Semiconductors are the materials that make modern electronics work. Learn about the basic properties of intrinsic and extrinsic or 'doped' semiconductors with several visualizations. Turn a silicon crystal into an insulator or a conductor, create a depletion region between semiconductors, and explore probability waves of an electron in this interactive activity.

This issue of the free online magazine, Beyond Penguins and Polar Bears, examines how elementary teachers can introduce the Arctic and Antarctica and use science, geography, literacy, and technology to help students compare and contrast these two dramatically different areas as well as their own home.

In this video from Science City, Shaundra Bryant Daily, an electrical engineer, describes a software program she developed to help girls reflect on their emotions, and how her two passionsí_í_íŹscience and danceí_í_íŹare connected.

In this physics-centered activity, students will investigate the best way to transfer between two moving objects in space. First, students will simulate the planets’ orbits by tossing a ball to each other as they move—focusing on factors that impact the success of their pass. Next, they will be introduced to the Hohmann transfer, and they will create a model that demonstrates how this theory recommends objects move between orbits. They will then wrap up by discussing the various reasons why this transfer is more efficient than traveling between the planets in a straight line.

Estimated time required: 2-3 class periods.

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

Students apply the mechanical advantages and problem-solving capabilities of six types of simple machines (wedge, wheel and axle, lever, inclined plane, screw, pulley) as they discuss modern structures in the spirit of the engineers and builders of the great pyramids. While learning the steps of the engineering design process, students practice teamwork, creativity and problem solving.

In this classroom/lab activity students investigate how complex machines are made up of simple machines by dissecting four common household appliances.

In this video segment adapted from NOVA scienceNOW, learn about engineering innovations that could help detect a bridge's structural weaknesses before they become dangerous.

This is an applied project where your students will choose from three different project options, then use the design thinking process to create a 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, Video Editing Software.

In this lesson, students will find a real person in their community to act as their “end-user.” Students will contact this person by phone or email to set up a time for an interview. Students will interview their end-user and record their responses. If possible, students can even observe their end-user in action! The interview responses will be used to create an empathy map and develop a problem statement for this project. Remember that students should only work on the project they selected (a student that chose project 3A will only use the presentation and worksheet for 3A).

Estimated time required: 1-2 class periods.

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

In this lesson, students will ideate (brainstorm) ideas for their project, sketch their favorite ideas, and put together a rough budget for their project. Remember that students should only work on the project they selected (a student that chose project 3B will only use the presentation and worksheet for 3B).

Estimated time required: 1-2 class periods.

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

In this lesson, students will refer to their sketches and budget as they create prototypes for their project with Micro:bits. This lesson includes examples and tips for creating a prototype with Micro:bits, but this is a great opportunity for students to be creative and dedicate a good amount of time making a polished Micro:bit experience. Remember that students should only work on the project they selected (a student that chose project 3B will only use the presentation and worksheet for 3B).

Estimated time required: 3-4 class periods.

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

In this lesson, students will arrange a time to meet with their end-user (in person or virtually) to show them their Micro:bits prototype. The end-user will interact with the prototype, and the student will capture their feedback in the activity worksheet. Finally, students will take the feedback and use it to improve their prototype. Remember that students should only work on the project they selected (a student that chose project 3B will only use the presentation and worksheet for 3B).

Estimated time required: 1-2 class periods.

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

In this lesson, students will finish their Micro:bits project, create a pitch video for their project, share their project with their peers, give/receive feedback on each other’s projects, export and submit their designs, and answer a series of reflection questions. Note: the content for 3A, 3B, and 3C 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: 3-4 class periods.

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

This web-based graphing activity explores the similarities and differences between Velocity vs. Time and Position vs. Time graphs. It interactively accepts user inputs in creating "prediction graphs", then provides real-time animations of the process being analyzed. Learners will annotate graphs to explain changes in motion, respond to question sets, and analyze why the two types of graphs appear as they do. It is appropriate for secondary physical science courses, and may also be used for remediation in preparatory high school physics courses. This item is part of the Concord Consortium, a nonprofit research and development organization dedicated to transforming education through technology. Users must register to access full functionality of all the tools available with SmartGraphs.

Get the latest on the University of Cincinnati's Economics Center’s $martPath, a new, online teaching resource for grades 1-6 geared towards economic and financial education. There will a tutorial of the tool and discuss ways to implement $martPath in your classroom.

This is an applied project where your students will choose from three different project options, then use the design thinking process to create a Snap Circuits 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: 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 watch pre-recorded video interviews to learn about the wants and needs of their user! Students should only work on the materiel that corresponds to their project choice. For example: if a student chose Project 1A, they would only work on the Project 1A content.

Estimated time required: 1-2 class periods.

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

In this lesson, students will ideate (brainstorm) ideas for their Snap Circuits projects and visuals/posters. Then, students will create a prototype of their poster using paper, pencil, and coloring implements. Finally, students will create their Snap Circuits prototypes. Students should only work on the material that corresponds to their project choice. For example: if a student chose Project 1A, they would only work on the Project 1A content.

Estimated time required: 2-3 class periods.

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

In this lesson, students will share their projects with their peers, give/receive feedback on each other’s projects, export and submit their designs, and answer a series of reflection questions. Note 1: the lessons for 1A, 1B, and 1C 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: Electronics Kit, Laptop/Desktop, Tablet.