Most Popular Curriculum

Students explore the physics exploited by engineers in designing today's 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).

Students are introduced to Newton's 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's 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.

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.

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.

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.

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. The 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.

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.

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's 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].)

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.

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.

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.

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.

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.

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.

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.