| Get Your Motor Running |
Students investigate motors and electromagnets as they construct their own simple electric motors using batteries, magnets, paper clips and wire. |
4 (3-5) |
Colorado (1995):
 Science
S1002447 S100D7F5 S1012041 S1022DDF
Math
S103C26F |
60 minutes |
2 |
US$ 3.00 |
| Glaciers, Water and Wind, Oh My! |
This hands-on activity explores five different forms of erosion (chemical, water, wind, glacier and temperature). Students rotate through stations and model each type of erosion on rocks, soils and mi...
... moreThis hands-on activity explores five different forms of erosion (chemical, water, wind, glacier and temperature). Students rotate through stations and model each type of erosion on rocks, soils and minerals. The students record their observations and discuss the effects of erosion on the Earth's landscape. Students learn about how engineers are involved in the protection of landscapes and structures from erosion. Math problems are included to help students think about the effects of erosion in real-world scenarios.
...less |
3 (3-5) |
Colorado (1995):
Science
S1000375 S1002447 S100351E S100D7F5 S100F4B7 S1012041 S1015D9B
Math
S103C26D S103C26F |
100 minutes |
2 |
US$ 2.00 |
| Glue Stick Activity |
In this activity students will use hot glue gun sticks to show tension, compression and torsion. |
7 (6-8) |
Massachusetts (2001):
Science
S100DB96 |
20 minutes |
|
US$ 0.00 |
| Good News - We're on the Rise! |
Students build and observe a simple aneroid barometer to learn about changes in barometric pressure and weather forecasting. |
5 (4-6) |
Colorado (1995):
Science
S100D7F5 S100F4B7 S1012041 S1015D9B
Math
S103C221 S103C230 S103C272 S103C285 |
50 minutes |
4 |
US$ 2.50 |
| Got Energy? Spinning a Food Web |
Students learn about energy flow in food webs, including the roles of the sun, producers, consumers and decomposers in the energy cycle. They model a food web and create diagrams of food webs using th...
... moreStudents learn about energy flow in food webs, including the roles of the sun, producers, consumers and decomposers in the energy cycle. They model a food web and create diagrams of food webs using their own drawings and/or images from nature or wildlife magazines. Students investigate the links between the sun, plants and animals, building their understanding of the web of nutrient dependency and energy transfer.
...less |
5 (3-6) |
Colorado (1995):
Science
S1000830 S1002447 S100BEC7 S100D2A0 S100D7F5 S1015D9B S1022DDF |
50 minutes |
8 |
US$ 1.00 |
| GPS Art |
Students design their own logo or picture and use a handheld GPS receiver to map it out. They write out a word or graphic on a field or playground, walk the path, and log GPS data. The results display their "art" on their GPS receiver screen. |
7 (6-8) |
Colorado (1995):
Science
S100D7F5 S1012041
Math
S103C221 S103C246 S103C25E |
35 minutes |
2 |
US$ 0.00 |
| GPS Receiver Basics |
Students familiarize themselves — through trial and error — with the basics of GPS receiver operation. They view a receiver's satellite visibility screen as they walk in various directions and mon...
... moreStudents familiarize themselves — through trial and error — with the basics of GPS receiver operation. They view a receiver's satellite visibility screen as they walk in various directions and monitor their progress on the receiver's map. Students may enter waypoints and use the GPS information to guide them back to specific locations.
...less |
7 (6-8) |
Colorado (1995):
Science
S100D7F5 S1012041 S1015D9B
Math
S103C221 S103C246 S103C285 |
40 minutes |
2 |
US$ 0.00 |
| GPS Scavenger Hunt |
Students go on a GPS scavenger hunt. They use GPS receivers to find designated waypoints and report back on what they found. They compute distances between waypoints based on the latitude and longitude, and compare with the distance the receiver finds. |
7 (6-8) |
Colorado (1995):
Science
S100D7F5 S1012041
Math
S103C221 S103C246 S103C285 |
35 minutes |
2 |
US$ 0.00 |
| Graphing the Rainbow |
Students are introduced to different ways of displaying visual spectra, including colored "barcode" spectra, like those produced by a diffraction grating, and line plots displaying intensity versus co...
... moreStudents are introduced to different ways of displaying visual spectra, including colored "barcode" spectra, like those produced by a diffraction grating, and line plots displaying intensity versus color, or wavelength. Students learn that a diffraction grating acts like a prism, bending light into its component colors.
...less |
7 (6-8) |
Colorado (1995):
Science
S1014E28
Math
S103C230 S103C246 S103C249 |
30 minutes |
1 |
US$ 0.00 |
| Graphing the West Corridor Data |
This activity introduces students to using graphical analysis of data to analyze flaws in a transit system's design. Students will evaluate factors such as ride time, wait time, and percentage of capa...
... moreThis activity introduces students to using graphical analysis of data to analyze flaws in a transit system's design. Students will evaluate factors such as ride time, wait time, and percentage of capacity used in a train. This activity requires the use of the FasTracks Living Lab.
...less |
10 (9-12) |
|
30 minutes |
2 |
US$ 0.00 |
