To understand how fossils are formed, students model the process of fossilization by making fossils using small toy figures and melted chocolate. They extend their knowledge to the many ways that engineers aid in the study of fossils, including the development of tools and technologies for determining the physical and chemical properties of fossilized organisms, and how those properties tell a story of our changing world.

A gear is a simple machine that is very useful to increase the speed or torque of a wheel. In this activity, students learn about the trade-off between speed and torque when designing gear ratios. The activity setup includes a LEGO(TM) MINDSTORMS(TM) NXT pulley system with two independent gear sets and motors that spin two pulleys. Each pulley has weights attached by string. In a teacher demonstration, the effect of adding increasing amounts of weight to the pulley systems with different gear ratios is observed as the system's ability to lift the weights is tested. Then student teams are challenged to design a gear set that will lift a given load as quickly as possible. They test and refine their designs to find the ideal gear ratio, one that provides enough torque to lift the weight while still achieving the fastest speed possible.

Students are given a history of electricity and its development into the modern age lifeline upon which we so depend. The methods of power generation are introduced, and further discussion of each technology's pros and cons follows.

Students are introduced to gear transmissions and gear ratios using LEGO MINDSTORMS(TM) NXT robots, gears and software. They discover how gears work and how they can be used to adjust a vehicle's power. Specifically, they learn how to build the transmission part of a vehicle by designing gear trains with different gear ratios. Students quickly recognize that some tasks require vehicle speed while others are more suited for vehicle power. They are introduced to torque, which is a twisting force, and to speed the two traits of all rotating engines, including mobile robots using gears, bicycles and automobiles. Once students learn the principles behind gear ratios, they are put to the test in two simple design activities that illustrate the mechanical advantages of gear ratios. The "robot race" is better suited for a quicker robot while the "robot push" calls for a more powerful robot. A worksheet and post-activity quiz verify that students understand the concepts, including the tradeoff between torque and speed.

 Students extend their knowledge of the skeletal system to biomedical engineering design, specifically the concept of artificial limbs and joints. Students relate the skeleton as a structural system, focusing on the hand as structural necessity. They learn about the design considerations involved in the creation of artificial limbs, including materials. This lesson plan was developed for emergent bilingual students who are intermediate or advanced in their English language development skills. This lesson is adapted from the following resources, "Engineering Bones" and "Prosthetic Party," on the TeachEngineering Digital Library: https://www.teachengineering.org/lessons/view/cub_biomed_lesson01, https://www.teachengineering.org/activities/view/cub_biomed_lesson01_activity1

In conjunction with a synchronous presentation, this course supports middle school educators in developing lessons for incorporating green chemistry and sustainable design into their classroom teaching.  The course explores a variety of topics and resources, providing many links to freely available curriculum and resources. 

How do greenhouse gases affect the climate? Explore the atmosphere during the ice age and today. What happens when you add clouds? Change the greenhouse gas concentration and see how the temperature changes. Then compare to the effect of glass panes. Zoom in and see how light interacts with molecules. Do all atmospheric gases contribute to the greenhouse effect?

Students are presented with a guide to rain garden construction in an activity that culminates the unit and pulls together what they have learned and prepared in materials during the three previous associated activities. They learn about the four vertical zones that make up a typical rain garden with the purpose to cultivate natural infiltration of stormwater. Student groups create personal rain gardens planted with native species that can be installed on the school campus, within the surrounding community, or at students' homes to provide a green infrastructure and low-impact development technology solution for areas with poor drainage that often flood during storm events.

Students engage in the second design challenge of the unit, which is an extension of the maze challenge they solved in the first lesson/activity of this unit. Students extend the ideas learned in the maze challenge with a focus more on the robot design. Gears are a very important part of any machine, particularly when it has a power source such as engine or motor. Specifically, students learn how to design the gear train from the LEGO MINDSTORMS(TM) NXT servomotor to the wheel to make the LEGO taskbot go faster or slower. A PowerPoint® presentation, pre/post quizzes and a worksheet are provided.

The purpose of this activity is to demonstrate some of the different parts of an airplane through the construction of a paper airplane. Students will build several different kinds of paper airplanes in order to figure out what makes an airplane fly and what can be changed to influence the flying characteristics of an airplane.

Students further their understanding of the engineering design process while combining mechanical engineering and bioengineering to create an automated medical device. During the activity, students are given a fictional client statement and are required to follow the steps of the design process to create medical devices that help reduce the workload for hospital workers and increase the quality of patient care.

Building on the programming basics learned so far in the unit, students next learn how to program using sensors rather than by specifying exact durations. They start with an examination of algorithms and move to an understanding of conditional commands (until, then), which require the use of wait blocks. Working with the LEGO MINDSTORMS(TM) NXT robots and software, they learn about wait blocks and how to use them in conjunction with move blocks set with unlimited duration. To help with comprehension and prepare them for the associated activity programming challenges, volunteer students act out a maze demo and student groups conclude by programming LEGO robots to navigate a simple maze using wait block programming. A PowerPoint® presentation, a worksheet and pre/post quizzes are provided.

Do you have coffee filters, masking tape, and some bendy straws handy? Grab those and a few more supplies from your kitchen and you're ready to start thinking like an engineer.

Students design and build a mechanical arm that lifts and moves an empty 12-ounce soda can using hydraulics for power. Small design teams (1-2 students each) design and build a single axis for use in the completed mechanical arm. One team designs and builds the grasping hand, another team the lifting arm, and a third team the rotation base. The three groups must work to communicate effectively through written and verbal communication and sketches.

This resource provides guidance on site selection for the GLOBE Atmosphere data collection protocols. Instructions for building an instrument shelter, a snowboard, an ozone measurement station, and a wind direction instrument are included.

Acting as if they are biomedical engineers, students design and print 3D prototypes of pressure sensors that measure the pressure of the eyes of people diagnosed with glaucoma. After completing the tasks within the associated lesson, students conduct research on pressure gauges, apply their understanding of radio-frequency identification (RFID) technology and its components, iterate their designs to make improvements, and use 3D software to design and print 3D prototypes. After successful 3D printing, teams present their models to their peers. If a 3D printer is not available, use alternate fabrication materials such as modeling clay, or end the activity once the designs are complete.

The University of Iowa Center for Global and Regional Environmental Research and College of Education teamed up to develop free eighth grade science curricula on land use and climate science, in response to Iowa’s grade level alignment of the middle school Next Generation Science Standards.

Primary author Dr. Ted Neal, clinical associate professor of science education, led a team of graduate and pre-service teaching students and CGRER scientists to develop the material. They grouped standards, resources and lesson material into six bundles, each designed to engage Iowa’s middle schoolers with local data and information on relevant topics like athletic concussions and agriculture.

These lessons are built on NGSS principles and put learning in the students’ hands with hands-on activities for groups and individuals. Kids will have ample opportunity to get curious, generate questions and lead themselves to answers.

In this activity, students learn how to prevent exposure to the Sun's harmful ultraviolet rays. Students will systematically test various sunscreens to determine the relationship between spf (sun protection factor) value and sun exposure. At the end of the activity, students are asked to consider how this investigation could be used to help them design a new sunscreen.