engineering teams in small groups to design and construct model towers out of paper with minimal teacher guidance on completing the challenge. Each team is given limited supplies (three sheets of paper, tape, and scissors) and limited time (one class period), paralleling the real-world resource/cost limitations faced by engineers. Teams aim to build their towers for maximum height and stability to withstand a simulated lateral \"wind\" load.","Type":"activity","Alignments":["S2454608","S11435E8","S21199589"]},{"Id":"ced-2705-mouse-trap-cars-engineering-design","Url":"https://teachengineering.org/activities/view/ced-2705-mouse-trap-cars-engineering-design","Title":"Creative Engineering Design: Mouse Trap Car Design Challenge","Summary":"Students design, build, and test mousetrap cars as they apply the Engineering Design Process (EDP) in this individual engineering design challenge. After researching design ideas, students build and test their mousetrap car prototypes (first model). Students then iterate (modify) their design and make any necessary modifications. While students work individually to make their mousetrap cars, they should collaborate with their peers to share information and make suggestions on how to improve and/or fix each other’s initial constructions. Students test their cars in a friendly class Mousetrap Car Competition to determine which car design travels the farthest distance (Note: students can also test which car travels a set distance the fastest).","Type":"activity","Alignments":["S2454607"]},{"Id":"ced-2707-carbon-footprints-transportation-greenhouse-gases","Url":"https://teachengineering.org/activities/view/ced-2707-carbon-footprints-transportation-greenhouse-gases","Title":"Creative Engineering Design: Carbon Footprints and Transportation","Summary":"Students are introduced to the concept of a “carbon footprint” and then explore what greenhouse gasses are by analyzing a scientific article. Next, students calculate their carbon footprint for their typical daily trip to school. Finally, students participate in a class discussion to reflect on the final Carbon Footprint Reflections worksheet section.","Type":"activity","Alignments":["S21199535"]},{"Id":"cub-2827-tinkercad-circuits-ev-motor-workshop","Url":"https://teachengineering.org/activities/view/cub-2827-tinkercad-circuits-ev-motor-workshop","Title":"Creative Engineering Design: Tinkercad Circuits \u0026 EV Motor Workshop","Summary":"Students follow a guided engineering skills workshop presentation using the free online Tinkercad web app learning the basics about circuits, using a simulator to create circuits, and applying these skills to build a model EV electric motor. Tinkercad offers students an opportunity to build their circuit and electronics skills. Teachers can create and manage classes, activities, etc. in Tinkercad to enable students to explore circuits in both in-school and online learning environments.","Type":"activity","Alignments":["S2471809","S2471964"]},{"Id":"cub-2826-tinkercad-3d-design-ev-concept-car-workshop","Url":"https://teachengineering.org/activities/view/cub-2826-tinkercad-3d-design-ev-concept-car-workshop","Title":"Creative Engineering Design: Tinkercad 3D Design \u0026 EV Concept Car Workshop","Summary":"Students follow a guided engineering skills workshop presentation using the free online Tinkercad web app to design a model 3D EV concept car design. Tinkercad offers students an introduction to learning basic computer-aided design (CAD) skills. Teachers can create and manage classes, activities, etc. in Tinkercad to enable students to explore CAD in both in-school and online learning environments.","Type":"activity","Alignments":["S2471964","S2471809","S2471740"]},{"Id":"bos-2580-balance-liquid-coin-forces-activity","Url":"https://teachengineering.org/activities/view/bos-2580-balance-liquid-coin-forces-activity","Title":"Balancing Liquid on a Coin: How Intermolecular Forces Work","Summary":"What can the act of balancing liquid on the surface of a coin tell us about the water molecules and molecular formulas? In this activity, students observe different types of intermolecular forces of water through two simple experiments. During this introductory activity students have hands-on experience visualizing the effects of hydrogen bonding through surface tension and evaporation.","Type":"activity","Alignments":["S2454538","S1141704"]},{"Id":"mis-2824-stars-spectrometer-spectroscopy-activity","Url":"https://teachengineering.org/activities/view/mis-2824-stars-spectrometer-spectroscopy-activity","Title":"What’s In Our Stars?","Summary":"In this activity, students model how scientists must rely on and collaborate with engineers in order to make new scientific discoveries, such as a new star-planet system if “Earth were no longer an option.” Building off the ideas students previously established about what makes Earth and the sun ideal for sustaining life, students begin the engineering design process by brainstorming ideas for how they can determine what something is made of and what tools that would require. Students are then challenged to think whether their method would still work if that “something” is too far away (or deadly) to bring into a lab! After re-evaluating the problem, students are introduced to the basic principles of spectroscopy. By building their own spectrometers using a computer, Arduino, and a SparkFun Spectroscopy Sensor, students are able work through the fundamentals of spectroscopy in a hands-on experience. This activity has students use spectrometry data that they obtained to differentiate among common lab substances, and then identify an unknown substance. They gain practice using technology, interpreting graphs, creating emission spectra diagrams, and forming scientific arguments. Afterward, students apply what they have learned to determine the element composition of stars located in our galaxy and predict which stars have potential for sustaining life. ","Type":"activity","Alignments":["S2454589","S2472010","S2472001"]},{"Id":"uot-2873-scrub-scum-shine-materials-matter","Url":"https://teachengineering.org/activities/view/uot-2873-scrub-scum-shine-materials-matter","Title":"Scrub the Scum, Save the Shine: Engineering Motor-Driven Brushes","Summary":"Students are challenged to design a motor-driven brushing tool that can successfully remove “scum” from a smooth surface while maintaining surface integrity (shine). Students are introduced to the concepts of surface tension, cohesion, adhesion, and friction as they investigate the effects of surface interactions. Students are introduced to the engineering concept of criteria and constraints and the challenge of balancing conflicting goals in a single product. Students work in teams to design, quantitatively test, and iteratively improve a device that maximizes scum removal while minimizing surface wear.","Type":"activity","Alignments":["S21312758","S1143AC4","S1143AD4","S2454533","S2454534","S2454535"]},{"Id":"mis-2928-tap-testing-acoustic-sleuthing-activity","Url":"https://teachengineering.org/activities/view/mis-2928-tap-testing-acoustic-sleuthing-activity","Title":"Detecting Flaws With Sound: Exploring Non-Destructive Evaluation (NRE) Techniques","Summary":"Students engage in a hands-on exploration of non-destructive evaluation (NDE) through tap testing and sound analysis, using hammers to tap wooden blocks with and without hidden flaws while listening to the sounds produced. Initially, they rely on their hearing to identify differences, and then they progress to digitally recording the tap sounds and applying Fourier transforms to analyze the frequency distribution. To enhance the quality of their recordings, they design and test noise-dampening solutions. The activity is guided by the engineering design process, emphasizing iterative design, experimentation, and critical thinking to help students deepen their understanding of NDE in practical applications.","Type":"activity","Alignments":["S2454556","S2454609","S1143614"]},{"Id":"uoh-2667-biodegradable-hydrogels-water-conservation","Url":"https://teachengineering.org/activities/view/uoh-2667-biodegradable-hydrogels-water-conservation","Title":"Hold On to That Water! Making Biodegradable Hydrogels","Summary":"What can engineers do to help solve problems related to water conservation? In this activity, students design methods that concentrate on supplying plants with a steady source of water without the cost or depletion of aquifers caused by using some type of irrigation method. Students develop hydrogels that help to retain soil moisture while being biodegradable and nontoxic.","Type":"activity","Alignments":["S2454606","S2454573"]},{"Id":"cub_spect_activity1","Url":"https://teachengineering.org/activities/view/cub_spect_activity1","Title":"Patterns and Fingerprints","Summary":"Students apply several methods developed to identify and interpret patterns to the identification of fingerprints. They look at their classmates\u0027 fingerprints, snowflakes, and \"spectral fingerprints\" of elements. They learn to identify each image as unique, yet part of a group containing recognizable similarities.  ","Type":"activity","Alignments":["S2556105","S11434ED","S21199472"]},{"Id":"nds-2866-environment-solutions-river-dynamics-mosquito-activity","Url":"https://teachengineering.org/activities/view/nds-2866-environment-solutions-river-dynamics-mosquito-activity","Title":"Engineering Environmental Solutions: River Dynamics \u0026 Mosquito Control","Summary":"Students learn how seasonal flooding from snowmelt affects rivers and evaluate how changing environmental conditions, such as flood levels and temperatures, influence the distribution and abundance of organisms such as mosquitoes. In this hands-on activity, students build a river model using stream tables to explore the factors that affect water flow and velocity. Using what they learn, students predict how flooding impacts mosquito populations. Finally, they develop a vector control strategy to reduce mosquito populations and help prevent the spread of mosquito-borne diseases.","Type":"activity","Alignments":["S2454572","S2454607"]},{"Id":"uot-2885-power-produce-fruits-veggies-solar-cells-activity","Url":"https://teachengineering.org/activities/view/uot-2885-power-produce-fruits-veggies-solar-cells-activity","Title":"The Power of Produce: Powering Up with Fruits and Veggies!","Summary":"Students create solar cells using dyes extracted from fruits and vegetables to test how color affects the conversion of solar energy to electrical energy. They apply the engineering design process by asking questions and hypothesizing which fruit or vegetable will produce the most energy. After assembling their solar cells, students test the output using a multimeter to measure voltage. They then analyze their results and have the opportunity to redesign, rebuild, and retest their solar cells for improved performance.","Type":"activity","Alignments":["S113F103","S113F0EE","S2454468","S2454438","S2454440"]},{"Id":"uot-2914-density-solutions-mixture-design-process-activity","Url":"https://teachengineering.org/activities/view/uot-2914-density-solutions-mixture-design-process-activity","Title":"Exploring Density Solutions Using the Engineering Design Process","Summary":"In this activity, students explore engineering concepts through hands-on experiments with density, mass, and weight. They are introduced to the engineering design process and work in groups to test blocks that sink or float in water, and they conduct research on the differences between mass, weight, and density. Students then brainstorm and plan the creation of three distinct mixtures, each with different densities, while adhering to specific constraints. After creating and testing their mixtures, they observe the results and make improvements based on their findings. The activity concludes with students reflecting on their process and completing an assessment to demonstrate their understanding.","Type":"activity","Alignments":["S113F119","S113F11B","S113F11D","S113F11E","S2454453","S2454468","S2454470"]},{"Id":"uoh-2858-biodegradable-leaves-nontoxic-packing-material","Url":"https://teachengineering.org/activities/view/uoh-2858-biodegradable-leaves-nontoxic-packing-material","Title":"Using Biodegradable Leaves as Nontoxic Packing Material ","Summary":"Students investigate what happens to plastic packaging material after it is used and thrown away. They then explore what types of materials biodegrade in the soil and how they can be used in place of plastic. Students test various packaging materials that can handle various amounts of weight. They then explore which materials could optimally be used in packaging. ","Type":"activity","Alignments":["S2454570","S2471782","S2471696"]},{"Id":"umo-2942-mindful-messages-communication-solutions-activity","Url":"https://teachengineering.org/activities/view/umo-2942-mindful-messages-communication-solutions-activity","Title":"Mindful Messages: Engineering Communication Solutions","Summary":"Students explore how the brain enables communication through spoken and written language and how communication is essential for solving problems. Working in groups, students define a problem related to communication, design a solution using a micro:bit, build a prototype, and then test their designs. Possible communication challenges they might tackle are hearing loss, language barriers, or noisy environments. Students follow specific criteria and constraints as they  design and build their prototype. After testing their designs and prototypes, students improve their designs as needed. To wrap up, students exchange prototypes with other groups and test each other’s solutions.","Type":"activity","Alignments":["S2454468","S2454469","S2454470"]},{"Id":"spfun-1851-shoebox-arcade-game-controller-makey-circuit","Url":"https://teachengineering.org/activities/view/spfun-1851-shoebox-arcade-game-controller-makey-circuit","Title":"Make a Shoebox Arcade Controller","Summary":"What is inside a video game controller? Students learn about simple circuits and switches as they build arcade controllers using a cardboard box and a MaKey MaKey—an electronic tool and toy that enables users to connect everyday objects to computer programs. Each group uses a joystick and two big push button arcade buttons to make the controller. They follow provided schematics to wire, test and use their controllers—exploring the functionality of the controllers by playing simple computer games like Tetris and Pac-Man. Many instructional photos, a cutting diagram and a wiring schematic are included. This activity also introduces students to basic computer science principles. They explore how the MaKey MaKey communicates with a computer via simple algorithms that interpret button presses and joystick movements as inputs.","Type":"activity","Alignments":["S2454552","S2454607","S2730763","S21199474","S21199496","S21199497","S21199597"]},{"Id":"umo-2941-bright-ideas-light-reflection-microbits-activity","Url":"https://teachengineering.org/activities/view/umo-2941-bright-ideas-light-reflection-microbits-activity","Title":"Bright Ideas: Exploring Light Reflection and Sun Safety With Micro:Bits","Summary":"Students engage in a hands-on exploration of vision and light reflection by creating a program that simulates light intensity and how our eyes perceive images using the LED display on the micro: bits and its radio feature. After creating a model of an eye, students simulate the light intensity and reflection processes before they work in groups to identify and solve real-world problems related to sunlight and vision. Students utilize the engineering design process to research, imagine, plan, create, test, and improve their solutions, such as reminders for when to wear sunglasses or sunscreen, displays of current sunlight intensity, or determining which materials block light/UV rays.","Type":"activity","Alignments":["S2454445","S11434B3"]},{"Id":"uod-2852-international-market-accessibility-engineering-design","Url":"https://teachengineering.org/activities/view/uod-2852-international-market-accessibility-engineering-design","Title":"Around the World and Back: Redesigning an International Market for Accessibility","Summary":"Students use original research and field trips to investigate the content, layout, and structure of local international markets (e.g., a Korean, Mexican, or Turkish market). Students learn about the cultural components and importance of the stores to the local immigrant populations through a multi-day field trip experience. Students investigate the food staple products of the store, and where they are situated within the layout of the market. Considering the area, available space, and shelving, students propose a store remodel using the engineering design process to celebrate culture, encourage diverse customers, and maximize profits. Student groups redesign an international store using research-based store placement best practices. The class conducts gallery walks and receives feedback from international partners to improve the final design. After the final designs are completed, students compare the patterns and trends of the periodic table to types of grocery stores. ","Type":"activity","Alignments":["S2454537","S2454606","S2454607","S2454608","S2694915"]},{"Id":"uod-2845-aquaponics-water-system-bolivia-activity","Url":"https://teachengineering.org/activities/view/uod-2845-aquaponics-water-system-bolivia-activity","Title":"Aquaponics from Bolivia to the United States","Summary":"Students use waste materials to create a medium to hold plants for an aquaponic water system as they learn to reuse materials and about the life system of plants (producers). As they learn about photosynthesis, they better understand what a plant needs to grow and how it develops. While engaging in this activity, students learn about food webs in order to identify the relationships among producers, consumers, and decomposers in an ecosystem. As students are introduced to and learn about the Sustainable Development Goals, they have the opportunity to learn about Bolivia and the United States and make connections between the two countries.","Type":"activity","Alignments":["S2454469","S2454468","S2454459"]},{"Id":"uod-2846-raise-roof-engineering-leakproof-roofs-activity","Url":"https://teachengineering.org/activities/view/uod-2846-raise-roof-engineering-leakproof-roofs-activity","Title":"Raise the Roof! Engineering Leakproof Roofs","Summary":"Students create and design leakproof, sustainable roofs inspired by UN Sustainable Development Goals (SDGs). Students use the engineering design process to create roof models with recyclable materials that withstand simulated rainfall, targeting SDG 3 (Good Health) and SDG 11 (Sustainable Communities). This project-based activity includes research on Ghana’s environmental challenges and promotes teamwork, design iteration, and global problem-solving through real-world engineering applications.","Type":"activity","Alignments":["S2454533","S2454534","S2454535","S2454536","S2454531"]},{"Id":"uod-2764-clean-cooking-matters-activity","Url":"https://teachengineering.org/activities/view/uod-2764-clean-cooking-matters-activity","Title":"Clean Cooking Matters","Summary":"Lack of access to clean cooking affects two-thirds of the global population and disproportionately impacts women. Burn Design Lab in Vashon, WA partners with communities across the globe to design clean cooking technologies.  In this activity, students will mimic their work by developing a prototype of a cookstove. They will, as engineers must, engage in human-centered design by tying scientific innovation to human needs, uses, resources, etc. The students will also learn how their work and that being done at Burn Design Lab meets three of the United Nations’ Sustainable Design Goals meant to make the world better.\n\nThe students will start out working in groups to complete a pre-activity assessment. After that, they will engage in internet research which entails learning about the work done at Burn Design Lab, cookstoves, the UN Sustainable Design Goals, and life in Kenya. Then, they will sketch, plan, and make their prototype.  After that, they will test their prototypes. Next, they will evaluate their data and that of their peers before redesigning and retesting their prototype.  They will finish by completing a post-activity assessment.  Though Kenya is studied in this activity, it can be applied to many different countries and communities.","Type":"activity","Alignments":["S2454606","S2454607","S2454608","S2694903"]},{"Id":"bos-2918-optical-telescope-building-activity","Url":"https://teachengineering.org/activities/view/bos-2918-optical-telescope-building-activity","Title":"Building an Optical Telescope","Summary":"Students learn how an optical telescope works before designing and building their own telescope to image the moon. Once they design and build their telescope, students test their telescopes by imaging the moon with and without the telescope using their smartphones. This is an excellent way for students to better understand, by doing, the engineering required to make a good telescope and observe the night sky.","Type":"activity","Alignments":["S2454560","S2454607"]},{"Id":"bgsu-2915-projectile-motion-arduino-launcher-competition-activity","Url":"https://teachengineering.org/activities/view/bgsu-2915-projectile-motion-arduino-launcher-competition-activity","Title":"Projectile Motion Using Arduino – Launcher Competition","Summary":"Students use an Arduino kit and infrared (IR) sensors to calculate the speed of a moving object. Using kinematic equations, they determine the distance the object travels before hitting the ground. Building on this knowledge, students compete to design and build the most effective projectile launcher. As they refine their launcher designs through the engineering design process, they connect its performance to the principles of projectile motion, incorporating the varying speeds measured by the Arduino.","Type":"activity","Alignments":["S2454607","S2695188","S2787792","S2787801","S1143593"]},{"Id":"bos-2929-heat-capacity-water-oil-materials-activity","Url":"https://teachengineering.org/activities/view/bos-2929-heat-capacity-water-oil-materials-activity","Title":"Exploring Heat Transfer: Engineering Energy-Efficient Cooking Systems","Summary":"Students explore the concept of specific heat capacity by comparing how water and oil respond to heating. Through hands-on experimentation, students measure the temperature changes of both substances over time, graphing their results to determine which has the higher specific heat capacity. Building on this knowledge, students then engage in an engineering design challenge, where they work in teams to design and test a more energy-efficient cooking system. By considering factors such as material type, insulation, and surface area, students create prototypes that minimize heat loss and optimize energy use when heating liquids. After testing and analyzing their designs, students reflect on how different materials and designs affect thermal efficiency and propose improvements to their systems.","Type":"activity","Alignments":["S2454551","S2454607","S2454608","S11435A4","S2366909","S2366907","S2544911","S2544909","S2545569","S2730792","S2730793"]},{"Id":"nds-2865-forest-fires-cars-co2-emissions-activity","Url":"https://teachengineering.org/activities/view/nds-2865-forest-fires-cars-co2-emissions-activity","Title":"Do Forest Fires or Cars Produce More CO2 Emissions?","Summary":"Students act as environmental engineers to solve a problem using carbon dioxide (CO2) emissions from cars and wildfires. Wildfires are a timely topic because every year they cause people in many areas to face poor air quality. Students use Microsoft Excel to investigate CO2 emitted from two sources: highway traffic and forest fires. They estimate and graph the CO2 emitted by forest fires and from U.S. highway driving annually from 2004 to 2021. After they analyze these two pieces of data, they analyze a specific fire and evacuation that happened in Saratoga Springs in June 2020, named the Knolls Fire. Finally, using the Excel data and the Knolls Fire data, students decide whether the U.S. should spend money on reducing the number and severity of wildfires, or on reducing CO2 emissions from driving cars. The students design and create a poster based on their decision and present it to the class.","Type":"activity","Alignments":["S2454603","S11435A4"]},{"Id":"usf_microbes_lesson01_activity2","Url":"https://teachengineering.org/activities/view/usf_microbes_lesson01_activity2","Title":"Grow Your Own Algae!","Summary":"Students discover how tiny microscopic plants can remove nutrients from polluted water. They also learn how to engineer a system to remove pollutants faster and faster by changing the environment for the algae.","Type":"activity","Alignments":["S11309CC","S11309CE","S2454505","S2471190","S21199535"]},{"Id":"cub_navigation_lesson02_activity2","Url":"https://teachengineering.org/activities/view/cub_navigation_lesson02_activity2","Title":"The North (Wall) Star","Summary":"Celestial navigation is the art and science of finding one\u0027s geographic position by means of astronomical observations, particularly by measuring altitudes of celestial objects — sun, moon, planets or stars. This activity starts with a basic, but very important and useful, celestial measurement: measuring the altitude of Polaris (the North Star) or measuring the latitude. ","Type":"activity","Alignments":["S11425BD","S2556116","S11435C9","S2471515","S2471341","S2558025","S1143569","S2373213","S2557980","S21199515"]},{"Id":"mis-2926-under-pressure-arduino-sensor-force-activity","Url":"https://teachengineering.org/activities/view/mis-2926-under-pressure-arduino-sensor-force-activity","Title":"Under Pressure: Using Young’s Modulus to Explore Material Properties","Summary":"Students explore Young’s Modulus by investigating how materials respond to stress and strain, measuring their stiffness and flexibility using Arduino technology. Through hands-on experimentation, students learn how variations in force application can affect the accuracy of their measurements. Building on this knowledge, they apply the engineering design process to create a device that ensures a consistent pressure and angle during testing, improving the reliability of their results.","Type":"activity","Alignments":["S2454540","S114362A","S1143636","S11435EC","S11435EE"]},{"Id":"wsu_circuits_and_ohm_activity1","Url":"https://teachengineering.org/activities/view/wsu_circuits_and_ohm_activity1","Title":"Introduction to Circuits and Ohm\u0027s Law","Summary":"Students explore the basics of DC circuits, analyzing the light from light bulbs when connected in series and parallel circuits. Ohm\u0027s law and the equation for power dissipated by a circuit are the two primary equations used to explore circuits connected in series and parallel. Students measure and see the effect of power dissipation from the light bulbs. Kirchhoff\u0027s voltage law is used to show how two resistor elements add in series, while Kirchhoff\u0027s current law is used to explain how two resistor elements add when in parallel. Students also learn how electrical engineers apply this knowledge to solve problems. Power dissipation is particularly important with the introduction of LED bulbs and claims of energy efficiency, and understanding how power dissipation is calculated helps when evaluating these types of claims. This activity is designed to introduce students to the concepts needed to understand how circuits can be reduced algebraically.","Type":"activity","Alignments":["S11417E1","S114363B","S114362A","S1143612","S1143638","S2454555"]},{"Id":"uok-2903-sustainable-separations-chemical-engineering-activity","Url":"https://teachengineering.org/activities/view/uok-2903-sustainable-separations-chemical-engineering-activity","Title":"Sustainable Separations Through Chemical Engineering","Summary":"Students participate in hands-on activities that introduce them to chemical engineering and sustainability. They explore various separation methods, such as distillation, crystallization, and adsorption, and apply these techniques in real-world scenarios. The activity concludes with an engineering design challenge, where students must design a system to separate the components of potting soil and develop strategies to recycle the separated materials, applying their understanding of sustainability and separation processes.","Type":"activity","Alignments":["S2454471","S2454475","S2454472","S2454533","S2454534","S2454535","S2454536"]},{"Id":"uot-2939-rising-sea-levels-density-mixtures-solutions-activity","Url":"https://teachengineering.org/activities/view/uot-2939-rising-sea-levels-density-mixtures-solutions-activity","Title":"Unraveling Rising Sea Levels: Exploring Density Through Mixtures and Solutions","Summary":"Students explore density through hands-on experimentation and collaborative problem-solving. They design and test mixtures using everyday substances, aiming to create the densest solution. Students brainstorm, plan, create, and test their mixtures, recording observations and analyzing results. They then refine their designs and retest to improve outcomes. A final discussion connects the experiment to real-world concepts, such as how density impacts environmental and global challenges. ","Type":"activity","Alignments":["S2454468","S2454470","S1143487"]},{"Id":"mis-2925-python-functions-copilot-computer-science-activity","Url":"https://teachengineering.org/activities/view/mis-2925-python-functions-copilot-computer-science-activity","Title":"Python Functions Using Copilot","Summary":"Students use Microsoft Visual Studio Code and GitHub Copilot to master writing functions in Python, actively assessing the effectiveness of these tools to define future success criteria for engineers developing similar technologies. Through hands-on coding activities, they explore the significance of functions, enhancing code readability and enabling more innovative programming approaches. Additionally, students examine the impact of these technologies in programming, offering valuable suggestions to refine and advance engineering tools.","Type":"activity","Alignments":["S2454607","S2454609"]},{"Id":"umo-2947-genome-engineer-crispr-cas9-genetic-disorder-activity","Url":"https://teachengineering.org/activities/view/umo-2947-genome-engineer-crispr-cas9-genetic-disorder-activity","Title":"Become a Genome Engineer and Explore CRISPR-Cas9’s Potential to Cure Human Genetic Disorders!","Summary":"Students use the engineering design process as they work in groups to research one of five genetic disorders and learn about CRISPR-Cas9 using a paper model and an online interactive tool. They adapt the paper model to simulate how CRISPR-Cas9 could potentially cure their assigned disorder. Using their research and models, they create a pitch for research funding in the form of a trifold poster. Finally, the entire class debates and discusses which disease should receive the most funding to develop a CRISPR-based cure, considering humanity’s need for a cure (number of cases, disease severity, availability of other treatments, etc.) and the feasibility of targeting their disease with CRISPR.","Type":"activity","Alignments":["S2454606","S2454578","S11435BD"]},{"Id":"bos-2920-elisa-point-of-care-devices-antigen-activity","Url":"https://teachengineering.org/activities/view/bos-2920-elisa-point-of-care-devices-antigen-activity","Title":"ELISA and Point of Care Devices","Summary":"Students learn the basic principles of the humoral immune response and use a model to understand how antibodies and antigens interact in an enzyme-linked immunosorbent assay (ELISA). The ELISA is a laboratory diagnostic tool used to identify and quantify antigens. Through this model, students discover how the interactions between antigens and antibodies can aid in disease diagnosis and provide valuable information for disease management.","Type":"activity","Alignments":["S2454563"]},{"Id":"cub_measurement_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_measurement_lesson01_activity1","Title":"Give an Inch, Take a Foot","Summary":"Students practice measuring techniques by measuring different objects and distances around the classroom. They practice using different scales of measurement in metric units and estimation. Also, students learn how measurement is used in engineering and why accuracy is important to the design of new products. ","Type":"activity","Alignments":["S2553842","S2558343","S11434AC","S11434AE","S1143500","S2471144","S21199470"]},{"Id":"ind-2962-arduino-air-quality-monitor-activity","Url":"https://teachengineering.org/activities/view/ind-2962-arduino-air-quality-monitor-activity","Title":"Arduino Air Quality Monitor","Summary":"Students use the engineering design process to engage in a hands-on investigation of how atmospheric conditions impact learning while connecting their findings to real-world sustainability goals. By constructing and using an Arduino air quality monitor, students collect and analyze data on factors such as temperature, humidity, carbon dioxide levels, and air particulates. Through this process, they explore how these environmental properties influence cognitive function, concentration, and overall well-being. Students then interpret their data, draw evidence-based conclusions, and relate their findings to the United Nations Sustainable Development Goals (SDGs), particularly those related to health, education, and sustainable cities. Finally, they apply their knowledge by proposing actionable improvements to optimize classroom air quality, fostering healthier, more effective learning environments.","Type":"activity","Alignments":["S2454607","S1143614"]},{"Id":"umo-2952-tone-shock-conditioning-activity3","Url":"https://teachengineering.org/activities/view/umo-2952-tone-shock-conditioning-activity3","Title":"Connecting the Circuits of Fear: Understanding Neural Pathways and Conditioning","Summary":"Students dive deeper into fear conditioning by exploring the neural pathways involved in tone and shock responses. They review the basics of synapses and neural pathways before using a virtual lab simulation to connect tone and shock pathways in the amygdala, aiming to create a circuit that results in fear conditioning. Throughout the process, students experiment with different firing rates and configurations, troubleshooting through trial and error to find the correct values that activate the neurons. The task culminates in a more advanced exploration of calcium ion plasticity, enhancing students\u0027 understanding of how fear conditioning works at multiple levels in the brain.","Type":"activity","Alignments":["S11435F6","S2454562"]},{"Id":"umo-2952-fear-pavlovs-dog-activity2","Url":"https://teachengineering.org/activities/view/umo-2952-fear-pavlovs-dog-activity2","Title":"Learning Fear: Exploring Pavlovian Conditioning and Neural Pathways","Summary":"Students build on their understanding of how the brain uses circuits to respond to external stimuli, learning about Pavlovian conditioning through the lens of neural circuits. By exploring Pavlov’s dog experiment, students connect their knowledge of neurons and neural pathways to understand how animals, including humans, learn through association. The lesson emphasizes the concept of learning and synaptic plasticity, which are key to understanding how neural circuits control behavior. Students engage in hands-on activities, such as drawing circuits, discussing the Pavlov experiment, and using tools such as Google Colab to explore fear learning and the role of the amygdala. With the help of videos and group discussions, they examine the neural pathways involved in both reward and fear conditioning.","Type":"activity","Alignments":["S2454562","S11435F6"]},{"Id":"umo-2952-neuron-electrical-impulses-activity1","Url":"https://teachengineering.org/activities/view/umo-2952-neuron-electrical-impulses-activity1","Title":"Wired to Think: Exploring the Brain as an Electrical Circuit","Summary":"The brain is a complex computer with its own hardware and ‘software.’ Students are introduced to the brain’s function as an electrical circuit by exploring the similarities between neurons and electrical circuits. Students first learn about neurons, their structure, and how they transmit signals using electrical impulses, much like wires in a circuit. Through interactive activities, they build and analyze simple electrical circuits, drawing parallels to neural pathways in the brain. By understanding how the brain processes information and learns fear, students connect neuroscience concepts to real-world applications such as neuroplasticity, brain-machine interfaces, and biomedical engineering. ","Type":"activity","Alignments":["S11435F6","S2454562"]},{"Id":"fiu-2614-sensors-hearts-arduino-engineering-design","Url":"https://teachengineering.org/activities/view/fiu-2614-sensors-hearts-arduino-engineering-design","Title":"Sensors for Our Hearts ","Summary":"How can we design and employ simple sensors to give us accurate information about the human body? In this activity, students make sense of how the human heart works and heart health by using the engineering design process to create a model of a human heart and then use sensors to determine their success. Students will know their heart model is successful if the Arduino Nano Gesture, Proximity, Light \u0026 RGB sensor can classify if the student\u0027s model has a right atrium (blue) and a left atrium (red).\n","Type":"activity","Alignments":["S2454468","S11308E4","S21199572","S21199571"]},{"Id":"uof-2672-roller-coaster-energy-engineering-design","Url":"https://teachengineering.org/activities/view/uof-2672-roller-coaster-energy-engineering-design","Title":"Roll ‘n’ Roller Coaster","Summary":"Roller coasters are one of the most thrilling ways to feel engineering in action!  In this activity, students act as mechanical, civil, and structural engineers as they design and build a roller coaster with their teammates that allows a table tennis ball to roll through the entire model unassisted. As students design and build their roller coaster, they will learn about kinetic and potential energy. Students explain that when the ball is placed at the top of the ramp, it has potential energy (stored energy). Once the ball is released, the potential energy is changed into kinetic energy (energy of motion). Students also identify the role that friction plays in stopping the ball. As students experience the engineering design process and create multiple iterations of their design, they will discover the key to allow the table tennis ball to gain enough momentum to cycle through the roller coaster unassisted is to create an initial slope that’s steep enough to allow the ball to cycle through.","Type":"activity","Alignments":["S11308B9","S11308BA","S2454468","S11434B0","S2454440","S11308B4","S11308B3","S21199572","S21199570"]},{"Id":"ced-2678-creative-crash-testing-car-challenge-activity","Url":"https://teachengineering.org/activities/view/ced-2678-creative-crash-testing-car-challenge-activity","Title":"Creative Engineering Design: Creative Crash Testing Design Challenge","Summary":"Students utilize the full Engineering Design Process (EDP) as they become next-generation engineers working on the safety features for passenger vehicles. They are challenged to design or improve an existing passenger compartment design/feature so cars better withstand front-end collisions, protecting riders from injury and resulting in minimal vehicle structural damage.","Type":"activity","Alignments":["S2454608","S21199589"]},{"Id":"cub-2825-creative-engineering-electric-vehicle-design","Url":"https://teachengineering.org/activities/view/cub-2825-creative-engineering-electric-vehicle-design","Title":"Creative Engineering Design: Model EV Design Challenge","Summary":"Students collaborate creatively in teams (2-4 students) to design, build, test, and iterate a model electric vehicle (EV) car, which runs on a battery-powered motor circuit. Students apply and integrate the engineering design process, forms of energy (electrical, chemical, mechanical), and related physics concepts, such as simple machines (pulleys, axles, and wheels), complex machines (gears), and motion of objects (friction, speed) to maximize the performance of their model EV. Throughout this project-based learning experience, students explore transportation-related concepts including air quality, health, and environmental connections. In a final design expo, teams present their model EV cars, explain their design process journey, and share perspectives on the intersection of engineering and environmental impacts regarding transportation. Teams can also participate in fun model EV races and aesthetic design competitions. ","Type":"activity","Alignments":["S2454606","S2454607","S2454608","S21199535","S21199591","S21199589"]},{"Id":"uok-2943-helping-hands-assisted-device-multiple-sclerosis-activity","Url":"https://teachengineering.org/activities/view/uok-2943-helping-hands-assisted-device-multiple-sclerosis-activity","Title":"Helping Hands: Engineering Solutions for Multiple Sclerosis","Summary":"Students work collaboratively to create a low-cost, easy-to-use device that helps individuals with multiple sclerosis (MS) securely hold a pencil, addressing difficulties with fine motor skills. After learning about MS and discussing how biomedical engineers develop assistive devices, students establish criteria and constraints for their designs. They brainstorm, sketch, and select materials, then build and test their prototypes within a set time. Following testing, they evaluate and improve their designs, ultimately presenting their final devices to the class.","Type":"activity","Alignments":["S2454495","S2454534","S2454536"]},{"Id":"cub_surg_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_surg_lesson03_activity1","Title":"Measuring Viscosity","Summary":"Students calculate the viscosity of various household fluids by measuring the amount of time it takes marble or steel balls to fall given distances through the liquids. They experience what viscosity means, and also practice using algebra and unit conversions.","Type":"activity","Alignments":["S11424B7","S2555915","S113EF7E","S11435A4","S114363B","S1143549","S1143612","S2553746","S1143645","S2366909","S1143638","S2555911","S2556124","S2556127","S2556155","S2553747","S2471698","S2471411","S1141704"]},{"Id":"umo-2900-brain-processing-senses-helmet-design-activity","Url":"https://teachengineering.org/activities/view/umo-2900-brain-processing-senses-helmet-design-activity","Title":"Brain Power: Exploring Reaction Time and Building Your Own Helmet","Summary":"Students explore how animals and humans process sensory information and respond by conducting a reaction time experiment of dropping a ruler to see how quickly they can catch it. They then build a model using various materials to represent how their brain and body work during the experiment. Additionally, students learn the importance of brain protection by using the engineering design process to design and construct their own bicycle helmet using materials such as cardboard, egg cartons, and bubble wrap.","Type":"activity","Alignments":["S2454446","S2454447","S2454468","S2454470"]},{"Id":"cub-2812-environmental-justice-storymap-collection-activity","Url":"https://teachengineering.org/activities/view/cub-2812-environmental-justice-storymap-collection-activity","Title":"Creative Engineering Design: Environmental Impact StoryMap Collection","Summary":"Ethics are an essential part of engineering. They guide engineers to ensure their designs and solutions prioritize safety, sustainability, and public well-being. The Environmental Impact StoryMap Collection actively engages students in exploring ethics-based, transportation-related topics. This StoryMap series was created using Esri ArcGIS technology to enable students to explore transportation and air quality relationships from sustainability- and community-based and engineering perspectives.","Type":"activity","Alignments":["S2454606","S2454531","S2454532","S2454573","S2454528","S2454533","S2454604","S2454608","S2454534","S2454602"]},{"Id":"cub-2812-environmental-impact-storymap-collection-activity","Url":"https://teachengineering.org/activities/view/cub-2812-environmental-impact-storymap-collection-activity","Title":"Creative Engineering Design: Environmental Impact StoryMap Collection","Summary":"Ethics are an essential part of engineering. They guide engineers to ensure their designs and solutions prioritize safety, sustainability, and public well-being. The Environmental Impact StoryMap Collection actively engages students in exploring ethics-based, transportation-related topics. This StoryMap series was created using Esri ArcGIS technology to enable students to explore transportation and air quality relationships from sustainability- and community-based and engineering perspectives.","Type":"activity","Alignments":["S2454606","S2454531","S2454532","S2454573","S2454528","S2454533","S2454604","S2454608","S2454534","S2454602"]},{"Id":"ucla_metal_activity1","Url":"https://teachengineering.org/activities/view/ucla_metal_activity1","Title":"Name That Metal!","Summary":"Given an assortment of unknown metals to identify, student pairs consider what unique intrinsic (aka intensive) metal properties (such as density, viscosity, boiling or melting point) could be tested. For the provided activity materials (copper, aluminum, zinc, iron or brass), density is the only property that can be measured so groups experimentally determine the density of the \"mystery\" metal objects. They devise an experimental procedure to measure mass and volume in order to calculate density. They calculate average density of all the pieces (also via the graphing method if computer tools area available). Then students analyze their own data compared to class data and perform error analysis. Through this inquiry-based activity, students design their own experiments, thus experiencing scientific investigation and experimentation first hand. A provided PowerPoint® file and information sheet helps to introduce the five metals, including information on their history, properties and uses.","Type":"activity","Alignments":["S2514058","S2514291","S2514057","S2514290","S2514286","S2471320","S2471356","S1143549","S114354B","S2366907","S11435E7","S11435E6","S114357F","S1143548","S114350A","S2513875","S2513642","S2514060","S21199515"]},{"Id":"wst_environmental_lesson02_activity2","Url":"https://teachengineering.org/activities/view/wst_environmental_lesson02_activity2","Title":"Water Remediation Lab","Summary":"Students measure the effectiveness of water filters in purifying contaminated water. They prepare test water by creating different concentrations of bleach (chlorine-contaminated) water. After passing the contaminated water through commercially available Brita® water filters designed to purify drinking water, students determine the chlorine concentration of the purified water using chlorine test strips and measure the adsorption of chlorine onto activated carbon over time. They graph and analyze their results to determine the effectiveness of the filters. The household active carbon filters used are one example of engineer-designed water purification systems.","Type":"activity","Alignments":["S2477684","S2477683","S1141717","S11435A4","S1143549","S2477928","S1143548","S2596327","S2596149","S2596629","S2596584","S2471266","S2471283","S2471356","S2366907","S2366909","S2477268","S2477270","S21199515","S21199531","S21199537"]},{"Id":"clem-2888-investigations-nitinol-metal-shape-memory","Url":"https://teachengineering.org/activities/view/clem-2888-investigations-nitinol-metal-shape-memory","Title":"Investigations With Nitinol: The Metal With Shape Memory!","Summary":"Students investigate nitinol (nickel-titanium alloy), a shape memory alloy known for its ability to return to a pre-set shape when heated and its super elastic properties. Through hands-on exploration, they examine how phase transformations between martensite and austenite influence nitinol’s behavior and discuss its applications in fields such as biomedicine, robotics, and aerospace. By connecting microscopic atomic structures to macroscopic material properties, students develop a deeper understanding of how engineers design advanced materials to solve real-world problems.","Type":"activity","Alignments":["S2454607","S2454540"]},{"Id":"nds-2787-earthquake-effects-structural-integrity-building","Url":"https://teachengineering.org/activities/view/nds-2787-earthquake-effects-structural-integrity-building","Title":"Testing the Effects of an Earthquake on the Structural Integrity of a Building","Summary":"Students act as civil engineers and use the engineering design process to design and construct a building in an earthquake-prone area for a local developer. Students will have to make decisions on how many materials they use, because they will have a budget to meet. The building materials will include spaghetti noodles, toothpicks, flexible straws, marshmallows, and hot glue. They will also have to construct a building with specific size constraints and that can withstand a 2.5 lb. weight being placed on top of it. After construction, their building with the weight will be placed on a shake table. Students will measure the time their building remains standing during the earthquake. Students will review where their building first collapsed and redesign their building to try to make it last longer in a second earthquake. Finally, each group will use all of their information to develop a presentation of their results for the developer in hopes of winning the bid.","Type":"activity","Alignments":["S2454607","S2454608","S2454602"]},{"Id":"uot-2884-save-clothes-avocados-matter-properties-activity","Url":"https://teachengineering.org/activities/view/uot-2884-save-clothes-avocados-matter-properties-activity","Title":"Let’s Save Our Clothes with Avocados!","Summary":"Students use parts of the engineering design process to change the matter properties (e.g., the color) of dye in order to save old clothes from a landfill. Students learn how dye is extracted from natural resources—in this case, avocados. They learn how to manipulate the extracted dye using classroom-safe substances while learning about the engineering design process. Once they have their final dye, they use it to repurpose used clothing in order to extend its life so that it does not end up in a landfill. ","Type":"activity","Alignments":["S2454416","S113EEAD"]},{"Id":"uot-2980-drop-ball-material-physics-motion-quadratics","Url":"https://teachengineering.org/activities/view/uot-2980-drop-ball-material-physics-motion-quadratics","Title":"Drop the Ball: Learning About Material Physics, Motion, and Quadratics Through Sport Design","Summary":"Student groups take on the role of sports engineers as they invent a brand-new sport that features a ball and a bounce. First, they use the engineering design process to design the game, including custom rules, scoring methods, and equipment. Then, based on their game plan, they select a play surface and ball type from available classroom materials. Next, students conduct a \"bounce test\" to experiment with different combinations of balls and surfaces. Through this process, they explore the physical properties of materials and how they affect motion. To deepen their understanding, students apply mathematics to model and analyze motion, using quadratic equations to represent bounce behavior and interpret their results.","Type":"activity","Alignments":["S2454548","S2471710","S2471711","S2471712","S2471727","S114364A","S11435AC"]},{"Id":"uod-2974-lost-explorer-making-cyanotype-print-maps","Url":"https://teachengineering.org/activities/view/uod-2974-lost-explorer-making-cyanotype-print-maps","Title":"The Lost Explorer: Making Cyanotype Print Maps","Summary":"This interdisciplinary activity combines art, science, literature, cultural competency, and the engineering design process to engage young students in creative exploration. After listening to a read-aloud of Hieroglyphs A–Z, by Peter Der Manuelian, students are challenged to design a unique set of hieroglyphs to help a lost explorer navigate the school in search of treasure and cultural artifacts. Using limited materials, students harness the power of the sun, paper, and natural objects to create cyanotype-style prints that serve as maps and clues. They collaborate to design, test, and revise their prints, sharing feedback and improving their work. Along the way, students gain foundational knowledge in hieroglyphics, cyanotype printing, and map-making, while also developing critical thinking, creativity, and teamwork skills using the engineering design process.","Type":"activity","Alignments":["S2470761","S2470626","S21522985","S21523017","S21523051","S21523020","S21523054"]},{"Id":"uod-2967-greater-good-designing-public-center-activity","Url":"https://teachengineering.org/activities/view/uod-2967-greater-good-designing-public-center-activity","Title":"For the Greater Good: Designing a Public Center That Strengthens the Community","Summary":"Students tackle the challenge of designing a community center by asking, “What does my community need, and what role do I play in shaping it?” They explore their community’s strengths and challenges, comparing them to the United Nations’ 17 Sustainable Development Goals to identify key design elements. By analyzing both local and global communities, they discover features that contribute to meaningful and sustainable development. Using the engineering design process, students apply their insights to digitally create a community center in SketchUp that reflects their city’s needs while aligning with sustainability goals. They refine their ideas through two rounds of peer feedback and redesign, fostering collaboration and critical thinking. ","Type":"activity","Alignments":["S2454533","S2454534","S2454535","S2471249","S21199580","S21199582"]},{"Id":"umo-2954-human-emg-signals-robot-movements-activity","Url":"https://teachengineering.org/activities/view/umo-2954-human-emg-signals-robot-movements-activity","Title":"Translating Human EMG Signal Readings to Robot Movements","Summary":"With a design-thinking approach, students incorporate neuroscience into their robotics learning experiences in this activity. They perform an experiment to design a basic human-robot interface through which electromyography (EMG) signal readings from the muscle movements in their arm are translated to simple movements in their robots. Students brainstorm factors they believe will vary between arm movements, and use these factors to develop a data processing program for the EMG data collected. In doing so, students form an understanding of the considerations that are involved in designing, building, and evaluating a human-machine interface.","Type":"activity","Alignments":["S2454606","S2454607","S2454608","S2454609"]},{"Id":"rice-2371-engineering-gummy-candy-hydrogels","Url":"https://teachengineering.org/activities/view/rice-2371-engineering-gummy-candy-hydrogels","Title":"Engineering the Perfect Gummy Candy","Summary":"Students use a recipe to prepare a hydrogel gummy snack, which has a similar consistency to that found in a Haribo® gummy product. They must convert the juice and gelatin-based recipe from US customary units to metric units with dimensional analysis conversion. After unit conversion, teams are given different gelatin quantities and design their gummy snacks. Once the candies have solidified, student groups compare the gummy snacks are for viscosity and taste. After a taste test, teams reflect on their experiment and brainstorm ways to iterate a better gummy recipe.","Type":"activity","Alignments":["S2486907","S113F13F","S113F137","S11416C0","S2454536","S2454544","S114350E","S114350F","S1143598","S21199474","S21199533"]},{"Id":"umo-2977-neuromaze-neural-pathways-robotic-navigation-activity","Url":"https://teachengineering.org/activities/view/umo-2977-neuromaze-neural-pathways-robotic-navigation-activity","Title":"NeuroMaze: Mapping Neural Pathways Through Robotic Navigation of a Simple Maze","Summary":"In this activity, students learn concepts related to the brain and nervous system via a hands-on mini robot activity. They learn about the similarities between the human brain and its engineering counterpart, the computer, as they create a program to navigate a maze. Given that students work with computers routinely, this comparison strengthens their understanding of both how the brain works and how the computer parallels the brain’s processing power, in addition to reinforcing human and robot interactions. Students strengthen their skills in experimental design, the engineering design process, testing, prototyping, and asking questions—important skill sets needed for success in the 21st century marketplace. ","Type":"activity","Alignments":["S2472145","S2471964","S2478512","S2478662"]},{"Id":"uof-2242-animal-survival-engineering-habitat-design","Url":"https://teachengineering.org/activities/view/uof-2242-animal-survival-engineering-habitat-design","Title":"Engineering an Animal’s Survival ","Summary":"This unique engineering activity explores helping animals that cannot help themselves. Students perform research and design prosthetic prototypes for an animal to use for its survival. First, students choose an animal from a set of task cards. These cards have descriptions of animals that have injuries that keep them from getting what they need in the wild. Next, students work in pairs to research these animals and their habitats. They then create habitats for their animals to live and model 3D prosthetics for the animals to use with modeling clay. Finally, students share their habitats with their peers.  ","Type":"activity","Alignments":["S1130878","S113085B","S113087B","S2572570","S2572568","S1141702","S1141703","S11416BC","S11416BE","S11416BF","S2454416","S2454417","S11439C4","S11438D6"]},{"Id":"umo-2935-mapping-neuron-recuitment-muscle-action-activity","Url":"https://teachengineering.org/activities/view/umo-2935-mapping-neuron-recuitment-muscle-action-activity","Title":"Mapping the Brain: Neurons, Synapses, and Movement","Summary":"This is the first activity in a unit of four activities. Students are introduced to foundational neuroscience concepts, focusing on motor and sensory neurons and their connections to muscles at the synapse. Through handouts and activities, they explore brain anatomy and construct a basic homunculus to map brain regions to body functions. Students then engage in a hands-on micro:bit activity—observing and manipulating a simulated “beating heart” and a finger dexterity game—where wrist and finger movements control the heart’s size. This experiment helps students explore how different levels of movement affect neuron recruitment. Using an inquiry-based approach, they analyze these patterns and apply their findings to build a detailed neuron-muscle interaction map. ","Type":"activity","Alignments":["S2454563","S2454609","S1143ADA","S2364839","S1143B0F"]},{"Id":"umo-2937-neural-data-processing-database-python-activity","Url":"https://teachengineering.org/activities/view/umo-2937-neural-data-processing-database-python-activity","Title":"Collaborative Data Analysis: Building a Virtual Lab With Python","Summary":"This third activity builds on the data collected from the previous \"Decoding Muscle Movement: Analyzing Neuromuscular Signals With EMG\" activity. Students now gather electrical data from various groups\u0027 experiments using Muscle SpikerBox kits, which save the data in .wav format. They then use Google Colab, a cloud-based Python development environment, to create a shared database for collaborative data analysis. As they convert and process the data, students write Python scripts and engage in data analysis, honing key computational thinking skills such as breaking down complex problems, identifying patterns, abstracting essential details, and designing algorithms. This hands-on activity promotes teamwork, enhances data manipulation proficiency with Python, and deepens students\u0027 understanding of neuroscience research methodologies.","Type":"activity","Alignments":["S2454608","S2454609","S2454559","S2454564","S2454553","S2454607","S2471782","S11435AD","S2366909"]},{"Id":"umo-2938-neural-data-graphs-python-activity","Url":"https://teachengineering.org/activities/view/umo-2938-neural-data-graphs-python-activity","Title":"Visualizing Neural Signals: Interpreting Data to Understand Movement","Summary":"This fourth and final activity in the unit allows students to analyze and visualize neural data, providing them with the opportunity to explore patterns in brain signals. Using Python, students interpret neural activity linked to various movements, such as finger and wrist motions, to understand how neural signals correspond to physical actions. The graphics.py library offers an intuitive introduction to data visualization, enabling students to create clear graphical representations of neural data before advancing to more sophisticated tools like matplotlib. By visualizing and analyzing their findings in a report, students deepen their understanding of neural data processing while honing critical skills in data analysis, programming, and scientific communication.","Type":"activity","Alignments":["S2454607","S2454540","S2454557","S2454562","S2454579","S2454608","S2471782","S114359F","S2366909"]},{"Id":"rice-2975-sediment-transport-bayou-design-solutions","Url":"https://teachengineering.org/activities/view/rice-2975-sediment-transport-bayou-design-solutions","Title":"Exploring Sediment Transport and Bayou Design Solutions","Summary":"Students explore the concept of sediment transport and its impact on bayous, which play a vital role in city drainage systems in low-lying areas, such as those found in the southeastern United States. Using the engineering design process, they build bayou models in plastic bins using sand and water, observe how water moves sediment, and investigate the effects of erosion, deposition, and flood risks. To address these challenges, students design and test solutions such as sediment traps and barriers to control sediment buildup and improve water flow.","Type":"activity","Alignments":["S113F138","S113EE3A","S113F168","S2454521","S2454531","S2454533","S2454534","S2454536"]},{"Id":"ucd_windturbine_activity1","Url":"https://teachengineering.org/activities/view/ucd_windturbine_activity1","Title":"Does It Cut It? Understanding Wind Turbine Blade Performance","Summary":"Students gain an understanding of the factors that affect wind turbine operation. Following the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, engineering teams use simple materials (cardboard and wooden dowels) to build and test their own turbine blade prototypes with the objective of maximizing electrical power output for a hypothetical situation—helping scientists power their electrical devices while doing research on a remote island. Teams explore how blade size, shape, weight and rotation interact to achieve maximal performance, and relate the power generated to energy consumed on a scale that is relevant to them in daily life. A PowerPoint® presentation, worksheet and post-activity test are provided.","Type":"activity","Alignments":["S2513958","S2513990","S11434CE","S11434C4","S11434C7","S2513939","S2454536","S2454533","S2598289","S2598286","S21199571"]},{"Id":"uot-2460-fun-leaf-chromotography-activity","Url":"https://teachengineering.org/activities/view/uot-2460-fun-leaf-chromotography-activity","Title":"Fun with Leaf Chromatography!","Summary":"Shine a light on the fascinating world of chromatography! Students investigate different colored pigments in a variety of different colored leaves. By using isopropanol and chromatography paper, students separate the different pigments that make up the color of the leaf. They learn to analyze data by collecting and recording information after assembling an experiment in which they use the paper chromatography method. Students further learn about pigmentation by making sense of the process of the phenomena of photosynthesis. Students learn that producers (e.g., plants), have chlorophyll which absorbs the sunlight to produce the food they need to survive and the type of chlorophyll a plant has affects the color of the plant. ","Type":"activity","Alignments":["S11439CA","S2364932","S2364849","S11438F6","S1143903","S1143904","S2454452","S11416C3","S113F15E","S113F135"]},{"Id":"uot-2979-diy-microscope-challenge-light-activity","Url":"https://teachengineering.org/activities/view/uot-2979-diy-microscope-challenge-light-activity","Title":"Lens to Equality: DIY Microscope Challenge","Summary":"Students design and construct a functional, budget-friendly microscope using lenses and a variety of accessible materials. Through this process, they investigate how light behaves as it travels through different media, gaining a deeper understanding of optical principles. As their exploration progresses, students enhance their comprehension of key concepts such as reflection, refraction, absorption, and the wave nature of light.","Type":"activity","Alignments":["S2454445","S2454490","S11434A2","S11434F4","S11434D3"]},{"Id":"rice-2989-microplastics-filtration-solutions-activity","Url":"https://teachengineering.org/activities/view/rice-2989-microplastics-filtration-solutions-activity","Title":"Preventing Microplastics from Getting into Humans","Summary":"Students explore the environmental and human health impacts of microplastics while designing and testing their own filtration solutions. After learning about how microplastics enter the environment and human body through various pathways, potentially leading to serious health issues such as cancer, students work in teams to develop a practical solution to filter microplastics from water. Using readily available and cost-effective materials, students engage in the complete engineering design process: from initial research and brainstorming to prototyping, testing, and presenting their solutions. Students test their filters using water samples containing microplastic particles and evaluate the effectiveness of their designs through visual inspection or microscopic analysis. ","Type":"activity","Alignments":["S2454607","S2454573","S113F07F","S113F05C","S113F061","S114359F","S11435A7"]},{"Id":"cla_activity2_energy_conversion","Url":"https://teachengineering.org/activities/view/cla_activity2_energy_conversion","Title":"Energy Conversions","Summary":"Students evaluate various everyday energy conversion devices and draw block flow diagrams to show the forms and states of energy into and out of the device. They also identify the forms of energy that are useful and the desired output of the device as well as the forms that are not useful for the intended use of the item.  This can be used to lead into the law of conservation of energy and efficiency. The student activity is preceded by a demonstration of a more complicated system to convert chemical energy to heat energy to mechanical energy.  Drawing the block energy conversion diagram for this system models the activity that the students then do themselves for other simpler systems.","Type":"activity","Alignments":["S11417D8","S10070A0","S10115EB","S1020FBA","S2454487","S2783854","S21199495"]},{"Id":"mis-2348-judgement-jellybeans-linear-model-activity","Url":"https://teachengineering.org/activities/view/mis-2348-judgement-jellybeans-linear-model-activity","Title":"Judgement with Jellybeans","Summary":"Students collect data and apply mathematical modeling, specifically linear approximation, to predict what will happen in a specific situation. In this activity, students collect data to determine the number of Jelly Belly jelly beans it takes to fill up the respective tube. Students plot their data, graph a linear approximation model, and write an equation representing their model. Students use their linear model to predict the number of Jelly Belly jelly beans that are in a similar cylindrical tube with a given height. Students discuss the accuracy of their results and limitations in their model and data collection process. They then apply their predictions to make suggestions to Jelly Belly for potential packaging of jelly beans based on quantity instead of net weight. ","Type":"activity","Alignments":["S1141702","S2471696","S2471698","S11435A4","S114356A","S2366909","S2366910","S2481506","S2480848","S2480849","S2481504"]},{"Id":"csm_asteroid_lesson5_activity1_tg","Url":"https://teachengineering.org/activities/view/csm_asteroid_lesson5_activity1_tg","Title":"Rocks, Rocks, Rocks: Test, Identify Properties \u0026 Classify","Summary":"Continuing the Asteroid Impact challenge, student teams test rocks to identify their physical properties such as luster, hardness, color, etc.,  and classify them as igneous, metamorphic or sedimentary. They complete a data table to record all of the rock properties, and then answer worksheet questions to deepen their understanding of rock properties and relate them to the cavern design problem.","Type":"activity","Alignments":["S2471232","S1141704","S2471193","S2471543"]},{"Id":"cub_soundandlight_lesson8_activity1","Url":"https://teachengineering.org/activities/view/cub_soundandlight_lesson8_activity1","Title":"Create a Pinhole Camera","Summary":"In this hands-on activity, students learn how light travels in straight lines and how images are inverted when passing through a small hole by creating their own pinhole camera. They explore the historical development of cameras, from the camera obscura to modern digital cameras, and discuss how engineers have played a role in these advancements.","Type":"activity","Alignments":["S11424F3","S2454445","S2454468","S21199512","S21199470"]},{"Id":"uod-1921-shantytown-construction-redesign-composite-material-science","Url":"https://teachengineering.org/activities/view/uod-1921-shantytown-construction-redesign-composite-material-science","Title":"Shantytown Construction Redesign","Summary":"Students learn about STEM education through an engineering design challenge that focuses on improving building materials used in shantytowns. First, they consider the factors that lead to shantytown development. After researching the implications of living in shantytowns, students design, build and test cement-based concrete block composites made of discarded and/or recycled materials. The aim is to make a material that is resistant to degradation by chemicals or climate, can withstand natural disasters, and endure through human-made conditions (such as urban overcrowding or pollution). The composites must be made of materials that are inexpensive and readily available so that they are viable alternative in shantytown communities. Students assess the results both chemically and physically and then iterate their designs with the materials that proved to be strongest. ","Type":"activity","Alignments":["S2694990","S2695013","S2694921","S2695009","S2694947","S11416C3","S11416C9","S2454540","S1143ACB","S1143ADA","S1143ADC","S1143598","S1143593","S114356A","S11435A4","S2454607","S2454608","S11416BE","S11416BF","S11416C1","S1141704","S2694902","S2694903","S2787981","S2787983","S11416C0","S2787718","S2787801"]},{"Id":"umo-2936-virtual-lab-neuroscience-microcontrollers-activity","Url":"https://teachengineering.org/activities/view/umo-2936-virtual-lab-neuroscience-microcontrollers-activity","Title":"Decoding Muscle Movement: Analyzing Neuromuscular Signals With EMG","Summary":"In this second activity, students dive deeper into the neuromuscular system by exploring how the body recruits and activates muscles in response to various gestures. They begin by examining the neuromuscular junction and diagramming the neuronal circuitry pathway involved in muscle activation. Using electromyography (EMG), students learn how to measure subtle muscle responses triggered by wrist and finger movements. They collect and analyze EMG data with the help of surface electrodes and computer software, focusing on recording and processing signals from both large and small muscle groups at different speeds. By practicing data acquisition, filtering, and signal analysis, students apply the scientific method and engineering design process to understand how neurons interact with muscles. As they work in teams to compare signal parameters such as amplitude and frequency, they gain valuable insights into muscle recruitment and learn to distinguish between different types of gestures based on their EMG data. This activity reinforces students\u0027 understanding of neuromuscular function while enhancing their skills in data collection and analysis.","Type":"activity","Alignments":["S2472143","S2454608","S2454609"]},{"Id":"uoh_piezo_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uoh_piezo_lesson01_activity1","Title":"Building a Piezoelectric Generator","Summary":"Students learn how to build simple piezoelectric generators to power LEDs. To do this, they incorporate into a circuit a piezoelectric element that converts movements they make (mechanical energy) into electrical energy, which is stored in a capacitor (short-term battery). Once enough energy is stored, they flip a switch to light up an LED. Students also learn how much (surprisingly little) energy can be converted using the current state of technology for piezoelectric materials.","Type":"activity","Alignments":["S11417DD","S2454551","S2454552","S1141704","S1141702","S1143598","S1143593","S114363B","S1143638","S2487122","S2487149","S113EE9E","S113EF78"]},{"Id":"gat_visual_art_lesson01_activity1","Url":"https://teachengineering.org/activities/view/gat_visual_art_lesson01_activity1","Title":"Heat Flow and Diagrams Lab","Summary":"Students\u0027 eyes are opened to the value of creative, expressive and succinct visual presentation of data, findings and concepts. Student pairs design, redesign and perform simple experiments to test the differences in thermal conductivity (heat flow) through different media (foil and thin steel). Then students create visual diagrams of their findings that can be understood by anyone with little background on the subject, applying their newly learned art vocabulary and concepts to clearly communicate their results. The principles of visual design include contrast, alignment, repetition and proximity; the elements of visual design include an awareness of the use of lines, color, texture, shape, size, value and space. If students already have data available from other experiments, have them jump right into the diagram creation and critique portions of the activity.","Type":"activity","Alignments":["S113E114","S113E115","S113E116","S113E117","S1141750","S1143613","S1143614","S2454607","S11416BE","S11416BF","S114356A","S2366910","S21199589","S21199585","S21199591"]},{"Id":"ewh_pump_activity1","Url":"https://teachengineering.org/activities/view/ewh_pump_activity1","Title":"Protect the Pump: Prototyping Designs for Biomedical Devices","Summary":"Students learn how biomedical engineers work with engineers and other professionals to develop dependable medical devices. Specifically, they learn about suction pumps, which are important devices to keep in good repair, especially when they are used in remote locations. Student teams ask, research, imagine, plan, create, test, and improve prototypes of suction pump protection devices to keep fluid from backing up and ruining the pump motors. Using a real suction pump, they conduct repeated trials to test their devices for reliability, making improvements as necessary.","Type":"activity","Alignments":["S2454533","S11417F8","S2363692"]},{"Id":"uod-2272-sled-design-challenge-earthquakes-emergency","Url":"https://teachengineering.org/activities/view/uod-2272-sled-design-challenge-earthquakes-emergency","Title":"Swiss Alps Emergency Sled Design","Summary":"Students act as engineers to solve a hypothetical problem that has occurred in the Swiss Alps due to a seismic event. In research groups, students follow the steps of the engineering design process as teams compete to design and create small-size model sleds that can transport materials to people in distress who are living in the affected town. The sleds need to be able to carry various resources that the citizens need for survival as well as meet other design requirements. Students test their designs and make redesigns to improve their prototypes in order to achieve final working designs. Once the designs and final testing are complete, students create final technical reports. ","Type":"activity","Alignments":["S2462835","S11416BE","S11416BF","S11416C0","S11416C1","S2454533","S2454534","S2454536","S2366907","S11434D3","S1143682","S2373213","S11434E9","S2787254","S2787587","S2787573","S2787667","S2787670"]},{"Id":"cub_mechanics_lesson04_activity3","Url":"https://teachengineering.org/activities/view/cub_mechanics_lesson04_activity3","Title":"Couch Potato or Inertia Victim?","Summary":"Students design a simple behavioral survey, and learn basic protocol for primary research, survey design and report writing. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world — concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.","Type":"activity","Alignments":["S2557984","S2557978","S21199512"]},{"Id":"nds-2779-flood-causes-mitigation-strategies-activity","Url":"https://teachengineering.org/activities/view/nds-2779-flood-causes-mitigation-strategies-activity","Title":"Flood Causes and Mitigation Strategies for Civil Engineers","Summary":"Students act as civil engineers who are assessing the viability of a new housing development along a river. Students use a map of the river and the location of the proposed development to demonstrate where erosion and deposition are occurring along the river. They interpret precipitation data to determine whether flooding will occur. Finally, they create a presentation that includes the best course of action for the city and any flood mitigation strategies necessary.","Type":"activity","Alignments":["S2454596","S2454608"]},{"Id":"spfun_tinymonster_activity1","Url":"https://teachengineering.org/activities/view/spfun_tinymonster_activity1","Title":"LilyTiny Plush Monsters Are Alive! ","Summary":"Students learn how to set up pre-programmed microcontroller units like the Arduino LilyPad and use them to enhance a product’s functionality and personality. They do this by making plush toys in monster shapes (template provided) with microcontrollers and LEDs sewn into the felt fabric with conductive thread to make circuits. At activity end, each student will have created his or her own plush toy, complete with LEDs that illuminate in a specified sequence: random twinkle, blink, heartbeat and/or breathing. ","Type":"activity","Alignments":["S11424F4","S2470931","S2470878","S21199597"]},{"Id":"umo-2972-muscle-biopotential-signals-emg-sensors-activity","Url":"https://teachengineering.org/activities/view/umo-2972-muscle-biopotential-signals-emg-sensors-activity","Title":"Measuring Muscle Biopotential Signals Using EMG Sensors During Exercise","Summary":"Students explore neuroscience concepts to understand muscle performance during exercise, focusing on motor units, muscle fibers, adenosine triphosphate (ATP), and fatigue. They create diagrams to compare large and small motor units and learn basic coding through a beating heart activity. Using the engineering design process, students design and build prototypes to record biopotential signals using EMG sensors during selected arm exercises. They test their prototypes, gather feedback, and refine their designs to improve signal recording and data accuracy. Finally, students analyze their data to identify signs of muscle fatigue and present real-world connections to fitness and health.","Type":"activity","Alignments":["S2472143","S2472145","S2472148","S2471964","S2471835","S1143ADA","S2364839","S1143B0F"]},{"Id":"cub_balloons_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_balloons_lesson01_activity1","Title":"Balloons","Summary":"Students follow the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e as they design and construct balloons for aerial surveillance. After their first attempts to create balloons, they are given the associated Estimating Buoyancy lesson to learn about volume, buoyancy and density to help them iterate more successful balloon designs. Applying their newfound knowledge, the young engineers build and test balloons that fly carrying small flip cameras that capture aerial images of their school. Students use the aerial footage to draw maps and estimate areas.","Type":"activity","Alignments":["S1142466","S11425E0","S11435E4","S11435A4","S114363B","S1143647","S1143612","S2454607","S2454608","S114356A","S2366907","S2366909","S2558067","S2556124","S2556127","S2556122","S2553746","S2555916","S11416BE","S11416BF","S11416C1","S21199589"]},{"Id":"cub_environ_lesson02_activity3","Url":"https://teachengineering.org/activities/view/cub_environ_lesson02_activity3","Title":"Cool Views","Summary":"Students learn the meaning of preservation and conservation and identify themselves and others as preservationists or conservationists in relation to specific environmental issues. They use Venn diagrams to clarify the similarities and differences in viewpoints. They see how an environmental point-of-view affects the approach to an engineering problem.","Type":"activity","Alignments":["S1014B43","S2454463","S1141786"]},{"Id":"bos-2613-nature-solution-biomimicry-engineering","Url":"https://teachengineering.org/activities/view/bos-2613-nature-solution-biomimicry-engineering","Title":"Using Nature as the Solution: Biomimicry in Engineering","Summary":"In this exploration of the natural world, students make sense of biomimicry through examples and think about situations where they could develop something using biomimicry. The first part of the activity has students think about the importance of water and introduces biomimicry. Students then learn about biomimicry from a TED Talk, explore examples of biomimicry through a station activity, and then visualize the lotus effect while thinking about the implications of the lotus effect on access to clean drinking water. This activity is the third in a sequence that introduces nanotechnology, bioengineering, and the importance of access to clean drinking water. This activity could be used to prepare students to begin designing their own water filter in a subsequent activity. ","Type":"activity","Alignments":["S2471475","S2471342","S21199515"]},{"Id":"uod-2849-engineering-sapling-guard-recycled-materials","Url":"https://teachengineering.org/activities/view/uod-2849-engineering-sapling-guard-recycled-materials","Title":"Engineering a Sapling Guard Using Recycled Materials","Summary":"Students become engineers whose goal is to research, plan, design, build, test, and improve a mitigation structure/device for fruiting trees/plants in their early stages of growth (sapling) to prevent crop loss. Each group focuses on a different region in the world to research the trees, environmental conditions, causes of crop or tree loss, and available reusable materials. They then engineer a structure that improves the safety of the saplings, while also maintaining the conditions necessary for plant growth, using the six most common types of single-use plastic waste identified by the United Nations Environmental Program. Students use the engineering design process to create, test, and improve their devices.","Type":"activity","Alignments":["S2454573","S2454607"]},{"Id":"uow-2456-building-payload-cosmic-radiation-activity1","Url":"https://teachengineering.org/activities/view/uow-2456-building-payload-cosmic-radiation-activity1","Title":"Shielding from Cosmic Radiation: Part 1 - Building the Payload","Summary":"This activity has students embarking on an ambitious design project: to build a payload that measures the effect of shielding from cosmic radiation via a high-altitude balloon launch test. Each payload includes a Geiger counter, data collection device (Arduino and microSD memory card), and uses materials that will shield their Geiger counter from cosmic radiation. (Each payload also has a second, unshielded Geiger counter to act as a control.) By the end of the activity, each group has a completed payload ready to launch into near space and collect data.","Type":"activity","Alignments":["S2454606","S2454607","S1141704","S2771479","S2771480","S21199504","S21199501","S21199587"]},{"Id":"usu-2577-improving-covid-procedures-school-engineering-design","Url":"https://teachengineering.org/activities/view/usu-2577-improving-covid-procedures-school-engineering-design","Title":"Improving Your School’s COVID-19 Procedures Using the Engineering Design Process","Summary":"This activity is meant to introduce students to the concept of industrial and safety engineering, using real-world COVID-19 prevention procedures (from their own school or researched online). Students consider cases where schools were forced to close due to outbreaks, then collect data and evaluate real-world procedures designed to prevent outbreaks. Their evaluation will lead students to determine how common processes are falling short and use that information to provide recommendations to their own school.","Type":"activity","Alignments":["S11416BE","S11416BF","S2454534"]},{"Id":"bos-2703-insulator-design-challenge-activity","Url":"https://teachengineering.org/activities/view/bos-2703-insulator-design-challenge-activity","Title":"Insulator Design Challenge","Summary":"Students engage in the engineering design process while identifying the relative thermal conductivity of different materials. Students apply their understanding of heat transfer to build an insulator to prevent heat loss or gain from an object. Students practice the engineering design process by building their insulator. At the end, they reflect on the design process and the effectiveness of their product.","Type":"activity","Alignments":["S2454485","S2454534","S2454535"]},{"Id":"cub_dams_lesson07_activity1","Url":"https://teachengineering.org/activities/view/cub_dams_lesson07_activity1","Title":"Witnessing Evaporation","Summary":"The engineers at Splash Engineering (the students) have been commissioned by Thirsty County to conduct a study of evaporation and transpiration in their region. During one week, students observe and measure (by weight) the ongoing evaporation of water in pans set up with different variables, and then assess what factors may affect evaporation. Variables include adding to the water an amount of soil and an amount of soil with growing plants.","Type":"activity","Alignments":["S11425A9","S11425A5","S2557984","S2557977","S2454524","S11434E9","S2390253","S21199606"]},{"Id":"cub_surg_lesson02_activity1","Url":"https://teachengineering.org/activities/view/cub_surg_lesson02_activity1","Title":"Using Hooke\u0027s Law to Understand Materials","Summary":"Students explore the response of springs to forces as a way to begin to understand elastic solid behavior. They gain experience in data collection, spring constant calculation, and comparison and interpretation of graphs and material properties to elucidate material behavior. Conduct this activity before proceeding to the associated lesson.","Type":"activity","Alignments":["S11424B7","S2555842","S21199515"]},{"Id":"uot-2982-fairy-tale-engineering-three-little-pigs-activity","Url":"https://teachengineering.org/activities/view/uot-2982-fairy-tale-engineering-three-little-pigs-activity","Title":"Fairy Tale Engineering: How to Survive the Huff and Puff","Summary":"Students become fairy tale engineers as they explore the classic tale of The Three Little Pigs through the lens of design and testing. After reading and comparing The Three Little Pigs and The True Story of the 3 Little Pigs, students work in teams to build three model houses using straws, popsicle sticks, and LEGO bricks. They then test the strength of each house by using a leaf blower to simulate the \"huff and puff\" of the Big Bad Wolf, while measuring wind speed with an anemometer. Students apply engineering principles to investigate which materials provide the most structural strength and learn how real-world engineers use testing and data to improve designs.","Type":"activity","Alignments":["S114369C","S11434B3","S114348D","S2471165","S2470790","S2470921","S2470920","S2454470","S2454468","S2454469"]},{"Id":"uof-2720-sinkhole-sinkhole-emergency-engineering-design-process","Url":"https://teachengineering.org/activities/view/uof-2720-sinkhole-sinkhole-emergency-engineering-design-process","Title":"Sinkhole Emergency!","Summary":"The ground is collapsing, and we have a problem! How do we handle a sinkhole emergency? In this activity, students are tasked with repairing a sinkhole to prevent it from spreading and getting larger. Using the engineering design process, student groups first research sinkholes and then brainstorm, plan and design the best solution for repairing a sinkhole so that water cannot get through to dissolve additional soft minerals and become bigger. The effectiveness of each group’s design is determined by pouring water into the top of their “repaired sinkhole” to see how much water gets through. Successful designs should prevent water from leaking through. ","Type":"activity","Alignments":["S2454449","S2454468","S2454451","S11308A9","S11308AB","S11308AD","S2454469","S2454470"]},{"Id":"cub_dams_lesson05_activity1","Url":"https://teachengineering.org/activities/view/cub_dams_lesson05_activity1","Title":"Your River\u0027s Health","Summary":"Students perform a macroinvertebrate survey to gauge the health of a local river. They collect water samples and count macroinvertebrates to learn how the health of a river\u0027s ecosystem can be determined by its river insect population.","Type":"activity","Alignments":["S1141716","S1142551","S114254F","S2553808","S2454463","S2454500","S11434D2"]},{"Id":"uod-2964-toilet-paper-trouble-time-activity","Url":"https://teachengineering.org/activities/view/uod-2964-toilet-paper-trouble-time-activity","Title":"Toilet Paper Trouble Time: Designing Plant-Based Solutions to Break Down Toilet Paper","Summary":"Students tackle a real-world problem by designing and testing plant-based solutions to break down toilet paper. Using the engineering design process, they research, brainstorm, prototype, test, and refine their approaches—just like professional engineers. By experimenting with different plant materials, students develop creative problem-solving skills while considering real constraints faced in global sanitation systems.","Type":"activity","Alignments":["S2454606","S2454607","S2454608"]},{"Id":"uot-2763-exploring-light-holographic-chocolate-activity","Url":"https://teachengineering.org/activities/view/uot-2763-exploring-light-holographic-chocolate-activity","Title":"Exploring Light With Holographic Chocolate","Summary":"Students explore how light interacts with matter. Using the principles of spectroscopy, they learn how light can cause molecules to react by entering into an excited state. This activity addresses diffraction grating, which is in a spectrometer (a specialized instrument used to track and measure the path of different wavelengths of light). This instrument is used in many applications that study light-matter interactions. Students apply a diffraction grating to chocolate, allowing them to observe the ray of light being separated into different colors and wavelengths and how light can interact differently with common materials by altering their properties. Students further explore light by designing light-powered products and presenting their designs to the class. ","Type":"activity","Alignments":["S2454490","S2454533","S2454534","S2454536","S21199579"]},{"Id":"uod-2760-accessible-toys-visually-impaired-students","Url":"https://teachengineering.org/activities/view/uod-2760-accessible-toys-visually-impaired-students","Title":"Let’s Play: Accessible Toys for Visually Impaired Students","Summary":"By better understanding a specific type of disability through a cultural lens, students can better understand how to use the engineering design process to solve specific problems. In this activity, students research, brainstorm, and design a type of pre-braille (a type of braille that is used to introduce children at a young age) toy that is readily accessible to young students. They then create and test their toys while gaining information on what needs to be improved within their design through feedback provided by their classmates and teachers. To show understanding of the objective, students create a marketing poster explaining their findings and the use of their toy. ","Type":"activity","Alignments":["S2454533","S2454534","S2454536","S21199581"]},{"Id":"uop-2575-modeling-nuclear-damage-cell-movement","Url":"https://teachengineering.org/activities/view/uop-2575-modeling-nuclear-damage-cell-movement","Title":"Modeling Nuclear Damage from Cell Movement","Summary":"This engineering design activity simulates building a model to visualize and measure DNA damage within the nucleus as the cell migrates through the extracellular matrix (ECM). As students learn more about the structural composition of the ECM and the nucleus, they come to understand that both the ECM and the nucleus vary in stiffness and elasticity. Mechanobiologists have recently discovered that this feature plays an influential role in regulating numerous cell functions, as cells have the ability to “sense” their mechanical environment. The stiffness of the ECM is particularly important in the spread of cancer throughout the body. In this activity, students model the movement of a cell through a stiff matrix and measure the impact on the nucleus as DNA damage caused by the stress of this movement in relation to the amount of nuclear lamins, the major architectural proteins of the animal cell nucleus, present.","Type":"activity","Alignments":["S2454562","S2471652","S2471862","S114356A","S11435A4"]},{"Id":"rice-2640-pretty-colors-light-absorbence-activity","Url":"https://teachengineering.org/activities/view/rice-2640-pretty-colors-light-absorbence-activity","Title":"Much More than Pretty Colors","Summary":"In a visible spectrophotometer a beam of light shines into a solution containing the sample and detects how much of it comes out of the other side of the solution. Students can compare the amount of light absorbed by the pure solvent to the amount absorbed when the sample is dissolved in it.  Spectrophotometers can report measurements such as absorbance. In this investigation, students are guided to construct a spectrophotometer to discover the relationship between absorbance and concentration and ultimately the concentration of an unknown solution.","Type":"activity","Alignments":["S2471912","S2471827","S1143642"]},{"Id":"csm_japan_activity1","Url":"https://teachengineering.org/activities/view/csm_japan_activity1","Title":"Earthquakes Living Lab: Geology and Earthquakes in Japan","Summary":"Students study how geology relates to the frequency of large-magnitude earthquakes in Japan. Using the online resources provided through the Earthquakes Living Lab, students investigate reasons why large earthquakes occur in this region, drawing conclusions from tectonic plate structures and the locations of fault lines. Working in pairs, students explore the 1995 Kobe earthquake, why it happened and the destruction it caused. Students also think like engineers to predict where other earthquakes are likely to occur and what precautions might be taken. A worksheet serves as a student guide for the activity.","Type":"activity","Alignments":["S11425C9","S2454530","S21199537","S21199535"]},{"Id":"uof-2361-sea-turtle-eggs-engineering-design-process","Url":"https://teachengineering.org/activities/view/uof-2361-sea-turtle-eggs-engineering-design-process","Title":"Sea Turtle Eggs: Washed to Sea? ","Summary":"Students employ the full engineering design process to research and design prototypes that could be used to solve the loss of sea turtle life during a hurricane. During Hurricane Irma, Florida lost a large proportion of its sea turtle nests. Protecting these nests from natural disasters or even human influence is an essential component of conservation in Florida, since only one hatchling in every thousand survives to adulthood. In this activity, students learn about sea turtle nesting behaviors and environmental impacts of hurricanes. Students work collaboratively to build structures that could protect a single sea turtle nest, or an entire beach, in the event of a hurricane or other similar weather disaster. Then, students present their solutions to concerned stakeholders. As an optional extension, students can build prototypes using 3D printers or 3D pens. ","Type":"activity","Alignments":["S1130879","S2751448","S11416BE","S11416BF","S11416C0","S11416C1","S11416C3","S2454427","S2454435","S2454468","S2454469","S2454470","S11438F9","S21199571","S21199572"]},{"Id":"uof-2354-engineering-world-oobleck-design-process","Url":"https://teachengineering.org/activities/view/uof-2354-engineering-world-oobleck-design-process","Title":"Engineering in the World of Dr. Seuss","Summary":"Students are introduced to the engineering design process within the context of reading Dr. Seuss’s book, Bartholomew and the Oobleck. To do so, students study a sample of aloe vera gel (representing the oobleck) in lab groups. After analyzing the substance, they use the engineering design process to develop and test other substances in order to make it easier for rain to wash away the oobleck. Students must work within a set of constraints outlined within the Seuss book and throughout the activity and use only substances available within the context of the plot. Students also take into consideration the financial and environmental costs associated with each substance.","Type":"activity","Alignments":["S11416BB","S11416BC","S11416BE","S11416BF","S11416C0","S11416C1","S11416C3","S11308C7","S11308C3","S11308D5","S2751446","S2751447","S2751448","S2751571","S11436C2","S11436E8","S11436C1","S11438F9","S11438FA","S11438FB","S11434FC","S2454455","S2454468","S2454469","S2454470","S2571248"]},{"Id":"cub_spatviz_lesson01_activity4","Url":"https://teachengineering.org/activities/view/cub_spatviz_lesson01_activity4","Title":"New Perspectives: Two-Axis Rotations","Summary":"Students learn about two-axis rotations, and specifically how to rotate objects both physically and mentally about two axes. A two-axis rotation is a rotation of an object about a combination of x, y or z-axes, as opposed to a single-axis rotation, which is about a single x, y or z-axis. Students practice drawing two-axis rotations through an exercise using simple cube blocks to create shapes, and then drawing on triangle-dot paper the shapes from various x-, y- and z-axis rotation perspectives. They use the right-hand rule to explore the rotations of objects. A worksheet is provided. This activity is part of a multi-activity series towards improving spatial visualization skills. At activity end, students re-take the 12-question quiz they took in the associated lesson (before conducting four associated activities) to measure how their spatial visualizations skills improved.","Type":"activity","Alignments":["S2558070","S2558088","S1143509","S1143580","S114357F","S2558068"]},{"Id":"rice4-2386-trigonometric-functions-heart-modeling-ppg-pulses","Url":"https://teachengineering.org/activities/view/rice4-2386-trigonometric-functions-heart-modeling-ppg-pulses","Title":"Trigonometric Functions in My Heart: Modeling PPG Pulses with Basic Trigonometric Functions","Summary":"Students learn that trigonometric functions can model how their hearts work and can provide important information about their cardiovascular condition. Students analyze their own photoplethysmogram (PPG) obtained from a fingertip pulse oximeter. Using a graphic user interface (GUI) developed in Microsoft Excel, students visualize a linear combination of sine functions to their PPG data. Once they obtain the best possible fit, students can use the GUI to determine important information about their hearts such as cardiac period and pulse interval. ","Type":"activity","Alignments":["S2487275","S2487280","S2487281","S2487276","S2487293","S2487300","S2487301","S11416C4","S11417FC","S2471740","S2471698","S1143582","S11435EC","S1143583","S11435EF","S114364E","S2472091","S2471990","S2471809","S2471726","S2366909","S1141704"]},{"Id":"vpi-2594-watershed-delineation-activity","Url":"https://teachengineering.org/activities/view/vpi-2594-watershed-delineation-activity","Title":"Watershed Delineation","Summary":"Understanding watersheds can help engineers design systems that deliver or protect key sources of water. In this activity, students become civil engineers as they use topographic maps to delineate watersheds. Watersheds show the path water travels over land in a particular area on its way to a river, lake, or stream. Defining the boundaries of a watershed is important for determining the amount of runoff that can come from that area into the river, lake, or stream. The boundaries also help to identify sources of pollution that could mix in with that runoff as it passes over the land area.","Type":"activity","Alignments":["S1142064","S114207D","S114207E","S114207F","S114171C","S2454594"]},{"Id":"utpa_perfectwaves_activity1","Url":"https://teachengineering.org/activities/view/utpa_perfectwaves_activity1","Title":"Using the Pythagorean Theorem to Catch the Perfect Radio Waves!","Summary":"Students learn the importance of the Pythagorean theorem as applied in radar imaging. They use a sensor unit with IRED (infrared emitting diode) to measure triangle distances and the theorem to calculate and verify distances. Student groups calibrate the sensor units to ensure accurate distance measurements. A \"pretend\" outdoor radar imaging model is provided to groups for sensor unit testing.","Type":"activity","Alignments":["S2487370","S2487437","S113EF32","S113EF39","S113EF37","S2487400","S1141750","S114176C","S114176F","S1141771","S21199589","S21199585","S21199610","S21199537"]},{"Id":"mis-2820-arduino-warning-system-activity","Url":"https://teachengineering.org/activities/view/mis-2820-arduino-warning-system-activity","Title":"Don’t Be Tardy! An Arduino Warning System","Summary":"Students engineer a device to alert peers who are about to be late to class. To do this, students first define the problem and success criteria for an alert system. Students plan the algorithm for their system and then code an Arduino circuit to display a repeating/blinking message on an LCD screen with LED lights (in Tinkercad). Then they work collaboratively in groups of 2 or 3 to build (put it together) an Arduino circuit with an LCD screen and LED lights. Students create a simulation first and then build a physical model. As part of the coding, they learn about loops, conditionals, and variables, and they test their code in stages to identify and fix errors. Students learn more about circuitry and coding and how the skills apply to many applications in the real world. Students have the option to refine and improve their design by adding other elements to their warning system. Finally, they share and analyze their solutions based on their defined success criteria.","Type":"activity","Alignments":["S2454533","S2454534","S2728587","S2728588"]},{"Id":"uconn-2400-cracking-bone-force-design-activity","Url":"https://teachengineering.org/activities/view/uconn-2400-cracking-bone-force-design-activity","Title":"Let’s Get Cracking!","Summary":"In this activity, students become biomedical and material engineers as they analyze material characteristics, composite characteristics and properties of a chicken bone under force. To understand these material characteristics, students perform a battery of tests at various “stations” around the classroom that evaluate the strengths and weaknesses of a product based on the material characteristics of its component materials.","Type":"activity","Alignments":["S11416BE","S11416BF","S1141782","S2454609","S11435EE","S114364B","S11435EC","S2424114","S2424118","S2424112","S2424239","S2423583","S2423581","S2366907","S2366909","S114356A","S21199479","S21199607"]},{"Id":"spfun_masks_activity1","Url":"https://teachengineering.org/activities/view/spfun_masks_activity1","Title":"Making E-Textile Masks","Summary":"Students learn about engineering applications in artistic venues by designing and creating eye masks that each contain three LEDs. They explore parallel circuits with their LEDs, and sew with conductive thread to create light-up displays on their masks, gaining hands-on experience in using engineering technologies as well as custom product design and assembly.","Type":"activity","Alignments":["S11424F4","S2454438","S21199474","S21199597"]},{"Id":"spfun-2176-glowing-pokemon-go-patches-el-panels-circuit","Url":"https://teachengineering.org/activities/view/spfun-2176-glowing-pokemon-go-patches-el-panels-circuit","Title":"Glowing Pokémon Go Patches with EL Panels","Summary":"Students combine art, gaming culture and engineering by fabricating light-up patches to increase youngsters’ visibility at night. The open-ended project is presented as a hypothetical design challenge: Students are engineers who have been asked by a group of parents whose children go out Pokémon hunting at night to create glowing patches that they adhere to clothing or backpacks to help vehicle drivers see the kids in the dark. Student pairs create Pokémon character stencil designs cut from iron-on fabric patches, adding transparent layers for color. Placed over an EL (electroluminescent) panel that is connected to a battery pack, the stencils create glowing designs. Each team creates a circuit, which includes lengthening the EL panel wiring to make it easier to wear. Then they sew/adhere the patches onto hoodies, messenger bags, hats, pockets or other applications they dream up. The project concludes with team presentations as if to an audience of project clients. Keep the project simple by hand cutting and ironing/sewing, or use cutting machines, laser cutters and sewing machines, if available.","Type":"activity","Alignments":["S11424D5","S1141742","S1141782","S2454607","S21199589","S21199607"]},{"Id":"spfun-2141-led-cloud-connected-arduino-coding-light-fixture","Url":"https://teachengineering.org/activities/view/spfun-2141-led-cloud-connected-arduino-coding-light-fixture","Title":"Create a Cloud-Connected LED Cloud Light Fixture","Summary":"Students put their STEAM knowledge and skills to the test by creating indoor light fixture “clouds” that mimic current weather conditions or provide other colorful lighting schemes they program and control with smartphones. Groups fabricate the clouds from paper lanterns and pillow stuffing, adding LEDs to enable the simulation of different lighting conditions. They code the controls and connect the clouds to smart devices and the Internet cloud to bring their floating clouds to life as they change color based on the weather outside.","Type":"activity","Alignments":["S11424D5","S1141742","S11417CD","S1141782","S2454607","S21199607"]},{"Id":"mis_sensor_lesson01_activity1","Url":"https://teachengineering.org/activities/view/mis_sensor_lesson01_activity1","Title":"The Lunch-Bot","Summary":"Students are challenged to design and program Arduino-controlled robots that behave like simple versions of the automated guided vehicles engineers design for real-world applications. Using Arduino microcontroller boards, infrared (IR) sensors, servomotors, attachable wheels and plastic containers (for the robot frame), they make \"Lunch-Bots.\" Teams program the robots to meet the project constraints—to follow a line of reflective tape, make turns and stop at a designated spot to deliver a package, such as a sandwich or pizza slice. They read and interpret analog voltages from IR sensors, compare how infrared reflects differently off different materials, and write Arduino programs that use IR sensor inputs to control the servomotors. Through the process, students experience the entire \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e. Pre/post-quizzes and coding help documents are provided.","Type":"activity","Alignments":["S2454607","S11416BE","S11416BF","S11416C0","S2587829","S2587883","S2587885","S2728680","S11416C1"]},{"Id":"spfun-1881-light-up-plush-pals-circuits-e-textiles","Url":"https://teachengineering.org/activities/view/spfun-1881-light-up-plush-pals-circuits-e-textiles","Title":"Light-Up Plush Pals","Summary":"Students make their own design decisions about controlling the LEDs in a light-up, e-textile circuit, plush toy project that they make using LilyPad ProtoSnap components and conductive thread. They follow step-by-step instructions to assemble a product while applying their own creativity to customize it. They first learn about the switches—an on/off switch and a button—exploring these two ways of controlling the flow of electric current to LEDs and showing them the difference between closed and open circuits. Additionally, students learn how microcontrollers can be programmed to manage LED patterns, using simple coding concepts that let them personalize light sequences. Then they craft their creative light-up plush pals made from sewn and stuffed felt pieces (template provided) that include sewn electric circuits. Through this sewable electronics project, students gain a familiarity with microcontrollers, circuits, switches and LEDs—everyday items in today’s world and the components used in so many engineered devices.","Type":"activity","Alignments":["S11424F4","S2454440","S11417D6","S11417D7","S11424F5","S1142476","S21199474","S21199597"]},{"Id":"spfun-2146-sound-reactive-clothing-arduino-e-textile","Url":"https://teachengineering.org/activities/view/spfun-2146-sound-reactive-clothing-arduino-e-textile","Title":"Making Sound-Reactive Clothing","Summary":"Students apply sound-activated light-up EL wire to create personalized light-up clothing outfits. During the project, students become familiar with the components, code and logic to complete circuits and employ their imaginations to real-world applications of technology. Acting as if they are engineers, students are challenged to incorporate electroluminescent wire to regular clothing to make attention-getting safety clothing for joggers and cyclists. Luminescent EL wire stays cool, making it ideal to sew into wearable projects. They use the SparkFun sound detector and the EL sequencer circuit board to flash the EL wire to the rhythm of ambient sound, such as music, clapping, talking—or roadway traffic sounds! The combination of sensors, microcontrollers and EL wire enables a wide range of feedback and control options. ","Type":"activity","Alignments":["S114246D","S11416C0","S2454607","S21199589"]},{"Id":"wsu_ehd_thrusters_activity1","Url":"https://teachengineering.org/activities/view/wsu_ehd_thrusters_activity1","Title":"Lifter Phenomenon \u0026 Experiment: Measuring Thrust from Ions","Summary":"Student teams each assemble a wing component of a lifter with the goal to test the lifter wing and measure the force exerted when high voltage is applied to it. After an introduction to torque and its use to measure force, students calculate the change in the torque when a high voltage is applied to the wing portion of the lifter using a fulcrum. Once a group has assembled its wing portion, the teacher tests it with a high-voltage power supply, marking the change in the balance so that students can calculate the force. Then groups adjust the gap between the electrodes and re-measure the force. Groups each repeat this process three times, which enables students to estimate the magnitude of the force as a function of the gap between the electrodes. This experiment gives students a chance to explore a fascinating physical phenomena that has, as of yet, not found a real-world application. They conclude the activity by brainstorming possible applications of this technology to solve real-world problems.","Type":"activity","Alignments":["S2413054","S1143620","S1143549","S2454555","S2412960","S2413001","S114363B","S21199479"]},{"Id":"wsu_magnetic_launcher_activity1","Url":"https://teachengineering.org/activities/view/wsu_magnetic_launcher_activity1","Title":"Magnetic Launcher","Summary":"Students explore electromagnetism and engineering concepts using optimization techniques to design an efficient magnetic launcher. Groups start by algebraically solving the equations of motion for the velocity at the time when a projectile leaves a launcher. Then they test three different launchers, in which the number of coils used is different, measuring the range and comparing the three designs. Based on these observations, students record similarities and differences and hypothesize on the underling physics. They are introduced to Faraday\u0027s law and Lenz\u0027s law to explain the physics behind the launcher. Students brainstorm how these principals might be applied to real-world engineering problems.","Type":"activity","Alignments":["S11417DE","S1143651","S1143653","S1143633","S1143639","S114363A","S114363B","S1143657","S114363F","S11435A0","S11435E4","S2454550","S2454607","S21199516"]},{"Id":"uno_walk_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uno_walk_lesson01_activity1","Title":"Identifying Gait Metrics","Summary":"Gait analysis is the study of human motion that can be utilized as biometric information or identification, for medical diagnostics or for comparative biomechanics. In this activity, students observe walking human subjects and then discuss parameters that could be used to characterize walking gaits. They use accelerometers to collect and graph acceleration vs. time data that can help in gait analysis—all part of practicing the engineering data analysis process. Students complete this activity before learning the material presented in the associated lesson.","Type":"activity","Alignments":["S2500236","S2500298","S2446322","S2446329","S2554458","S2471910","S1143569","S11435A4","S1143598","S2554675","S2554682","S21199589","S21199587"]},{"Id":"uno_gaitway_lesson01_activity1","Url":"https://teachengineering.org/activities/view/uno_gaitway_lesson01_activity1","Title":"Gaitway to Acceleration: Walking Your Way to Acceleration","Summary":"Student teams use sensors—motion detectors and accelerometers—to collect walking gait data from group members. They import their collected position and acceleration data into Excel® for graphing and analysis to discover the relationships between position, velocity and acceleration in the walking gaits. Then they apply their understanding of slopes of secant lines and Riemann sums to generate and graph additional data. These activities provide practice in the data collection and analysis of systems, similar to the work of real-world engineers.","Type":"activity","Alignments":["S2500236","S2414353","S2414365","S2446322","S2446323","S114175C","S1143620","S2446126","S1143569","S114359F","S21199610"]},{"Id":"cub_natdis_lesson03_activity1","Url":"https://teachengineering.org/activities/view/cub_natdis_lesson03_activity1","Title":"Testing Model Structures: Jell-O Earthquake in the Classroom","Summary":"Students make sense of the design challenges engineers face that arise from earthquake phenomena. Students work as engineering teams to explore concepts of how engineers design and construct buildings to withstand earthquake damage by applying elements of the engineering design process by building their own model structures using toothpicks and marshmallows. The groups design, build, and test their model buildings and then determine how earthquake-proof their designs are by testing them on an earthquake simulator pan of Jell-O®.","Type":"activity","Alignments":["S114174A","S2454468","S2454470","S2558121","S11436A3","S11416BE","S1141765","S11416BF","S11416C1","S2454421","S2454469","S114346D","S114346F","S2553937","S2553928"]},{"Id":"ind-2993-arduino-geiger-counter-activity","Url":"https://teachengineering.org/activities/view/ind-2993-arduino-geiger-counter-activity","Title":"Designing an Arduino Geiger Counter","Summary":"Students use the engineering design process to investigate radiation and its effects on human health. Students design and build simple Geiger counters, learn about different types of radiation and typical background levels, and gather data from various locations. They then analyze their findings, compare them to accepted safety standards, and refine their devices for improved performance. The activity culminates in a final report where students explain their results, justify conclusions with evidence, and reflect on the strengths and limitations of their investigation and design. ","Type":"activity","Alignments":["S2454539","S2454560","S2454607","S2454608","S2366909","S2366910","S2366911"]},{"Id":"cub_brid_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_brid_lesson01_activity1","Title":"Bridge Types: Tensile \u0026 Compressive Forces","Summary":"Students explore how tension and compression forces act on three different bridge types. Using sponges, cardboard and string, they create models of beam, arch and suspension bridges and apply forces to understand how they disperse or transfer these loads.","Type":"activity","Alignments":["S11417AA","S11417AB","S11424D2","S2454534"]},{"Id":"cub-2537-exploring-variables-mint-mobiles-middle-school","Url":"https://teachengineering.org/activities/view/cub-2537-exploring-variables-mint-mobiles-middle-school","Title":"Exploring Variables While Testing \u0026 Improving Mint-Mobiles (for Middle School)","Summary":"Mint candies aren’t just a tasty treat; they are useful in learning about science and engineering concepts! In this activity, students design, build, and test model race cars made from simple materials (lifesaver-shaped candies, plastic drinking straws, Popsicle sticks, index cards, tape) as a way to explore independent, dependent, and control variables. By investigating how added mass changes the distance traveled, students explore the relationship between force, mass, and motion, connecting their observations to Newton’s Second Law of Motion. They also examine how energy is transferred from potential energy (the raised ramp) to kinetic energy (the moving mint-mobile), and how friction and drag influence the motion of their vehicles. Throughout the activity, students practice the steps of the engineering design process—brainstorming, planning, building, testing, and improving their “mint-mobiles”—while making sense of the science behind motion and energy.","Type":"activity","Alignments":["S2454533","S2454534","S2454536","S1143549","S11434C9","S11434EA","S11416BE","S11416BF","S114174D","S1141758","S2556154","S2556155","S2557978","S2556093","S21199572","S2454479","S2454481"]},{"Id":"cub-2538-exploring-variables-mint-mobiles-high-school","Url":"https://teachengineering.org/activities/view/cub-2538-exploring-variables-mint-mobiles-high-school","Title":"Exploring Variables While Testing \u0026 Improving Mint-Mobiles (for High School) ","Summary":"What can round mint candies and coins teach us about engineering? More than you might think, particularly when it comes to understanding and testing dependent and independent variables! In this activity, students design, build, and test model race cars using simple materials, including lifesaver-shaped candies, plastic drinking straws, Popsicle sticks, index cards, and tape. Working within a budget, students explore trade-offs among performance, safety, materials, and cost, applying the engineering design process by brainstorming, planning, building, testing, and improving their \"mint-mobiles.\"\n\nStudents then investigate how changes in the mass of their mint-mobiles affect performance. By systematically varying mass and measuring resulting distances traveled, students gain hands-on experience with independent and dependent variables, control conditions, and the iterative nature of engineering design. This activity encourages students to apply principles of physics, such as Newton’s laws and energy transfer, while making evidence-based predictions and optimizations to improve their designs.","Type":"activity","Alignments":["S2366909","S1143612","S1143647","S11435A4","S2454607","S2454608","S11416BE","S11416BF","S2556125","S2553748","S2556124","S11416C1","S21199586","S21199591","S2454546","S2454553"]},{"Id":"cub_measurement_lesson01_activity2","Url":"https://teachengineering.org/activities/view/cub_measurement_lesson01_activity2","Title":"Exploring Variables While Testing \u0026 Improving Mint-Mobiles (for Elementary School)","Summary":"Students design, build and test model race cars made from simple materials (lifesaver-shaped candies, plastic drinking straws, Popsicle sticks, index cards, tape) as a way to explore independent, dependent and control variables. As they test their “mint-mobiles” on a ramp, students investigate how forces (pushes and pulls), motion, and energy transfer affect the distance their cars travel. They measure changes in distance when mass is added, discovering patterns in how gravity, friction, and potential and kinetic energy interact. Students also practice the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e by brainstorming, planning, building, testing, and improving their \"mint-mobiles.\"","Type":"activity","Alignments":["S1141765","S2558343","S1143502","S2454468","S2454469","S2454470","S2558339","S2557987","S2557984","S2390252","S11416BE","S11416BF","S114174A","S21199571","S21199570","S2454420","S2454421","S2454437","S2454440","S2454465"]},{"Id":"cub_solar_lesson01_activity2","Url":"https://teachengineering.org/activities/view/cub_solar_lesson01_activity2","Title":"Rocket Power","Summary":"By making and testing simple balloon rockets, students acquire a basic understanding of Newton\u0027s third law of motion as it applies to rockets. Using balloons, string, straws and tape, they see how rockets are propelled by expelling gases, and test their rockets in horizontal and incline conditions. They also learn about the many types of engineers who design rockets and spacecraft.","Type":"activity","Alignments":["S11417B8","S2558390","S2557991","S11434AC","S11434AD","S2454420","S21199487"]},{"Id":"uol-3003-craft-production-efficiency-profit-purpose-activity","Url":"https://teachengineering.org/activities/view/uol-3003-craft-production-efficiency-profit-purpose-activity","Title":"Design to Deliver: Optimizing Craft Production for Efficiency, Profit, and Purpose","Summary":"Teams of students become startup car companies aiming to win a contract with Porsche. The project requires them to design and build four prototype vehicles using plastic bricks. They then take on various engineering roles to plan a production floor layout and run a simulated production process. After analyzing their initial performance and making improvements, a second simulation determines which team wins the contract based on the number of high-quality vehicles they produce. The project concludes with each team creating a report using data from both simulations to evaluate their performance and suggest future improvements.","Type":"activity","Alignments":["S2454608","S21199505","S1143614","S1143569","S2366911"]},{"Id":"mis-2924-microcontroller-instruments-medical-use-activity","Url":"https://teachengineering.org/activities/view/mis-2924-microcontroller-instruments-medical-use-activity","Title":"Microcontroller-Based Instruments for Medical Use","Summary":"Students use Arduino microcontrollers to measure heart rate and blood oxygen levels with the MAX30102 sensor board and to capture electrocardiogram (ECG) signals using the AD8232 sensor board. They analyze the data to detect arrhythmias by comparing results from both sensors. Throughout the activity, students gain hands-on experience with installing the Arduino Integrated Development Environment (IDE), adding libraries, compiling code, and running programs on Arduino microcontrollers.","Type":"activity","Alignments":["S1143569","S2366907","S2366909","S2454606","S2454607","S2454609"]},{"Id":"uof-2355-engineering-habitat-humidity-design-process","Url":"https://teachengineering.org/activities/view/uof-2355-engineering-habitat-humidity-design-process","Title":"Engineering a Habitat’s Humidity ","Summary":"Students design a temporary habitat for a future classroom pet—a hingeback tortoise. Based on their background research, students identify what type of environment this tortoise needs and how to recreate that environment in the classroom. The students divide into groups and investigate the features of a habitat for a hingeback tortoise. These features include how many holes a temporary habitat may need, the animal’s ideal type of bedding, and how much water is needed to create the necessary humidity level within the tortoise’s environment. Each group communicates and presents this information to the rest of the class after they research, brainstorm, collect and analyze data, and design their final plan.","Type":"activity","Alignments":["S1130879","S113087B","S113087D","S113087E","S113088C","S2572607","S2572610","S2572614","S11416BE","S11416BF","S11416C0","S2454426","S2454468","S2454469","S2454470","S2570613","S2572017","S2366910","S1143487","S21199571","S21199570","S21199572","S21199493"]},{"Id":"cub-1901-natural-disasters-gis-gps-data-analysis","Url":"https://teachengineering.org/activities/view/cub-1901-natural-disasters-gis-gps-data-analysis","Title":"A Closer Look at Natural Disasters Using GIS","Summary":"As if they are environmental engineers, student pairs are challenged to use Google Earth Pro (free) GIS software to view and examine past data on hurricanes and tornados in order to (hypothetically) advise their state government on how to proceed with its next-year budget—to answer the question: should we reduce funding for natural disaster relief? To do this, students learn about maps, geographic information systems (GIS) and the global positioning system (GPS), and how they are used to deepen the way maps are used to examine and analyze data. Then they put their knowledge to work by using the GIS software to explore historical severe storm (tornado, hurricane) data in depth. Student pairs confer with other teams, conduct Internet research on specific storms and conclude by presenting their recommendations to the class. Students gain practice and perspective on making evidence-based decisions. A slide presentation as well as a student worksheet with instructions and questions are provided.","Type":"activity","Alignments":["S11425E1","S11425E2","S11425E0","S11425C8","S11425C9","S11425CA","S2454601","S21199607"]},{"Id":"uoh-2842-machine-free-manufacturing-process-activity","Url":"https://teachengineering.org/activities/view/uoh-2842-machine-free-manufacturing-process-activity","Title":"Machine-Free Manufacturing","Summary":"Students use common household items to demonstrate different manufacturing processes, such as a blender for milling, a frosting bag for injection molding and extrusion, and their hands for forging. As they complete these tasks, students learn about mass production, bonding of materials, and the factors and components that go into manufacturing, such as cleaning, heat, production, and application in real life. Using three of the four manufacturing methods, students design a habitat for their very own creatures.  ","Type":"activity","Alignments":["S2454608","S2454543"]},{"Id":"van_biomimicry_activity5","Url":"https://teachengineering.org/activities/view/van_biomimicry_activity5","Title":"Bird Flight Adaptations: Inspiration for Aeronautical Engineering","Summary":"Students study the patterns of bird flight and learn that four main forces affect the flight abilities of birds (lift, thrust, drag, gravity). They investigate the shape, feather structure and resulting differences in the pattern of flight. Then they look at several articles that feature newly designed planes and their bird inspirations. They watch the Nature documentary, \"Raptor Force,\" which chronicles the flight patterns of birds, how researchers study these animals and what interests the military and aeronautical engineers about these natural adaptations. This activity serves as an extension to the biomimetics lesson. Although students will not be using this information in the design process for their desert resort, it provides interesting information pertaining to the current use of biomimetics in the field of aviation. Students may extend their design process by using this information to create a means of transportation to and from the resort, if they chose to. ","Type":"activity","Alignments":["S113EE9E","S2378010","S2597360","S11434CE","S21199477","S21199535"]},{"Id":"uot-2840-engineering-friction-grip-activity","Url":"https://teachengineering.org/activities/view/uot-2840-engineering-friction-grip-activity","Title":"Engineering Friction and Grip","Summary":"Students engineer surfaces to control and modify friction and grip as they design and build a tabletop game that uses sliding friction as the main component of its mechanics. Students first observe surface roughness on a variety of surface materials using a digital microscope and explore how engineers use surface modifications to manage friction. They then investigate and compare the friction and grip on multiple surface materials using an inclined plane. Applying the concepts of surface roughness and surface modification, students work as engineering teams to create a tabletop game that uses sliding friction as a main game mechanic. Students go through the steps of the engineering design process, from ideation to prototype development. Students test their own games to balance relevant parameters (surface roughness, speed, board design, game rules, etc.) to improve their prototypes. Students review the prototypes of their peers and offer feedback for further improvements.","Type":"activity","Alignments":["S21312782","S2454533","S2454534","S2454535","S2454536","S21312757"]},{"Id":"uod-2270-design-soundproof-room-activity","Url":"https://teachengineering.org/activities/view/uod-2270-design-soundproof-room-activity","Title":"Design a Soundproof Room","Summary":"Students are presented with the following challenge: their new school is under construction and the architect accidentally put the music room next to the library. Students need to design a room that will absorb the most amount of sound so that the music does not disturb the library. Students use a box as a proxy for the room need to create a design that will decrease the sound that is coming from the outside of the box. To evaluate this challenge, students use a speaker within the box and a decibel meter outside the box to measure the effectiveness of their design.","Type":"activity","Alignments":["S11416BE","S11416BF","S11416C0","S2454490","S11434F4","S2390253","S11434E9","S2787374","S2787447","S2787667","S2454468","S2454533","S2454534","S2454469","S11416C1","S21199570"]},{"Id":"cub_desal_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_desal_lesson01_activity1","Title":"Saltwater Circuit","Summary":"Students build a saltwater circuit, which is an electrical circuit that uses saltwater as part of the circuit. Students investigate the conductivity of saltwater, and develop an understanding of how the amount of salt in a solution impacts how much electrical current flows through the circuit. They learn about one real-world application of a saltwater circuit — as a desalination plant tool to test for the removal of salt from ocean water. ","Type":"activity","Alignments":["S11424F0","S11424DA","S11424BD","S2556155","S2558083","S1143549","S2454538","S1143510","S2553774","S2366911","S21199515"]},{"Id":"duk_sunflower_mary_act","Url":"https://teachengineering.org/activities/view/duk_sunflower_mary_act","Title":"Light Plants and Dark Plants, Wet Plants and Dry Ones","Summary":"Students plant sunflower seeds in plastic cups, and once germinated, expose them to varying light or soil moisture conditions. They measure the seedlings\u0027 growth every few days using non-standard measurement (inch cubes). After a few weeks, they compare the growth of plants exposed to the different conditions and make comparative bar graphs that they analyze to draw conclusions about plant needs.","Type":"activity","Alignments":["S2363335","S1141753","S11417C2","S1143449","S1143460","S1143462","S1143469","S1143463","S2454407","S2897241","S2897247","S2897249","S2897242","S2897250","S2363331","S2454382","S114342F","S21199594","S21199596"]},{"Id":"uod-2847-ping-pong-ball-retriever-engineering-challenge","Url":"https://teachengineering.org/activities/view/uod-2847-ping-pong-ball-retriever-engineering-challenge","Title":"Engineering a Ping Pong Ball Retriever","Summary":"Students use the engineering design process while learning about accessibility for people with physical disabilities in Egypt. Students are challenged to create a reusable prototype to help a wheelchair table tennis team pick up ping pong balls. Before building their prototypes, students research the trash and waste problem in Egypt, compiling a list of sustainable materials that can be used to build their devices. Students then individually brainstorm and plan at least two different devices before coming together in teams to develop one group prototype design. After building, testing, and improving their prototypes, student groups present their prototypes to the class. ","Type":"activity","Alignments":["S2454533","S2454534","S2454535","S21199579","S21199581"]},{"Id":"rice-2985-sweet-machine-learning-data-diabetes-activity","Url":"https://teachengineering.org/activities/view/rice-2985-sweet-machine-learning-data-diabetes-activity","Title":"How Sweet Are You? Engineering Smarter Solutions for Diabetes with Data-Driven AI","Summary":"Students collect data from a sugar-level simulation by categorizing different food and drink solutions and measuring their impact on glucose levels. They then use this data to train a machine learning model using the \"Machine Learning for Kids\" platform. By inputting and organizing their data, students train the model to predict blood sugar responses and classify meals as either healthy or unhealthy. They test their model’s accuracy with new inputs and make adjustments to improve its performance. Through this hands-on process, students gain an understanding of how machine learning works, the importance of high-quality data, and how these technologies can support real-world health applications, such as managing diabetes.","Type":"activity","Alignments":["S2454446","S2454454","S2454468","S2454469","S2454470","S1143501","S11434F4","S21312721","S21312693","S2486670","S2486750","S2576598"]},{"Id":"uon-2999-ethical-hacking-lab-podman-activity","Url":"https://teachengineering.org/activities/view/uon-2999-ethical-hacking-lab-podman-activity","Title":"Engineer an Ethical Hacking Lab with Podman","Summary":"Students become red team ethical hackers by building a safe hacking lab and learning tools used to test real networks. Students are introduced to ethical hacking, containers, network engineering, wordlist generation, and brute-force password cracking. Using Podman, students create and network their hacker system (Kali Linux) and target system (Metasploitable2 or “Meta2”). With Netcat, they scan the target’s IPs, ports, and services, then design efficient username and password lists with Maskprocessor. Finally, students test vulnerabilities by attempting controlled brute-force attacks on the target and its DVWA web server using Medusa and their custom wordlists. The activity builds practical lab skills and broadens understanding of computer science topics such as cryptography, web apps, networking, containers, and AI/LLMs.","Type":"activity","Alignments":["S1143585","S2454607","S2499793","S2500383"]},{"Id":"oks-2995-unlocking-secrets-semiconductors-logic-gates-activity","Url":"https://teachengineering.org/activities/view/oks-2995-unlocking-secrets-semiconductors-logic-gates-activity","Title":"Unlocking the Secrets of Semiconductors: Logic Gates and Design","Summary":"Students explore the fundamentals of digital logic by building truth tables and designing their own logic circuits. Using a series of scaffolded worksheets, students gain hands-on experience with core logic gates such as AND, OR, NOT, NAND, NOR, XOR, and XNOR. They apply this knowledge by analyzing multi-input circuits and eventually designing their own four-input logic system. On the final day, students use the free online circuit simulator Wokwi to test and verify their custom logic gate designs. Through this activity, students gain foundational experience in binary reasoning, digital electronics, and circuit logic that underpins real-world computing systems.","Type":"activity","Alignments":["S2454607","S2454609","S2366907","S2454557"]},{"Id":"uot-2689-exploring-matter-rock-candy-activity","Url":"https://teachengineering.org/activities/view/uot-2689-exploring-matter-rock-candy-activity","Title":"Exploring the States of Matter with Rock Candy!","Summary":"Students explore the states of matter through engaging activities, culminating in making rock candy. The lesson starts with a sticky note exercise in which students visualize how molecules behave in solids, liquids, and gases, followed by a discussion on particle arrangement and energy levels. Next, in the \"Crazy Particles Game,\" students act out molecular behavior, mimicking how particles move in different states of matter. A rock candy demonstration (or at-home experiment) provides a hands-on example of crystallization and phase changes. Students also use computer simulations to manipulate temperature and observe particle behavior, gaining practical insights into solubility, crystallization, and the transitions between solids, liquids, and gases.","Type":"activity","Alignments":["S113EF18","S113EF19","S2454452","S2454454","S2984003","S2984004","S2984005"]},{"Id":"cub_mechanics_lesson07_activity1","Url":"https://teachengineering.org/activities/view/cub_mechanics_lesson07_activity1","Title":"Breaking Beams","Summary":"Students learn about stress and strain by designing and building beams using polymer clay. They compete to find the best beam strength to beam weight ratio, and learn about the trade-offs engineers make when designing a structure.","Type":"activity","Alignments":["S11417AD","S11424D2","S11424D8","S2553795","S2553809","S2454534","S114350F","S21199555"]},{"Id":"cub_simple_lesson04_activity1","Url":"https://teachengineering.org/activities/view/cub_simple_lesson04_activity1","Title":"Watch It Slide!","Summary":"Students use inclined planes as they recreate the difficult task of raising a monolith of rock to build a pyramid. They compare the push and pull of different-sized blocks up an inclined plane, determine the angle of inclination, and learn the changes that happen when the angle is increased or decreased. ","Type":"activity","Alignments":["S2558343","S2557983","S114347A","S1143502","S11434B1","S2454421","S2390252","S114346F","S2553937","S2558124","S2558352","S21199470"]},{"Id":"uot-3002-mines-mobiles-aqueous-solutions-activity","Url":"https://teachengineering.org/activities/view/uot-3002-mines-mobiles-aqueous-solutions-activity","Title":"Mines to Mobiles: Aqueous Solutions and Environmental Chemistry","Summary":"Students are challenged to efficiently extract a model rare earth element, terbium, which is essential for electronics but typically refined using harmful acid-washing methods. Students first learn about water and solution properties such as hydrophobic/hydrophilic interactions, solubility, and the effects of temperature and agitation. They then apply this knowledge to a simulated extraction challenge: separating black pepper (terbium) from a solution of water (acid), salt (calcium), and sugar (iron). Finally, competing student groups must determine the fastest, most cost-effective combination of variables (temperature, agitation, etc.) to dissolve the salt and sugar, leaving only the \"purified\" pepper, thereby modeling the innovative and fiscally responsible problem-solving used by environmental engineers to safely extract rare earth elements.","Type":"activity","Alignments":["S2454472","S2454534","S21312842","S21312843"]},{"Id":"cub_environ_lesson04_activity1","Url":"https://teachengineering.org/activities/view/cub_environ_lesson04_activity1","Title":"Trash Talkin\u0027","Summary":"Students collect, categorize, weigh, and analyze classroom solid waste. The class collects waste for a week and then student groups spend a day sorting and analyzing the garbage with respect to recyclable and non-recyclable items. They discuss ways that engineers have helped to reduce the accumulation of solid waste. ","Type":"activity","Alignments":["S1141715","S1142568","S2557991","S2454463","S2553940","S2366909","S2390251","S1143470","S2454454","S21199472"]},{"Id":"cub_sun_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_sun_lesson01_activity1","Title":"UV Radiation: Sunscreen SPF Experiment","Summary":"Students learn how to prevent exposure to the sun\u0027s ultraviolet rays. Students systematically test various sunscreens to determine the relationship between SPF (sun protection factor) value and sun exposure. At activity end, students are asked to consider how their investigation results could be used to help them design a new sunscreen.","Type":"activity","Alignments":["S2557977","S2558083","S11417F8","S11434E9","S2471356","S2471283","S2366907"]},{"Id":"uok-2910-surfactants-protein-aggregation-pharmaceuticals-activity","Url":"https://teachengineering.org/activities/view/uok-2910-surfactants-protein-aggregation-pharmaceuticals-activity","Title":"Stop the Stick: Using Surfactants to Prevent Protein Aggregation in Pharmaceuticals","Summary":"Students act as chemical engineers tasked with improving the stability of protein-based medicines by developing a cost-effective surfactant to reduce protein aggregation during shipment. They learn about surface tension, surfactants, and the contributions of the scientist Agnes Pockels before using a simple Langmuir-Pockels trough model to test unknown additives. Using their collected data, students propose and evaluate a surfactant solution to minimize protein aggregation caused by agitation.","Type":"activity","Alignments":["S2454607","S2454538"]},{"Id":"wsu_air_pollution_activity","Url":"https://teachengineering.org/activities/view/wsu_air_pollution_activity","Title":"Air Pollution in the Pacific Northwest","Summary":"Students are introduced to measuring and identifying sources of air pollution, as well as how environmental engineers try to control and limit the amount of air pollution. In Part 1, students are introduced to nitrogen dioxide as an air pollutant and how it is quantified. Major sources are identified, using EPA bar graphs. Students identify major cities and determine their latitudes and longitudes. They estimate NO2 values from color maps showing monthly NO2 averages from two sources: a NASA satellite and the WSU forecast model AIRPACT. In Part 2, students continue to estimate NO2 values from color maps and use Excel to calculate differences and ratios to determine the model\u0027s performance. They gain experience working with very large numbers written in scientific notation, as well as spreadsheet application capabilities.  ","Type":"activity","Alignments":["S1141706","S114367C","S11434EA","S2373212","S2373213","S2373214","S2373215","S1143549","S114354A","S2454531"]},{"Id":"cub_airplanes_lesson05_activity1","Url":"https://teachengineering.org/activities/view/cub_airplanes_lesson05_activity1","Title":"What a Drag!","Summary":"Through this activity, students learn how drag affects falling objects. Guided by a worksheet, student teams make a variety of paper shapes (cones, boxes) and experiment to see how size, shape and weight affect the speed with which their paper shapes fall. They collect free-fall timing data and examine the collective class data to draw conclusions about which shapes had less drag as well as the relationship between mass and time (none).","Type":"activity","Alignments":["S114175A","S11424F0","S2557977","S2553794","S2454479","S2454534","S11434EA","S2373212","S2373213","S11434E9","S11434D2","S11434D3"]},{"Id":"rice-2836-designing-prototypes-save-coral-reefs-activity","Url":"https://teachengineering.org/activities/view/rice-2836-designing-prototypes-save-coral-reefs-activity","Title":"Designing Prototypes to Save Coral Reefs","Summary":"Students are presented with the phenomenon of human activities killing coral reefs. They work in groups of 2-5 to create a prototype to help reduce the impact of coral loss from an assigned perspective (e.g., coral bleaching, tourism, pollution, overfishing/dredging). They should already have basic knowledge of the importance of coral reefs and why they need to be saved, as well as previous experience with general research. Students brainstorm solutions, build prototypes, and test those prototypes that will help reduce their human impact or counter the effects of their human impact. The prototype needs to be created using inexpensive materials, and interact with saltwater for certain periods of time (e.g., float, sink, be buoyant in water, filter water). Students present their prototypes to the class at the end of the process. Students have official check-ins with the teacher periodically to gauge progress, and the teacher conducts informal check-ins with students on a regular basis to provide support as needed.","Type":"activity","Alignments":["S2454573","S2454604","S113EFCF","S2454607"]},{"Id":"uon-2997-ethical-hacking-lab-activity","Url":"https://teachengineering.org/activities/view/uon-2997-ethical-hacking-lab-activity","Title":"Build. Hack. Secure: Engineering an Ethical Hacking Lab","Summary":"This activity provides a foundation for ethical hacking by using tools in Kali Linux to analyze and attack a target system, Metasploitable2. Students learn about ethical hacking, containers, and network engineering as they use Docker to build and connect their own hacker and target systems. They identify and install necessary tools on Kali Linux, including Nmap to scan the target for open ports and running processes. This information helps them create efficient username and password lists, or \"dictionaries,\" using Crunch. The activity culminates with students using Hydra to brute-force crack the target system\u0027s passwords with their custom wordlists.","Type":"activity","Alignments":["S2499793","S2500253","S2500358","S2454607","S2454609","S1143585","S21199587","S21199585","S21199610","S21199502","S21199503"]},{"Id":"uof-2367-popsicle-engineering-design-process","Url":"https://teachengineering.org/activities/view/uof-2367-popsicle-engineering-design-process","Title":"Be “Cool” with Popsicle Engineering","Summary":"Beginning kindergarteners are introduced to science and engineering concepts through questions such as “What is a Scientist?” and “What is an Engineer?”, and go on to compare and contrast the two.  They are introduced to seven steps of the engineering design process and explore these steps using the “I do, we do, you do” set of guided instruction. At the end of the project, students produce a set of purple popsicles that they design using various materials and by following a set of criteria.","Type":"activity","Alignments":["S1130837","S1130835","S2570513","S2570495","S2570497","S2570498","S2572385","S1141702","S11416BE","S11416BF","S11416C0","S1141753","S11416C1","S1141793","S2454416","S2454417","S1143425","S1143419","S114341A","S114341B","S2366906","S21199464","S21199483","S21199485","S21199465","S21199563","S21199565","S21199569","S21199466","S21199566"]},{"Id":"cub_energy2_lesson02_activity3","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson02_activity3","Title":"Greenewables: Making Renewable Energy Poster Presentations","Summary":"Students form expert engineering teams working for the (fictional) alternative energy consulting firm, Greenewables, Inc. Each team specializes in a form of renewable energy used to generate electrical power: passive solar, solar photovoltaic, wind power, low-impact hydropower, biomass, geothermal and (for more advanced students) hydrogen fuel cells. Teams produce poster presentations making a case for their technology and produce an accompanying PDF document using Adobe Acrobat that summarizes the presentation. This activity is geared towards fifth-grade and older students, and Internet research capabilities are required. Some portions of this activity may be appropriate with younger students.","Type":"activity","Alignments":["S11424D6","S11424F6","S11417D6","S2454441","S2454463","S21199531"]},{"Id":"uod-2963-dragging-dilemma-overcoming-friction-move-rocks-activity","Url":"https://teachengineering.org/activities/view/uod-2963-dragging-dilemma-overcoming-friction-move-rocks-activity","Title":"The Dragging Dilemma: Overcoming Friction to Move Rocks","Summary":"Students explore the concept of dragging friction and participate in an activity to understand the cultural significance of the minga tradition. They then apply this knowledge to design a method for transporting materials up a hill. Their solution must reduce friction without altering the inclined plane, incorporate principles of the minga tradition, and utilize discarded materials commonly found in the area.","Type":"activity","Alignments":["S2462860","S2454479","S2454668","S2454468","S2454469","S2454470"]},{"Id":"uof-2712-prosthetics-power-engineering-design-activity","Url":"https://teachengineering.org/activities/view/uof-2712-prosthetics-power-engineering-design-activity","Title":"The Power in Prosthetics","Summary":"Prosthetics are a unique combination of science and engineering that help create a better quality of life for those in need of artificial limbs. Students create a functional prosthetic hand that will be useful for day-to-day tasks. The prototype will need to include moveable fingers that bend to pick up a small Styrofoam cup, a large foam die, and a whiteboard eraser. Students will be paired into groups of two to begin planning, designing, and building their prototype. Each group will then test and evaluate their prototype by using it to pick up materials as listed above. Students will improve their prototype as needed. ","Type":"activity","Alignments":["S2454468","S2454469","S2454470","S11434AC","S1130899","S11308A0"]},{"Id":"rut-2497-food-electrical-circuit-device-design","Url":"https://teachengineering.org/activities/view/rut-2497-food-electrical-circuit-device-design","Title":"Powering a Device Using Food","Summary":"While many students understand that fruits and vegetables can give our bodies energy, they may not know that these same fruits and vegetables can power small electrical devices! In this activity, students experiment with various fruits and vegetables to determine the amount of electrical energy each produces.  Students use an engineering design process to determine an optimal circuit design configured using a selection of fruits and vegetables. After evaluating the effectiveness of the fruits and vegetables individually, they design an electrical circuit that produce sufficient energy to power a small electronic device.  ","Type":"activity","Alignments":["S2599097","S2743921","S2743918","S2744334","S2744354","S2744427","S2744428","S2744571","S2744578","S1141702","S11416BE","S11416BF","S1141704","S2454536","S2366910","S2366907","S1143549","S1143598","S1143593","S114363B","S1143569","S11435A4","S2454555"]},{"Id":"uok-2949-safe-drinking-water-filtration-system-activity","Url":"https://teachengineering.org/activities/view/uok-2949-safe-drinking-water-filtration-system-activity","Title":"Safe Drinking Water","Summary":"Students engage in hands-on activities that provide an opportunity to learn about biological and environmental engineering. Students learn about perfluoroalkyl and polyfluoroalkyl substances (PFAS), and how to remove them from drinking water. Students are given water from a local water source and must create a filtration system. The students will then take the filtered water and attempt to purify that water.","Type":"activity","Alignments":["S2454531","S2454472","S2454533"]},{"Id":"clem-3005-sole-survivors-energy-orthotics-activity","Url":"https://teachengineering.org/activities/view/clem-3005-sole-survivors-energy-orthotics-activity","Title":"Sole Survivors: Designing Energy-Absorbing Orthotics","Summary":"Students act as biomedical engineers and follow the engineering design process to create and test custom orthotic insoles. They begin by asking questions to learn about foot-related medical problems, such as plantar fasciitis and flat feet, and identify how orthotics can help reduce pain or pressure. Next, they imagine possible insole designs that could support the foot and reduce impact during movement. During the plan stage, students sketch their ideas and select materials with varying foam densities to provide targeted support for their chosen foot condition. They then create a prototype orthotic using foam and hot glue based on their plan. To test their designs, students drop a weighted ball onto kinetic sand with and without their orthotics, measuring the depth of impact to determine how much pressure their design absorbs. Afterward, they improve their designs by analyzing test data, identifying areas of success, and considering modifications. ","Type":"activity","Alignments":["S2454483","S2454479","S2454533","S2454534","S2454536","S114350F","S114351F","S2366909","S1143549","S21199579","S21199582","S21199581","S21199580"]},{"Id":"usm-3009-biome-robots-polymers-survival-activity","Url":"https://teachengineering.org/activities/view/usm-3009-biome-robots-polymers-survival-activity","Title":"Utilizing Polymers in a Biome to Optimally Design a Robot","Summary":"This activity integrates life science, engineering, and materials science as students design a biome-specific robot. Students start by researching an assigned global biome, exploring its unique characteristics such as climate, terrain, and biodiversity. This research helps them understand the environmental challenges their robots will face. Next, they delve into the world of high-performance polymers, learning about their properties, uses, and applications. Using this knowledge and applying engineering design principles, students strategically select polymers to build a robot that can function effectively within their chosen biome\u0027s unique conditions.","Type":"activity","Alignments":["S2454533","S2454534","S2454498","S11434E1","S21199579"]},{"Id":"cub_rooftop_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_rooftop_lesson01_activity1","Title":"Rooftop Gardens","Summary":"Students explore whether rooftop gardens are a viable option for combating the urban heat island effect. Can rooftop gardens reduce the temperature inside and outside houses? Teams each design and construct two model buildings using foam core board, one with a \"green roof\" and the other with a black tar paper roof. They measure and graph the ambient and inside building temperatures while under heat lamps and fans. Then students analyze the data and determine whether the rooftop gardens are beneficial to the inhabitants. ","Type":"activity","Alignments":["S2454533","S2454535","S1143680","S114367B","S11434D3","S1143549","S114248C","S11416BE","S11416BF","S11416C1","S2556155","S2557978","S2553770","S2553809","S2553801","S11434EA","S2366909","S2366910","S2366907","S2454534","S21199579","S21199472"]},{"Id":"rice-3008-fluid-forces-bridges-hydraulic-systems-activity","Url":"https://teachengineering.org/activities/view/rice-3008-fluid-forces-bridges-hydraulic-systems-activity","Title":"Fluid Forces: Powering Bridges with Hydraulic Systems","Summary":"Students explore the science and engineering behind hydraulic bridges. They begin by considering how bridges lift to allow large ships to pass and learn that hydraulic systems use pressurized fluids to generate controlled, powerful motion. Through hands-on exploration with syringes filled with air, water, and viscous substances, students observe how different fluids transfer force and how viscosity affects movement. These investigations reinforce key physics concepts, including balanced and unbalanced forces, fluid behavior, and Newton’s First Law of Inertia. Students then apply this knowledge by designing and constructing a model hydraulic bridge using syringes, tubing, and craft materials. During the design process, they evaluate stability, force transfer, and structural support while troubleshooting and refining their ideas. ","Type":"activity","Alignments":["S2454479","S2454533","S2454535","S21199580","S21199583"]},{"Id":"uok-3020-mission-myelin-model-damage-repair-activity","Url":"https://teachengineering.org/activities/view/uok-3020-mission-myelin-model-damage-repair-activity","Title":"Mission Myelin: Model, Damage, Repair","Summary":"Students explore myelination, demyelination, and remyelination through a hands-on simulation. They design a model of a myelinated nerve by lining a tube with a material that helps a marble travel through quickly and smoothly. After measuring the marble’s speed through this “healthy” tube, students then simulate demyelination by damaging or removing part of the lining and measuring the slower speed. Finally, they attempt to “repair” the tube, test the marble’s speed again, and compare results.","Type":"activity","Alignments":["S2454533","S2454534","S2454535","S2454536","S2597748","S2597749","S2597750","S2597751","S2896730","S2896810","S11434D3","S2373214","S21199580","S21199581","S21199582"]},{"Id":"uof-2631-algae-blooms-takeover-engineering-design-activity","Url":"https://teachengineering.org/activities/view/uof-2631-algae-blooms-takeover-engineering-design-activity","Title":"Algae Blooms Takeover!","Summary":"Algae blooms are a visible phenomenon that affect coastlines and other waterways and can harm local ecosystems. In this activity, students make sense of what causes algae blooms and then design a prototype that helps clean algae blooms. Students work in teams to design a prototype of their choice (for example, a skimmer or filtration system) using common everyday materials. Students make the connection between harmful algae blooms and how they can affect the aquatic and terrestrial ecosystems as well as food chain. ","Type":"activity","Alignments":["S2454458","S2454459","S11434FD","S11308C3","S11308C8","S11308E6","S11308E7","S11308C0","S2454468","S2454469"]},{"Id":"uok-2996-statistical-analysis-noise-detection-soundproofing","Url":"https://teachengineering.org/activities/view/uok-2996-statistical-analysis-noise-detection-soundproofing","Title":"Unveiling the Unseen: A Statistical Analysis of Noise Detection and Soundproofing","Summary":"In this high school engineering activity, students use a sound level meter or Arduino microcontrollers to measure sound levels at various locations and then analyze the data. The project begins with identifying constraints and learning to set up and program Arduino devices with sound sensors, while also brainstorming community issues related to noise pollution. Students then collect sound level data over time, analyze it using descriptive statistics, and create graphs and charts to visualize trends. Applying principles of sound insulation and damping, they design and build a soundproofing system, test its effectiveness by measuring sound levels before and after application, and use statistical tests to determine whether the reduction is significant. ","Type":"activity","Alignments":["S11435A8","S11435AA","S11435AC","S11435AD","S2366906","S2366907","S2366908","S2366909","S2366910","S2366911","S2454607","S2454609","S2454608"]},{"Id":"uol-3007-fast-track-factory-mass-production-activity","Url":"https://teachengineering.org/activities/view/uol-3007-fast-track-factory-mass-production-activity","Title":"Fast Track Factory: Using the Engineering Design Process to Improve Efficiency in Mass Production","Summary":"Students become “efficiency experts” who have been contracted by an auto manufacturer. They are presented with plans for three car models (made from plastic building bricks) the company currently makes. The current designs are selling well but are not as profitable as the company would like, because they require more building materials (plastic bricks) and take more time to build than would be ideal. After conducting a simulation of the company’s current mass production system, the “efficiency experts” are asked to propose modifications to the current system (e.g., vehicle design, assembly line layout, and labor allocation) that will allow the company to make more cars for a lower price, while remaining within specific safety and efficiency guidelines required by law. The “efficiency experts” then implement their redesigned system and compare building time and cost of the revised system to the original one. Finally, the experts prepare a presentation for the auto manufacturer’s executives during which they report their proposed modifications, citing specific examples of cost and time that was saved between the original production process and the revised one. ","Type":"activity","Alignments":["S2454608","S1143614","S21199480","S21199504","S21199506","S21199586","S21199588"]},{"Id":"ind-2350-radiation-pressure-photons-intensity-flux","Url":"https://teachengineering.org/activities/view/ind-2350-radiation-pressure-photons-intensity-flux","Title":"Radiation Pressure: The Feel of Photons","Summary":"Students take an illuminance reading of a light, find a way to approximate it at as an intensity reading, and then calculate the photon flux and radiation pressure while assessing the precision of these values. The ideas are then applied to speculate about engineering challenges involved in using ground-based lasers to propel interstellar spacecraft. In the process students must work through challenging problem solving and analyze the confidence in their results. There is also emphasis on comparing and contrasting the scientific method to the engineering design process.","Type":"activity","Alignments":["S2489018","S2783966","S2488579","S2489015","S2489016","S2489088","S11416BE","S11416BF","S1141782","S2454560","S2471782","S1143614","S2366907","S1143598","S1143612","S1143593","S21199589","S21199607","S21199610"]},{"Id":"cub_energy2_lesson08_activity3","Url":"https://teachengineering.org/activities/view/cub_energy2_lesson08_activity3","Title":"A Case of Innovation: Technical Writing about River Current Power","Summary":"Students learn about power generation using river currents. A white paper is a focused analysis often used to describe how a technology solves a problem. In this literacy activity, students write a simplified version of a white paper on an alternative electrical power generation technology. In the process, they develop their critical thinking skills and become aware of the challenge and promise of technological innovation that engineers help to make possible. This activity is geared towards fifth grade and older students and computer capabilities are required. Some portions of the activity may be appropriate with younger students.","Type":"activity","Alignments":["S11417D6","S11424F3","S11424F6","S2454441","S2454463","S21199512"]},{"Id":"ind_complex_solids_activity1","Url":"https://teachengineering.org/activities/view/ind_complex_solids_activity1","Title":"Volumes of Complex Solids","Summary":"Challenged with a hypothetical engineering work situation in which they need to figure out the volume and surface area of a nuclear power plant’s cooling tower (a hyperbolic shape), students learn to calculate the volume of complex solids that can be classified as solids of revolution or solids with known cross sections. These objects of complex shape defy standard procedures to compute volumes. Even calculus techniques depend on the ability to perform multiple measurements of the objects or find functional descriptions of their edges. During both guided and independent practice, students use (free GeoGebra) geometry software, a photograph of the object, a known dimension of it, a spreadsheet application and integral calculus techniques to calculate the volume of complex shape solids within a margin of error of less than 5%—an approach that can be used to compute the volumes of big or small objects. This activity is suitable for the end of the second semester of AP Calculus classes, serving as a major grade for the last six-week period, with students’ project results presentation grades used as the second semester final test.","Type":"activity","Alignments":["S2487368","S2487158","S2487159","S2487160","S2487161","S2487162","S2487163","S2487164","S2487261","S2487263","S2487264","S1141702","S11416C0","S2454607","S2366906","S2366907","S2366909","S2366911","S1143580","S11435E4","S11435E6","S11435E8","S114357F","S11416BE","S11416BF","S1141704","S114363B","S1143613"]},{"Id":"uakron-2451-aerogel-cookies-engineering-design-process","Url":"https://teachengineering.org/activities/view/uakron-2451-aerogel-cookies-engineering-design-process","Title":"Aerogel Cookies","Summary":"Students learn about the properties and potential tremendous uses of aerogels by using a simple (and tasty) model: chocolate chip cookie dough.  Students create a design as a means for removing the chips from the cookie dough while leaving the holes intact. This mimics the process by which polymer engineering create pores in gels producing aerogels.","Type":"activity","Alignments":["S2694900","S2694903","S2694904","S1141704","S11416BE","S11416BF","S11416C0","S11416C1","S2454607","S2454608","S2454540"]},{"Id":"gat_robots_lesson01_activity2","Url":"https://teachengineering.org/activities/view/gat_robots_lesson01_activity2","Title":"Continuous Line Robots and Art","Summary":"Students use the robot paths they documented during the associated Robots on Ice Engineering Challenge activity to learn about and then make artwork. During the previous activity, students recorded the path of their robots through a maze in order to collect data during a remote research simulation. Now, they take a new look at the robot paths, seeing them from an art perspective as continuous line drawings. Students learn about Picasso’s famous works of art that used the same technique. Then they learn the artistic definition of a line and see examples of how it is used in different art pieces; they practice making continuous line drawings and then create sculptures of their drawings using colorful wire. A PowerPoint® presentation is provided to guide the activity.","Type":"activity","Alignments":["S1140B93","S21199581"]},{"Id":"gat_esr_test_activity1","Url":"https://teachengineering.org/activities/view/gat_esr_test_activity1","Title":"Diseases Exposed: ESR Test in the Classroom","Summary":"Students demonstrate the erythrocyte sedimentation rate test (ESR test) using a blood model composed of tomato juice, petroleum jelly and olive oil. They simulate different disease conditions, including rheumatoid arthritis, anemia, leukocytosis and sickle-cell anemia, by making appropriate variations in the particle as well as in the fluid matrix. Students measure the ESR for each sample blood model, correlate the ESR values with disease conditions and confirm that diseases alter blood composition and properties. During the activity, students learn that when non-coagulated blood is let to stand in a tube, the red blood cells separate and fall to the bottom of the tube, resulting in a sediment and a clear liquid called serum. The height in millimeters of the clear liquid on top of the sediment in a time period of one hour is taken as the sedimentation rate. If a disease is present, this ESR value deviates from the normal, disease-free value. Different diseases cause different ESR values because blood composition and properties, such as density and viscosity, are altered differently by different diseases. Thus, the ESR test serves as a real-world diagnostic screening test to identify indications of the presence of any diseases in people. ","Type":"activity","Alignments":["S1131BE9","S1131BF8","S1131BFE","S1131BAF","S1131BBC","S1131BBD","S1131BBE","S1131BB6","S1131BB7","S114174A","S114174D","S2471652","S21199572"]},{"Id":"usu_safety_activity1","Url":"https://teachengineering.org/activities/view/usu_safety_activity1","Title":"Engineering Safety","Summary":"Students are introduced to safety protocols by evaluating unsafe situations, sharing their ideas with their peers, developing a list of recommended safety protocols as a class, and finally, by comparing the class list to a standard list of safety rules. This activity seeks to demonstrate the importance of safety engineering and illustrate how it helps to prevent injuries and save lives. A PowerPoint® presentation, pre/post quiz and student handout are provided. ","Type":"activity","Alignments":["S2749370","S21199495"]},{"Id":"cub_seismicw_lesson01_activity1","Url":"https://teachengineering.org/activities/view/cub_seismicw_lesson01_activity1","Title":"Shake It Up! Engineering for Seismic Waves","Summary":"Students learn about how engineers design and build shake tables to test the ability of buildings to withstand the various types of seismic waves generated by earthquakes. Just like engineers, students design and build shake tables to test their own model buildings made of toothpicks and mini marshmallows. Once students are satisfied with the performance of their buildings, they put them through a one-minute simulated earthquake challenge.","Type":"activity","Alignments":["S11424DD","S2454534","S1143680","S2454533","S2553801","S11416BE","S11416BF","S11416C3","S1141740","S2366910","S21199572","S21199579"]},{"Id":"clem-3014-robotics-pick-place-challenge-activity","Url":"https://teachengineering.org/activities/view/clem-3014-robotics-pick-place-challenge-activity","Title":"Hands-On Robotics: Precision Pick-and-Place Challenge","Summary":"This activity introduces students to the real-world challenges robotic systems face in modern warehouses, where machines must sort thousands of items accurately, safely, and efficiently. Students explore core concepts such as joint motion, coordinate systems, sensing, and basic programming logic to understand how robots move and make decisions. Thinking like robotic engineers, students then work in teams to program the SO-101 robotic arm to complete a pick-and-place challenge, moving objects from a pickup area to specific sorting bins based on color or size. ","Type":"activity","Alignments":["S1143612","S1143580","S2366909","S2366910","S2454607","S2454608","S2454609","S21199476","S21199477","S21199480","S21199501","S21199586","S21199587"]},{"Id":"uod-2953-materials-down-hill-activity","Url":"https://teachengineering.org/activities/view/uod-2953-materials-down-hill-activity","Title":"Get the Materials Down the Hill! ","Summary":"Students use readily available materials to design and build a device that transports a large amount of material down a hill. They must work within limited resources to construct their design. As they learn about motion and forces, students apply concepts of kinematics and dynamics to evaluate the performance of their system to determine the maximum weight it can safely carry down the hill in the least amount of time without breaking the rope. Finally, students perform a force analysis to calculate the acceleration of their load.","Type":"activity","Alignments":["S2454546","S114363E","S114360C","S11435D2","S2454608","S2454606","S2454607"]},{"Id":"fiu-3023-light-based-diagnostic-device-activity","Url":"https://teachengineering.org/activities/view/fiu-3023-light-based-diagnostic-device-activity","Title":"Exploring Light and Health: Designing a Light-Based Diagnostic Device","Summary":"Students use the engineering design process to build and refine a low-cost, light-based diagnostic prototype that simulates real-world biomedical tools. Students learn how light interacts with matter through spectrometry and explore how photonics technologies are used in point-of-care devices such as pulse oximeters to assess blood flow and cardiovascular health. Using everyday materials to model scattering “blood” samples, students test and compare how light transmission changes, analyzing brightness and clarity rather than precise absorbance.","Type":"activity","Alignments":["S2454455","S11308E4","S2454469","S2454468","S21199467","S21199571","S21199572","S21199493","S21199468"]},{"Id":"uok-3021-smart-prosthetic-hand-grip-arduino-activity","Url":"https://teachengineering.org/activities/view/uok-3021-smart-prosthetic-hand-grip-arduino-activity","Title":"Get a Grip: Engineering a Smart Prosthetic Hand","Summary":"Students act as engineers as they design, build, and test a smart prosthetic grip system using Arduino, a force-sensitive resistor (FSR), and a servo motor. Students construct a prosthetic finger or hand from materials of their choice and program it to move through different angles of motion, modeling how real-world assistive technologies function. As they test their designs, students collect data to investigate how the angle of the prosthetic joint affects the force applied at the fingertip. They use this data to create and analyze a quadratic model, identify the angle that produces maximum grip force, and interpret key features of the function such as the vertex and intercepts. Using their mathematical analysis, students refine and optimize their prosthetic designs to improve performance.","Type":"activity","Alignments":["S2454546","S2454553","S2454606","S2454607","S2454608","S1143582","S11435ED","S11435EE","S11435F2","S11435F7","S11435A4","S1143646","S2366906","S2366907","S2366908","S2366909","S2366910","S2366911","S2366912","S21199480","S21199535","S21199587","S21199588","S21199591","S21199610","S21199607"]},{"Id":"tam-2983-life-cycle-energy-buildings-activity","Url":"https://teachengineering.org/activities/view/tam-2983-life-cycle-energy-buildings-activity","Title":"Decreasing the Life Cycle Energy of Buildings","Summary":"Students learn that 40–50% of carbon emissions contributing to climate change come from energy used in building construction and operation. Using CAD software, they calculate the total energy consumption of a house or building across its entire life cycle. By testing their models, students see the quantitative impact of their design choices and then modify their designs to reduce energy use and minimize environmental impact.","Type":"activity","Alignments":["S2454606","S2454551","S2454608"]},{"Id":"tam-3022-ethical-twist-engineering-design-activity","Url":"https://teachengineering.org/activities/view/tam-3022-ethical-twist-engineering-design-activity","Title":"Adding an Ethical Twist to Engineering Designs","Summary":"Students are introduced to ethics and engineering ethics through a short, engaging case study that prompts discussion about how engineers should respond to difficult choices. They explore ethical questions and learn about professional codes of ethics. After researching the code of ethics for an engineering discipline of their choice, students analyze case studies based on real engineering experiences. They identify normative claims and evaluate possible actions using ethical frameworks such as virtue ethics, duty ethics, and utilitarianism. Finally, students complete a case study analysis, applying ethical reasoning to situations from the provided cases or from their own independent research.","Type":"activity","Alignments":["S2454607","S2454608","S21199588","S21199585"]},{"Id":"uod-3024-rush-hour-mayhem-logic-gates-activity","Url":"https://teachengineering.org/activities/view/uod-3024-rush-hour-mayhem-logic-gates-activity","Title":"Rush Hour Mayhem: Engineering Efficient Routes With Logic Gates","Summary":"Students are introduced to logic gates and problem solving through a real-world scenario in which delivery trucks must be efficiently routed through a congested downtown area. Students adjust gate types (AND, OR, NOT, Buffer, etc.) and inputs (colored delivery trucks) to produce desired outputs and ensure correct deliveries. Students progress from a simple road map to a more complex system as they build and apply their skills. In a final design challenge, students research additional logic gates and create their own optimized map, aiming to design the simplest and most efficient gate system possible.","Type":"activity","Alignments":["S2454608","S2454609","S21199502","S21199586","S21199587"]},{"Id":"uok-3026-additives-affect-surface-tension-activity","Url":"https://teachengineering.org/activities/view/uok-3026-additives-affect-surface-tension-activity","Title":"How Additives Affect Surface Tension","Summary":"Students explore the concept of surface tension and how additives such as surfactants can alter it. Students investigate how substances like surfactants change the surface tension of water and relate this to lung function. Students will then connect their observations to real-world concerns, examining how vaping additives may interfere with lung surfactants and potentially impact breathing over time.","Type":"activity","Alignments":["S2454538","S2366907","S21199539","S21199610"]},{"Id":"uok-3025-polymers-plastic-bioplastics-activity","Url":"https://teachengineering.org/activities/view/uok-3025-polymers-plastic-bioplastics-activity","Title":"Polymers, Plastics, and Bioplastics","Summary":"Students learn about polymers, plastics, and bioplastics by exploring both natural polymers (e.g., hair, DNA, and cotton) and synthetic polymers found in everyday items (e.g., clothing, toothbrushes, and carpets). They begin by modeling polymer chains from paper clips, starting with simple chains and then modifying their structures to observe how changes affect flexibility, rigidity, and strength. Students also consider the environmental impacts of synthetic plastics, including their persistence in the environment for hundreds of years, and the challenges of recycling, such as high energy costs. They explore how bioplastics (i.e., materials with plastic-like properties that are biodegradable) could offer a more sustainable alternative. Using a guided recipe, students design their first bioplastic piece and then modify the recipe to achieve a different outcome, applying the engineering design process and analyzing how changes in ingredients influence material properties.","Type":"activity","Alignments":["S2454471","S2454475","S2454472","S2454533","S2454534","S11434D0","S11434EA","S11434E1","S21199582","S21199580","S21199515"]},{"Id":"uok-3030-sweet-surfactants-surface-tension-activity","Url":"https://teachengineering.org/activities/view/uok-3030-sweet-surfactants-surface-tension-activity","Title":"Sweet Surfactants: A Surface Tension Investigation Relating Additives to Surfactant Function","Summary":"Students explore the natural phenomenon of surface tension and learn how it is applied in industry, such as food science, and in medical contexts, including disease progression from vaping-related lung injury. Students design and test candy-coating techniques as a model to investigate how surfactants affect liquid spreading and adhesion. They then connect this model to biology by examining how natural lung surfactants function in respiration and how vaping additives can disrupt alveolar coating efficiency, linking engineering design to real-world health challenges.","Type":"activity","Alignments":["S2454540","S2454607","S2454608","S2454563","S2366907","S21199610","S21199588","S21199535","S21199480"]},{"Id":"uod-3017-microchips-photolithography-light-activity","Url":"https://teachengineering.org/activities/view/uod-3017-microchips-photolithography-light-activity","Title":"Designing With Light: How Microchips Are Made Using Photolithography","Summary":"Students simulate the photolithography process used in semiconductor manufacturing by using gel nail polish as a UV-sensitive photoresist. They design a simple opaque mask using materials such as construction paper or foil, then place it over the coated disc. Using an overhead UV light, they expose the disc for varying times to simulate under-, proper-, and over-exposure. Uncured gel is removed with acetone, revealing a hardened pattern that mimics how microchips are fabricated. Students analyze the results, compare them to their original mask design, and discuss the effects of exposure time and resolution. This activity connects to NGSS standards in physical science and engineering design by exploring light–matter interactions, energy transfer, and real-world applications in microfabrication.","Type":"activity","Alignments":["S2454560","S2454556","S2454607","S2454608","S21199480","S21199501","S21199591"]},{"Id":"jpl-3042-mars-chemistry-coding-challenge-activity","Url":"https://teachengineering.org/activities/view/jpl-3042-mars-chemistry-coding-challenge-activity","Title":"Mars Chemistry Coding Challenge","Summary":"Students use real data from the Perseverance Mars rover to create a system that monitors and tests the functioning of the Mars Oxygen In-Situ Resource Utilization Experiment (MOXIE) instrument, which converts carbon dioxide in the Martian atmosphere into breathable oxygen. Students analyze temperature, pressure, and gas flow data to determine whether MOXIE is operating properly. To do this, they apply chemistry concepts such as balanced chemical equations and gas laws alongside coding and data analysis techniques. Working in small teams, students break the problem into manageable parts, test their code using subsets of real mission data, and refine their solutions. The activity emphasizes engineering design, systems thinking, and the critical role computer science plays in enabling advanced technologies for space exploration.","Type":"activity","Alignments":["S2454545","S2454609","S2454553","S21199587","S21199591","S21199535"]},{"Id":"rice-3043-make-it-clean-cleaning-product-activity","Url":"https://teachengineering.org/activities/view/rice-3043-make-it-clean-cleaning-product-activity","Title":"Make It Clean! Engineering a Multipurpose Cleaning Product","Summary":"Students take on the roles of product designers, chemists, and problem solvers to create an eco-friendly, nontoxic cleaning product for a community co-op. Students investigate how cleaners work, explore the effectiveness of natural ingredients, and examine the health and environmental impacts of traditional chemical-based products. Working collaboratively in teams, they use the engineering design process to research, design, test, and refine their own cleaning formulations using safe, natural materials. To complete the challenge, students design sustainable packaging and develop branding elements, including a product name, logo, and label, to effectively communicate the benefits and environmental responsibility of their cleaner.","Type":"activity","Alignments":["S2454531","S2454472","S2454533","S2454534","S2454535","S2454536","S1143516","S1143510","S21199579","S21199582","S21199515"]},{"Id":"uod-3034-beyond-binary-building-blocks-digital-activity","Url":"https://teachengineering.org/activities/view/uod-3034-beyond-binary-building-blocks-digital-activity","Title":"Beyond Binary: Building Blocks of Digital Decisions","Summary":"Students work as teams of engineers to design solutions to one of six real-world problems by creating functional logic gates. They learn how transistors serve as the fundamental hardware that allows computational logic to produce outcomes based on inputs, and apply this knowledge by building their own gates on notecards using transistors, resistors, copper tape, masking tape, LEDs, and 9V batteries. Students plan and test their designs using truth tables, integrate individual gates into Boolean circuits, and write corresponding Boolean expressions. Along the way, they engineer compact circuit pathways, troubleshoot issues such as short circuits, and explore vertical layering and vias, similar to microchip and PCB design. ","Type":"activity","Alignments":["S2694930","S2694935","S2694938","S2695223","S21199586","S21199588","S21199589","S21199590","S21199591","S21199501","S21199504","S21199480","S21199507","S2454540","S2454553","S2454555","S2454607","S2454609","S1143598","S1143612","S1143613"]},{"Id":"bgsu-2919-all-charged-up-homemade-capacitor-activity","Url":"https://teachengineering.org/activities/view/bgsu-2919-all-charged-up-homemade-capacitor-activity","Title":"All Charged Up: Optimizing a Homemade Capacitor","Summary":"Students explore capacitance and capacitors through hands-on experiments and design challenges. They construct and test capacitors with common materials, measuring how changes in plate area, separation, and electrolyte affect capacitance. Using their results, students design, build, and optimize a capacitor prototype, reflect on performance, and propose improvements. Throughout the process, they apply the engineering design process, make predictions, and compare outcomes to their expectations. This activity helps students understand how capacitors store electrical energy, how design choices influence performance, and how these principles apply to real-world electronics and engineering applications.","Type":"activity","Alignments":["S2454555","S2454607","S2454608","S2695221","S2695224","S2861159","S2861177","S2861209","S1143614","S21199586","S21199587","S21199591"]},{"Id":"gat_mirrors_activity1","Url":"https://teachengineering.org/activities/view/gat_mirrors_activity1","Title":"Acoustic Mirrors","Summary":"Students play and record the “Mary Had a Little Lamb” song using musical instruments and analyze the intensity of the sound using free audio editing and recording software. Then they use hollow Styrofoam half-spheres as acoustic mirrors (devices that reflect and focus sound), determine the radius of curvature of the mirror and calculate its focal length. Students place a microphone at the acoustic mirror focal point, re-record their songs, and compare the sound intensity on plot spectrums generated from their recordings both with and without the acoustic mirrors. A worksheet and KWL chart are provided.","Type":"activity","Alignments":["S2454556","S11435E8","S11417CF","S1131B9C"]},{"Id":"uod-2754-mechanized-farm-equipment-design-activity","Url":"https://teachengineering.org/activities/view/uod-2754-mechanized-farm-equipment-design-activity","Title":"Engineering Inexpensive Mechanized Farm Tools","Summary":"In India, many small farms (less than 5 acres) face challenges in managing essential farming tasks such as plowing, cultivating, spraying, weeding, and tilling. In this activity, students design and build a solution to improve one of three key farming tasks: picking up objects from the ground (deweeding), spreading seeds (seeding), or spraying water to rows on the sides (watering). Students choose one of these tasks and focus on creating a more efficient, practical way to complete it, applying engineering principles to solve real-world agricultural challenges.","Type":"activity","Alignments":["S2454468","S2454469","S2454470"]},{"Id":"invent_a_backscratcher","Url":"https://teachengineering.org/activities/view/invent_a_backscratcher","Title":"Invent a Backscratcher from Everyday Materials","Summary":"Being able to recognize a problem and design a potential solution is the first step in the development of new and useful products. In this activity, students create devices to get \"that pesky itch in the center of your back.\" Once the idea is thought through, students produce design schematics (sketches). They are given a variety of everyday materials and recyclables, from which they prototype their back-scratching devices.","Type":"activity","Alignments":["S2454416","S2454417","S2730777","S2730778","S11416BE","S21199464","S21199542","S21199465","S21199563","S21199484","S21199565","S21199567","S21199566"]},{"Id":"cub_engineering_in_reverse","Url":"https://teachengineering.org/activities/view/cub_engineering_in_reverse","Title":"Engineering in Reverse!","Summary":"Students learn about the process of reverse engineering and how this technique is used to improve upon technology. Students analyze push-toys and draw diagrams of the predicted mechanisms inside the toys. Then, they disassemble the toys and draw the actual inner mechanisms. By understanding how the push-toys function, students make suggestions for improvement, such as cost effectiveness, improved functionality, ecological friendliness and any additional functionality they determine is an improvement.","Type":"activity","Alignments":["S114174B","S1141769","S2454536","S21199572"]},{"Id":"ced-2706-transportation-fuels-debate-engineering-design","Url":"https://teachengineering.org/activities/view/ced-2706-transportation-fuels-debate-engineering-design","Title":"Creative Engineering Design: Transportation Fuels Debate","Summary":"Student teams learn about transportation fuels and then are assigned to represent the different fuels. Working cooperatively, the students develop arguments on the merits of their fuel over the others. One debate will be conducted on fuels for personal vehicles.\n\n","Type":"activity","Alignments":["S21199535"]},{"Id":"wpi_protect_activity1","Url":"https://teachengineering.org/activities/view/wpi_protect_activity1","Title":"Protect Your Body, Filter Your Water!","Summary":"Students make sense of the problem with drinking water contamination due to various pharmaceuticals and hormones. They experience the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e as they design solutions for a real-world problem that negatively affects the environment. Substances such as pesticides, prescription medication, and hormones are detected in the drinking water supplies of American and European metropolitan cities. Using chlorine as a proxy for estrogen and other drugs found in water, student groups design and test prototype devices that remove the contamination as efficiently and effectively as possible. They use plastic tubing and assorted materials such as activated carbon, cotton balls, felt and cloth to create filters with the capability to regulate water flow to optimize the cleaning effect. They use water quality test strips to assess their success and redesign for improvement. They conclude by writing comprehensive summary design reports while reflecting on how engineers can design solutions to help detect and effectively remove these contaminants from our drinking water.","Type":"activity","Alignments":["S103E21B","S2454531","S2454536","S2730796","S103E219","S21199579","S21199582","S21199580","S21199513"]},{"Id":"jpl-3049-mars-sample-return-coding-challenge","Url":"https://teachengineering.org/activities/view/jpl-3049-mars-sample-return-coding-challenge","Title":"Mars Sample Return Coding Challenge","Summary":"Students work as part of an engineering team to help complete a simulated Mars Sample Return mission. Like real engineers at NASA, each group designs and codes a microdevice to accomplish one essential task, such as loading samples, generating power, sending signals, checking systems, or launching the return rocket. Groups may use multiple coding languages simultaneously, allowing students at all experience levels to participate meaningfully. After building their individual systems, the class collaborates to integrate all components into one fully functioning mission.","Type":"activity","Alignments":["S2454533","S2454607","S2454609","S21199588","S21199591"]},{"Id":"usu-2944-maglev-trains-electric-magnetic-field-activity","Url":"https://teachengineering.org/activities/view/usu-2944-maglev-trains-electric-magnetic-field-activity","Title":"Designing and Testing Maglev Train Prototypes","Summary":"Students discover how electric and magnetic fields exert forces on objects by using the engineering design process to design and build a small model maglev train. Students add weight, such as pennies, to test how much their model can hold. Through this hands-on activity, students gain a deeper understanding of magnetic repulsion and attraction. They identify and describe contact and non-contact forces by investigating the properties of magnets and their interactions.","Type":"activity","Alignments":["S2454480","S2454482","S1143505","S2366906","S2366909","S2366911","S2366913"]},{"Id":"jpl-3053-mars-thermos-design-heat-transfer","Url":"https://teachengineering.org/activities/view/jpl-3053-mars-thermos-design-heat-transfer","Title":"Designing a Mars Thermos","Summary":"Students take on the role of engineers designing a “Mars Thermos,” similar to how NASA engineers create insulation systems to protect spacecraft components and scientific samples from extreme temperature changes on Mars. Student teams use the engineering design process and everyday materials to design and build an insulator that keeps a small amount of water from changing more than 5°F over 10 minutes. After conducting a control experiment using uninsulated cups, students investigate the insulating properties of materials to inform their designs. Teams measure temperature at regular intervals, graph and analyze their results, and compare the performance of their designs to the control. Through this process, students explore heat transfer and basic thermodynamics while building scientific inquiry, data collection, and mathematical analysis skills.","Type":"activity","Alignments":["S11434E9","S1143549","S2454533","S2454534","S2454535","S2454485","S21199579","S21199582","S21199515"]},{"Id":"rice-2638-light-dyes-exploring-bioluminescence-activity","Url":"https://teachengineering.org/activities/view/rice-2638-light-dyes-exploring-bioluminescence-activity","Title":"Exploring Bioluminescence in Aquatic Animals","Summary":"Some of the world’s most fascinating organisms emit their own light through bioluminescence—which is typically generated by a light-emitting molecule and a specific type of enzyme. Animals might use bioluminescence to signal, attract prey, or attract mates. In this activity, students make sense of how organisms emit light using bioluminescence and how these phenomena can increase organisms’ survival rate in harsh environments. Through the engineering design process, students create their own bioluminescent organism using ultraviolet light and fluorescent materials to help their organism either warn and evade predators, lure and detect prey, or communicate between members of the same species. ","Type":"activity","Alignments":["S2454500","S113EE3E","S2454502"]},{"Id":"jpl-3055-light-detector-space-communications-activity","Url":"https://teachengineering.org/activities/view/jpl-3055-light-detector-space-communications-activity","Title":"Build a Light Detector Inspired by Space Communications","Summary":"Students design, build, and program a device that detects and measures light from multiple sources. Using light-emitting diodes (LEDs) that emit different wavelengths of light (such as infrared, visible, and ultraviolet), students develop code that enables their device to selectively identify and respond only to the wavelength containing the desired information. Through iterative testing and refinement, students integrate programming, electronics, and optics to create a functional sensing system. This activity models real-world challenges in optical communication and remote sensing, helping students explore how engineers design systems to transmit and detect information using electromagnetic radiation.","Type":"activity","Alignments":["S2454608","S2454560","S2454606","S21199589","S21199587","S21199591"]},{"Id":"uot-3040-cell-membranes-osmosis-gummy-bears","Url":"https://teachengineering.org/activities/view/uot-3040-cell-membranes-osmosis-gummy-bears","Title":"Cell Membranes and Osmosis and Gummy Bears, Oh My!","Summary":"Students use gummy bears and their own gummy prototype to simulate a cell membrane as they learn how osmosis works in a cell and how water moves down the concentration gradient. As they learn more about cell membrane function, they better understand the concepts of cell membranes, osmosis, and concentration gradient.","Type":"activity","Alignments":["S2454446","S2454470","S2454468","S11434AF","S21199572"]},{"Id":"cub_energy_lesson05_activity1","Url":"https://teachengineering.org/activities/view/cub_energy_lesson05_activity1","Title":"Energy in Collisions: Rolling Ramp and Review","Summary":"In this hands-on activity—rolling a ball down an incline and having it collide into a cup—the concepts of mechanical energy, work and power, momentum, and friction are all demonstrated. During the activity, students take measurements and use equations that describe these energy of motion concepts to calculate unknown variables, and review the relationships between these concepts.  ","Type":"activity","Alignments":["S11417D8","S11424D2","S2454487","S11434D3","S11424D5","S2553809","S2555936","S2556067","S2556084","S1143533","S1143508","S1143517","S2366909","S2366907"]},{"Id":"ced-2679-straw-bridges-design-challenge-activity","Url":"https://teachengineering.org/activities/view/ced-2679-straw-bridges-design-challenge-activity","Title":"Creative Engineering Design: Straw Bridge Design Challenge","Summary":"Working as engineering teams, students use the engineering design process to plan, create, and test model bridges using plastic drinking straws and tape as their construction materials. Their goal is to build the strongest bridge with a truss pattern of their design while meeting the design criteria and constraints. They experiment with different geometric shapes and determine how shapes affect the strength of materials.","Type":"activity","Alignments":["S2454606","S2454608","S21199589"]},{"Id":"ced-2680-engineering-design-process-thinking","Url":"https://teachengineering.org/activities/view/ced-2680-engineering-design-process-thinking","Title":"Creative Engineering Design: Engineering Design Process \u0026 Design Thinking","Summary":"After informally using the various Engineering Design Process (EDP) steps in the previous design challenges, students are formally introduced to the seven-step EDP: Ask, Research, Imagine, Plan, Create, Test, and Improve. Students are also introduced to Design Thinking to help them creatively problem-solve and innovate throughout the Engineering Design Process.","Type":"activity","Alignments":["S21199591"]},{"Id":"spfun_artpins_activity1","Url":"https://teachengineering.org/activities/view/spfun_artpins_activity1","Title":"Creating Electronic Textile Art Pins","Summary":"Students’ background understanding of electricity and circuit-building is reinforced as they create wearable, light-up e-textile pins. They also tap their creative and artistic abilities as they plan and produce attractive end product “wearables.” Using fabric, LED lights, conductive thread (made of stainless steel) and small battery packs, students design and fabricate their own unique light-up pins. This involves putting together the circuitry so the sewn-in LEDs light up. Connecting electronics with stitching instead of soldering gives students a unique and tangible understanding of how electrical circuits operate.","Type":"activity","Alignments":["S1141702","S11416C0","S2454553","S2471716"]},{"Id":"cub_biomed_lesson05_activity1","Url":"https://teachengineering.org/activities/view/cub_biomed_lesson05_activity1","Title":"Protect That Pill","Summary":"Students reinforce their knowledge of the different parts of the digestive system and explore the concept of simulation by developing a pill coating that can withstand the churning actions and acidic environment found in the stomach. Teams test the coating durability by using a clear soda to simulate stomach acid.","Type":"activity","Alignments":["S11417F8","S1142540","S1142542","S2553805","S2454535","S2454533","S11434CE","S1143681","S2454494","S21199580"]},{"Id":"uot-3045-unbeweavably-strong-structutes-materials-activity","Url":"https://teachengineering.org/activities/view/uot-3045-unbeweavably-strong-structutes-materials-activity","Title":"Unbeweavably Strong! Creating Strong Structures from Weak Materials","Summary":"Students are introduced to the real-world problem of backpack straps breaking and the challenge of developing an eco-friendly strap to replace a broken strap. The goal is to use the engineering design process to develop a replacement strap using paper (a weak material) by changing its structure to make it strong enough to hold up to 7 kilograms, the recommended maximum mass for a fifth grader’s backpack. Students work through the design process to explore how structure affects strength while also considering eco-friendly solutions. Instead of throwing away a backpack and contributing to landfill waste, students focus on creative, sustainable ways to repair and reuse materials.","Type":"activity","Alignments":["S21312726","S2454468","S2454469","S2454470","S11434FD","S21199571","S21199572"]},{"Id":"cub_service_activity01","Url":"https://teachengineering.org/activities/view/cub_service_activity01","Title":"Engineers Love Pizza, Too! Engineering an Assistive Eating Device","Summary":"In this service-learning engineering project, students follow the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e to design an assistive eating device for a client. More specifically, they design a prototype device to help a young girl who has a medical condition that restricts the motion of her joints. Her wish is to eat her favorite food, pizza, without getting her nose wet. Students learn about arthrogryposis and how it affects the human body as they act as engineers to find a solution to this open-ended design challenge and build a working prototype. This project works even better if you arrange for a client in your own community.","Type":"activity","Alignments":["S2454608","S2454607","S11416BE","S11416BF","S21199589","S21199480"]},{"Id":"cub_service_activity03","Url":"https://teachengineering.org/activities/view/cub_service_activity03","Title":"Tippy Tap Plus Piping","Summary":"The Tippy Tap hand-washing station is an inexpensive and effective device used extensively in the developing world. One shortcoming of the homemade device is that it must be manually refilled with water and therefore is of limited use in high-traffic areas. In this activity, student teams design, prototype and test piping systems to transport water from a storage tank to an existing Tippy Tap hand-washing station, thereby creating a more efficient hand-washing station. Through this example service-learning engineering project, students learn basic fluid dynamic principles that are needed for creating efficient piping systems.","Type":"activity","Alignments":["S1141750","S2556056","S2555936","S114363B","S1143612","S1143638","S2454606","S2454607","S2454608","S11416BE","S11416BF","S11416BC","S2555911","S2553746","S2366909","S2366907"]},{"Id":"ind-1996-frictional-roller-coaster-design-project-calculus","Url":"https://teachengineering.org/activities/view/ind-1996-frictional-roller-coaster-design-project-calculus","Title":"Designing a Frictional Roller Coaster With Math and Physics!","Summary":"Students apply high school-level differential calculus and physics to the design of two-dimensional roller coasters in which the friction force is considered, as explained in the associated lesson. In a challenge the mirrors real-world engineering, the designed roller coaster paths must be made from at least five differentiable functions that are put together such that the resulting piecewise curving path is differentiable at all points. Once designed mathematically, teams build and test small-sized prototype models of the exact designs using foam pipe wrap insulation as the roller coaster track channel with marbles as the ride carts. \nProject constraints students must consider include: initial cart velocity of zero (at the highest point), and final path end velocity of zero. The design must be efficient enough that the initial potential energy of the body is sufficient for it to complete the entire path. To achieve an efficient design, students use a formula obtained in the associated lesson—one that gives the velocity of a spherical body rolling on a curved path when friction is present. This equation considers the body’s energy lost due to friction, and is used to estimate the maximum height the marble may reach after rolling from a hill. Students use Excel® to make these calculations and graph the designed path and velocities. To conclude, teams summarize their procedures, designs, results, and theory-vs.-reality experiences in a slide or video presentation to their classmates, including their small-scale physical models. This activity and its associated lesson are designed for AP Calculus. A pre-quiz, PowerPoint® presentation, spreadsheet calculations/graphs (with and without calculus), and student instructions/grading rubric are provided.\n","Type":"activity","Alignments":["S2487280","S2487159","S2487282","S2487393","S2487164","S2487276","S2487292","S2487293","S2487295","S2487300","S1141742","S1141743","S11416BF","S114174F","S1141750","S2454553","S2454607","S2454608","S1143635","S114363F","S1141782","S1141704","S2366909","S11416BE","S2366907","S1143593","S1143569","S1143645","S1143583","S11435EF","S1143584","S114364B","S113EF74","S113EF4F","S2485707","S2485648","S21199589","S21199586","S21199585","S21199607"]},{"Id":"cub_biomed_lesson04_activity1","Url":"https://teachengineering.org/activities/view/cub_biomed_lesson04_activity1","Title":"Polluted Air = Polluted Lungs","Summary":"To gain a better understanding of the roles and functions of components of the human respiratory system and our need for clean air, students construct model lungs that include a diaphragm and chest cavity. They see how air moving in and out of the lungs coincides with diaphragm movement. Then student teams design and build a prototype face mask pollution filter. They use their model lungs to evaluate their prototypes to design requirements.","Type":"activity","Alignments":["S11417F8","S1142541","S1142542","S2454533","S2454534","S2454536","S11416BE","S11416BF","S1141704","S114248A","S2557979","S2373212","S21199580"]},{"Id":"cub_service_activity02","Url":"https://teachengineering.org/activities/view/cub_service_activity02","Title":"Watch Out for the Blind Spots: Design a Vision Testing Device","Summary":"In this service-learning engineering project, students follow the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e to design a vision testing device. More specifically, they design a prototype machine that can be used to test the peripheral vision of partially-blind, pre-verbal children. Students learn about the basics of vision and vision loss. They also learn how a peripheral vision tester for adults works (by testing the static peripheral vision in the four quadrants of the visual field with four controllable lights in specific locations). Then they modify the idea of the adult peripheral vision tester to make it usable for testing young children. The class designs and builds one complete prototype, working in sub-groups of four or five students each to build sub-components of the project design.","Type":"activity","Alignments":["S2454607","S2454608","S11416BE","S11416BF","S11416C1","S21199589","S21199480"]},{"Id":"uof-2359-naturally-organized-insect-design","Url":"https://teachengineering.org/activities/view/uof-2359-naturally-organized-insect-design","Title":"Naturally Organized ","Summary":"Students work in teams to design a tabletop supply organizer inspired by the natural home of an insect species. Their prototype stores the group’s classroom supplies (scissors, crayon boxes, pencils, and glue sticks). In addition to following measurement constraints that apply to their prototype, students must design their supply organizer with the idea that supplies must be easily retrievable and the organizer must be sturdy enough to withstand everyday classroom wear and tear. Students test their prototype in the classroom for a period of 5 days and evaluate its effectiveness.","Type":"activity","Alignments":["S1130878","S113085B","S113087B","S113085F","S1130860","S2570575","S2570569","S2570570","S2570587","S2572570","S2572573","S2572568","S1141702","S1141703","S11416BC","S11416BE","S11416BF","S11416C0","S11416C1","S11416C3","S2454416","S2454417","S11439C4","S11439C5","S1143460","S114345B","S114345C","S114346A","S2366906","S2366910"]},{"Id":"duk_rollercoaster_music_act","Url":"https://teachengineering.org/activities/view/duk_rollercoaster_music_act","Title":"Building Roller Coasters","Summary":"Students build their own small-scale model roller coasters using pipe insulation and marbles, and then analyze them using physics principles learned in the associated lesson. They examine conversions between kinetic and potential energy and frictional effects to design roller coasters that are completely driven by gravity. A class competition using different marbles types to represent different passenger loads determines the most innovative and successful roller coasters.","Type":"activity","Alignments":["S2363691","S2363692","S2363647","S2363653","S1141740","S114174C","S1141769","S11417D8","S11417D9","S2454484","S2454487","S2454536","S11434D2","S1143682","S11434D3","S11416BF","S11416BE","S11416C0","S2420081","S2420080","S2420067","S1143549","S2420179","S21199572","S21199581"]},{"Id":"ced-2671-efficient-car-design-challenge-activity","Url":"https://teachengineering.org/activities/view/ced-2671-efficient-car-design-challenge-activity","Title":"Creative Engineering Design: Efficient Car Design","Summary":"Students learn how the aerodynamics and rolling resistance of a car affect its energy efficiency by designing and constructing model cars out of simple materials. Students are encouraged to iterate on their models, designing and testing different cars to create the most efficient model vehicle. As students race their cars down a tilted track, they find that the most energy-efficient cars roll down the track the fastest. In an activity extension, the most aerodynamic cars also jump the farthest.","Type":"activity","Alignments":["S2454606","S2454607","S21199589"]},{"Id":"ind-3046-nasa-eclips-shower-clock-activity","Url":"https://teachengineering.org/activities/view/ind-3046-nasa-eclips-shower-clock-activity","Title":"NASA eClips Our World: Designing a Shower Clock","Summary":"Students apply the engineering design process to design a shower-timer device (shower clock) that accurately measures a five-minute shower. After watching a NASA eClips video segment, students connect water-conservation strategies used aboard the International Space Station (ISS) to their own lives and explore three methods of conserving water: reducing, reusing, and recycling. Working in three-person teams with defined roles (research/design specialist, materials and construction specialist, and test specialist), students design, build, test, refine, and share their shower-clock prototypes.","Type":"activity","Alignments":["S2454468","S2454533","S21199571","S1143497","S2454470","S2454469"]},{"Id":"cub_biomed_lesson10","Url":"https://teachengineering.org/lessons/view/cub_biomed_lesson10","Title":"Bone Fractures and Engineering","Summary":"Students learn about the role engineers and engineering play in repairing severe bone fractures. They acquire knowledge about the design and development of implant rods, pins, plates, screws and bone grafts. Students then can use the associated activity to practice their own bone repairing procedure. They learn about materials science, biocompatibility and minimally-invasive surgery.","Type":"lesson","Alignments":["S11417FC","S1142520","S2471727","S2472075","S2471769","S21199518"]},{"Id":"uoh_fracture_lesson01","Url":"https://teachengineering.org/lessons/view/uoh_fracture_lesson01","Title":"Forced to Fracture","Summary":"Students learn how forces affect the human skeletal system through fractures and why certain bones are more likely to break than others depending on their design and use in the body. They learn how engineers and doctors collaborate to design effective treatments with consideration for the location, fracture severity and patient age, as well as the use of biocompatible materials. Learning the lesson content prepares students for the associated activity in which they test small animal bones to failure and then design treatment repair plans.","Type":"lesson","Alignments":["S113EF3A","S113F054","S2371413","S11416C0","S11416C4","S2454608"]},{"Id":"ncs-2026-nuclear-energy-virtual-field-trip","Url":"https://teachengineering.org/lessons/view/ncs-2026-nuclear-energy-virtual-field-trip","Title":"Nuclear Energy through a Virtual Field Trip","Summary":"Students learn about nuclear energy generation through a nuclear power plant virtual field trip that includes visiting four websites and watching a short video taken inside a nuclear power plant. They are guided by a handout that provides the URLs and questions to answer from their readings. They conclude with a class discussion to share their findings and reflections. It is recommended that students complete the associated activity, Chernobyl Empathy, before conducting this lesson; doing this assists students in gaining an understanding of how devastating nuclear meltdowns can be, which underscores the importance of careful engineering.","Type":"lesson","Alignments":["S2363522","S2363523","S2363511","S1141704"]},{"Id":"cub_solar_lesson02","Url":"https://teachengineering.org/lessons/view/cub_solar_lesson02","Title":"Blazing Gas","Summary":"Students are introduced to our Sun as they explore its composition, what is happening inside it and its relationship to our planet (our energy source). Then students use the associated activities to relate engineering concepts and investigate solutions to harvesting the Sun\u0027s energy. ","Type":"lesson","Alignments":["S1142476","S11417D6","S2454457"]},{"Id":"cub_earth_lesson08","Url":"https://teachengineering.org/lessons/view/cub_earth_lesson08","Title":"Powering the U.S.","Summary":"This lesson provides students with an overview of the electric power industry in the United States. Students also become familiar with the environmental impacts associated with a variety of energy sources. ","Type":"lesson","Alignments":["S11424F6","S11424F3","S11417D6","S1141716","S2454441","S2454531"]},{"Id":"clem_waves_lesson03","Url":"https://teachengineering.org/lessons/view/clem_waves_lesson03","Title":"Light Properties","Summary":"Students learn about the basic properties of light and how light interacts with objects. They are introduced to the additive and subtractive color systems, and the phenomena of refraction. Students further explore the differences between the additive and subtractive color systems via predictions, observations and analysis during three demonstrations. These topics help students gain a better understanding of how light is connected to color, bringing them closer to answering an overarching engineering challenge question. ","Type":"lesson","Alignments":["S2535590","S2535589","S2535595","S11416C0","S2454490","S1141704","S103D66C","S103D66F"]},{"Id":"csm_lesson7_reporting_tg","Url":"https://teachengineering.org/lessons/view/csm_lesson7_reporting_tg","Title":"The Evening News","Summary":"Student summarize their experiences in the Amazon rainforest by developing and presenting briefings for a TV evening news program. They prepare questions and answers and practice being interviewers and interviewees. They reflect upon what they have learned through the Lost in the Amazon unit.","Type":"lesson","Alignments":["S114253E"]},{"Id":"uok-2116-plastisphere-microplastics-pollution-wastewater-treatment","Url":"https://teachengineering.org/lessons/view/uok-2116-plastisphere-microplastics-pollution-wastewater-treatment","Title":"The Plastisphere: Plastic Migration and Its Impacts ","Summary":"Students are introduced to the growing worldwide environmental problems that stem from plastic waste. What they learn about microplastics and the typical components of the U.S. water treatment process prepares them to conduct three engaging associated activities. During the lesson, students become more aware of the pervasiveness and value of plastic as well as the downstream pollution and health dangers. They learn how plastic materials don’t go away, but become microplastic pollution that accumulates in water resources as well as human and other animal bodies. They examine their own plastic use, focusing on what they discard daily, and think about better ways to produce or package those items to eliminate or reduce their likelihood of ending up as microplastic pollution. A concluding writing assignment reveals their depth of comprehension. The lesson is enhanced by arranging for a local water treatment plant representative to visit the class for Qs and As. In three associated activities, students design/test microplastic particle filtering methods for commercial products, create mini wastewater treatment plant working models that remove waste and reclaim resources from simulated wastewater, and design experiments to identify the impact of microplastics on micro-invertebrates.","Type":"lesson","Alignments":["S11416BB","S11416C0","S2472114","S2471888","S2472115"]},{"Id":"ucd_energy_lesson02","Url":"https://teachengineering.org/lessons/view/ucd_energy_lesson02","Title":"Exploring Energy: Kinetic and Potential","Summary":"Students makes sense of kinetic and potential energy, including various types of potential energy: chemical, gravitational, elastic and thermal energy. They identify everyday examples of these energy types, as well as the mechanism of corresponding energy transfers. They learn that energy can be neither created nor destroyed and that relationships exist between a moving object\u0027s mass and velocity. Further, the concept that energy can be neither created nor destroyed is reinforced, as students see the pervasiveness of energy transfer among its many different forms. A PowerPoint® presentation and post-quiz are provided. ","Type":"lesson","Alignments":["S2454487","S2513642","S114350F","S2366907","S2513949","S2598237","S11417D8"]},{"Id":"van_cleanupmess_less2","Url":"https://teachengineering.org/lessons/view/van_cleanupmess_less2","Title":"Magnetic Fields","Summary":"Students visualize the magnetic field of a strong permanent magnet using a compass. The lesson begins with an analogy to the effect of the Earth\u0027s magnetic field on a compass. Students see the connection that the compass simply responds to the Earth\u0027s magnetic field since it is the closest, strongest field, and thus the compass responds to the field of the permanent magnets, allowing them the ability to map the field of that magnet in the activity. This information will be important in designing a solution to the grand challenge in activity 4 of the unit. ","Type":"lesson","Alignments":["S1132F8F","S1132802","S114175C"]},{"Id":"cub_intro_lesson02","Url":"https://teachengineering.org/lessons/view/cub_intro_lesson02","Title":"Transportation and the Environment: Energy, Fuels and Emissions","Summary":"Looking at transportation and the environment, students learn that some human-made creations, such as vehicles, can harm the natural environment. They also learn about alternative fuels and vehicles designed by engineers to minimize pollution. The associated hands-on activity gives students a chance to design their own eco-friendly vehicles.","Type":"lesson","Alignments":["S1141716","S11417B7","S11424F6","S2454441"]},{"Id":"cub_trusses_lesson01","Url":"https://teachengineering.org/lessons/view/cub_trusses_lesson01","Title":"Triangles \u0026 Trusses","Summary":"Students learn about the fundamental strength of different shapes, illustrating why structural engineers continue to use the triangle as the structural shape of choice. Examples from everyday life are introduced to show how this shape is consistently used for structural strength. Along with its associated activity, this lesson empowers students to explore the strength of trusses made with different triangular elements to evaluate the various structural properties.","Type":"lesson","Alignments":["S2558027","S11424D2","S101A159","S11417AE"]},{"Id":"cub_earth_lesson07","Url":"https://teachengineering.org/lessons/view/cub_earth_lesson07","Title":"Harvesting Oil from the Earth","Summary":"Students investigate sources of fossil fuels, particularly oil. Through two associated activities, they work with a model of the Earth to learn how engineers and scientists look for oil by taking core samples, and they explore and analyze oil consumption and production in the U.S. and around the world.","Type":"lesson","Alignments":["S1142562","S1142568","S11424F6","S1141716","S11417D6","S1143488","S2454448","S2454441","S2454463"]},{"Id":"uoh_liftoff_lesson01","Url":"https://teachengineering.org/lessons/view/uoh_liftoff_lesson01","Title":"Rockets!","Summary":"Students are introduced to statics and dynamics, free-body diagrams, combustion and thermodynamics to gain an understanding of the forces needed to lift rockets off the ground. They learn that thrust force is needed to launch rockets into space and the energy for thrust is stored as chemical energy in the rocket\u0027s fuel. Then, using the law of conservation of energy, students learn that the chemical energy of the fuel is converted into work and heat energy during a rocket launch. A short PowerPoint® presentation is provided, including two example problems for stoichiometry review. An optional teacher demonstration is described as an extension activity.","Type":"lesson","Alignments":["S11417D3","S113EE9E","S1143613"]},{"Id":"duk_photo_mary_less","Url":"https://teachengineering.org/lessons/view/duk_photo_mary_less","Title":"Do Plants Eat? All About Photosynthesis","Summary":"Through a teacher-led discussion, students realize that the food energy plants obtain comes from sunlight via the plant process of photosynthesis. They learn what photosynthesis is, at an age-appropriate level of detail and vocabulary, and then begin to question how we know that photosynthesis occurs, if we cannot see it happening. This prepares students for the associated activity using Elodea, a common water plant suitable to directly observe evidence of photosynthesis. When Elodea is placed in a glass beaker near a good light source, bubbles of oxygen release as products of photosynthesis. By counting the number of bubbles that rise to the surface in a five-minute period, students can compare the photosynthetic activity of Elodea in the presence of high and low light levels.","Type":"lesson","Alignments":["S2363683","S2363650","S2363686","S2454496"]},{"Id":"cub_scale_model_lesson01","Url":"https://teachengineering.org/lessons/view/cub_scale_model_lesson01","Title":"Discovering Relationships between Side Length and Area","Summary":"Through this lesson and its two associated activities, students are introduced to the use of geometry in engineering design, and conclude by making scale models of objects of their choice. The practice of developing scale models is often used in engineering design to analyze the effectiveness of proposed design solutions. In this lesson, students complete fencing (square) and fire pit (circle) word problems on two worksheets—which involves side and radius dimensions, perimeters, circumferences and areas—guiding them to discover the relationships between the side length of a square and its area, and the radius of a circle and its area. They also think of real-world engineering applications of the geometry concepts.","Type":"lesson","Alignments":["S2558068","S2558074","S11416BE","S11416BF","S11416C0","S114357F","S11435E8","S2558064"]},{"Id":"duk_hockey_music_less","Url":"https://teachengineering.org/lessons/view/duk_hockey_music_less","Title":"Imagine Life without Friction in Hockey","Summary":"Students are introduced to the concept of inertia and its application to a world without the force of friction acting on moving objects. When an object is in motion, friction tends to be the force that acts on this object to slow it down and eventually come to a stop. By severely limiting friction through the use of hover pucks, students learn that the energy of one moving puck is transferred directly to another puck at rest when they collide. Students learn the concept of the conservation of energy via a \"collision,\" and come to realize that with friction, energy is converted primarily to heat to slow and stop an object in motion. In the associated activity, \"The Puck Stops Here,\" students investigate the frictional force of an object when different materials are placed between the object and the ground. They apply this understanding to the challenge to design a new hockey puck for the National Hockey League.  ","Type":"lesson","Alignments":["S2363688","S2363652","S2454487","S11417D8","S11417D9"]},{"Id":"cub_natdis_lesson03","Url":"https://teachengineering.org/lessons/view/cub_natdis_lesson03","Title":"Earthquakes Rock!","Summary":"Students learn the two main methods to measure earthquakes, the Richter Scale and the Mercalli Scale. Students are challenged by the associated activities to make a model of a seismograph—a  measuring device that records an earthquake on a seismogram. As well as to investigate which structural designs are most likely to survive an earthquake. And, they illustrate an informational guide to the Mercalli  Scale.","Type":"lesson","Alignments":["S114174A","S11425A1","S11425A2","S2454530"]},{"Id":"cub_energy2_lesson08","Url":"https://teachengineering.org/lessons/view/cub_energy2_lesson08","Title":"A River Ran Through It","Summary":"Students learn how water is used to generate electricity. They investigate water\u0027s potential-to-kinetic energy transformation in hands-on activities about falling water and waterwheels. During the activities, they take measurements, calculate averages and graph results. Students also learn the history of the waterwheel and how engineers use water turbines in hydroelectric power plants today. They discover the advantages and disadvantages of hydroelectric power. In a literacy activity, students learn and write about an innovative new hydro-electrical power generation technology.","Type":"lesson","Alignments":["S1141716","S11417D7","S11424F3","S2454441","S1142476","S11417D6","S2454438"]},{"Id":"cub_energy2_lesson05","Url":"https://teachengineering.org/lessons/view/cub_energy2_lesson05","Title":"The Energy of Music","Summary":"Students are introduced to sound energy concepts and how engineers use sound energy. Through hands-on activities and demonstrations, students examine how we know sound exists by listening to and seeing sound waves. They learn to describe sound in terms of its pitch, volume and frequency. They explore how sound waves move through liquids, solids and gases. They also identify the different pitches and frequencies, and create high- and low-pitch sound waves. ","Type":"lesson","Alignments":["S11417D6","S11424F3","S1142476","S2454438"]},{"Id":"cub_rockets_lesson02","Url":"https://teachengineering.org/lessons/view/cub_rockets_lesson02","Title":"Newton Gets Me Moving","Summary":"Students explore motion, rockets and rocket motion while assisting Spacewoman Tess, Spaceman Rohan and Maya in their explorations. First they learn some basic facts about vehicles, rockets and why we use them. Then, they discover that the motion of all objects—including the flight of a rocket and movement of a canoe—can be described by Newton\u0027s three laws of motion.","Type":"lesson","Alignments":["S11434F2","S2454421","S2553903","S2553845","S1143490","S1141704"]},{"Id":"duk_friction_smary_less","Url":"https://teachengineering.org/lessons/view/duk_friction_smary_less","Title":"Discovering Friction","Summary":"With a simple demonstration activity, students are introduced to the concept of friction as a force that impedes motion when two surfaces are in contact. Then, in the associated activity, Sliding and Stuttering, they work in teams to use a spring scale to drag an object such as a ceramic coffee cup along a table top or the floor. They use the spring scale to measure the frictional force that exists between the moving cup and the surface on which it slides. By modifying the bottom surface of the cup, students experiment to find out what kinds of surfaces generate more or less friction. They also discover that both static and kinetic friction are involved when an object initially at rest is caused to slide across a surface.","Type":"lesson","Alignments":["S2363688","S2363629","S2363357","S2363367","S2363383","S2454479","S1141704"]},{"Id":"cub_rockets_lesson05","Url":"https://teachengineering.org/lessons/view/cub_rockets_lesson05","Title":"Learn to Build a Rocket in Five Days or Your Money Back","Summary":"Students discover the entire process that goes into designing rockets. In previous lessons in this unit, students learned how rockets work; now they learn what real-world decisions engineers must make when designing and building rockets. They learn about many important aspects such as supplies, ethics, deadlines and budgets. They also learn about the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e and that the first design is almost never the final design. Re-engineering is a critical step in creating rockets.","Type":"lesson","Alignments":["S11417B7","S1141763","S1141765","S114259C","S2454468"]},{"Id":"cub_rockets_lesson06","Url":"https://teachengineering.org/lessons/view/cub_rockets_lesson06","Title":"Where Am I: Navigation and Satellites","Summary":"How do we know where we are? What happens if you are completely lost in the middle of nowhere? Does technology provide tools for people who are lost during their travels? A person cannot usually determine an accurate position just by looking out a window in the middle of the ocean or vast area of land, particularly if it has not been charted before. In this lesson, students explore the concept of triangulation that is used in navigation satellites and global positioning systems designed by engineers. Also, students learn how these technologies can help people determine their positions or the location of someone else.","Type":"lesson","Alignments":["S11417B7","S114259A","S114259C","S2558343","S2557991","S114349B"]},{"Id":"cub_biomed_lesson01","Url":"https://teachengineering.org/lessons/view/cub_biomed_lesson01","Title":"Engineering Bones","Summary":"Students extend their knowledge of the skeletal system to biomedical engineering design, specifically the concept of artificial limbs and joints. Students relate the skeleton as a structural system, focusing on the leg as structural necessity. They learn about the design considerations involved in the creation of artificial limbs, including materials and sensors.","Type":"lesson","Alignments":["S11417F8","S1141704","S2471389","S114248A"]},{"Id":"cub_housing_lesson02","Url":"https://teachengineering.org/lessons/view/cub_housing_lesson02","Title":"Circuits","Summary":"Students are introduced to several key concepts of electronic circuits. They use the hands-on associated activity to learn about some of the physics behind circuits, the key components in a circuit and their pervasiveness in our homes and everyday lives. Students learn about Ohm\u0027s law and how it is used to analyze circuits. ","Type":"lesson","Alignments":["S11417E1","S11424CA"]},{"Id":"cub_pveff_lesson03","Url":"https://teachengineering.org/lessons/view/cub_pveff_lesson03","Title":"Maximum Power Point","Summary":"Students learn how to find the maximum power point (MPP) of a photovoltaic (PV) panel in order to optimize its efficiency at creating solar power. They also learn about real-world applications and technologies that use this technique, as well as Ohm\u0027s law and the power equation, which govern a PV panel\u0027s ability to produce power.","Type":"lesson","Alignments":["S11417E0","S11417E1","S11424CA","S11424CE","S2555847","S2555916","S2454604"]},{"Id":"csu_polymer_lesson01","Url":"https://teachengineering.org/lessons/view/csu_polymer_lesson01","Title":"Everyday Polymers","Summary":"Students explore the chemical identities of polymeric materials frequently used in their everyday lives. They learn how chemical composition affects the physical properties of the materials that they encounter and use frequently, as well as how cross-linking affects the properties of polymeric materials.","Type":"lesson","Alignments":["S1142467","S2454540","S1141704","S2556116","S1143569"]},{"Id":"duk_foodpackage_music_less","Url":"https://teachengineering.org/lessons/view/duk_foodpackage_music_less","Title":"Food Packaging","Summary":"Students learn how food packages are designed and made, including three main functions. Packaging design and materials must keep food clean, protect or aid in the physical and chemical changes that can take place in food, and identify a food appealingly. Then, in the associated activity, students act as if they are packaging engineers by designing and creating their own food packages for particular food types.","Type":"lesson","Alignments":["S2363672","S2363647","S2363621","S2363674","S11417E8","S11417E9","S11417EA","S11417EB","S11417EC","S2454533"]},{"Id":"cub_environ_lesson02","Url":"https://teachengineering.org/lessons/view/cub_environ_lesson02","Title":"I\u0027ve Got Issues!","Summary":"This lesson introduces students to environmental issues. Students recognize environmental opinions and perspective, which will help them define themselves and others as either preservationists or conservationists. Students also learn about the importance of teamwork in engineering.","Type":"lesson","Alignments":["S1141716","S2454463"]},{"Id":"cub_mechanics_lesson10","Url":"https://teachengineering.org/lessons/view/cub_mechanics_lesson10","Title":"Strong as the Weakest Link","Summary":"To introduce the two types of stress that materials undergo — compression and tension — students examine compressive and tensile forces and learn about bridges and skyscrapers. In the associated activity, they construct their own building structure using marshmallows and spaghetti to see which structure can hold the most weight. In an associated literacy activity, students explore the psychological concepts of stress and stress management, and complete a writing activity.","Type":"lesson","Alignments":["S11417AD","S11424D2","S2471232","S2471256"]},{"Id":"mis_potholes_lesson01","Url":"https://teachengineering.org/lessons/view/mis_potholes_lesson01","Title":"Keeping Our Roads Smooth","Summary":"Students learn how roadways are designed and constructed, and discuss the advantages and limitations of the current roadway construction process. They look at current practices of roadway monitoring, discuss the limitations, and consider ways to further road monitoring research. To conclude, student groups compete to design smooth, cost-efficient and sound model road bases using gravel, sand, water and rubber (representing asphalt). This lesson prepares students for the associated activity in which they act as civil engineers hired by USDOT to research through their own model experimentation how to best use piezoelectric materials to detect road damage by showing how piezoelectric transducers can indicate road damage.","Type":"lesson","Alignments":["S2728612","S2728680","S2728681","S11416C6","S11416BF","S2454553","S2454607","S2454608"]},{"Id":"mis_sensor_lesson01","Url":"https://teachengineering.org/lessons/view/mis_sensor_lesson01","Title":"What Is an IR Sensor?","Summary":"Students learn about infrared energy and how it is used to sense the surrounding environment. They review where infrared falls on the electromagnetic spectrum and learn how infrared sensors work, as well as various ways engineers and scientists create and apply infrared technology to study science and collect information for security, communications, medical, research and other purposes. Pre/post-quizzes and a take-home assignment are provided. Learning the concepts prepares students to conduct the associated activity in which they design and program Arduino-controlled robots that use IR sensors to follow a line and make designated stops, much like the automated guided vehicles used in industry and commerce.","Type":"lesson","Alignments":["S2587880","S2587881","S2587885","S2454560","S1141704","S11416DF","S2728621"]},{"Id":"cub_biomed_lesson03","Url":"https://teachengineering.org/lessons/view/cub_biomed_lesson03","Title":"Body Circulation","Summary":"Students are introduced to the circulatory system, the heart, and blood flow in the human body. Through guided pre-reading, during-reading and post-reading activities, students learn about the circulatory system\u0027s parts, functions and disorders, as well as engineering medical solutions. By cultivating literacy practices as presented in this lesson, students can improve their scientific and technological literacy.","Type":"lesson","Alignments":["S11417F8","S1142541"]},{"Id":"cub_energy_lesson05","Url":"https://teachengineering.org/lessons/view/cub_energy_lesson05","Title":"Puttin\u0027 It All Together","Summary":"On the topic of energy related to motion, this summary lesson ties together the concepts introduced in the previous four lessons and show how the concepts are interconnected in everyday applications. A hands-on activity demonstrates this idea and reinforces students\u0027 math skills in calculating energy, momentum and frictional forces.","Type":"lesson","Alignments":["S11417D8","S11417DA","S11424D3","S11424D6","S2555916","S2553794","S2454487","S11434D3","S11434D2","S1143612","S1143517"]},{"Id":"cub_energy_lesson04","Url":"https://teachengineering.org/lessons/view/cub_energy_lesson04","Title":"What a Drag","Summary":"Students learn about friction and drag — two different forces that convert energy of motion to heat. Both forces can act on a moving object and decrease its velocity. Students learn examples of friction and drag, and suggest ways to reduce the impact of these forces. The equation that governs common frictional forces is introduced, and during a hands-on activity, students experimentally measure a coefficient of friction.","Type":"lesson","Alignments":["S11417D8","S11424D2","S11424D3","S2553794","S2555916","S2454487","S11434D2","S1143638","S114362C","S11434D3"]},{"Id":"clem_waves_lesson01","Url":"https://teachengineering.org/lessons/view/clem_waves_lesson01","Title":"The Three Color Mystery","Summary":"Students are introduced to an engineering challenge in which they are given a job assignment to separate three types of apples. However, they are unable to see the color differences between the apples, and as a result, they must think as engineers to design devices that can be used to help them distinguish the apples from one another. Solving the challenge depends on an understanding of wave properties and the biology of sight. After being introduced to the challenge, students form ideas and brainstorm about what background knowledge is required to solve the challenge. A class discussion produces student ideas that can be grouped into broad subject categories: waves and wave properties, light and the electromagnetic spectrum, and the structure of the eye.","Type":"lesson","Alignments":["S11416C0","S2471268","S2471244","S1141704","S2535590"]},{"Id":"mis-2231-light-properties-sunglasses-electromagnetic-waves-polarization","Url":"https://teachengineering.org/lessons/view/mis-2231-light-properties-sunglasses-electromagnetic-waves-polarization","Title":"Electromagnetic Waves: How Do Sunglasses Work? ","Summary":"Students learn about the scientific and mathematical concepts around electromagnetic light properties that enable the engineering of sunglasses for eye protection. They compare and contrast tinted and polarized lenses as well as learn about light intensity and how different mediums reduce the intensities of various electromagnetic radiation wavelengths. Through a PowerPoint® presentation, students learn about light polarization, transmission, reflection, intensity, attenuation, and Malus’ law. A demo using two slinky springs helps to illustrate wave disturbances and different-direction polarizations. As a mini-activity, students manipulate slide-mounted polarizing filters to alter light intensity and see how polarization by transmission works. Students use the Malus’ law equation to calculate the transmitted light intensity and learn about Brewster’s angle. Two math problem student handouts are provided. Students also brainstorm ideas on how sunglasses could be designed and improved, which prepares them for the associated hands-on design/build activity. ","Type":"lesson","Alignments":["S2728619","S2728620","S114360C","S1141704","S2454558","S2454559","S1143593","S1143638","S2481350","S2481356","S2481355","S2481426","S114363B"]},{"Id":"cub_air_lesson05","Url":"https://teachengineering.org/lessons/view/cub_air_lesson05","Title":"On the Move: Pollution Transport \u0026 Weather","Summary":"Looking at models and maps, students explore different pathways and consequences of pollutant transport via the weather and water cycles. In an associated literacy activity, students develop skills of observation, recording and reporting as they follow the weather forecast and produce their own weather report for the class.","Type":"lesson","Alignments":["S1141716","S114259D","S11425AB","S2454463"]},{"Id":"cub_lifescience_lesson01","Url":"https://teachengineering.org/lessons/view/cub_lifescience_lesson01","Title":"Photosynthesis – Life\u0027s Primary Energy Source","Summary":"This lesson covers the process of photosynthesis and the related plant cell functions of transpiration and cellular respiration. Students learn how engineers can view the natural process of photosynthesis as an exemplary model of a complex, yet efficient, process for converting solar energy to chemical energy or distributing water throughout a system.","Type":"lesson","Alignments":["S11417EA","S11417D9","S1142547","S1142554","S2454496"]},{"Id":"cub_flyingtshirt_lesson01","Url":"https://teachengineering.org/lessons/view/cub_flyingtshirt_lesson01","Title":"Physics of the Flying T-Shirt","Summary":"Students are introduced to the physics concepts of air resistance and launch angle as they apply to catapults. This includes the basic concepts of position, velocity and acceleration and their relationships to one another. They use algebra to solve for one variable given two variables.","Type":"lesson","Alignments":["S11424B7","S2555916","S2555868","S114176F","S114175C","S1143657","S1143638","S1143612","S2454553"]},{"Id":"mis_scaling_lesson01","Url":"https://teachengineering.org/lessons/view/mis_scaling_lesson01","Title":"Scaling, Go Figure!","Summary":"Students learn how different characteristics of shapes—side lengths, perimeter and area—change when the shapes are scaled, either enlarged or reduced. Student pairs conduct a “scaling investigation” to measure and calculate shape dimensions (rectangle, quarter circle, triangle; lengths, perimeters, areas) from a bedroom floorplan provided at three scales. They analyze their data to notice the mathematical relationships that hold true during the scaling process. They see how this can be useful in real-world situations like when engineers design wearable or implantable biosensors. This prepares students for the associated activity in which they use this knowledge to help them reduce or enlarge their drawings as part of the process of designing their own wearables products. Pre/post-activity quizzes, a worksheet and wrap-up concepts handout are provided.","Type":"lesson","Alignments":["S2481076","S2481082","S1143518","S114351D","S1141702"]},{"Id":"duk_dimension_tech_less","Url":"https://teachengineering.org/lessons/view/duk_dimension_tech_less","Title":"3-D Coordinate System to Map Galaxies: The Next Dimension","Summary":"Sudents learn about the three-dimensional Cartesian coordinate system. They also gain perspective on the size of our galaxy (the Milky Way) and the distance of a nearby spiral galaxy, the Andromeda galaxy (shown on the left), using a 3D model. 3D graphing is an important tool used by structural engineers to describe locations in space to fellow engineers. A student worksheet with answer key is provided.","Type":"lesson","Alignments":["S2419999","S2420364","S11417C9","S11417CC","S1143675","S1143676","S1143501","S2454518","S2419982","S2420087","S2420088","S114351D","S11435C9"]},{"Id":"duk_taste_mary_less","Url":"https://teachengineering.org/lessons/view/duk_taste_mary_less","Title":"Can You Taste It?","Summary":"Few people are aware of how crucial the sense of smell is to identifying foods, or the adaptive value of being able to identify a food as being familiar and therefore safe to eat. In this lesson and associated activity, students conduct an experiment to determine whether or not the sense of smell is important to being able to recognize foods by taste. In an opening discussion, students explore why it might be adaptive for humans and other animals to be able to identify nutritious versus noxious foods. This is followed by a demonstration in which a volunteer tastes and identifies a familiar food, and then attempts to taste and identify a different familiar food while holding his or her nose and closing his or her eyes. Then, the class develops a hypothesis and a means to obtain quantitative results for an experiment to determine whether students can identify foods when the sense of smell has been eliminated.","Type":"lesson","Alignments":["S2419906","S2420168","S2419908","S2420156","S2363599","S2363614","S1141763","S2454447","S2390252","S2390253","S11434E9","S114350D"]},{"Id":"cub_cells_lesson03","Url":"https://teachengineering.org/lessons/view/cub_cells_lesson03","Title":"The Cloning of Cells","Summary":"Students continue their education on cells in the human body. They discuss stem cells and how engineers are involved in the research of stem cell behavior. Using the associated activity they learn about possible applications of stem cell research and associated technologies, such as fluorescent dyes for tracking the replication of specific cells.","Type":"lesson","Alignments":["S11417F8","S1142542","S1142543"]},{"Id":"csm_filtering_lesson01","Url":"https://teachengineering.org/lessons/view/csm_filtering_lesson01","Title":"Filtering: Extracting What We Want from What We Have","Summary":"Filtering is the process of removing or separating the unwanted part of a mixture. In signal processing, filtering is specifically used to remove or extract part of a signal, and this can be accomplished using an analog circuit or a digital device (such as a computer). In this lesson, students learn the impact filtering can have on different types of signals, the concepts of frequency and spectrum, and the connections these topics have to real-world signals such as musical signals. Students also learn the roles that these concepts play in designing different types of filters. The lesson content prepares students for the associated activity in which they use an online demo and a variety of filters to identify the message in a distress signal heavily corrupted by noise.","Type":"lesson","Alignments":["S114246F","S11424DD","S11424DF","S11417C9","S2454490"]},{"Id":"uta_dense_lesson01","Url":"https://teachengineering.org/lessons/view/uta_dense_lesson01","Title":"How Dense Are You? ","Summary":"Students learn about geotechnical engineers and their use of physical properties, such as soil density, to determine the ability of various soils to offer support to foundations. In an associated activity, students determine the bulk densities of soil samples, and assess their suitability to support foundations.","Type":"lesson","Alignments":["S113EF66","S113EE79","S11416C0","S1143612","S1143638"]},{"Id":"duk_retcoulter_les1","Url":"https://teachengineering.org/lessons/view/duk_retcoulter_les1","Title":"Particle Sensing: The Coulter Counter","Summary":"Students are presented with a short lesson on the Coulter principle—an electronic method to detect microscopic particles and determine their concentration in fluid. Depending on the focus of study, students can investigate the industrial and medical applications of particle detection, the physics of fluid flow and electric current through the apparatus, or the chemistry of the electrolytes used in the apparatus.","Type":"lesson","Alignments":["S2363565","S2420200","S2363491","S2420299","S11417F7","S1143612","S114364A"]},{"Id":"cub_rivers_lesson01","Url":"https://teachengineering.org/lessons/view/cub_rivers_lesson01","Title":"Raging Rivers","Summary":"Student are introduced to rivers, and to the components of the water cycle. They think about the effects of communities, sidewalks and roads on the natural flow of rainwater. Students also learn about the role of engineering in community planning and protecting our natural resources.","Type":"lesson","Alignments":["S114174A","S11425AA","S2454524"]},{"Id":"uoh_carbonfiber_lesson01","Url":"https://teachengineering.org/lessons/view/uoh_carbonfiber_lesson01","Title":"Repairing Cracked Steel Structures with Carbon Fiber Patches","Summary":"Over several days, students learn about composites, including carbon-fiber-reinforced polymers, and their applications in modern life. This prepares students to be able to put data from an associated statistical analysis activity into context as they conduct meticulous statistical analyses to evaluate/determine the effectiveness of carbon fiber patches to repair steel. This lesson and its associated activity are suitable for use during the last six weeks of an AP Statistics course; see the topics and timing note for details. A PowerPoint® presentation and post-quiz are provided.","Type":"lesson","Alignments":["S2471810","S11416BA","S2454608"]},{"Id":"cub_sound_lesson02","Url":"https://teachengineering.org/lessons/view/cub_sound_lesson02","Title":"Sound Extenders","Summary":"Students are introduced to communications engineers as people who enable long-range communication. In a demonstration, students discuss the tendency of sound to diminish with distance and model this phenomenon using a slinky. Alexander Graham Bell is introduced as the inventor of the telephone and a pioneer in communications engineering.","Type":"lesson","Alignments":["S11417C7","S11424F3"]},{"Id":"ucd_soil_solarization_lesson01","Url":"https://teachengineering.org/lessons/view/ucd_soil_solarization_lesson01","Title":"Sun Keeps the Pests Away: How Soil Solarization Works","Summary":"Students learn how the process of soil solarization is used to pasteurize agricultural fields before planting crops. Soil solarization is a pest control technique in agriculture that uses the sun’s radiation to heat the soil and eliminate unwanted pests that could harm the crops. The approach is compared to other pest control methods such as fumigation and herbicide application, highlighting the respective benefits and drawbacks. In preparation for the associated hands-on activity on soil biosolarization, students learn how changing the variables involved in the solarizing process (such as the tarp material, soil water content and addition of organic matter) impacts the technique’s effectiveness. A PowerPoint® presentation and pre/post-quiz is provided.","Type":"lesson","Alignments":["S2598214","S11416BB","S11416C5","S2454463"]},{"Id":"usf_dome_lesson01","Url":"https://teachengineering.org/lessons/view/usf_dome_lesson01","Title":"Sustainable Resource \u0026 Waste Management: Dome It Challenge","Summary":"How does infrastructure meet our needs? What happens when we are cut off from that supporting infrastructure? As a class, students brainstorm, identify and explore the pathways where their food, water and energy originate, and where wastewater and solid waste go. After creating a diagram that maps a neighborhood\u0027s inputs and waste outputs, closed and open system concepts are introduced by imagining the neighborhood enclosed in a giant dome, cut off from its infrastructure systems. Students consider the implications and the importance of sustainable resource and waste management. They learn that resources are interdependent and that recycling wastes into resources is key to sustain a closed system.","Type":"lesson","Alignments":["S113091A","S113092C","S11416BB","S11416BC","S2454523","S2454531"]},{"Id":"cub_surg_lesson05","Url":"https://teachengineering.org/lessons/view/cub_surg_lesson05","Title":"Tissue Mechanics","Summary":"Students reflect on their experiences making silly putty (the previous hands-on activity in the unit), especially why changing the borax concentration alters the mechanical properties of silly putty and how this pertains to tissue mechanics. Students learn why engineers must understand tissue mechanics in order to design devices that will be implanted or used inside bodies, to study pathologies of tissues and how this alters tissue function, and to design prosthetics. Finally, students learn about collagen, elastin and proteoglycans and their roles in giving body tissues their unique functions. This prepares them for the culminating design-build-test activity of the unit. \u003e Image caption: Collagen is one example of a protein found in body tissues that alters the mechanical properties of the tissue to achieve its specific function.","Type":"lesson","Alignments":["S11424C4","S11417FC","S2454540"]},{"Id":"duk_cellresp_mary_less","Url":"https://teachengineering.org/lessons/view/duk_cellresp_mary_less","Title":"What Do Bread and Beer Have in Common?","Summary":"Students learn that yeasts, a type of fungi, are unicellular organisms that are useful to humans. In fact, their usefulness is derived from the contrast between the way yeast cells and human cells respire. Specifically, while animal cells derive energy from the combination of oxygen and glucose and produce water and carbon dioxide as by-products, yeasts respire without oxygen. Instead, yeasts break glucose down and produce alcohol and carbon dioxide as their by-products. The lesson is also intended to provoke questions from students about the effects of alcohol on the human body, to which the teacher can provide objective answers. ","Type":"lesson","Alignments":["S2420156","S2420416","S2363404","S2363400","S2363665","S2363655","S11417EA","S114179A","S2454505","S2454472","S11434E9","S1143569"]},{"Id":"cub_navigation_lesson09","Url":"https://teachengineering.org/lessons/view/cub_navigation_lesson09","Title":"GPS on the Move","Summary":"During a scavenger hunt and an art project, students learn how to use a handheld GPS receiver for personal navigation. Teachers can request assistance from the Institute of Navigation to find nearby members with experience in using GPS and in locating receivers to use. Visit the ION website (www.ion.org) for links to local ION sections and member contact information. (Note: Mention of specific receiver manufacturers or brands does not constitute an endorsement by the Institute of Navigation or the University of Colorado.)","Type":"lesson","Alignments":["S11417CA","S11425BD","S2558083"]},{"Id":"cub_rockets_lesson04","Url":"https://teachengineering.org/lessons/view/cub_rockets_lesson04","Title":"Blast Off: Generating Rocket Thrust with Propellants","Summary":"Rockets need a lot of thrust to get into space. Students learn how rocket thrust is generated with propellant. The two types of propellants are discussed—liquid and solid—and their relation to their use on rockets is investigated. Students learn why engineers need to know the different properties of propellants by drawing real world examples from the associated activities.","Type":"lesson","Alignments":["S11417B8","S114259C","S2454420","S2454421","S2470797"]},{"Id":"umo_ourbodies_lesson03","Url":"https://teachengineering.org/lessons/view/umo_ourbodies_lesson03","Title":"Reflecting on Human Reflexes","Summary":"Students learn about human reflexes, how our bodies react to stimuli and how some body reactions and movements are controlled automatically, without thinking consciously about the movement or responses. In the associated activity, students explore how reflexes work in the human body by observing an involuntary human reflex and testing their own reaction times using dominant and non-dominant hands. Once students understand the stimulus-to-response framework components as a way to describe human reflexes and reactions in certain situations, they connect this knowledge to how robots can be programmed to conduct similar reactions.","Type":"lesson","Alignments":["S1141702","S1141704","S11416BE","S2454495","S2596341","S2596405","S2596649","S2596491"]},{"Id":"duk_aerogel_lesson01","Url":"https://teachengineering.org/lessons/view/duk_aerogel_lesson01","Title":"The Amazing Aerogel","Summary":"Aerogel, commonly called \"frozen smoke,\" is a super-material with some amazing properties. In this lesson and its associated activity, students learn about this silicon-based solid with a sponge-like structure. Students also learn about density and how aerogel is 99.8% air by volume, making it the lightest solid known to humans! Further, students learn about basic heat transfer and how aerogel is a great thermal insulator, having 39 times more insulation than the best fiberglass insulation. Students also learn about the wide array of aerogel applications.","Type":"lesson","Alignments":["S11424EF","S2363646","S2454490","S2366342","S1141704"]},{"Id":"van_floppy_lesson02","Url":"https://teachengineering.org/lessons/view/van_floppy_lesson02","Title":"Elasticity \u0026 Young\u0027s Modulus for Tissue Analysis","Summary":"As part of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e to create testable model heart valves, students learn about the forces at play in the human body to open and close aortic valves. They learn about blood flow forces, elasticity, stress, strain, valve structure and tissue properties, and Young\u0027s modulus, including laminar and oscillatory flow, stress vs. strain relationship and how to calculate Young\u0027s modulus. They complete some practice problems that use the equations learned in the lesson—mathematical functions that relate to the functioning of the human heart. With this understanding, students are ready for the associated activity, during which they research and test materials and incorporate the most suitable to design, build and test their own prototype model heart valves.","Type":"lesson","Alignments":["S11326BD","S11326BE","S11326F8","S1132F30","S1132F37","S11435EF","S11435A5","S2454563","S2454606","S2454607","S11417FC","S1141742","S114175C"]},{"Id":"cub_polygons_angles_trusses_lesson01","Url":"https://teachengineering.org/lessons/view/cub_polygons_angles_trusses_lesson01","Title":"Polygons, Angles and Trusses, Oh My!","Summary":"Students take a close look at truss structures, the geometric shapes that compose them, and the many variations seen in bridge designs in use every day. Through a guided worksheet, students draw assorted 2D and 3D polygon shapes and think through their forms and interior angles (mental “testing”) before and after load conditions are applied. They see how engineers add structural members to polygon shapes to support them under compression and tension, and how triangles provide the strongest elemental shape. A PowerPoint® presentation is provided. This lesson prepares students for two associated activities that continue the series on polygons and trusses.","Type":"lesson","Alignments":["S2558072","S2558027","S11417AE","S11435E6"]},{"Id":"van_mri_lesson_1","Url":"https://teachengineering.org/lessons/view/van_mri_lesson_1","Title":"The Grand Challenge","Summary":"This lesson introduces the MRI Safety Grand Challenge question. Students write journal responses to the question and brainstorm what information they need to know in order to answer the question. Their ideas are shared with the class and recorded. Then students watch a video interview with a real-life researcher to gain a professional perspective on MRI safety and brainstorm for more ideas. Through the associated activity, students visualize magnetic fields.","Type":"lesson","Alignments":["S11417FC","S114176C","S10245A5"]},{"Id":"van_cancer_lesson1","Url":"https://teachengineering.org/lessons/view/van_cancer_lesson1","Title":"Your Biomedical Challenge: Painlessly Detecting Disease","Summary":"Students are introduced to the unit challenge: To develop a painless means of identifying cancerous tumors. Solving the challenge depends on an understanding of the properties of stress and strain. After learning the challenge question, students generate ideas and consider the knowledge required to solve the challenge. Then they read an expert\u0027s opinion on ultrasound imaging and the potentials for detecting cancerous tumors. This interview helps to direct student research and learning towards finding a solution.","Type":"lesson","Alignments":["S11417FD","S1141742","S114176C","S2600942","S2600941","S2454606","S2454607"]},{"Id":"cub_balloons_lesson01","Url":"https://teachengineering.org/lessons/view/cub_balloons_lesson01","Title":"Estimating Buoyancy","Summary":"Students learn that buoyancy is responsible for making boats, hot air balloons and weather balloons float. They calculate whether or not a boat or balloon will float, and calculate the volume needed to make a balloon or boat of a certain mass float. Conduct the first day of the associated activity before conducting this lesson.","Type":"lesson","Alignments":["S2555916","S1142466","S114363B","S1143612","S1143638","S1141704","S2553747","S2555911"]},{"Id":"cub_biomed_lesson08","Url":"https://teachengineering.org/lessons/view/cub_biomed_lesson08","Title":"We\u0027ve Come a Long Way, Baby!","Summary":"Students discuss several human reproductive technologies available today — pregnancy ultrasound, amniocentesis, in-vitro fertilization and labor anesthetics. They learn how each technology works, and that these are ways engineers have worked to improve the health of expecting mothers and babies.","Type":"lesson","Alignments":["S11417F8","S1142541"]},{"Id":"mis-2480-3d-printed-strain-sensors-lesson","Url":"https://teachengineering.org/lessons/view/mis-2480-3d-printed-strain-sensors-lesson","Title":"3D Printed Strain Sensors","Summary":"3D printed sensors are a novel design that can be customized in wearable technology. In this lesson, students are introduced to the concepts of electrical resistance and how it relates to sensors. They also learn about how 3D printing works when it comes to building sensors, including what are they, how do they work, and how can they be useful to us in measuring and taking data on a variety of concepts. ","Type":"lesson","Alignments":["S1141702","S11416BC","S2471787"]},{"Id":"cub_heat_lesson01","Url":"https://teachengineering.org/lessons/view/cub_heat_lesson01","Title":"Heat Transfer: From Hot to Not","Summary":"Students learn the fundamental concepts of heat transfer and heat of reaction. This includes concepts such as physical chemistry, an equation for heat transfer, and a basic understanding of energy and heat transfer.","Type":"lesson","Alignments":["S11417DD","S11417DE","S11424CC","S11424CB","S2454551","S1143638","S114363B"]},{"Id":"duk_yeast_mary_less","Url":"https://teachengineering.org/lessons/view/duk_yeast_mary_less","Title":"Population Growth in Yeasts","Summary":"This lesson is the second of two that explore cellular respiration and population growth in yeasts. In the first lesson, students set up a simple way to indirectly observe and quantify the amount of respiration occurring in yeast-molasses cultures. Based on questions that arose during the first lesson and its associated activity, students in this lesson work in small groups to design experiments that determine how environmental factors affect yeast population growth. ","Type":"lesson","Alignments":["S2420156","S2420416","S2363404","S2363400","S2363665","S2363655","S114174C","S11417EB","S2454505","S11434E9","S1143569"]},{"Id":"duk_evolution_mary_less","Url":"https://teachengineering.org/lessons/view/duk_evolution_mary_less","Title":"Biodiversity \u0026 Probability: Mice Rule! (or Not)","Summary":"Students explore the relationships between genetics, biodiversity and evolution through teacher-presented information, including walking through two example Punnett squares that show the probability of freckles in offspring from parents who have and do not have freckles. Seeing how probability figures into the study of genetics prepares students to conduct the simple associated activity that involves wild mouse populations. In the associated activity, students toss coins to determine which traits mouse parents possess, such as fur color, body size, heat tolerance and running speed, and to determine the traits of a mouse pup born to these parents. Then they compare these physical features to features that would be most adaptive in several different environmental conditions, as well as what would happen to the mouse offspring if those environmental conditions changed. Which mice would be most likely to survive and produce the next generation?","Type":"lesson","Alignments":["S2363423","S2363432","S2363422","S2363656","S114174C","S2454580","S1143525","S1143524","S11435B2","S11435AF"]},{"Id":"cub_environ_lesson07","Url":"https://teachengineering.org/lessons/view/cub_environ_lesson07","Title":"Got Dirty Air?","Summary":"Students are introduced to the concepts of air pollution and technologies that engineers have developed to reduce air pollution. They develop an understanding of visible air pollutants with an incomplete combustion demonstration, a \"smog in a jar\" demonstration, construction of simple particulate matter collectors and by exploring engineering roles related to air pollution. Next, students develop awareness and understanding of the daily air quality and trends in air quality using the air quality index (AQI) listed in the newspaper or online. Finally, students build and observe a variety of simple models in order to develop an understanding of how engineers use these technologies to clean up and prevent air pollution.","Type":"lesson","Alignments":["S1141716","S11425A4","S2454463"]},{"Id":"van_cleanupmess_less3","Url":"https://teachengineering.org/lessons/view/van_cleanupmess_less3","Title":"Electricity and Magnetic Fields","Summary":"The grand challenge for this legacy cycle unit is for students to design a way to help a recycler separate aluminum from steel scrap metal. In previous lessons, they looked at how magnetism might be utilized. In this lesson, students think about how they might use magnets and how they might confront the problem of turning off the magnetic field. Through the accompanying activity, students explore the nature of an electrically induced magnetic field and its applicability to the needed magnet for this design challenge.","Type":"lesson","Alignments":["S1132F8F","S114175C","S1132CD5","S2454550"]},{"Id":"csm_lesson4_food_tg","Url":"https://teachengineering.org/lessons/view/csm_lesson4_food_tg","Title":"The Growling Stomach","Summary":"Continuing the \"Lost in the Amazon\" adventure engineering storyline, students investigate the types of plants and insects they might be able to find and eat in order to survive in the Amazon. They research various plants and insects, identifying characteristics that make them edible or useful for survival. At activity end, students create posters and present their findings to the class. ","Type":"lesson","Alignments":["S1142492","S1142497","S1142557","S1141763"]},{"Id":"cub_energy_lesson02","Url":"https://teachengineering.org/lessons/view/cub_energy_lesson02","Title":"Work and Power: Waterwheel","Summary":"Investigating a waterwheel illustrates to students the physical properties of energy. They learn that the concept of work, force acting over a distance, differs from power, which is defined as force acting over a distance over some period of time. Students create a model waterwheel and use it to calculate the amount of power produced and work done.","Type":"lesson","Alignments":["S11417D8","S11417DA","S11424D3","S11424D7","S2555916","S2553794","S2454487","S1143638","S1143657","S1143682","S114366B"]},{"Id":"duk_surfacetensionunit_less2","Url":"https://teachengineering.org/lessons/view/duk_surfacetensionunit_less2","Title":"Capillarity—Measuring Surface Tension","Summary":"Students are presented with a short lesson on the difference between cohesive forces (the forces that hold water molecules together and create surface tension) and adhesive forces (the forces that causes water to \"stick\" to solid surfaces. The interaction between cohesive forces and adhesive forces causes the well-known capillary action. Students also use the associated activities to introduce examples of capillary action found in nature and in our day-to-day lives.","Type":"lesson","Alignments":["S2454538","S1141704","S2363493","S2420267","S1143638","S114363B","S2420273"]},{"Id":"ucd_energy_lesson03","Url":"https://teachengineering.org/lessons/view/ucd_energy_lesson03","Title":"Exploring Energy: Energy Conversion","Summary":"Students learn more about the concept of energy conversion, and how energy transfers from one form, place or object to another. They learn that energy transfers can take the form of force, electricity, light, heat and sound and are never without some energy \"loss\" during the process. Two real-world examples of engineered systems—light bulbs and cars—are examined in light of the law of conservation of energy to gain an understanding of their energy conversions and inefficiencies/losses. Students\u0027 eyes are opened to the examples of energy transfer going on around them every day. Includes two simple teacher demos using a tennis ball and ball bearings. A PowerPoint® presentation and quizzes are provided. ","Type":"lesson","Alignments":["S2454487","S2513642","S114350F","S2366907","S2513949","S2598237","S11417D8"]},{"Id":"van_hybrid_design_less3","Url":"https://teachengineering.org/lessons/view/van_hybrid_design_less3","Title":"Elastic Potential Energy of Springs—It’s Tiggerific!","Summary":"Who doesn\u0027t love bouncing?! Students investigate potential energy held within springs (elastic potential energy) as part of the Research and Revise step. Class begins with a video of spring shoes or bungee jumping. Then students move on into notes and problems as a group. A few questions are given as homework. The Test Your Mettle section concludes. The lesson includes a dry lab that involves pogo sticks to solidify the concepts of spring potential energy, kinetic energy and gravitational energy, as well as conservation of energy.","Type":"lesson","Alignments":["S11417DD","S2454552","S1132F69"]},{"Id":"van_floppy_lesson01","Url":"https://teachengineering.org/lessons/view/van_floppy_lesson01","Title":"What Do I Need to Know about Heart Valves?","Summary":"Students are presented with the unit\u0027s grand challenge problem: You are the lead engineer for a biomaterials company that has a cardiovascular systems client who wants you to develop a model that can be used to test the properties of heart valves without using real specimens. How might you go about accomplishing this task? What information do you need to create an accurate model? How could your materials be tested? Students brainstorm as a class, then learn some basic information relevant to the problem (by reading the transcript of an interview with a biomedical engineer), and then learn more specific information on how heart tissues work—their structure and composition (lecture information presented by the teacher). This prepares them for the associated activity, during which students cement their understanding of the heart and its function by dissecting sheep hearts to explore heart anatomy.","Type":"lesson","Alignments":["S11326BD","S11326BE","S2454563","S2454606","S2454607","S11417FC","S1141742","S114175C"]},{"Id":"cub_air_lesson06","Url":"https://teachengineering.org/lessons/view/cub_air_lesson06","Title":"Acids, Bases \u0026 Acid Rain: Not So Neutral Views","Summary":"Students are introduced to acids and bases, and the environmental problem of acid rain. They explore ways to use indicators to distinguish between acids and bases. Students also conduct a simple experiment to model and discuss the harmful effects of acid rain on our living and non-living environment, as well as how engineers address acid rain. Students can also learn how persuasive techniques are used to develop an argument, and create an environmental case study.","Type":"lesson","Alignments":["S2454532","S11416BB"]},{"Id":"uow-2262-integrating-gis-mathematics-engineering-gps","Url":"https://teachengineering.org/lessons/view/uow-2262-integrating-gis-mathematics-engineering-gps","Title":"GIS, Mathematics and Engineering Integration","Summary":"The concept of geocaching is introduced as a way for students to explore using a global positioning system (GPS) device and basic geographic information (GIS) skills. Students familiarize themselves with GPS, GIS, and geocaching as well as the concepts of latitude and longitude. They develop the skills and concepts needed to complete the associated activity while considering how these technologies relate to engineering. Students discuss images associated with GPS, watch a video on how GPS is used, and review a slide show of GIS basics. They estimate their location using latitude and longitude on a world map and watch a video that introduces the geocaching phenomenon. Finally, students practice using a GPS device to gain an understanding of the technology and how location and direction features work while sending and receiving data to a GIS such as Google Earth. ","Type":"lesson","Alignments":["S2425450","S1141703","S1141704","S11416BC","S11416F1","S2366910","S2454521"]},{"Id":"cub_air_lesson08","Url":"https://teachengineering.org/lessons/view/cub_air_lesson08","Title":"The No Zone of Ozone","Summary":"Students explore the causes and effects of the Earth\u0027s ozone holes through discussion and an interactive simulation. In an associated literacy activity, students learn how to tell a story in order to make a complex topic (such as global warming or ozone holes) easier for a reader to grasp. ","Type":"lesson","Alignments":["S11424E8","S114254E","S2454463","S21199513"]},{"Id":"van_linear_eqn_less1","Url":"https://teachengineering.org/lessons/view/van_linear_eqn_less1","Title":"The Challenge Question","Summary":"Students are introduced to the \"Walk the Line\" challenge question. They write journal responses to the question and brainstorm what information they need to answer the question. Ideas are shared with the class (or in pairs and then to the class, if class size is large). Then students read an interview with an engineer to gain a professional perspective on linear data sets and best-fit lines. Students brainstorm for additional ideas and add them to the list. With the teacher\u0027s guidance, students organize the ideas into logical categories of needed knowledge.","Type":"lesson","Alignments":["S114174C","S1143539","S114353B","S1143549","S21199598"]},{"Id":"cub_sound_lesson03","Url":"https://teachengineering.org/lessons/view/cub_sound_lesson03","Title":"Sound Environment Shapers","Summary":"Students are introduced to the sound environment as an important aspect of a room or building. Several examples of acoustical engineering design for varied environments are presented. Students learn the connections between the science of sound waves and engineering design for sound environments.","Type":"lesson","Alignments":["S11424F3","S2454438","S11434B0","S11434B3","S21199512"]},{"Id":"cub_bio_lesson05","Url":"https://teachengineering.org/lessons/view/cub_bio_lesson05","Title":"Classification Systems: Animals and Engineering ","Summary":"Students are introduced to the classification of animals and animal interactions. Students also use the associated activities to learn why engineers need to know about animals and how they use that knowledge to design technologies that help other animals and/or humans. This lesson is part of a series of six lessons in which students use their growing understanding of various environments and the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, to design and create their own model biodome ecosystems.","Type":"lesson","Alignments":["S1142567","S1142569","S2454426","S114348B","S114349B","S21199487"]},{"Id":"van_latex_lesson02","Url":"https://teachengineering.org/lessons/view/van_latex_lesson02","Title":"Variables and Graphs: What\u0027s Our Story? ","Summary":"Students learn how to quickly and efficiently interpret graphs, which are used for everyday purposes as well as engineering analysis. Through a practice handout completed as a class and a worksheet completed in small groups, students gain familiarity in talking about and interpreting graphs. They use common graph terminology such as independent variable, dependent variable, linear data, linear relationship and rate of change. The equation for calculating slope is explained. The focus is on students becoming able to clearly describe linear relationships by using the language of slope and the rate of change between variables. At lesson end, students discuss the relationship between variables as presented by the visual representation of a graph. Then they independently complete a homework handout.","Type":"lesson","Alignments":["S2526454","S2526459","S2526456","S2526366","S1143605","S21199610"]},{"Id":"umo_sensorswork_lesson02","Url":"https://teachengineering.org/lessons/view/umo_sensorswork_lesson02","Title":"What Is a Motor and How Does a Rotation Sensor Work?","Summary":"Students learn about electric motors and rotational sensors. They learn that motors convert electrical energy to mechanical energy and typically include rotational sensors to enable distance measuring. They also learn the basics about gear trains and gear ratios. Students create a basic program using the LEGO® MINDSTORMS® interface to control a motor to move a small robot. Then, through a 10-minute mini-activity, they make measurements and observations to test a LEGO rotation sensor\u0027s ability to measure distance in rotations. This prepares them for the associated activity during which they calculate how many wheel rotations are needed to travel a distance. A PowerPoint® presentation, worksheet and pre/post quizzes are provided. ","Type":"lesson","Alignments":["S1143510","S11434A2","S2454487","S2596340","S2596341","S21199512","S21199514"]},{"Id":"umo_sensorswork_lesson01","Url":"https://teachengineering.org/lessons/view/umo_sensorswork_lesson01","Title":"What Is a Sensor? ","Summary":"Students gain a rigorous background in the primary human \"sensors,\" as preparation for comparing them to some electronic equivalents in the associated activity. A review of human vision, hearing, smell, taste and touch, including the anatomies and operational principles, is delivered through a PowerPoint® presentation. Students learn the concept of \"stimulus-sensor-coordinator-effector-response\" to describe the human and electronic sensory processes. Student pairs use blindfolds, paper towels and small candies in a taste/smell sensory exercise. They take pre/post quizzes and watch two short online videos. Concepts are further strengthened by conducting the associated activity the following day, during which they learn about electronic touch, light, sound and ultrasonic sensors and then \"see\" sound waves while using microphones connected to computers running (free) Audacity® software.","Type":"lesson","Alignments":["S2454438","S2454494","S2454495","S2596291","S2596340","S2596341","S2596491","S2596405","S21199512","S21199515"]},{"Id":"duk_drops_mary_less","Url":"https://teachengineering.org/lessons/view/duk_drops_mary_less","Title":"How Many Drops?","Summary":"In this lesson and its associated activity, students conduct a simple test to determine how many drops of each of three liquids can be placed on a penny before spilling over. The three liquids are water, rubbing alcohol, and vegetable oil; because of their different surface tensions, more water can be piled on top of a penny than either of the other two liquids. However, this is not the main point of the activity. Instead, students are asked to come up with an explanation for their observations about the different amounts of liquids a penny can hold. In other words, they are asked to make hypotheses that explain their observations, and because middle school students are not likely to have prior knowledge of the property of surface tension, their hypotheses are not likely to include this idea. Then they are asked to come up with ways to test their hypotheses, although they do not need to actually test their hypotheses. The important points for students to realize are that 1) the tests they devise must fit their hypotheses, and 2) the hypotheses they come up with must be testable in order to be useful. ","Type":"lesson","Alignments":["S2363550","S2363446","S2363657","S2420081","S2420060","S11434E9","S2420156","S11434C1","S11434D3","S2471244","S21199605"]},{"Id":"cub_air_lesson04","Url":"https://teachengineering.org/lessons/view/cub_air_lesson04","Title":"Weather Watchers","Summary":"Students are introduced to some essential meteorology concepts so they more fully understand the impact of meteorological activity on air pollution control and prevention. First, they develop an understanding of the magnitude and importance of air pressure. Next, they build a simple aneroid barometer to understand how air pressure information is related to weather prediction. Then, students explore the concept of relative humidity and its connection to weather prediction. Finally, students learn about air convection currents and temperature inversions. In an associated literacy activity, students learn how scientific terms are formed using Latin and Greek roots, prefixes and suffixes, and are introduced to the role played by metaphor in language development.  Note: Some of these activities can be conducted simultaneously with the air quality activity, What Color Is Your Air Today?.  ","Type":"lesson","Alignments":["S114259D","S2454526","S21199512"]},{"Id":"van_nanoparticles_lesson03","Url":"https://teachengineering.org/lessons/view/van_nanoparticles_lesson03","Title":"Nanotechnology and Cancer Treatments","Summary":"Students learn about the biomedical use of nanoparticles in the detection and treatment of cancer, including the use of quantum dots and lasers that heat-activate nanoparticles. They also learn about electrophoresis—a laboratory procedure that uses an electric field to move tiny particles through a channel in order to separate them by size. They complete an online virtual mini-lab, with accompanying worksheet, to better understand gel electrophoresis. This prepares them for the associated activity—to write draft research proposals to use nanoparticles to protect against, detect or treat skin cancer.","Type":"lesson","Alignments":["S1132AE9","S1132AEA","S1132ADE","S1132ADF","S11417FC","S2454606","S2454607","S21199589"]},{"Id":"van_bmd_less2","Url":"https://teachengineering.org/lessons/view/van_bmd_less2","Title":"Bone Density Math and Logarithm Introduction","Summary":"In their reading from activity 1 of this unit, students should have discovered the term \"logarithm.\" It is at this point that they begin their study of logarithms. Specifically, students examine the definition, history and relationship to exponents; they rewrite exponents as logarithms and vice versa, evaluating expressions, solving for a missing piece. Students then study the properties of logarithms (multiplication/addition, division/subtraction, exponents). They complete a set of practice problems to apply the skills they have learned (rewriting logarithms and exponents, evaluating expressions, solving/examining equations for a missing variable.) Then they complete a short quiz covering what they have studied thus far concerning logarithms (problems similar to the practice problems). They consider how what they have learned moves them closer to answering the unit\u0027s challenge question.","Type":"lesson","Alignments":["S2526355","S11435FD","S21199516"]},{"Id":"van_bmd_less4","Url":"https://teachengineering.org/lessons/view/van_bmd_less4","Title":"Bone Mineral Density Math and Beer\u0027s Law","Summary":"Students revisit the mathematics required to find bone mineral density, to which they were introduced in lesson 2 of this unit. They learn the equation to find intensity, Beer\u0027s law, and how to use it. Then they use the associated activity to investigate real world applications prior to completing a sheet of practice problems that use the Beer\u0027s law equation.","Type":"lesson","Alignments":["S2526355","S114362A","S1143651","S114363A","S114363B","S114362C","S11435FD","S1143604","S1143655","S1143638","S21199516"]},{"Id":"ucd-1811-algae-energy-biomass-biofuel","Url":"https://teachengineering.org/lessons/view/ucd-1811-algae-energy-biomass-biofuel","Title":"Algae: Tiny Plants with Big Energy Potential ","Summary":"Students are introduced to biofuels, biological engineers, algae and how they grow (photosynthesis), and what parts of algae can be used for biofuel (biomass from oils, starches, cell wall sugars). Through this lesson, plants—and specifically algae—are presented as an energy solution. Students learn that breaking apart algal cell walls enables access to oil, starch, and cell wall sugars for biofuel production. Students compare/contrast biofuels and fossil fuels. They learn about the field of biological engineering, including what biological engineers do. A 20-slide PowerPoint® presentation is provided that supports students taking notes in the Cornell format. Short pre- and post-quizzes are provided. This lesson prepares students to conduct the associated activity in which they make and then eat edible algal cell models.","Type":"lesson","Alignments":["S2598204","S2598244","S2454458","S2454493","S1141704","S11416BA","S11416BB","S21199515"]},{"Id":"cub_sound_lesson01","Url":"https://teachengineering.org/lessons/view/cub_sound_lesson01","Title":"Audio Engineers: Sound Weavers","Summary":"Students are introduced to audio engineers, discovering the type of environment in which they  work and exactly what they do on a day-to-day basis. Students come to realize that audio engineers help produce their favorite music and movies by practicing similar techniques to prepare for a recording session as shown in the associated activity.","Type":"lesson","Alignments":["S11424F3","S21199512"]},{"Id":"van_bmd_less3","Url":"https://teachengineering.org/lessons/view/van_bmd_less3","Title":"Common and Natural Logarithms and Solving Equations","Summary":"Students continue an examination of logarithms in the Research and Revise stage by studying two types of logarithms—common logarithms and natural logarithm. In this study, they take notes about the two special types of logarithms, why they are useful, and how to convert to these forms by using the change of base formula. Then students can solidify their understanding with the associated activity to see how these types of logarithms can be applied to solve exponential equations. They  compute a set of practice problems and apply the skills learned in class.","Type":"lesson","Alignments":["S114362C","S11435FD","S1143604","S21199516"]},{"Id":"wst_environmental_lesson03","Url":"https://teachengineering.org/lessons/view/wst_environmental_lesson03","Title":"Density \u0026 Miscibility","Summary":"After students conduct the two associated activities, Density Column Lab - Parts 1 and 2, present this lesson to provide them with an understanding of why the density column\u0027s oil, water and syrup layers do not mix and how the concepts of density and miscibility relate to water chemistry and remediation. Topics covered include miscibility, immiscibility, hydrogen bonds, hydrophobic and hydrophilic. Through the density column lab activities, students see liquids and solids of different densities interact without an understanding of why the resulting layers do not mix. This lesson gives students insight on some of the most fundamental chemical properties of water and how it interacts with different molecules.","Type":"lesson","Alignments":["S2454471","S2596350","S2596629","S2596584","S21199515"]},{"Id":"cub_gps_lesson01","Url":"https://teachengineering.org/lessons/view/cub_gps_lesson01","Title":"Gathering Global Data: Mind Bending GPS Occultations","Summary":"Students learn about the remote sensing radio occultation technique and how engineers use it with GPS satellites to monitor and study the Earth\u0027s atmospheric activity. Students may be familiar with some everyday uses of GPS, but not as familiar with how GPS technology contributes to our ongoing need for great amounts of ever-changing global atmospheric data for accurate weather forecasting, storm tracking and climate change monitoring. GPS occultations are when GPS signals sent from one satellite to another are altered (delayed, refracted) by the atmosphere passed though, such that they can be analyzed to remotely learn about the planet\u0027s atmospheric conditions.","Type":"lesson","Alignments":["S11424AF","S11424A4","S2454530","S21199512","S21199514"]},{"Id":"cub_navigation_lesson06","Url":"https://teachengineering.org/lessons/view/cub_navigation_lesson06","Title":"Getting to the Point","Summary":"Students learn how to determine location by triangulation. After the process of triangulation is described, students practice finding their locations on a worksheet, in the classroom and outdoors.","Type":"lesson","Alignments":["S2558083","S2553794","S11425BD","S11435C9","S1143518","S1143519","S21199515"]},{"Id":"mis_neuron_lesson01","Url":"https://teachengineering.org/lessons/view/mis_neuron_lesson01","Title":"Highlighting the Neuron","Summary":"In this lesson on the brain\u0027s neural networks, students investigate the structure and function of the neuron. They discover ways in which engineers apply this knowledge to the development of devices that can activate neurons. After a review of the nervous system—specifically its organs, tissue, and specialized cells, called neurons—students learn about the parts of the neuron. They explore the cell body, dendrites, axon and axon terminal, and learn how these structures enable neurons to send messages. They learn about the connections between engineering and other fields of study, and the importance of research, as they complete the lesson tasks.","Type":"lesson","Alignments":["S2454492","S11301BC","S21199514","S21199515"]},{"Id":"cub_mag_lesson1","Url":"https://teachengineering.org/lessons/view/cub_mag_lesson1","Title":"A Magnetic Personality","Summary":"Students learn about magnets and how they are formed. They investigate the properties of magnets and how engineers use magnets in technology. Specifically, students learn about magnetic memory storage, which is the reading and writing of data information using magnets, such as in computer hard drives, zip disks and flash drives. ","Type":"lesson","Alignments":["S11417D6","S11424F3","S11424F5","S2454422","S21199490"]},{"Id":"duk_foodiron_music_less","Url":"https://teachengineering.org/lessons/view/duk_foodiron_music_less","Title":"The Minerals We Eat: Iron-Fortified Breakfast","Summary":"Students learn that minerals are a necessary part of our diets and that different minerals have different functions in the body. More specifically, they discover that iron is necessary to carry oxygen throughout our bodies. In the associated activity, students design a process to reverse engineer an iron-fortified cereal to determine how much iron it contains by removing most of the iron from the cereal.  ","Type":"lesson","Alignments":["S2363601","S2363593","S2454454","S1143488","S21199467","S21199512","S21199553"]},{"Id":"cub_navigation_lesson08","Url":"https://teachengineering.org/lessons/view/cub_navigation_lesson08","Title":"Navigating at the Speed of Satellites","Summary":"For thousands of years, navigators have looked to the sky for direction. Today, celestial navigation has simply switched from using natural objects to human-created satellites. A constellation of satellites, called the Global Positioning System, and hand-held receivers allow for very accurate navigation. In this lesson, students investigate the fundamental concepts of GPS technology — trilateration and using the speed of light to calculate distances.","Type":"lesson","Alignments":["S11425BD","S2553794","S2555916","S2454534","S21199515","S21199555"]},{"Id":"cub_soundandlight_lesson6","Url":"https://teachengineering.org/lessons/view/cub_soundandlight_lesson6","Title":"Needing Illumination – Investigating Light","Summary":"Students learn the five words that describe how light interacts with objects: transparent, translucent, opaque and refraction. This is the first lesson of this unit to introduce light. Lessons 1-5 focus on sound, while 6-9 focus on light. ","Type":"lesson","Alignments":["S11424F3","S2454445","S21199491","S21199512"]},{"Id":"cub_soundandlight_lesson4","Url":"https://teachengineering.org/lessons/view/cub_soundandlight_lesson4","Title":"Plumbing the Deep - Using Sound Waves to See","Summary":"Students learn about echolocation: what it is and how engineers use it to \"see\" things in the dark, or deep underwater. They also learn how animals use echolocation to catch their meals and travel the ocean waters and skies without running into things.","Type":"lesson","Alignments":["S11424F3","S1142565","S2454447","S2454432","S21199467","S21199512"]},{"Id":"duk_amradio_tech_less","Url":"https://teachengineering.org/lessons/view/duk_amradio_tech_less","Title":"Riding the Radio Waves","Summary":"Students learn how AM radios work through basic concepts about waves and magnetic fields. Waves are first introduced by establishing the difference between transverse and longitudinal waves, as well as identifying the amplitude and frequency of given waveforms. Then students learn general concepts about magnetic fields, leading into how radio waves are created and transmitted. Several demonstrations are performed to help students better understand these concepts. This prepares students to be able to comprehend the functioning of the AM radios they will build during the associated activity.","Type":"lesson","Alignments":["S2363565","S2454482","S21199499"]},{"Id":"cub_soundandlight_lesson5","Url":"https://teachengineering.org/lessons/view/cub_soundandlight_lesson5","Title":"To Absorb or Reflect... That is the Question","Summary":"This is the last of five sound lessons, and it introduces acoustics as the science of studying and controlling sound. Students learn how different materials reflect and absorb sound. ","Type":"lesson","Alignments":["S11424F3","S2454438","S21199490","S21199512"]},{"Id":"van_nanoparticles_lesson02","Url":"https://teachengineering.org/lessons/view/van_nanoparticles_lesson02","Title":"Skin and the Effects of Ultraviolet Radiation","Summary":"Towards finding a solution to the unit\u0027s Grand Challenge Question about using nanoparticles to detect, treat and protect against skin cancer, students continue the research phase in order to answer the next research questions: What is the structure and function of skin? How does UV radiation affect chemical reactions in the skin? After seeing ultraviolet-sensitive beads change color and learning how they work, students learn about skin anatomy and the effects of ultraviolet radiation on human skin, pollution\u0027s damaging effect on the ozone layer that can lead to increases in skin cancer, the UV index, types of skin cancer, ABCDEs of mole and lesion evaluation, and the sun protection factor (SPF) rating system for sunscreens. This prepares students to conduct the associated activity, in which they design quality-control experiments to test SPF substances. ","Type":"lesson","Alignments":["S1132AE9","S1132ADC","S1132ADE","S1132ADF","S11326DD","S11326DE","S11326DF","S11326E0","S11417FC","S2454606","S2454607","S2454601","S21199589"]},{"Id":"van_cleanupmess_less1","Url":"https://teachengineering.org/lessons/view/van_cleanupmess_less1","Title":"Magnetic Materials","Summary":"Students begin working on the grand challenge of the unit by thinking about the nature of metals and quick, cost-effective means of separating different metals, especially steel. They arrive at the idea, with the help of input from relevant sources, to use magnets, but first they must determine if the magnets can indeed isolate only the steel.","Type":"lesson","Alignments":["S1132C96","S1132F27","S1132F8F","S21199479"]},{"Id":"uno_doesitwork_lesson01","Url":"https://teachengineering.org/lessons/view/uno_doesitwork_lesson01","Title":"Java Code: Does It Work? Test and Test Again","Summary":"Testing is critical to any design, whether the creation of new software or a bridge across a wide river. Despite risking the quality of the design, the testing stage is often hurried in order to get products to market. In this lesson, students focus on the testing phase of the software/systems design process. They start by exploring existing examples of program testing using the CodingBat website, which contains a series of problems and challenges that students solve using the Java programming language. Working in teams, students practice writing test cases for other groups\u0027 code, and then write test cases for a program before writing the program itself. ","Type":"lesson","Alignments":["S2378143","S1001AA9","S1141758","S114176F","S2454609","S21199589"]},{"Id":"csm_lesson6_density_tg","Url":"https://teachengineering.org/lessons/view/csm_lesson6_density_tg","Title":"Attack of the Raging River","Summary":"Through this lesson and its associated activities, students discover the relationship between an object\u0027s mass and the amount of space it takes up (its volume) as they create small boats that are able to float loads—which helps them get out of the jungle as part of the ongoing (hypothetical) storyline of the Lost in the Amazon unit. Students also learn about the concepts of displacement and density.","Type":"lesson","Alignments":["S114253E","S11424F0","S114246D","S2454468","S21199471","S21199571"]},{"Id":"uno_doyousee_lesson01","Url":"https://teachengineering.org/lessons/view/uno_doyousee_lesson01","Title":"Do You See What I See?","Summary":"Students explore the concept of optical character recognition (OCR) in a problem-solving environment. They research OCR and OCR techniques and then apply those methods to the design challenge by developing algorithms capable of correctly \"reading\" a number on a typical high school sports scoreboard. Students use the structure of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e to guide them to develop successful algorithms. In the associated activity, student groups implement, test and revise their algorithms. This software design lesson/activity set is designed to be part of a Java programming class.","Type":"lesson","Alignments":["S10218CC","S101B77F","S11435E6","S1141742","S2679951","S2679881","S21199589"]},{"Id":"duk_music_choi_less","Url":"https://teachengineering.org/lessons/view/duk_music_choi_less","Title":"Sounds Like Music","Summary":"Students gain a good knowledge base as to how sound and music are related, and what distinguishes them from each other. They come to understand that sound is a form of energy that travels through a medium. Through demonstrations and experiences with glass bottles, tuning forks and stringed instruments, students realize that music can be loosely defined as organized sound. This prepares students for the associated activity, in which they use rubber bands and boxes to make basic stringed instruments that produce sounds, and then further coordinate their sounds into a class musical composition.","Type":"lesson","Alignments":["S2363647","S2454489","S2366911","S2419767","S21199515"]},{"Id":"cub_motion_lesson1","Url":"https://teachengineering.org/lessons/view/cub_motion_lesson1","Title":"Form vs. Function","Summary":"Students take a closer look at cars and learn about some characteristics that affect their energy efficiency, including rolling resistance and the aerodynamics of shape and size. They come to see how vehicles are one example of a product in which engineers are making changes and improvements to gain greater efficiency and thus require less energy to operate.","Type":"lesson","Alignments":["S2454421","S1141704","S21199512"]},{"Id":"usf_healthcare_lesson01","Url":"https://teachengineering.org/lessons/view/usf_healthcare_lesson01","Title":"Simulation in Healthcare","Summary":"Students learn how engineering design is applied to solve healthcare problems by using an engineering tool called simulation. While engineering design is commonly used to study and design everything from bridges, factories, airports to space shuttles, the use of engineering design to study healthcare administration and delivery is a relatively new concept. ","Type":"lesson","Alignments":["S1141763","S11308C9","S11308CA","S2454468","S21199571"]},{"Id":"van_troll_lesson03","Url":"https://teachengineering.org/lessons/view/van_troll_lesson03","Title":"Laser Types and Uses","Summary":"Through two classroom demos, students are introduced to the basic properties of lasers through various mediums. In the Making an Electric Pickle demonstration, students see how cellular tissue is able to conduct electricity, and how this is related to various soaking solutions. In the Red/Green Lasers through Different Mediums demonstration, students see the properties of lasers, especially diffraction, in various mediums. Students will gain an understanding of how light can be absorbed and transmitted by different mediums. Follow-up lecture material introduces students to the mechanisms by which lasers function and relates these functions to the properties of light. In the associated activity, student teams research specific laser types and present their findings to the class.","Type":"lesson","Alignments":["S2454560","S2682109","S2682095","S1141704","S21199515"]},{"Id":"van_latex_lesson01","Url":"https://teachengineering.org/lessons/view/van_latex_lesson01","Title":"Latex and Hybrids: What\u0027s the Connection?","Summary":"Students gain perspective on the intended purpose of hydraulic accumulators and why they might be the next best innovation for hybrid passenger vehicles. They learn about how hydraulic accumulators and hydraulic systems function, specifically how they conserve energy by capturing braking energy usually lost as heat. Students are given the engineering challenge to create small-scale models from which their testing results could be generalized to large-scale latex tubing for a hydraulic accumulator. After watching a video clip of an engineer talking about his lab-based model to test the feasibility of using an elastomer as an energy accumulator, they brainstorm ideas about how latex can be used in a hydraulic system and how they could test the strength of latex for use in a hydraulic accumulator. The concepts of kinetic energy and energy density are briefly discussed.","Type":"lesson","Alignments":["S1132F54","S2454607","S21199589"]},{"Id":"cub_environ_lesson10","Url":"https://teachengineering.org/lessons/view/cub_environ_lesson10","Title":"Keep Spreading the News","Summary":"In this lesson, students develop an understanding of the critical role communication plays in an engineer\u0027s life. Students create products to communicate their learning about the engineers\u0027 role in the environment.","Type":"lesson","Alignments":["S2454463","S21199512"]},{"Id":"cub_cells_lesson01","Url":"https://teachengineering.org/lessons/view/cub_cells_lesson01","Title":"Cell Celebration!","Summary":"Students use the hands on associated activity to look at the components of cells and their functions. The lesson focuses on the difference between prokaryotic and eukaryotic cells. Each part of the cell performs a specific function that is vital for the cell\u0027s survival. Bacteria are single-celled organisms that are very important to engineering. Engineers use bacteria to break down toxic materials in a process called bioremediation, and they also disable or kill harmful bacteria through disinfection.","Type":"lesson","Alignments":["S1142544","S2454493","S21199515"]},{"Id":"cub_solar_lesson09","Url":"https://teachengineering.org/lessons/view/cub_solar_lesson09","Title":"Beyond the Milky Way","Summary":"When we look at the night sky, we see stars and the nearby planets of our own solar system. Many of those stars are actually distant galaxies and glowing clouds of dust and gases called nebulae. The universe is an immense space with distances measured in light years. The more we learn about the universe beyond our solar system, the more we realize we do not know. Students are introduced to the basic known facts about the universe, and how engineers help us explore the many mysteries of space. Then using the hands-on associated activities, students are able to further investigate relevant engineering concepts such as navigation and light in space.","Type":"lesson","Alignments":["S1142599","S114259B","S2454517","S21199491","S21199512"]},{"Id":"cub_navigation_lesson05","Url":"https://teachengineering.org/lessons/view/cub_navigation_lesson05","Title":"Topo Map Mania!","Summary":"Maps are designed to allow people to travel to a new location without a guide to show the way. They tell us information about areas to which we may or may not have ever been. There are many types of maps available for both recreational and professional use. A navigator uses a nautical map, while an engineer might use a surveyor\u0027s map. Maps are created by cartographers, and they can be very specific or very general, depending on their intended use. The focus of this lesson is on how to read and use topographical maps. Students will also learn to identify the common features of a map. Through the associated activities, students will learn how to use a compass to find bearing to an object on a map and in the classroom. ","Type":"lesson","Alignments":["S2558083","S11434CE","S1143518","S2553748","S21199515"]},{"Id":"umo_sensorswork_lesson06","Url":"https://teachengineering.org/lessons/view/umo_sensorswork_lesson06","Title":"How Does an Ultrasonic Sensor Work?","Summary":"Students learn about how ultrasonic sensors work, reinforcing the connection between this sensor and how humans, bats and dolphins estimate distance. They learn the echolocation process—sound waves transmitted, bounced back and received, with the time difference used to calculate the distance of objects. Two mini-activities, which use LEGO® MINDSTORMS® EV3 robots and ultrasonic sensors, give students a chance to experiment with ultrasonic sensors in preparation for the associated activity. A PowerPoint® presentation explains stimulus-to-response pathways, sensor fundamentals, and details about the LEGO ultrasonic sensor. Pre/post quizzes are provided. This lesson and its associated activity enable students to gain a deeper understanding of how robots can take sensor input and use it to make decisions via programming.","Type":"lesson","Alignments":["S2454494","S2454495","S2596340","S2596341","S2596491","S11434FC","S1143497","S21199512","S21199515"]},{"Id":"van_skeletal_system_less2","Url":"https://teachengineering.org/lessons/view/van_skeletal_system_less2","Title":"Skeletal System Overview","Summary":"Students learn about bone structure, bone development and growth, and bone functions. Later, they apply this understanding to answer the Challenge Question presented in the \"Fix the Hip\" lesson and use what they have learned to create informative brochures about osteoporosis and biomedical engineering contributions to this field. ","Type":"lesson","Alignments":["S11417FC","S11326E2","S11326E3","S21199516"]},{"Id":"cub_earth_lesson04","Url":"https://teachengineering.org/lessons/view/cub_earth_lesson04","Title":"Harnessing Wind","Summary":"Students are introduced to the ways that engineers study and harness the wind. They learn about the different kinds of winds and how to measure wind direction. In addition, they learn how air pressure creates winds and how engineers design and test wind turbines to harness renewable wind energy.","Type":"lesson","Alignments":["S1142567","S1142566","S2454438","S2454441","S21199491"]},{"Id":"csm_lesson5_filterwater_tg","Url":"https://teachengineering.org/lessons/view/csm_lesson5_filterwater_tg","Title":"Where\u0027s the Water?","Summary":"In this lesson, the students conduct an investigation to purify water.  Students engineer a method for cleaning water, discover the most effective way to filter water, and practice conducting a scientific experiment.","Type":"lesson","Alignments":["S11425AD","S11425AC","S11425AB","S2454468","S21199471","S21199571"]},{"Id":"cub_sun_lesson01","Url":"https://teachengineering.org/lessons/view/cub_sun_lesson01","Title":"Our Amazing, Powerful Sun","Summary":"Students are introduced to the Sun by exploring various aspects of it, including its composition, interior workings, and relationship to the Earth. ","Type":"lesson","Alignments":["S11417D9","S11424D5","S11424D8","S11424D6","S2454587","S11434D2","S1143682","S11434D3","S11434D9","S21199514"]},{"Id":"uoh_body_lesson01","Url":"https://teachengineering.org/lessons/view/uoh_body_lesson01","Title":"Get in My Body: Drug Delivery","Summary":"Students are challenged to think as biomedical engineers and brainstorm ways to administer medication to a patient who is unable to swallow. They learn about the advantages and disadvantages of current drug delivery methods—oral, injection, topical, inhalation and suppository—and pharmaceutical design considerations, including toxicity, efficacy, size, solubility/bioavailability and drug release duration. They apply their prior knowledge about human anatomy, the circulatory system, polymers, crystals and stoichiometry to real-world biomedical applications. A Microsoft® PowerPoint® presentation and worksheets are provided. This lesson prepares students for the associated activity in which they create and test large-size drug encapsulation prototypes to provide the desired delayed release and duration timing.","Type":"lesson","Alignments":["S113F04F","S113F04C","S2454606","S21199479","S21199505"]},{"Id":"cub_mechanics_lesson02","Url":"https://teachengineering.org/lessons/view/cub_mechanics_lesson02","Title":"How Do Things Fall?","Summary":"Students learn more about forces by examining the force of gravitational attraction. They observe how objects fall and measure the force of gravitational attraction upon objects.","Type":"lesson","Alignments":["S2454481","S11424ED","S21199515"]},{"Id":"usf_stormwater_lesson01","Url":"https://teachengineering.org/lessons/view/usf_stormwater_lesson01","Title":"Natural and Urban \"Stormwater\" Water Cycles","Summary":"Through an overview of the components of the hydrologic cycle and the important roles they play in the design of engineered systems, students\u0027 awareness of the world\u0027s limited fresh water resources is heightened. The hydrologic cycle affects everyone and is the single most critical component to life on Earth. Students examine in detail the water cycle components and phase transitions, and then learn how water moves through the human-made urban environment. This urban \"stormwater\" water cycle is influenced by the pervasive existence of impervious surfaces that limit the amount of infiltration, resulting in high levels of stormwater runoff, limited groundwater replenishment and reduced groundwater flow. Students show their understanding of the process by writing a description of the path of a water droplet through the urban water cycle, from the droplet\u0027s point of view. The lesson lays the groundwork for rest of the unit, so students can begin to think about what they might do to modify the urban \"stormwater\" water cycle so that it functions more like the natural water cycle. A PowerPoint® presentation and handout are provided. ","Type":"lesson","Alignments":["S2454496","S2454532","S103CCFE","S1130951","S2449235","S2449226","S21199515"]},{"Id":"cub_soundandlight_lesson2","Url":"https://teachengineering.org/lessons/view/cub_soundandlight_lesson2","Title":"Checking the Surf","Summary":"This lesson introduces the concepts of wavelength and amplitude in transverse waves. In the associated activity, students use ropes and their bodies to investigate different wavelengths and amplitudes.","Type":"lesson","Alignments":["S2454443","S21199512"]},{"Id":"cub_soundandlight_lesson3","Url":"https://teachengineering.org/lessons/view/cub_soundandlight_lesson3","Title":"Making Music","Summary":"Students learn about sound with an introduction to the concept of frequency and how it applies to musical sounds.","Type":"lesson","Alignments":["S2454438","S1142476","S21199512"]},{"Id":"van_nanoparticles_lesson01","Url":"https://teachengineering.org/lessons/view/van_nanoparticles_lesson01","Title":"Electromagnetic Radiation","Summary":"Students are presented with a hypothetical scenario that delivers the unit\u0027s Grand Challenge Question: To apply an understanding of nanoparticles to treat, detect and protect against skin cancer. Towards finding a solution, they begin the research phase by investigating the first research question: What is electromagnetic energy? Students learn about the electromagnetic spectrum, ultraviolet radiation (including UVA, UVB and UVC rays), photon energy, the relationship between wave frequency and energy (c = λν), as well as about the Earth\u0027s ozone-layer protection and that nanoparticles are being used for medical applications. The lecture material also includes information on photo energy and the dual particle/wave model of light. Students complete a problem set to calculate frequency and energy. ","Type":"lesson","Alignments":["S11327AB","S1132AC8","S1132AC9","S1132ADF","S11417FC","S114363B","S2454558","S2454606","S2454607","S21199589"]},{"Id":"umo_robots_less","Url":"https://teachengineering.org/lessons/view/umo_robots_less","Title":"Are We Like Robots?","Summary":"Students explore the similarities between how humans move and walk and how robots move, so they come to see the human body as a system from an engineering point-of-view. Students work with LEGO robots in the Associated Activity to replicate the process of movements resulting from decision making (deciding to walk and move) and the implementation of these decisions by communicating them to muscles (human) or motors (robot). ","Type":"lesson","Alignments":["S2454495","S2454447","S2596491","S21199487","S21199512"]},{"Id":"cub_airplanes_lesson08","Url":"https://teachengineering.org/lessons/view/cub_airplanes_lesson08","Title":"Airplanes Everywhere: Land, Water, Sky, Oh My!","Summary":"This lesson focuses on the importance of airplanes in today\u0027s society. Airplanes of all shapes and sizes are used for hundreds of different reasons, including recreation, commercial business, public transportation, and delivery of goods, among many others. From transporting people to crop-dusting, our society and our economy have come to depend on airplanes. Students discuss their own experiences with airplanes, and using the associated activity, learn more about the role of airplanes in our world.","Type":"lesson","Alignments":["S11425A8","S21199555"]},{"Id":"ucd_heat_lesson01","Url":"https://teachengineering.org/lessons/view/ucd_heat_lesson01","Title":"What Is Heat?","Summary":"Students learn about the definition of heat as a form of energy and how it exists in everyday life. They learn about the three types of heat transfer—conduction, convection and radiation—as well as the connection between heat and insulation. Their learning is aided by teacher-led class demonstrations on thermal energy and conduction. A PowerPoint® presentation and quiz are provided. This prepares students for the associated activity in which they experiment with and measure what they learned in the lesson by designing and testing insulated bottles.","Type":"lesson","Alignments":["S2598223","S2454487","S21199515","S2454473"]},{"Id":"cub_airplanes_lesson10","Url":"https://teachengineering.org/lessons/view/cub_airplanes_lesson10","Title":"Future Flights: Imagine Your Own Flying Machines!","Summary":"As a conclusion to the Airplanes unit, this lesson encourages students to think creatively. After learning about the invention process and reviewing the concepts learned in the unit, they conduct the open-ended associated activity. Student teams design their own flying machines based on their knowledge of the forces involved in flight, the properties of given materials, and the ways in which their flying machine might benefit society. Students learn first-hand how the brainstorming process contributes to imaginative thinking and inventing—a technique engineers use to come up with new products or alter existing products.","Type":"lesson","Alignments":["S114174C","S11425A8","S2454533","S21199555"]},{"Id":"csm_lesson3_shelter_tg","Url":"https://teachengineering.org/lessons/view/csm_lesson3_shelter_tg","Title":"The Need for Shelter","Summary":"As part of the continuing adventure scenario for this unit, students build shelters to protect themselves from the rain. After the shelters are built, the class performs durability and waterproof testing on the shelters.","Type":"lesson","Alignments":["S1142492","S1142497","S11424E3","S114246D","S2454468","S21199471","S21199571"]},{"Id":"cub_space8_lesson02","Url":"https://teachengineering.org/lessons/view/cub_space8_lesson02","Title":"Life on the Moon","Summary":"Students learn about the physical properties of the Moon. They compare these to the properties of the Earth to determine how life would be different for people living on the Moon. Using their understanding of these differences, they think about what types of products engineers would need to design for humans to live comfortably on the Moon.","Type":"lesson","Alignments":["S11425B9","S11425BD","S11434D0","S21199515"]},{"Id":"cub_navigation_lesson07","Url":"https://teachengineering.org/lessons/view/cub_navigation_lesson07","Title":"Navigational Techniques by Land, Sea, Air and Space","Summary":"Students learn that navigational techniques change when people travel to different places — land, sea, air and space. For example, an explorer traveling by land uses different navigation methods and tools than a sailor or an astronaut.","Type":"lesson","Alignments":["S11425BD","S2553794","S2558083","S1143518","S21199515"]},{"Id":"csm_lesson2_supplies_tg","Url":"https://teachengineering.org/lessons/view/csm_lesson2_supplies_tg","Title":"Supplies to Survive in the Jungle","Summary":"At this stage of the \"Lost in the Amazon\" (hypothetical) adventure, students determine what supplies they will take with them to survive their trip through the Amazon. They use estimation and basic math skills to determine how much they can carry and what they can use to survive in the jungle environment as they travel on to their destination.","Type":"lesson","Alignments":["S114246D","S21199571"]},{"Id":"cub_electricity_lesson02","Url":"https://teachengineering.org/lessons/view/cub_electricity_lesson02","Title":"Take Charge! All About Static Electricity","Summary":"Students come to make sense of the phenomena of static electricity as they use the science and engineering practices of asking questions and making observations to learn about the nature of electric charge and different methods for charging objects. In a hands-on activity, students induce an electrical charge on various objects, and experiment with electrical repulsion and attraction. They discover the disciplinary core ideas of energy and electric and magnetic forces while applying the crosscutting concepts of energy transfer and cause and effect relationships. ","Type":"lesson","Alignments":["S11424F4","S2454422","S2454438","S21199512"]},{"Id":"cub_mechanics_lesson04","Url":"https://teachengineering.org/lessons/view/cub_mechanics_lesson04","Title":"Motion Commotion","Summary":"Students learn why and how motion occurs and what governs changes in motion, as described by Newton\u0027s three laws of motion. They gain hands-on experience with the concepts of forces, changes in motion, and action and reaction. In an associated literacy activity, students design a behavioral survey and learn basic protocol for primary research, survey design and report writing.","Type":"lesson","Alignments":["S11424D2","S11424D3","S2553794","S2555916","S2454479","S21199515"]},{"Id":"duk_surfacetensionunit_less1","Url":"https://teachengineering.org/lessons/view/duk_surfacetensionunit_less1","Title":"Surface Tension Basics","Summary":"Students are presented with the question: \"Why does a liquid jet break up into droplets?\" and introduced to its importance in inkjet printers. A discussion of cohesive forces and surface tension is included, as well as surface acting agents (surfactants) and their ability to weaken the surface tension of water. Students observe the effects of surface tension using common household materials. Finally, students return to the original question through a homework assignment that helps them relate surface tension and surface area to the creation of water droplets from a liquid jet.","Type":"lesson","Alignments":["S2363371","S2454540","S21199515"]},{"Id":"cub_dams_lesson04","Url":"https://teachengineering.org/lessons/view/cub_dams_lesson04","Title":"Clean Energy: Hydropower","Summary":"Using the associated activities, Hydropower generation is introduced to students as a common purpose and benefit of constructing dams. Through an introduction to kinetic and potential energy, students come to understand how a dam creates electricity. They also learn the difference between renewable and non-renewable energy.","Type":"lesson","Alignments":["S11417D6","S11417D7","S1142476","S11424F3","S2454438","S21199512","S2454441"]},{"Id":"cub_drink_lesson01","Url":"https://teachengineering.org/lessons/view/cub_drink_lesson01","Title":"All About Water!","Summary":"Students learn about the differences between surface and ground water as well as the differences between streams, rivers and lakes. Then, they learn about dissolved organic matter (DOM) and the role it plays in identifying drinking water sources. Then students are introduced to conventional drinking water treatment processes by developing and implementing their own water filtration system through the associated activity. A student worksheet and answer key are provided.","Type":"lesson","Alignments":["S11425AB","S2454463","S21199515"]},{"Id":"cub_environ_lesson01","Url":"https://teachengineering.org/lessons/view/cub_environ_lesson01","Title":"Interactions Everywhere!","Summary":"Students learn about both natural and human-made environments and explore interactions within them through written and hands-on webbing associated activities. They also learn about environmental engineering careers and the roles of these engineers in our society.","Type":"lesson","Alignments":["S1142566","S2470878","S21199467"]},{"Id":"cub_mechanics_lesson06","Url":"https://teachengineering.org/lessons/view/cub_mechanics_lesson06","Title":"Rocking the Boat","Summary":"The concepts of stability and equilibrium are introduced while students learn how these ideas are related to the concept of center of mass. They gain further understanding when they see, first-hand, how equilibrium is closely related to an object\u0027s center of mass. In an associated literacy activity, students learn about motion capture technology, the importance of center of gravity in animation and how use the concept of center of gravity in writing an action scene.","Type":"lesson","Alignments":["S11424D2","S2558064","S2454479","S21199515"]},{"Id":"uoh_pirates_lesson01","Url":"https://teachengineering.org/lessons/view/uoh_pirates_lesson01","Title":"The Pirates of Prosthetics: Peg Legs and Hooks","Summary":"Students are introduced to prosthetics—history, purpose and benefits, main components, main types, materials, control methods, modern examples—including modern materials used to make replacement body parts and the engineering design considerations to develop prostheses. They learn how engineers and medical doctors work together to improve the lives of people with amputations and the challenges faced when designing new prostheses with functional and cosmetic criteria and constraints. A PowerPoint® presentation and two worksheets are provided.","Type":"lesson","Alignments":["S2485689","S2454606","S21199479","S21199505"]},{"Id":"cub_simp_machines_lesson03","Url":"https://teachengineering.org/lessons/view/cub_simp_machines_lesson03","Title":"Levers That Lift","Summary":"Students are introduced to three of the six simple machines used by many engineers: lever, pulley, and wheel-and-axle.  In general, engineers use the lever to magnify the force applied to an object, the pulley to lift heavy loads over a vertical path, and the wheel-and-axle to magnify the torque applied to an object. The mechanical advantage of these machines helps determine their ability to make work easier or make work faster.","Type":"lesson","Alignments":["S11424D2","S11424D3","S2454479","S21199515"]},{"Id":"cub_mechanics_lesson08","Url":"https://teachengineering.org/lessons/view/cub_mechanics_lesson08","Title":"Ring around the Rosie","Summary":"Students learn the concept of angular momentum and its correlation to mass, velocity and radius. They experiment with rotation and an object\u0027s mass distribution. In an associated literacy activity, students use basic methods of comparative mythology to consider why spinning and weaving are common motifs in creation myths and folktales.","Type":"lesson","Alignments":["S11424D3","S11434D3","S11434D2","S2471256","S2553809","S2555936","S1143533","S2366907","S2553808","S21199515"]},{"Id":"mis_avida2_lesson","Url":"https://teachengineering.org/lessons/view/mis_avida2_lesson","Title":"Introduction to Evolutionary Computation","Summary":"Students are introduced to the concepts of evolution by natural selection and digital evolution software. They learn about the field of evolutionary computation, which applies the principles of natural selection to solve engineering design problems. They learn the similarities and differences between natural selection and the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e.","Type":"lesson","Alignments":["S10153E1","S2454609","S21199479"]},{"Id":"cub_bio_lesson03","Url":"https://teachengineering.org/lessons/view/cub_bio_lesson03","Title":"Go with the Energy Flow","Summary":"Students learn about energy and nutrient flow in various biosphere climates and environments. They learn about herbivores, carnivores, omnivores, food chains and food webs, seeing the interdependence between producers, consumers and decomposers. Students are introduced to the roles of the hydrologic (water), carbon, and nitrogen cycles in sustaining the worlds\u0027 ecosystems so living organisms survive. This lesson is part of a series of six lessons in which students use their growing understanding of various environments and the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, to design and create their own model biodome ecosystems.","Type":"lesson","Alignments":["S11417D6","S1142567","S1142568","S2454457","S2454459","S2454461","S21199487"]},{"Id":"cub_mechanics_lesson07","Url":"https://teachengineering.org/lessons/view/cub_mechanics_lesson07","Title":"Stressed and Strained","Summary":"Students are introduced to the concepts of stress and strain with examples that illustrate the characteristics and importance of these forces in our everyday lives. They explore the factors that affect stress, why engineers need to know about it, and the ways engineers describe the strength of materials. In an associated literacy activity, while learning about the stages of group formation, group dynamics and team member roles, students discover how collective action can alleviate personal feelings of stress and tension.","Type":"lesson","Alignments":["S2555916","S1143517","S1143533","S2471232","S2366907","S2556070","S11424D3","S21199515"]},{"Id":"umo_sensorswork_lesson04","Url":"https://teachengineering.org/lessons/view/umo_sensorswork_lesson04","Title":"How Does a Sound Sensor Work?","Summary":"Students learn about how sound sensors work, reinforcing their similarities to the human sense of hearing. They look at the hearing process—sound waves converted to electrical signals sent to the brain—through human ear anatomy as well as sound sensors. A mini-activity, which uses LEGO® MINDSTORMS® NXT intelligent bricks and sound sensors gives students a chance to experiment with the sound sensors in preparation for the associated activity involving the sound sensors and taskbots. A PowerPoint® presentation explains stimulus-to-response pathways, sensor fundamentals, the unit of decibels, and details about the LEGO sound sensor, including how readings are displayed and its three modes of programming sound input. Students take pre/post quizzes and watch a short online video. This lesson and its associated activity enable students to appreciate how robots can take sensor input and use it to make decisions to via programming.","Type":"lesson","Alignments":["S2454494","S2454495","S2596491","S2596341","S21199512","S21199515"]},{"Id":"cub_faucets_lesson01","Url":"https://teachengineering.org/lessons/view/cub_faucets_lesson01","Title":"How a Faucet Works","Summary":"Students learn about the underlying engineering principals in the inner workings of a simple household object – the faucet. Students use the basic concepts of simple machines, force and fluid flow to describe the path of water through a simple faucet. Lastly, they translate this knowledge into thinking about how different designs of faucets also use these same concepts.","Type":"lesson","Alignments":["S2553849","S11434D2","S11434D3","S11434DA","S21199515"]},{"Id":"cub_surg_lesson01","Url":"https://teachengineering.org/lessons/view/cub_surg_lesson01","Title":"Abdominal Cavity and Laparoscopic Surgery","Summary":"For students interested in studying biomechanical engineering, especially in the field of surgery, this lesson serves as an anatomy and physiology primer of the abdominopelvic cavity. Students are introduced to the abdominopelvic cavity—a region of the body that is the focus of laparoscopic surgery—as well as the benefits and drawbacks of laparoscopic surgery. Understanding the abdominopelvic environment and laparoscopic surgery is critical for biomechanical engineers who design laparoscopic surgical tools.","Type":"lesson","Alignments":["S11417F8","S1142520"]},{"Id":"cub_mag_lesson2","Url":"https://teachengineering.org/lessons/view/cub_mag_lesson2","Title":"Two Sides of One Force ","Summary":"Students learn more about magnetism, and how magnetism and electricity are related in electromagnets. They learn the fundamentals about how simple electric motors and electromagnets work. Students also learn about hybrid gasoline-electric cars and their advantages over conventional gasoline-only-powered cars. ","Type":"lesson","Alignments":["S11417D6","S11424F3","S11424F5","S2454422","S21199490"]},{"Id":"van2-2268-intro-vectors-augmented-reality-kinematics-mirror","Url":"https://teachengineering.org/lessons/view/van2-2268-intro-vectors-augmented-reality-kinematics-mirror","Title":"Intro to Vectors Physics and Augmented Reality","Summary":"Students learn about video motion capture technology, becoming familiar with concepts such as vector components, magnitudes and directions, position, velocity, and acceleration. They use a (free) classroom data collection and processing tool—the ARK Mirror—to visualize and record 3-D motion. The Augmented Reality Kinematics (ARK) Mirror software collects data via a motion detector. Using an Orbbec Astra Pro 3D camera or Microsoft Kinect (see note below), students can visualize and record a robust set of data and interpret them using statistical and graphical methods. This lesson introduces students to just one possible application of the ARK Mirror software—in the context of a high school physics class. Note: The ARK Mirror is ported to operate on an Orbbec platform. It may also be used with a Microsoft Kinect, although that Microsoft hardware has been discontinued. Refer to the Using ARK Mirror and Microsoft Kinect attachment for how to use the ARK MIrror software with Microsoft Kinect.\n","Type":"lesson","Alignments":["S113285B","S113282F","S1132CC2","S1132833","S1132CC5","S1132CCC","S11416BC","S11416C2","S2471711"]},{"Id":"cub_energy2_lesson09","Url":"https://teachengineering.org/lessons/view/cub_energy2_lesson09","Title":"Let the Sun Shine!","Summary":"Students learn how the sun can be used for energy. They learn about passive solar heating, lighting and cooking, and active solar engineering technologies (such as photovoltaic arrays and concentrating mirrors) that generate electricity. Students investigate the thermal energy storage capacities of test materials. They learn about radiation and convection as they build a model solar water heater and determine how much it can heat water in a given amount of time. In another activity, students build and compare the performance of four solar cooker designs. In an associated literacy activity, students investigate how people live \"off the grid\" using solar power.","Type":"lesson","Alignments":["S11417D6","S11424F3","S11424F6","S2454441","S2454438","S1142476","S11416BB"]},{"Id":"cub_airplanes_lesson04","Url":"https://teachengineering.org/lessons/view/cub_airplanes_lesson04","Title":"May the Force Be with You: Thrust","Summary":"Students study how propellers and jet turbines generate thrust. This lesson focuses on Isaac Newton\u0027s third law of motion for every action there is an equal and opposite reaction.","Type":"lesson","Alignments":["S11416C8","S11424D2","S2471255","S1141704","S2471256","S2471200"]},{"Id":"cub_navigation_lesson10","Url":"https://teachengineering.org/lessons/view/cub_navigation_lesson10","Title":"Not So Lost in Space","Summary":"Students learn how engineers navigate satellites in orbit around the Earth and on their way to other planets in the solar system. In accompanying activities, they explore how ground-based tracking and onboard measurements are performed. Also provided is an overview of orbits and spacecraft trajectories from Earth to other planets, and how spacecraft are tracked from the ground using the Deep Space Network (DSN). DSN measurements are the primary means for navigating unmanned vehicles in space. Onboard spacecraft instruments might include optical sensors and an inertial measurement unit (IMU).","Type":"lesson","Alignments":["S11425BD","S2555916","S2558083","S114352E","S1143530","S2472004","S21199515"]},{"Id":"cub_earth_lesson3","Url":"https://teachengineering.org/lessons/view/cub_earth_lesson3","Title":"What to Wear and Drink? Weather Patterns \u0026 Climatic Regions  ","Summary":"Students explore characteristics that define climatic regions. They learn how tropical, desert, coastal and alpine climates result in different lifestyles, clothing, water sources and food options for the people who live there. They learn that a location\u0027s latitude, altitude, land features, weather conditions and distance from large bodies of water, determines its climate. Students discuss how engineers help us adapt to all climates by designing clothing, shelters, weather technologies and clean water systems.","Type":"lesson","Alignments":["S1142568","S2454434","S11416BB","S21199489"]},{"Id":"cub_earth_lesson2","Url":"https://teachengineering.org/lessons/view/cub_earth_lesson2","Title":"Fresh or Salty?","Summary":"More than 70% of the Earth\u0027s surface is covered with water and still more water exists in the atmosphere and in underground aquifers. In this lesson, students learn about water bodies on the planet Earth and their various uses and qualities. They learn about several ways that engineers are working to maintain and conserve water sources. They also think about their role in water conservation.","Type":"lesson","Alignments":["S1141716","S1142568","S2454462","S21199489"]},{"Id":"cub_aqueducts_lesson01","Url":"https://teachengineering.org/lessons/view/cub_aqueducts_lesson01","Title":"History and Geometry of Roman Aqueducts","Summary":"Students see that geometric shapes can be found in all sorts of structures as they explore the history of the Roman Empire with a focus on how engineers 2000 years ago laid the groundwork for many structures seen today. Through a short online video, brief lecture material and their own online research directed by worksheet questions, students discover how the Romans invented a structure known today as the Roman arch that enabled them to build architecture never before seen by humankind, including the amazing aqueducts. Students calculate the slope and its total drop and angle over its entire distance for an example aqueduct. Completing this lesson prepares students for the associated activity in which teams build and test model aqueducts that meet specific constraints. This lesson serves as an introduction to many other geometry—and engineering-related lessons—including statics and trusses, scale modeling, and trigonometry.","Type":"lesson","Alignments":["S2558072","S11416BF"]},{"Id":"cub_rockets_lesson03","Url":"https://teachengineering.org/lessons/view/cub_rockets_lesson03","Title":"Using Thrust, Weight \u0026 Control: Rocket Me into Space","Summary":"One exciting challenge for engineers is the idea of exploration. Through the continuing storyline of the Rockets unit, this lesson looks more closely at Spaceman Rohan, Spacewoman Tess, their daughter Maya, and their challenges with getting to space, setting up satellites, and exploring uncharted waters via a canoe. This lesson reinforces rockets as a vehicle that helps us explore outside the Earth\u0027s atmosphere (that is, to move without air) by employing the principles described in Newton\u0027s third law of motion. Students are also introduced to the ideas of thrust, control and weight—all principles that engineers deal with when building rockets. ","Type":"lesson","Alignments":["S11417B7","S1141704","S2454420"]},{"Id":"cub_soundandlight_lesson1","Url":"https://teachengineering.org/lessons/view/cub_soundandlight_lesson1","Title":"Surf\u0027s Up!","Summary":"This lesson introduces the concepts of longitudinal and transverse waves. Students see several demonstrations of waves and characterize them by transverse and longitudinal behavior. This lesson also introduces the Sunken Treasure theme of the Sound and Light unit — a continuous story line throughout the lessons.","Type":"lesson","Alignments":["S11424F3","S2454443","S21199491","S21199512"]},{"Id":"uoh_hp_lesson_acids","Url":"https://teachengineering.org/lessons/view/uoh_hp_lesson_acids","Title":"Basically Acids","Summary":"Students use the associated activity to learn the basics of acid/base chemistry in a fun, interactive way by studying instances of acid/base chemistry found in popular films such as Harry Potter and the Prisoner of Azkaban and National Treasure. Students learn what acids, bases and indicators are and how they can be used, including invisible ink. They also learn how engineers use acids and bases every day to better our quality of life. Students\u0027 interest is piqued by the use of popular culture in the classroom.","Type":"lesson","Alignments":["S113EEA2","S113EF32","S113EE2D","S113EE42","S113EE37","S11416BC"]},{"Id":"usf_maxwell_lesson01","Url":"https://teachengineering.org/lessons/view/usf_maxwell_lesson01","Title":"The Electric and Magnetic Personalities of Mr. Maxwell ","Summary":"Students are briefly introduced to Maxwell\u0027s equations and their significance to phenomena associated with electricity and magnetism. Basic concepts such as current, electricity and field lines are covered and reinforced. Through multiple topics and activities, students see how electricity and magnetism are interrelated. ","Type":"lesson","Alignments":["S1141704","S2471258","S2471260"]},{"Id":"cub_human_lesson03","Url":"https://teachengineering.org/lessons/view/cub_human_lesson03","Title":"Our Amazing Skeleton","Summary":"This lesson covers the topic of human bones and joints. Students learn about the skeleton, the number of and types of bones in the body, and how outer space affects astronauts\u0027 bones. Students also learn how to take care of their bones here on Earth to prevent osteoporosis ─ or weakening of the bones. ","Type":"lesson","Alignments":["S11417F6","S2470878","S1142491"]},{"Id":"cub_human_lesson05","Url":"https://teachengineering.org/lessons/view/cub_human_lesson05","Title":"The Heart of the Matter","Summary":"This lesson describes how the circulatory system works, including the heart, blood vessels and blood. Students learn about the chambers and valves of the heart, the difference between veins and arteries, and the different components of blood. This lesson also covers the technology engineers have developed to repair the heart if it is damaged. Students also understand how the circulatory system is affected during spaceflight (e.g., astronauts lose muscle in their heart during space travel).","Type":"lesson","Alignments":["S11417F6","S21199487","S2471038","S1142491","S2470879","S2470878"]},{"Id":"cub_human_lesson08","Url":"https://teachengineering.org/lessons/view/cub_human_lesson08","Title":"Just Passing Through","Summary":"This lesson helps students explore the functions of the kidney and its place in the urinary system. Students learn how engineers design instruments to help people when kidneys are not functioning properly or when environmental conditions change, such as kidney function in space. ","Type":"lesson","Alignments":["S11417F6","S21199487","S2470878","S2471038","S2470939","S1142491"]},{"Id":"cub_human_lesson09","Url":"https://teachengineering.org/lessons/view/cub_human_lesson09","Title":"Out of Breath","Summary":"Students learn about the parts of the human respiratory system and the gas exchange process that occurs in the lungs. They also learn about the changes in the respiratory system that occur during spaceflight, such as decreased lung capacity.  ","Type":"lesson","Alignments":["S11417F6","S21199487","S1142491","S2471038","S2470878"]},{"Id":"umo_sensorswork_lesson05","Url":"https://teachengineering.org/lessons/view/umo_sensorswork_lesson05","Title":"How Does a Color Sensor Work?","Summary":"Students learn more about how color sensors work, reinforcing their similarities to the human sense of sight. They look at the light sensing process—incoming light converted to electrical signals sent to the brain—through the human eye anatomy as well as human-made electrical color sensors. A mini-activity, which uses LEGO® MINDSTORMS® EV3 intelligent bricks and color sensors gives students a chance to investigate how color sensors function in preparation for the associated activity involving the color sensors and taskbots. A PowerPoint® presentation explains stimulus-to-response pathways, sensor fundamentals, and details about the LEGO color sensor, including its two modes of gathering data and what its numerical value readings mean. Students take pre/post quizzes and watch a short online video. This lesson and its associated activity enable students to gain a deeper understanding of how robots can take sensor input and use it to make decisions via programming. ","Type":"lesson","Alignments":["S2454494","S2454495","S2596341","S2596491","S21199512","S21199515"]},{"Id":"cub_human_lesson10","Url":"https://teachengineering.org/lessons/view/cub_human_lesson10","Title":"Fighting Back!","Summary":"Students learn about the major components and functions of the immune system and the role engineers play in keeping the body healthy through the design of medical care such as vaccinations and antibiotics. They also learn how an astronaut\u0027s immune system is suppressed during spaceflight due to stress and other environmental factors.","Type":"lesson","Alignments":["S11417F6","S21199487","S2470878","S1142491","S2471038","S2470939"]},{"Id":"cub_electricity_lesson04","Url":"https://teachengineering.org/lessons/view/cub_electricity_lesson04","Title":"Go with the Flow","Summary":"Students make sense of the phenomenon of electricity as they gain an understanding of the difference between electrical conductors and insulators. Using the science and engineering practices of generating and comparing solutions and making observations, students gain experience recognizing a conductor by its material properties. Students explore the disciplinary core ideas of energy and material properties and the crosscutting concepts of energy transfer and standard units in preparation for the associated hands-on activities. In one activity, students build a conductivity tester to determine whether different objects are conductors or insulators. In another activity, students use their understanding of electrical properties to choose appropriate materials to design and build their own basic circuit switch. ","Type":"lesson","Alignments":["S11417D7","S11424F5","S11424F4","S2454454","S2454469","S2454438","S21199512"]},{"Id":"cub_environ_lesson03","Url":"https://teachengineering.org/lessons/view/cub_environ_lesson03","Title":"Naturally Speaking","Summary":"In this lesson, students identify the Earth\u0027s natural resources and classify them as renewable or non-renewable. They simulate the distribution of resources and discuss the fairness and effectiveness of the distribution. Students identify ways that they use — and waste — natural resources, and they explore ways that engineers interact with natural resources.","Type":"lesson","Alignments":["S11425A4","S2454441","S21199528"]},{"Id":"uno_handheld_lesson01","Url":"https://teachengineering.org/lessons/view/uno_handheld_lesson01","Title":"Handheld Trigonometry","Summary":"Students explore the concept of similar right triangles and how they apply to trigonometric ratios. Use this lesson as a refresher of what trig ratios are and how they work. In addition to trigonometry, students explore a clinometer app on an Android® or iOS® device and how it can be used to test the mathematics underpinning trigonometry. This prepares student for the associated activity, during which groups each put a clinometer through its paces to better understand trigonometry.  ","Type":"lesson","Alignments":["S11435D0","S11435D2","S10135FB","S10098E4","S10120F0","S1141782","S2679879","S2679880","S21199607"]},{"Id":"van_hybrid_design_less1","Url":"https://teachengineering.org/lessons/view/van_hybrid_design_less1","Title":"Engineering Brainstorming","Summary":"Students act as an engineering consulting firm with the task to design and sell their idea for a new vehicle power system. During the brainstorming activity (Generate Ideas), students determine and comprehend what type of information is important to learn in order to accomplish the task. Then they watch several video clips as part of the Multiple Perspectives phase. The new input contributes to changing and focusing their original ideas.","Type":"lesson","Alignments":["S114176C","S102DB1E","S102DB1F","S102DB22","S102DB23","S2454606","S21199587"]},{"Id":"van_cancer_lesson2","Url":"https://teachengineering.org/lessons/view/van_cancer_lesson2","Title":"Stress, Strain and Hooke\u0027s Law ","Summary":"Students are introduced to Hooke\u0027s law as well as stress-strain relationships. First they learn the governing equations, then they work through several example problems, first individually, then as a class. Through the lesson\u0027s two-part associated activity, students 1) explore Hooke\u0027s law by experimentally determining an unknown spring constant, and then 2) apply what they\u0027ve learned to create a strain graph depicting a tumor using Microsoft Excel®. After the activities, the lesson concludes with a stress-strain quiz to assess each student\u0027s comprehension of the concepts.","Type":"lesson","Alignments":["S11417FD","S1141782","S2526233","S2600871","S1132CCB","S2526449","S2526454","S114363D","S2526311","S1143612","S1143569","S114356A","S21199587","S21199607"]},{"Id":"cub_simp_machines_lesson04","Url":"https://teachengineering.org/lessons/view/cub_simp_machines_lesson04","Title":"Not So Simple","Summary":"Students expand upon their understanding of simple machines with an introduction to compound machines. A compound machine — a combination of two or more simple machines — can affect work more than its individual components. Engineers who design compound machines aim to benefit society by making work easier for people, even common household tasks. This lesson encourages students to critically think about machine inventions and their role in our lives.","Type":"lesson","Alignments":["S11424D2","S11424D3","S2553794","S21199472"]},{"Id":"mis-2227-ultrasonics-uses-arduino-ultrasound-technology","Url":"https://teachengineering.org/lessons/view/mis-2227-ultrasonics-uses-arduino-ultrasound-technology","Title":"Ultrasonic Devices at the Speed of Sound!","Summary":"This lesson focuses on ultrasound wavelengths and how sound frequencies are used by engineers to help with detection of specific distances to or in materials.  Students gain an understanding about how ultrasonic waves are reflected and refracted.  Students also see how ultrasound technology is used in medical devices.  The activity following this lesson allows students to test their knowledge by using the Sunfounder Ultrasonic sensor and Arduino Mega Microcontroller.  ","Type":"lesson","Alignments":["S1141702","S1141704","S11417F8","S2471328","S2471308","S1143AC2","S21199472"]},{"Id":"cub_air_lesson02","Url":"https://teachengineering.org/lessons/view/cub_air_lesson02","Title":"Visible Air Pollution: You\u0027ve Got to See It to Believe It!","Summary":"Students develop an understanding of visible air pollutants with an incomplete combustion demonstration, a \"smog in a jar\" demonstration, building simple particulate matter collectors, and exploration of engineering roles related to air pollution. In an associated literacy activity, students learn basic marketing concepts and techniques, and the principles of comparative analysis, while creating an advertisement for a hybrid vehicle. Note: You may want to set up the associated activities simultaneously as they require extended data collection time and can share test sites.","Type":"lesson","Alignments":["S1141717","S11424E8","S114254F","S2454531","S21199531"]},{"Id":"van_skeletal_system_less1","Url":"https://teachengineering.org/lessons/view/van_skeletal_system_less1","Title":"The Grand Challenge: Fix the Hip Challenge","Summary":"This lesson introduces the Bone Module Grand Challenge question. Students individually write their initial responses to the question. Then they brainstorm ideas with another student. Then the ideas are shared with the class and recorded. It is important for students to gather information to decide whether or not this condition is hereditary. Next, students watch two videos about osteoporosis. Grand Challenge Question: When you get home from school, your mother grabs you, and you rush to the hospital. Your grandmother fell and was rushed to the emergency room. The doctor tells your family your grandmother has a fractured hip, and he is referring her to an orthopedic specialist. The orthopedic doctor decides to perform a DEXA scan. The result showed her bone mineral density (BMD) was -3.3. What would be a probable diagnosis to her condition? What are some possible causes of her condition? Should her family be worried that this condition is hereditary, and if so, what are possible prevented measures they could take to prevent this from happening to them?  What statistical method did you use to determine if the condition is hereditary? ","Type":"lesson","Alignments":["S114176C","S11326E2","S11326E3","S2454580","S21199587"]},{"Id":"van_hybrid_design_less4","Url":"https://teachengineering.org/lessons/view/van_hybrid_design_less4","Title":"How a Hybrid Works","Summary":"Students investigate different forms of hybrid engines as well as briefly conclude a look at the different forms of potential energy, which concludes the Research and Revise step of the legacy cycle. Students are introduced to basic circuit schematics and apply their understanding of the difference between series and parallel circuits to current research on hybrid cars.","Type":"lesson","Alignments":["S11417E1","S102DB22","S102DB23","S21199537"]},{"Id":"uno_swing_lesson01","Url":"https://teachengineering.org/lessons/view/uno_swing_lesson01","Title":"Into the Swing of Things","Summary":"After watching a 1940 film clip of the \"Galloping Gertie\" bridge collapse and a teacher demo with a simple pendulum, student groups discuss and then research the idea of motion that repeats itself—specifically the concepts of periodic and harmonic motion. They become aware of where and how these types of motion occur and affect them in everyday applications, both natural (seasons, tides, waves) and engineered (swings, clocks, mechanical systems). They learn the basic properties of this type of motion (period, amplitude, frequency) and how the rearrangement of the simple pendulum equation can be used to solve for gravitational acceleration, pendulum length and gravity. At lesson end, students are ready to conduct the associated activity during which they conduct experiments that utilize swinging Android® devices as pendulums.","Type":"lesson","Alignments":["S1015516","S101D88F","S10198F8","S10019BC","S101BEE7","S1143582","S2454560","S2454556","S2378158","S21199610"]},{"Id":"cub_life_lesson01","Url":"https://teachengineering.org/lessons/view/cub_life_lesson01","Title":"Life Cycles","Summary":"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.","Type":"lesson","Alignments":["S1141717","S1142554","S2454499","S21199531"]},{"Id":"uno_bug_lesson01","Url":"https://teachengineering.org/lessons/view/uno_bug_lesson01","Title":"Passing the Bug","Summary":"Students apply concepts of disease transmission to analyze infection data, either provided or created using Bluetooth-enabled Android devices. This data collection may include several cases, such as small static groups (representing historically rural areas), several roaming students (representing world-travelers), or one large, tightly knit group (representing urban populations). To explore the algorithms to a deeper degree, students may also design their own diseases using the App Inventor framework.","Type":"lesson","Alignments":["S2378124","S2378191","S1001AA9","S1015516","S10103FC","S1141782","S11417FC","S2679970","S21199607"]},{"Id":"duk_perm_usman_less","Url":"https://teachengineering.org/lessons/view/duk_perm_usman_less","Title":"Pollutants \u0026 Ground Permeability: The Other Water Cycle","Summary":"For students who have already been introduced to the water cycle, this lesson is intended as a logical follow-up. Students learn about human impacts on the water cycle that create a pathway for pollutants beginning with urban development and joining the natural water cycle as surface runoff. The extent of surface runoff in an area depends on the permeability of the materials in the ground. Permeability is the degree to which water or other liquids are able to flow through a material. Different substances such as soil, gravel, sand and asphalt have varying levels of permeability. In this lesson, along with the associated activity, students learn about permeability and compare the permeability of several different materials for the purpose of engineering landscape drainage systems.  ","Type":"lesson","Alignments":["S2363680","S2363651","S2363620","S2363358","S2363630","S1141717","S11417AB","S2454532","S21199531"]},{"Id":"van_oddsofcancer_lesson03","Url":"https://teachengineering.org/lessons/view/van_oddsofcancer_lesson03","Title":"Quantifying Refraction","Summary":"Students learn the relevant equations for refraction (index of refraction, Snell\u0027s law) and how to use them to predict the behavior of light waves in specified scenarios. After a brief review of the concept of refraction (as learned in the previous lesson), the equations along with their units and variable definitions, are introduced. Student groups work through a few example conceptual and mathematical problems and receive feedback on their work. Then students conduct the associated activity during which they practice using the equations in a problem set, examine data from a porous film like those used in biosensors, and apply the equations they learned to a hypothetical scenario involving biosensors.","Type":"lesson","Alignments":["S1132818","S1132FA3","S1132FA9","S2454490","S2454556","S2454606","S21199587"]},{"Id":"cub_linear_programming_lesson01","Url":"https://teachengineering.org/lessons/view/cub_linear_programming_lesson01","Title":"All about Linear Programming","Summary":"Students learn about linear programming (also called linear optimization) to solve engineering design problems. As they work through a word problem as a class, they learn about the ideas of constraints, feasibility and optimization related to graphing linear equalities. Then they apply this information to solve two practice engineering design problems related to optimizing materials and cost by graphing inequalities, determining coordinates and equations from their graphs, and solving their equations. It is suggested that students conduct the associated activity, Optimizing Pencils in a Tray, before this lesson, although either order is acceptable.","Type":"lesson","Alignments":["S2558094","S11416C2","S2454608","S1143580","S11435E8","S1143642","S21199607"]},{"Id":"van_membrane_lesson1","Url":"https://teachengineering.org/lessons/view/van_membrane_lesson1","Title":"The Keepers of the Gate Challenge","Summary":"Students are presented with a real-life problem as a challenge to investigate, research and solve. Specifically, they are asked to investigate why salt water helps a sore throat, and how engineers apply this understanding to solve other problems. Students read medical journal articles and watch a TEDx Talk to learn more about nanotechnology applications. After students reflect and respond to the challenge question, they conduct the associated activity to perform journaling and brainstorming.","Type":"lesson","Alignments":["S114176C","S21199587"]},{"Id":"van_bmd_less1","Url":"https://teachengineering.org/lessons/view/van_bmd_less1","Title":"Bone Density Challenge Introduction","Summary":"Students are introduced to the challenge question, which revolves around proving that a cabinet x-ray system can produce bone mineral density images. Students work independently to generate ideas from the questions provided, then share with partners and then with the class as part of the Multiple Perspectives phase of this unit. Then, as part of the associated activity, students explore multiple websites to gather information about bone mineral density and answer worksheet questions, followed by a quiz on the material covered in the articles. ","Type":"lesson","Alignments":["S114176C","S113233A","S113232E","S21199587"]},{"Id":"csm_lesson1_flow_rate_experiment","Url":"https://teachengineering.org/lessons/view/csm_lesson1_flow_rate_experiment","Title":"Flow Rates of Faucets and Rivers","Summary":"Students are given background information to prepare them to conduct two associated activities in which they conduct hands-on experiments with a common faucet and then work with real-world USGS streamflow data to gain a better understanding of flow rate and how it pertains to engineering and applied science. From their experiment calculations, they hypothesize about the flow rate in a nearby river, and then use USGS streamflow data to check their hypotheses. For this lesson to be effective, make sure students obtain a visual feel for the flow in a nearby river. ","Type":"lesson","Alignments":["S11424F0","S11424E3","S2553802","S2556155","S2553809","S2553794","S2555931","S1143547","S11434CF","S21199579"]},{"Id":"uno_python_lesson01","Url":"https://teachengineering.org/lessons/view/uno_python_lesson01","Title":"Python Calculus","Summary":"Students analyze a cartoon of a Rube Goldberg machine and a Python programming language script to practice engineering analysis. In both cases, they study the examples to determine how the different systems operate and the function of each component. This exercise in juxtaposition enables students to see the parallels between a more traditional mechanical engineering design and computer programming. Students also gain practice in analyzing two very different systems to fully understand how they work, similar to how engineers analyze systems and determine how they function and how changes to the system might affect the system.","Type":"lesson","Alignments":["S1015327","S10072CE","S1026AA7","S21199585"]},{"Id":"van_troll_lesson04","Url":"https://teachengineering.org/lessons/view/van_troll_lesson04","Title":"Security System Design","Summary":"Students apply everything they have learned about light properties and laser technologies to designing, constructing, defining design limitations and presenting laser-based security systems that protect the school\u0027s mummified troll. In the associated activity, students \"test their mettle\" by constructing their security system using a PVC pipe frame, lasers and mirrors. In the lesson, students \"go public\" by creating informational presentations that explain their systems, and serve as embedded assessment, testing each student\u0027s understanding of light properties. It is important to convey to the students that part of the design challenge is to use as few lasers to patrol the largest area. By doing so this limits the overall cost of the design. ","Type":"lesson","Alignments":["S2454533","S11416BE","S11416BF","S21199472","S21199579"]},{"Id":"van_troll_lesson01","Url":"https://teachengineering.org/lessons/view/van_troll_lesson01","Title":"Protecting the Mummified Troll","Summary":"Students are introduced to the (hypothetical) task of developing an invisible (non-intrusive) security system to protect the school\u0027s treasured mummified troll! Solving the challenge depends on an understanding of the properties of light. After being introduced to the challenge question, students generate ideas and consider the knowledge required find solutions. They watch a portion of the \"Mythbuster\u0027s Crimes and Myth-Demeanors\" episode ($20), which helps direct their research and learning toward solving the challenge. They begin to study laser applications in security systems, coming to realize the role of lasers in today\u0027s society.","Type":"lesson","Alignments":["S114174C","S21199578"]},{"Id":"van_oddsofcancer_lesson04","Url":"https://teachengineering.org/lessons/view/van_oddsofcancer_lesson04","Title":"See the Genes: Communicating Your Work, Findings and Ideas","Summary":"Through this concluding lesson and its associated activity, students experience one valuable and often overlooked skill of successful scientists and engineers—communicating your work and ideas. They explore the importance of scientific communication, including the basic, essential elements of communicating new information to the public and pitfalls to avoid. In the associated activity, student groups create posters depicting their solutions to the unit\u0027s challenge question—accurate, efficient methods for detecting cancer-causing genes using optical biosensors—which includes providing a specific example with relevant equations. Students are also individually assessed on their understanding of refraction via a short quiz. This lesson and its associated activity conclude the unit and serve as the culminating Go Public phase of the Legacy Cycle, providing unit review and summative assessment.","Type":"lesson","Alignments":["S1132FA9","S2454606","S21199592"]},{"Id":"uno_appinventor_lesson01","Url":"https://teachengineering.org/lessons/view/uno_appinventor_lesson01","Title":"Program Analysis Using App Inventor","Summary":"In computer science, program analysis is used to determine the behavior of computer programs. Flow charts are an important tool for understanding how programs work by tracing control flow. Control flow is a graphical representation of the logic present in the program. In this lesson, students learn about, design and create flow charts for different scenarios, including a game based on the Battleship® created by Hasbro©. In the associated activity, Flow Charting App Inventor, students apply their knowledge from this lesson and gain experience with a software application called App Inventor. This lesson and its associated activity can be stand-alone or used as a launching point for the Android Acceleration Application unit or any lesson involving App Inventor.  ","Type":"lesson","Alignments":["S1015327","S2378139","S2378143","S2378048","S21199580","S21199579"]},{"Id":"duk_landfill_music_less","Url":"https://teachengineering.org/lessons/view/duk_landfill_music_less","Title":"Trash Materials Investigation: What Will Biodegrade?","Summary":"Students investigate what types of materials biodegrade in the soil, and learn what happens to their trash after they throw it away. They learn about the concepts behind landfills and compost piles. In an associated activity, students create their own miniature landfills—a hands-on way to learn the difference between organic and inorganic waste.","Type":"lesson","Alignments":["S11417E6","S2454459","S2363620","S21199528"]},{"Id":"van_cancer_lesson3","Url":"https://teachengineering.org/lessons/view/van_cancer_lesson3","Title":"Making Brochures: Presenting Painless Cancer Detection!","Summary":"This lesson culminates the unit with the Go Public phase of the legacy cycle. In the associated activity, students depict a tumor amidst healthy body tissue using a Microsoft Excel® graph. In addition, students design a brochure for both patients and doctors advertising a new form of painless yet reliable breast cancer detection. Together, the in-class activity and the take-home assignment function as an assessment of what students have learned throughout the unit. ","Type":"lesson","Alignments":["S11417FD","S1141782","S2526233","S2600871","S1132CCB","S2526449","S2526454","S2526285","S114363D","S11435EE","S2454607","S2600942","S2526329","S2526311","S1143612","S114362E","S1143569","S114356A","S21199587","S21199592","S21199607"]},{"Id":"uno_accelerometer_lesson02","Url":"https://teachengineering.org/lessons/view/uno_accelerometer_lesson02","Title":"Android Acceleration","Summary":"Students prepare for the associated activity in which they investigate acceleration by collecting acceleration vs. time data using the accelerometer of a sliding Android device. Based on the experimental set-up for the activity, students form hypotheses about the acceleration of the device. Students will investigate how the force on the device changes according to Newton\u0027s Second Law. Different types of acceleration, including average, instantaneous and constant acceleration, are introduced. Acceleration and force is described mathematically and in terms of processes and applications.","Type":"lesson","Alignments":["S100186E","S1023972","S100485F","S1015516","S2378146","S2454546","S114364E","S2679970","S21199585"]},{"Id":"cub_cells_lesson02","Url":"https://teachengineering.org/lessons/view/cub_cells_lesson02","Title":"Cellular Respiration and Bioremediation","Summary":"Students learn about the basics of cellular respiration. Using the hands on associated activity they also learn about the application of cellular respiration to engineering and bioremediation. And, they are introduced to the process of bioremediation and examples of how bioremediation is used during the cleanup of environmental contaminants.","Type":"lesson","Alignments":["S1141717","S2471377","S2471380","S2471392","S114248C","S11416BB","S21199531"]},{"Id":"uva_eardevice_less","Url":"https://teachengineering.org/lessons/view/uva_eardevice_less","Title":"Designing Medical Devices for the Ear","Summary":"Students are introduced to engineering, specifically to biomedical engineering and the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, through a short lecture and an associated hands-on activity in which they design their own medical devices for retrieving foreign bodies from the ear canal. Through the lesson, they learn the basics of ear anatomy and how ear infections occur and are treated. Besides antibiotic treatment, the most common treatment for chronic ear infections is the insertion of ear tubes to drain fluid from the middle ear space to relieve pressure on the ear drum. Medical devices for this procedure, a very common children\u0027s surgery, are limited, sometimes resulting in unnecessary complications from a simple procedure. Thus, biomedical engineers must think creatively to develop new solutions (that is, new and improved medical devices/instruments) for inserting ear tubes into the ear drum. The class learns the engineering design process from this ear tube example of a medical device design problem. In the associated activity, students explore biomedical engineering on their own by designing prototype medical devices to solve another ear problem commonly experienced by children: the lodging of a foreign body (such as a pebble, bead or popcorn kernel) in the ear canal. The activity concludes by teams sharing and verbally analyzing their devices. ","Type":"lesson","Alignments":["S11417F8","S1141F85","S11420C9","S1141F67","S2420129","S2454533","S1143508","S21199472","S21199578"]},{"Id":"cub_weather_lesson02","Url":"https://teachengineering.org/lessons/view/cub_weather_lesson02","Title":"Air Under Pressure","Summary":"Students are introduced to air masses, with an emphasis on the differences between and characteristics of high- versus low-pressure air systems. Students explore actual data by comparing maps of high- and low-pressure air masses to radar data showing where weather is occurring. Students also hear about weather forecasting instrumentation and how engineers work to improve these instruments for atmospheric measurements on Earth and in space.","Type":"lesson","Alignments":["S11425C5","S11425C7","S2454526","S21199515","S21199472"]},{"Id":"usf_biorecycling_lesson01","Url":"https://teachengineering.org/lessons/view/usf_biorecycling_lesson01","Title":"Biorecycling: Using Nature to Make Resources from Waste","Summary":"By studying key processes in the carbon cycle, such as photosynthesis, composting and anaerobic digestion, students learn how nature and engineers \"biorecycle\" carbon. Students are exposed to examples, through the hands-on associated activities, of how microbes play many roles in various systems to recycle organic materials and also learn how the carbon cycle can be used to make or release energy.","Type":"lesson","Alignments":["S1130951","S1130953","S2454523","S2454499","S21199494","S21199499","S21199472"]},{"Id":"uoh_dig_mapping_less2","Url":"https://teachengineering.org/lessons/view/uoh_dig_mapping_less2","Title":"Projections and Coordinates: Turning a 3D Earth into Flatlands","Summary":"Projections and coordinates are key advancements in the geographic sciences that help us to better understand the nature of the Earth and how to describe location. These innovations in describing the Earth are the basis for everything that is done in a GIS framework. Shape of the Earth is a critical starting point because in fact the Earth is not round, but rather a more complex shape called a geoid. Coordinate systems are often referenced to a particular model shape of the Earth, but many different formats exist because not all coordinates work equally well in all areas. While projections and coordinates are abstract concepts in themselves, students eventually find them interesting because 1) it causes them to challenge their current ideas of the Earth\u0027s shape, and 2) it is much easier to visualize these ideas for learning through interactive GIS such as Google Earth.","Type":"lesson","Alignments":["S113F133","S21199515","S21199472"]},{"Id":"uoh_dig_mapping_less1","Url":"https://teachengineering.org/lessons/view/uoh_dig_mapping_less1","Title":"What Is GIS?","Summary":"Geographic information systems (GIS) are important technology that allows rapid study and use of spatial information. GIS have become increasingly prevalent in industry and the consumer/internet world in the last 20 years. Historically, the basis of GIS was in mapping, and so it is important to understand the basis of maps and how to use them as well as why they are different from GIS. In this lesson, students learn the value of maps, how to use maps, and the basic components of a GIS. They are also introduced to numerous GIS applications.","Type":"lesson","Alignments":["S113EE3A","S2486788","S113F133","S21199515","S21199472"]},{"Id":"mis_eyes_lesson01","Url":"https://teachengineering.org/lessons/view/mis_eyes_lesson01","Title":"These Eyes! Technologies to Measure Eye Pressure","Summary":"Students learn about glaucoma—its causes, how it affects individuals and how biomedical engineers can identify factors that trigger or cause this eye disease, specifically the increase of pressure in the eye. Students also learn how RFID technologies transfer energy through waves and how engineers apply their scientific understanding of waves, energy and sensors to develop devices that measure the pressure in the eyes of people with glaucoma. Students conclude by sketching their own designs for a pressure-measuring eye device, preparing them to conduct the associated activity in which they revise, prototype and evaluate their device designs made tangible with a 3D printer.","Type":"lesson","Alignments":["S1130106","S113014D","S113014E","S2454491","S2454533","S21199494","S21199514","S21199515","S21199495"]},{"Id":"van_linear_eqn_less5","Url":"https://teachengineering.org/lessons/view/van_linear_eqn_less5","Title":"Applications of Linear Functions","Summary":"This final lesson in the unit culminates with the Go Public phase of the legacy cycle. In the associated activities, students use linear models to depict Hooke\u0027s law as well as Ohm\u0027s law. To conclude the lesson, students apply what they have learned throughout the unit to answer the grand challenge question in a writing assignment.","Type":"lesson","Alignments":["S100186E","S1143533","S1143534","S11435DF","S114363B","S11435EA","S1143636","S1143536","S21199515","S21199603"]},{"Id":"cub_china_lesson03","Url":"https://teachengineering.org/lessons/view/cub_china_lesson03","Title":"Rural Energy in China: How Can Engineers Make a Difference?","Summary":"Students learn about five types of renewable energy that are part of engineering solutions to help people in rural communities use less and cleaner energy for cooking and heating. Specifically, students learn about the pollution and health challenges facing families in rural China, and they are introduced to the concept of optimization. Through an energy game, students differentiate between renewable and non-renewable sources of energy.","Type":"lesson","Alignments":["S1141717","S11425A6","S2454534","S2454463","S21199513","S21199531"]},{"Id":"cub_weather_lesson03","Url":"https://teachengineering.org/lessons/view/cub_weather_lesson03","Title":"Stormy Skies","Summary":"Students learn that wind and storms can form at the boundaries of interacting high and low pressure air masses. They learn the distinguishing features of the four main types of weather fronts (warm fronts, cold fronts, stationary fronts and occluded fronts) and how these fronts are depicted on a surface weather analysis, or weather map. Students also learn several different ways that engineers help with storm prediction, analysis and protection.","Type":"lesson","Alignments":["S11425C5","S11425C7","S2454526","S21199515","S21199472"]},{"Id":"van_linear_eqn_less3","Url":"https://teachengineering.org/lessons/view/van_linear_eqn_less3","Title":"Graphing Equations on the Cartesian Plane: Slope","Summary":"Students learn about an important characteristic of lines: their slopes. Slope can be determined either in graphical or algebraic form. Slope can also be described as positive, negative, zero or undefined. Students get an explanation of when and how these different types of slope occur. Finally, they learn how slope relates to parallel and perpendicular lines. When two lines are parallel, they have the same slope and when they are perpendicular their slopes are negative reciprocals of one another.  ","Type":"lesson","Alignments":["S11435DF","S11435A5","S114354B","S11434D2","S21199515","S21199603"]},{"Id":"uno_curiosity_lesson01","Url":"https://teachengineering.org/lessons/view/uno_curiosity_lesson01","Title":"Algorithmic Remote Rover Programming: Curiosity Killed the App","Summary":"Students gain experience with the software/system design process, closely related to the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, to solve a problem. First, they learn about the Mars Curiosity rover and its mission, including the difficulties that engineers must consider and overcome to operate a rover remotely. Students observe a simulation of a robot being controlled remotely. These experiences guide discussion on how the design process is applied in these scenarios. The lesson culminates in a hands-on experience with the design process as students simulate the remote control of a rover. In the associated activity, students gain further experience with the design process by creating an Android application using App Inventor to control one aspect of a remotely controlled vehicle.\n(Note: The lesson requires a LEGO® MINDSTORMS® Education set.)","Type":"lesson","Alignments":["S1015327","S10039B5","S101E76E","S21199589","S21199585"]},{"Id":"cub_lighting_lesson01","Url":"https://teachengineering.org/lessons/view/cub_lighting_lesson01","Title":"Light Up Your Life","Summary":"Students are introduced to the correct technical vocabulary for lighting, which is different than layperson\u0027s terms. They learn about lamp (light bulb) technology and how to identify the various types of lighting in their spaces. They are also introduced to lighting controls as a means for saving energy- reducing costs, human energy consumption, and greenhouse gas emissions on the environment. Using an accompanying worksheet, students embark on a guided audit in which they survey the lighting in their classroom and identify the potential savings from using controls.","Type":"lesson","Alignments":["S2454531","S11434D2","S11434D3","S1143612","S1143680","S21199571","S21199472","S21199537"]},{"Id":"van_linear_eqn_less2","Url":"https://teachengineering.org/lessons/view/van_linear_eqn_less2","Title":"Coordinates and the Cartesian Plane","Summary":"A brief refresher on the Cartesian plane includes how points are written in (x, y) format and oriented to the axes, and which directions are positive and negative. Then students learn about what it means for a relation to be a function and how to determine domain and range of a set of data points from the modeling game found in the associated activity.","Type":"lesson","Alignments":["S1143501","S1143675","S1143676","S1143537","S11435E9","S11435EA","S11435ED","S21199515","S21199603"]},{"Id":"uno_walk_lesson01","Url":"https://teachengineering.org/lessons/view/uno_walk_lesson01","Title":"Walk This Way: Studying Human Movement","Summary":"After students have completed the associated activity to collect and graph acceleration data from walking human subjects, they learn more about gait analysis---the study of human motion, which is used as biometric data for human medical diagnostics and (non-human) comparative biomechanics. They learn about the steps that comprise the universal process of engineering analysis—data collection, data analysis, mathematical modeling and reporting—and consider how these steps could be applied to analyze a person\u0027s gait, which prepares them to conduct the second associated activity.","Type":"lesson","Alignments":["S2500236","S2500298","S2446322","S2446329","S2554458","S2471910","S1143569","S11435A4","S2554682","S2554675","S1143598","S21199589","S21199587"]},{"Id":"van_oddsofcancer_lesson02","Url":"https://teachengineering.org/lessons/view/van_oddsofcancer_lesson02","Title":"What Does Light See? ","Summary":"Students are introduced to the concept of refraction. After making sure they understand the concepts of diffraction and interference, students work collaboratively to explain optical phenomena that cannot be accounted for via these two mechanisms alone. Then, through the associated activity, students see first-hand how refraction can work with interference to produce color patterns, similar to how nanosensors work. Finally, students apply their knowledge of refraction to the original challenge question to generate a possible solution in the form of a biosensor.","Type":"lesson","Alignments":["S1132818","S1132F9E","S1132FA3","S2454606","S21199587"]},{"Id":"cub_china_lesson01","Url":"https://teachengineering.org/lessons/view/cub_china_lesson01","Title":"Introduction to Environmental Challenges in China","Summary":"Through an overview of some of the environmental challenges facing the growing and evolving country of China today, students learn about the effects of indoor and outdoor air pollution that China is struggling to curb with the help of engineers and scientists. This includes the sources of particulate matter 2.5 and carbon dioxide, and air pollution impacts on the health of people and the environment.","Type":"lesson","Alignments":["S1141717","S2454532","S2366909","S11416BB","S21199513","S21199531"]},{"Id":"cub_environ_lesson05","Url":"https://teachengineering.org/lessons/view/cub_environ_lesson05","Title":"3RC (Reduce, Reuse, Recycle and Compost)","Summary":"Students expand their understanding of solid waste management to include the idea of 3RC: reduce, reuse, recycle and compost. They look at the effects of packaging decisions (reducing) and learn about engineering advancements in packaging materials and solid waste management. Through an associated activity, they observe biodegradation in a model landfill (composting). ","Type":"lesson","Alignments":["S1142568","S1142597","S1141716","S2454463","S2454531","S21199528"]},{"Id":"cub_housing_lesson04","Url":"https://teachengineering.org/lessons/view/cub_housing_lesson04","Title":"Off the Grid","Summary":"Students learn and discuss the advantages and disadvantages of renewable and non-renewable energy sources. They also learn about our nation\u0027s electric power grid and what it means for a residential home to be \"off the grid.\"","Type":"lesson","Alignments":["S11417E0","S11425CF","S2454601","S11424A0","S21199536"]},{"Id":"gat_robots_lesson01","Url":"https://teachengineering.org/lessons/view/gat_robots_lesson01","Title":"Robots on Ice ","Summary":"Students learn about humankind’s search for life in outer space and how it connects to robotics and engineering. NASA is interested in sending exploratory missions to one of Jupiter’s moons, Europa, which requires a lot of preparatory research and development on Earth before it can happen. One robot currently being engineered as a proof of concept for a possible trip to explore Europa is the Icefin, which is an innovative robot that can explore under ice and in water, which are the believed conditions on Europa. This lesson provides students with intriguing information about far off (distance and time!) space missions and field robotics, and also sets up two associated robotics and arts integration activities to follow. The lesson can be used individually to provide new information to students, or as a precursor to the associated activities. A PowerPoint® presentation and worksheet are provided.","Type":"lesson","Alignments":["S1131F5A","S113201A","S2454533","S21199512","S21199514","S21199472"]},{"Id":"gat_visual_art_lesson01","Url":"https://teachengineering.org/lessons/view/gat_visual_art_lesson01","Title":"Visual Art and Writing in Science and Engineering","Summary":"Students learn the value of writing and art in science and engineering. They acquire vocabulary that is appropriate for explaining visual art and learn about visual design principles (contrast, alignment, repetition and proximity) and elements (lines, color, texture, shape, size, value and space) that are helpful when making visual aids. A PowerPoint® presentation heightens students\u0027 awareness of the connection between art and engineering in order to improve the presentation of results, findings, concepts, information and prototype designs. Students also learn about the science and engineering research funding process that relies on effective proposal presentations, as well as some thermal conductivity / heat flow basics including the real-world example of a heat sink—which prepares them for the associated activity in which they focus on creating diagrams to communicate their own collected experimental data.","Type":"lesson","Alignments":["S113E115","S2472042","S2471992","S21199589","S2366907","S21199585","S21199591"]},{"Id":"cub_rock_lesson01","Url":"https://teachengineering.org/lessons/view/cub_rock_lesson01","Title":"Rock Solid","Summary":"Rocks cover the earth\u0027s surface, including what is below or near human-made structures. With rocks everywhere, breaking rocks can be hazardous and potentially disastrous to people. Students are introduced to three types of material stress related to rocks: compressional, torsional and shear. They learn about rock types (sedimentary, igneous and metamorphic), and about the occurrence of stresses and weathering in nature, including physical, chemical and biological weathering. ","Type":"lesson","Alignments":["S11424D2","S11425AE","S2454523","S21199581"]},{"Id":"van_mri_lesson_7","Url":"https://teachengineering.org/lessons/view/van_mri_lesson_7","Title":"Ampere\u0027s Law","Summary":"A class demo introduces students to the force between two current carrying loops, comparing the attraction and repulsion between the loops to that between two magnets. After a lecture on Ampere\u0027s law (including some sample cases and problems), students begin to use the concepts to calculate the magnetic field around a loop. This is applied to determine the magnetic field of a toroid, imagining a toroid as a looped solenoid. Students use Ampere\u0027s law to solve some homework problems.","Type":"lesson","Alignments":["S11417DE","S10245A5","S2454552","S11435E7","S21199477"]},{"Id":"van_heartvalves_lesson01","Url":"https://teachengineering.org/lessons/view/van_heartvalves_lesson01","Title":"Heart to Heart","Summary":"Students learn about the form and function of the human heart through lecture, research and dissection. They brainstorm ideas that pertain to various heart conditions and organize these ideas into categories that help them research possible solutions. An expert in the field of cardiac valve research was interviewed for this lesson and shares his ideas with the class. Students conclude by researching various possible heart defects.","Type":"lesson","Alignments":["S1132637","S11326BD","S11326BE","S11326C8","S21199477"]},{"Id":"uoh_dna_lesson02","Url":"https://teachengineering.org/lessons/view/uoh_dna_lesson02","Title":"Restriction Enzymes and DNA Fingerprinting","Summary":"The discovery of restriction enzymes and their applications in DNA analysis has proven to be essential for biologists and chemists. This lesson focuses on restriction enzymes and their applications to DNA analysis and DNA fingerprinting. Use this lesson and its associated activity in conjunction with biology lessons on DNA analysis and DNA replication.","Type":"lesson","Alignments":["S113F049","S113F04A","S113F04B","S113F04C","S113F075","S11417FE","S21199518"]},{"Id":"cub_dams_lesson08","Url":"https://teachengineering.org/lessons/view/cub_dams_lesson08","Title":"Are Dams Forever?","Summary":"Students learn in this lesson, and through the associated activity, that dams are constructed with specific purposes and unfortunately do not last forever. Similar to other human-made structures, such as roads and bridges, dams require regular maintenance and have a finite lifespan. Many dams built during the 1930-70s, an era of intensive dam construction, have an expected life of 50-100 years. Due to inadequate maintenance and/or for environmental reasons, some of these dams will fail or be removed in the next 50 years. Students can investigate existing projects using the associated activity to see if various structures have stood the test of time while still maintaining their intended purpose The engineers with Splash Engineering have an ethical obligation to remind Thirsty County of the maintenance and lifespan concerns associated with its dam.","Type":"lesson","Alignments":["S11417A8","S11425A1","S11425A2","S2454420","S2454463","S21199544"]},{"Id":"cub_enveng_lesson04","Url":"https://teachengineering.org/lessons/view/cub_enveng_lesson04","Title":"Who\u0027s Down the Well?","Summary":"Students learn about several possible scenarios of contamination to drinking water, which comes from many different sources, including surface water and groundwater. They analyze the movement of sample contaminants through groundwater, in a similar way to how environmental engineers analyze the physical properties of groundwater to predict how and where surface contaminants travel.","Type":"lesson","Alignments":["S11425AB","S11425AC","S2454531","S21199534"]},{"Id":"cub_rooftop_lesson01","Url":"https://teachengineering.org/lessons/view/cub_rooftop_lesson01","Title":"Ecology at Work","Summary":"Students learn how rooftop gardens help the environment and the lives of people, especially in urban areas. They gain an understanding of how plants reduce the urban heat island effect, improve air quality, provide agriculture space, reduce energy consumption and increase the aesthetic quality of cities. This draws upon the science of heat transfer (conduction, convection, radiation, materials, color) and ecology (plants, shade, carbon dioxide, photosynthesis), and the engineering requirements for rooftop gardens. In the associated activity, students apply their scientific knowledge to model and measure the effects of green roofs.","Type":"lesson","Alignments":["S2454496","S11416BB","S114248C","S21199531"]},{"Id":"van_mri_lesson_4","Url":"https://teachengineering.org/lessons/view/van_mri_lesson_4","Title":"Both Fields at Once?!","Summary":"Pertinent to their ongoing investigation of MRI machines, students learn the consequences of a charge being subject to electric and magnetic fields at the same time. The lesson covers the Hall effect, velocity selector and the charge to mass ratio. Through several example problems, students calculate the Hall voltage, which is dependent upon plate width, drift velocity and magnetic field strength. Then they calculate the velocity selector, represented by the ratio of the magnitude of the fields, assuming the strength of each field is known. Students perform a series of calculations to arrive at the charge to mass ratio, and finally, a homework problem set, serving as an evaluation of student progress.","Type":"lesson","Alignments":["S11417DE","S10245A5","S2454550","S21199477"]},{"Id":"van_mri_lesson_5","Url":"https://teachengineering.org/lessons/view/van_mri_lesson_5","Title":"Biot-Savart Law","Summary":"Beginning with a class demo, students are prompted to consider how current generates a magnetic field, and the direction of the field that is generated. Via a lecture, students learn Biot-Savart\u0027s law (and work some sample problems) in order to calculate, most simply, the magnetic field produced in the center of a circular current carrying loop. For applications, students find it is necessary to integrate the field produced over all small segments in a current-carrying wire. ","Type":"lesson","Alignments":["S11417DE","S10245A5","S2454552","S11435D2","S1143638","S21199477"]},{"Id":"usf_microbes_lesson01","Url":"https://teachengineering.org/lessons/view/usf_microbes_lesson01","Title":"Biological Processes: Putting Microbes to Work","Summary":"Students learn the fundamentals of using microbes to treat wastewater. They discover how wastewater is generated and its primary constituents. Microbial metabolism, enzymes and bioreactors are explored in the hands-on associated activities to fully understand the primary processes occurring within organisms. ","Type":"lesson","Alignments":["S11309CB","S11309CC","S11309CE","S2454500","S2454543","S21199535"]},{"Id":"tension","Url":"https://teachengineering.org/lessons/view/tension","Title":"Exploring the Forces of Tension","Summary":"Students learn about tensile strength. They review their knowledge of tension and focus on tensile loads and failure caused by them. They learn how composite materials are engineered to provide different characteristics, such as stiffness or strength.","Type":"lesson","Alignments":["S103E21A","S103E21B","S103E229","S103E1AD","S114353B","S21199580"]},{"Id":"uoh_dna_lesson01","Url":"https://teachengineering.org/lessons/view/uoh_dna_lesson01","Title":"Imaging DNA Structure","Summary":"Students are introduced to the latest imaging methods used to visualize molecular structures and the method of electrophoresis that is used to identify and compare genetic code (DNA). Students should already have basic knowledge of genetics, DNA (DNA structure, nucleotide bases), proteins and enzymes. The lesson begins with a discussion to motivate the need for imaging techniques and DNA analysis, which prepares students to participate in the associated two-part activity: 1) students each choose an imaging method to research (from a provided list of molecular imaging methods), 2) they research basic information about electrophoresis.","Type":"lesson","Alignments":["S113F049","S113F04A","S113F04B","S113F04C","S113F075","S11417FE","S2454562","S21199518"]},{"Id":"torque_sue","Url":"https://teachengineering.org/lessons/view/torque_sue","Title":"Investigating Torque","Summary":"Students learn about torsion as a force acting upon structures and have the opportunity to design something to withstand this force.","Type":"lesson","Alignments":["S103E229","S103E213","S103E21B","S103E21C","S21199580"]},{"Id":"uno_connection_lesson01","Url":"https://teachengineering.org/lessons/view/uno_connection_lesson01","Title":"Making the Connection","Summary":"Graph theory is a visual way to represent relationships between objects. One of the simplest uses of graph theory is a family tree that shows how different people are related. Another application is social networks like Facebook, where a network of \"friends\" and their \"friends\" can be represented using graphs. Students learn and apply concepts and methods of graph theory to analyze data for different relationships such as friendships and physical proximity. They are asked about relationships between people and how those relationships can be illustrated. As part of the lesson, students are challenged to find the social graph of their friends. This prepares students for the associated activity during which they simulate and analyze the spread of disease using graph theory by assuming close proximity to an infected individual causes the disease to spread.","Type":"lesson","Alignments":["S2378124","S2378126","S1015516","S10198F8","S101D529","S101D88F","S1005DBB","S100ACCD","S1143623","S11435EF","S21199607"]},{"Id":"van_mri_lesson_2","Url":"https://teachengineering.org/lessons/view/van_mri_lesson_2","Title":"May the Magnetic Force Be with You","Summary":"After a demonstration of the deflection of an electron beam, students review their knowledge of the cross-product and the right-hand rule with example problems. Then they study the magnetic force on a charged particle, compared to the electric force. Provided lecture material covers the motion of a charged particle in a magnetic field with respect to the direction of the field. Finally, students apply these concepts to understand the magnetic force on a current carrying wire. Through the associated activity, students further explore the force on a current carrying wire.","Type":"lesson","Alignments":["S11417DE","S10245A5","S2454555","S1143657","S114361E","S1143620","S1143612","S1143638","S114365C","S21199477"]},{"Id":"jhu_cnetworks_lesson01","Url":"https://teachengineering.org/lessons/view/jhu_cnetworks_lesson01","Title":"Sets-Nodes-Edges: Representing Complex Networks in Graph Theory","Summary":"Students learn about complex networks and how to represent them using graphs. They also learn that graph theory is a useful mathematical tool for studying complex networks in diverse applications of science and engineering, such as neural networks in the brain, biochemical reaction networks in cells, communication networks, such as the internet, and social networks. Topics covered include set theory, defining a graph, as well as defining the degree of a node and the degree distribution of a graph.","Type":"lesson","Alignments":["S1130966","S100ACCD","S11435AE","S11435E9","S11435EA","S114359F","S21199503"]},{"Id":"van_mri_lesson_6","Url":"https://teachengineering.org/lessons/view/van_mri_lesson_6","Title":"Solenoids","Summary":"In this lesson about solenoids, students learn how to calculate the magnetic field along the axis of a solenoid and then complete an activity exploring the magnetic field of a metal slinky. Solenoids form the basis for the magnets of MRIs. Exploring the properties of this solenoid helps students understand the MRI machine.","Type":"lesson","Alignments":["S11417DE","S10245A5","S21199477"]},{"Id":"uoh_circuit_lesson01","Url":"https://teachengineering.org/lessons/view/uoh_circuit_lesson01","Title":"Statistical Analysis of Flexible Circuits","Summary":"Students are introduced to the technology of flexible circuits, some applications and the photolithography fabrication process. They are challenged to determine if the fabrication process results in a change in the circuit dimensions since, as circuits get smaller and smaller (nano-circuits), this could become very problematic. The lesson prepares students to conduct the associated activity in which they perform statistical analysis (using Excel® and GeoGebra) to determine if the circuit dimension sizes before and after fabrication are in fact statistically different. A PowerPoint® presentation and post-quiz are provided. This lesson and its associated activity are suitable for use during the last six weeks of the AP Statistics course; see the topics and timing note for details.","Type":"lesson","Alignments":["S2484278","S2484280","S2487159","S11417FC","S2454606","S11435AC","S21199610"]},{"Id":"van_robotic_vision_less2","Url":"https://teachengineering.org/lessons/view/van_robotic_vision_less2","Title":"What Makes Up a Color?","Summary":"As a part of the research and revise step of the Legacy Cycle, this lesson provides students with information they will need later on to be able to average pixels to simulate blurring in the peripheral plane of vision. Students learn why image color becomes important as we distort the outer boundaries of an image and have to interpolate pixels to fill in gaps created from our algorithm. Students learn what a digital image is, what pixels are, and how to convert between RGB and hexadecimal values.","Type":"lesson","Alignments":["S2454609","S21199477"]},{"Id":"jhu_cnetworks_lesson02","Url":"https://teachengineering.org/lessons/view/jhu_cnetworks_lesson02","Title":"Processes on Complex Networks ","Summary":"Building on their understanding of graphs, students are introduced to random processes on networks. They walk through an illustrative example to see how a random process can be used to represent the spread of an infectious disease, such as the flu, on a social network of students. This demonstrates how scientists and engineers use mathematics to model and simulate random processes on complex networks. Topics covered include random processes and modeling disease spread, specifically the SIR (susceptible, infectious, resistant) model.","Type":"lesson","Alignments":["S1130966","S100ACCD","S21199503"]},{"Id":"uoh_fluidmechanics_lesson02","Url":"https://teachengineering.org/lessons/view/uoh_fluidmechanics_lesson02","Title":"Above-Ground Storage Tanks in the Houston Ship Channel","Summary":"Students are provided with an introduction to above-ground storage tanks, specifically how and why they are used in the Houston Ship Channel. The introduction includes many photographic examples of petrochemical tank failures during major storms and describes the consequences in environmental pollution and costs to disrupted businesses and lives, as well as the lack of safety codes and provisions to better secure the tanks in coastal regions regularly visited by hurricanes. Students learn how the concepts of Archimedes\u0027 principle and Pascal\u0027s law act out in the form of the uplifting and buckling seen in the damaged and destroyed tanks, which sets the stage for the real-world engineering challenge presented in the associated activity, Above-Ground Storage Tank Design Project —to design new and/or improved storage tanks that can survive storm conditions.","Type":"lesson","Alignments":["S113EF3F","S1141743","S2471779","S2454596","S21199518","S21199538"]},{"Id":"uno_plainsight_lesson01","Url":"https://teachengineering.org/lessons/view/uno_plainsight_lesson01","Title":"Hidden in Plain Sight","Summary":"Steganography is the science and art of hiding messages in plain sight so only the sender and intended recipient know the existence of a message. Steganography can be characterized as security through obscurity. Through this lesson, students experience a portion of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e as they research steganography and steganographic methods; identify problems, criteria and constraints; brainstorm possible solutions; and generate ideas. These are the critical first steps in the engineering design process, often overlooked by students who want to get to the \"doing\" phases—designing, building and testing. In computer science, a thorough design phase makes program implementation much easier and more effective. Students obtain practice with a portion of the design process that may be less exciting, but is just as important as the other steps in the process.","Type":"lesson","Alignments":["S10072CE","S2377917","S2377918","S21199535"]},{"Id":"uoh_piezo_lesson01","Url":"https://teachengineering.org/lessons/view/uoh_piezo_lesson01","Title":"Piezoelectricity","Summary":"Students learn about a fascinating electromechanical coupling called piezoelectricity that is being employed and researched around the world for varied purposes, often for creative energy harvesting methods. A PowerPoint® presentation provides an explanation of piezoelectric materials at the atomic scale, and how this phenomenon converts mechanical energy to electrical energy. A range of applications, both tested and conceptual, are presented to engage students in the topic. Gaining this background understanding prepares students to conduct the associated hands-on activity in which they create their own small piezoelectric \"generators.\"","Type":"lesson","Alignments":["S113EF7A","S113EF7C","S11417DD","S2454487","S21199535"]},{"Id":"van_mri_lesson_3","Url":"https://teachengineering.org/lessons/view/van_mri_lesson_3","Title":"Thrown for a Current Loop: Torque and Energy in a Magnetic Field","Summary":"Students begin to focus on the torque associated with a current carrying loop in a magnetic field. They solve example problems as a class and use diagrams to visualize the vector product. In addition, students learn to calculate the energy of this loop in the magnetic field. Through the associated activity, \"Get Your Motor Running,\" students explore a physical model to gain empirical data and compare it to their calculated data. A homework assignment is also provided as a means of student assessment.","Type":"lesson","Alignments":["S11417DE","S10245A5","S2454552","S21199477"]},{"Id":"cub_rockets_lesson01","Url":"https://teachengineering.org/lessons/view/cub_rockets_lesson01","Title":"Keep in Touch: Communications and Satellites","Summary":"How do we communicate with each other? How do we communicate with people who are close by? How do we communicate with people who are far away? In this lesson, students explore the role of communications and how satellites help people communicate with others far away and in remote areas with nothing around—that is, no obvious telecommunications equipment. Students learn about how engineers design satellites to benefit life on Earth. They are also introduced to the theme of the Rockets unit.","Type":"lesson","Alignments":["S11417C6","S1142599","S114259A","S2454465","S21199526"]},{"Id":"cub_dams_lesson02","Url":"https://teachengineering.org/lessons/view/cub_dams_lesson02","Title":"Water and Dams in Today\u0027s World","Summary":"Students learn about the importance of dams by watching a video that presents historical and current information on dams, as well as descriptions of global water resources and the hydrologic cycle. Students also learn about different types of dams, all designed to resist the forces on dams. (If the free, 15-minute \"Water and Dams in Today\u0027s World\" video cannot be obtained in time, the lesson can still be taught. See the Additional Multimedia Support section for how to obtain the DVD or VHS videotape, or a PowerPoint presentation with similar content [also attached].) ","Type":"lesson","Alignments":["S1141716","S11425A1","S21199544"]},{"Id":"cub_dams_lesson07","Url":"https://teachengineering.org/lessons/view/cub_dams_lesson07","Title":"Where Has All the Water Gone?","Summary":"Students learn about the Earth\u0027s water cycle, especially about evaporation. Once a dam is constructed, its reservoir becomes a part of the region\u0027s natural hydrologic cycle by receiving precipitation, storing runoff water and evaporating water. Although almost impossible to see, and not as familiar to most people as precipitation, evaporation plays a critical role in the hydrologic cycle, and is especially of interest to engineers designing new dams and reservoirs, such as those that Splash Engineering is designing for Thirsty County. ","Type":"lesson","Alignments":["S11425A9","S11425AD","S2454524","S21199513","S21199581"]},{"Id":"van_biomimicry_less3","Url":"https://teachengineering.org/lessons/view/van_biomimicry_less3","Title":"Biomes and Population Dynamics - Balance within Natural Systems","Summary":"With a continued focus on the Sonoran Desert, students are introduced to the concepts of biomes, limiting factors (resources), carrying capacity and growth curves through a PowerPoint® presentation. Abiotic factors (temperature, annual precipitation, seasons, etc.) determine the biome landscape. The vegetative component, as producers, determines the types of consumers that form its various communities. Students learn how the type and quantity of available resources defines how many organisms can be supported within the community, as well as its particular resident species. With this understanding, students are able to explain how carrying capacity is determined by the limiting factors within the community and feeding relationships. By completing the associated activity to investigate these ecological relationships, students see the connection between ecological relationships of organisms and the fundamentals of engineering design, adding to their base of knowledge towards solving the grand challenge posed in this unit. ","Type":"lesson","Alignments":["S113EE9E","S2378010","S2597360","S2454570","S21199558","S21199535"]},{"Id":"duk_eenergy_mem_less","Url":"https://teachengineering.org/lessons/view/duk_eenergy_mem_less","Title":"Electrifying the World","Summary":"Students are introduced to the fundamental concepts of electricity. They address questions such as \"How is electricity generated?\" and \"How is it used in every-day life?\"  Illustrative examples of circuit diagrams are used to help explain how electricity flows.    ","Type":"lesson","Alignments":["S2363693","S2363653","S2363606","S2363570","S2454422","S2454438","S21199489","S21199468"]},{"Id":"cub_soundandlight_lesson8","Url":"https://teachengineering.org/lessons/view/cub_soundandlight_lesson8","Title":"Pictures Please – Traveling Light","Summary":"Students learn that light travels in a straight line from a light source and that ray diagrams help us understand how images will be created by a lens. This prepares students for the associated activity, in which they explore the concepts behind the workings of a pinhole camera.","Type":"lesson","Alignments":["S11424F3","S2454445","S2454438","S21199512","S21199470"]},{"Id":"uno_graphtheory_lesson01","Url":"https://teachengineering.org/lessons/view/uno_graphtheory_lesson01","Title":"Graph Theory in Drama","Summary":"Students use graph theory to create social graphs for their own social networks and apply what learn to create a graph representing the social dynamics found in a dramatic text. Students then derive meaning based on what they know about the text from the graphs they created. Students learn graph theory vocabulary, as well as engineering applications of graph theory.","Type":"lesson","Alignments":["S2378143","S2378124","S2378126","S1005DBB","S100ACCD","S10019BC","S1017533","S21199610","S21199607"]},{"Id":"cub_heartvalves_lesson01","Url":"https://teachengineering.org/lessons/view/cub_heartvalves_lesson01","Title":"Engineering the Heart: Heart Valves","Summary":"Students learn how healthy human heart valves function and the different diseases that can affect heart valves. They also learn about devices and procedures that biomedical engineers have designed to help people with damaged or diseased heart valves. Students learn about the pros and cons of different materials and how doctors choose which engineered artificial heart valves are appropriate for certain people.","Type":"lesson","Alignments":["S1142541","S2454494","S1141704","S21199515","S21199581"]},{"Id":"van_heartvalves_lesson02","Url":"https://teachengineering.org/lessons/view/van_heartvalves_lesson02","Title":"Blood Pressure Basics","Summary":"Students study how heart valves work and investigate how valves that become faulty over time can be replaced with advancements in engineering and technology. Learning about the flow of blood through the heart, students are able to fully understand how and why the heart is such a powerful organ in our bodies. Students then use their understanding to design and create a model heart valve using the associated activity.","Type":"lesson","Alignments":["S1132637","S11326BD","S11326C8","S21199589","S21199477"]},{"Id":"cub_enveng_lesson07","Url":"https://teachengineering.org/lessons/view/cub_enveng_lesson07","Title":"The Air We Breathe","Summary":"Students learn what causes air pollution and how to investigate the different pollutants that exist, such as toxic gases and particulate matter. They investigate the technologies developed by engineers to reduce air pollution.","Type":"lesson","Alignments":["S2454531","S21199553","S21199532"]},{"Id":"usf_flocculant_lesson01","Url":"https://teachengineering.org/lessons/view/usf_flocculant_lesson01","Title":"Flocculants: The First Step to Cleaner Water!","Summary":"Students experience firsthand one of the most common water treatment types in the industry today, flocculants. They learn how the amount of suspended solids in water is measured using the basic properties of matter and light. In addition, they learn about the types of solids that can be found in water and the reasons that some are easier to remove than others. Encompassing the concepts of force and motion, attraction and repulsion of charged particles, and properties of matter, during the associated activity students see scientific concepts they already understand through the eyes of engineers who apply them to the removal of solids from water via chemical flocculants.","Type":"lesson","Alignments":["S1130813","S1130932","S21199515","S21199546"]},{"Id":"cub_housing_lesson03","Url":"https://teachengineering.org/lessons/view/cub_housing_lesson03","Title":"Design of Lighting Systems: Light It Up!","Summary":"Through an introduction, and extended learning from associated activities, students explore the design of lighting systems and the electromagnetic spectrum. Students learn about the concept of daylighting as well as two types of light bulbs (lamps) often used in energy-efficient lighting design. Students learn how the application of something as simple, and free, as natural light can help them improve the future of generations to come.","Type":"lesson","Alignments":["S11417DE","S11424D0","S11424CC","S2471797","S2454560","S21199535"]},{"Id":"cub_enveng_lesson01","Url":"https://teachengineering.org/lessons/view/cub_enveng_lesson01","Title":"Oil Spill Consequences and Cleanup Technologies","Summary":"Students explore an important role of environmental engineers—cleaning the environment. They learn details about the Exxon Valdez oil spill, which was one of the most publicized and studied human-caused environmental tragedies in history. Then, in the associated activity, students experiment with many \"engineered\" strategies to clean up their own manufactured oil spill and learn the difficulties in dealing with oil released into our waters.","Type":"lesson","Alignments":["S11425AB","S11425AC","S2553798","S2553794","S1143682","S11434D2","S2471612","S21199581"]},{"Id":"cub_pveff_lesson04","Url":"https://teachengineering.org/lessons/view/cub_pveff_lesson04","Title":"Concentrated Solar Power","Summary":"Students learn how the total solar irradiance hitting a photovoltaic (PV) panel can be increased through the use of a concentrating device, such as a reflector or lens. This is the final lesson in the Photovoltaic Efficiency unit and is intended to accompany a fun design project (see the associated Concentrating on the Sun with PVs activity) to wrap up the unit. However, it can be completed independently of the other unit lessons and activities.","Type":"lesson","Alignments":["S11417E0","S11424CA","S11424CE","S2553746","S2553745","S2454553","S2454604","S21199592","S21199480"]},{"Id":"cub_simp_machines_lesson05","Url":"https://teachengineering.org/lessons/view/cub_simp_machines_lesson05","Title":"Rube Goldberg and the Meaning of Machines","Summary":"Simple and compound machines are designed to make work easier. When we encounter a machine that does not fit this understanding, the so-called machine seems absurd. Through the cartoons of Rube Goldberg, students are engaged in critical thinking about the way his inventions make simple tasks even harder to complete. As the final lesson in the simple machines unit, the study of Rube Goldberg machines can help students evaluate the importance and usefulness of the many machines in the world around them.","Type":"lesson","Alignments":["S11424D3","S2471389","S2471340","S2471268","S2471414","S21199472","S21199546"]},{"Id":"cub_waterqtnew_lesson01","Url":"https://teachengineering.org/lessons/view/cub_waterqtnew_lesson01","Title":"Test and Treat Before You Drink","Summary":"Students learn about water quality testing and basic water treatment processes and technology options. Biological, physical and chemical treatment processes are addressed, as well as physical and biological water quality testing, including testing for bacteria such as E. coli.","Type":"lesson","Alignments":["S11425CB","S11425D2","S21199537","S21199538"]},{"Id":"uoh_polymer_lesson01","Url":"https://teachengineering.org/lessons/view/uoh_polymer_lesson01","Title":"Close Encounters of the Polymer Kind","Summary":"Polymers are a vital part of our everyday lives and nearly all consumer products have a plastic component of some variation. Students explore the basic characteristics of polymers through the introduction of two polymer categories: thermoplastics and thermosets. During teacher demos, students observe the unique behaviors of thermoplastics. The fundamentals of thermoset polymers are discussed, preparing them to conduct the associated activity in which they create their own thermoset materials and mechanically test them. At the conclusion of this lesson-activity pair, students understand the basics of thermoplastics and thermosets, which may entice their interest in polymer engineering.","Type":"lesson","Alignments":["S113EF52","S113EF54","S2454538","S21199537","S21199536","S21199539"]},{"Id":"van_biomimicry_less2","Url":"https://teachengineering.org/lessons/view/van_biomimicry_less2","Title":"Food Chains and Food Webs - Balance within Natural Systems","Summary":"With a continued focus on the Sonoran Desert, students are introduced to the concepts of food chains and food webs through a PowerPoint® presentation. They learn the difference between producers and consumers and study how these organisms function within their communities as participants in various food chains. They further understand ecosystem differences by learning how multiple food chains link together to form intricate and balanced food webs. At lesson end, students construct food webs using endemic desert species.","Type":"lesson","Alignments":["S113EE9E","S2378010","S2597360","S2454568","S21199587","S21199503"]},{"Id":"van_feelbetter_lesson02","Url":"https://teachengineering.org/lessons/view/van_feelbetter_lesson02","Title":"Microfluidic Devices and Flow Rate","Summary":"Students obtain a basic understanding of microfluidic devices, how they are developed and their uses in the medical field. After conducting the associated activity, they watch a video clip and learn about flow rate and how this relates to the speed at which medicine takes effect in the body. What they learn contributes to their ongoing objective to answer the challenge question presented in lesson 1 of this unit. They conclude by solving flow rate problems provided on a worksheet.","Type":"lesson","Alignments":["S2526300","S2526233","S1143638","S1143612","S21199585","S21199546"]},{"Id":"van_feelbetter_lesson01","Url":"https://teachengineering.org/lessons/view/van_feelbetter_lesson01","Title":"How Antibiotics Work ","Summary":"Students are introduced to a challenge question. Towards answering the question, they generate ideas for what they need to know about medicines and how they move through our bodies, watch a few short videos to gain multiple perspectives, and then learn lecture material to obtain a basic understanding of how antibiotics kill bacteria in the human body. They learn why different forms of medicine (pill, liquid or shot) get into the blood stream at different speeds.","Type":"lesson","Alignments":["S1132A36","S21199585","S21199546"]},{"Id":"mis_biosensors_lesson01","Url":"https://teachengineering.org/lessons/view/mis_biosensors_lesson01","Title":"Biosensors for Food Safety","Summary":"How can you tell if harmful bacteria are in your food or water that might make you sick? What you eat or drink can be contaminated with bacteria, viruses, parasites and toxins—pathogens that can be harmful or even fatal. Students learn which contaminants have the greatest health risks and how they enter the food supply. Students can conduct their own experiment to investigate bacteria growth using the associated activity. While food supply contaminants can be identified from cultures grown in labs, bioengineers are creating technologies to make the detection of contaminated food quicker, easier and more effective.","Type":"lesson","Alignments":["S113007E","S11300DF","S103F18F","S11417EC","S11417EE","S2454505","S21199472","S21199546"]},{"Id":"duk_powergen_tech_less","Url":"https://teachengineering.org/lessons/view/duk_powergen_tech_less","Title":"Generators: Three Mile Island vs. Hoover Dam","Summary":"Students are given a history of electricity and its development into the modern age—an energy lifeline upon which our society so depends. A range of methods of electrical power generation are introduced—turbines, hydroelectric, steam, fuel cells, solar power and wind power—along with further discussion of each technology\u0027s pros and cons.","Type":"lesson","Alignments":["S2363713","S2363658","S2363510","S2363511","S11417D9","S11417DA","S2454534","S21199530","S21199533","S21199555","S21199546","S21199531"]},{"Id":"duk_bubble_mary_less","Url":"https://teachengineering.org/lessons/view/duk_bubble_mary_less","Title":"How Much Sugar Is in Bubble Gum?","Summary":"Some of the flavoring in bubble gum is due to the sugar or other sweetener it contains. As gum is chewed, the sugar dissolves and is swallowed. After a piece of gum loses its sweetness, it can be left to dry at room temperature and then the difference between its initial (unchewed) mass and its chewed mass can be used to calculate the percentage of sugar in the gum. This demonstration experiment is used to generate new questions about gums and their ingredients, and students can then design and execute new experiments based on their own questions.","Type":"lesson","Alignments":["S2420416","S2420081","S2420075","S2420159","S2420124","S2420156","S2420157","S1143681","S114367B","S1143549","S11434E1","S2454475","S2420125","S2420066","S2420071","S2420179","S11434D3","S11434C9","S11434E9","S11434EA","S2373213","S1143510","S1143569","S21199579","S21199606"]},{"Id":"mis_pharma_lesson01","Url":"https://teachengineering.org/lessons/view/mis_pharma_lesson01","Title":"Pharmaceutical Research Design Problem","Summary":"Through this lesson and its associated activity, students explore the role of biomedical engineers working for pharmaceutical companies. First, students gain background knowledge about what biomedical engineers do, how to become a biomedical engineer, and the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e. The goal is to introduce biomedical engineering as medical problem solving as well as highlight the importance of maintaining normal body chemistry. Students participate in the research phase of the design process as it relates to improving the design of a new prescription medication. During the research phase, engineers learn about topics by reading scholarly articles written by others, and students experience this process. Students draw on their research findings to participate in discussion and draw conclusions about the impact of medications on the human body.","Type":"lesson","Alignments":["S1137593","S114175C","S11417EE","S21199589","S21199610","S21199586","S21199539"]},{"Id":"duk_heartvalve_tech_less","Url":"https://teachengineering.org/lessons/view/duk_heartvalve_tech_less","Title":"Put Your Heart into Engineering","Summary":"Students learn all about the body\u0027s essential mighty organ, the heart, as well as the powerful blood vascular system. This includes information on the many different sizes and pervasiveness of capillaries, veins and arteries, and how they affect blood flow through the system. Then students focus on heart valves, how they work and what might cause them to fail, coming to realize the value of prosthetic heart valves, a life-saving biomedical invention. Students are asked to evaluate the different options for heart valve replacements based on performance criteria, and provide an summary of their advantages and disadvantages. ","Type":"lesson","Alignments":["S2363704","S2363623","S2363655","S114174C","S11417F8","S2454534","S21199515","S21199495","S21199514"]},{"Id":"uof-2397-monumental-movements-3d-printing-lesson","Url":"https://teachengineering.org/lessons/view/uof-2397-monumental-movements-3d-printing-lesson","Title":"Monumental Movements","Summary":"Students learn some of the implications of 3D printing in the biomedical field. Unlike 3D printers used in a classroom or by consumers, which use a plastic filament to produce a product, 3D printing for medical purposes is often with real living cells. In this lesson, students gain an understanding of how 3D printing is changing lives for the better through a presentation and group discussion. In the corresponding activity, they have the opportunity to participate in a hands-on simulation of a real-world 3D printing task.","Type":"lesson","Alignments":["S1141704","S11417F8","S2751470","S2470939","S2470962","S21199515","S21199472","S21199514"]},{"Id":"duk_marine_musc_less","Url":"https://teachengineering.org/lessons/view/duk_marine_musc_less","Title":"Habitat Mapping","Summary":"How do we study what we cannot see or touch? Students learn about technologies used for underwater mapping, such as benthic habitat images produced by GIS. They participate in a class discussion on why habitat mapping is useful and how current technology works to make bathymetry mapping possible. Through inquiry-based questions, students brainstorm about the importance of bathymetry mapping to help us explore and map the seafloor, marine habitats and the water column. They examine collected data and draw conclusions. Students learn how remote sensing and underwater vehicles designed by engineers give scientists more data to be able to better map marine habitats.  ","Type":"lesson","Alignments":["S2363714","S2363659","S2363715","S2454463","S21199514","S21199472","S21199581"]},{"Id":"uno_junit_lesson01","Url":"https://teachengineering.org/lessons/view/uno_junit_lesson01","Title":"Using JUnit to Design Software Testing Programs","Summary":"Students focus on the testing phase of the design process by considering how they have tested computer programs in the past and learning about a new method called JUnit to test programs in the future. JUnit is a testing method that is included with NetBeans (Java) installs or can be downloaded from the web and included in the Java build. Students design tests using JUnit and implement those tests.","Type":"lesson","Alignments":["S10018DC","S10216DC","S2378120","S2378124","S2378143","S1141743","S21199589","S21199585","S21199480"]},{"Id":"umo_computerprogram_lesson03","Url":"https://teachengineering.org/lessons/view/umo_computerprogram_lesson03","Title":"How Do You Make Loops and Switches?","Summary":"Students learn how to program using loops and switches. They see how loops enable us to easily and efficiently tell a computer to keep repeating an operation. They also see that switches permit programs to follow different instructions based on whether or not preconditions are fulfilled. Using the LEGO® MINDSTORMS® robots, sensors and software, student pairs perform three mini programming activities using loops and switches individually, and then combined. With practice, they incorporate these tools into their programming skill sets in preparation for the associated activity. A PowerPoint® presentation, pre/post quizzes and worksheet are provided.","Type":"lesson","Alignments":["S2477267","S2454469","S2454535","S1141765","S2366906","S2596341","S21199571","S21199472","S21199580","S21199526"]},{"Id":"umo_computerprogram_lesson01","Url":"https://teachengineering.org/lessons/view/umo_computerprogram_lesson01","Title":"What Is a Program?","Summary":"Students are introduced to the basic concepts of computer programs, algorithms and programming. Using a few blindfolds and a simple taped floor maze exercise, students come to understand that computers rely completely upon instructions given in programs and thus programs must be comprehensive and thorough. Then students learn to program using the LEGO® MINDSTORMS® software. They create and test basic programs, first using just the LEGO intelligent brick, and then using basic movement commands with the LEGO software on computers. A detailed PowerPoint® presentation, plus a worksheet and pre/post quizzes are provided.","Type":"lesson","Alignments":["S2477389","S2477267","S2454469","S2454470","S2454534","S2454535","S1141765","S2366906","S11434F2","S2596341","S21199512","S21199571","S21199472","S21199580","S21199526"]},{"Id":"umo_computerprogram_lesson02","Url":"https://teachengineering.org/lessons/view/umo_computerprogram_lesson02","Title":"How Do You Make a Program Wait?","Summary":"Building on the programming basics learned so far in the unit, students next learn how to program using sensors rather than by specifying exact durations. They start with an examination of algorithms and move to an understanding of conditional commands (until, then), which require the use of wait blocks. Working with the LEGO® MINDSTORMS® EV3 robots and software, they learn about wait blocks and how to use them in conjunction with move blocks set with unlimited duration. To help with comprehension and prepare them for the associated activity programming challenges, volunteer students act out a maze demo and student groups conclude by programming LEGO robots to navigate a simple maze using wait block programming. A PowerPoint® presentation, a worksheet and pre/post quizzes are provided. ","Type":"lesson","Alignments":["S2477389","S2477374","S2477267","S2454469","S2454470","S2454534","S2454535","S1141765","S11434A2","S2366906","S11434F2","S2596341","S21199512","S21199571","S21199472","S21199580","S21199526"]},{"Id":"duk_decomposers_mary_less","Url":"https://teachengineering.org/lessons/view/duk_decomposers_mary_less","Title":"Dirty Decomposers","Summary":"Using the associated activity students design and conduct experiments to determine what environmental factors favor decomposition by soil microbes. They use chunks of carrots for the materials to be decomposed, and their experiments are carried out in plastic bags filled with soil. Every few days students remove the carrots from the dirt and weigh them. Depending on the experimental conditions, after a few weeks most of the carrots have decomposed completely.  ","Type":"lesson","Alignments":["S2420140","S2420156","S2420124","S2420179","S2420178","S2363663","S2363686","S2363724","S2363725","S11417E8","S11417EA","S2454505","S114350F","S114354A","S2420070","S2420180","S11434C9","S11434E9","S1143531","S1143548","S1143549","S21199579","S21199578","S21199581"]},{"Id":"duk_virus_mary_less","Url":"https://teachengineering.org/lessons/view/duk_virus_mary_less","Title":"Viral Hijackers","Summary":"Students learn how viruses invade host cells and hijack their cell-reproduction mechanisms in order to make new viruses, which can in turn attack additional host cells. Students also learn how the immune system responds to viral invasions, eventually defeating the viruses—if all goes well. Finally, they consider the special case of HIV, in which the virus\u0027 host cell is a key component of the immune system itself, thereby severely crippling the immune system and ultimately leading to AIDS. Note the recommended order to conduct this lesson/activitiy set: After presenting the lesson\u0027s Introduction/Motivation content, conduct the associated activity—a dramatic hands-on simulation that illustrates how quickly a virus can spread through a population, and then challenges students to determine who the initial bearers of the virus were. Then return to the lesson, with students ready to learn more about viruses.","Type":"lesson","Alignments":["S2363720","S2363661","S2363721","S11417F8","S11417FA","S2454494"]},{"Id":"cub_airplanes_lesson07","Url":"https://teachengineering.org/lessons/view/cub_airplanes_lesson07","Title":"Airplane Tails \u0026 Wings: Are You in Control?","Summary":"Students learn about airplane control surfaces on tails and wings, and engineering testing wherein one variable is changed while others are held constant. Through the associated activity, they compare the performance of a single paper airplane design while changing its shape, size and flap positions.","Type":"lesson","Alignments":["S11424E4","S11416C8","S2454536","S21199555"]},{"Id":"cub_mars_lesson06","Url":"https://teachengineering.org/lessons/view/cub_mars_lesson06","Title":"Sending Astronauts on a Mission to Mars!","Summary":"Students are immersed in the details for a possible future mission to Mars. They learn about the human safety risks that are evaluated and addressed to minimize danger to astronauts. They examine a specialized launch schedule and the varied backgrounds and professions of the crew. Students find out about the crew\u0027s activities and living conditions once on the Martian surface, as well as how to make enough fuel to make it off the Red Planet to return home.  ","Type":"lesson","Alignments":["S114174C","S11425BD","S21199515"]},{"Id":"cub_mars_lesson04","Url":"https://teachengineering.org/lessons/view/cub_mars_lesson04","Title":"Get Me Off This Planet","Summary":"The purpose of this lesson is to teach students how a spacecraft gets from the surface of the Earth to Mars. Students first investigate rockets and how they are able to get us into space. Finally, the nature of an orbit is discussed as well as how orbits enable us to get from planet to planet — specifically from Earth to Mars.","Type":"lesson","Alignments":["S11417BA","S11425BD","S11425C1","S2553794","S2553745","S114352F","S1143517","S11434D2","S11434D3","S2454479"]},{"Id":"cub_biomed_lesson05","Url":"https://teachengineering.org/lessons/view/cub_biomed_lesson05","Title":"Digestion Simulation","Summary":"To reinforce students\u0027 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. Students can practice their understanding by using the associated activity to model a digestive process. The teacher demo requires vinegar, baking soda, water and aspirin.","Type":"lesson","Alignments":["S11417F8","S1141704","S114248A","S2454494"]},{"Id":"cub_simp_machines_lesson02","Url":"https://teachengineering.org/lessons/view/cub_simp_machines_lesson02","Title":"Just Plane Simple","Summary":"This lesson introduces students to three of the six simple machines used by many engineers. These machines include the inclined plane, the wedge and the screw. In general, engineers use the inclined plane to lift heavy loads, the wedge to cut materials apart, and the screw to convert rotational motion into linear movement. Furthermore, the mechanical advantage describes how easily each machine can do work and is determined by its physical dimensions.","Type":"lesson","Alignments":["S11424D2","S11424D3","S2553794","S2555916","S1143533","S1143513","S2471198","S2471257","S2471320","S1141704","S11434D3","S2553809","S21199515"]},{"Id":"van_mri_lesson_9","Url":"https://teachengineering.org/lessons/view/van_mri_lesson_9","Title":"Magnetic Fields Matter","Summary":"Students are introduced to the effects of magnetic fields in matter addressing permanent magnets, diamagnetism, paramagnetism, ferromagnetism and magnetization. First, they compare the magnetic field of a solenoid to the magnetic field of a permanent magnet. Then they learn the response of diamagnetic, paramagnetic and ferromagnetic materials to magnetic fields. Now aware of the mechanism causing a solid to respond to a field, students learn how to measure the response by looking at the net magnetic moment per unit volume of the material.","Type":"lesson","Alignments":["S11417DE","S2471749","S2471750","S2471756","S2471848","S1132F8F","S2366907","S1143593","S114363B","S2525796","S2526305","S2526306"]},{"Id":"van_mri_lesson_10","Url":"https://teachengineering.org/lessons/view/van_mri_lesson_10","Title":"Magnetic Resonance Imaging","Summary":"This lesson ties together the preceding lessons of this unit and brings students back to the overarching grand challenge question on MRI safety. During this lesson, students focus on the logistics of magnetic resonance imaging as well as MRI hardware. They integrate this knowledge with their acquired understanding of magnetic fields to create instructional safety awareness pamphlets, websites or slide presentations to solve the challenge question.","Type":"lesson","Alignments":["S11417FC","S11417DE","S2471756","S2471749","S2471787","S1132F8F"]},{"Id":"van_mri_lesson_8","Url":"https://teachengineering.org/lessons/view/van_mri_lesson_8","Title":"Changing Fields","Summary":"To begin, students use the associated activity to induce EMF in a coil of wire using magnetic fields. Then, demonstrations on eddy currents show how a magnetic field can slow magnets just as eddy currents are used to slow large trains. Then students observe a demonstration in which a loop \"jumps\" because of a changing magnetic field. Finally, a lecture reviews the cross product with respect to magnetic force and introduces magnetic flux, Faraday\u0027s law of Induction, Lenz\u0027s law, eddy currents, motional EMF and Induced EMF.  ","Type":"lesson","Alignments":["S11417DE","S2454555","S1132F8F","S2366906","S1143638","S114363B","S1143593","S2525795","S2526305","S2526306","S2526300"]},{"Id":"usf_stormwater_lesson02","Url":"https://teachengineering.org/lessons/view/usf_stormwater_lesson02","Title":"Green Infrastructure and Low-Impact Development Technologies","Summary":"Students are introduced to innovative stormwater management strategies that are being used to restore the hydrology and water quality of urbanized areas to pre-development conditions. Collectively called green infrastructure (GI) and low-impact development (LID) technologies, they include green roofs and vegetative walls, bioretention or rain gardens, bioswales, planter boxes, permeable pavement, urban tree canopy, rainwater harvesting, downspout disconnection, green streets and alleys, and green parking. These approaches differ from the traditional centralized stormwater collection system with the idea of handling stormwater at its sources, resulting in many environmental, economic and societal benefits. A PowerPoint® presentation provides photographic examples, and a companion file gives students the opportunity to sketch in their ideas for using the technologies to make improvements to 10 real-world design scenarios.","Type":"lesson","Alignments":["S2454502","S2454532","S113091A","S1141704","S11416BB","S21199515","S21199538"]},{"Id":"cub_bernoulli_lesson01","Url":"https://teachengineering.org/lessons/view/cub_bernoulli_lesson01","Title":"Bernoulli\u0027s Principle","Summary":"Bernoulli\u0027s principle relates the pressure of a fluid to its elevation and its speed. Bernoulli\u0027s equation can be used to approximate these parameters in water, air or any fluid that has very low viscosity. Students use the associated activity to learn about the relationships between the components of the Bernoulli equation through real-life engineering examples and practice problems.","Type":"lesson","Alignments":["S11424CA","S2555916","S1143638","S114363B","S2555911","S2555915","S2366907","S2366909","S1141704","S2454551"]},{"Id":"cub_air_lesson03","Url":"https://teachengineering.org/lessons/view/cub_air_lesson03","Title":"Invisible Air Pollution: I Don\u0027t Believe My Eyes!","Summary":"Students develop their understanding of the effects of invisible air pollutants with a rubber band air test, a bean plant experiment and by exploring engineering roles related to air pollution. In an associated literacy activity, students develop visual literacy and write photograph captions. They learn how images are manipulated for a powerful effect and how a photograph can make the invisible (such as pollutants) visible. Note: You may want to set up the activities for Air Pollution unit, Lessons 2 and 3, simultaneously as they require extended data collection time and can share collection sites.  ","Type":"lesson","Alignments":["S1141717","S11424E8","S114254F","S2454463","S11434D3","S1143681","S21199531"]},{"Id":"cub_space8_lesson03","Url":"https://teachengineering.org/lessons/view/cub_space8_lesson03","Title":"Asteroids","Summary":"Students learn some basic facts about asteroids in our solar system, mainly about the size of asteroids and how that relates to the potential danger of an asteroid colliding with the Earth. Students are briefly introduced to the destruction that would ensue should a large asteroid hit, as it did 65 million years ago. Students are then encouraged to use the associated activity to research the impacts and potential actions to prevent such events on Earth.","Type":"lesson","Alignments":["S11425BD","S11425C1","S21199515"]},{"Id":"cub_desal_lesson01","Url":"https://teachengineering.org/lessons/view/cub_desal_lesson01","Title":"Ocean Water Desalination","Summary":"Students learn about the techniques engineers have developed for changing ocean water into drinking water, including thermal and membrane desalination. They begin by reviewing the components of the natural water cycle. They see how filters, evaporation and/or condensation can be components of engineering desalination processes. They learn how processes can be viewed as systems, with unique objects, inputs, components and outputs, and sketch their own system diagrams to describe their own desalination plant designs.","Type":"lesson","Alignments":["S11424E1","S11424E2","S2454524","S21199496","S21199497","S21199495"]},{"Id":"cub_mars_lesson03","Url":"https://teachengineering.org/lessons/view/cub_mars_lesson03","Title":"Come On Over Rover","Summary":"Have you ever wondered why it takes such a long period of time for NASA to build space exploration equipment? What is involved in manufacturing and building a rover for the Red Planet? During this lesson, students discover the journey that a Mars rover embarks upon after being designed by engineers and before being prepared for launch. Students investigate the fabrication techniques, tolerance concepts, assembly and field-testing associated with a Mars exploratory rover to prepare for the associated activities where they design their own rover prototype. ","Type":"lesson","Alignments":["S1141797","S11425BD","S2454533","S1143676"]},{"Id":"duk_solarcar_tech_less","Url":"https://teachengineering.org/lessons/view/duk_solarcar_tech_less","Title":"From Sunlight to Electric Current ","Summary":"Students explore the concept of current in electrical circuits, with current defined as the flow of electrons. Then photovoltaic (PV) cell properties are introduced. Generally constructed of silicon, PV cells contain a large number of electrons BUT they can be thought of as \"frozen\" in their natural state. A source of energy is required to \"free\" these electrons if we wish to create current. Sunlight provides this energy. This leads to the principle of \"conservation of energy.\" Finally, with a basic understanding of the circuits through Ohm\u0027s law, students see how energy from the sun can be used to power everyday items, including vehicles. Engaging students in the engineering design activity of building model solar cars helps students learn these concepts.","Type":"lesson","Alignments":["S2363693","S2420156","S2363491","S2363653","S11417D8","S11417D9","S11417DA","S11434E9"]},{"Id":"cub_environ_lesson08","Url":"https://teachengineering.org/lessons/view/cub_environ_lesson08","Title":"How Should Our Gardens Grow?","Summary":"In this lesson, students learn about types of land use by humans and evaluate the ways land is used in their local community. They also consider the environmental effects of the different types of land use. Students will assume the role of community planning engineers and will create a future plan for their community. (Note: Teachers will need to check out the following book from the local or school library: Durell, Ann, Craighead George, Jean, and Paterson, Katherine. The Big Book For Our Planet, New York: Dutton Children\u0027s Books, 1993).","Type":"lesson","Alignments":["S11417A7","S1142569","S2454427","S2454463"]},{"Id":"cub_mars_lesson01","Url":"https://teachengineering.org/lessons/view/cub_mars_lesson01","Title":"The Amazing Red Planet","Summary":"Students are introduced to the planet Mars. They begin by discussing the location and size of Mars relative to Earth, as well many interesting facts about this \"red planet\" such as its size relative to other planets in the solar system. Next, the history of Martian exploration is reviewed and students discover why researchers are so interested in studying this mysterious planet. The lesson is accompanied by the associated activity to have students gain a better understanding of Mars\u0027 positioning through scaling techniques. The lesson concludes with students learning about future plans to visit Mars.","Type":"lesson","Alignments":["S11425BD","S2454518","S21199555","S21199472"]},{"Id":"duk_tall_mary_less","Url":"https://teachengineering.org/lessons/view/duk_tall_mary_less","Title":"Measuring and Graphing: How Tall Are We?","Summary":"Kindergartners measure each others\u0027 heights using large building blocks as the unit of measure. For their measurement technique, they tally how many blocks high each student is. Then they display the collected data in bar graphs made from from paper cut-outs of miniature building blocks glued on paper, which helps them see how bar graphs look like the various student heights they observe. Doing this establishes an important foundation for both creating and interpreting graphs in future years, as well as prepares students for the associated activity when they visit a second- and a fourth-grade class to measure those older students\u0027 heights. They also measure adults in the school community. Creating bar graphs from this additional data enables students to compare the different age groups to foresee how they may grow taller.  Through this introduction to graphing lesson and its associated activity, students develop the concepts and vocabulary to describe, in a non-ambiguous way, how height changes as children age.","Type":"lesson","Alignments":["S2419783","S2419899","S2419901","S2419902","S11417C2","S1143424","S1143425","S114341A","S1143696","S1143449","S1143463","S2419776","S2419889","S2419890","S2419778","S2419914","S114341D","S1143468","S1143469","S2468133","S2470518","S21199483"]},{"Id":"cub-2636-climate-change-cars-3-5-lesson","Url":"https://teachengineering.org/lessons/view/cub-2636-climate-change-cars-3-5-lesson","Title":"Climate Change and Cars (3-5)","Summary":"This lesson introduces students to the concepts of climate change and how cars can contribute to climate change. Students learn the basics of the greenhouse effect and the carbon cycle. They also learn how transportation affects our atmosphere. Students work together to understand how various forms of transportation have costs and benefits, and which modes of transportation are better for the environment.","Type":"lesson","Alignments":["S2454441","S2454463"]},{"Id":"cub_bio_lesson01","Url":"https://teachengineering.org/lessons/view/cub_bio_lesson01","Title":"Environments and Ecosystems","Summary":"Students explore the biosphere and its associated environments and ecosystems in the context of creating a model ecosystem, learning along the way about the animals and resources. Students investigate different types of ecosystems, learn new vocabulary, and consider why a solid understanding of one\u0027s environment and the interdependence of an ecosystem can inform the choices we make and the way we engineer our communities. This lesson is part of a series of six lessons in which students use their growing understanding of various environments and the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, to design and create their own model biodome ecosystems.","Type":"lesson","Alignments":["S1141716","S1142566","S1142567","S2454431","S2454426","S21199544"]},{"Id":"mis-2230-photosynthesis-cellular-respiration-atomic-level","Url":"https://teachengineering.org/lessons/view/mis-2230-photosynthesis-cellular-respiration-atomic-level","Title":"Photosynthesis and Cellular Respiration at the Atomic Level","Summary":"Students learn about the basic principles of electromicrobiology—the study of microorganisms’ electrical properties—and the potential that these microorganisms may have as a next-generation source of sustainable energy. They are introduced to one such promising source: microbial fuel cells (MFCs).  Using the metabolisms of microbes to generate electrical current, MFCs can harvest bioelectricity, or energy, from the processes of photosynthesis and cellular respiration. Students learn about the basics of MFCs and how they function as well as the chemical processes of photosynthesis and cellular respiration","Type":"lesson","Alignments":["S2728519","S2728544","S1141704","S2454471","S2454476","S2454496"]},{"Id":"duk_surgicaldevices_tech_less","Url":"https://teachengineering.org/lessons/view/duk_surgicaldevices_tech_less","Title":"Medical Instrumentation","Summary":"Students learn about the sorts of devices designed by biomedical engineers and the many other engineering specialties that are required in their design of medical diagnostics, therapeutic aids, surgical devices and procedures, and replacement parts. They discuss the special considerations that must be made when dealing with the human body, such as being minimally invasive, biocompatible, keeping sterile, lightweight, corrosion resistant, long lasting and electrically safe. They also explore how \"form fits function.\" Students gain an appreciation for the amazing devices that improve our quality of life. This lesson serves as a starting point for students to begin to ponder how the medical devices in their everyday lives work.","Type":"lesson","Alignments":["S2363694","S11417F8","S2454534","S21199515","S21199472","S21199475"]},{"Id":"umo_challenges_lesson02","Url":"https://teachengineering.org/lessons/view/umo_challenges_lesson02","Title":"What Are Gears and What Do They Do?","Summary":"Students are introduced to an important engineering element—the gear. Different types of gears are used in many engineering devices, including wind-up toys, bicycles, cars and non-digital clocks. Students learn about various types of gears and how they work in machines. They handle and combine LEGO spur gears as an exercise in gear ratios. They see how gears and different gear train arrangements are used to change the speed, torque and direction of a power source. This prepares them to apply this knowledge in four associated activities in order to create successful solutions to design challenges that use LEGO® MINDSTORMS® EV3 robots. A PowerPoint® presentation, pre/post quizzes and a worksheet are provided.","Type":"lesson","Alignments":["S1141702","S1141704","S11416BE","S11434CE","S11434CF","S2596328","S2477566","S2477567","S2477585","S11434D2","S2471200","S2471198"]},{"Id":"cub_brid_lesson05","Url":"https://teachengineering.org/lessons/view/cub_brid_lesson05","Title":"Show Me the Money","Summary":"Students learn about the major factors that comprise the design and construction cost of a modern bridge. Before a bridge design is completed, engineers provide overall cost estimates for construction of the bridge. Students learn about the components that go into estimating the total cost, including expenses for site investigation, design, materials, equipment, labor and construction oversight, as well as the tradeoff between a design and its cost.","Type":"lesson","Alignments":["S11424D2","S1143680","S11434D3","S1143682","S114351D","S2471320","S2553809","S2558098","S2553806","S2553801"]},{"Id":"cub_mars_lesson05","Url":"https://teachengineering.org/lessons/view/cub_mars_lesson05","Title":"Six Minutes of Terror","Summary":"This lesson discusses how each component of a spacecraft is specifically designed so that a rover can land safely in six minutes. Also, students learn how common, everyday materials and technology, like nylon, polyester and airbags, are used in space-age technology.   ","Type":"lesson","Alignments":["S11417BA","S11424D3","S11425BD","S11434D2","S2454487","S2553808"]},{"Id":"cub_rock_lesson05","Url":"https://teachengineering.org/lessons/view/cub_rock_lesson05","Title":"Soil Investigations","Summary":"Students learn the basics about soil, including its formation through the cycling of the Earth\u0027s materials, as well as its characteristics and importance. They are also introduced to soil profiles and how engineers conduct site investigations to learn about soil quality for development, contamination transport, and assessing the general environmental health of an area.","Type":"lesson","Alignments":["S1143681","S2471555","S2553802"]},{"Id":"clem_waves_lesson05","Url":"https://teachengineering.org/lessons/view/clem_waves_lesson05","Title":"Understanding the Structure of the Eye","Summary":"Students learn about the anatomical structure of the human eye and how humans see light, as well as some causes of color blindness. They conduct experiments as an example of research to gather information. During their investigations, they test other students\u0027 vision, gathering data and measurements about when objects appear blurry. These topics help students prepare to design solutions to an overarching engineering challenge question.","Type":"lesson","Alignments":["S103D66E","S11416C0"]},{"Id":"pur_fluidpower_less1","Url":"https://teachengineering.org/lessons/view/pur_fluidpower_less1","Title":"Fluid Power Basics","Summary":"Students learn about the fundamental concepts important to fluid power, which includes both pneumatic (gas) and hydraulic (liquid) systems. Both systems contain four basic components: reservoir/receiver, pump/compressor, valve, cylinder. Students learn background information about fluid power—both pneumatic and hydraulic systems—including everyday applications in our world (bulldozers, front-end loaders, excavators, chair height lever adjustors, door closer dampers, dental drills, vehicle brakes) and related natural laws. After a few simple teacher demos, they learn about the four components in all fluid power systems, watch two 26-minute online videos about fluid power, complete a crossword puzzle of fluid power terms, and conduct a task card exercise. This prepares them to conduct the associated hands-on activity, using the Portable Fluid Power Demonstrator (teacher-prepared kits) to learn more about the properties of gases and liquids in addition to how forces are transmitted and multiplied within these systems.","Type":"lesson","Alignments":["S11417BA","S11417DA","S2369413","S11434D2","S1143682","S11434D3","S11434E1"]},{"Id":"duk_marine_musc_less2","Url":"https://teachengineering.org/lessons/view/duk_marine_musc_less2","Title":"Marine Animal Tracking","Summary":"Students are introduced to the ideas and implications of animal tracking, which is useful within scientific and commercial industries. For instance, when planning coastal area development, it is important to take into consideration animal presence and movement. Students are engaged in an activity to monitor animal foraging behavior on a spatial scale by  working in groups to track each others\u0027 movements as they travel a pre-determined course. They record their results individually and collaboratively in an attempt to understand animal movement regarding foraging behavior. Students also engage in a creative design activity, focusing on how they would design a tag for a marine animal of their choice. To conclude, students are questioned about data interpretation and how spatial information is important in relation to commercial, conservation and scientific research decisions.     ","Type":"lesson","Alignments":["S2419908","S2363642","S2363715","S11416F1","S11417C9","S2390253","S21199499","S21199581","S2471426"]},{"Id":"duk_energymusic_mem_less","Url":"https://teachengineering.org/lessons/view/duk_energymusic_mem_less","Title":"Energy Transfer in Musical Instruments","Summary":"This lesson covers concepts of energy and energy transfer, with a focus on energy transfer in musical instruments. More specifically, students learn the two different ways in which energy can be transferred between a system and its environment. The law of conservation of energy is also described. Example systems are presented (two cars on a track and a tennis ball falling to the ground) and students make predictions and explain the energy transfer mechanisms. The engineering focus becomes clear in the associated activity when students apply the concepts learned in the lesson to design musical instruments. The systems analyzed in the lesson help in discussing how to apply conservation of energy and energy transfer to make things.  ","Type":"lesson","Alignments":["S2363647","S2363653","S2363692","S11417D8","S2454487"]},{"Id":"umo_ourbodies_lesson01","Url":"https://teachengineering.org/lessons/view/umo_ourbodies_lesson01","Title":"Brain is a Computer","Summary":"Students learn about the similarities between the human brain and its engineering counterpart, the computer. Since students work with computers routinely, this comparison strengthens their understanding of both how the brain works and how it parallels that of a computer. Students are also introduced to the \"stimulus-sensor-coordinator-effector-response\" framework through the associated activity to reinforce their understanding of human and robot interactions.","Type":"lesson","Alignments":["S2454495","S2596341","S2596649","S2596491","S21199515"]},{"Id":"uoh_sep_mixtures_less1","Url":"https://teachengineering.org/lessons/view/uoh_sep_mixtures_less1","Title":"Separating Mixtures","Summary":"Students learn how to classify materials as mixtures, elements or compounds and identify the properties of each type. The concept of separation of mixtures is also introduced since nearly every element or compound is found naturally in an impure state such as a mixture of two or more substances, and it is common that chemical engineers use separation techniques to separate mixtures into their individual components. For example, the separation of crude oil into purified hydrocarbons such as natural gas, gasoline, diesel, jet fuel and/or lubricants.","Type":"lesson","Alignments":["S11417A2","S114179E","S113F01E"]},{"Id":"cub_biomed_lesson04","Url":"https://teachengineering.org/lessons/view/cub_biomed_lesson04","Title":"Breathe In, Breathe Out","Summary":"Students are introduced to the respiratory system, the lungs and air. They learn about how the lungs and diaphragm work, how air pollution affects lungs and respiratory functions, some widespread respiratory problems, and how engineers help us stay healthy by designing machines and medicines that support respiratory health and function. Students then get to create their own model respiratory system using the associated activity to investigate real life engineering applications.","Type":"lesson","Alignments":["S11417F8","S1142541","S114248A","S1141704","S2454494"]},{"Id":"cub_electricity_lesson01","Url":"https://teachengineering.org/lessons/view/cub_electricity_lesson01","Title":"Lights Out!","Summary":"What would your life be like without electricity? In this lesson, students engage in the science and engineering practices of making observations and asking questions to make sense of the phenomenon of electricity. They learn about two main forms of electricity, static and current, and that electrons can move between atoms, leaving atoms in a charged state. Students discover the disciplinary core concepts of electric forces and current while applying the crosscutting concept of energy transfer.  ","Type":"lesson","Alignments":["S11424F4","S11424F3","S2454438","S21199512","S21199542"]},{"Id":"duk_density_mary_less","Url":"https://teachengineering.org/lessons/view/duk_density_mary_less","Title":"Floaters and Sinkers","Summary":"Students are introduced to the important concept of density. The focus is on the more easily understood densities of solids, but students can also explore the densities of liquids and gases. Students devise methods to determine the densities of solid objects, including the method of water displacement to determine volumes of irregularly-shaped objects. By comparing densities of various solids to the density of water, and by considering the behavior of different solids when placed in water, students conclude that ordinarily, objects with densities greater than water sink, while those with densities less than water float. Density is an important material property for engineers to understand.","Type":"lesson","Alignments":["S2363671","S2363646","S2420179","S2420130","S2420156","S2454473","S114351D","S11435E4","S2419999","S2420406","S11434E9","S1143516","S1143549","S21199514"]},{"Id":"cub_biomed_lesson02","Url":"https://teachengineering.org/lessons/view/cub_biomed_lesson02","Title":"Muscles, Oh My!","Summary":"Students are introduced to how engineering closely relates to the field of biomechanics and how the muscular system produces human movement. They learn the importance of the muscular system in our daily lives, why it is important to be able to repair muscular injuries and how engineering helps us by creating things to benefit our muscular health, movement and repair.","Type":"lesson","Alignments":["S11417F6","S2454494","S11417F8","S1141704","S114248A"]},{"Id":"uoh_nano_lesson02","Url":"https://teachengineering.org/lessons/view/uoh_nano_lesson02","Title":"Fun with Nanotechnology","Summary":"Through three teacher-led demonstrations, students are shown samplers of real-world nanotechnology applications involving ferrofluids, quantum dots and gold nanoparticles. This nanomaterials engineering lesson introduces practical applications for nanotechnology and some scientific principles related to such applications. It provides students with a first-hand understanding of how nanotechnology and nanomaterials really work. Through the interactive demos, their interest is piqued about the odd and intriguing nano-materials behaviors they witness, which engages them to next conduct the three fun associated nanoscale technologies activities. The demos use materials readily available if supplies are handy for the three associated activities.","Type":"lesson","Alignments":["S113F011","S113F012","S113F015","S113F016","S113F017","S113F018","S113F019","S113F01A","S2454540","S21199479"]},{"Id":"cub_navigation_lesson04","Url":"https://teachengineering.org/lessons/view/cub_navigation_lesson04","Title":"Accuracy, Precision and Errors in Navigation: Getting It Right!","Summary":"In this lesson, students investigate error. As they learned in earlier activities from the Navigation unit (lessons 1 through 3), without an understanding of how errors can affect your position, you cannot navigate well. Introducing accuracy and precision develops these concepts further. Also, students learn how computers can help in navigation. Often, the calculations needed to navigate accurately are time consuming and complex. By using the power of computers to do calculations and repetitive tasks, one can quickly see how changing parameters like angles and distances and introducing errors affects the overall result. ","Type":"lesson","Alignments":["S11425BD","S2553794","S11434D2","S11434D3","S1143612","S21199515","S21199555"]},{"Id":"cub_natdis_lesson06","Url":"https://teachengineering.org/lessons/view/cub_natdis_lesson06","Title":"Tsunami Attack! Giant Wave Characteristics and Causes","Summary":"Students learn about tsunamis, discovering what causes them and what makes them so dangerous. They learn that engineers design detection and warning equipment, as well as structures that that can survive the strong wave forces. In a hands-on activity, students use a table-top-sized tsunami generator to observe the formation and devastation of a tsunami. They see how a tsunami moves across the ocean and what happens when it reaches a coastline. They make villages of model houses to test how different material types are impacted by the huge waves. ","Type":"lesson","Alignments":["S11425A2","S2471029","S2471105","S2471038"]},{"Id":"duk_lunar_muscle_less","Url":"https://teachengineering.org/lessons/view/duk_lunar_muscle_less","Title":"Lunar Learning: Moon Phases Always on the Move","Summary":"Everyone has gazed at the Moon, but why does it not always look the same to us? Sometimes it is a big, bright, circle, but, other times, it is only a tiny sliver. Students create Moon Logs to record and sketch how the Moon looks each night in the sky. With these first-hand observations, they are ready to figure out how the continuously changing relative positions of the Moon, Earth and Sun result in the different shapes and sizes. These different appearances of the Moon—its phases—change periodically over the course of the 28-day lunar month. A lesson demonstration using a golf ball, softball and basketball, along with a flashlight, serves as a model to aid in comprehension. Then, in the associated activity, student pairs use Styrofoam balls and lamps to act it out, reproducing the Moon phases. ","Type":"lesson","Alignments":["S2363571","S2363596","S2363609","S2363648","S2363675","S114174A","S2454481","S2454516"]},{"Id":"cub_bio_lesson04","Url":"https://teachengineering.org/lessons/view/cub_bio_lesson04","Title":"Planting Thoughts","Summary":"Students gain an understanding of the parts of a plant, plant types and how they produce their own food from sunlight through photosynthesis. They also learn about transpiration, the process by which plants release moisture to the atmosphere. With this understanding, students test the effects of photosynthesis and transpiration by growing a plant from seed. They learn how plants play an important part in maintaining a balanced environment in which the living organisms of the Earth survive. This lesson is part of a series of six lessons in which students use their evolving understanding of various environments and the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, to design and create their own model biodome ecosystems.","Type":"lesson","Alignments":["S1142566","S1142568","S2454458","S21199487","S21199528"]},{"Id":"cub_energy2_lesson03","Url":"https://teachengineering.org/lessons/view/cub_energy2_lesson03","Title":"The Energy of Light","Summary":"In this introduction to light energy, students learn about reflection and refraction as they learn that light travels in wave form. Through hands-on activities, they see how prisms, magnifying glasses and polarized lenses work. They also gain an understanding of the colors of the rainbow as the visible spectrum, each color corresponding to a different wavelength.","Type":"lesson","Alignments":["S11417D6","S11424F3","S1142476","S2454438"]},{"Id":"umo_robotsandhumans_less1","Url":"https://teachengineering.org/lessons/view/umo_robotsandhumans_less1","Title":"What Is a Robot?","Summary":"This lesson introduces students to the major characteristics of robots. The associated activity uses the LEGO® MINDSTORMS® EV3 system as an example. Before studying robots in more detail, it is important for students to consider the many items they encounter in their daily lives that are robots so they can explore ways engineers can utilize robotics to solve problems in everyday life. The activity also serves as an introduction to the LEGO EV3 system so that students may utilize it as an educational tool in subsequent lessons and activities. ","Type":"lesson","Alignments":["S2454469","S2596362","S21199472"]},{"Id":"cub_rock_lesson03","Url":"https://teachengineering.org/lessons/view/cub_rock_lesson03","Title":"Fantastic Fossils","Summary":"Students learn about fossils—what they are, how they are formed, and why scientists and engineers care about them.","Type":"lesson","Alignments":["S11425B1","S2471557","S2471556","S11424A9"]},{"Id":"cub_china_lesson02","Url":"https://teachengineering.org/lessons/view/cub_china_lesson02","Title":"Design \u0026 Materials: Homes for Different Climates","Summary":"Students learn about some of the different climate zones in China and consider what would be appropriate design, construction and materials for houses in those areas. This prepares them to conduct the associated activity(ies) in which they design, build and test small model homes for three different climate zones.","Type":"lesson","Alignments":["S11425C4","S2454434","S21199581"]},{"Id":"duk_friction_smary_less2","Url":"https://teachengineering.org/lessons/view/duk_friction_smary_less2","Title":"Factors Affecting Friction","Summary":"Based on what students have already learned about friction, they formulate hypotheses concerning the effects of weight and contact area on the amount of friction between two surfaces. In the associated activities (Does Weight Matter? and Does Area Matter?), students design and conduct simple experiments to test their hypotheses, using procedures similar to those used in the previous lesson (Discovering Friction). Their data analyses reveal the importance of weight to normal friction (the friction that occurs as a result of surface roughness) and the importance of surface area to the friction that occurs between smooth surfaces due to molecular attraction. Students also use their data to calculate coefficients of friction for the tested materials and compare these to published values for various materials.  ","Type":"lesson","Alignments":["S2420143","S2419987","S2420063","S2420416","S2420156","S2420081","S2363652","S2363688","S2363629","S2363357","S2363367","S2363383","S114174C","S2454479","S11434D3","S114367B","S1143549","S2420071","S2420179","S11434CA","S11434D0","S11434E9","S1143533","S1143569","S21199579"]},{"Id":"cub_energy2_lesson04","Url":"https://teachengineering.org/lessons/view/cub_energy2_lesson04","Title":"Get Charged! Introduction to Electrical Energy","Summary":"Students are introduced to the idea of electrical energy. They learn about the relationships between charge, voltage, current and resistance. They discover that electrical energy is the form of energy that powers most of their household appliances and toys. In the associated activities, students learn how a circuit works and test materials to see if they conduct electricity. Building upon a general understanding of electrical energy, they design their own potato power experiment. In two literacy activities, students learn about the electrical power grid and blackouts.","Type":"lesson","Alignments":["S11417D6","S11424F4","S11424F5","S2454438","S21199512"]},{"Id":"cub_pveff_lesson02","Url":"https://teachengineering.org/lessons/view/cub_pveff_lesson02","Title":"The Temperature Effect ","Summary":"Students explore how the efficiency of a solar photovoltaic (PV) panel is affected by the ambient temperature. They learn how engineers predict the power output of a PV panel at different temperatures and examine some real-world engineering applications used to control the temperature of PV panels.","Type":"lesson","Alignments":["S11417E0","S11417E1","S11424CA","S11424CE","S1143605","S1143642","S2454553","S2454604"]},{"Id":"cub_space8_lesson01","Url":"https://teachengineering.org/lessons/view/cub_space8_lesson01","Title":"Space Travel","Summary":"Students are introduced to the historical motivation for space exploration. They learn about the International Space Station as an example of space travel innovation and are introduced to new and futuristic ideas that space engineers are currently working on to propel space research far into the future!","Type":"lesson","Alignments":["S11417BA","S11425BD","S21199546"]},{"Id":"cub_air_lesson01","Url":"https://teachengineering.org/lessons/view/cub_air_lesson01","Title":"What\u0027s Air Got to Do with It? Properties \u0026 Quality","Summary":"Students are introduced to the concepts of air pollution, air quality, and climate change. The three lesson parts (including the associated activities) focus on the prerequisites for understanding air pollution. First, students use M\u0026M® candies to create pie graphs that express their understanding of the composition of air. Next, they watch and conduct several simple experiments to develop an understanding of the properties of air (it has mass, it takes up space, it can move, it exerts pressure, it can do work). Finally, students develop awareness and understanding of the daily air quality using the Air Quality Index (AQI) listed in the newspaper or online. In an associated literacy activity, students explore the environmental history timeline.","Type":"lesson","Alignments":["S114254E","S2454528","S11416BB"]},{"Id":"cub_energy2_lesson02","Url":"https://teachengineering.org/lessons/view/cub_energy2_lesson02","Title":"Energy Conservation: Considering Sources, Cost and Impact","Summary":"Students are introduced to the idea that energy use impacts the environment and our wallets. They discuss different types of renewable and nonrenewable energy sources, as well as the impacts of energy consumption. Through a series of activities, students understand how they use energy and how it is transformed from one type to another. They learn innovative ways engineers conserve energy and how energy can be conserved in their homes.","Type":"lesson","Alignments":["S11424F6","S11424F3","S11417D6","S2454463","S1141704","S2454441"]},{"Id":"cub_bio_lesson06","Url":"https://teachengineering.org/lessons/view/cub_bio_lesson06","Title":"Cleaning Up with Decomposers","Summary":"Students investigate decomposers and the role of decomposers in maintaining the flow of nutrients in an environment. Students also learn how engineers use decomposers to help clean up wastes in a process known as bioremediation. This lesson concludes a series of six lessons with a hands-on associated activity in which students use their growing understanding of various environments and the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, to design and create their own model biodome ecosystems.","Type":"lesson","Alignments":["S1142567","S1142568","S2454459","S21199487","S21199528"]},{"Id":"cub_energy2_lesson06","Url":"https://teachengineering.org/lessons/view/cub_energy2_lesson06","Title":"How Hot Is It?","Summary":"Students learn about the nature of thermal energy, temperature and how materials store thermal energy. They discuss the difference between conduction, convection and radiation of thermal energy, and complete activities in which they investigate the difference between temperature, thermal energy and the heat capacity of different materials. Students also learn how some engineering requires an understanding of thermal energy.","Type":"lesson","Alignments":["S11417D6","S11424F3","S2454438","S1142476"]},{"Id":"van_linear_eqn_less4","Url":"https://teachengineering.org/lessons/view/van_linear_eqn_less4","Title":"Forms of Linear Equations","Summary":"Students learn about four forms of equations: direct variation, slope-intercept form, standard form and point-slope form. They graph and complete problem sets for each, converting from one form of equation to another, and learning the benefits and uses of each. ","Type":"lesson","Alignments":["S100186E","S1143532","S114353A","S114362C","S1143636","S11435EF","S114367B","S114353B","S1143533","S1143534","S1143635","S114363B","S21199515","S21199603"]},{"Id":"ucd_energy_lesson01","Url":"https://teachengineering.org/lessons/view/ucd_energy_lesson01","Title":"Exploring Energy: What Is Energy?\r\n","Summary":"Students are introduced to the definition of energy and the concepts of kinetic energy, potential energy, and energy transfer. This lesson is a broad overview of concepts that are taught in more detail in subsequent lessons and activities in this curricular unit. A PowerPoint® presentation and pre/post quizzes are provided.","Type":"lesson","Alignments":["S2454487","S2598237","S11417D8"]},{"Id":"cub_convshoes_lesson01","Url":"https://teachengineering.org/lessons/view/cub_convshoes_lesson01","Title":"Shoes Under Pressure","Summary":"Students explore the basic physics behind walking, and the design and engineering of shoes to accommodate different gaits. They are introduced to pressure, force and impulse as they relate to shoes, walking and running. Students learn about the mechanics of walking, shoe design and common gait misalignments that often lead to injury.","Type":"lesson","Alignments":["S11424B8","S2555916","S11416C4","S114363B","S1143638","S2471710","S2471704","S2555911","S114363C","S2555915"]},{"Id":"uoh_matlsci_lesson01","Url":"https://teachengineering.org/lessons/view/uoh_matlsci_lesson01","Title":"Fun Look at Material Science","Summary":"Students are introduced to the multidisciplinary field of material science. Through a class demo and PowerPoint® presentation, they learn the basic classes of materials (metals, ceramics, polymers, composites) and how they differ from one another, considering concepts such as stress, strain, ductile, brittle, deformation and fracture. Practical examples help students understand how the materials are applied, and further information about specific research illustrates how materials and material science are useful in space exploration. A worksheet and quiz are provided.","Type":"lesson","Alignments":["S113EE7C","S113EF7D","S113EE9F","S2485725","S113EF7F","S113EE42","S113EE9D","S113EF44","S2454540","S1141704"]},{"Id":"cub_enveng_lesson02","Url":"https://teachengineering.org/lessons/view/cub_enveng_lesson02","Title":"How Clean is that Water?","Summary":"This lesson plan helps students understand the factors that affect water quality and the conditions that allow for different animals and plants to survive. Students look at the effects of water quality on various water-related activities and describe water as an environmental, economic and social resource. The students also learn how engineers use water quality information to make decisions about stream modifications.","Type":"lesson","Alignments":["S1141717","S11425AC","S2454531","S21199531"]},{"Id":"cub_solarenergy_lesson01","Url":"https://teachengineering.org/lessons/view/cub_solarenergy_lesson01","Title":"Solar Power: When \u0026 Where Is Best?","Summary":"Students learn about solar energy and how to calculate the amount of solar energy available at a given location and time of day on Earth. The importance of determining incoming solar energy for solar devices is discussed.","Type":"lesson","Alignments":["S11424A1","S11417E0","S2553745","S1143598","S2471748","S2472061","S2454599"]},{"Id":"cub_lifescience_lesson02","Url":"https://teachengineering.org/lessons/view/cub_lifescience_lesson02","Title":"Extinction Prevention via Engineering","Summary":"Species extinction is happening at an alarming rate according to scientists. In this lesson, students are asked to consider why extinction is a problem that we should concern us. They are taught that destruction of habitat is the main reason many species are threatened. The lesson explores ways that engineers can help save endangered species.","Type":"lesson","Alignments":["S21199515","S2471426","S2471600","S114248E"]},{"Id":"van_cleanupmess_less4","Url":"https://teachengineering.org/lessons/view/van_cleanupmess_less4","Title":"Electromagnets","Summary":"Students complete the grand challenge of this unit and design an electromagnet to separate steel from aluminum for a recycler. In order to do this, they compare the induced magnetic field of an electric current with the magnetic field of a permanent magnet and then make the former look like the latter. They discover that looping the current produces the desired effect and find ways to further strengthen the magnetic field. ","Type":"lesson","Alignments":["S1132F8F","S1132CD5","S1132F90","S1132803","S2454555","S21199479"]},{"Id":"cub_lifescience_lesson04","Url":"https://teachengineering.org/lessons/view/cub_lifescience_lesson04","Title":"Clean It Up!","Summary":"Students learn about a special branch of engineering called bioremediation, which is the use of living organisms to aid in the clean-up of pollutant spills. Students learn all about bioremediation and see examples of its importance. In the associated activity, students conduct an experiment and see bioremediation in action! ","Type":"lesson","Alignments":["S1141717","S11417EA","S1142554","S2454463","S21199531"]},{"Id":"cub_soundandlight_lesson7","Url":"https://teachengineering.org/lessons/view/cub_soundandlight_lesson7","Title":"Visible Light and the Electromagnetic Spectrum","Summary":"During this lesson, the electromagnetic spectrum is explained and students learn that visible light makes up only a portion of this wide spectrum. Students also learn that engineers use electromagnetic waves for many different applications.","Type":"lesson","Alignments":["S11424F3","S2454443","S2454438","S21199491","S21199512"]},{"Id":"cub_art_lesson01","Url":"https://teachengineering.org/lessons/view/cub_art_lesson01","Title":"Art in Engineering - Moving Art","Summary":"Students learn how forces are used in the creation of art. They come to understand that it is not just bridge and airplane designers who are concerned about how forces interact with objects, but artists as well. As \"paper engineers,\" students use the associated activities to create their own mobiles and pop-up books, and identify and use the forces (air currents, gravity, hand movement) acting upon them.","Type":"lesson","Alignments":["S11424D2","S21199474","S21199515"]},{"Id":"cub_natdis_lesson08","Url":"https://teachengineering.org/lessons/view/cub_natdis_lesson08","Title":"Tornado!","Summary":"Students learn about tornadoes - their basic characteristics, damage and  occurrence. Students are introduced to the ways that engineers consider strong winds, specifically tornadoes, in their design of structures. Also,  students learn how tornadoes are rated, and learn some basics of tornado  safety.","Type":"lesson","Alignments":["S11417A8","S11425A2","S114259D","S11416BE","S11416BF","S2471029","S2471105"]},{"Id":"ucla_lava_lesson01","Url":"https://teachengineering.org/lessons/view/ucla_lava_lesson01","Title":"How Far Does a Lava Flow Go?","Summary":"While learning about volcanoes, magma and lava flows, students learn about the properties of liquid movement, coming to understand viscosity and other factors that increase and decrease liquid flow. They also learn about lava composition and its risk to human settlements.","Type":"lesson","Alignments":["S1007522","S2598354","S2598362","S2454593","S2454601","S21199515"]},{"Id":"cub_watershed_lesson01","Url":"https://teachengineering.org/lessons/view/cub_watershed_lesson01","Title":"Watershed Balance","Summary":"Students learn about the water cycle and its key components. First, they learn about the concept of a watershed and why it is important in the context of engineering hydrology. Then they learn how we can use the theory of conservation of mass to estimate the amount of water that enters a watershed (precipitation, groundwater flowing in) and exits a watershed (evaporation, runoff, groundwater out). Finally, students learn about runoff and how we visualize runoff in the form of hydrographs.","Type":"lesson","Alignments":["S114250B","S114250D","S11425CB","S2556115","S2454596","S2454606","S114363A","S1143612","S21199537"]},{"Id":"cub_airplanes_lesson03","Url":"https://teachengineering.org/lessons/view/cub_airplanes_lesson03","Title":"May the Force Be with You: Weight","Summary":"Students study the properties of common materials and why airplanes use specific materials. This lesson helps students understand the relationship between the mass and the weight of an object.","Type":"lesson","Alignments":["S11416C8","S11424E4","S11424EC","S2454479","S11434D3","S11434D2"]},{"Id":"ucd_newton_lesson02","Url":"https://teachengineering.org/lessons/view/ucd_newton_lesson02","Title":"What Is Newton\u0027s Second Law?","Summary":"Students are introduced to Newton\u0027s second law of motion: force = mass x acceleration. After a review of force, types of forces and Newton\u0027s first law, Newton\u0027s second law of motion is presented. Both the mathematical equation and physical examples are discussed, including Atwood\u0027s Machine to illustrate the principle. Students come to understand that an object\u0027s acceleration depends on its mass and the strength of the unbalanced force acting upon it. They also learn that Newton\u0027s second law is commonly used by engineers as they design machines, structures and products, everything from towers and bridges to bicycles, cribs and pinball machines. This lesson is the second in a series of three lessons that are intended to be taught as a unit.","Type":"lesson","Alignments":["S2598228","S2454479","S1141704"]},{"Id":"cub_intro_lesson04","Url":"https://teachengineering.org/lessons/view/cub_intro_lesson04","Title":"Engineering in Sports: Energy Transfer in Athletic Gear","Summary":"Imagining themselves arriving at the Olympics gold medal soccer game in Rio, Brazil, students begin to think about how engineering is involved in sports. After a discussion of kinetic and potential energy, an associated hands-on activity gives students an opportunity to explore energy-absorbing materials as they try to protect an egg from being crushed. ","Type":"lesson","Alignments":["S11424F3","S2553849","S11434F2","S2454437","S2454438","S1142476","S11417D6","S2553845","S114346F","S21199512"]},{"Id":"cub_brid_lesson03","Url":"https://teachengineering.org/lessons/view/cub_brid_lesson03","Title":"A Good Foundation","Summary":"Students explore the effects of regional geology on bridge foundation, including the variety of soil conditions found beneath foundations. They learn about shallow and deep foundations, as well as the concepts of bearing pressure and settlement.","Type":"lesson","Alignments":["S11417AB","S11417AD","S11424D2"]},{"Id":"cub_earth_lesson6","Url":"https://teachengineering.org/lessons/view/cub_earth_lesson6","Title":"Geology and Major Landforms: Sea to Sky","Summary":"Students learn about major landforms (such as mountains, rivers, plains, valleys, canyons and plateaus) and how they occur on the Earth\u0027s surface. They learn about the civil and geotechnical engineering applications of geology and landforms, including the design of transportation systems, mining, mapping and measuring natural hazards. ","Type":"lesson","Alignments":["S11417A7","S11425A1","S2454448","S2471010"]},{"Id":"cub_human_lesson06","Url":"https://teachengineering.org/lessons/view/cub_human_lesson06","Title":"Nerve Racking","Summary":"Students learn about the function and components of the human nervous system, which helps them understand the purpose of our brains, spinal cords, nerves and five senses. In addition, how the nervous system is affected during spaceflight is also discussed.","Type":"lesson","Alignments":["S11417F6","S21199487","S2470878","S1142491","S2471038"]},{"Id":"cub_air_lesson09","Url":"https://teachengineering.org/lessons/view/cub_air_lesson09","Title":"I\u0027ve Gotta Get Some Air","Summary":"Students identify types and sources of indoor air pollutants in their school and home environments. They evaluate actions that can be taken to reduce and prevent poor indoor air quality. Students also develop a persuasive peer-to-peer case against smoking with the goal to understand how language usage can influence perception, attitudes and behavior.","Type":"lesson","Alignments":["S114254F","S2454531","S21199573"]},{"Id":"cub_mechanics_lesson03","Url":"https://teachengineering.org/lessons/view/cub_mechanics_lesson03","Title":"Exploring Linear Momentum","Summary":"Students learn about the physical force of linear momentum — movement in a straight line — by using the associated activities to investigate collisions. They learn an equation that engineers use to describe momentum. Students also investigate the psychological phenomenon of momentum; they see how the \"big mo\" of the bandwagon effect contributes to the development of fads and manias, and how modern technology and mass media accelerate and intensify the effect. ","Type":"lesson","Alignments":["S11424D3","S11425C1","S2553794","S2555916","S11434D3","S1143517","S11434D2","S1143533","S2454547","S2471710","S2471711","S2471255","S21199515"]},{"Id":"cub_lifescience_lesson03","Url":"https://teachengineering.org/lessons/view/cub_lifescience_lesson03","Title":"Copycat Engineers","Summary":"Students are introduced to the idea of biomimicry—or looking to nature for engineering ideas. Biomimicry involves solving human problems by mimicking natural solutions. Students learn about a few fun examples of the many creative and useful instances of biomimicry followed by then utilizing their engineering skills to prototype applications and products from the associated activity.","Type":"lesson","Alignments":["S2471233","S21199515","S2471342","S21199581"]},{"Id":"wpi_bones_lesson01","Url":"https://teachengineering.org/lessons/view/wpi_bones_lesson01","Title":"What\u0027s Inside Your Bones?","Summary":"After learning, comparing and contrasting the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e (EDP) and scientific method, students review the human skeletal system, including the major bones, bone types, bone functions and bone tissues, as well as other details about bone composition. Students then pair-read an article about bones and bone growth and compile their notes to summarize the article. Finally, students complete a homework assignment to review the major bones in the human body, preparing them for the associated activities in which they create and test prototype replacement bones with appropriate densities. Two PowerPoint® presentations, pre-/post-test, handout and worksheet are provided.","Type":"lesson","Alignments":["S2454494","S114174C","S103E1AB","S103E130","S103E219","S21199578","S21199579"]},{"Id":"csm_lesson1_crashscene_tg","Url":"https://teachengineering.org/lessons/view/csm_lesson1_crashscene_tg","Title":"The Crash Scene","Summary":"The associated activity introduces students to the (hypothetical) scenario in which they are a team of EnviroTech engineers returning to the U.S. from a conference in Brasilia, Brazil. When their plane crashes deep in the Amazon forest, they work in groups to overcome various obstacles in their quest to reach help as quickly and safely as possible. They learn about the Amazon rainforest: location, climate, population, unique plants and animals, and threats to its existence.  ","Type":"lesson","Alignments":["S21199489","S21199470"]},{"Id":"cub_air_lesson10","Url":"https://teachengineering.org/lessons/view/cub_air_lesson10","Title":"Pollution Solutions","Summary":"To develop an understanding of modern industrial technologies that clean up and prevent air pollution, students build and observe a variety of simple models of engineering pollutant recovery methods: scrubber, electrostatic precipitator, cyclone and baghouse. In an associated literacy activity, students become more aware of global environmental problems and play a part in their solution by writing environmental action campaign letters.","Type":"lesson","Alignments":["S11424F1","S114254F","S2454534","S21199532"]},{"Id":"cub_detdrawings_lesson01","Url":"https://teachengineering.org/lessons/view/cub_detdrawings_lesson01","Title":"Detail Drawings: Communicating with Engineers","Summary":"Students are introduced to detail drawings and the importance of clearly documenting and communicating their designs. They are introduced to the American National Standards Institute (ANSI) Y14.5 standard, which controls how engineers communicate and archive design information. They are introduced to standard paper sizes and drawing view conventions, which are major components of the Y14.5 standard. They can then practice their drawing skills by completing the associated activity to meet engineering standards. ","Type":"lesson","Alignments":["S21199566","S21199607"]},{"Id":"cub_enveng_lesson05","Url":"https://teachengineering.org/lessons/view/cub_enveng_lesson05","Title":"Landfills: Building Them Better","Summary":"Waste disposal has been an ongoing societal problem since medieval times. In this lesson, students learn about the three methods of waste disposal in use by modern communities. They also investigate how engineers design sanitary landfills to prevent leachate from polluting the underlining groundwater. ","Type":"lesson","Alignments":["S11425AB","S2454533","S21199532"]},{"Id":"van_robotic_vision_less1","Url":"https://teachengineering.org/lessons/view/van_robotic_vision_less1","Title":"The Grand Challenge: Simulating Human Vision","Summary":"Students are introduced to the Robotics Peripheral Vision Grand Challenge question. They are asked to write journal responses to the question and brainstorm what information they require in order to answer the question. They share their ideas with the class and record them. Then, students share their ideas with each other and brainstorm any additional ideas. Next, students draw a basis for the average peripheral vision of humans and then compare that range to the range of two different focal lengths in a camera. Through the associated activity, students see the differences between human and computer vision.","Type":"lesson","Alignments":["S11326D8","S1132F9F","S21199477"]},{"Id":"cub_solar_lesson01","Url":"https://teachengineering.org/lessons/view/cub_solar_lesson01","Title":"Destination Outer Space","Summary":"Students acquire a basic understanding of the science and engineering of space travel as well as a brief history of space exploration. They learn about the scientists and engineers who made space travel possible and briefly examine some famous space missions. Finally, they use the fun and hands-on associated activities to learn the basics of rocket science (Newton\u0027s third law of motion), the main components of rockets and the U.S. space shuttle, and how engineers are involved in creating and launching spacecraft.","Type":"lesson","Alignments":["S11417B7","S11417B8","S1142599","S114259A","S2470796"]},{"Id":"cub_energy_lesson01","Url":"https://teachengineering.org/lessons/view/cub_energy_lesson01","Title":"Kinetic and Potential Energy of Motion","Summary":"In this lesson, students are introduced to both potential energy and kinetic energy as forms of mechanical energy. A hands-on activity demonstrates how potential energy can change into kinetic energy by swinging a pendulum, illustrating the concept of conservation of energy. Students calculate the potential energy of the pendulum and predict how fast it will travel knowing that the potential energy will convert into kinetic energy. They verify their predictions by measuring the speed of the pendulum.","Type":"lesson","Alignments":["S11417D8","S11424D3","S2553745","S2555916","S11434D3","S1143638","S2454487","S2553809","S114363B","S114246D"]},{"Id":"cub_intro_lesson01","Url":"https://teachengineering.org/lessons/view/cub_intro_lesson01","Title":"Olympic Engineering: Design Process to Create Competition Venues","Summary":"The Olympics are introduced as the unit theme by describing the engineering required to build grand and complex event centers. Then students are introduced to the techniques of engineering problem solving, specifically brainstorming and the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e. The importance of thinking \"outside of the box\" is also emphasized to show that while some challenges seem impossible at first, solutions can be found when they are approached with creativity.","Type":"lesson","Alignments":["S21199512","S21199571"]},{"Id":"duk_surfacetensionunit_less3","Url":"https://teachengineering.org/lessons/view/duk_surfacetensionunit_less3","Title":"Wetting and Contact Angle","Summary":"Students are presented with the concepts of wetting and contact angle. They are also introduced to the distinction between hydrophobic and hydrophilic surfaces. Students observe how different surfaces are used to maintain visibility under different conditions.","Type":"lesson","Alignments":["S11417A2","S2363371","S2454540","S1141704"]},{"Id":"cub_housing_lesson05","Url":"https://teachengineering.org/lessons/view/cub_housing_lesson05","Title":"Passive Solar Design","Summary":"Students are introduced to passive solar design for buildings — an approach that uses the sun\u0027s energy and the surrounding climate to provide natural heating and cooling. They learn about some of the disadvantages of conventional heating and cooling and how engineers incorporate passive solar designs into our buildings for improved efficiency. ","Type":"lesson","Alignments":["S11417E0","S11425CF","S2454601","S21199535"]},{"Id":"ucd_electricity_lesson01","Url":"https://teachengineering.org/lessons/view/ucd_electricity_lesson01","Title":"What Is Electricity?","Summary":"Students are introduced to the concept of electricity by identifying it as an unseen, but pervasive and important presence in their lives. They are also introduced to the idea of engineers making, controlling and distributing electricity. The main concepts presented are the science of electricity and the careers that involve an understanding of electricity. Students first review the structure of atoms and then learn that electrons are the particles behind electrical current and the motivation for electron movement. They compare conductors and insulators based on their capabilities for electron flow. Then water and electrical systems are compared as an analogy to electrical current. They learn the differences between static and dynamic forms of electricity. A PowerPoint® presentation is included, with review question/answer slides, as well as assessment handouts to practice using electricity-related terms through storytelling and to research electricity-related and electrical engineering careers.","Type":"lesson","Alignments":["S2454452","S2454471","S2598220","S2598195","S2603759","S2367853","S21199515"]},{"Id":"duk_heattransfer_smary_less","Url":"https://teachengineering.org/lessons/view/duk_heattransfer_smary_less","Title":"What\u0027s Hot and What\u0027s Not?","Summary":"With the help of simple, teacher-led demonstration activities, students learn the basic physics of heat transfer by means of conduction, convection and radiation. They also learn about examples of heating and cooling devices, from stove tops to car radiators, that they encounter in their homes, schools and modes of transportation. Since in our everyday lives we often want to prevent heat transfer, students also consider ways that conduction, convection and radiation can be reduced or prevented from occurring.","Type":"lesson","Alignments":["S2363633","S2363672","S2363621","S2363647","S2363674","S2454486","S21199515"]},{"Id":"uoh_genetic_lesson01","Url":"https://teachengineering.org/lessons/view/uoh_genetic_lesson01","Title":"Introduction to Genetic Engineering and Its Applications","Summary":"Students learn how engineers apply their understanding of DNA to manipulate specific genes to produce desired traits, and how engineers have used this practice to address current problems facing humanity. They learn what genetic engineering means and examples of its applications, as well as moral and ethical problems related to its implementation. Students fill out a flow chart to list the methods to modify genes to create GMOs and example applications of bacteria, plant and animal GMOs.","Type":"lesson","Alignments":["S113F064","S11417FE","S11417EE","S2454562","S21199535"]},{"Id":"cub_airplanes_lesson09","Url":"https://teachengineering.org/lessons/view/cub_airplanes_lesson09","Title":"Will It Fly?","Summary":"Students learn about kites and gliders and how these models can help in understanding the concept of flight. They learn about the long history of human experimentation with kites, the eventual achievement of flight with the invention of airplanes, and the pervasive impact of the airplane on the modern world (pros and cons). Then students move on to conduct the associated activity, during which teams design and build their own balsa wood glider models and experiment with different control surfaces, competing for distance and time. They apply their accumulated existing knowledge (from previous lessons and activities in this unit) about the four forces affecting flight and modifiable airplane components, and apply an engineering design methodology to develop sound gliders. To conclude, they reflect on and communicate the reasoning and results of their design modifications.","Type":"lesson","Alignments":["S11425A8","S2454465","S2454536","S21199555"]},{"Id":"cub_airplanes_lesson05","Url":"https://teachengineering.org/lessons/view/cub_airplanes_lesson05","Title":"May the Force Be with You: Drag","Summary":"Students learn about the drag force on airplanes and are introduced to the concept of conservation of energy and how it relates to drag. They learn the difference between friction drag, form drag and induced drag, and how thrust is involved. They explore the relationship between drag and the shape, speed and size of objects.  ","Type":"lesson","Alignments":["S11416C8","S11424F0","S2454487"]},{"Id":"cub_carbon_lesson01","Url":"https://teachengineering.org/lessons/view/cub_carbon_lesson01","Title":"Carbon Cycles","Summary":"Students are introduced to the concept of energy cycles by learning about the carbon cycle. They learn how carbon atoms travel through the geological (ancient) carbon cycle and the biological/physical carbon cycle. They consider how human activities disturb the carbon cycle by emitting carbon dioxide into the atmosphere. They discuss how engineers and scientists are working to reduce carbon dioxide emissions. Lastly, with the associated activities students draw connections between the past and present to consider how they can help the world through simple energy conservation measures. ","Type":"lesson","Alignments":["S1142554","S2454496","S2454528","S11416BB","S21199531"]},{"Id":"cub_biomed_lesson07","Url":"https://teachengineering.org/lessons/view/cub_biomed_lesson07","Title":"Biomedical Devices for the Eyes","Summary":"Students examine the structure and function of the human eye, learning some amazing features about our eyes, which provide us with sight and an understanding of our surroundings. Students also learn about some common eye problems and the biomedical devices and medical procedures that resolve or help to lessen the effects of these vision deficiencies, including vision correction surgery. Students get to explore their own design process through the associated activity to help prevent sport related eye injuries. ","Type":"lesson","Alignments":["S11417F8","S2471372","S2471389","S2471342","S114248A"]},{"Id":"cub_brid_lesson01","Url":"https://teachengineering.org/lessons/view/cub_brid_lesson01","Title":"Bridging the Gaps","Summary":"Students are presented with a brief history of bridges as they learn about the three main bridge types: beam, arch and suspension. They are introduced to two natural forces — tension and compression — common to all bridges and structures. Throughout history, and today, bridges are important for connecting people to resources, places and other people. Using the associated activities to prototype their own structures, students become more aware of the variety and value of bridges around us in our everyday lives.","Type":"lesson","Alignments":["S11417AA","S11424D2","S2471257","S2471256"]},{"Id":"cub_enveng_lesson06","Url":"https://teachengineering.org/lessons/view/cub_enveng_lesson06","Title":"You Are What You Drink!","Summary":"Contamination in drinking water sources or watersheds can negatively affect the organisms that come in contact with it. The affects can be severe — causing illness or, in some cases, even death. It is important for people to understand how they can contribute to the contaminants in drinking water and what treatment can be done to counter these harmful effects. Students learn about the various methods developed by environmental engineers for treating drinking water in the United States.  ","Type":"lesson","Alignments":["S1141717","S114254E","S11425AB","S2454531","S2454532","S21199531"]},{"Id":"cub_weather_lesson04","Url":"https://teachengineering.org/lessons/view/cub_weather_lesson04","Title":"Weather Forecasting","Summary":"Students consider how weather forecasting plays an important part in their daily lives. They learn about the history of weather forecasting — from old weather proverbs to modern forecasting equipment — and how improvements in weather technology have saved lives by providing advance warning of natural hazards.","Type":"lesson","Alignments":["S11425C5","S11425C7","S2454526","S21199515","S21199472"]},{"Id":"cub_air_lesson07","Url":"https://teachengineering.org/lessons/view/cub_air_lesson07","Title":"Greenhouse Atmosphere: Let\u0027s Heat Things Up!","Summary":"Students observe teacher-led demonstrations, and build and evaluate simple models to understand the greenhouse effect, the role of increased greenhouse gas concentration in global warming, and the implications of global warming for engineers, themselves and the Earth. In an associated literacy activity, students learn how a bill becomes law and they research global warming legislation.","Type":"lesson","Alignments":["S114254E","S2454528","S11434E9","S2557977","S11416BB","S21199513"]},{"Id":"mis_alloy_lesson01","Url":"https://teachengineering.org/lessons/view/mis_alloy_lesson01","Title":"Alloy Advantage","Summary":"Students define and classify alloys as mixtures, while comparing and contrasting the properties of alloys to those of pure substances. Students learn that engineers investigate the structures and properties of alloys for biomedical and transportation applications. Students use the associated activity to practice their understanding by researching and communicating their findings of various alloys to be used in NASA aerospace applications. Pre- and post-assessment handouts are provided.","Type":"lesson","Alignments":["S2454472","S11416C3","S113008A"]},{"Id":"uoh_crystals_lesson01","Url":"https://teachengineering.org/lessons/view/uoh_crystals_lesson01","Title":"Body Full of Crystals","Summary":"Students learn about various crystals, such as kidney stones, within the human body. They also learn about how crystals grow and ways to inhibit their growth. They also learn how researchers such as chemical engineers design drugs with the intent to inhibit crystal growth for medical treatment purposes and the factors they face when attempting to implement their designs. A day before presenting this lesson to students, conduct the associated activity, Rock Candy Your Body.","Type":"lesson","Alignments":["S113EF3A","S113F054","S11416C0","S11416C4","S2454606"]},{"Id":"duk_solaroven_tech_less","Url":"https://teachengineering.org/lessons/view/duk_solaroven_tech_less","Title":"Using Heat from the Sun","Summary":"Students discuss where energy comes from, including sources such as fossil fuels, nuclear and renewable technologies such as solar energy. After this initial exploration, students investigate the three main types of heat transfer: convection, conduction and radiation. Students learn how properties describe the ways different materials behave, for instance whether they are insulators or conductors. Students complete a crossword puzzle to reinforce their vocabulary in this content area. This prepares the class focuses on the acquisition and storage of energy through the design, construction and testing of a fully functional solar oven (the associated activity).","Type":"lesson","Alignments":["S2363672","S2363647","S2363621","S2363674","S11417D8","S11417D9","S11417DA","S2454487","S21199515","S21199531"]},{"Id":"uoh_magic_lesson01","Url":"https://teachengineering.org/lessons/view/uoh_magic_lesson01","Title":"Heat Transfer: No Magic About It","Summary":"Heat transfer is an important concept that is readily evident in our everyday lives yet often misunderstood by students. In this lesson, students learn the scientific concepts of temperature, heat, and heat transfer through conduction, convection and radiation. These concepts are illustrated by comparison to magical spells used in the Harry Potter stories. ","Type":"lesson","Alignments":["S113EF52","S113EF53","S113EF54","S11417DD","S11417DE","S2454552","S21199477"]},{"Id":"cub_seismicw_lesson01","Url":"https://teachengineering.org/lessons/view/cub_seismicw_lesson01","Title":"Seismic Waves: How Earthquakes Move Through the Earth","Summary":"Students learn about the types of seismic waves produced by earthquakes and how they move through the Earth. The dangers of earthquakes are presented as well as the necessity for engineers to design structures for earthquake-prone areas that are able to withstand the forces of seismic waves. Students learn how engineers build shake tables that simulate the ground motions of the Earth caused by seismic waves in order to test the seismic performance of buildings. ","Type":"lesson","Alignments":["S11424DE","S2471327","S1141704"]},{"Id":"cub_natdis_lesson07","Url":"https://teachengineering.org/lessons/view/cub_natdis_lesson07","Title":"Water, Water Everywhere","Summary":"Students learn about floods, discovering that different types of floods occur from different water sources, but primarily from heavy rainfall. While floods occur naturally and have benefits such as creating fertile farmland, with the increase in human population in flood-prone areas, floods are become increasingly problematic. Both natural and human-made factors contribute to floods. Students learn what makes floods dangerous and what engineers design to predict, control and survive floods.","Type":"lesson","Alignments":["S11417A8","S2471141","S2471029","S11424AE","S21199512"]},{"Id":"duk_tower_tech_less","Url":"https://teachengineering.org/lessons/view/duk_tower_tech_less","Title":"Skyscrapers: Engineering Up!","Summary":"Skyscrapers are one of the most glorified products of civil engineering and contain an interesting history of progress and development. Students learn about the history of the world\u0027s tallest free standing structures and the basic design principles behind their success. Then, through two associated activities, students are given tower design challenges, as if they were civil engineers. They  build their own newspaper skyscrapers with limited materials and time, trying to achieve a maximum height and the ability to withstand a \"hurricane wind\" force. Then they build their own balsa towers in a competition for height and strength. Discussion focuses on materials, forces that skyscrapers must be able to withstand, basic tower design considerations (foundations), as well as examples unique and inspiring design solutions.","Type":"lesson","Alignments":["S2420157","S2419987","S2420063","S2420156","S2363629","S2363652","S2363688","S2363619","S11417AB","S2454533","S11434CA","S11434D0","S11434E9","S11434EA","S21199546"]},{"Id":"cub_airplanes_lesson01","Url":"https://teachengineering.org/lessons/view/cub_airplanes_lesson01","Title":"Can You Take the Pressure?","Summary":"Students are introduced to the concept of air pressure and use the associated activity to see how it is affected by different variables. They explore how air pressure creates force on an object. They study the relationship between air pressure and the velocity of moving air.","Type":"lesson","Alignments":["S11424D3","S21199555"]},{"Id":"van_hybrid_design_less2","Url":"https://teachengineering.org/lessons/view/van_hybrid_design_less2","Title":"Conservation of Energy: Pushing It Off a Cliff","Summary":"This lesson focuses on the conservation of energy solely between gravitational potential energy and kinetic energy, moving students into the Research and Revise step. Students start out with a virtual laboratory, and then move into the notes and working of problems as a group. A few questions are given as homework. A set of associated activities focus on roller coasters to study the kinetic and potential energies found on the ride. The lesson is concluded in the Test Your Mettle phase of the Legacy Cycle.","Type":"lesson","Alignments":["S11417DD","S1143638","S2454552","S1132F68","S2682066","S2526232","S2526305","S2526306","S1143598","S1143593","S114363B","S2526300"]},{"Id":"cub_catapult_lesson01","Url":"https://teachengineering.org/lessons/view/cub_catapult_lesson01","Title":"Launch into Learning: Catapults!\t","Summary":"Students learn about catapults, including the science and math concepts behind them, as they prepare for the associated activity in which they design, build and test their own catapults. They learn about force, accuracy, precision and angles.","Type":"lesson","Alignments":["S2454465","S1141704","S2558350","S1143498"]},{"Id":"uoh_hp_lesson_square","Url":"https://teachengineering.org/lessons/view/uoh_hp_lesson_square","Title":"Don\u0027t Be a Square","Summary":"After watching video clips from the Harry Potter and the Goblet of Fire movie, students explore the use of Punnett squares to predict genetic trait inheritance. The objective of this lesson is to articulate concepts related to genetics through direct immersive interaction based on the theme, The Science Behind Harry Potter. Students\u0027 interest is piqued by the use of popular culture in the classroom.","Type":"lesson","Alignments":["S113EE40","S113F17C","S113F17B","S113F17A","S11416BC","S2454580","S11435B3","S11435BD"]},{"Id":"uoh_mutations_lesson01","Url":"https://teachengineering.org/lessons/view/uoh_mutations_lesson01","Title":"All Sorts of Mutations: Changes in the Genetic Code","Summary":"Students learn about mutations to both DNA and chromosomes, and uncontrolled changes to the genetic code. They are introduced to small-scale mutations (substitutions, deletions and insertions) and large-scale mutations (deletion duplications, inversions, insertions, translocations and nondisjunctions). The effects of different mutations are studied as well as environmental factors that may increase the likelihood of mutations. Students practice their understanding of different mutation types and processes with the associated activity based off of the childhood game “telephone” . A PowerPoint® presentation and pre/post-assessments are provided.","Type":"lesson","Alignments":["S2454579","S11417FE","S113F05D","S113F061"]},{"Id":"duk_surfacetensionunit_less4","Url":"https://teachengineering.org/lessons/view/duk_surfacetensionunit_less4","Title":"Superhydrophobicity — The Lotus Effect ","Summary":"Students are introduced to superhydrophobic surfaces and the \"lotus effect.\" Water spilled on a superhydrophobic surface does not wet the surface, but simply rolls off. Additionally, as water moves across the superhydrophobic surface, it picks up and carries away any foreign material, such as dust or dirt. Students learn how plants create and use superhydrophobic surfaces in nature and how engineers have created human-made products that mimic the properties of these natural surfaces. They also learn about the tendency of all superhydrophobic surfaces to develop water droplets that do not roll off the surface but become \"pinned\" under certain conditions, such as water droplets formed from condensation. They see how the introduction of mechanical energy can \"unpin\" these water droplets and restore the desirable properties of the superhydrophobic surface.","Type":"lesson","Alignments":["S11417A2","S2454540","S1141704","S2363358"]},{"Id":"van_biomimicry_less4","Url":"https://teachengineering.org/lessons/view/van_biomimicry_less4","Title":"Biomimicry and Sustainable Design: Nature as Engineering Marvel","Summary":"Students are introduced to the concepts of biomimicry and sustainable design. Students can use the associated activities to see how engineers gain inspiration from studying nature and its unique properties. Countless examples illustrate the wisdom of nature in how organisms are adapted for survival, such as in body style, physiological processes, water conservation, thermal radiation and mutualistic relationships, to assure species perpetuation. Students learn from articles and videos, building a framework of evidence substantiating the indisputable fact that organisms operate \"smarter\" and thus provide humans with inspiration in how to improve products, systems and cities. As students focus on applying the ecological principles of the previous lessons to the future design of our human-centered world, they also learn that often our practices are incapable of replicating the precision in which nature completes certain functions, as evidenced by our dependence on bees as pollinators of the human food supply. The message of biomimicry is one of respect: study to improve human practices and ultimately protect natural systems. This heightened appreciation helps students to grasp the value of industry and urban mimetic designs to assure protection of global resources, minimize human impact and conserve nonrenewable resources. All of these issues aid students in creating a viable guest resort in the Sonoran Desert.","Type":"lesson","Alignments":["S114175D","S113EE9E","S2378010","S2597360","S114364E","S11435EC","S1143602","S21199557"]},{"Id":"uow-2546-cosmic-radiation-space-agency-scenario-lesson","Url":"https://teachengineering.org/lessons/view/uow-2546-cosmic-radiation-space-agency-scenario-lesson","Title":"Shielding from Cosmic Radiation: Space Agency Scenario","Summary":"There is increasing interest in human space exploration beyond the Moon’s orbit, such as venturing to Mars. However, the effects of radiation are still a major concern for such travel. Astronauts need shielding from radiation. One testing method is to send materials into near space and measure radiation levels using Geiger counters. Teams of engineers on such projects need to be aware of design constraints, such as budgets, material limitations, and public support. Through role playing and problem solving, the first lesson sets the stage for a friendly competition between groups to design and build a shielding device to protect humans traveling in space. The instructor asks students—how might we design radiation shielding for space travel? Finally, the instructor presents the space agency scenario to students and hands out Arduinos while explaining the scenario, the roles, and the objectives. Students divide into groups and begin the process of forming their agency. Students get to know their partners and counterparts. Both agencies design logos and examine their missions. The computer scientists from each agency learn about Arduinos and basic computer coding.","Type":"lesson","Alignments":["S2771426","S2771427","S2454606","S2454607","S1141704","S21199504","S21199507","S21199501"]},{"Id":"cub_airplanes_lesson02","Url":"https://teachengineering.org/lessons/view/cub_airplanes_lesson02","Title":"May the Force Be with You: Lift","Summary":"Students revisit Bernoulli\u0027s principle (presented in lesson 1 of the Airplanes unit) and learn how engineers use this principle to design airplane wings. Airplane wings create lift by changing the pressure of the air around them. This is the first of four lessons exploring the four key forces in flight: lift, weight, thrust and drag.","Type":"lesson","Alignments":["S11424E4","S11424EC","S2454479","S1141704"]},{"Id":"van_troll_lesson02","Url":"https://teachengineering.org/lessons/view/van_troll_lesson02","Title":"Learning Light\u0027s Properties","Summary":"Students learn the basic properties of light — the concepts of light absorption, transmission, reflection and refraction, as well as the behavior of light during interference. Lecture information briefly addresses the electromagnetic spectrum and then provides more in-depth information on visible light. With this knowledge, students better understand lasers and are better prepared to design a security system for the mummified troll.","Type":"lesson","Alignments":["S2682095","S2682109","S1132818","S1141704","S1143598","S2526232","S2454560","S21199515"]},{"Id":"duk_genetics_mary_less","Url":"https://teachengineering.org/lessons/view/duk_genetics_mary_less","Title":"Human Genetics, Chromosomes and Alleles: What’s Dominant?","Summary":"In a class discussion format, students are presented with background information about basic human genetics.The number of chromosomes in both body cells and egg and sperm cells is covered, as well as the concept of dominant and recessive alleles. As an example, students determine whether or not they possess the dominant allele for the tongue-rolling gene.    ","Type":"lesson","Alignments":["S2363656","S11417FB","S2454507","S2363706","S2363705","S114350D","S2420168"]},{"Id":"uva_pump_bme0607_less","Url":"https://teachengineering.org/lessons/view/uva_pump_bme0607_less","Title":"The Strongest Pump of All: Electrical Heart Functions","Summary":"Students learn how the heart functions. They are introduced to the concept of action potential generation, which causes the electrical current that triggers muscle contraction in the heart. Teachers provide two simple class demos and students learn about the basic electrical signals generated by the heart: P, QRS and T waves. Students also learn the basic steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e and think of ways to improve heart function, from a biomedical engineering point-of-view. A PowerPoint® presentation, student design challenge worksheet and pre/post-assessment tests are provided.","Type":"lesson","Alignments":["S11417F8","S101E0C9","S1005356","S2454494","S1141F86","S1141704"]},{"Id":"cub_weather_lesson01","Url":"https://teachengineering.org/lessons/view/cub_weather_lesson01","Title":"Weather Basics","Summary":"Students are introduced to the basics of the Earth\u0027s weather. Concepts include fundamental causes of common weather phenomena such as temperature changes, wind, clouds, rain and snow. The different factors that affect the weather and the instruments that measure weather data are also addressed. ","Type":"lesson","Alignments":["S11425C5","S11425C2","S2454527","S21199515","S21199472"]},{"Id":"cub_weather_lesson05","Url":"https://teachengineering.org/lessons/view/cub_weather_lesson05","Title":"Hurricanes","Summary":"Students learn what causes hurricanes and what engineers do to help protect people from destruction caused by hurricane winds and rain. Research and data collection vessels allow for scientists and engineers to model and predict weather patterns and provide forecasts and storm warnings to the public. Engineers are also involved in the design and building of flood-prevention systems, such as levees and floodwalls. During the 2005 hurricane season, levees failed in the greater New Orleans area, contributing to the vast flooding and destruction of the historic city. In the associated activity, students learn how levees work, and they build their own levees and put them to the test!","Type":"lesson","Alignments":["S11425C5","S2471268","S2471340","S21199472","S21199581"]},{"Id":"uow-2675-cell-signal-altitude-testing-strength-lesson","Url":"https://teachengineering.org/lessons/view/uow-2675-cell-signal-altitude-testing-strength-lesson","Title":"Testing Cell Signal at Altitude","Summary":"Students analyze cellphone signal data from a high-altitude balloon launch, testing how the strength of the cell signal changes with altitude. Students begin by looking at graphs and discussing the various components, as well as different types of graphs. Students then have the opportunity to practice collecting, plotting and analyzing data. Finally, students apply their graph interpretation skills to investigate actual data collected from a 2020 balloon launch to determine how the strength of the cell signal changes with altitude.","Type":"lesson","Alignments":["S2470887","S2366909","S1143488","S11434BE","S1143502"]},{"Id":"umo_robotsandhumans_less4","Url":"https://teachengineering.org/lessons/view/umo_robotsandhumans_less4","Title":"How Do Human Sensors Work?","Summary":"This lesson highlights the similarities between human sensors and their engineering counterparts. Taking this approach enables students to view the human body as a system, that is, from the perspective of an engineer. Humans have recreated most human sensors in robots – eyes, ears and sensors for temperature, touch and smell. The lesson includes a PowerPoint file that is programmed to run a Jeopardy-style game as a fun assessment tool.","Type":"lesson","Alignments":["S2454495","S2596341","S2596405","S2596649","S2596491","S21199494"]},{"Id":"cub_airplanes_lesson06","Url":"https://teachengineering.org/lessons/view/cub_airplanes_lesson06","Title":"Take Off with Paper Airplanes","Summary":"Students are introduced to the art of designing airplanes through paper airplane constructions. The goal is for students to learn important aircraft design considerations and how engineers must iterate their designs to achieve success. They learn about the basic parts that can be found on most airplanes, and their functions. They also learn how engineers make small-scale models to test ideas and improve early designs. This prepares students for the associated activity in which they first make and test several provided  paper airplane designs, after which they design and test their own paper airplane designs.","Type":"lesson","Alignments":["S11424E4","S2454536"]},{"Id":"cub_earth_lesson5","Url":"https://teachengineering.org/lessons/view/cub_earth_lesson5","Title":"The Earth is a Changin\u0027","Summary":"Students are introduced to the primary types of erosion—chemical, water, wind, glacier and temperature. Students investigate examples of each erosion type and discuss how erosion changes the surface of the Earth. Students also learn why engineers need to be aware of the different types of erosion in order to protect structures and landmarks from the damaging effects erosion can cause.","Type":"lesson","Alignments":["S2471009"]},{"Id":"mis-1616-nondestructive-evaluation-systems-equations-fem","Url":"https://teachengineering.org/lessons/view/mis-1616-nondestructive-evaluation-systems-equations-fem","Title":"Exploring Nondestructive Evaluation Methods","Summary":"Through this lesson and its series of hands-on mini-activities, students answer the question: How can we investigate and measure the inside of an object or its structure if we cannot take it apart? Unlike the destructive nuclear weapon test (!), nondestructive evaluation (NDE) methods are able to accomplish this. After an introductory slide presentation, small groups rotate through five mini-activity stations: 1) applying Maxwell’s equations, 2) generating currents, 3) creating magnetic fields, 4) solving a system of equations, and 5) understanding why the finite element method (FEM) is important. Through the short experiments, students become familiar with the science and physics being used and make the mathematical connections. They explore components of NDE and see how engineers find unseen flaws and cracks in materials that make aircraft. A pre/post quiz, slide presentation and worksheet are included.","Type":"lesson","Alignments":["S1143640","S11435F5","S114363B","S114363D","S114363E","S1143605","S2366906","S2366907","S2366909","S11437AF","S114379C","S1141704","S11416BA","S11416BC","S2454606","S2454607","S2454609"]},{"Id":"cub_environ_lesson04","Url":"https://teachengineering.org/lessons/view/cub_environ_lesson04","Title":"Solid Waste Takes Over ","Summary":"In this lesson, students explore solid waste and its effects on the environment. They collect classroom trash for analysis and build model landfills in order to understand the process and impact of solid waste management. Students will understand the role of engineers in solid waste management.","Type":"lesson","Alignments":["S1142568","S11434F2","S2454532","S21199528"]},{"Id":"cub_mechanics_lesson09","Url":"https://teachengineering.org/lessons/view/cub_mechanics_lesson09","Title":"Swinging on a String","Summary":"Students explore how pendulums work and why they are useful in everyday applications. In a hands-on activity, they experiment with string length, pendulum weight and angle of release. In an associated literacy activity, students explore the mechanical concept of rhythm, based on the principle of oscillation, in a broader biological and cultural context — in dance and sports, poetry and other literary forms, and communication in general.","Type":"lesson","Alignments":["S11424D2","S11424D3","S2553794","S2555916","S21199515"]},{"Id":"cub_geotools_lesson01","Url":"https://teachengineering.org/lessons/view/cub_geotools_lesson01","Title":"Geometry Tools: Angles \u0026 Reflections","Summary":"Students learn about common geometry tools and then learn to use protractors (and Miras, if available) to create and measure angles and reflections. The lesson begins with a recap of the history and modern-day use of protractors, compasses and mirrors. After seeing some class practice problems and completing a set of worksheet-prompted problems, students share their methods and work. Through the lesson, students gain an awareness of the pervasive use of angles, and these tools, for design purposes related to engineering and everyday uses. This lesson prepares students to conduct the associated activity in which they “solve the holes” for hole-in-one multiple-banked angle solutions, make their own one-hole mini-golf courses with their own geometry-based problems and solutions, and then compare their “on paper” solutions to real-world results.","Type":"lesson","Alignments":["S2558027","S2558013","S2558025","S11417CC","S11435C9","S11435C2","S21199558"]},{"Id":"cub_housing_lesson01","Url":"https://teachengineering.org/lessons/view/cub_housing_lesson01","Title":"Heat Transfer","Summary":"Students explore heat transfer and energy efficiency using the context of energy efficient houses. They gain a solid understanding of the three types of heat transfer: radiation, convection and conduction, which are explained in detail and related to the real world. They learn about the many ways solar energy is used as a renewable energy source to reduce the emission of greenhouse gasses and operating costs. Students also explore ways in which a device can capitalize on the methods of heat transfer to produce a beneficial result. They are given the tools to calculate the heat transferred between a system and its surroundings. ","Type":"lesson","Alignments":["S11417E0","S11424CD","S21199535"]},{"Id":"usf_surfactants_les1","Url":"https://teachengineering.org/lessons/view/usf_surfactants_les1","Title":"Surfactants: Helping Molecules Get Along","Summary":"Students learn about the basics of molecules and how they interact with each other. They learn about the idea of polar and non-polar molecules and how they act with other fluids and surfaces. Students acquire a conceptual understanding of surfactant molecules and how they work on a molecular level. They also learn of the importance of surfactants, such as soaps, and their use in everyday life. Through associated activities, students explore how surfactant molecules are able to bring together two substances that typically do not mix, such as oil and water. This lesson and its associated activities are easily scalable for grades 3-12.","Type":"lesson","Alignments":["S2471665","S2471667","S2449671","S2572014","S2366907","S21199472","S21199573"]},{"Id":"umo_robotsandhumans_less2","Url":"https://teachengineering.org/lessons/view/umo_robotsandhumans_less2","Title":"How Does a Robot Work?","Summary":"This lesson introduces electricity, batteries and motors using a LEGO® MINDSTORMS robot. The associated activity guides students to build a simple LEGO set-up and see the practical implementation of the concepts discussed. Before studying the importance of electricity and how it is crucial for robot movement, students consider various electronic devices they use in their daily lives so that they have an understanding of how engineers use electricity to power such devices, including robots. The lesson starts with a brief introduction to electricity and the working of batteries. A simple electrical circuit demonstration highlights how three basic electrical devices (buzzer, LED and motor) are driven by electricity. An activity at the end further reinforces these concepts. \n**Note: This lesson uses the retired LEGO NXT robot which is no longer available for purchase.","Type":"lesson","Alignments":["S11416D1","S2454438","S2454440","S2596341"]},{"Id":"duk_consenergy_rde_less","Url":"https://teachengineering.org/lessons/view/duk_consenergy_rde_less","Title":"Move It! Conservation of Energy \u0026 Energy Transfer in Crashes","Summary":"Students learn how the conservation of energy applies to impact situations such as a car crash or a falling objects. Mechanical energy is the most easily understood form of energy for students. When mechanical energy is involved, something moves. Mechanical energy is a very important concept to understand. Engineers need to know what happens when something heavy falls from a long distance changing its potential energy into kinetic energy. Automotive engineers need to know what happens when cars crash into each other, and why they can do so much damage, even at low speeds! Our knowledge of mechanical energy is used to help design things like bridges, engines, cars, tools, parachutes and even buildings!","Type":"lesson","Alignments":["S2363647","S2363653","S2363691","S2363692","S11417D8","S11417D9","S2454487"]},{"Id":"cub_airquality_lesson01","Url":"https://teachengineering.org/lessons/view/cub_airquality_lesson01","Title":"An Introduction to Air Quality Research","Summary":"This lesson conveys core information about why air quality is important and how engineers tackle complex environmental problems—providing a foundation for the subsequent five activities. Students learn the basics about the structure of the Earth’s atmosphere, the types of pollutants that are present in the atmosphere (primary, secondary, gas-phase compounds, particulate matter), and the importance of air quality research. They are also introduced to some engineering concepts such as how air quality measurements are made and how control technologies work. A PowerPoint® presentation, teacher slide notes, blank vocabulary list, post-lecture quiz, homework handout, and a pre-unit STEM survey are provided. This lesson and its five associated activities are intended to prepare and guide students to take on their own research projects. ","Type":"lesson","Alignments":["S11424A2","S2454601","S11416BB","S11424A0","S21199477","S21199537","S21199538"]},{"Id":"uva-1951-introduction-3d-bioprinting-human-tissue","Url":"https://teachengineering.org/lessons/view/uva-1951-introduction-3d-bioprinting-human-tissue","Title":"Intro to 3D Bioprinting: Design, Applications and Limitations","Summary":"Students learn about the current applications and limitations of 3D bioprinting, as well as its amazing future potential. This lesson, and its fun associated activity, provides a unique way to review and explore concepts such as differing cell functions, multicellular organism complexity, and engineering design steps. As introduced through a PowerPoint® presentation, students learn about three different types of bioprinters, with a focus on the extrusion model. Then they learn the basics of tissue engineering and the steps to design printed tissues. This background information prepares students to conduct the associated activity in which they use mock-3D bioprinters composed of a desktop setup that uses bags of icing to “bioprint” replacement skin, bone and muscle for a fictitious trauma patient, Bill. A pre/post-quiz is also provided. ","Type":"lesson","Alignments":["S2471833","S2471835","S2471836","S1141F67","S21199589"]},{"Id":"umo_ourbodies_lesson02","Url":"https://teachengineering.org/lessons/view/umo_ourbodies_lesson02","Title":"Human and Robot Sensors","Summary":"Students are provided with a rigorous background in human \"sensors\" (including information on the main five senses, sensor anatomies, and nervous system process) and their engineering equivalents, setting the stage for three associated activities involving sound sensors on LEGO® robots. As they learn how robots receive input from sensors, transmit signals and make decisions about how to move, students reinforce their understanding of the human body\u0027s sensory process.","Type":"lesson","Alignments":["S2454495","S2596341","S2596405","S2596649","S2596491","S21199515"]},{"Id":"ind-1996-friction-force-along-curved-path-ap-calculus","Url":"https://teachengineering.org/lessons/view/ind-1996-friction-force-along-curved-path-ap-calculus","Title":"A Tale of Friction ","Summary":"Roller coasters projects are frequently used in middle and high school physics classes to illustrate the principle of conservation of mechanical energy. Potential energy transforms to kinetic energy and vice versa, with gravity being the driving force during the entire process. Even though friction force is mentioned, it is rarely considered in the velocity calculations along the coasters’ paths. In this high school lesson, the friction force is considered in the process. Using basic calculus and the work-energy theorem for non-conservative forces, the friction along a curved path is quantified, and the cart’s velocity along this path is predicted. This activity and its associated lesson are designed for AP Calculus. Practice problems/answers, a PowerPoint® presentation and student notes are provided.\nThe starting point in this analysis is the solution found using the work-energy theorem to the problem of a spherical body rolling on an incline when friction is present. This approach is extended to a spherical body rolling on a curved path. Assuming that a curved path can be approximated by a sequence of many very short inclines, the problem is approached as a body rolling on this sequence of inclines, solving each with the work-energy theorem. Defining the curved path as a differentiable function, the slope of each incline is obtained through the function derivative.\nFormulas for the coefficient of static friction, friction force and velocity are found and through them, values of these properties along the curved path can be determined. Students use these equations in the associated activity to design and construct simple roller coasters that consider the friction present, using a flexible material like foam pipe insulation as the coaster’s path and a marble as the cart. \n","Type":"lesson","Alignments":["S2487280","S2487163","S2487300","S2487316","S2487317","S113EF43","S113EF44","S113EF4E","S113EF4F","S113EF50","S113EF51","S2472143","S1143608","S11435EE","S11435EF","S21199589"]},{"Id":"uoh_rocket_lesson01","Url":"https://teachengineering.org/lessons/view/uoh_rocket_lesson01","Title":"Rocketry Calculations: Houston, We Have a Problem!","Summary":"Students apply their mathematics and team building skills to explore the concept of rocketry. They learn about design issues faced by aerospace engineers when trying to launch rocketships or satellites in order to land them safely—in the ocean, for example. Students learn the value of designing within constraints while brainstorming a rocketry system using provided materials and a specified project budget. Throughout the design process, teamwork is emphasized since the most successful launches occur when groups work effectively to generate creative ideas and solutions to the rocket challenge.","Type":"lesson","Alignments":["S113EF43","S113EF44","S2454546","S113EE9D","S1141704","S11416BE","S114363B","S1143569","S1143612","S1143598","S2366911","S1143638","S2366909","S2487121","S2487082","S21199504","S21199501","S21199587"]},{"Id":"mis-2476-corrosion-crisis-prevent-lesson","Url":"https://teachengineering.org/lessons/view/mis-2476-corrosion-crisis-prevent-lesson","Title":"How Can We Prevent the Corrosion Crisis?","Summary":"This lesson is meant to introduce students to corrosion and engineering techniques that help prevent corrosion.\nTo launch the lesson, students are given a few samples of nails for a mini-activity. Different types of nails are placed in multiple water solutions (salt water vs. tap water) over specified periods of time (2 weeks, 1 week, etc.) so that students can see a variety of outcomes.  Without being told about those conditions, students have a discussion in small groups to record their observations, explanations, and questions.  \nStudents learn about the negative impact that corrosion can have on human-made structures such as bridges, boats, and cars. They read an article and watch a short video to learn about what corrosion is and why it occurs.  During a class discussion with guided notes, students are given examples and share their own experiences of how corrosion affects multiple areas of everyday life. They also discuss how and why industries and individuals take steps to prevent corrosion from occurring. ","Type":"lesson","Alignments":["S2728597","S2728679","S1141702","S1141704","S2454541","S2454606","S1143ACA","S1143ADA"]},{"Id":"uoh_nano_lesson01","Url":"https://teachengineering.org/lessons/view/uoh_nano_lesson01","Title":"Nanotechnology as a Whole","Summary":"Students are given a general overview of nanotechnology principles and applications, as well as nanomaterials engineering. Beginning with an introductory presentation, they learn about the nano-scale concept and a framework for the length scales involved in nanotechnology. Engineering applications are introduced and discussed. This prepares students to conduct the associated activity in which they relate the nano-length scale to everyday objects. At completion, students are able to identify nanotechnology applications and have a frame of reference for the second lesson of the unit. ","Type":"lesson","Alignments":["S2454540","S2485725","S113EE9F","S1141704","S11416BC","S21199514"]},{"Id":"unm-2006-photovoltaics-cells-solar-energy-panel-space","Url":"https://teachengineering.org/lessons/view/unm-2006-photovoltaics-cells-solar-energy-panel-space","Title":"Solar Power to the Rescue! ","Summary":"Students learn how the innovative engineering of photovoltaics enables us to transform the sun’s energy into usable power—electricity—through the use of photovoltaic cells. Watching a short video clip from “The Martian” movie shows the importance of photovoltaics in powering space exploration at extreme distances from the Earth. Then students learn that the photovoltaic technologies designed to excel in the harsh environment of space have the potential to be just as beneficial on Earth—providing electricity-generating systems based on renewable energy sources is important for our electricity-gobbling society. Two student journaling sheets assist with vocabulary and concepts.","Type":"lesson","Alignments":["S1141704","S11416C6","S11417DB","S100CCF7","S10230A6","S2471308","S2471438","S21199514"]},{"Id":"uoh_antimatter_lesson","Url":"https://teachengineering.org/lessons/view/uoh_antimatter_lesson","Title":"Antimatter Matters","Summary":"Antimatter, the charge reversed equivalent of matter, has captured the imaginations of science fiction fans for years as a perfectly efficient form of energy. While normal matter consists of atoms with negatively charged electrons orbiting positively charged nuclei, antimatter consists of positively charged positrons orbiting negatively charged anti-nuclei. When antimatter and matter meet, both substances are annihilated, creating massive amounts of energy. Instances in which antimatter is portrayed in science fiction stories (such as Star Trek) are examined, including their purposes (fuel source, weapons, alternate universes) and properties. Students use the associated activity to compare and contrast matter and antimatter, learn how antimatter can be used as a form of energy, and consider potential engineering applications for antimatter.","Type":"lesson","Alignments":["S113EEA2","S113EF32","S113EE2D","S113EE42","S113EE37","S113EE9F","S1143682","S11434D2","S11434D3","S1143530","S21199531"]},{"Id":"uoh_hp_lesson_force","Url":"https://teachengineering.org/lessons/view/uoh_hp_lesson_force","Title":"Projectile Magic","Summary":"Students watch video clips from October Sky and Harry Potter and the Sorcerer\u0027s Stone to learn about projectile motion. They explore the relationships between displacement, velocity and acceleration and calculate simple projectile motion. The objective of this activity is to articulate concepts related to force and motion through direct immersive interaction based on the theme, The Science Behind Harry Potter. Students\u0027 interest is piqued by the use of popular culture in the classroom.  ","Type":"lesson","Alignments":["S113F149","S113F14A","S113F14B","S113F14C","S113F14D","S11416BC","S2454479"]},{"Id":"wst_environmental_lesson01","Url":"https://teachengineering.org/lessons/view/wst_environmental_lesson01","Title":"Introduction to Environmental Engineering","Summary":"Students are presented with examples of the types of problems that environmental engineers solve, specifically focusing on air and land quality issues. Air quality topics include air pollution sources, results of poor air quality including global warming, acid rain and air pollution, as well as ways to reduce air pollution. Land quality topics include the differences between renewable and non-renewable resources, the results of non-renewable resource misuse and ways to reduce land pollution. (Water quality is introduced in a later lesson in a separate presentation, as it is the focal point of this unit curriculum.)","Type":"lesson","Alignments":["S1141717","S2454528","S2596722","S2596550","S11416BB","S21199531","S21199537"]},{"Id":"cub_rock_lesson02","Url":"https://teachengineering.org/lessons/view/cub_rock_lesson02","Title":"Making \u0026 Breaking: The Rock Cycle","Summary":"Students learn the components of the rock cycle and how rocks can change over time under the influence of weathering, erosion, pressure and heat. They learn about geotechnical engineering and the role these engineers play in land development, the design and placement of new structures and natural disaster detection.","Type":"lesson","Alignments":["S2471555","S11424A9"]},{"Id":"cub_natdis_lesson05","Url":"https://teachengineering.org/lessons/view/cub_natdis_lesson05","Title":"All About Landslides: Land on the Run","Summary":"Students learn about landslides, discovering that there are different types of landslides that occur at different speeds — from very slow to very quick. All landslides are the result of gravity, friction and the materials involved. Both natural and human-made factors contribute to landslides. The interactions and different severity of these variables are demonstrated in the associated activity where students learn how scientists are studying landslides and current efforts to prevent them. ","Type":"lesson","Alignments":["S11425A2","S2471029","S2471105","S2471038"]},{"Id":"duk_boxes_mary_less","Url":"https://teachengineering.org/lessons/view/duk_boxes_mary_less","Title":"Boxed In and Wrapped Up","Summary":"Students review how to determine the surface area and volume of a rectangular prism, that all dimensions are equal in cubes so the volume of cubes are the length of any side raised to the third power, or cubed. This prepares them for two associated activities. First, students find the volumes and surface areas of rectangular boxes such as cereal boxes and then figure out how to convert their boxes into a new, cubical boxes having the same volume as the original. As they construct the new, cube-shaped boxes from the original box material, students discover that the cubical box has less surface area than the original, and thus, a cube is a more efficient way to package items. Students consider why consumer goods are generally not packaged in cube-shaped boxes, even though this would require fewer materials and ultimately, less waste. Then, to display their findings, each student designs and constructs a mobile that contains a duplicate of his or her original box, the new cube-shaped box of the same volume, the scraps that are left over from the original box, and pertinent calculations of the volumes and surface areas involved. The activities involved provide valuable experience in problem solving with spatial-visual relationships.","Type":"lesson","Alignments":["S2419999","S2419987","S2420081","S11417AA","S114351D","S2454534","S11434CA","S11434D3","S21199605"]},{"Id":"uno_accelerometer_lesson01","Url":"https://teachengineering.org/lessons/view/uno_accelerometer_lesson01","Title":"Storing Android Accelerometer Data: App Design","Summary":"Students work through an online tutorial on MIT\u0027s App Inventor to learn how to create Android applications. Using those skills, they create their own applications and use them to collect data from an Android device accelerometer and store that data to databases. NOTE: Teachers and students must have a working knowledge of basic programming and App Inventor to complete this lesson. This lesson is not an introduction to MIT\u0027s App Inventor and is not recommended for use without prior knowledge of App Inventor to produce an end product. This lesson is an application for App Inventor that allows for the storage of persistent data (data that remains in memory even if an app is closed). This required prior knowledge can come from other experiences with the App Inventor. Also, many additional resources are available, such as tutorials from MIT. This lesson could also be used as an enrichment project for students who are self-motivated to learn the App Inventor software.","Type":"lesson","Alignments":["S1015516","S2378146","S21199589","S21199585"]},{"Id":"uoh_dig_mapping_less3","Url":"https://teachengineering.org/lessons/view/uoh_dig_mapping_less3","Title":"The Great Pacific Garbage Patch","Summary":"The Great Pacific Garbage Patch (GPGP) is an intriguing and publicized environmental problem. This swirling soup of trash up to 10 meters deep and just below the water surface is composed mainly of non-degradable plastics. These plastic materials trap aquatic life and poison them by physical blockage or as carriers of toxic pollutants. The problem relates to materials science and the advent of plastics in modern life, an example of the unintended consequences of technology. Through exploring this complex issue, students gain insight into aspects of chemistry, oceanography, fluids, environmental science, life science and even international policy. As part of the GIS unit, the topic is a source of content for students to create interesting maps communicating something that they will likely begin to care about as they learn more.","Type":"lesson","Alignments":["S1141717","S113EE3A","S113EE42","S2454532","S11416BB","S21199531","S21199530"]},{"Id":"cub_energy_lesson03","Url":"https://teachengineering.org/lessons/view/cub_energy_lesson03","Title":"Collisions and Momentum: Bouncing Balls","Summary":"As a continuation of the theme of potential and kinetic energy, this lesson introduces the concepts of momentum, elastic and inelastic collisions. Many sports and games, such as baseball and ping-pong, illustrate the ideas of momentum and collisions. Students can use the associated activities to explore these concepts by bouncing assorted balls on different surfaces and calculating the momentum for each ball.","Type":"lesson","Alignments":["S11424D3","S11424D5","S2555916","S1143533","S1143517","S1143638","S1141704","S2454547","S2556070","S2555911","S21199515"]},{"Id":"cub_solar_lesson06","Url":"https://teachengineering.org/lessons/view/cub_solar_lesson06","Title":"Mars and Jupiter","Summary":"Students explore Mars and Jupiter, the fourth and fifth planets from the Sun. They learn some of the unique characteristics of these planets. They also learn how engineers help us learn about these planets with the design and development of telescopes, deep space antennas, spacecraft and planetary rovers.","Type":"lesson","Alignments":["S1142599","S114259B","S2454518","S21199491","S21199512"]},{"Id":"cub_solar_lesson07","Url":"https://teachengineering.org/lessons/view/cub_solar_lesson07","Title":"The Outer Planets","Summary":"Students explore the outermost planets of our solar system: Saturn, Uranus and Neptune. They also learn about characteristics of Pluto and its interactions with Neptune. Students learn a little about the history of space travel as well as the different technologies that engineers develop to make space travel and scientific discovery possible.","Type":"lesson","Alignments":["S1142599","S114259B","S2454466","S114349C","S11434DA","S21199491","S21199512"]},{"Id":"cub_solar_lesson03","Url":"https://teachengineering.org/lessons/view/cub_solar_lesson03","Title":"Mercury and Venus","Summary":"Students explore Mercury and Venus, the first and second planets nearest the Sun. They learn about the planets\u0027 characteristics, including their differences from Earth. Students also learn how engineers are involved in the study of planets by designing equipment and spacecraft to go where it is too dangerous for humans.","Type":"lesson","Alignments":["S1142599","S11434F1","S2553937","S2553840","S114346F","S21199512"]},{"Id":"cla_lesson2_problem_solving","Url":"https://teachengineering.org/lessons/view/cla_lesson2_problem_solving","Title":"Problem Solving","Summary":"Students are introduced to a systematic procedure for solving problems through a demonstration and then the application of the method to an everyday activity. The unit project is introduced to provide relevance to subsequent lessons.","Type":"lesson","Alignments":["S100A822","S101EF6F","S2471219","S2471302","S11416BE","S11416BF","S21199578"]},{"Id":"cla_lesson1_energyproblem","Url":"https://teachengineering.org/lessons/view/cla_lesson1_energyproblem","Title":"The Energy Problem","Summary":"This six-day lesson provides students with an introduction to the importance of energy in their lives and the need to consider how and why we consume the energy we do. The lesson\u0027s associated activities engage students in general energy issues, including playing an award-winning Energy Choices board game, and an optional graphing activity that provides experience with MS Excel graphing and perspectives on how we use energy and how much energy we use.","Type":"lesson","Alignments":["S11417DC","S100A441","S10268DC","S2454532","S2783905","S21199513"]},{"Id":"cla_lesson5_energy_sources_systems","Url":"https://teachengineering.org/lessons/view/cla_lesson5_energy_sources_systems","Title":"Energy Resources and Systems","Summary":"Several activities are included to teach and research the differences between renewable and non-renewable resources and various energy resources. Students work with a quantitative, but simple model of energy resources to show how rapidly finite, non-renewable energy sources can be depleted, compared to the ongoing availability of renewable resources. Then they complete a homework assignment (or a longer, in-depth research project) to learn how various technologies capture energy resources for human uses, and their pros and cons. Fact sheets help them get started on their investigations of assigned energy sources.","Type":"lesson","Alignments":["S11417D8","S101917B","S101CF08","S10070A0","S1014BA7","S10234C7","S101E621","S10068BA","S10019BC","S100ACCD","S1143681","S11434E9","S11434E1","S2488972","S2488995","S2488882","S2488941","S1143549","S2488579","S2454532","S2783905","S2366907","S21199513"]},{"Id":"cla_lesson4_forms_states_conversions","Url":"https://teachengineering.org/lessons/view/cla_lesson4_forms_states_conversions","Title":"Energy Forms, States and Conversions","Summary":"Students participate in many demonstrations during the first day of this lesson to learn basic concepts related to the forms and states of energy. This knowledge is then applied the second day as students assess various everyday objects to determine what forms of energy are transformed to accomplish the object\u0027s intended task. Students use block diagrams to illustrate the form and state of energy flowing into and out of the process. ","Type":"lesson","Alignments":["S11417D9","S10070A0","S10115EB","S1020FBA","S11434D3","S1143517","S2454487","S1141704","S2488897","S2488947","S2783854"]},{"Id":"cla_lesson3_energy_basics","Url":"https://teachengineering.org/lessons/view/cla_lesson3_energy_basics","Title":"Energy Basics","Summary":"Demos and activities in this lesson are intended to illustrate the basic concepts of energy science—work, force, energy, power etc., and the relationships among them. The \"lecture\" portion of the lesson includes many demonstrations to keep students engaged, yet has high expectations for students to perform energy-related calculations and convert units. A homework assignment and quiz are provided to reinforce and assess these basic engineering science concepts.","Type":"lesson","Alignments":["S11417D9","S11417DA","S102382A","S100E433","S101917B","S101CF08","S101128D","S10070A0","S10234C7","S100B4E5","S100916C","S100A9BC","S100F129","S1012808","S1026D16","S102529A","S10083A6","S1023833","S101B385","S10019BC","S100ACCD","S2454487","S1143682","S11434DF","S11434D2","S11434D3","S2488896","S2488897","S2488938","S2488883","S2783854"]},{"Id":"cla_lesson6_efficiency","Url":"https://teachengineering.org/lessons/view/cla_lesson6_efficiency","Title":"Energy Efficiency","Summary":"Students measure energy outputs and inputs to determine the efficiency of conversions and simple systems. One associated activity includes LEGO® motors and accomplishing work. The other investigates energy for heating water. Students learn about by-products of energy conversions and how to improve upon efficiency. Conduct either or both activities. The calculations in the water heating experiment are more complicated than in the LEGO motor activity, making the heating activity more suitable for older students, and only the LEGO motor activity suitable for younger students.","Type":"lesson","Alignments":["S11417D9","S11417DA","S102382A","S100E433","S101917B","S101CF08","S101128D","S10070A0","S101017D","S100A822","S101EF6F","S1014BA7","S10234C7","S1012E9B","S101E621","S100916C","S1012808","S1026D16","S1008594","S10083A6","S1016140","S101B385","S10019BC","S1143681","S11434D3","S2454487","S2488897","S2488882","S2783854"]},{"Id":"cub_mars_lesson02","Url":"https://teachengineering.org/lessons/view/cub_mars_lesson02","Title":"Red Rover Robotics","Summary":"This lesson begins with a brief history of robotics, describing how robots are beneficial to engineering and society and then explores how robots have been used in recent space exploration efforts. The engineering design of the Mars rovers, Spirit, Opportunity, and Curiosity, are examples of advanced engineering design for space research. The maneuverability of these spacecraft\u0027s robotic arms and the functionality of their tools are discussed. ","Type":"lesson","Alignments":["S11425BD","S21199472","S21199555"]},{"Id":"wpi_lesson_1","Url":"https://teachengineering.org/lessons/view/wpi_lesson_1","Title":"Fairly Fundamental Facts about Forces and Structures","Summary":"Students are introduced to the five fundamental loads: compression, tension, shear, bending and torsion. They learn about the different kinds of stress each force exerts on objects.","Type":"lesson","Alignments":["S103E229","S103E219","S103E213","S103E21B","S103E21C","S103E214","S11434D3","S1143682","S21199584"]},{"Id":"cub_intro_lesson03","Url":"https://teachengineering.org/lessons/view/cub_intro_lesson03","Title":"Architects and Engineers: Working Together to Design Structures","Summary":"Students explore the interface between architecture and engineering. In the associated hands-on activity, students act as both architects and engineers by designing and building a small parking garage.","Type":"lesson","Alignments":["S11417A8","S21199512"]},{"Id":"duk_bycatchunit_musc_less","Url":"https://teachengineering.org/lessons/view/duk_bycatchunit_musc_less","Title":"Caught in the Net: Bycatch vs.Target Species in Ocean Fishing","Summary":"Bycatch is the act of unintentionally catching certain living creatures using fishing gear. A bycatched species is distinguished from a target species (the animal the gear is intended to catch) because it is not sold or used. Marine mammals (whales, dolphins, porpoises), seabirds, sea turtles and unwanted or undersized fish are examples of animals caught as bycatch. The incidental capture of these animals can significantly reduce their populations. The most well known example of bycatch may be the unintentional mortality of spotted and spinner dolphins in the tuna fishing industry. The marketing of \"dolphin-safe\" tuna is a result of people realizing and opposing this. One important aspect to consider when discussing this issue is that laws protect some of the animals caught as bycatch (Marine Mammal Protection Act and Endangered Species Act). In this lesson and its associated activity, students are shown pictures of entangled marine animals and then learn the definition of bycatch. This leads to discussions on why bycatching exists, how it impacts specific animals as well as humans, whether the students believe it is an important issue, and how bycatch can be reduced.","Type":"lesson","Alignments":["S2363599","S2363614","S2419908","S2420156","S2419906","S2420060","S1141716","S2454469","S2454463","S2390252","S2390253","S11434C1","S11434E9","S21199512","S21199525"]},{"Id":"cub_energy2_lesson01","Url":"https://teachengineering.org/lessons/view/cub_energy2_lesson01","Title":"What Is Energy?","Summary":"With an introduction to the ideas of energy, students discuss specific energy types and  practical energy sources. Associated hands-on activities help them identify energy types in their surroundings and enhance their understanding of the concept of energy.","Type":"lesson","Alignments":["S11424F3","S11424F5","S11417D7","S11417D6","S2454438"]},{"Id":"clem_waves_lesson02","Url":"https://teachengineering.org/lessons/view/clem_waves_lesson02","Title":"Waves and Wave Properties","Summary":"Students learn about the types of waves and how they change direction, as well as basic wave properties such as wavelength, frequency, amplitude and speed. During the presentation of lecture information on wave characteristics and properties, students take notes using a handout. Then they label wave parts on a worksheet diagram and draw their own waves with specified properties (crest, trough and wavelength). They also make observations about the waves they drew to determine which has the highest and the lowest frequency. With this knowledge, students better understand waves and are a step closer to understanding how humans see color.","Type":"lesson","Alignments":["S2535590","S2535589","S2454489","S1141704","S103D66B","S103D66C","S2366907","S2454490"]},{"Id":"cub_electricity_lesson05","Url":"https://teachengineering.org/lessons/view/cub_electricity_lesson05","Title":"Circuits: One Path for Electricity","Summary":"Students begin to make sense of the phenomenon of electricity through learning about circuits. Students use the disciplinary core idea of using evidence to construct an explanation as they learn that charge movement through a circuit depends on the resistance and arrangement of the circuit components. Students also explore the disciplinary core ideas and crosscutting concepts of energy and energy transfer in the context of energy from a battery. In one associated hands-on activity, students build and investigate the characteristics of series circuits. In another activity, students design and build flashlights.","Type":"lesson","Alignments":["S11424F4","S11424F5","S2454438","S11417D6","S21199512"]},{"Id":"cub_environ_lesson09","Url":"https://teachengineering.org/lessons/view/cub_environ_lesson09","Title":"Renewable Energy","Summary":"In this lesson, students are introduced to the five types of renewable energy resources by engaging in various activities to help them understand the transformation of energy (solar, water and wind) into electricity. Students explore the different roles engineers who work in renewable energy fields have in creating a sustainable environment – an environment that contributes to greater health, happiness and safety.","Type":"lesson","Alignments":["S11424F6","S11424F3","S1141716","S11417D6","S11417D7","S2454441","S1142476","S2454463","S2454438"]},{"Id":"ucd_newton_lesson03","Url":"https://teachengineering.org/lessons/view/ucd_newton_lesson03","Title":"What Is Newton\u0027s Third Law?","Summary":"Students are introduced to Newton\u0027s third law of motion: For every action, there is an equal and opposite reaction. They practice identifying action-reaction force pairs for a variety of real-world examples, and draw and explain simplified free-body diagram vectors (arrows) of force, velocity and acceleration for them. They also learn that engineers apply Newton\u0027s third law and an understanding of reaction forces when designing a wide range of creations, from rockets and aircraft to door knobs, rifles and medicine delivery systems. This lesson is the third in a series of three lessons intended to be taught prior to a culminating associated activity to complete the unit.","Type":"lesson","Alignments":["S2598237","S2598227","S2598228","S2598178","S2454478","S2454479","S1141786"]},{"Id":"cub_bio_lesson02","Url":"https://teachengineering.org/lessons/view/cub_bio_lesson02","Title":"Biodomes are Engineered Ecosystems: A Mini World","Summary":"As students learn about the creation of biodomes, they are introduced to the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, including guidelines for brainstorming. They learn how engineers are involved in the design and construction of biodomes and use brainstorming to come up with ideas for possible biodome designs. This lesson is part of a series of six lessons in which students use their growing understanding of various environments and the engineering design process, to design and create their own model biodome ecosystems using the series of associated activities.","Type":"lesson","Alignments":["S1142566","S1142567","S2454426","S2454461","S21199571","S21199570"]},{"Id":"cub_solar_lesson04","Url":"https://teachengineering.org/lessons/view/cub_solar_lesson04","Title":"Our Big Blue Marble","Summary":"Students are introduced to the fabulous planet on which they live. Even though we spend our entire lives on Earth, we still do not always understand how it fits into the rest of the solar system. Students learn about the Earth\u0027s position in the solar system and what makes it unique. They learn how engineers study human interactions with the Earth and design technologies and systems to monitor, use and care for our planet\u0027s resources wisely to preserve life on Earth.","Type":"lesson","Alignments":["S1141716","S1142599","S114255D","S2454461","S21199512"]},{"Id":"cub_mechanics_lesson05","Url":"https://teachengineering.org/lessons/view/cub_mechanics_lesson05","Title":"Red Light, Green Light: Forces of Friction, Roads \u0026 Tires","Summary":"Building upon their understanding of forces and Newton\u0027s laws of motion, students learn about the force of friction, specifically with respect to cars. They explore the friction between tires and the road to learn how it affects the movement of cars while driving. In an associated literacy activity, students explore the theme of conflict in literature, and the difference between internal and external conflict, and various types of conflicts. Stories are used to discuss methods of managing and resolving conflict and interpersonal friction.","Type":"lesson","Alignments":["S11424D2","S2454479","S21199515"]},{"Id":"clem_waves_lesson04","Url":"https://teachengineering.org/lessons/view/clem_waves_lesson04","Title":"Exploring the Electromagnetic Spectrum","Summary":"Students learn the basics of the electromagnetic spectrum and how various types of electromagnetic waves are related in terms of wavelength and energy. In addition, they are introduced to the various types of waves that make up the electromagnetic spectrum including, radio waves, ultraviolet waves, visible light and infrared waves. These topics help inform students before they turn to designing solutions to an overarching engineering challenge question.","Type":"lesson","Alignments":["S2535590","S11416C0","S2454489","S103D66B","S103D670"]},{"Id":"van_robotic_vision_less3","Url":"https://teachengineering.org/lessons/view/van_robotic_vision_less3","Title":"How Do You Store All This Data?","Summary":"During this lesson, students start to see the data structure they will use to store their images, towards finding a solution to this unit\u0027s Grand Challenge. Students are introduced to two-dimensional arrays and vector classes. Then they are guided to see that a vector class is the most efficient way of storing the data for their images. Grand Challenge: To write a program to simulate peripheral vision by merging two images. ","Type":"lesson","Alignments":["S1141782","S2454609","S21199607"]},{"Id":"van_oddsofcancer_lesson01","Url":"https://teachengineering.org/lessons/view/van_oddsofcancer_lesson01","Title":"Tell Me Doc—Will I Get Cancer?","Summary":"Students are introduced to the unit challenge—discovering a new way to assess a person\u0027s risk of breast cancer. Solving this challenge requires knowledge of refraction and the properties of light. After being introduced to the challenge question, students generate ideas related to solving the challenge, and then read a short online article on optical biosensors that guides their research towards solving the problem.","Type":"lesson","Alignments":["S113261D","S1141742","S114176C","S2454606"]},{"Id":"van_biomimicry_less1","Url":"https://teachengineering.org/lessons/view/van_biomimicry_less1","Title":"Designing a Sustainable Guest Village in Saguaro National Park","Summary":"Students are challenged by the associated activity to design a permanent guest village within the Saguaro National Park in Arizona. The design must provide a true desert experience to visitors while emphasizing sustainable design, protection of the natural environment, and energy and resource conservation. To successfully address and respond to this challenge, students must acquire an understanding of desert ecology, environmental limiting factors, species adaptations and resource utilization. Following the introduction, students generate ideas and consider the knowledge required to complete the challenge. The lectures and activities that follow serve to develop this level of comprehension. To introduce the concepts of healthy ecosystems, biomimetics and the importance of sustainable environmental design, students watch three video clips of experts. These clips provide direction for student research and challenge design solutions.","Type":"lesson","Alignments":["S114176C","S113EE9E","S2378010","S2597360","S21199587"]},{"Id":"umo_sensorswork_lesson03","Url":"https://teachengineering.org/lessons/view/umo_sensorswork_lesson03","Title":"How Does a Touch Sensor Work?","Summary":"Students learn about how touch sensors work, while reinforcing their similarities to the human sense of touch. They look at human senses and their electronic imitators, with special focus on the nervous system, skin and touch sensors. A PowerPoint® presentation explains stimulus-to-response pathways, how touch sensors are made and work, and then gives students a chance to handle and get familiar with the LEGO touch sensor, including programming LEGO® MINDSTORMS® EV3 robots to use touch sensor input to play music. Students take pre/post quizzes and watch a short online video. The mini-activities prepare students for the associated activity. This lesson and its associated activity enables students to appreciate how robots can take input from sensors, and use that to make decisions to move.","Type":"lesson","Alignments":["S2454494","S2454495","S2596341","S2596491","S21199512","S21199515"]},{"Id":"cub_simp_machines_lesson01","Url":"https://teachengineering.org/lessons/view/cub_simp_machines_lesson01","Title":"The Advantage of Machines","Summary":"In this lesson, students learn about work as defined by physical science and see that work is made easier through the use of simple machines. Already encountering simple machines everyday, students will learn about their widespread uses in improving everyday life. This lesson serves as the starting point for the Simple Machines Unit.","Type":"lesson","Alignments":["S11424D2","S11424D3","S2553794","S2555916","S114350F","S1143533","S11434D2","S11434D3","S21199515","S21199555"]},{"Id":"cub_mix_lesson3","Url":"https://teachengineering.org/lessons/view/cub_mix_lesson3","Title":"Properties of Mixtures vs. Solutions: Mix It Up!","Summary":"Students are introduced to the distinctive properties of mixtures and solutions. A class demonstration led by the teachers gives students the opportunity to compare and contrast the physical characteristics of a few simple mixtures and solutions. They discuss the separation of mixtures and solutions back into their original components as well as different engineering applications of mixtures and solutions.","Type":"lesson","Alignments":["S2454455","S1142475","S21199512"]},{"Id":"cub_human_lesson02","Url":"https://teachengineering.org/lessons/view/cub_human_lesson02","Title":"Move Your Muscles!","Summary":"Students learn all about muscles, including the three different types of muscles in the human body and the effects of microgravity on muscles. They also learn how astronauts must exercise in order to lessen muscle atrophy in space. Students discover what types of equipment engineers design to help the astronauts exercise while in space. ","Type":"lesson","Alignments":["S11417F6","S1142558","S114255A","S2470878","S21199491"]},{"Id":"cub_dams_lesson01","Url":"https://teachengineering.org/lessons/view/cub_dams_lesson01","Title":"Water Resources: Why Do We Build Dams?","Summary":"Students are introduced to the concept of a dam and its potential benefits, which include water supply, electricity generation, flood control, recreation and irrigation. This lesson begins an ongoing classroom scenario in which student engineering teams working for the Splash Engineering firm design dams for a fictitious client, Thirsty County. ","Type":"lesson","Alignments":["S1141716","S11425AB","S11425A4","S2454463","S21199544"]},{"Id":"cub_earth_lesson1","Url":"https://teachengineering.org/lessons/view/cub_earth_lesson1","Title":"Earth Rocks!","Summary":"The purpose of this lesson is to introduce students to the basic elements of our Earth\u0027s crust: rocks, soils and minerals. They learn how we categorize rocks, soils and minerals and how they are literally the foundation for our civilization. Students also explore how engineers use rocks, soils and minerals to create the buildings, roads, vehicles, electronics, chemicals, and other objects we use to enhance our lives. ","Type":"lesson","Alignments":["S11424F7","S11424F8","S2454448","S21199490","S21199470"]},{"Id":"cub_human_lesson04","Url":"https://teachengineering.org/lessons/view/cub_human_lesson04","Title":"Digestive System","Summary":"The digestive system is amazing: it takes the foods we eat and breaks them into smaller components that our bodies can use for energy, cell repair and growth. This lesson introduces students to the main parts of the digestive system and how they interact. In addition, the associated activity helps students learn about some of the challenges astronauts face when eating in outer space. Engineers figure out how to deal with such challenges.","Type":"lesson","Alignments":["S11417F6","S1141704","S2470878","S1142491","S2470939"]},{"Id":"cub_weather_lesson06","Url":"https://teachengineering.org/lessons/view/cub_weather_lesson06","Title":"Global Climate Change","Summary":"Students learn how the greenhouse effect is related to global warming and how global warming impacts our planet, including global climate change. Extreme weather events, rising sea levels, and how we react to these changes are the main points of focus of this lesson.","Type":"lesson","Alignments":["S2454528","S11434D3","S1143680","S11434EA","S11424A5","S11416BB","S2553809","S2553801","S2557978","S21199531"]},{"Id":"cub_mix_lesson1","Url":"https://teachengineering.org/lessons/view/cub_mix_lesson1","Title":"The Building Blocks of Matter","Summary":"Students use the associated activity to learn about atoms and their structure (protons, electrons, neutrons) — the building blocks of matter. They see how scientific discoveries about atoms and molecules influence new technologies developed by engineers. ","Type":"lesson","Alignments":["S11424E3","S11434CE","S11434EF","S2471206","S21199515"]},{"Id":"cub_simple_lesson01","Url":"https://teachengineering.org/lessons/view/cub_simple_lesson01","Title":"Engineering: Simple Machines","Summary":"Simple machines are devices with few or no moving parts that make work easier. Students are introduced to the six types of simple machines — the wedge, wheel and axle, lever, inclined plane, screw, and pulley — in the context of the construction of a pyramid, gaining high-level insights into tools that have been used since ancient times and are still in use today. In two hands-on activities, students begin their own pyramid design by performing materials calculations, and evaluating and selecting a construction site. The six simple machines are examined in more depth in subsequent lessons in this unit.","Type":"lesson","Alignments":["S21199470","S2470797","S2470795"]},{"Id":"cub_footprint_lesson1","Url":"https://teachengineering.org/lessons/view/cub_footprint_lesson1","Title":"What Kind of Footprint? Carbon Footprint ","Summary":"Students determine their carbon footprints by answering questions about their everyday lifestyle choices. Then they engineer plans to reduce them. Students learn about their personal impacts on global climate change and how they can help the environment.","Type":"lesson","Alignments":["S1141717","S2454528","S2454463","S11416BB","S21199531"]},{"Id":"cub_natdis_lesson04","Url":"https://teachengineering.org/lessons/view/cub_natdis_lesson04","Title":"Volcanic Panic!","Summary":"Students learn about the causes, composition and types of volcanoes. They begin with an overview of the Earth\u0027s interior and how volcanoes form. Once students know how volcanoes function, they learn how engineers predict eruptions. In a class demonstration, students watch and measure a mock volcanic eruption and observe the eruption phases, seeing how a volcano gets its shape and provides us with clues to predict a blast.","Type":"lesson","Alignments":["S11425A2","S21199512","S2471038","S2471029"]},{"Id":"cub_human_lesson07","Url":"https://teachengineering.org/lessons/view/cub_human_lesson07","Title":"Unlocking the Endocrine System","Summary":"Students learn how the endocrine system works and compare it to the mail delivery system. Students discuss the importance of communication in human body systems and relate that to engineering and astronauts.","Type":"lesson","Alignments":["S21199487","S1142491","S2470878"]},{"Id":"cub_mix_lesson2","Url":"https://teachengineering.org/lessons/view/cub_mix_lesson2","Title":"Understanding Elements","Summary":"Students examine the periodic table and the properties of elements. They learn the basic definition of an element and the 18 elements that compose most of the matter in the universe. The periodic table is described as one method of organization for the elements. The concepts of physical and chemical properties are also reviewed.","Type":"lesson","Alignments":["S11424E5","S2454471","S21199515"]},{"Id":"cub-2632-cars-air-quality-connections-k-2-lesson","Url":"https://teachengineering.org/lessons/view/cub-2632-cars-air-quality-connections-k-2-lesson","Title":"Cars and Air Quality Connections","Summary":"This lesson introduces students to the concepts of air pollution from transportation and related health effects, plus vehicle solutions to help reduce air pollution and improve air quality. \n\nFirst, students watch a video of vehicles in traffic and reflect on what they observed. Next, they learn about particulate matter (PM), a primary air pollutant, and do basic visual air quality and PM health effects assessments. Finally, students compare and contrast gas-powered and electric vehicles in relation to their energy sources and impacts on air quality.","Type":"lesson","Alignments":["S2454416","S2454383","S21199521"]},{"Id":"cub_rock_lesson04","Url":"https://teachengineering.org/lessons/view/cub_rock_lesson04","Title":"How Mountains are Formed","Summary":"Students investigate how mountains are formed. Concepts include the composition and structure of the Earth\u0027s tectonic plates and tectonic plate boundaries, with an emphasis on plate convergence as it relates to mountain formation. Students learn that geotechnical engineers design technologies to measure movement of tectonic plates and mountain formation, as well as design to alter the mountain environment to create safe and dependable roadways and tunnels.","Type":"lesson","Alignments":["S2454521","S11424A9","S2471557","S2471556"]},{"Id":"cub_brid_lesson02","Url":"https://teachengineering.org/lessons/view/cub_brid_lesson02","Title":"Designing Bridges","Summary":"Students learn about the types of possible loads, how to calculate ultimate load combinations, and investigate the different sizes for the beams (girders) and columns (piers) of simple bridge design. They learn the steps that engineers use to design bridges by conducting their own hands on associated activity to prototype their own structure. Students will begin to understand the problem, and learn how to determine the potential bridge loads, calculate the highest possible load, and calculate the amount of material needed to resist the loads.","Type":"lesson","Alignments":["S11417AA","S11424D2","S11434D3","S2471340","S2553794"]},{"Id":"cub-2635-climate-change-cars-k-2-lesson","Url":"https://teachengineering.org/lessons/view/cub-2635-climate-change-cars-k-2-lesson","Title":"Climate Change and Cars (K-2)","Summary":"This lesson introduces students to the concepts of climate change and what affects it. By the end of the lesson, students should have a basic understanding of the greenhouse effect, the carbon cycle, global warming, and how transportation can contribute to global warming. Students work together to understand how various forms of transportation have costs and benefits, and which modes of transportation are better for the environment.","Type":"lesson","Alignments":["S2454416","S2454383"]},{"Id":"cub_simple_lesson05","Url":"https://teachengineering.org/lessons/view/cub_simple_lesson05","Title":"Powerful Pulleys","Summary":"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.","Type":"lesson","Alignments":["S2454420","S2454421","S114346F","S2553937","S21199491"]},{"Id":"cub-2633-internal-combustion-engine-electric-vehicles-3-5-lesson","Url":"https://teachengineering.org/lessons/view/cub-2633-internal-combustion-engine-electric-vehicles-3-5-lesson","Title":"Internal Combustion Engine, Electric Vehicles \u0026 Air Quality Connections","Summary":"This lesson introduces students to the concepts of air pollution from transportation and related health effects, plus vehicle solutions to help reduce air pollution and improve air quality. \n\nFirst, students watch a video of vehicles in traffic and reflect on what they observed. Next, they learn about particulate matter (PM), a primary air pollutant, and do basic visual air quality and PM health effects assessments. Finally, students compare and contrast gas-powered and electric vehicles in relation to their energy sources and impacts on air quality.\n\nThis lesson introduces students to the concepts of air pollution and air quality. Students learn about the basic effects of gas-powered and electric vehicle emissions on air quality. Students work together to learn about the color-coded Air Quality Index chart, and what each chart level means in terms of the level of ground-level ozone pollution and its corresponding air quality rating. The source of ground-level ozone and its effects, and ways to reduce ozone pollution and stay safe on high-level ozone days are also presented.","Type":"lesson","Alignments":["S2454441","S2454463","S21199525","S21199528"]},{"Id":"cub_mechanics_lesson01","Url":"https://teachengineering.org/lessons/view/cub_mechanics_lesson01","Title":"What Makes Airplanes Fly?","Summary":"Students begin to explore the idea of a force. To further their understanding of drag, gravity and weight, they conduct activities that model the behavior of parachutes and helicopters. An associated literacy activity engages the class to recreate the Wright brothers\u0027 first flight in the style of the \"You Are There\" television series.","Type":"lesson","Alignments":["S11424D2","S2454479","S21199515"]},{"Id":"cub_natdis_lesson01","Url":"https://teachengineering.org/lessons/view/cub_natdis_lesson01","Title":"Naturally Disastrous","Summary":"Students are introduced to natural disasters and learn the difference between natural hazards and natural disasters. They discover the many types of natural hazards—avalanche, earthquake, flood, forest fire, hurricane, landslide, thunderstorm, tornado, tsunami and volcano—as well as specific examples of natural disasters. Students also explore why understanding these natural hazards is important to engineers and everyone\u0027s survival on our planet.","Type":"lesson","Alignments":["S11425A1","S21199512","S2471029"]},{"Id":"cub_human_lesson01","Url":"https://teachengineering.org/lessons/view/cub_human_lesson01","Title":"Spaced Out","Summary":"Students are introduced to the space environment, learning about the major differences between the environment on Earth and that of outer space (atmosphere, radiation, microgravity)— and the engineering challenges that arise because of these differences. To prepare students for the upcoming lessons on the human body, they are challenged to think about how their bodies would change and adapt in the unique environment of space.","Type":"lesson","Alignments":["S11417F6","S1142565","S1142566","S1142567","S2454465","S21199491"]},{"Id":"duk_rollercoaster_music_less","Url":"https://teachengineering.org/lessons/view/duk_rollercoaster_music_less","Title":"Physics of Roller Coasters","Summary":"Students explore the physics exploited by engineers in designing today\u0027s roller coasters, including potential and kinetic energy, friction and gravity. First, they learn that all true roller coasters are completely driven by the force of gravity and that the conversion between potential and kinetic energy is essential to all roller coasters. Second, they consider the role of friction in slowing down cars in roller coasters. Finally, they examine the acceleration of roller coaster cars as they travel around the track. During the associated activity, students design, build and analyze model roller coasters they make using foam tubing and marbles (as the cars).","Type":"lesson","Alignments":["S2363647","S2363653","S2363691","S2363692","S11417D8","S2454487","S11417D9"]},{"Id":"duk_sunflower_mary_less","Url":"https://teachengineering.org/lessons/view/duk_sunflower_mary_less","Title":"Let’s Plan an Experiment: What Do Plants Need?","Summary":"In an introductory discussion, students identify the physical needs of animals and then speculate on the needs of  plants. With teacher guidance, students then design an experiment that can take place in the classroom to test whether or not plants need light and water in order to grow. This prepares them to conduct the associated activity in which sunflower seeds are planted in plastic cups, and once germinated, are exposed to different conditions. In a classroom setting it is easy to test for the effects of light versus darkness, and watered versus non-watered conditions. During exposure of the plants to these different conditions, students measure growth of the seedlings every few days using non-standard measurement. After a few weeks, they compare the growth of plants exposed to the different conditions, and make pictorial bar graphs that demonstrate these comparisons.","Type":"lesson","Alignments":["S2363335","S2363331","S1141753","S2454407","S2454380","S21199594","S21199596"]},{"Id":"cub_humanwatercycle_lesson01","Url":"https://teachengineering.org/lessons/view/cub_humanwatercycle_lesson01","Title":"Human Water Cycle","Summary":"Students learn about the human water cycle, or how humans impact the water cycle by settling down in civilizations. Specifically, they learn how people obtain, use and dispose of water. Students also learn about shortages of treated, clean and safe water and learn about ways that engineers address this issue through water conservation and graywater recycling. ","Type":"lesson","Alignments":["S11424AD","S11424AB","S11425AD","S11424AC","S2454463","S21199467","S21199472"]},{"Id":"usf_traffic_lesson01","Url":"https://teachengineering.org/lessons/view/usf_traffic_lesson01","Title":"What\u0027s Up with All This Traffic?","Summary":"Expanding on the topic of objects in motion covering Newton\u0027s laws of motion, acceleration and velocity, which are taught starting in third grade, students are introduced to new concepts of speed, density, level of service (LOS) (quality of roadways), delay and congestion. Every day we are affected by congestion—even if we do not step out of our homes. For example, the price we pay for goods increases due to increases in shipping costs caused by congestion delays. A congestion metric would help us to compare roadways and assess improvement methods. A common metric used to measure congestion is called level of service (LOS).","Type":"lesson","Alignments":["S11308B9","S11308BA","S1130900","S114178B","S2454531","S11434D2","S11434D3","S1143682"]},{"Id":"cub_electricity_lesson03","Url":"https://teachengineering.org/lessons/view/cub_electricity_lesson03","Title":"Electrons on the Move","Summary":"Students explore the phenomenon of electricity as they learn about current electricity and necessary conditions for the existence of an electric current. To make sense of this phenomenon, students construct a simple electric circuit and galvanic cell to help them understand voltage, current, and resistance. They also use the disciplinary core ideas of energy and electric current to better understand the crosscutting concept of energy transfer. ","Type":"lesson","Alignments":["S11417D7","S11424F4","S11424F5","S2556108","S2454438","S11434AA","S114347A","S21199512"]},{"Id":"cub_dams_lesson03","Url":"https://teachengineering.org/lessons/view/cub_dams_lesson03","Title":"Locks and Dams","Summary":"Students are introduced to the structure, function and purpose of locks and dams, which involves an introduction to Pascal\u0027s law, water pressure and gravity.","Type":"lesson","Alignments":["S1142478","S2454533","S11434DA","S11434D3","S21199515","S21199555"]},{"Id":"uof-2499-enzymes-power-laundry-detergents-lesson","Url":"https://teachengineering.org/lessons/view/uof-2499-enzymes-power-laundry-detergents-lesson","Title":"The Power of Enzymes!","Summary":"What do enzymes and engineering have in common? As a catalyst that creates a chemical reaction, enzymes are a unique substance that chemical engineers can learn from to create their own unique chemical designs. In this lesson, students learn about enzymes, study how enzymes work in our digestive system, and discuss enzymes are used in laundry detergents. Students relate to the idea that enzymes digest the food in the human body, and that enzymes can also be used to digest food stains on clothing.","Type":"lesson","Alignments":["S1141702","S11416BC","S2471787","S2572680"]},{"Id":"cub_dams_lesson05","Url":"https://teachengineering.org/lessons/view/cub_dams_lesson05","Title":"Dam Impacts","Summary":"While the creation of a dam provides many benefits, it can have negative impacts on local ecosystems. Using the associated activity students learn about the major environmental impacts of dams and the engineering solutions used to address them.","Type":"lesson","Alignments":["S1141716","S114254E","S11425A1","S2454463","S2454427","S21199544"]},{"Id":"uoh_fluidmechanics_lesson01","Url":"https://teachengineering.org/lessons/view/uoh_fluidmechanics_lesson01","Title":"Archimedes\u0027 Principle, Pascal\u0027s Law and Bernoulli\u0027s Principle","Summary":"Students are introduced to Pascal\u0027s law, Archimedes\u0027 principle and Bernoulli\u0027s principle. Fundamental definitions, equations, practice problems and engineering applications are supplied. Students can use the associated activities to strengthen their understanding of relationships between the previous concepts and real-life examples. A PowerPoint® presentation, practice problems and grading rubric are provided.","Type":"lesson","Alignments":["S113EF39","S114363B","S2366907","S2366909"]},{"Id":"mis-2348-mathematical-modeling-linear-approximations-lesson","Url":"https://teachengineering.org/lessons/view/mis-2348-mathematical-modeling-linear-approximations-lesson","Title":"Mathematical Modeling- Linear Approximations","Summary":"Students investigate the idea of linear approximation. Students apply mathematical modeling, specifically linear approximation, to an already collected data set to make a prediction. In this lesson, students first engage in a warm-up that is not a perfectly linear data set, being exposed to this for the first time. Students take on the role as a packaging engineer to learn the process to apply linear approximation modeling: collecting data, creating a graph, drawing a line-of-fit, creating a model in the form of an equation, defining the model’s variables, and evaluating with the model. Students ultimately use their linear model to predict the net weight of cereal in grams contained by 260 square inches of cardboard packaging.","Type":"lesson","Alignments":["S2481346","S2481348","S2481392","S2481393","S2480848","S1141702","S2471787","S2471698","S1143591","S1143584","S11435F2","S2366909","S1143636"]},{"Id":"van_membrane_lesson2","Url":"https://teachengineering.org/lessons/view/van_membrane_lesson2","Title":"Cell Membrane Structure and Function","Summary":"Students learn about the different structures that comprise cell membranes, fulfilling part of the Research and Revise stages of the legacy cycle. They view online animations of cell membrane dynamics (links provided). Then they observe three teacher demonstrations that illustrate diffusion and osmosis concepts, as well as the effect of movement through a semi-permeable membrane using Lugol\u0027s solution. Lastly, students use the associated activity to test their understanding of the cell structure and membrane. ","Type":"lesson","Alignments":["S114175C","S2454563","S1132948"]},{"Id":"cub_surg_lesson03","Url":"https://teachengineering.org/lessons/view/cub_surg_lesson03","Title":"Viscous Fluids ","Summary":"Students are introduced to the similarities and differences in the behaviors of elastic solids and viscous fluids. Several types of fluid behaviors are described—Bingham plastic, Newtonian, shear thinning and shear thickening—along with their respective shear stress vs. rate of shearing strain diagrams. In addition, fluid material properties such as viscosity are introduced, along with the methods that engineers use to determine those physical properties.","Type":"lesson","Alignments":["S113EF7E","S2454540","S114353B","S11424BD","S21199515"]},{"Id":"ind-2472-analysis-forces-truss-bridge-lesson","Url":"https://teachengineering.org/lessons/view/ind-2472-analysis-forces-truss-bridge-lesson","Title":"Doing the Math: Analysis of Forces in a Truss Bridge","Summary":"In this lesson, students learn the basics of the analysis of forces engineers perform at the truss joints to calculate the strength of a truss bridge. This method is known as the “method of joints.” Finding the tensions and compressions using this method will be necessary to solve systems of linear equations where the size depends on the number of elements and nodes in the truss.\n\nThe method of joints is the core of a graphic interface created by the author in Google Sheets that students can use to estimate the tensions-compressions on the truss elements under given loads, as well as the maximum load a wood truss structure may hold (depending on the specific wood the truss is made of) and the thickness of its elements. \n","Type":"lesson","Alignments":["S2487158","S2487159","S2487160","S2487161","S2487170","S2487302","S2487316","S2487317","S2487320","S113EF39","S113EF3F","S113EF43","S2487434","S2487348","S2487162","S2487163","S2487164","S2672417","S2672418","S2672419","S2672421","S2672422","S2672425","S2672431","S2673011","S2673014","S2673015","S2673016","S2673017","S2673018","S2673019","S2673020","S11416C1","S114176C","S114176F","S1141771","S11416C2","S1141782","S11416CA","S11417AE","S11417AF","S11417B0","S11417B2","S2454607","S2454608","S2454609","S114361E","S1143623","S114363E","S1143640","S1143641","S21199587","S21199592","S21199607","S21199480","S21199609"]},{"Id":"uod-2270-decibels-acoustical-engineering","Url":"https://teachengineering.org/lessons/view/uod-2270-decibels-acoustical-engineering","Title":"Decibels and Acoustical Engineering","Summary":"In this lesson, students learn that sound is energy and has the ability to do work. Students discover that sound is produced by a vibration and they observe soundwaves and how they travel through mediums. They understand that sound can be absorbed, reflected or transmitted. Through associated activities, videos and a PowerPoint presentation led by the teacher, students further their exploration of sound through discussions in order to build background knowledge. ","Type":"lesson","Alignments":["S1141703","S2787447","S2470928","S2471328","S21199512","S21199470"]},{"Id":"cub_electricity_lesson06","Url":"https://teachengineering.org/lessons/view/cub_electricity_lesson06","Title":"Parallel Circuitry \u0026 Ohm’s Law: Many Paths for Electricity","Summary":"Students explore the composition and practical application of parallel circuitry, compared to series circuitry. Students design and build parallel circuits and investigate their characteristics, and apply Ohm\u0027s law.","Type":"lesson","Alignments":["S11417D7","S11424F4","S11424F5","S2553909","S2556108","S11434A3","S11434DF","S2454438","S21199512"]},{"Id":"csm-2353-algorithms-everyday-life-lesson","Url":"https://teachengineering.org/lessons/view/csm-2353-algorithms-everyday-life-lesson","Title":"Algorithms and Everyday Life ","Summary":"Algorithms are one of the foundations of our technological world, and are driven by the scientists and engineers behind the scenes that write all of these different algorithms. This lesson is intended to get students interested in the inner workings of algorithms and the capabilities associated with them. We start by engaging students with very simple examples of algorithms which they can associate with. We then discuss Google’s PageRank algorithm for ranking the importance of websites based on the other websites that link to them, and play a fun game that can be used to find the same results as the PageRank algorithm.","Type":"lesson","Alignments":["S2557987","S2470834","S2366909","S21199598"]},{"Id":"cub_solar_lesson08","Url":"https://teachengineering.org/lessons/view/cub_solar_lesson08","Title":"Life in Space: The International Space Station","Summary":"Students are introduced to the International Space Station (ISS) with information about its structure, operation and key experiments. The ISS itself is an experiment in international cooperation to explore the potential for humans to live in space. The space station features state-of-the-art science and engineering laboratories to conduct research in medicine, materials and fundamental science to benefit people on Earth as well as people who will live in space in the future.","Type":"lesson","Alignments":["S1142599","S114259B","S2454465","S11434F2","S21199491","S21199512"]},{"Id":"cla_lesson7_household_energy","Url":"https://teachengineering.org/lessons/view/cla_lesson7_household_energy","Title":"Household Energy Conservation and Efficiency","Summary":"Students complete three different activities to evaluate the energy consumption in a household and explore potential ways to reduce that consumption. The focus is on conservation and energy efficient electrical devices and appliances. The lesson reinforces the relationship between power and energy and associated measurements and calculations required to evaluate energy consumption. The lesson provides students with more concrete information for completing their culminating unit assignment.","Type":"lesson","Alignments":["S11417D9","S10019BC","S101CF08","S101128D","S10070A0","S10115EB","S11434D3","S11434EA","S2373212","S2488897","S2488972","S2488973","S2471308","S2471543","S2471320","S2471193","S2471601","S21199531"]},{"Id":"cub_intro_lesson05","Url":"https://teachengineering.org/lessons/view/cub_intro_lesson05","Title":"Chemical Wonders: Materials and States of Matter","Summary":"Students are introduced to chemical engineering and learn about its many different applications. They are provided with a basic introduction to matter and its different properties and states. An associated hands-on activity gives students a chance to test their knowledge of the states of matter and how to make observations using their five senses: touch, smell, sound, sight and taste.","Type":"lesson","Alignments":["S11424F9","S2470677","S21199490"]},{"Id":"cub_enveng_lesson03","Url":"https://teachengineering.org/lessons/view/cub_enveng_lesson03","Title":"An Underground River","Summary":"Students learn how water flows through the ground, what an aquifer is, and what solid properties predict groundwater flow. Groundwater is one of the largest sources of drinking water, so environmental engineers need to understand groundwater flow in order to tap into this important resource. Environmental engineers also study groundwater to track the movement of pollution from the surface. ","Type":"lesson","Alignments":["S1141717","S11424EA","S11425AB","S2553798","S11434DA","S11434D3","S2454524","S21199495"]},{"Id":"duk_bycatchunit_musc_less2","Url":"https://teachengineering.org/lessons/view/duk_bycatchunit_musc_less2","Title":"Echolocation: Using Sound for Sight","Summary":"Echolocation is the ability to orient by transmitting sound and receiving echoes from objects in the environment. As a result of a Marco-Polo type activity and subsequent lesson, students learn basic concepts of echolocation. They use these concepts to understand how dolphins use echolocation to locate prey, escape predators, navigate their environment, such as avoiding gillnets set by commercial fishing vessels. Students also learn that dolphin sounds are vibrations created by vocal organs, and that sound is a type of wave or signal that carries energy and information especially in the dolphin\u0027s case. Students learn that a dolphin\u0027s sense of hearing is highly enhanced and better than that of human hearing. Students are also introduced to the concept of bycatch. They learn what happens to animals who are unintentionally caught while fishing for other species.","Type":"lesson","Alignments":["S2363599","S2363614","S2454495","S2454447","S21199556"]},{"Id":"umo_computerprogram_lesson04","Url":"https://teachengineering.org/lessons/view/umo_computerprogram_lesson04","Title":"What Is Bluetooth?","Summary":"Students learn about electrical connections, how they work and their pervasiveness in our world. They consider the usefulness of wireless electrical connections for connecting electrical devices. Morse code is introduced as a communication method that takes advantage of on/off states to transmit messages by electrical bursts sent via wires, light or sound. They learn the Morse code rules and translate a few phrases into Morse code. Specifically, they learn about a wireless connection type known as Bluetooth that can be used to control LEGO robots remotely from Android devices, which leads into the associated activity.","Type":"lesson","Alignments":["S2477267","S2454469","S2454535","S2366906","S2596341","S21199571","S21199472","S21199526"]},{"Id":"cub_spatviz_lesson01","Url":"https://teachengineering.org/lessons/view/cub_spatviz_lesson01","Title":"Let’s Learn about Spatial Viz!","Summary":"Spatial visualization is the study of two- and three-dimensional objects and the practice of mental manipulation of objects. Spatial visualization skills are important in a range of subjects and activities like mathematics, physics, engineering, art and sports! In this lesson, students are introduced to the concept of spatial visualization and measure their spatial visualization skills by taking the provided 12-question quiz. Following the lesson, students complete the four associated spatial visualization activities and then re-take the quiz to see how much their spatial visualization skills have improved.","Type":"lesson","Alignments":["S2558070","S2558088","S1143509","S2558068","S114357F","S1143580"]},{"Id":"mis_avida_lesson01","Url":"https://teachengineering.org/lessons/view/mis_avida_lesson01","Title":"Evolution of Digital Organisms","Summary":"Students are introduced to the concepts of digital organisms and digital evolution. They learn about the research that digital evolution software makes possible, and compare and contrast it with biological evolution.","Type":"lesson","Alignments":["S113682B","S103F1BC","S1141704","S2454585","S21199515","S21199501"]},{"Id":"ucd_newton_lesson01","Url":"https://teachengineering.org/lessons/view/ucd_newton_lesson01","Title":"What Is Newton\u0027s First Law?","Summary":"Students are introduced to the concepts of force, inertia and Newton\u0027s first law of motion: objects at rest stay at rest and objects in motion stay in motion unless acted upon by an unbalanced force. Examples of contact and non-contact types of forces are provided, specifically applied, spring, drag, frictional forces, and magnetic, electric, gravitational forces. Students learn the difference between speed, velocity and acceleration, and come to see that the change in motion (or acceleration) of an object is caused by unbalanced forces. They also learn that engineers consider and take advantage of these forces and laws of motion in their designs. Through a PowerPoint® presentation and some simple teacher demonstrations these fundamental science concepts are explained and illustrated. This lesson is the first in a series of three lessons that are intended to be taught as a unit.","Type":"lesson","Alignments":["S2598228","S2454479","S1141704"]},{"Id":"uno_gaitway_lesson01","Url":"https://teachengineering.org/lessons/view/uno_gaitway_lesson01","Title":"Position, Velocity and Acceleration","Summary":"Students observe four different classroom setups with objects in motion (using toy cars, a ball on an incline, and a dynamics cart). At the first observation of each scenario, students sketch predicted position vs. time and velocity vs. time graphs. Then the classroom scenarios are conducted again with a motion detector and accompanying tools to produce position vs. time and velocity vs. time graphs for each scenario. Students compare their predictions with the graphs generated by technology and discuss their findings. This lesson requires assorted classroom supplies, as well as motion detector technology.","Type":"lesson","Alignments":["S2500236","S2414353","S2414365","S2446323","S114175C","S114359F","S21199610"]},{"Id":"cub_surg_lesson02","Url":"https://teachengineering.org/lessons/view/cub_surg_lesson02","Title":"Mechanics of Elastic Solids","Summary":"After conducting the associated activity, students are introduced to the material behavior of elastic solids. Engineering stress and strain are defined and their importance in designing devices and systems is explained. How engineers measure, calculate and interpret properties of elastic materials is addressed. Students calculate stress, strain and modulus of elasticity, and learn about the typical engineering stress-strain diagram (graph) of an elastic material.","Type":"lesson","Alignments":["S1142467","S2555842","S11435E8","S21199470"]},{"Id":"cub_solar_lesson05","Url":"https://teachengineering.org/lessons/view/cub_solar_lesson05","Title":"Moon Walk","Summary":"Students learn about the Earth\u0027s only natural satellite, the Moon. They discuss the Moon\u0027s surface features and human exploration. They also learn about how engineers develop technologies to study and explore the Moon, which also helps us learn more about the Earth.","Type":"lesson","Alignments":["S1142599","S114259A","S21199512","S2471124"]},{"Id":"umo_challenges_lesson01","Url":"https://teachengineering.org/lessons/view/umo_challenges_lesson01","Title":"What Is Engineering and What Is Design?","Summary":"Students are presented with an overview of engineering and design. Various engineering disciplines are discussed in some detail using slides and an online video and website. The concept of design is introduced by presenting the basic steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e. Students learn that design is not necessarily restricted to engineering, but a general concept applicable to all walks of life. To strengthen their understanding, students are challenged to design a picnic for their friends by considering its various components as they go through the design process steps. This prepares them for subsequent design challenges such as those in the associated activities of this unit. A PowerPoint® presentation, pre/post quizzes and worksheet are provided.","Type":"lesson","Alignments":["S1141702","S1141704","S11416BE","S11416C1","S2596328","S11416BF","S2471038"]},{"Id":"cub_measurement_lesson01","Url":"https://teachengineering.org/lessons/view/cub_measurement_lesson01","Title":"Measure Twice, Cut Once","Summary":"Students learn the metric units engineers use to measure mass, distance (or length) and volume. They make estimations using these units and compare their guesses with actual values. To introduce the concepts, the teacher needs access to a meter stick, a one-liter bottle, a glass container that measures milliliters and a gram scale.","Type":"lesson","Alignments":["S2553842","S2558343","S11434AC","S11434FC","S2454469","S21199470"]},{"Id":"cub_dams_lesson06","Url":"https://teachengineering.org/lessons/view/cub_dams_lesson06","Title":"Swim to and from the Sea!","Summary":"Students are introduced to the basic biology behind Pacific salmon migration and the many engineered Columbia River dam structures that aid in their passage through the river\u0027s hydroelectric dams. Students apply what they learn about the salmon life cycle as they think of devices and modifications that might be implemented at dams to permit the natural cycle of fish migration, and as they make (hypothetical) Splash Engineering presentations about their proposed fish mitigation solutions for Birdseye River\u0027s dam in Thirsty County.","Type":"lesson","Alignments":["S1141716","S1142566","S1142569","S2454428","S21199544"]},{"Id":"mis-2484-machine-learning-perceptron-modeling-lesson","Url":"https://teachengineering.org/lessons/view/mis-2484-machine-learning-perceptron-modeling-lesson","Title":"How Does Machine Learning Work? ","Summary":"Dive into the rapidly emerging world of machine learning, where students come to understand the first attempts at developing the perceptron model—a simplified model of a biological neuron. Students also learn about the logic of the perceptron model and its limitations, which led to the development of multi-layer networks. ","Type":"lesson","Alignments":["S1141702","S2471696","S114356A","S2471809","S2481504"]},{"Id":"wst_environmental_lesson02","Url":"https://teachengineering.org/lessons/view/wst_environmental_lesson02","Title":"Introduction to Water Chemistry","Summary":"Students are presented with examples of the types of problems that environmental engineers solve, specifically focusing on water quality issues. Topics include the importance of clean water, the scarcity of fresh water, tap water contamination sources, and ways environmental engineers treat contaminated water.","Type":"lesson","Alignments":["S1141717","S2454532","S2454531","S2596327","S2596350","S2596149","S2596584","S21199531","S21199537"]},{"Id":"cub_simple_lesson06","Url":"https://teachengineering.org/lessons/view/cub_simple_lesson06","Title":"Simple Machines and Modern Day Engineering Analogies","Summary":"Students apply the mechanical advantages and problem-solving capabilities of six types of simple machines (wedge, wheel and axle, lever, inclined plane, screw, pulley) as they discuss modern structures in the spirit of the engineers and builders of the great pyramids. While learning the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, students practice teamwork, creativity and problem solving. ","Type":"lesson","Alignments":["S21199571","S21199570"]},{"Id":"duk_heaveho_music_less","Url":"https://teachengineering.org/lessons/view/duk_heaveho_music_less","Title":"An Introduction to Inclined Planes","Summary":"Students are introduced to the concept of simple tools and how they can make difficult or impossible tasks easier. They begin by investigating the properties of inclined planes and how implementing them can reduce the force necessary to lift objects off the ground.  ","Type":"lesson","Alignments":["S2366331","S1143424","S1143425","S2454417","S2897230","S2897231","S21199464","S21199483","S21199542"]},{"Id":"cub_navigation_lesson01","Url":"https://teachengineering.org/lessons/view/cub_navigation_lesson01","Title":"Where Is Here?","Summary":"In this lesson, students are shown the very basics of navigation. The concepts of relative and absolute location, latitude, longitude and cardinal directions are discussed, as well as the use and principles of a map and compass.  ","Type":"lesson","Alignments":["S11425BD","S2553794","S2557980","S2454533","S21199515"]},{"Id":"cub_biomed_lesson09","Url":"https://teachengineering.org/lessons/view/cub_biomed_lesson09","Title":"DNA: The Human Body Recipe","Summary":"As a class, students work through an example showing how DNA provides the \"recipe\" for making human body proteins. They see how the pattern of nucleotide bases (adenine, thymine, guanine, cytosine) forms the double helix ladder shape of DNA, and serves as the code for the steps required to make genes. Students extend their knowledge by conducting the associated activities to learn ways that engineers and scientists are applying their understanding of DNA in our world.","Type":"lesson","Alignments":["S11417F8","S11417FB","S1142541","S2454506"]},{"Id":"cub_navigation_lesson02","Url":"https://teachengineering.org/lessons/view/cub_navigation_lesson02","Title":"How to be a Great Navigator!","Summary":"In this lesson, students learn how great navigators of the past stayed on course — that is, the historical methods of navigation. The concepts of dead reckoning and celestial navigation are discussed.","Type":"lesson","Alignments":["S11425BD","S2553794","S2558083","S11434D3","S21199515","S21199555"]},{"Id":"cub_surg_lesson04","Url":"https://teachengineering.org/lessons/view/cub_surg_lesson04","Title":"Viscoelasticity","Summary":"Students are introduced to the concept of viscoelasticity and some of the material behaviors of viscoelastic materials, including strain rate dependence, stress relaxation, creep, hysteresis and preconditioning. Viscoelastic material behavior is compared to elastic solids and viscous fluids. Students learn about materials that have viscoelastic behavior along with the importance of engineers understanding viscoelasticity. To best engage the students, conduct the first half of the associated Creepy Silly Putty activity before conducting this lesson.","Type":"lesson","Alignments":["S1142467","S2454540","S21199515"]},{"Id":"cub_simple_lesson04","Url":"https://teachengineering.org/lessons/view/cub_simple_lesson04","Title":"Slide Right on by Using an Inclined Plane","Summary":"Students explore building a pyramid, learning about the simple machine called an inclined plane. They also learn about another simple machine, the screw, and how it is used as a lifting or fastening device. During the associated hands-on activity, students see how the angle of inclination and pull force can make it easier (or harder) to pull an object up an inclined plane. ","Type":"lesson","Alignments":["S2454420","S114349B","S11434FB","S2553928","S2553872","S2553906","S114346D","S21199470"]},{"Id":"cub_simple_lesson02","Url":"https://teachengineering.org/lessons/view/cub_simple_lesson02","Title":"Pyramid Building: How to Use a Wedge","Summary":"Students learn how simple machines, including wedges, were used in building both ancient pyramids and present-day skyscrapers. In a hands-on activity, students test a variety of wedges on different materials (wax, soap, clay, foam). Students gain an understanding of how simple machines are used in engineering applications to make our lives and work easier.","Type":"lesson","Alignments":["S11434B0","S21199470"]},{"Id":"cub_design_lesson01","Url":"https://teachengineering.org/lessons/view/cub_design_lesson01","Title":"Time for Design","Summary":"Students are introduced to the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, focusing on the concept of brainstorming design alternatives. They learn that engineering is about designing creative ways to improve existing artifacts, technologies or processes, or developing new inventions that benefit society. Students come to realize that they can be engineers and use the design process themselves to create tomorrow\u0027s innovations.","Type":"lesson","Alignments":["S2454469","S11416BE","S11416BF","S11416BC","S21199571","S21199570"]},{"Id":"cub_intro_lesson06","Url":"https://teachengineering.org/lessons/view/cub_intro_lesson06","Title":"Homeward Bound: Engineers in Action Everywhere","Summary":"Students review the what they have learned throughout the five lessons in this unit. This includes a review of many types of engineers, reminding students of the various everyday products, structures and processes they design and create in our world.","Type":"lesson","Alignments":["S21199512"]},{"Id":"cub_environ_lesson06","Url":"https://teachengineering.org/lessons/view/cub_environ_lesson06","Title":"Splish, Splash, I Was Takin\u0027 a Bath!","Summary":"Through the use of models and scientific investigation, students explore the causes of water pollution and its effects on the environment. Through the two associated activities, they investigate filtration and aeration processes that are used for removing pollutants from water. They also learn about the role of engineers in water treatment systems.","Type":"lesson","Alignments":["S11425A3","S11425A4","S2553849","S11434F2","S21199528"]},{"Id":"cub_energy2_lesson07","Url":"https://teachengineering.org/lessons/view/cub_energy2_lesson07","Title":"Thar She Blows! Wind as a Renewable Energy Source","Summary":"Students learn about wind as a source of renewable energy and explore the advantages and disadvantages wind turbines and wind farms. They also learn about the effectiveness of wind turbines in varying weather conditions and how engineers work to create wind power that is cheaper, more reliable and safer for wildlife.","Type":"lesson","Alignments":["S11417D6","S11417D7","S11424F3","S2454437","S1142476","S2454441"]},{"Id":"cub_navigation_lesson03","Url":"https://teachengineering.org/lessons/view/cub_navigation_lesson03","Title":"Navigating by the Numbers ","Summary":"Students learn that math is important in navigation and engineering. Ancient land and sea navigators started with the most basic of navigation equations (speed x time = distance). Today, navigational satellites use equations that take into account the relative effects of space and time. However, even these high-tech wonders designed by engineers cannot be created without pure and simple math concepts — basic geometry and trigonometry — that have been used for thousands of years. In this lesson, these basic concepts are discussed and illustrated in the associated activities.","Type":"lesson","Alignments":["S2553794","S2558085","S11425BD","S1143545","S114351D","S11435D1","S11435D2","S21199515","S21199555"]},{"Id":"cub_pveff_lesson01","Url":"https://teachengineering.org/lessons/view/cub_pveff_lesson01","Title":"Solar Angles and Tracking Systems","Summary":"Students learn about the daily and annual cycles of solar angles used in power calculations to maximize photovoltaic power generation. They gain an overview of solar tracking systems that improve PV panel efficiency by following the sun through the sky. ","Type":"lesson","Alignments":["S11417E0","S11417E1","S11424CA","S11424CE","S2558027","S2555916","S2454604"]},{"Id":"ucla_clots_lesson01","Url":"https://teachengineering.org/lessons/view/ucla_clots_lesson01","Title":"Blood Clots, Polymers and Strokes","Summary":"Students are introduced to the circulatory system with an emphasis on the blood clotting process, including coagulation and the formation and degradation of polymers through their underlying atomic properties. They learn about the medical emergency of strokes—the loss of brain function commonly due to blood clots— including various causes and the different effects depending on the brain location. Students investigate blood clot removal devices designed by biomedical engineers with the hands-on and design based associated activity.","Type":"lesson","Alignments":["S2598305","S11417FC","S2454540","S1141704"]},{"Id":"cub_natdis_lesson02","Url":"https://teachengineering.org/lessons/view/cub_natdis_lesson02","Title":"Earthquake Formation: Crust, Plates, Currents, Drift and Faults","Summary":"Students learn about the structure of the earth and how an earthquake  happens. In one activity, students make a model of the earth including all  of its layers. In a teacher-led demonstration, students learn about  continental drift. In another activity, students create models demonstrating  the different types of faults.","Type":"lesson","Alignments":["S11425A1","S11425A2","S2454450","S2454530","S21199512"]},{"Id":"cub_simple_lesson03","Url":"https://teachengineering.org/lessons/view/cub_simple_lesson03","Title":"Let\u0027s Move It!","Summary":"Students explore methods employing simple machines likely used in ancient pyramid building, as well as common modern-day material transportation. They learn about the wheel and axle as a means to transport materials from rock quarry to construction site. They also learn about different types and uses of a lever for purposes of transport. In an open-ended design activity, students choose from everyday materials to engineer a small-scale cart and lever system to convey pyramid-building materials.","Type":"lesson","Alignments":["S11417B7","S2454468","S11416BE","S11416BF","S21199571"]},{"Id":"duk_float_mary_less","Url":"https://teachengineering.org/lessons/view/duk_float_mary_less","Title":"What Floats Your Boat?","Summary":"This lesson introduces students to buoyancy and density, focusing on how and why objects float or sink. Students learn Archimedes\u0027 Principle, which explains that a floating object displaces a volume of water equal to its own mass. The lesson also explores how water pressure acts in all directions and works against gravity to create an upward buoyant force. Additionally, students examine how factors like shape, hull design, and center of gravity influence a boat’s stability and performance. Overall, the lesson connects physical science concepts to real-world engineering design considerations.","Type":"lesson","Alignments":["S2363671","S2363646","S11416F3","S2471232","S1141704"]},{"Id":"cub_biomed_lesson06","Url":"https://teachengineering.org/lessons/view/cub_biomed_lesson06","Title":"My Mechanical Ear Can Hear!","Summary":"Students are introduced to various types of hearing impairments and the types of biomedical devices that engineers have designed to aid people with this physical disability. Worn by young and old, hearing aids are electronic devices that amplify sound at different levels for different pitches. Students learn about the hearing process and ways in which hearing can be lost.","Type":"lesson","Alignments":["S11417F6","S11417F8","S1141704","S2454494","S114248A"]},{"Id":"mis_heartbloodflow_less","Url":"https://teachengineering.org/lessons/view/mis_heartbloodflow_less","Title":"The Heart of Our Cardiovascular System","Summary":"Students learn about the heart and its role at the center of the human cardiovascular system. In the associated activity, students play out a scenario in which they are biomedical engineers asked to design artificial hearts. They learn about the path of blood flow through the heart and use that knowledge to evaluate designs of artificial hearts on the market. ","Type":"lesson","Alignments":["S1136835","S11368A1","S11368A4","S113688E","S114175C","S21199479","S21199589"]},{"Id":"cub_pend_lesson01","Url":"https://teachengineering.org/lessons/view/cub_pend_lesson01","Title":"The Science of Swinging","Summary":"Students learn what a pendulum is and how it works in the context of amusement park rides. While exploring the physics of pendulums, they are also introduced to Newton\u0027s first law of motion — about continuous motion and inertia.","Type":"lesson","Alignments":["S11434B1","S1143502","S11434B0","S1143489","S2454421","S2558352","S2558339","S2558351","S2557994","S11416BC","S2454420","S2366910","S2366907","S21199512"]},{"Id":"cub_brid_lesson04","Url":"https://teachengineering.org/lessons/view/cub_brid_lesson04","Title":"Strength of Materials","Summary":"Students learn about the variety of materials used by engineers in the design and construction of modern bridges. They also find out about the material properties important to bridge construction and consider the advantages and disadvantages of steel and concrete as common bridge-building materials to handle compressive and tensile forces.","Type":"lesson","Alignments":["S11417AD","S11424D2","S11434D3","S114351D","S2471340","S2471232","S2471320","S11417AA","S2553809","S2558098","S2366906","S2366907"]},{"Id":"umo-2952-brain-learning-process-unit","Url":"https://teachengineering.org/curricularunits/view/umo-2952-brain-learning-process-unit","Title":"Exploring Our Brain’s Learning Process","Summary":"Humans (and all animals) have the fascinating ability to learn and adapt their bodily movements and thoughts as they navigate their lives in a complex world. This three-activity unit introduces how engineers and scientists study the ability of our brain to learn in general, using the classic paradigm of Pavlovian learning where a dog can be subconsciously taught to associate a bell tone with a food reward after an initial training period. Or a rodent can be taught to learn to fear a tone after a training period where the tone is paired with a foot-shock. ","Type":"unit","Alignments":[]},{"Id":"cub-energy-renewable-solar-unit","Url":"https://teachengineering.org/curricularunits/view/cub-energy-renewable-solar-unit","Title":"Renewable Energy: Solar","Summary":"The sun provides earth with abundant light energy, and we can convert this solar energy into electricity using solar panels. This unit explores solar energy as a renewable energy source. Through engaging activities, students investigate the principles of light energy and design, build and test solar-powered ovens, water heaters, and a mini-city.","Type":"unit","Alignments":[]},{"Id":"cub-energy-electrical-unit","Url":"https://teachengineering.org/curricularunits/view/cub-energy-electrical-unit","Title":"Electrical Energy","Summary":"Electrical phenomena are important and widespread in the natural world, and often occur unnoticed in our daily lives. This unit builds student understanding of the movement of energy at the electron level to creates the electricity that powers our world. Electrical energy (charge, voltage, current, resistance, conductivity) is explored via hands-on activities using basic circuits; and the relationship between power grids and blackouts examines our reliance on electricity.","Type":"unit","Alignments":[]},{"Id":"jhu_cnetworks_unit","Url":"https://teachengineering.org/curricularunits/view/jhu_cnetworks_unit","Title":"It\u0027s a Connected World: The Beauty of Network Science","Summary":"Students learn about complex networks and how to use graphs to represent them. They also learn that graph theory is a useful part of mathematics for studying complex networks in diverse applications of science and engineering, including neural networks in the brain, biochemical reaction networks in cells, communication networks, such as the internet, and social networks. Students are also introduced to random processes on networks. An illustrative example shows how a random process can be used to represent the spread of an infectious disease, such as the flu, on a social network of students, and demonstrates how scientists and engineers use mathematics and computers to model and simulate random processes on complex networks for the purposes of learning more about our world and creating solutions to improve our health, happiness and safety.","Type":"unit","Alignments":["S1130966","S100ACCD","S11416F9","S114359F"]},{"Id":"cub_pveff_curricularunit","Url":"https://teachengineering.org/curricularunits/view/cub_pveff_curricularunit","Title":"Photovoltaic Efficiency","Summary":"Through a series of four lessons, students are introduced to many factors that affect the power output of photovoltaic (PV) solar panels. Factors such as the angle of the sun, panel temperature, specific circuit characteristics, and reflected radiation determine the efficiency of solar panels. These four lessons are paired with hands-on activities in which students design, build and test small photovoltaic systems. Students collect their own data, and examine different variables to determine their effects on the efficiency of PV panels to generate electrical power. ","Type":"unit","Alignments":["S2454604"]},{"Id":"cub_sound_curricularunit","Url":"https://teachengineering.org/curricularunits/view/cub_sound_curricularunit","Title":"Sound","Summary":"Students learn the connections between the science of sound waves and engineering design for sound environments. Through three lessons, students come to better understand sound waves, including how they change with distance, travel through different mediums, and are enhanced or mitigated in designed sound environments. They are introduced to audio engineers who use their expert scientific knowledge to manipulate sound for music and film production. They see how the invention of the telephone pioneered communications engineering, leading to today\u0027s long-range communication industry and its worldwide impact. Students analyze materials for sound properties suitable for acoustic design, learning about the varied environments created by acoustical engineers. Hands-on activities include modeling the placement of microphones to create a specific musical image, modeling and analyzing a string telephone, and applying what they\u0027ve learned about sound waves and materials to model a controlled sound room.","Type":"unit","Alignments":[]},{"Id":"clem_waves_unit","Url":"https://teachengineering.org/curricularunits/view/clem_waves_unit","Title":"Waves: The Three Color Mystery","Summary":"Students are presented with a challenge question concerning color blindness and asked to use engineering principles to design devices to help people who are color blind. Using the legacy cycle as a model, this unit is comprised of five lessons designed to teach wave properties, the electromagnetic spectrum, and the anatomy of the human eye in an interactive format that introduces engineering applications and real-world references. It culminates with an activity in which student teams apply what they have learned to design devices that can aid people with colorblindness in distinguishing colors— as evidenced by their creation of brainstorming posters, descriptive brochures and short team presentations, as if they were engineers reporting to clients. Through this unit, students become more aware of the connections between the biology of the eye and the physical science concept of light, and gain an understanding of how those scientific concepts relate to the field of engineering.","Type":"unit","Alignments":["S11416C0","S2454533"]},{"Id":"duk_cellresp_mary_unit","Url":"https://teachengineering.org/curricularunits/view/duk_cellresp_mary_unit","Title":"Cellular Respiration and Population Growth","Summary":"Through two lessons and their associated activities, students explore cellular respiration and population growth in yeasts. Yeast cells are readily obtained and behave predictably, so they are very suitable for use in middle school classrooms. Students are presented with information that enables them to recognize that yeasts are unicellular organisms that are useful to humans. ","Type":"unit","Alignments":["S2454505","S2454497"]},{"Id":"duk_tower_tech_unit","Url":"https://teachengineering.org/curricularunits/view/duk_tower_tech_unit","Title":"Building towards the Future","Summary":"Students are introduced to some basic civil engineering concepts in an exciting and interactive manner via two lessons and three activities. Bridges and skyscrapers—the two most visible structures designed by civil engineers—are discussed in depth, including the design principles behind them. To help students visualize in three dimensions, one hands-on activity presents three-dimensional coordinate systems and gives students practice finding and describing points in space. After learning about skyscrapers, tower design principles and how materials absorb different types of forces, students compete to build their own newspaper towers to meet specific design criteria. The unit concludes with student groups using balsa wood and glue to design and build tower structures to withstand vertical and lateral forces.","Type":"unit","Alignments":["S2454533","S1143676"]},{"Id":"duk_bycatchunit_musc_unit","Url":"https://teachengineering.org/curricularunits/view/duk_bycatchunit_musc_unit","Title":"All Caught Up: Bycatching and Design","Summary":"Bycatch, the unintended capture of animals in commercial fishing gear, is a hot topic in marine conservation today. The surprisingly high level of bycatch—about 25% of the entire global catch—is responsible for the decline of hundreds of thousands of dolphins, whales, porpoises, seabirds and sea turtles each year. Through this curricular unit, students analyze the significance of bycatch in the global ecosystem and propose solutions to help reduce bycatch. They become familiar with current attempts to reduce the fishing mortality of these animals. Through the associated activities, the challenges faced today are reinforced and students are stimulated to brainstorm about possible engineering designs or policy changes that could reduce the magnitude of bycatch.","Type":"unit","Alignments":["S2454447"]},{"Id":"van_bmd_curricularunit","Url":"https://teachengineering.org/curricularunits/view/van_bmd_curricularunit","Title":"Bone Mineral Density and Logarithms","Summary":"Students examine an image produced by a cabinet x-ray system to determine if it is a quality bone mineral density image. They write in their journals about what they need to know to be able to make this judgment. Students learn about what bone mineral density is, how a BMD image can be obtained, and how it is related to the x-ray field. Students examine the process used to obtain a BMD image and how this process is related to mathematics, primarily through logarithmic functions. They study the relationship between logarithms and exponents, the properties of logarithms, common and natural logarithms, solving exponential equations and Beer\u0027s law.","Type":"unit","Alignments":["S11435FD"]},{"Id":"cub_spect_curricular_unit","Url":"https://teachengineering.org/curricularunits/view/cub_spect_curricular_unit","Title":"Spectroscopy","Summary":"Students learn how using spectrographs helps people understand the composition of light sources. Using simple materials including holographic diffraction gratings, students create and customize their own spectrographs—just like engineers. They gather data about different light sources, make comparisons between sources and theorize about their compositions. Before building spectrographs, students learn and apply several methods to identify and interpret patterns, specifically different ways of displaying visual spectra. They also use spectral data from the Cassini mission to Saturn and its moon, Titan, to determine the chemical composition of the planet\u0027s rings and its moon\u0027s atmosphere. ","Type":"unit","Alignments":["S2454490"]},{"Id":"cub_environ_weather_climate_unit","Url":"https://teachengineering.org/curricularunits/view/cub_environ_weather_climate_unit","Title":"Weather \u0026 Climate","Summary":"The focus of this unit is on meteorology concepts in relation to air pollution control and prevention. Students engage in hands-on activities to understand the properties and composition of air, relative humidity, barometric pressure, weather forecasting, and global climate regions.","Type":"unit","Alignments":[]},{"Id":"cub_environ_issues_unit","Url":"https://teachengineering.org/curricularunits/view/cub_environ_issues_unit","Title":"Environment \u0026 Environmental Issues","Summary":"All living and nonliving parts of the environment are interconnected, and what we do as humans impacts the balance of this relationship. In this unit, students explore how human land use effects the natural and built environments in their community. Just like engineers, students survey community members about various environmental issues and identify different solution options, which they share via a student-created book, newspaper, or other communication product.","Type":"unit","Alignments":[]},{"Id":"cub_air_pollution_unit","Url":"https://teachengineering.org/curricularunits/view/cub_air_pollution_unit","Title":"Air Pollution \u0026 Air Quality","Summary":"Air pollution and poor air quality affect human health and the environment. In this unit, students explore the properties of air, and learn about the Air Quality Index (AQI). Students investigate air pollution through activities on visible and invisible air pollutants, and gain an understanding of how engineers develop and use technology to reduce and clean-up air pollution in our atmosphere.","Type":"unit","Alignments":[]},{"Id":"cub_air_acid_rain_unit","Url":"https://teachengineering.org/curricularunits/view/cub_air_acid_rain_unit","Title":"Acid Rain","Summary":"Acid rain is an environmental issue caused by air pollution. This unit explores how acid rain forms through chemical reactions involving pollutants and water molecules in the air. Students model and discuss the harmful effects of acid rain on our living and non-living environment, and how engineering approaches help reduce the effects of acid rain.","Type":"unit","Alignments":[]},{"Id":"cub-energy-renewable-wind-unit","Url":"https://teachengineering.org/curricularunits/view/cub-energy-renewable-wind-unit","Title":"Renewable Energy: Wind","Summary":"Creating sustainable energy is a challenge that engineers are helping solve to meet the world\u0027s need for clean and consistent power sources. This unit explores wind as a renewable energy source. Students explore aspects of wind power including designing, building, and testing anemometers and wind turbines (windmills).","Type":"unit","Alignments":[]},{"Id":"cub-energy-use-systems-unit","Url":"https://teachengineering.org/curricularunits/view/cub-energy-use-systems-unit","Title":"Energy Use \u0026 Systems","Summary":"This mini-unit focuses on the importance of energy in our lives, and the need to consider how and why we consume the energy we do. The associated activities build students’ general understanding of energy system concepts, including the relationship between energy sources (non-renewable and renewable) and consumer energy choices and use.","Type":"unit","Alignments":[]},{"Id":"cub-energy-renewable-water-unit","Url":"https://teachengineering.org/curricularunits/view/cub-energy-renewable-water-unit","Title":"Renewable Energy: Water","Summary":"Creating sustainable energy is a challenge that engineers are helping solve to meet the world\u0027s need for clean and consistent power sources. This unit explores water as a renewable energy source. Students explore aspects of hydropower and its potential-to-kinetic energy transformation through water-based activities including designing, building and testing water waterwheels (water turbines).","Type":"unit","Alignments":[]},{"Id":"cub-energy-conservation-efficiency-unit","Url":"https://teachengineering.org/curricularunits/view/cub-energy-conservation-efficiency-unit","Title":"Energy Conservation \u0026 Efficiency","Summary":"In this unit, students explore energy conservation and efficiency concepts via multiple modes. Demonstrations explain the forms and states of energy. Energy flow block diagrams record outputs and inputs to determine the efficiency of conversions and simple systems.  The law of conservation of energy and efficiency. Students evaluate the energy consumption in a household and explore potential ways to reduce energy use.","Type":"unit","Alignments":[]},{"Id":"cub_mix_curricularunit","Url":"https://teachengineering.org/curricularunits/view/cub_mix_curricularunit","Title":"Mixtures and Solutions","Summary":"Through three lessons and their four associated activities, students are introduced to concepts related to mixtures and solutions. Students consider how mixtures and solutions—and atoms and molecules—can influence new technologies developed by engineers. To begin, students explore the fundamentals of atoms and their structures. The building blocks of matter (protons, electrons, neutrons) are covered in detail. The next lesson examines the properties of elements and the periodic table—one method of organization for the elements. The concepts of physical and chemical properties are also reviewed. Finally, the last lesson introduces the properties of mixtures and solutions. A comparison of different mixtures and solutions, their properties and their separation qualities are explored.","Type":"unit","Alignments":["S2454471","S2454455"]},{"Id":"cub-work-force-energy-power-unit","Url":"https://teachengineering.org/curricularunits/view/cub-work-force-energy-power-unit","Title":"Work, Force, Energy, Power","Summary":"The basic concepts of energy science—work, force, energy and power—and their relationships are explored in this unit. Students investigate the physical properties of energy through work and power and perform energy-related calculations and unit conversions.  A hands-on model waterwheel activity engages students in learning how to calculate the amount of power produced and work done.","Type":"unit","Alignments":[]},{"Id":"csm_amazon_tg","Url":"https://teachengineering.org/curricularunits/view/csm_amazon_tg","Title":"Lost in the Amazon","Summary":"The Lost in the Amazon unit is a series of minds-on and hands-on STEM activities based on an adventure scenario set in the Amazon rain forest in Brazil. Students imagine themselves to be a team of EnviroTech engineers returning to the U.S. from a conference in Brasilia, Brazil. When their plane crashes deep in the jungle, they work in groups to overcome various obstacles in their quest to survive and reach the nearest city as quickly and safely as possible. Motivated by this adventurous theme, students discover, learn and apply the following: 1) research and classification of plants and insects; 2) general categorizing skills; 3) process skills: problem solving and critical thinking; 4) scientific testing and experimentation; 5) materials properties. ","Type":"unit","Alignments":["S2454468"]},{"Id":"cub_bio_curricularunit","Url":"https://teachengineering.org/curricularunits/view/cub_bio_curricularunit","Title":"Biodomes","Summary":"Students explore the biosphere\u0027s environments and ecosystems, learning along the way about the plants, animals, resources and natural cycles of our planet. Over the course of lessons 2-6, students use their growing understanding of various environments and the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e to design and create their own model biodome ecosystems - exploring energy and nutrient flows, basic needs of plants and animals, and decomposers. Students learn about food chains and food webs. They are introduced to the roles of the water, carbon and nitrogen cycles. They test the effects of photosynthesis and transpiration. Students are introduced to animal classifications and interactions, including carnivore, herbivore, omnivore, predator and prey. They learn about biomimicry and how engineers often imitate nature in the design of new products. As everyday applications are interwoven into the lessons, students consider why a solid understanding of one\u0027s environment and the interdependence within ecosystems can inform the choices we make and the way we engineer our communities.","Type":"unit","Alignments":["S2454426"]},{"Id":"cub-energy-thermal-unit","Url":"https://teachengineering.org/curricularunits/view/cub-energy-thermal-unit","Title":"Thermal Energy","Summary":"What are the basics for understanding heat phenomena? Heat energy, also called thermal energy, is the energy an object or substance has based on the movement of its molecules (more movement creates more heat). This unit engages students in interactive investigations to understand the fundamentals of thermal energy—temperature, heat capacity, and heat transfer (conduction, convection and radiation).","Type":"unit","Alignments":[]},{"Id":"cub_environ_water_pollution_unit","Url":"https://teachengineering.org/curricularunits/view/cub_environ_water_pollution_unit","Title":"Water Pollution","Summary":"This unit investigates the water cycle through the lens of water pollution transport. Students explore sources, movement, and consequences of water pollution, as they engage in hands-on activities involving aeration, filters, and water reuse. The role of engineers in water conservation and water treatment is highlighted.","Type":"unit","Alignments":[]},{"Id":"cub_environ_waste_recycling_unit","Url":"https://teachengineering.org/curricularunits/view/cub_environ_waste_recycling_unit","Title":"Waste \u0026 Recycling","Summary":"Where does trash go when it\u0027s thrown away? In this unit, students explore solid waste management and the value of 3RC: reduce, reuse, recycle, and compost. Students sort materials as recyclable and non-recyclable as they learn about the processes and pitfalls of landfills. They learn how engineers are designing low-cost packaging that also has a low environmental impact, and how some engineers reuse old materials while designing new buildings.","Type":"unit","Alignments":[]},{"Id":"cub_environ_resources_unit","Url":"https://teachengineering.org/curricularunits/view/cub_environ_resources_unit","Title":"Renewable and Nonrenewable Resources","Summary":"What are renewable and nonrenewable resources and how do we use them in our lives? Students reflect on their own use of resources and explore the equity of resource availability through interactive games. Students also explore how population growth affects resource use and distribution, and how engineers interact with and utilize natural resources.","Type":"unit","Alignments":[]},{"Id":"cub-air-greenhouse-effect-unit","Url":"https://teachengineering.org/curricularunits/view/cub-air-greenhouse-effect-unit","Title":"Amplified Greenhouse Effect","Summary":"The greenhouse effect is a natural phenomenon that warms the Earth\u0027s surface and makes life on our planet possible. However, human activities, especially the burning of fossil fuels, are increasing the levels of greenhouse gases in the atmosphere and causing the Earth to warm at a faster and higher rate. Through demonstrations and simple models, students gain an understanding of the enhanced greenhouse effect, and how this affects climate change.","Type":"unit","Alignments":[]},{"Id":"cub-motion-kinetic-potential-energy-unit","Url":"https://teachengineering.org/curricularunits/view/cub-motion-kinetic-potential-energy-unit","Title":"Motion: Kinetic and Potential Energy","Summary":"Keep it moving! This unit introduces potential and kinetic energy as forms of mechanical energy in the context of motion. A series of hands-on activities enable students to explore the relationship between potential and kinetic energy and the concept of conservation of energy. The concepts of momentum, collisions, and frictional forces are also viewed through the lens of motion.","Type":"unit","Alignments":[]},{"Id":"cub-energy-nonrenewable-oil-unit","Url":"https://teachengineering.org/curricularunits/view/cub-energy-nonrenewable-oil-unit","Title":"Non-renewable Energy: Fossil Fuels","Summary":"Fossil fuels powered the Industrial Revolution, and the use of coal, petroleum, and natural gas has extensive and long-term impacts on the environment and society. This unit investigates fossil fuels as a non-renewable energy source. Students build an understanding of what fossil fuels are, where they are sourced, and how humans use them for energy through lessons and associated activities.","Type":"unit","Alignments":[]},{"Id":"ucd_newton_unit","Url":"https://teachengineering.org/curricularunits/view/ucd_newton_unit","Title":"What Are Newton\u0027s Laws?","Summary":"Through a series of three lessons and one activity, students are introduced to inertia, forces and Newton\u0027s three laws of motion. For each lesson, a combination of class demonstrations and PowerPoint® presentations are used to explain, show and relate the concepts to engineering. Lesson 1 starts with inertia, forces and Newton\u0027s first law of motion. Lesson 2 builds on lesson 1 with a review and then introduces Newton\u0027s second law of motion. Lesson 3 builds on the previous two lessons with a review and then introduces Newton\u0027s third law of motion. In a culminating activity, students apply their knowledge of forces, friction, acceleration and gravity in an experiment to measure the average acceleration of a textbook pulled along a table by varying weights, and then test the effects of friction on different surfaces.","Type":"unit","Alignments":["S2454479","S2598228"]},{"Id":"cub-energy-sound-unit","Url":"https://teachengineering.org/curricularunits/view/cub-energy-sound-unit","Title":"Sound Energy","Summary":"What are phenomena associated with sound? Sound is a form of energy that is created when an object vibrates and causes the movement of air molecules (sound waves). In this unit, students explore elements of sound—sound waves, pitch, volume, frequency and transmission—with a variety of hands-on activities.","Type":"unit","Alignments":[]},{"Id":"cub_air_pollution_solutions_unit","Url":"https://teachengineering.org/curricularunits/view/cub_air_pollution_solutions_unit","Title":"Air Pollution Solutions","Summary":"Humans have the ability to reduce air pollution. In this unit, students develop an understanding of modern industrial technologies that help clean up and prevent air pollution, and they have the opportunity to engage in solutions by writing environmental action letters.","Type":"unit","Alignments":[]},{"Id":"cub_solar_curricularunit","Url":"https://teachengineering.org/curricularunits/view/cub_solar_curricularunit","Title":"Solar System!","Summary":"An introduction to our solar system—the planets, our Sun and Moon. To begin, students learn about the history and engineering of space travel. They make simple rockets to acquire a basic understanding of Newton\u0027s third law of motion. They explore energy transfer concepts and use renewable solar energy for cooking. They see how engineers design tools, equipment and spacecraft to go where it is too far and too dangerous for humans. They explore the Earth\u0027s water cycle, and gravity as applied to orbiting bodies. They learn the steps of the design process as they create their own models of planetary rovers made of edible parts. Students conduct experiments to examine soil for signs of life, and explore orbit transfers. While studying about the International Space Station, they investigate the realities of living in space. Activities explore low gravity on human muscles, eating in microgravity, and satellite tracking. Finally, students learn about the context of our solar system—the universe—as they learn about the Hubble Space Telescope, celestial navigation and spectroscopy. ","Type":"unit","Alignments":["S2454468","S2454516"]},{"Id":"cub_airplanes_curricularunit","Url":"https://teachengineering.org/curricularunits/view/cub_airplanes_curricularunit","Title":"Up, Up and Away! - Airplanes","Summary":"The airplanes unit begins with a lesson on how airplanes create lift, which involves a discussion of air pressure and how wings use Bernoulli\u0027s principle to change air pressure. Next, students explore the other three forces acting on airplanes—thrust, weight and drag. Following these lessons, students learn how airplanes are controlled and use paper airplanes to demonstrate these principles. The final lessons addresses societal and technological impacts that airplanes have had on our world. Students learn about different kinds of airplanes and then design and build their own balsa wood airplanes based on what they have learned.","Type":"unit","Alignments":["S2454479","S2454533","S2454536","S2454534","S11434D2","S11434D3","S11434E9"]},{"Id":"cub-forces-stress-strain-unit","Url":"https://teachengineering.org/curricularunits/view/cub-forces-stress-strain-unit","Title":"Forces: Stress and Strain","Summary":"This unit introduces students to the forces of stress and strain. Students design and build model buildings and beams, which furthers their understanding of the effects of compression and tension forces in relation to structure strength. Students explore the psychological concepts of stress and stress management in an associated literacy activity.","Type":"unit","Alignments":[]},{"Id":"cub_simple_curricularunit","Url":"https://teachengineering.org/curricularunits/view/cub_simple_curricularunit","Title":"Evolutionary Engineering: Simple Machines—Pyramids to Skyscrapers","Summary":"Simple machines are devices with few or no moving parts that make work easier, and which people have used to provide mechanical advantage for thousands of years. Students learn about the wedge, wheel and axle, lever, inclined plane, screw and pulley in the context of the construction of a pyramid, gaining insights into tools that have been used since ancient times and are still important today. Through numerous hands-on activities, students imagine themselves as ancient engineers building a pyramid. Student teams evaluate and select a construction site, design a pyramid, perform materials calculations, test a variety of cutting wedges on different materials, design a small-scale cart/lever transport system to convey building materials, experiment with the angle of inclination and pull force on an inclined plane, see how a pulley can change the direction of force, and learn the differences between fixed, movable and combined pulleys. While learning the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, students practice teamwork, creativity and problem solving.  ","Type":"unit","Alignments":["S2454469","S2454468","S2454420","S114349B"]},{"Id":"duk_density_mary_unit","Url":"https://teachengineering.org/curricularunits/view/duk_density_mary_unit","Title":"Floaters and Sinkers","Summary":"Students are introduced to the important concept of density with a focus is on the more easily understood densities of solids. Students use different methods to determine the densities of solid objects, including water displacement to determine volumes of irregularly-shaped objects. By comparing densities of various solids to the density of water, and by considering the behavior of different solids when placed in water, students conclude that ordinarily, objects with densities greater than water sink, while those with densities less than water float. Then they explore the principle of buoyancy, and through further experimentation arrive at Archimedes\u0027 principle—that a floating object displaces a mass of water equal to its own mass. Students may be surprised to discover that a floating object displaces more water than a sinking object of the same volume.","Type":"unit","Alignments":["S2454479","S11435E4","S2471244"]},{"Id":"cub_china_unit","Url":"https://teachengineering.org/curricularunits/view/cub_china_unit","Title":"Environmental Challenges in China: Rural Villages to Big Cities","Summary":"Students learn about the wonderful and fascinating country of China, and its environmental challenges that require engineering solutions, many in the form of increased energy efficiency, the incorporation of renewable energy, and new engineering developments for urban and rural areas. China is fast becoming an extremely influential factor in our world today, and will likely have a large role in shaping the decades ahead. China is the world\u0027s largest energy consumer and the largest producer of carbon dioxide emissions, leading engineers and scientists to be concerned about the role these emissions play in rural and urban public and environmental health, as well as in global climate change. Through exploring some sources of air pollution, appropriate housing for different climate zones, and the types of renewable energy, the lessons and activities of this unit present ways that engineers are helping people in China, using an approach to cleaner, smarter, healthier and more-efficient ways of living that apply to people wherever they live. ","Type":"unit","Alignments":["S114170F","S1141717","S114170C","S2454532","S2454534"]},{"Id":"ucd_energy_unit","Url":"https://teachengineering.org/curricularunits/view/ucd_energy_unit","Title":"Exploring Energy","Summary":"Students make sense of energy, kinetic energy, potential energy, and energy transfer through a series of three lessons and three activities. They learn that energy can be neither created nor destroyed and that relationships exist between a moving object\u0027s mass and velocity. The associated activities give students hands-on experience with examples of potential-to-kinetic energy transfers. The activities also provide ways for students to apply the core concepts of energy through science and engineering practices such as building and testing prototypes to meet design criteria, planning and carrying out investigations, collecting and interpreting data, optimizing a system design, and collaborating with other research groups. The fundamental concepts presented in this unit serve as a good foundation for future lessons on energy technologies and electricity production.","Type":"unit","Alignments":["S11417D6","S11417D8","S2454487"]},{"Id":"cub_service_unit","Url":"https://teachengineering.org/curricularunits/view/cub_service_unit","Title":"Service-Based Engineering Design Projects","Summary":"This unit describes a general approach to guiding students to complete service-based engineering design projects, with specific examples provided in detail as associated activities. With your class, brainstorm ideas for engineering designs that benefit your community or a specific person in your community. Then, guided by the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e, have students research to understand background science and math, meet their client to understand the problem, and create, test and improve prototype devices. Note that service-based projects often take more time to prepare, especially if you arrange for a real client. However, the authors notice that students of both genders and all ethnicities tend to respond with more enthusiasm and interest to altruistic projects. ","Type":"unit","Alignments":["S1141770","S1141751","S1141741","S2454608"]},{"Id":"uoh_hp_unit","Url":"https://teachengineering.org/curricularunits/view/uoh_hp_unit","Title":"The Science and Engineering Behind Harry Potter","Summary":"Under the \"The Science Behind Harry Potter\" theme, a succession of diverse complex scientific topics are presented to students through direct immersive interaction. Student interest is piqued by the incorporation of popular culture into the classroom via a series of interactive, hands-on Harry Potter/movie-themed lessons and activities. They learn about the basics of acid/base chemistry (invisible ink), genetics and trait prediction (parseltongue trait in families), and force and projectile motion (motion of the thrown remembrall). In each lesson and activity, students are also made aware of the engineering connections to these fields of scientific study.","Type":"unit","Alignments":["S113EEA2","S113EF32","S113EE2D","S113EE42","S113EE37"]},{"Id":"van_mri_curr","Url":"https://teachengineering.org/curricularunits/view/van_mri_curr","Title":"MRI Safety Grand Challenge for AP Physics","Summary":"Students are given an engineering challenge: A nearby hospital has just installed a new magnetic resonance imaging facility that has the capacity to make 3D images of the brain and other body parts by exposing patients to a strong magnetic field. The hospital wishes for its entire staff to have a clear understanding of the risks involved in working near a strong magnetic field and a basic understanding of why those risks occur. Your task is to develop a presentation or pamphlet explaining the risks, the physics behind those risks, and the safety precautions to be taken by all staff members. This 10-lesson/4-activity unit was designed to provide hands-on activities to teach end-of-year electricity and magnetism topics to a first-year accelerated or AP physics class. Students learn about and then apply the following science concepts to solve the challenge: magnetic force, magnetic moments and torque, the Biot-Savart law, Ampere\u0027s law and Faraday\u0027s law. This module is built around the Legacy Cycle, a format that incorporates findings from educational research on how people best learn.","Type":"unit","Alignments":["S2454555","S2454552","S1143638"]},{"Id":"cub_surg_unit","Url":"https://teachengineering.org/curricularunits/view/cub_surg_unit","Title":"Next-Generation Surgical Tools in the Body","Summary":"Through this unit, students act as engineers who are given the challenge to design laparoscopic surgical tools. After learning about human anatomy and physiology of the abdominopelvic cavity, especially as it applies to laparoscopic surgery, students learn about the mechanics of elastic solids, which is the most basic level of material behavior. Then, they explore the world of fluids and learn how fluids react to forces. Next, they combine their understanding of the mechanics of solids and fluids to understand viscoelastic materials, such as those found in the human body. Finally, they learn about tissue mechanics, including how collagen, elastin and proteoglycans give body tissues their unique characteristics. In the culminating hands-on activity, student teams design their own prototypes of laparoscopic surgical robots—remotely controlled, camera-toting devices that must fit through small incisions, inspect organs and tissue for disease, obtain biopsies, and monitor via ongoing wireless image-taking. They use a (homemade) synthetic abdominal cavity simulator to test and iterate the prototype devices.","Type":"unit","Alignments":["S2454540"]},{"Id":"uoh_nano_unit","Url":"https://teachengineering.org/curricularunits/view/uoh_nano_unit","Title":"NanoTech: Insights into a Nano-Sized World","Summary":"Through two lessons and four activities, students learn about nanotechnology, its extreme smallness, and its vast and growing applications in our world. Embedded within the unit is a broader introduction to the field of material science and engineering and its vital role in nanotechnology advancement. Engaging mini-lab activities on ferrofluids, quantum dots and gold nanoparticles introduce students to specific fields within nanoscience and help them understand key concepts as the basis for thinking about engineering and everyday applications that use next-generation technology—nanotechnology.\r\n\r\n\r\n","Type":"unit","Alignments":["S114175B","S2454540"]},{"Id":"uoh_dig_mapping_curricularunit","Url":"https://teachengineering.org/curricularunits/view/uoh_dig_mapping_curricularunit","Title":"Digital Mapping and Geographic Information Systems (GIS)","Summary":"Geographic information systems (GIS), once used predominantly by experts in cartography and computer programming, have become pervasive in everyday business and consumer use. This unit explores GIS in general as a technology about which much more can be learned, and it also explores applications of that technology. Students experience GIS technology through the use of Google Earth on the environmental topic of plastics in the ocean in an area known as the Great Pacific Garbage Patch. The use of this topic in GIS makes the unit multidisciplinary, incorporating the physics of ocean currents, the chemistry associated with pollutant degradation and chemical sorption to organic-rich plastics, and ecological impact to aquatic biota.","Type":"unit","Alignments":["S2454532"]},{"Id":"umo_robotsandhumans","Url":"https://teachengineering.org/curricularunits/view/umo_robotsandhumans","Title":"Humans Are Like Robots","Summary":"Four lessons related to robots and people present students with life sciences concepts related to the human body (including brain, nervous systems and muscles), introduced through engineering devices and subjects (including computers, actuators, electricity and sensors), via hands-on LEGO® robot activities. Students learn what a robot is and how it works, and then the similarities and differences between humans and robots. For instance, in lesson 3 and its activity, the human parts involved in moving and walking are compared with the corresponding robot components so students see various engineering concepts at work in the functioning of the human body. This helps them to see the human body as a system, that is, from the perspective of an engineer. Students learn how movement results from 1) decision making, such as deciding to walk and move, and 2) implementation by conveying decisions to muscles (human) or motors (robot).","Type":"unit","Alignments":["S2454536","S2454495","S2454447"]},{"Id":"cub_cells_curricularunit","Url":"https://teachengineering.org/curricularunits/view/cub_cells_curricularunit","Title":"Cells","Summary":"In this unit, students look at the components of cells and their functions and discover the controversy behind stem cell research. The first lesson focuses on the difference between prokaryotic and eukaryotic cells. In the second lesson, students learn about the basics of cellular respiration. They also learn about the application of cellular respiration to engineering and bioremediation. The third lesson continues students\u0027 education on cells in the human body and how (and why) engineers are involved in the research of stem cell behavior.  ","Type":"unit","Alignments":["S2454534","S2454493"]},{"Id":"van_troll_curricularunit","Url":"https://teachengineering.org/curricularunits/view/van_troll_curricularunit","Title":"Laser Light Properties: Protecting the Mummified Troll!","Summary":"Students learn and use the properties of light to solve the following challenge: \"A mummified troll was discovered this summer at our school and it has generated lots of interest worldwide. The principal asked us, the technology classes, to design a security system that alerts the police if someone tries to pilfer our prized possession. How can we construct a system that allows visitors to view our artifact during the day, but invisibly protects it at night in a cost-effective way?\"","Type":"unit","Alignments":["S2454490","S2454534"]},{"Id":"cub_human_curricularunit","Url":"https://teachengineering.org/curricularunits/view/cub_human_curricularunit","Title":"Engineering and the Human Body","Summary":"This unit covers the broad spectrum of topics that make-up our very amazing human body. Students are introduced to the space environment and learn the major differences between the environment on Earth and that of outer space. The engineering challenges that arise because of these discrepancies are also discussed. Then, students dive into the different components that make up the human body: muscles, bones and joints, the digestive and circulatory systems, the nervous and endocrine systems, the urinary system, the respiratory system, and finally the immune system. Students learn about the different types of muscles in the human body and the effects of microgravity on muscles. Also, they learn about the skeleton, the number of and types of bones in the body, and how outer space affects astronauts\u0027 bones. In the lessons on the digestive, circulatory, nervous and endocrine systems, students learn how these vital system work and the challenges faced by astronauts whose systems are impacted by spaceflight. And lastly, advances in engineering technology are discussed through the lessons on the urinary, respiratory and immune systems while students learn how these systems work with all the other body components to help keep the human body healthy.","Type":"unit","Alignments":["S2454468","S2454494","S2454470"]},{"Id":"duk_bubble_mary_unit","Url":"https://teachengineering.org/curricularunits/view/duk_bubble_mary_unit","Title":"Students as Scientists","Summary":"Through two lessons and their associated activities, students do the work of scientists by designing their own experiments to answer questions they generate. Through a simple activity involving surface tension, students learn what a hypothesis is—and isn\u0027t—and why generating a hypothesis is an important aspect of the scientific method. In the second activity, with bubble gum to capture their interest, students learn to design and conduct controlled experiments to answer their own questions about the amounts of sugar (or artificial sweetener) in bubble or chewing gum.   ","Type":"unit","Alignments":["S114367B"]},{"Id":"cub_dams","Url":"https://teachengineering.org/curricularunits/view/cub_dams","Title":"Dams","Summary":"Through eight lessons, students are introduced to many facets of dams, including their basic components, the common types (all designed to resist strong forces), their primary benefits (electricity generation, water supply, flood control, irrigation, recreation), and their importance (historically, currently and globally). Through an introduction to kinetic and potential energy, students come to understand how dams generate electricity. They learn about the structure, function and purpose of locks, which involves an introduction to Pascal\u0027s law, water pressure and gravity. Other lessons introduce students to common environmental impacts of dams and the engineering approaches to address them. They learn about the life cycle of salmon and the many engineered dam structures that aid in their river passage, as they think of their own methods and devices that could help fish migrate past dams. Students learn how dams and reservoirs become part of the Earth\u0027s hydrologic cycle, focusing on the role of evaporation. To conclude, students learn that dams do not last forever; they require ongoing maintenance, occasionally fail or succumb to \"old age,\" or are no longer needed, and are sometimes removed. Through associated hands-on activities, students track their personal water usage; use clay and plastic containers to model and test four types of dam structures; use paper cups and water to learn about water pressure and Pascal\u0027s Law; explore kinetic energy by creating their own experimental waterwheel from two-liter plastic bottles; collect and count a stream\u0027s insects to gauge its health; play an animated PowerPoint game to quiz their understanding of the salmon life cycle and fish ladders; run a weeklong experiment to measure water evaporation and graph their data; and research eight dams to find out and compare their original purposes, current status, reservoir capacity and lifespan. Woven throughout the unit is a continuing hypothetical scenario in which students act as consulting engineers with a Splash Engineering firm, assisting Thirsty County in designing a dam for Birdseye River.","Type":"unit","Alignments":["S2454524","S2454463","S2454532"]},{"Id":"cub-energy-conservation-unit","Url":"https://teachengineering.org/curricularunits/view/cub-energy-conservation-unit","Title":"Energy \u0026 Energy Conservation","Summary":"Energy, in all its forms, is an essential part of our daily lives. This unit offers an overview of the types, sources, uses, and conservation of energy. Students enhance their understanding of energy concepts through quick demonstrations that illustrate different types of energy and energy transformation, and application-based investigations on how we use and can conserve energy.","Type":"unit","Alignments":[]},{"Id":"cub-forces-friction-unit","Url":"https://teachengineering.org/curricularunits/view/cub-forces-friction-unit","Title":"Forces: Friction","Summary":"This unit builds upon Newton\u0027s Laws of Motion by exploring the force of friction. Students learn about friction and drag — two different forces that convert energy of motion to heat. Student-directed activities demonstrate how friction affects motion, and how texture affects the degree of friction as objects move across the surface of different types of materials.","Type":"unit","Alignments":[]},{"Id":"cub-forces-mass-momentum-unit","Url":"https://teachengineering.org/curricularunits/view/cub-forces-mass-momentum-unit","Title":"Forces: Mass and Momentum","Summary":"In this unit, students explore the concepts of mass, center of mass, equilibrium, and stability by exploring how objects balance. Students learn about linear momentum — movement in a straight line —and demonstrate conservation of momentum in collisions between objects of different masses. In associated literacy activities, students apply center of mass and the psychological phenomenon of momentum.","Type":"unit","Alignments":[]},{"Id":"cub-forces-weight-gravity-unit","Url":"https://teachengineering.org/curricularunits/view/cub-forces-weight-gravity-unit","Title":"Forces: Weight and Gravity","Summary":"This unit focuses on the forces of weight (a measure of gravity that increases by adding mass) and gravity (pulling force). Students explore these fundamental concepts by investigating how air resistance, not the weight of an object, determines how fast an object falls. The effect of drag caused by air resistance and an associated “first flight” literacy activity round out the unit.","Type":"unit","Alignments":[]},{"Id":"cub-motion-newton-laws-unit","Url":"https://teachengineering.org/curricularunits/view/cub-motion-newton-laws-unit","Title":"Motion: Newton\u0027s Laws","Summary":"Move it! This unit explores Newton’s Laws of Motion. Students have fun exploring the concepts of forces and changes in motion, action and reaction, angular momentum, and pendulums.  A variety of hands-on investigations and related activities help learners make sense of motion.","Type":"unit","Alignments":[]},{"Id":"cub_biomed_curricularunit","Url":"https://teachengineering.org/curricularunits/view/cub_biomed_curricularunit","Title":"Biomedical Engineering and the Human Body","Summary":"Human beings are fascinating and complex living organisms—a symphony of different functional systems working in concert. Through a 10-lesson series with hands-on activities students are introduced to seven systems of the human body—skeletal, muscular, circulatory, respiratory, digestive, sensory, and reproductive—as well as genetics. At every stage, they are also introduced to engineers\u0027 creative, real-world involvement in caring for the human body.","Type":"unit","Alignments":["S2454533","S11434D3"]},{"Id":"cub_brid_curricularunit","Url":"https://teachengineering.org/curricularunits/view/cub_brid_curricularunit","Title":"Bridges","Summary":"Through a five-lesson series that includes numerous hands-on activities, students are introduced to the importance and pervasiveness of bridges for connecting people to resources, places and other people, with references to many historical and current-day examples. In learning about bridge types—arch, beam, truss and suspension—students explore the effect of tensile and compressive forces. Students investigate the calculations that go into designing bridges; they learn about loads and cross-sectional areas by designing and testing the strength of model piers. Geology and soils are explored as they discover the importance of foundations, bearing pressure and settlement considerations in the creation of dependable bridges and structures. Students learn about brittle and ductile material properties. Students also learn about the many cost factors that comprise the economic considerations of bridge building. Bridges are unique challenges that take advantage of the creative nature of engineering.","Type":"unit","Alignments":["S11424D2","S114246C","S2454534","S11434D3","S114351D"]},{"Id":"cub_earth_surface_unit","Url":"https://teachengineering.org/curricularunits/view/cub_earth_surface_unit","Title":"Earth\u0027s Changing Surface","Summary":"Earth science is an exciting field that includes exploring the Earth\u0027s crust and its landforms, and the geological processes that shape our planet\u0027s surface. From an engineering perspective, students learn about these Earth science concepts and explore them through hands-on activities.","Type":"unit","Alignments":[]},{"Id":"cub_enveng_curricularunit","Url":"https://teachengineering.org/curricularunits/view/cub_enveng_curricularunit","Title":"Environmental Engineering","Summary":"In this unit, students explore the various roles of environmental engineers, including: environmental cleanup, water quality, groundwater resources, surface water and groundwater flow, water contamination, waste disposal and air pollution. Specifically, students learn about the factors that affect water quality and the conditions that enable different animals and plants to survive in their environments. Next, students learn about groundwater and how environmental engineers study groundwater to predict the distribution of surface pollution. Students also learn how water flows through the ground, what an aquifer is and what soil properties are used to predict groundwater flow. Additionally, students discover that the water they drink everyday comes from many different sources, including surface water and groundwater. They investigate possible scenarios of drinking water contamination and how contaminants can negatively affect the organisms that come in contact with them. Students learn about the three most common methods of waste disposal and how environmental engineers continue to develop technologies to dispose of trash. Lastly, students learn what causes air pollution and how to investigate the different pollutants that exist, such as toxic gases and particulate matter. Also, they investigate the technologies developed by engineers to reduce air pollution. ","Type":"unit","Alignments":["S2454532","S2454531","S2454533","S11434D3"]},{"Id":"cub_housing_curricularunit","Url":"https://teachengineering.org/curricularunits/view/cub_housing_curricularunit","Title":"Energy-Efficient Housing","Summary":"We all know that it takes energy to provide us with the basics of shelter: heating, cooling, lighting, electricity, sanitation and cooking. To create energy-efficient housing that is practical for people to use every day requires combining many smaller systems that each perform a function well, and making smart decisions about the sources of power we use. Through five lessons on the topics of heat transfer, circuits, daylighting, electricity from renewable energy sources, and passive solar design, students learn about the science, math and engineering that go into designing energy-efficient components of smart housing that is environmentally friendly. Through numerous design/build/analyze activities, students create a solar water heater, swamp cooler, thermostat, model houses for testing, model greenhouse, and wind and water turbine prototypes. It is best if students are concurrently taking Algebra 1 in order to complete some of the worksheets.","Type":"unit","Alignments":["S2454487","S2454534","S1143612","S114363B"]},{"Id":"cub_lifescience_curricularunit","Url":"https://teachengineering.org/curricularunits/view/cub_lifescience_curricularunit","Title":"Life Science","Summary":"This unit covers the processes of photosynthesis, extinction, biomimicry and bioremediation. In the first lesson on photosynthesis, students learn how engineers use the natural process of photosynthesis as an exemplary model of a complex yet efficient process for converting solar energy to chemical energy or distributing water throughout a system. In the next lesson on species extinction, students learn that it is happening at an alarming rate. Students discover that the destruction of habitat is the main reason many species are threatened and how engineers are trying to stop this habitat destruction. The third lesson introduces students to the idea of biomimicry—or looking to nature for engineering ideas. And, in the fourth and final lesson, students learn about a specialty branch of engineering called bioremediation—the use of living organisms to aid in the clean up of pollutant spills.  ","Type":"unit","Alignments":["S2454505","S2454502","S2454533"]},{"Id":"cub_mars_curricularunit","Url":"https://teachengineering.org/curricularunits/view/cub_mars_curricularunit","Title":"Mission to Mars","Summary":"The Mission to Mars unit introduces students to Mars, often called the Red Planet. Students discover why everyone is so interested in studying this mysterious planet. Many interesting facts about Mars are revealed, and the history of Martian exploration is reviewed. Students learn about the development of robotics and how robots are beneficial to science, society and the exploration of space. Details on engineers\u0027 involvement in space exploration are explained, such as how orbits enable astronauts to move from planet to planet and what type of equipment is used by scientists and engineers to safely explore space. The specific details on and human risks for a possible future \"humanned\" mission to Mars (and back to Earth again!) are explored. ","Type":"unit","Alignments":["S2454518","S2454533","S11434D2","S11434D3"]},{"Id":"cub_natdis_curricularunit","Url":"https://teachengineering.org/curricularunits/view/cub_natdis_curricularunit","Title":"Natural Disasters: Earthquakes, Volcanoes, Tornadoes \u0026 More ","Summary":"Students are introduced to our planet\u0027s structure and its dynamic system of natural forces through an examination of the natural hazards of earthquakes, volcanoes, landslides, tsunamis, floods and tornadoes, as well as avalanches, fires, hurricanes and thunderstorms. They see how these natural events become disasters when they impact people, and how engineers help to make people safe from them. Students begin by learning about the structure of the Earth; they create clay models showing the Earth\u0027s layers, see a continental drift demo, calculate drift over time, and make fault models. They learn how earthquakes happen; they investigate the integrity of structural designs using model seismographs. Using toothpicks and mini-marshmallows, they create and test structures in a simulated earthquake on a tray of Jell-O. Students learn about the causes, composition and types of volcanoes, and watch and measure a class mock eruption demo, observing the phases that change a mountain\u0027s shape. Students learn that the different types of landslides are all are the result of gravity, friction and the materials involved. Using a small-scale model of a debris chute, they explore how landslides start in response to variables in material, slope and water content. Students learn about tsunamis, discovering what causes them and makes them so dangerous. Using a table-top-sized tsunami generator, they test how model structures of different material types fare in devastating waves. Students learn about the causes of floods, their benefits and potential for disaster. Using riverbed models made of clay in baking pans, students simulate the impact of different river volumes, floodplain terrain and levee designs in experimental trials. They learn about the basic characteristics, damage and occurrence of tornadoes, examining them closely by creating water vortices in soda bottles. They complete mock engineering analyses of tornado damage, analyze and graph US tornado damage data, and draw and present structure designs intended to withstand high winds.","Type":"unit","Alignments":["S2454451","S2454521","S2454450","S2454530"]},{"Id":"cub_navigation_curricularunit","Url":"https://teachengineering.org/curricularunits/view/cub_navigation_curricularunit","Title":"Plot Your Course - Navigation","Summary":"In this unit, students learn the very basics of navigation, including the different kinds of navigation and their purposes. The concepts of relative and absolute location, latitude, longitude and cardinal directions are explored, as well as the use and principles of maps and a compass. Students discover the history of navigation and learn the importance of math and how it ties into navigational techniques. Understanding how trilateration can determine one\u0027s location leads to a lesson on the global positioning system and how to use a GPS receiver. The unit concludes with an overview of orbits and spacecraft trajectories from Earth to other planets.","Type":"unit","Alignments":["S2454482","S2454517","S1143518","S11434D3","S1143612","S11435C9","S1143519"]},{"Id":"cub_rock_curricularunit","Url":"https://teachengineering.org/curricularunits/view/cub_rock_curricularunit","Title":"Rock Cycle","Summary":"Through five lessons, students are introduced to all facets of the rock cycle. Topics include rock and mineral types, material stresses and weathering, geologic time and fossil formation, the Earth\u0027s crust and tectonic plates, and soil formation and composition. Lessons are presented in the context of the related impact on humans in the form of roadway and tunnel design and construction, natural disasters, environmental site assessment for building structures, and measurement instrumentation and tools. Hands-on activities include experiencing tensional, compressional and shear material stress by using only hand force to break bars of soap; preparing Jeopardy-type trivia questions/answers for a class game that reinforces students\u0027 understanding of rocks and the rock cycle; creating \"fossils\" using melted chocolate; working within design constraints to design and build a model tunnel through a clay mountain; and soil sampling by creating tools, obtaining soil cores, documenting a soil profile log, and analyzing the findings to make engineering predictions.","Type":"unit","Alignments":["S2454523","S2454521"]},{"Id":"cub_rockets_curricularunit","Url":"https://teachengineering.org/curricularunits/view/cub_rockets_curricularunit","Title":"Rockets","Summary":"Students learn how and why engineers design satellites to benefit life on Earth, as well as explore motion, rockets and rocket motion. Through six lessons and 10 associated hands-on activities, students discover that the motion of all objects—everything from the flight of a rocket to the movement of a canoe—is governed by Newton\u0027s three laws of motion. This unit introduces students to the challenges of getting into space for the purpose of exploration. The ideas of thrust, weight and control are explored, helping students to fully understand what goes into the design of rockets and the value of understanding these scientific concepts. After learning how and why the experts make specific engineering choices, students also learn about the iterative \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e as they design and construct their own model rockets. Then students explore triangulation, a concept that is fundamental to the navigation of satellites and global positioning systems designed by engineers; by investigating these technologies, they learn how people can determine their positions and the locations of others.     ","Type":"unit","Alignments":["S2454420","S2454468","S2454469","S1143488","S114349C"]},{"Id":"cub_simp_machines_curricularunit","Url":"https://teachengineering.org/curricularunits/view/cub_simp_machines_curricularunit","Title":"Simple Machines","Summary":"Through a five-lesson series with five activities, students are introduced to six simple machines—inclined plane, wedge, screw, lever, pulley, wheel-and-axle—as well as compound machines, which are combinations of two or more simple machines. Once students understand about work (work = force x distance), they become familiar with the machines\u0027 mechanical advantages, and see how they make work easier. Through an introduction to compound machines, students begin to think critically about machine inventions and their pervasive roles in our lives. After learning about Rube Goldberg contraptions—absurd inventions that complete simple tasks in complicated ways—they evaluate the importance and usefulness of the many machines around them. Through the hands-on activities, students draw designs for contraptions that could move a circus elephant into a rail car, create a construction site ramp design by measuring different inclined planes and calculating the ideal vs. actual mechanical advantage of each, compare the theoretical and actual mechanical advantages of different pulley systems conceived to save a whale, build and test grape catapults made with popsicle sticks and rubber bands, and follow the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e to design and build Rube Goldberg machines. ","Type":"unit","Alignments":["S2454479","S2454533","S11434D3"]},{"Id":"cub_soundandlight_curricularunit","Url":"https://teachengineering.org/curricularunits/view/cub_soundandlight_curricularunit","Title":"Sound and Light","Summary":"Students are provided with an understanding of sound and light waves through a \"sunken treasure\" theme—a continuous storyline throughout the lessons. In the first five lessons, students learn about sound, and in the rest of the lessons, they explore light concepts. To begin, students are introduced to the concepts of longitudinal and transverse waves. Then they learn about wavelength and amplitude in transverse waves. In the third lesson, students learn about sound through the introduction of frequency and how it applies to musical sounds. Next, they learn all about echolocation—what it is and how engineers use it to \"see\" things in the dark or deep underwater. The last of the five sound lessons introduces acoustics; students learn how different materials reflect and absorb sound.  ","Type":"unit","Alignments":["S2454443","S2454438"]},{"Id":"cub_space8_curricularunit","Url":"https://teachengineering.org/curricularunits/view/cub_space8_curricularunit","Title":"Space","Summary":"This unit begins by introducing students to the historical motivation for space exploration. They learn about the International Space Station, including current and futuristic ideas that engineers are designing to propel space research. Then they learn about the physical properties of the Moon, and think about what types of products engineers would need to design in order for humans to live on the Moon. Lastly, students learn some descriptive facts about asteroids, such as their sizes and how that relates to the potential danger of an asteroid colliding with the Earth.","Type":"unit","Alignments":["S2373212","S2373213","S11425BD","S11425BC"]},{"Id":"cub_water_cycle_unit","Url":"https://teachengineering.org/curricularunits/view/cub_water_cycle_unit","Title":"Water Cycle","Summary":"Water is essential to life. Understanding how the water cycle works, the importance of water as a natural resource, and how our household water cycle functions is essential knowledge for everyone. Through a range of water-based explorations and the engineering design process, students learn about the water cycle and how engineers manage it.","Type":"unit","Alignments":[]},{"Id":"cub_weather_curricularunit","Url":"https://teachengineering.org/curricularunits/view/cub_weather_curricularunit","Title":"Weather and Atmosphere","Summary":"In this unit, students learn the basics about weather and the atmosphere. They investigate materials engineering as it applies to weather and the choices available to us for clothing to counteract the effects of weather. Students have the opportunity to design and analyze combinations of materials for use in specific weather conditions. In the next lesson, students also are introduced to air masses and weather forecasting instrumentation and how engineers work to improve these instruments for atmospheric measurements on Earth and in space. Then, students learn the distinguishing features of the four main types of weather fronts that accompany high and low pressure air masses and how those fronts are depicted on a weather map. During this specific lesson, students learn different ways that engineers help with storm prediction, analysis and protection. In the final lesson, students consider how weather forecasting plays an important part in their daily lives by learning about the history of weather forecasting and how improvements in weather technology have saved lives by providing advance warning of natural disasters.","Type":"unit","Alignments":["S2454536","S2454527","S11434D3"]},{"Id":"duk_bmedevices_tech_unit","Url":"https://teachengineering.org/curricularunits/view/duk_bmedevices_tech_unit","Title":"Surgical Device Engineering","Summary":"This unit focuses on teaching students about the many aspects of biomedical engineering (BME). Students come to see that BME is a broad field that relies on concepts from many engineering disciplines. They also begin to understand some of the special considerations that must be made when dealing with the human body. Activities and class discussions encourage students to think as engineers to come up with their own solutions to some of medical challenges that have been solved throughout the history of BME. Class time includes brainstorming and presenting ideas to the class for discussion. Specific activities include examination of the material properties and functions of surgical instruments and prosthetics, a simulation of the training experience of a surgical resident, and an investigation of the properties of fluid flow in vascular tissue.","Type":"unit","Alignments":["S2454534"]},{"Id":"duk_friction_smary_unit","Url":"https://teachengineering.org/curricularunits/view/duk_friction_smary_unit","Title":"The Force of Friction","Summary":"In the first of two lessons of this curricular unit, students are introduced to the concept of friction as a force that impedes motion when two surfaces are in contact. Student teams use spring scales to drag objects, such as a ceramic coffee cup, along a table top or the floor, measuring the frictional force that exists between the moving object and the surface it slides on. By modifying the bottom surface of the object, students find out what kinds of surfaces generate more or less friction. They also discover that both static and kinetic friction are involved when an object initially at rest is caused to slide across a surface. In the second lesson of the unit, students design and conduct experiments to determine the effects of weight and surface area on friction. They discover that weight affects normal friction (the friction that results from surface roughness), but for very smooth surfaces, the friction due to molecular attraction is affected by contact area.","Type":"unit","Alignments":["S2454479","S11434EA","S2373212","S2373213","S11434D3"]},{"Id":"duk_heattransfer_smary_unit","Url":"https://teachengineering.org/curricularunits/view/duk_heattransfer_smary_unit","Title":"Conduction, Convection and Radiation ","Summary":"With the help of simple, teacher-led demonstration activities, students learn the basic concepts of heat transfer by means of conduction, convection and radiation. Then they apply these concepts as they work in teams to solve two lab problems: 1) maintain the warm temperature of one soda can filled with water at approximately body temperature, and 2) cause an identical soda can of warm water to cool as much as possible during the same 30-minute time interval. Students design their solutions using only common, everyday materials. They record the water temperatures in their two soda cans every five minutes, and prepare line graphs in order to visually compare their results to the temperature of an unaltered control can of water.  ","Type":"unit","Alignments":["S2454486","S11434D3","S11434E1","S114350F","S1143549"]},{"Id":"duk_marine_musc_unit","Url":"https://teachengineering.org/curricularunits/view/duk_marine_musc_unit","Title":"Marine Mapping","Summary":"The marine environment is unique and because little light penetrates under water, technologies that use sound are required to gather information. The seafloor is characterized using underwater sound and acoustical systems. Current technological innovations enable scientists to further understand and apply information about animal locations and habitat.  Remote sensing and exploration with underwater vehicles enables researchers to map and understand the sea floor. Similar technologies also aid in animal tracking, a method used within science and commercial industries. Through inquiry-based learning techniques, students learn the importance of habitat mapping and animal tracking.","Type":"unit","Alignments":["S2454502"]},{"Id":"duk_solar_tech_unit","Url":"https://teachengineering.org/curricularunits/view/duk_solar_tech_unit","Title":"Exploring Solar Power","Summary":"Students explore the methods engineers have devised for harnessing sunlight to generate power. First, they investigate heat transfer and heat storage through the construction, testing and use of a solar oven. With a lesson focused on photovoltaic cells, students learn the concepts of energy conversion, conservation of energy, current and voltage. By constructing model solar powered cars, students see these conceptual ideas manifested in modern technology. Furthermore, the solar car project provides opportunities to explore a number of other topics, such as gear ratios and simple mechanics. Both of these design and construction projects are examples of engineering design.","Type":"unit","Alignments":["S2454487"]},{"Id":"duk_surfacetensionunit","Url":"https://teachengineering.org/curricularunits/view/duk_surfacetensionunit","Title":"Surface Tension","Summary":"Surface tension accounts for many of the interesting properties we associate with water. By learning about surface tension and adhesive forces, students learn why liquid jets of water break into droplets rather than staying in a continuous stream. Through hands-on activities, students learn how the combination of adhesive forces and cohesive forces cause capillary motion. They study different effects of capillary motion and use capillary motion to measure surface tension. Students explore the phenomena of wetting and hydrophobic and hydrophilic surfaces and see how water\u0027s behavior changes when a surface is treated with different coatings. A lotus leaf is a natural example of a superhydrophobic surface, with its water-repellent, self-cleaning characteristics. Students examine the lotus effect on natural leaves and human-made superhydrophobic surfaces, and explore how the lotus leaf repels dewy water through vibration. See the Unit Overview section for details on each lesson in this unit.","Type":"unit","Alignments":["S11416DD","S2454538","S2454540"]},{"Id":"ucd_fieldday_unit","Url":"https://teachengineering.org/curricularunits/view/ucd_fieldday_unit","Title":"Elementary School Engineering Design Field Day","Summary":"This unit provides the framework for conducting an “engineering design field day” that combines 6 hands-on engineering activities into a culminating school (or multi-school) competition. The activities are a mix of design and problem-solving projects inspired by real-world engineering challenges: kite making, sail cars, tall towers, strong towers and a ball and tools obstacle course. The assortment of events engage children who have varied interests and cover a range of disciplines such as aerospace, mechanical and civil engineering. An optional math test—for each of grades 1-6—is provided as an alternative activity to incorporate into the field day event. Of course, the 6 activities in this unit also are suitable to conduct as standalone activities that are unaffiliated with a big event.","Type":"unit","Alignments":["S11416BF","S1141748","S114174B","S114174D","S2454468"]},{"Id":"umo_challenges_unit","Url":"https://teachengineering.org/curricularunits/view/umo_challenges_unit","Title":"Robot Design Challenges","Summary":"Through the two lessons and five activities in this unit, students\u0027 knowledge of sensors and motors is integrated with programming logic as they perform complex tasks using LEGO® MINDSTORMS® robots and software. First, students are introduced to the discipline of engineering and \"design\" in general terms. Then in five challenge activities, student teams program LEGO robots to travel a maze, go as fast/slow as possible, push another robot, follow a line, and play soccer with other robots. This fifth unit in the series builds on the previous units and reinforces the theme of the human body as a system with sensors performing useful functions, not unlike robots. Through these design challenges, students become familiar with the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e and come to understand how science, math and engineering—including computer programming—are used to tackle design challenges and help people solve real problems. PowerPoint® presentations, quizzes and worksheets are provided throughout the unit.","Type":"unit","Alignments":["S1141702","S1141704","S11416BE","S11416C1","S2454468","S2454469","S2454470","S2454533","S2454534","S2454535","S2454536","S2596328"]},{"Id":"umo_computerprogram_unit","Url":"https://teachengineering.org/curricularunits/view/umo_computerprogram_unit","Title":"What Is a Computer Program?","Summary":"Through four lesson and four activities, students are introduced to the logic behind programming. Starting with very basic commands, they develop programming skills while they create and test programs using LEGO® MINDSTORMS® robots. Students apply new programming tools—move blocks, wait blocks, loops and switches—in order to better navigate robots through mazes. Through programming challenges, they become familiar with the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e. The unit is designed to be motivational for student learning, so they view programming as a fun activity. This unit is the third in a series. PowerPoint® presentations, quizzes and worksheets are provided throughout the unit.","Type":"unit","Alignments":["S2477389","S2477267","S2454469","S2454470","S2454534","S2454535","S11416D0","S11416DA","S114173C","S1141765","S1141768","S11417C5","S2366906","S11434F2","S2596341"]},{"Id":"umo_ourbodies_unit","Url":"https://teachengineering.org/curricularunits/view/umo_ourbodies_unit","Title":"Our Bodies Have Computers and Sensors ","Summary":"Students learn about the human body\u0027s system components, specifically its sensory systems, nervous system and brain, while comparing them to robot system components, such as sensors and computers. The unit\u0027s life sciences-to-engineering comparison is accomplished through three lessons and five activities. The important framework of \"stimulus-sensor-coordinator-effector-response\" is introduced to show how it improves our understanding the cause-effect relationships of both systems. This framework reinforces the theme of the human body as a system from the perspective of an engineer. This unit is the second of a series, intended to follow the Humans Are Like Robots unit.","Type":"unit","Alignments":["S1141702","S1141704","S11416BE","S2454495","S2596695","S2596341","S2596491"]},{"Id":"umo_sensorswork_unit","Url":"https://teachengineering.org/curricularunits/view/umo_sensorswork_unit","Title":"How Do Sensors Work?","Summary":"Through six lesson/activity sets, students learn about the functioning of sensors, both human and robotic. In the activities, student groups use LEGO® MINDSTORMS® EV3 robots and components to study human senses (sight, hearing, smell, taste, touch). They also learn about the human-made rotation, touch, sound, color and ultrasonic sensors. \"Stimulus-sensor-coordinator-effector-response\" pathways are used to describe the processes as well as similarities between human/animal and robotic equivalent sensory systems. The important concept of sensors converting/transducing signals is emphasized. Through assorted engineering design challenges, students program the LEGO robots to respond to input from various LEGO sensors. The overall framework reinforces the theme of the human body as a system with sensors—that is, from an engineering perspective. PowerPoint® presentations, quizzes and worksheets are provided throughout the unit. ","Type":"unit","Alignments":["S11416DA","S11416DD","S2454494","S2454495","S2454438","S2596341","S2596491"]},{"Id":"uno_accelerometer_unit","Url":"https://teachengineering.org/curricularunits/view/uno_accelerometer_unit","Title":"Android Acceleration Application","Summary":"In the first of two sequential lessons, students create mobile apps that collect data from an Android device\u0027s accelerometer and then store that data to a database. This lesson provides practice with MIT\u0027s App Inventor software and culminates with students writing their own apps for measuring acceleration. In the second lesson, students are given an app for an Android device, which measures acceleration. They investigate acceleration by collecting acceleration vs. time data using the accelerometer of a sliding Android device. Then they use the data to create velocity vs. time graphs and approximate the maximum velocity of the device.","Type":"unit","Alignments":["S10232FD","S1023972","S100485F","S1015516","S2378146","S1141741","S114174E","S2454447","S2454546","S114364E","S2679970"]},{"Id":"uoh_dna_curricularunit","Url":"https://teachengineering.org/curricularunits/view/uoh_dna_curricularunit","Title":"Engineering Nature: DNA Visualization and Manipulation","Summary":"Students are introduced to genetic techniques such as DNA electrophoresis and imaging technologies used for molecular and DNA structure visualization. In the field of molecular biology and genetics, biomedical engineering plays an increasing role in the development of new medical treatments and discoveries. Engineering applications of nanotechnology such as lab-on-a-chip and deoxyribonucleic acid (DNA) microarrays are used to study the human genome and decode the complex interactions involved in genetic processes.","Type":"unit","Alignments":["S113F049","S113F04A","S113F04B","S113F04C","S113F075","S11417FE","S11416E1"]},{"Id":"uoh_fluidmechanics_unit","Url":"https://teachengineering.org/curricularunits/view/uoh_fluidmechanics_unit","Title":"The Physics of Fluid Mechanics","Summary":"From drinking fountains at playgrounds, water systems in homes, and working bathrooms at schools to hydraulic bridges and levee systems, fluid mechanics are an essential part of daily life. Fluid mechanics, the study of how forces are applied to fluids, is outlined in this unit as a sequence of two lessons and three corresponding activities. The first lesson provides a basic introduction to Pascal\u0027s law, Archimedes\u0027 principle and Bernoulli\u0027s principle and presents fundamental definitions, equations and problems to solve with students, as well as engineering applications. The second lesson provides a basic introduction to above-ground storage tanks, their pervasive use in the Houston Ship Channel, and different types of storage tank failure in major storms and hurricanes. The unit concludes with students applying what they have learned to determine the stability of individual above-ground storage tanks given specific storm conditions so they can analyze their stability in changing storm conditions, followed by a project to design their own storage tanks to address the issues of uplift, displacement and buckling in storm conditions.","Type":"unit","Alignments":["S113EF39","S113EF3F","S113EF30","S11416DF","S2471779","S2454596","S114363B"]},{"Id":"usf_stormwater_unit","Url":"https://teachengineering.org/curricularunits/view/usf_stormwater_unit","Title":"Urban Stormwater Management","Summary":"Engineers design and implement many creative techniques for managing stormwater at its sources in order to improve and restore the hydrology and water quality of developed sites to pre-development conditions. Through the two lessons in this unit, students are introduced to green infrastructure (GI) and low-impact development (LID) technologies, including green roofs and vegetative walls, bioretention or rain gardens, bioswales, planter boxes, permeable pavement, urban tree canopies, rainwater harvesting, downspout disconnection, green streets and alleys, and green parking. Student teams take on the role of stormwater engineers through five associated activities. They first model the water cycle, and then measure transpiration rates and compare native plant species. They investigate the differences in infiltration rates and storage capacities between several types of planting media before designing their own media mixes to meet design criteria. Then they design and test their own pervious pavement mix combinations. In the culminating activity, teams bring together all the concepts as well as many of the materials from the previous activities in order to create and install personal rain gardens. The unit prepares the students and teachers to take on the design and installation of bigger rain garden projects to manage stormwater at their school campuses, homes and communities.","Type":"unit","Alignments":["S11416F9","S11416DD","S114171E","S2454531","S2454524","S2454533","S2454535","S11434CE","S11434D0","S114350F","S103CCFE","S113091A","S113092C","S1130951","S1130948"]},{"Id":"van_cleanupmess_unit","Url":"https://teachengineering.org/curricularunits/view/van_cleanupmess_unit","Title":"Electromagnet Design Challenge: Clean Up This Mess","Summary":"Students are challenged to design a method for separating steel from aluminum based on magnetic properties as is frequently done in recycling operations. To complicate the challenge, the magnet used to separate the steel must be able to be switched off to allow for the recollection of the steel. Guided through four lessons and four associated hands-on activities, students ultimately design, test and present an effective electromagnet to solve the design challenge.","Type":"unit","Alignments":["S11416D6"]},{"Id":"van_cancer_curricularunit","Url":"https://teachengineering.org/curricularunits/view/van_cancer_curricularunit","Title":"Using Stress and Strain to Detect Cancer!","Summary":"Students are presented with a biomedical engineering challenge: Breast cancer is the second-leading cause of cancer-related death among women and the American Cancer Society says mammography is the best early-detection tool available. Despite this, many women choose not to have them; of all American women at or over age 40, only 54.9% have had a mammogram within the past year. One reason women skip annual mammograms is pain, with 90% reporting discomfort. Is there a way to detect the presence of tumors that is not as painful as mammography but more reliable and quantifiable than breast self-exams or clinical breast exams? This three lesson/three activity unit is designed for first-year accelerated or AP physics classes. It provides hands-on activities to teach the concepts of stress, strain and Hooke\u0027s law, which students apply to solve the challenge problem.","Type":"unit","Alignments":["S2454606","S2454607","S11435EE"]},{"Id":"van_feelbetter_curricularunit","Url":"https://teachengineering.org/curricularunits/view/van_feelbetter_curricularunit","Title":"Feel Better Faster: All about Flow Rate","Summary":"All of us have felt sick at some point in our lives. Many times, we find ourselves asking, \"What is the quickest way that I can start to feel better?\" During this two-lesson unit, students study that question and determine which form of medicine delivery (pill, liquid, injection/shot) offers the fastest relief. This challenge question serves as a real-world context for learning all about flow rates. Students study how long various prescription methods take to introduce chemicals into our blood streams, as well as use flow rate to determine how increasing a person\u0027s heart rate can theoretically make medicines work more quickly. Students are introduced to engineering devices that simulate what occurs during the distribution of antibiotic cells in the body.","Type":"unit","Alignments":["S1141723","S114174E"]},{"Id":"van_heartvalves_unit","Url":"https://teachengineering.org/curricularunits/view/van_heartvalves_unit","Title":"Aging Heart Valves","Summary":"In this unit, students learn about the form and function of the human heart through lecture, research and dissection. Following the steps of the Legacy Cycle, students brainstorm, research, design and present viable solutions to various heart conditions as presented through a unit challenge. Additionally, students study how heart valves work and investigate how faulty valves can be replaced with new ones through advancements in engineering and technology. This unit demonstrates to students how and why the heart is such a powerful organ in our bodies.","Type":"unit","Alignments":["S1132637","S11326BD","S11326BE","S11416DF","S1141741","S2454607"]},{"Id":"van_hybrid_design_curricularunit","Url":"https://teachengineering.org/curricularunits/view/van_hybrid_design_curricularunit","Title":"Hybrid Vehicle Design Challenge ","Summary":"Through four lessons and four hands-on associated activities, this unit provides a way to teach the overarching concept of energy as it relates to both kinetic and potential energy. Within these topics, students are exposed to gravitational potential, spring potential, the Carnot engine, temperature scales and simple magnets. During the module, students apply these scientific concepts to solve the following engineering challenge: \"The rising price of gasoline has many effects on the US economy and the environment. You have been contracted by an engineering firm to help design a physical energy storage system for a new hybrid vehicle for Nissan. How would you go about solving this problem? What information would you consider to be important to know? You will create a small prototype of your design idea and make a sales pitch to Nissan at the end of the unit.\" This module is built around the Legacy Cycle, a format that incorporates findings from educational research on how people best learn. This module is written for a first-year algebra-based physics class, though it could easily be modified for conceptual physics.","Type":"unit","Alignments":["S2454552","S2454551","S114363B"]},{"Id":"van_linear_eqn_currunit","Url":"https://teachengineering.org/curricularunits/view/van_linear_eqn_currunit","Title":"Walk the Line: A Module on Linear Functions","Summary":"Prepared with pre-algebra or algebra 1 classes in mind, this module leads students through the process of graphing data and finding a line of best fit while exploring the characteristics of linear equations in algebraic and graphic formats. Then, these topics are connected to real-world experiences in which people use linear functions. During the module, students use these scientific concepts to solve the following hypothetical challenge: You are a new researcher in a lab, and your boss has just given you your first task to analyze a set of data. It being your first assignment, you ask an undergraduate student working in your lab to help you figure it out. She responds that you must determine what the data represents and then find an equation that models the data. You believe that you will be able to determine what the data represents on your own, but you ask for further help modeling the data. In response, she says she is not completely sure how to do it, but gives a list of equations that may fit the data. This module is built around the legacy cycle, a format that incorporates educational research findings on how people best learn.","Type":"unit","Alignments":["S100186E","S1143534","S1143537","S114353B"]},{"Id":"van_oddsofcancer_curricularunit","Url":"https://teachengineering.org/curricularunits/view/van_oddsofcancer_curricularunit","Title":"Tell Me the Odds (of Cancer)","Summary":"Through four lessons and three hands-on activities, students learn the concepts of refraction and interference in order to solve an engineering challenge: \"In 2013, actress Angelina Jolie underwent a double mastectomy, not because she had been diagnosed with breast cancer, but merely to lower her cancer risk. But what if she never inherited the gene(s) that are linked to breast cancer and endured surgery unnecessarily? Can we create a new method of assessing people\u0027s genetic risks of breast cancer that is both efficient and cost-effective?\" While pursuing a solution to this challenge, students learn about some high-tech materials and delve into the properties of light, including the equations of refraction (index of refraction, Snell\u0027s law). Students ultimately propose a method to detect cancer-causing genes by applying the refraction of light in a porous film in the form of an optical biosensor. Investigating this challenge question through this unit is designed for an honors or AP level physics class, although it could be modified for conceptual physics.","Type":"unit","Alignments":["S1132818","S1132FA3","S1132FA9","S114176D","S114176E","S2454490","S2454556","S2454606"]},{"Id":"wpi_empathy_curricularunit","Url":"https://teachengineering.org/curricularunits/view/wpi_empathy_curricularunit","Title":"Engineering Empathy: Teaching Design with Assistive Devices","Summary":"Students follow the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e (EDP) while learning about assistive devices and biomedical engineering. They first go through a design-build-test activity to learn the steps of the cyclical engineering design process. Then, during the three main activities (7 x 55 minutes each) student teams are given a fictional client statement and follow the EDP steps to design products—an off-road wheelchair, a portable wheelchair ramp, and an automatic floor sweeper computer program. Students brainstorm ideas, identify suitable materials and demonstrate different methods of representing solutions to their design problems—scale drawings or programming descriptions, and simple models or classroom prototypes.","Type":"unit","Alignments":["S103E219","S103E21A","S114174B","S2454534","S2454536"]},{"Id":"wpi_fundamentalforces_unit","Url":"https://teachengineering.org/curricularunits/view/wpi_fundamentalforces_unit","Title":"Forces All Around","Summary":"Through a series of three lessons, each with its own hands-on activity, students are introduced to 1) forces, loads and stress, 2) tensile loads and failure, and 3) torsion on structures—fundamental physics concepts that are critical to understanding the built world. The associated activities engage students through experimenting with hot glue gun sticks to experience tension, compression and torsion; the design of plastic chair webbing strips; and problem-solving to reinforce foam insulation \"antenna towers\" to withstand specified bending and twisting.","Type":"unit","Alignments":["S11416C1","S11416C3","S103E18D"]},{"Id":"wst_environmental_unit","Url":"https://teachengineering.org/curricularunits/view/wst_environmental_unit","Title":"Environmental Engineering and Water Chemistry","Summary":"Students are introduced to the fundamentals of environmental engineering as well as the global air, land and water quality concerns facing today\u0027s environmental engineers. After a lesson and activity to introduce environmental engineering, students learn more about water chemistry aspects of environmental engineering.  Specifically, they focus on groundwater contamination and remediation, including sources of contamination, adverse health effects of contaminated drinking water, and current and new remediation techniques. Several lab activities provide hands-on experiences with topics relevant to environmental engineering concerns and technologies, including removal efficiencies of activated carbon in water filtration, measuring pH, chromatography as a physical separation method, density and miscibility. ","Type":"unit","Alignments":["S1141717","S114171A","S11416DD","S2454533","S2454475","S2596350","S2596584","S2596629"]},{"Id":"cub_intro_curricularunit","Url":"https://teachengineering.org/curricularunits/view/cub_intro_curricularunit","Title":"Intro to Engineering through Sports and the Olympics","Summary":"Students are introduced to the basic principles behind engineering and the types of engineering while learning about an always-popular topic—the Olympics. The involvement of engineering in modern sports is amazing and pervasive. Students learn about the techniques of engineering problem solving, including brainstorming and the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e. The importance of thinking out of the box is stressed through a discussion of the engineering required to build grand, often complex, Olympic event centers. Students review what they know about kinetic and potential energy as they investigate the design of energy-absorbing materials, relating this to the design of lighter, faster and stronger sports equipment to improve athletic performance and protect athletes. Students consider states of matter and material properties as they see the role of chemical engineering in the Olympics. Students also learn about transportation and the environment, and the relationship between architecture and engineering.","Type":"unit","Alignments":["S2454469","S2454402"]},{"Id":"cub_creative_curricularunit","Url":"https://teachengineering.org/curricularunits/view/cub_creative_curricularunit","Title":"Creative Engineering Design","Summary":"Students are introduced to the world of creative engineering product design. Through six activities, teams work through the steps of the \u003ca href=\"https://www.teachengineering.org/k12engineering/designprocess\" data-linktype=\"internet\"\u003eengineering design process\u003c/a\u003e (or loop) by completing an actual design challenge presented in seven steps. The project challenge is left up to the teacher or class to determine; it might be one decided by the teacher, brainstormed with the class, or the example provided (to design a prosthetic arm that can perform a mechanical function). As students begin by defining the problem, they learn to recognize the need, identify a target population, relate to the project, and identify its requirements and constraints. Then they conduct research, brainstorm alternative solutions, evaluate possible solutions, create and test prototypes, and improve and redesign before manufacturing. See the Unit Schedule section for a list of example design project topics.","Type":"unit","Alignments":["S2454607","S11416BE","S11416BF","S11416C1","S1141741"]},{"Id":"csm_asteroid_tg","Url":"https://teachengineering.org/curricularunits/view/csm_asteroid_tg","Title":"Adventure Engineering Challenge: Asteroid Impact","Summary":"Through this earth science curricular unit composed of eight activities, student teams are presented with the natural disaster scenario that an asteroid will impact the Earth. In response, their engineering challenge is to design the location and size of underground caverns to shelter the people from an uninhabitable Earth for one year. Driven by this adventure scenario, student teams 1) explore general and geological maps of their fictional state called Alabraska, 2) determine the area of their classroom to help determine the necessary habitable cavern size, 3) learn about map scales, 4) test rocks, 5) identify important and not-so-important rock properties for building underground caverns, and 6) choose and defend a final location and size for a survival cavern. ","Type":"unit","Alignments":["S2454533","S114351D","S1143682","S11434D3"]},{"Id":"van_nanoparticles_curricularunit","Url":"https://teachengineering.org/curricularunits/view/van_nanoparticles_curricularunit","Title":"Using Nanoparticles to Detect, Treat and Protect from Skin Cancer","Summary":"This unit on nanoparticles engages students with a hypothetical Grand Challenge Question that asks about the skin cancer risk for someone living in Australia, given the local UV index and the condition of the region\u0027s ozone layer. The question asks how nanoparticles might be used to help detect, treat and protect people from skin cancer. Through three lessons, students learn about the science of electromagnetic radiation and energy waves, human skin and its response to ultraviolet radiation, and the state of medical nanotechnology related to skin cancer. Through three hands-on activities, students perform flame tests to become familiar with the transfer of energy in quantum form, design and conduct their own quality-control experiments to test sun protection factors (SPFs), and write nanotechnology grant proposals.","Type":"unit","Alignments":["S11327AB","S1132AE9","S1132AEA","S1132AEB","S1132AEC","S11327D8","S11327D9","S11327CA","S11327CB","S11327CC","S11327BA","S11417FC","S1141751","S2454606","S2454607"]},{"Id":"van_floppy_unitdoc","Url":"https://teachengineering.org/curricularunits/view/van_floppy_unitdoc","Title":"Floppy Heart Valves","Summary":"Students are presented with an engineering challenge that asks them to develop a material and model that can be used to test the properties of aortic valves without using real specimens. Developing material that is similar to human heart valves makes testing easier for biomedical engineers because they can test new devices or ideas on the model valve instead of real heart valves, which can be difficult to obtain for research. To meet the challenge, students are presented with a variety of background information, are asked to research the topic to learn more specific information pertaining to the challenge, and design and build a (prototype) product. After students test their products and make modifications as needed, they convey background and product information in the form of portfolios and presentations to the potential buyer.","Type":"unit","Alignments":["S11326BD","S11326BE","S11326F8","S2454563","S2454606","S2454607","S11417FC","S1141742","S114175C"]},{"Id":"van_robotic_vision_curricularunit","Url":"https://teachengineering.org/curricularunits/view/van_robotic_vision_curricularunit","Title":"Robotics Peripheral Vision","Summary":"This unit is designed for advanced programming classes. It leads students through a study of human vision and computer programming simulation. Students apply their previous knowledge of arrays and looping structures to implement a new concept of linked lists and RGB decomposition in order to solve the unit\u0027s Grand Challenge: writing a program to simulate peripheral vision by merging two images. This unit connects computer science to engineering by incorporating several science topics (eye anatomy, physics of light and color, mathematics, and science of computers) and guides students through the design process in order to create final simulations.","Type":"unit","Alignments":["S2454609"]},{"Id":"van_skeletal_system_curricularunit","Url":"https://teachengineering.org/curricularunits/view/van_skeletal_system_curricularunit","Title":"Skeletal System","Summary":"Through this unit, written for an honors anatomy and physiology class, students become familiar with the human skeletal system and answer the Challenge Question: When you get home from school, your mother grabs you, and you race to the hospital. Your grandmother fell and was rushed to the emergency room. The doctor tells your family your grandmother has a fractured hip, and she is referring her to an orthopedic specialist. The orthopedic doctor decides to perform a DEXA scan. The results show her BMD is -3.3. What would be a probable diagnosis to her condition? What are some possible causes of her condition? Should her daughter and granddaughter be worried about this condition, and if so, what are measures they could take to prevent this from happening to them?","Type":"unit","Alignments":["S11326E2","S11326E3","S1132691","S1132634"]},{"Id":"van_biomimicry_curricularunit","Url":"https://teachengineering.org/curricularunits/view/van_biomimicry_curricularunit","Title":"Sustainable Design and Biomimicry in a Desert Ecosystem","Summary":"Students are presented with an engineering challenge: To design a sustainable guest village within the Saguaro National Park in Arizona. Through four lessons and five associated activities, they study ecological relationships with an emphasis on the Sonoran Desert. They examine species adaptations. They come to appreciate the complexity and balance that supports the exchange of energy and matter within food webs. Then students apply what they have learned about these natural relationships to the study of biomimicry and sustainable design. They study the flight patterns of birds and relate their functional design to aeronautical engineering. A computer simulation model is also incorporated into this unit and students use this program to examine perturbations within a simple ecosystem. The solution rests within the lessons and applications of this unit.","Type":"unit","Alignments":["S2454570"]},{"Id":"van_latex_curricularunit","Url":"https://teachengineering.org/curricularunits/view/van_latex_curricularunit","Title":"Latex Tubing and Hybrid Vehicles","Summary":"The learning of linear functions is pervasive in most algebra classrooms. Linear functions are vital in laying the foundation for understanding the concept of modeling. This unit gives students the opportunity to make use of linear models in order to make predictions based on real-world data, and see how engineers address incredible and important design challenges through the use of linear modeling. Student groups act as engineering teams by conducting experiments to collect data and model the relationship between the wall thickness of the latex tubes and their corresponding strength under pressure (to the point of explosion). Students learn to graph variables with linear relationships and use collected data from their designed experiment to make important decisions regarding the feasibility of hydraulic systems in hybrid vehicles and the necessary tube size to make it viable.","Type":"unit","Alignments":["S1143605"]},{"Id":"van_membrane_unit","Url":"https://teachengineering.org/curricularunits/view/van_membrane_unit","Title":"Keepers of the Gate","Summary":"Through two lessons and five activities, students explore the structure and function of cell membranes. Specific transport functions, including active and passive transport, are presented. In the legacy cycle tradition, students are motivated with a Grand Challenge question. As they study the ingress and egress of particles through membranes, students learn about quantum dots and biotechnology through the concept of intracellular engineering. ","Type":"unit","Alignments":["S102DB1E","S102DB20","S102DB22","S102DB23","S114175B","S114175C","S114176C","S114176D","S114176E"]},{"Id":"umo-2938-neural-engineering-unit","Url":"https://teachengineering.org/curricularunits/view/umo-2938-neural-engineering-unit","Title":"Neural Engineering in Action: Exploring Muscle Movement Through Data and Design","Summary":"This unit introduces students to neuroscience through a systems approach with a strong emphasis on computational thinking and data analysis. Students investigate the neural origins of muscle movement by collecting and analyzing electrical signals from surface electrodes placed on the arm during simple hand gestures, such as wrist and finger movements. Using microcontrollers and an inquiry-based approach, students explore how different patterns of neural activation produce specific motions. The unit fosters practical data analysis skills while deepening students’ understanding of the interdisciplinary connections between neuroscience, computer science, and engineering.","Type":"unit","Alignments":[]},{"Id":"ced-creative-engineering-design-unit","Url":"https://teachengineering.org/curricularunits/view/ced-creative-engineering-design-unit","Title":"ASPIRE Creative Engineering Design","Summary":"ASPIRE is an NSF-funded engineering research center focused on the future of widespread, affordable, and sustainable roadway electrification for all. The ASPIRE Creative Engineering Design unit is a project-based high school engineering curriculum that explores real-world engineering concepts and applications through the lens of  electric vehicle (EV) technology. Through a range of hands-on activities, students build their knowledge and understanding of the connections between engineering and sustainable transportation, plus  its challenges. Unit modules focus on the engineering design process (independent and team challenges), engineering skills development (introduction to CAD and electronics), and transportation-related environmental themes (air quality and public health). The summative assessment is a  student-led team challenge to design-build-test-iterate a model EV. ","Type":"unit","Alignments":[]},{"Id":"cub_airquality_unit","Url":"https://teachengineering.org/curricularunits/view/cub_airquality_unit","Title":"Air Quality InQuiry (AQ-IQ)","Summary":"Students engage in hands-on, true-to-life research experiences on air quality topics chosen for personal interest through a unit composed of one lesson and five associated activities. Using a project-based learning approach suitable for secondary science classrooms and low-cost air quality monitors, students gain the background and skills needed to conduct their own air quality research projects. The curriculum provides: 1) an introduction to air quality science, 2) data collection practice, 3) help planning and conducting a research project, 4) data analysis practice and 5) guidance in interpreting data and presenting research in professional poster format. The comprehensive curriculum requires no pre-requisite knowledge of air quality science or engineering.\n\nThis curriculum takes advantage of low-cost, next-generation, open-source air quality monitors called Pods. These monitors were developed in a mechanical engineering lab at the University of Colorado Boulder and are used for academic research as well as education and outreach. The monitors are made available for use with this curriculum through AQ-IQ Kits that may be rented from the university by teachers. Alternatively, nearly the entire unit, including the student-directed projects, could also be completed without an air quality monitor. For example, students can design research projects that utilize existing air quality data instead of collecting their own, which is highly feasible since much data is publicly available. In addition, other low-cost monitors could be used instead of the Pods. Also, the curriculum is intentionally flexible, so that the lesson and its activities can be used individually. See the Other section for details about the Pods and ideas for alternative equipment, usage without air quality monitors, and adjustments to individually teach the lesson and activities.","Type":"unit","Alignments":["S2471696","S114359F","S114171C","S11424A2","S11425CC"]},{"Id":"cub_electricity_curricularunit","Url":"https://teachengineering.org/curricularunits/view/cub_electricity_curricularunit","Title":"Put a Spark in It! - Electricity","Summary":"Uncountable times every day—with the merest flick of a finger—each one of us calls on electricity to do our bidding. What would your life be like without electricity? Students begin learning about electricity with an introduction to the most basic unit in ordinary matter, the atom. Once the components of an atom are addressed and understood, students move into the world of electricity. First, they explore static electricity, followed by basic current electricity concepts such as voltage, resistance and open/closed circuits. Next, they learn about that wonderful can full of chemicals—the battery. Students may get a \"charge\" as they discover the difference between a conductor and an insulator. The unit concludes with lessons investigating simple circuits arranged \"in series\" and \"in parallel,\" including the benefits and unique features associated with each. Through numerous hands-on activities, students move cereal and foam using charged combs, use balloons to explore electricity and charge polarization, build and use electroscopes to evaluate objects\u0027 charge intensities, construct simple switches using various materials in circuits that light bulbs, build and use simple conductivity testers to evaluate materials and solutions, build and experiment with simple series and parallel circuits, design and build their own series circuit flashlight, and draw circuits using symbols.","Type":"unit","Alignments":["S2454422","S2454438","S2454468","S11434F4","S1143488"]}]}