Students learn about nanocomposites, compression and strain as they design and program …
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(TM) NXT 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.
In this first part of a two-part lab activity, students use triple …
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 & Miscibility lesson for discussion about concepts that explain what students have observed.
Concluding a two-part lab activity, students use triple balance beams and graduated …
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 & Miscibility lesson for a discussion about why the column layers do not mix.
After students conduct the two associated activities, Density Column Lab - Parts …
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's 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.
Students use the engineering design process to assemble an electric racer vehicle. …
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.
Students design and build model landfills using materials similar to those used …
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' performance, and graph and compare designs for capacity, cost and performance.
Students discover how engineers can use biomimicry to enhance their designs. They …
Students discover how engineers can use biomimicry to enhance their designs. They learn how 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.
Students use their creative skills to determine a way to safely mail …
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.
In this video segment adapted from Design Squadí_í_íŹa PBS TV series featuring …
In this video segment adapted from Design Squadí_í_íŹa PBS TV series featuring high school contestants tackling engineering challengesí_í_íŹlearn about the fundamentals of sound as student teams create percussive and stringed instruments for a local band.
In this video segment adapted from Design Squadí_í_íŹa PBS TV series featuring …
In this video segment adapted from Design Squadí_í_íŹa PBS TV series featuring high school contestants tackling engineering challengesí_í_íŹstudents employ the concepts of tension and compression to build a suspension bridge without the aid of power tools.
In this video segment adapted from Design Squadí_í_íŹa PBS TV series featuring …
In this video segment adapted from Design Squadí_í_íŹa PBS TV series featuring high school contestants tackling engineering challengesí_í_íŹstudents employ the concepts of tension and compression as they build a truss bridge without the aid of power tools.
Students practice the initial steps involved in an engineering design challenge. They …
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].)
Through Internet research, patent research, standards and codes research, user interviews (if …
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 six that guide students through the engineering design loop.)
Brainstorming is a team creativity activity that helps generate a large number …
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 generate 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 six that guide students through the engineering design loop.)
Engineering analysis distinguishes true engineering design from "tinkering." In this activity, students …
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 six that guide students through the engineering design loop.)
Students learn about the manufacturing phase of the engineering design process. They …
Students learn about the manufacturing phase of the engineering design process. 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 create prototype iterations based on feedback. (Note: Conduct this activity in the context of a design project that students are working on; this activity is Step 5 in a series of six that guide students through the engineering design loop.)
As students learn more about the manufacturing process, they use the final …
As students learn more about the manufacturing process, they use the final prototypes created in the previous activity to evaluate, design and manufacture final products. 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 6 in a series of six that guide students through the engineering design loop.)
This lesson introduces students to the basics of the Design Thinking process, …
This lesson introduces students to the basics of the Design Thinking process, complete with a hands-on activity. Get your prototyping materials ready as students design wacky chairs for users from the 1960's!
Estimated time required: 1-2 class periods.
Technology required for this lesson: Laptop/Desktop, Tablet.
In Lesson 2 students will use the Ideate and Prototype phases of …
In Lesson 2 students will use the Ideate and Prototype phases of the Design Thinking process. Using a bag of prototyping tools, groups of 2-3 will create prototypes to solve problems for scientists aboard the New Horizon.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Laptop/Desktop, Tablet.
Student teams design and create LEGO® structures to house and protect temperature …
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.
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