As the first engineering design challenge of the unit, students are introduced to the logic for solving a maze. First they observe a blindfolded student volunteer being guided through a classroom maze by the simple verbal instructions of another student. In this demonstration, the blindfolded student represents a robot and the guiding student represents programming commands. Then student groups apply that logic to program LEGO MINDSTORMS(TM) NXT robots to navigate through a maze, first with no sensors, and then with sensors. A PowerPoint® presentation, pre/post quizzes and a worksheet are provided.

Students experience data collection, analysis and inquiry in this LEGO® MINDSTORMS® NXT -based activity. They measure the position of an oscillating platform using a ultrasonic sensor and perform statistical analysis to determine the mean, mode, median, percent difference and percent error for the collected data.

Students learn how volume, viscosity and slope are factors that affect the surface area that lava covers. Using clear transparency grids and liquid soap, students conduct experiments, make measurements and collect data. They also brainstorm possible solutions to lava flow problems as if they were geochemical engineers, and come to understand how the properties of lava are applicable to other liquids.

Students are introduced to the concept of light pollution by investigating the nature, sources and levels of light in their classroom environment. They learn about the adverse effects of artificial light and the resulting consequences on humans, animals and plants: sky glow, direct glare, light trespass, animal disorientation and energy waste. Student teams build light meters using light sensors mounted to LEGO® MINDSTORMS® NXT intelligent bricks and then record and graph the light intensity emitted in various classroom lighting situations. They are introduced to the engineering concepts of sensors, lux or light meter, and lumen and lux (lx) illuminance units. Through this activity, students also learn how to better use light and save energy as well as some of the technologies designed by engineers to reduce light pollution and energy waste.

Through investigating the nature, sources and level of noise produced in their environment, students are introduced to the concept of noise pollution. They learn about the undesirable and disturbing effects of noise and the resulting consequences on people's health, as well as on the health of the environment. They use a sound level meter that consists of a sound sensor attached to the LEGO® NXT Intelligent Brick to record the noise level emitted by various sources. They are introduced to engineering concepts such as sensors, decibel (dB) measurements, and sound pressure used to measure the noise level. Students are introduced to impairments resulting from noise exposure such as speech interference, hearing loss, sleep disruption and reduced productivity. They identify potential noise pollution sources, and based on recorded data, they classify these sources into levels of annoyance. Students also explore the technologies designed by engineers to protect against the harmful effects of noise pollution.

Students learn first-hand the relationship between force, area and pressure. They use a force sensor built from a LEGO® MINDSTORMS® NXT kit to measure the force required to break through a paper napkin. An interchangeable top at the end of the force sensor enables testing of different-sized areas upon which to apply pressure. Measuring the force, and knowing the area, students compute the pressure. This leads to a concluding discussion on how these concepts are found and used in engineering and nature.

Students calculate the viscosity of various household fluids by measuring the amount of time it takes marble or steel balls to fall given distances through the liquids. They experience what viscosity means, and also practice using algebra and unit conversions.

After conducting the associated activity, students are introduced to the material behavior of elastic solids. Engineering stress and strain are defined and their importance in designing devices and systems is explained. How engineers measure, calculate and interpret properties of elastic materials is addressed. Students calculate stress, strain and modulus of elasticity, and learn about the typical engineering stress-strain diagram (graph) of an elastic material.

This video segment adapted from Discovering Women profiles Fermilab physicist and Harvard professor Melissa Franklin.

Learn about an important physics experiment that uses an invention that manipulates light in this interactive activity adapted from NASA.

This is an applied project where your students will choose from three different project options, then use the design thinking process to create a Micro:bit project that solves their user’s problem. In Lesson 1, each student will read all three project overviews. Then, they will choose the project they want to work on for the remaining lessons in the project!

Estimated time required: 1-2 class periods.

Technology required for this lesson: Code Editor, Electronics Kit, Laptop/Desktop, Tablet.

In this lesson, students will learn more about their user and complete the first two steps in the Design Thinking process: Empathize and Define. They will then read about three different users and select one for their project! Students should only work on the material that corresponds to their project choice. For example: if a student chose Project 2A, they would only work on the Project 2A content.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Code Editor, Electronics Kit, Laptop/Desktop, Tablet.

In this lesson, students will ideate and sketch designs for their micro:bits project. Additionally, they will create a budget for their prototype. Note: the presentation and worksheet for this lesson are the same for all project choices. Regardless of project choice, all students will brainstorm and sketch ideas!

Estimated time required: 1-2 class periods.

Technology required for this lesson: Code Editor, Electronics Kit, Laptop/Desktop, Tablet.

In this lesson, students will use Micro:bits and MakeCode to create a prototype of their wearable. Note: Students will all be working on their prototypes during this lesson, regardless of project choice.

Estimated time required: 2-3 class periods.

Technology required for this lesson: Code Editor, Electronics Kit, Laptop/Desktop, Tablet.

In this lesson, students will finalize their Micro:bits wearables, create a poster advertisement for their project, share their project with their peers, give/receive feedback on each other’s projects, submit their designs, and answer a series of reflection questions. Note: the content for 2A, 2B, and 2C are almost identical in this section. This is a great chance for students to teach each other about their specific project choice and user!

Estimated time required: 1-2 class periods.

Technology required for this lesson: Code Editor, Electronics Kit, Laptop/Desktop, Tablet.

Students obtain a basic understanding of microfluidic devices, how they are developed and their uses in the medical field. After conducting the associated activity, they watch a video clip and learn about flow rate and how this relates to the speed at which medicine takes effect in the body. What they learn contributes to their ongoing objective to answer the challenge question presented in lesson 1 of this unit. They conclude by solving flow rate problems provided on a worksheet.

Students learn about the form and function of the human heart through the dissection of sheep hearts. They learn about the different parts of the heart and are able to identify the anatomical structures and compare them to the all of the structural components of the human heart they learned about in the associated lesson, Heart to Heart.

As students learn about the creation of biodomes, they are introduced to the steps of the engineering design process, including guidelines for brainstorming. Students learn how engineers are involved in the design and construction of biodomes and use brainstorming to come up with ideas for possible biodome designs. This lesson is part of a series of six lessons in which students use their growing understanding of various environments and the engineering design process, to design and create their own model biodome ecosystems.

This article describes a number of creative projects that incorporate art and literacy skills into a science unit on biomes and ecosystems.

A collaboration between the National Aeronautics and Space Administration (NASA) and the CK-12 Foundation, this book provides high school mathematics and physics teachers with an introduction to the main principles of modeling and simulation used in science and engineering. An appendix of lesson plans is included.