Most Shared Curriculum

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.

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 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 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.

Students learn how engineers design and construct buildings to withstand earthquake damage by building their own model structures using toothpicks and marshmallows. They experiment to see how earthquake-proof their buildings are by testing them in an earthquake simulated in a pan of Jell-O®.

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.

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.

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 multi-day activity, students explore environments, ecosystems, energy flow and organism interactions by creating a scale model biodome, following the steps of the engineering design process. 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's 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.

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.

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.

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.

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.

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!

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.