Students gain an understanding of the factors that affect wind turbine operation. Following the steps of the engineering design process, engineering teams use simple materials (cardboard and wooden dowels) to build and test their own turbine blade prototypes with the objective of maximizing electrical power output for a hypothetical situation—helping scientists power their electrical devices while doing research on a remote island. Teams explore how blade size, shape, weight and rotation interact to achieve maximal performance, and relate the power generated to energy consumed on a scale that is relevant to them in daily life. A PowerPoint® presentation, worksheet and post-activity test are provided.

In this design activity, students investigate materials engineering as it applies to weather and clothing. Teams design and analyze different combinations of materials for effectiveness in specific weather conditions. Analysis includes simulation of temperature, wind and wetness elements, as well as the functionality and durability of final prototypes.

The DriveOhio Vertiport Innovation Challenge is made possible with support from JobsOhio and a variety of advanced air mobility (AAM) employers and academic partners and provides opportunities for high school and college students to envision the future of air mobility across Ohio. Student teams work with industry mentors to develop proposals that pinpoint solutions and the aviation infrastructure necessary to AAM support operations. After a kickoff presentation, DriveOhio provides support and feedback throughout the challenge.

Students experiment with various ways to naturally dye materials using sources found in nature—roots, leaves, seeds, spices, etc.—as well as the method of extracting dyes. Then they analyze various materials using statistical methods and tackle an engineering design challenge—to find dyes that best suit the needs of a startup sustainable clothing company.

Students learn about factors that engineers take into consideration when designing buildings for earthquake-prone regions. Using online resources and simulations available through the Earthquakes Living Lab, students explore the consequences of subsurface ground type and building height on seismic destruction. Working in pairs, students think like engineers to apply what they have learned to sketches of their own building designs intended to withstand strong-magnitude earthquakes. A worksheet serves as a student guide for the activity.

In this video produced for Teachers' Domain, Chi-An Wang, a mechanical engineering graduate from the Massachusetts Institute of Technology, describes her process when working with New Balance to design a new triathlon shoe.

In this video produced for Teachers' Domain, Chi-An Wang, a mechanical engineering graduate from the Massachusetts Institute of Technology, describes her process when working with New Balance to design a new triathlon shoe.

This unit provides the framework for conducting an “engineering design field day” that combines 6 hands-on engineering activities into a culminating school (or multi-school) competition. The activities are a mix of design and problem-solving projects inspired by real-world engineering challenges: kite making, sail cars, tall towers, strong towers and a ball and tools obstacle course. The assortment of events engage children who have varied interests and cover a range of disciplines such as aerospace, mechanical and civil engineering. An optional math test—for each of grades 1-6—is provided as an alternative activity to incorporate into the field day event. Of course, the 6 activities in this unit also are suitable to conduct as standalone activities that are unaffiliated with a big event.

How does the elephant data collected at African Elephant Crossing show the successes of certain exhibit elements? Could you redesign the space so that the elephants would use all exhibit elements? This activity is designed to start your students in recognizing themselves as scientists and thinking critically about problem-solving. The goal is to teach concepts through discovery and to encourage using scientific thought processes. As with all lessons provided, please feel free to adapt them according to your students’ abilities. You may find it more successful to lead activities and discussions as a whole group rather than using individual Research Plan sheets. Certain scientific vocabulary may or may not be appropriate for your students’ level of understanding. Take these ideas, make them your own and your students will have a greater chance at success.

How can observed elephant behavior inspire new building designs? This activity is designed to start your students in recognizing themselves as scientists and thinking critically about problem-solving. The goal is to teach concepts through discovery and to encourage using scientific thought processes. As with all lessons provided, please feel free to adapt them according to your students’ abilities. You may find it more successful to lead activities and discussions as a whole group as opposed to having your students’ work in small groups. Certain scientific vocabulary may or may not be appropriate for your students’ level of understanding. Take these ideas, make them your own and your students will have a greater chance at success.

How can an elephant’s trunk inspire a new berry-picker design that will make it better at picking up small objects? This activity is designed to start your students in recognizing themselves as scientists and thinking critically about problem-solving. The goal is to teach concepts through discovery and to encourage using scientific thought processes. As with all lessons provided, please feel free to adapt them according to your students’ abilities. You may find it more successful to lead activities and discussions as a whole group as opposed to having your students’ work in small groups. Certain scientific vocabulary may or may not be appropriate for your students’ level of understanding. Take these ideas, make them your own and your students will have a greater chance at success.

Observe the elephants at Cleveland Metroparks Zoo. Watch how they move. How do elephants move in ways that are similar to the way humans move? This activity is designed to start your students in recognizing themselves as scientists and thinking critically about problem-solving. The goal is to teach scientific concepts through arts integration and to encourage creativity. As with all lessons provided, please feel free to adapt them according to your students’ abilities. You may find it more successful to lead activities and discussions as a whole group as opposed to having your students work in small groups. Certain scientific vocabulary may or may not be appropriate for your students’ level of understanding. Take these ideas, make them your own and your students will have a greater chance at success.

Students learn about the engineering design process and how it is used to engineer products for everyday use. Students individually brainstorm solutions for sorting coins and draw at least two design ideas. They work in small groups to combine ideas and build a coin sorter using common construction materials such as cardboard, tape, straws and fabric. Students test their coin sorters, make revisions and suggest ways to improve their designs. By designing, building, testing and improving coin sorters, students come to understand how the engineering design process is used to engineer products that benefit society.

Students are introduced to polymer science and take on the role of chemical engineers to create and test a plastic made from starch. After testing their potato-based plastic, students design a product that takes advantage of the polymer’s unique properties. At the end of the engineering design process, students present their product in a development “pitch” that communicates their idea to potential investors.

Students learn about applied forces as they create pop-up-books the art of paper engineering. They also learn the basic steps of the engineering design process.

Simple machines are devices with few or no moving parts that make work easier. Students are introduced to the six types of simple machines the wedge, wheel and axle, lever, inclined plane, screw, and pulley in the context of the construction of a pyramid, gaining high-level insights into tools that have been used since ancient times and are still in use today. In two hands-on activities, students begin their own pyramid design by performing materials calculations, and evaluating and selecting a construction site. The six simple machines are examined in more depth in subsequent lessons in this unit.

Students learn about the process of reverse engineering and how this technique is used to improve upon technology. Students analyze push-toys and draw diagrams of the predicted mechanisms inside the toys. Then, they disassemble the toys and draw the actual inner mechanisms. By understanding how the push-toys function, students make suggestions for improvement, such as cost effectiveness, improved functionality, ecological friendliness and any additional functionality they determine is an improvement.

In this service-learning engineering project, students follow the steps of the engineering design process to design an assistive eating device for a client. More specifically, they design a prototype device to help a young girl who has a medical condition that restricts the motion of her joints. Her wish is to eat her favorite food, pizza, without getting her nose wet. Students learn about arthrogryposis and how it affects the human body as they act as engineers to find a solution to this open-ended design challenge and build a working prototype. This project works even better if you arrange for a client in your own community.

Students begin by reading Dr. Seuss' "The Lorax" as an example of how overdevelopment can cause long-lasting environmental destruction. Students discuss how to balance the needs of the environment with the needs of human industry. Student teams are asked to serve as natural resource engineers, city planning engineers and civil engineers with the task to replant the nearly destroyed forest and develop a sustainable community design that can co-exist with the re-established natural area.

Research technology risks and dangers, explore solutions, and create a report to communicate your findings. Time to complete: 2-5 hours