Students learn how 3D printing, also known as additive manufacturing, is revolutionizing the manufacturing process. First, students learn what considerations to make in the engineering design process to print an object with quality and to scale. Students learn the basic principles of how a computer-aided design (CAD) model is converted to a series of data points then turned into a program that operates the 3D printer. The activity takes students through a step-by-step process on how a computer can control a manufacturing process through defined data points. Within this activity, students also learn how to program using basic G-code to create a wireframe 3D shapes that can be read by a 3D printer or computer numerical control (CNC) machine.

In the first of two sequential lessons, students create mobile apps that collect data from an Android device's accelerometer and then store that data to a database. This lesson provides practice with MIT's App Inventor software and culminates with students writing their own apps for measuring acceleration. In the second lesson, students are given an app for an Android device, which measures acceleration. They investigate acceleration by collecting acceleration vs. time data using the accelerometer of a sliding Android device. Then they use the data to create velocity vs. time graphs and approximate the maximum velocity of the device.

A documentary on the creation of the ARPANET which proceeded the Internet.
Published on May 23, 2013

In this lesson, students look at how non-human images can be used in a self-portrait to portray aspects of a personality.

Explore some of the wonders of modern engineering in this video from the Sciencenter in Ithaca, New York. Hear a diverse selection of engineers explain how things work.

No matter where you go online, being a good digital citizen can make your experience smoother and safer. Thankfully, you can become a better digital citizen by following the simple steps outlined in this tutorial. [2:39]

Students learn how engineers gather data and model motion using vectors. They learn about using motion-tracking tools to observe, record, and analyze vectors associated with the motion of their own bodies. They do this qualitatively and quantitatively by analyzing several examples of their own body motion. As a final presentation, student teams act as engineering consultants and propose the use of (free) ARK Mirror technology to help sports teams evaluate body mechanics. A pre/post quiz is provided.

Students learn about the similarities between the human brain and its engineering counterpart, the computer. Since students work with computers routinely, this comparison strengthens their understanding of both how the brain works and how it parallels that of a computer. Students are also introduced to the "stimulus-sensor-coordinator-effector-response" framework for understanding human and robot actions.

Contains plans for five lessons that ask students to create PowerPoint presentations about shared experiences like field trips or other activities. Students take pictures of what happen, and then explain the sequence of events in words and images. In addition to objectives and standards, this instructional plan contains links to sites used in the lessons as well as assessment and reflection activities.

Students create projects that introduce them to Arduino—a small device that can be easily programmed to control and monitor a variety of external devices like LEDs and sensors. First they learn a few simple programming structures and commands to blink LEDs. Then they are given three challenges—to modify an LED blinking rate until it cannot be seen, to replicate a heartbeat pattern and to send Morse code messages. This activity prepares students to create more involved multiple-LED patterns in the Part 2 companion activity.

In the companion activity, students experimented with Arduino programming to blink a single LED. During this activity, students build on that experience as they learn about breadboards and how to hook up multiple LEDs and control them individually so that they can complete a variety of challenges to create fun patterns! To conclude, students apply the knowledge they have gained to create LED-based light sculptures.

Whether you want to light up a front step or a bathroom, it helps to have a light come on automatically when darkness falls. For this maker challenge, students create their own night-lights using Arduino microcontrollers, photocells and (supplied) code to sense light levels and turn on/off LEDs as they specify. As they build, test, and control these night-lights, they learn about voltage divider circuits and then experience the fundamental power of microcontrollers—controlling outputs (LEDs) based on sensor (photocell) input readings and if/then/else commands. Then they are challenged to personalize (and complicate) their night-lights—such as by using delays to change the LED blinking rate to reflect the amount of ambient light, or use many LEDs and several if/else statements with ranges to create a light meter. The possibilities are unlimited!

Students are challenged to design their own small-sized prototype light sculptures to light up a hypothetical courtyard. To accomplish this, they use Arduino microcontrollers as the “brains” of the projects and control light displays composed of numerous (3+) light-emitting diodes (LEDs). With this challenge, students further their learning of Arduino fundamentals by exploring one important microcontroller capability—the control of external circuits. The Arduino microcontroller is a powerful yet easy-to-learn platform for learning computer programing and electronics. LEDs provide immediate visual success/failure feedback, and the unlimited variety of possible results are dazzling!

Are you looking for desktop publishing resources? Tonya Skinner is a business educator who has compiled resources to enrich the business classroom. Resources include: lesson plans, activities, and desktop publishing links.

Students expand their knowledge of selection statements and Boolean expressions using two-way selection statements and the NOT ( ! ) logical operator. Students practice using these to check the state of an object and executing a specific set of instructions based on the result.
This lesson is aligned to CSTA standards.

Students learn to print information to the console as a debugging tool to identify logic errors in their programs. Students expand an existing subclass to implement a new method that displays information about the state of an object and use this method within other methods to troubleshoot errors.
This lesson is aligned to CSTA standards.

Students are introduced to decomposition and top-down design to deconstruct problems into smaller tasks and develop algorithms for these tasks. Students analyze decomposition examples and identify the importance of writing clear and specific pseudocode. Students write and translate algorithms into methods and consider potential edge cases to improve their programs.
This lesson is aligned to CSTA standards.

Students write a new subclass and practice decomposition to develop algorithms. Students translate algorithms to write methods in their new subclass.
This lesson is aligned to CSTA standards.

Students write an additional new subclass and practice using decomposition to develop algorithms. Students translate algorithms to write methods in their new subclass and create multiple objects in their program.
This lesson is aligned to CSTA standards.

Students examine open source code and connect real-world applications and the concepts they have learned in this unit. Students review the characteristics of software engineers and reflect on how they demonstrate these characteristics while planning and implementing solutions.
This lesson is aligned to CSTA standards.