| Earthquake in the Classroom |
Students will learn how engineers construct buildings to withstand damage from earthquakes by building their own structure with toothpicks and marshmallows. Students will test how earthquake-proof th...
... moreStudents will learn how engineers construct buildings to withstand damage from earthquakes by building their own structure with toothpicks and marshmallows. Students will test how earthquake-proof their buildings are by testing them on an earthquake simulated in a pan of Jell-O??.
...less |
4 (3-5) |
Colorado (1995):
 Science
S1000375 S100D7F5 S1015D9B
Math
S103C259 |
50 minutes |
1 |
US$ 1.00 |
| Echolocation in Action! |
In this activity, students will experience echolocation themselves. They actually try echolocation by wearing blindfolds while another student makes snapping noises in front of, behind, or to the side of them. |
3 (3-5) |
Colorado (1995):
Science
S100D2A0 S100D7F5 S1012041 S1015D9B
Math
S103C242 S103C25C |
30 minutes |
2 |
US$ 1.00 |
| Edible Rovers |
Students act as Mars exploratory rover engineers. They evaluate rover equipment options and determine what parts fit in a provided NASA budget. With a given parts list, teams use these constraints to ...
... moreStudents act as Mars exploratory rover engineers. They evaluate rover equipment options and determine what parts fit in a provided NASA budget. With a given parts list, teams use these constraints to design for their rover. The students build and display their edible rover at a concluding design review.
...less |
7 (6-8) |
Colorado (1995):
Science
S100D7F5 S1012041 S1014E28 S1015D9B
Math
S103C221 S103C272 S103C285 |
90 minutes |
2 |
US$ 3.00 |
| Edible Rovers - High School |
During this activity, students have the opportunity to become Mars exploratory rover engineers. To start the activity, students evaluate the rover equipment options and material options to determine w...
... moreDuring this activity, students have the opportunity to become Mars exploratory rover engineers. To start the activity, students evaluate the rover equipment options and material options to determine which parts might fit in their given NASA budget. Given a parts and material list, groups analyze their design options and use their findings to design their rover. Lastly, students build and display their edible rover for a design review.
...less |
10 (9-11) |
Colorado (1995):
Science
S100D7F5 S1012041 S1014E28 S1015D9B
Math
S103C227 S103C235 S103C236 S103C24D S103C251 S103C265 S103C266 S103C278 S103C279 S103C289 |
120 minutes |
2 |
US$ 3.00 |
| Eek, It leaks! |
During this activity, students will try to construct model landfill liners out of two-inch strips of garbage bags within resource constraints. The challenge is to construct a bag that will hold one cu...
... moreDuring this activity, students will try to construct model landfill liners out of two-inch strips of garbage bags within resource constraints. The challenge is to construct a bag that will hold one cup of water without leaking. This represents similar challenges that environmental engineers face when building a liner for a real landfill.
...less |
7 (6-8) |
Colorado (1995):
Science
S100351E S100D7F5 S1012041 S1015D9B
Math
S103C272 |
50 minutes |
2 |
US$ 10.00 |
| Egg-cellent Landing |
The purpose of this activity is to recreate the classic egg-drop experiment with an analogy to the Mars rover landing. The concept of terminal velocity will be introduced, and students will perform se...
... moreThe purpose of this activity is to recreate the classic egg-drop experiment with an analogy to the Mars rover landing. The concept of terminal velocity will be introduced, and students will perform several velocity calculations. Also, students will have to design and build their lander within a pre-determined budget to help reinforce a real-world design scenario.
...less |
7 (6-8) |
Colorado (1995):
Science
S100D7F5 S1012041 S1014E28 S1015D9B
Math
S103C285 |
50 minutes |
2 |
US$ 2.00 |
| Electrocardiograph Building |
This activity will build upon the concepts taught in the lesson The Strongest Pump of All. The activity will pull together the concepts of bioelectricity, electrical circuits, and biology. It will all...
... moreThis activity will build upon the concepts taught in the lesson The Strongest Pump of All. The activity will pull together the concepts of bioelectricity, electrical circuits, and biology. It will allow the students the opportunity to use deductive and analytical thinking skills in connection with an engineering education. The students will be able to interact with a rudimentary Electrocardiograph circuit and examine the simplicity of the device. The students will be to visualize their own cardiac signal and test the device themselves. The second part of the activity will be a series of worksheets where the students examine different EKG printouts and look for irregularities. The irregularities will be connected to disease detection using EKG.
...less |
8 (8-9) |
NSES (1995):
Science
S1005356 S101E0C9 |
50 minutes |
4 |
US$ 25.00 |
| Endocrine Excitement! |
In this activity, students are divided into a group of hormones and a group of receptors. The hormones have to find their matching receptors, and the pair, once matched, perform a given action. This a...
... moreIn this activity, students are divided into a group of hormones and a group of receptors. The hormones have to find their matching receptors, and the pair, once matched, perform a given action. This activity helps students learn about the specificity of hormone-receptor interactions within the endocrine system.
...less |
5 (3-5) |
Colorado (1995):
Science
S100D7F5 S100E763 S1015D9B |
30 minutes |
2 |
US$ 0.00 |
| Energetic Musical Instruments |
Students will learn to apply the principles and concepts associated with energy and the transfer of energy in an engineering context through the designing and making of a musical instrument. The stud...
... moreStudents will learn to apply the principles and concepts associated with energy and the transfer of energy in an engineering context through the designing and making of a musical instrument. The students must choose from a variety of supplies presented to them to make an instrument capable of producing three different tones. After the accomplishment of the design, students must explain the energy transfer mechanism in sufficient detail and describe how they could make their instruments better.
...less |
6 (5-6) |
North Carolina (2004):
Science
S102848B S102848C S1028499 |
1 hour |
2 |
US$ 2.00 |
| Energy Detectives at Work |
Students search for clues of energy around them. They use what they find to create their own definition of energy. They also relate their energy clues to the engineering products they encounter every day. |
4 (3-5) |
Colorado (1995):
Science
S100D7F5 S1022DDF |
45 minutes |
2 |
US$ 0.00 |
