Students examine how different balls react when colliding with different surfaces, giving …
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.
In this activity, students examine how different balls react when colliding with …
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.
Students become product engineers in a bouncy ball factory as they design …
Students become product engineers in a bouncy ball factory as they design and prototype a polymer bouncy ball that meets specific requirements: must be spherical in shape, cannot disintegrate when thrown on the ground, and, of course, must bounce. Along with these design elements, students can build (with teacher assistance) a “shadow box” that helps measure the contact angle of the polymer that provides data on how to iterate. In addition, students must consider the aesthetics of their bouncy balls for customer approval and marketing purposes. Using the engineering design process, students design and create bouncy balls from polymers to create a fun, exciting toy for children.
Students find the volume and surface area of a rectangular box (e.g., …
Students find the volume and surface area of a rectangular box (e.g., 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 they construct the new, cube-shaped box 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 things. Students then consider why consumer goods generally aren't packaged in cube-shaped boxes, even though they would require less material to produce and ultimately, less waste to discard. 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.
To display the results from the previous activity, each student designs and …
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.
Using scrap metal and spare parts, William Kamkwamba created a windmill to …
Using scrap metal and spare parts, William Kamkwamba created a windmill to harness the wind and bring electricity and running water to his Malawian village. The resource includes a lesson plan/book card, a design challenge, and copy of a design thinking journal that provide guidance on using the book to inspire students' curiosity for design thinking. Maker Challenge: Develop a way to harness the wind by designing with Strawbees.
A document is included in the resources folder that lists the complete standards-alignment for this book activity.
Ralph Baer’s family fled Nazi Germany for the US when he was …
Ralph Baer’s family fled Nazi Germany for the US when he was a child. Using wartime technology, Baer thought outside the box and transformed the television into a vehicle for gaming. His invention was the birth of the first home console, the Odyssey, a precursor to the Atari gaming system. The resource includes a lesson plan/book card, a design challenge, and copy of a design thinking journal that provide guidance on using the book to inspire students' curiosity for design thinking. Maker Challenges: (1) Think outside the box. What’s something you use everyday, but not for its “intended” purpose? Examples: A broom to clean the snow off your car windshield, a trash bag as a sled. Now, think of a problem you might have at school, home, et al. Invent an item that would solve this problem. (2) Let’s think outside the box! Design the latest and greatest technology for kids to hit the market! Make it the *most* fun anyone has ever had. You may NOT use anything on the market - any technology currently on the market is off limits. Use your imagination, do not put limitations on it, and be as creative as you can. (3) Use household items to create a prototype of your new invention.
A document is included in the resources folder that lists the complete standards-alignment for this book activity.
Students learn about the similarities between the human brain and its engineering …
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 for understanding human and robot actions.
Students learn about stress and strain by designing and building beams using …
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.
In this math activity, students conduct a strength test using modeling clay, …
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.
Students are introduced to the respiratory system, the lungs and air. They …
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 use a simple pH indicator to measure how much CO2 is …
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.
In this interactive activity from the Building Big Web site, use your …
In this interactive activity from the Building Big Web site, use your knowledge of bridge design to match the right bridge to the right location in a fictitious city.
Students explore how tension and compression forces act on three different bridge …
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.
Through a five-lesson series that includes numerous hands-on activities, students are introduced …
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.
Students are presented with a brief history of bridges as they learn …
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. Students become more aware of the variety and value of bridges around us in our everyday lives.
Students act as engineers to learn about the strengths of various epoxy-amine …
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.
Long before calculators were invented, little Edith Clarke devoured numbers, conquered calculations, …
Long before calculators were invented, little Edith Clarke devoured numbers, conquered calculations, cracked puzzles, and breezed through brainteasers. Edith wanted to be an engineer—to use the numbers she saw all around her to help build America. When she grew up, no one would hire a woman engineer. But that didn’t stop Edith from following her passion and putting her lightning-quick mind to the problem of electricity. But the calculations took so long! Always curious, Edith couldn’t help thinking of better ways to do things. She constructed a “calculator” from paper that was ten times faster than doing all that math by hand! Her invention won her a job, making her the first woman electrical engineer in America. And because Edith shared her knowledge with others, her calculator helped electrify America, bringing telephones and light across the nation.
Students are introduced to the concept and steps of the engineering design …
Students are introduced to the concept and steps of the engineering design process 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.
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