Students gain an understanding of the layers of the Earth by designing and building clay models.
Students learn what a pendulum is and how it works in the context of amusement park rides. While exploring the physics of pendulums, they are also introduced to Newton's first law of motion about continuous motion and inertia.
Students embark on a scavenger hunt around the school looking for indoor air pollution and mapping source locations.
Student teams are challenged to evaluate the design of several liquid soaps to answer the question, “Which soap is the best?” Through two simple teacher class demonstrations and the activity investigation, students learn about surface tension and how it is measured, the properties of surfactants (soaps), and how surfactants change the surface properties of liquids. As they evaluate the engineering design of real-world products (different liquid dish washing soap brands), students see the range of design constraints such as cost, reliability, effectiveness and environmental impact. By investigating the critical micelle concentration of various soaps, students determine which requires less volume to be an effective cleaning agent, factors related to both the cost and environmental impact of the surfactant. By investigating the minimum surface tension of the soap, students determine which dissolves dirt and oil most effectively and thus cleans with the least effort. Students evaluate these competing criteria and make their own determination as to which of five liquid soaps make the “best” soap, giving their own evidence and scientific reasoning. They make the connection between gathered data and the real-world experience in using these liquid soaps.
In this lesson, students learn about major landforms (e.g., mountains, rivers, plains, valleys, canyons and plateaus) and how they occur on the Earth's surface. They learn about the civil and geotechnical engineering applications of geology and landforms, including the design of transportation systems, mining, mapping and measuring natural hazards.
Students apply everything they have learned about light properties and laser technologies to designing, constructing and presenting laser-based security systems that protect the school's mummified troll. In the associated activity, students "test their mettle" by constructing their security system using a PVC pipe frame, lasers and mirrors. In the lesson, students "go public" by creating informational presentations that explain their systems, and serve as embedded assessment, testing each student's understanding of light properties.
Students learn how to create two-dimensional representations of three-dimensional objects by utilizing orthographic projection techniques. They build shapes using cube blocks and then draw orthographic and isometric views of those shapes—which are the side views, such as top, front, right—with no depth indicated. Then working in pairs, one blindfolded partner describes a shape by feel alone as the other partner draws what is described. A worksheet is provided. This activity is part of a multi-activity series towards improving spatial visualization skills.
Students examine the existence of sound by listening to and seeing sound waves while conducting a set of simple activities as a class or in pairs at stations. Students describe sound in terms of its pitch, volume and frequency. They use this knowledge to discuss how engineers study sound waves to help people who cannot hear or talk.
Students participate in a variety of activities modeling different disabilities. They gain a better understanding of physical limitations while performing tasks at workstations without the use of their thumbs (taped down), impaired vision (various glasses) and impaired mobility (using crutches and wheelchairs). After discussing their experiences, they work in teams to create or improve on an adaptive device. Like biomedical engineers, students are challenged to design with the purpose of helping make a particular task easier for another person.
Through this concluding lesson and its associated activity, students experience one valuable and often overlooked skill of successful scientists and engineers communicating your work and ideas. They explore the importance of scientific communication, including the basic, essential elements of communicating new information to the public and pitfalls to avoid. In the associated activity, student groups create posters depicting their solutions to the unit's challenge question accurate, efficient methods for detecting cancer-causing genes using optical biosensors which includes providing a specific example with relevant equations. Students are also individually assessed on their understanding of refraction via a short quiz. This lesson and its associated activity conclude the unit and serve as the culminating Go Public phase of the Legacy Cycle, providing unit review and summative assessment.
Students learn about the types of seismic waves produced by earthquakes and how they move the Earth. The dangers of earthquakes are presented as well as the necessity for engineers to design structures for earthquake-prone areas that are able to withstand the forces of seismic waves. Students learn how engineers build shake tables that simulate the ground motions of the Earth caused by seismic waves in order to test the seismic performance of buildings.
Students learn about seismology by using a sample seismograph constructed out of common classroom materials. The seismograph creates a seismogram based on vibrations caused by moving a ruler. The students work in groups to represent an engineering firm that must analyze the seismograph for how it works and how to read the seismogram it creates.
Students learn that engineers develop different polymers to serve various functions and are introduced to selectively permeable membranes. In a warm-up activity, they construct models of selectively permeable membranes using common household materials, and are reminded about simple diffusion and passive transport. In the main activity, student pairs test and compare the selective permeability of everyday polymer materials engineered for food storage (including plastic grocery bags, zipper sandwich bags, and plastic wrap) with various in-solution molecules (iodine, corn starch, food coloring, marker dye), assess how the polymer’s permeability relates to its function/purpose, and compare that to the permeability of dialysis tubing (which simulates a cell membrane).
Students learn about electricity and air pollution while building devices to measure volatile organic compounds (VOC) by attaching VOC sensors to prototyping boards. In the second part of the activity, students evaluate the impact of various indoor air pollutants using the devices they made.
Students are introduced to several types of common medical sensor devices, such as ear and forehead thermometers, glucometers and wrist blood pressure monitors; they use the latter to measure their blood pressure and pulse rates. Students also measure their heights and weights in order to calculate their BMIs (body mass index). Then they use the collected data to create and analyze scatterplots of the different variables to determine if any relationships exist between the measured variables. Discussions about the trends observed and possible health concerns conclude the activity.
Students design and create sensory integration toys for young children with developmental disabilities an engineering challenge that combines the topics of biomedical engineering, engineering design and human senses. Students learn the steps of the engineering design process (EDP) and how to use it for problem solving. After learning about the human sensory system, student teams apply the EDP to their sensory toy projects. They design and make plans within given project constraints, choose materials, fabricate prototypes, evaluate the prototypes, and give and receive peer feedback. Students experience the entire design-build-test-redesign process and conclude with a class presentation in which they summarize their experiences with the EDP steps and their sensory toy project development.
This unit describes a general approach to guiding students to complete service-based engineering design projects, with specific examples provided in detail as associated activities. With your class, brainstorm ideas for engineering designs that benefit your community or a specific person in your community. Then, guided by the steps of the engineering design process, have students research to understand background science and math, meet their client to understand the problem, and create, test and improve prototype devices. Note that service-based projects often take more time to prepare, especially if you arrange for a real client. However, the authors notice that students of both genders and all ethnicities tend to respond with more enthusiasm and interest to altruistic projects.
Students are introduced to the concepts of graywater and water reuse within households. They calculate the amount of used water a family generates in one day and use a model of home plumbing to find out how much graywater is produced in homes every day. They graph their results and discuss energy efficiency implications. Students are then challenged to find ways to reduce water use within the home.
Students learn about how engineers design and build shake tables to test the ability of buildings to withstand the various types of seismic waves generated by earthquakes. Just like engineers, students design and build shake tables to test their own model buildings made of toothpicks and mini marshmallows. Once students are satisfied with the performance of their buildings, they put them through a one-minute simulated earthquake challenge.
Students are introduced to brainstorming and the design process in problem solving as it relates to engineering. They perform an activity to develop and understand problem solving with an emphasis on learning from history. Using only paper, straws, tape and paper clips, they create structures that can support the weight of at least one textbook. In their first attempts to build the structures, they build whatever comes to mind. For the second trial, they examine examples of successful buildings from history and try again.