Students build and program a LEGO robotic car as well as measure and graph its speed. They acquire familiarity with principles of construction, motion, design and problem solving. They compare a robot's speed over two different surfaces...

Students measure the temperature of three water sources. They collect data points every second for twenty five seconds for each sample using Lego Robolab temperature sensors, complete a worksheet, and analyze the data.

Learners are introduced to the process of building a tankbot. They create a tankbot using a minimun number of parts. Students identify the Lego parts needed to create the tankbot.

Students construct a car with the longest roll using a ramp. They construct Lego cars, modify the wheel sizes and car configurations to evaluate which car design rolls the longest distance, develop a graph, and complete a worksheet.

Students use Robolab sensors and software to design an experiment that incorporates the use of temperature probes. They conduct the experiment, complete a lab sheet, evaluate the results and then consider if their hypothesis requires...

Students explore optical illusions. Using Legos, they construct and motorize a machine that has an axle that's geared up and geared down, complete a worksheet, and answer discussion questions.

Students read the novel Stone Fox by John Reynold Gardiner. Using Lego RCX units, students build and program sleds to re-enact the "home stretch" of the National Dog Sled Race.

Students design and build a snowplow using LEGO materials. They compete in an Engineer's Challenge to clear a path through Styrofoam peanuts.

Student design and build Lego vehicles that drag given amount of weight up an incline. They show how this demonstrates Egyptian methods of pyramid construction.

Learners build Lego cars which have two different types of tire surfaces. They roll them down ramps that have both rough and smooth surfaces to determine how friction affects the car as it rolls.

Students work together to build lego cars. They make predictions about how fast they believe the cars will go. They record their observations and discuss their results.

Students work to improve their programming skills by programming model cars to drive through a tunnel, turn on its headlights and then extinguish the lights as the car exits the tunnel.

Students design and build a car that is capable of traveling across the floor quickly, and also up a steep ramp.