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Activity
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\n\"Earthquakes\n\n
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\nTeach Engineering\n
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\nEarthquakes Living Lab: The Theory of Plate Tectonics\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nFind out if your class agrees with Ice Age: Continental Drift ... or if it's just a fun family movie! Class members research the theory of continental drift, examine evidence of plate tectonics, connect...\n
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Lesson Plan
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\n\"The\n\n
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\nTeach Engineering\n
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\nThe Amazing Aerogel\n

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\n\nFor Teachers\n\n5th - 7th\n
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\nIntroducing ... the aerogel. The first of a two-installment series teaches young engineers about the properties and uses of aerogels. A PowerPoint presentation provides information about this unique material to help solidify the concept.\n
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Lesson Plan
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\n\"May\n\n
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\nTeach Engineering\n
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\nMay the Force Be with You: Weight\n

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\n\nFor Teachers\n\n5th - 7th\n\nStandards\n
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\nToo much material will weigh you down. The sixth segment in a series of 22 highlights how weight affects a plane. Pupils learn that engineers take the properties of materials, including weight, when designing something. \n
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Lesson Plan
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\n\"Active\n\n
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\nActive and Passive Transport: Red Rover Send Particles Over\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nI can move about freely, but you cannot. The class models the movement through cell membranes by way of passive and active transport. Members of the class play the roles of various proteins, atoms, compounds, and cell actions and mimic...\n
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Lesson Plan
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\n\"Biomechanical\n\n
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\nRochester Institute of Technology\n
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\nBiomechanical Hand\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nIn 1993, five biomedical engineers in Edinburgh, Scotland, created the first functional bionic arm. In the activity, learners explore the world of bioengineering through discussion and hands-on exploration. In groups, participants...\n
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Activity
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\n\"Earthquakes\n\n
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\nTeach Engineering\n
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\nEarthquakes Living Lab: Geology and the 1906 San Francisco Earthquake\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nWe can learn from the past to protect the future. Pairs look at two historical earthquakes: San Francisco, Calif., and Kobe, Japan. Pupils compare the two earthquakes and their impacts, then determine how engineers may use the...\n
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Lesson Plan
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\n\"All\n\n
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\nAll About Linear Programming\n

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\n\nFor Teachers\n\n8th - 10th\n\nStandards\n
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\nClass members connect engineering with an understanding of linear programming using a technical resource. Scholars learn about linear programming (linear optimization) and how it applies to engineering design in the first of two modules....\n
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\n\"Moebius\n\n
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\nCurated OER\n
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\nMoebius Strips\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents make Moebius strips and use them to demonstrate the interconnectedness of an environment. They explore the natural cycles (water, oxygen/carbon dioxide, carbon, nitrogen) within the environment. They describe how the cycles are...\n
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Lesson Plan
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\n\"Wind\n\n
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\nCurated OER\n
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\nWind Effects on Model Building: Pre-Lab for Truss Design and Testing\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nEmerging engineers perform pre-lab calculations in this first of a three-part lesson on model building. They determine the forces of tension and compression in a truss. After completion of the worksheet, pupils will draw a draft of their...\n
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Lesson Plan
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\n\"Can\n\n
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\nCan You Resist This?\n

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\n\nFor Teachers\n\n7th - 9th\n\nStandards\n
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\nSome things are hard to resist. Small collaborative groups build circuits and calculate the voltage using Ohm's Law. Budding engineers explore the connection between the voltage across different resistors and linear...\n
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Lesson Plan
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\n\"Can\n\n
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\nInstitute of Electrical and Electronics Engineers\n
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\nCan You Copperplate?\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nIntroduce emerging engineers to the process of metal plating. This resource provides background reading on chemical engineering, plating, and corrosion. It concludes with a copper plating activity. The standards alignment list includes...\n
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Lesson Plan
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\n\"Water\n\n
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\nInstitute of Electrical and Electronics Engineers\n
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\nWater Rocket Launch\n

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\n\nFor Teachers\n\n3rd - 10th\n
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\nHow do rockets fly? Teams design, build, and launch a rocket made from a two-liter bottle to explore forces on a rocket such as Newton's Laws of Motion.  During the design phase, young engineers draw a diagram of their rocket and...\n
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Activity
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\n\"Design\n\n
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\nDesign and Build a Rube Goldberg\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nLet's see how complicated we can make this simple task. The last activity associated with a 10-part series has groups design and build a Rube Goldberg machine. Teams determine a simple task to accomplish and use the engineering design...\n
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Lesson Plan
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\n\"Imagining\n\n
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\nImagining DNA Structure\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLet's get a closer look at DNA and other molecular structures. The first lesson in the series of four introduces a variety of imagining techniques that engineers and scientists use to visualize molecular structures. The resource presents...\n
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Lesson Plan
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\n\"Will\n\n
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\nWill It Fly?\n

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\n\nFor Teachers\n\n5th - 7th\n
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\nGo fly a kite, then fly a plane! The 19th part of a 22-part unit on aviation looks at the way kites and gliders help aid in the understanding of flight. Pupils discuss how engineers used kites to influence airplane designs.\n
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Lesson Plan
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\n\"Floaters\n\n
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\nTeach Engineering\n
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\nFloaters and Sinkers\n

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\n\nFor Teachers\n\n7th - 9th\n\nStandards\n
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\nWhatever floats your boat. Young engineers learn about density by measuring the masses and volumes of boxes filled with different materials. Using their knowledge of densities, they hypothesize whether objects with given densities will...\n
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