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.

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.

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.

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.

In this video segment from Cyberchase, the CyberSquad breaks down an action into a series of steps in order to program a robot to do what they need it to do.

Meet Adam Kokoi, the Director of Innovation and New Technologies for energy company, AES. Adam is a world traveler who is helping to lead the transition from fossil fuels to clean and renewable energy. Engineering Your Future shares real stories from young professionals who want to inform and inspire students about in-demand engineering careers.

Students watch video clips from October Sky and Harry Potter and the Sorcerer's 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' interest is piqued by the use of popular culture in the classroom.

Students are introduced to the concept of projectile motion, of which they are often familiar from life experiences,such as playing sports such as basketball or 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 scenaro: 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.

Projections and coordinates are key advancements in the geographic sciences that allow 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's shape and 2) it is much easier to visualize these ideas for learning through interactive GIS such as Google Earth.

Student teams investigate biomedical engineering and the technology of prosthetics. Students create a model prosthetic lower leg using various materials. Each team demonstrate its prosthesis' strength and consider its pros and cons, giving insight into the characteristics and materials biomedical engineers consider in designing artificial limbs.

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.

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.

Students experience the steps of the engineering design process as they design solutions for a real-world problem that could affect their health. After a quick review of the treatment processes that municipal water goes through before it comes from the tap, they learn about the still-present measurable contamination of drinking water due to anthropogenic (human-made) chemicals. Substances such as prescription medication, pesticides 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.

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.

Students are introduced to the (hypothetical) task of developing an invisible (non-intrusive) security system to protect the school's 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's 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's society.

During this lesson, students will meet Tiempa, the course’s narrator. Tiempa is a time travelling cat from the future and will guide the students on this time-travel themed adventure. Finally, students will create sketches of their three favorite innovations from the present and submit their sketches.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Laptop/Desktop, Tablet.

In Lesson 2, students will learn about paper prototyping by re-creating a paper model of one their innovation sketches from Lesson 1. They will capture a photo or video of this paper prototype and submit it to their teacher.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Laptop/Desktop, Tablet.

In Lesson 3, students will learn about the different technology they will use in DPI: hands-on prototyping, graphic design with Gravit, 3D modeling with TinkerCAD and OnShape, and 3D printing. They will watch videos and answer questions about the various technology, and then use cardboard prototyping to create a model of a digital product.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Laptop/Desktop, Tablet.

In this lesson, students will learn about entrepreneurship, and how any ideas they come up with can empower them to create real change in the world. Students will watch a video about Maya, a 13-year-old entrepreneur, to learn the importance of mindset and branding. Finally, students will complete an entrepreneurial activity where they create a logo to brand Tiempa’s Time Machine.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Laptop/Desktop, Tablet.