| Build Your Own Insect Trap |
Students design and construct a device to trap insects that are present in the area around their school. The objective of the exercise is to ask the right design questions and to conduct the right tests to determine if the trap works properly. |
4 (3-6) |
NSES (1995):
 Science
S10047EB S101D0D7 S101E0C9 |
50 minutes |
2 |
US$ 3.00 |
| Build Your Own Mobile |
This activity allows children to construct something themselves and be creative while learning about the concept of the center of mass. |
3 (3-5) |
Massachusetts (2000):
Math
S1004833 S1022C10 |
50 minutes |
3 |
US$ 0.00 |
| Building a Barometer |
Students investigate the weather from a systems approach, learning how individual parts of a system work together to create a final product. Students learn how a barometer works to measure the Earth's...
... moreStudents investigate the weather from a systems approach, learning how individual parts of a system work together to create a final product. Students learn how a barometer works to measure the Earth's air pressure by building a model out of simple materials. Students analyze the changes in barometer measurements over time and compare those to actual weather conditions. They learn how to use a barometer to understand air pressure and to predict actual weather changes.
...less |
8 (6-8) |
Colorado (1995):
Science
S100D7F5 S100F4B7
Math
S103C246 S103C273 |
100 minutes |
3 |
US$ 2.00 |
| Building a Fancy Spectrograph |
Students create and decorate their own spectrographs using simple materials and holographic diffraction gratings. A holographic diffraction grating acts like a prism, showing the visual components of ...
... moreStudents create and decorate their own spectrographs using simple materials and holographic diffraction gratings. A holographic diffraction grating acts like a prism, showing the visual components of light. After building the spectrographs, students observe the spectra of different light sources as homework.
...less |
7 (6-8) |
Colorado (1995):
Science
S100D7F5 S1012041 S1014E28 S1015D9B S1022DDF
Math
S103C249 |
40 minutes |
1 |
US$ 4.00 |
| Building an Electromagnet |
Student teams investigate the properties of electromagnets. They create their own small electromagnet and experiment with ways to change its strength to pick up more paper clips. Students learn about ways that engineers use electromagnets in everyday applications. |
4 (3-5) |
Colorado (1995):
Science
S1002447 S10069B9 S100D7F5 S1012041 S1015D9B S1022DDF
Math
S103C21C S103C242 |
50 minutes |
2 |
US$ 2.00 |
| Building Roller Coasters |
Students build their own roller coasters using pipe insulation and marbles, and then analyze them using principles of physics. They examine conversions between kinetic and potential energy and fricti...
... moreStudents build their own roller coasters using pipe insulation and marbles, and then analyze them using principles of physics. They examine conversions between kinetic and potential energy and frictional effects to design roller coasters that are completely driven by gravity. A class competition is then held to determine the most innovative and successful roller coasters.
...less |
7 (7-9) |
North Carolina (2004):
Science
S1028413 S1028419 S102841E S1028421 S1028437 S10284AF S10284B5 S10284BA S10284BD S10284D2 S1028520 S1028527 S1028531 S1028537 S102853C S102853F S1028556 |
2 hours |
4 |
US$ 10.00 |
| Building Tetrahedral Kites |
Working in teams of four, you and your team will build a tetrahedral kite following a specific set of directions and using specific provided materials. You will use basic processes of manufacturing sy...
... moreWorking in teams of four, you and your team will build a tetrahedral kite following a specific set of directions and using specific provided materials. You will use basic processes of manufacturing systems - cutting, shaping, forming, conditioning, assembling, joining, finishing, and quality control - to manufacture a complete tetrahedral kite within a given time frame. Evaluation of your project will involve the efficiency of your team as well as your finished product.
...less |
7 (6-8) |
Massachusetts (2001):
Science
S1004F3D S1018D30 S101C9E6 S101EA55 S101F4FB |
45 minutes |
|
US$ 5.00 |
| Built to Last? |
In this activity, the students test the shelters they built in Lesson 3, Activity 1 for durability and water resistance. |
5 (5-5) |
Colorado (1995):
Science
S1002447 S10069B9 S1012041 |
45 minutes |
3 |
US$ 0.00 |
| Bulbs & Batteries in a Row |
Everyday we are surrounded by circuits that use "in parallel" and "in series" circuitry. Complicated circuits designed by engineers are composed of many simpler parallel and series circuits. During th...
... moreEveryday we are surrounded by circuits that use "in parallel" and "in series" circuitry. Complicated circuits designed by engineers are composed of many simpler parallel and series circuits. During this activity, students build a simple series circuit and discover the properties associated with series circuits.
...less |
4 (3-5) |
Colorado (1995):
Science
S1002447 S1012041 S1022DDF
Math
S103ACED S103C26D S103C27F |
40 minutes |
4 |
US$ 4.00 |
| Bulbs & Batteries Side by Side |
We are surrounded everyday by circuits that utilize "in parallel" and "in series" circuitry. Complicated circuits designed by engineers are made of many simpler parallel and series circuits. In this h...
... moreWe are surrounded everyday by circuits that utilize "in parallel" and "in series" circuitry. Complicated circuits designed by engineers are made of many simpler parallel and series circuits. In this hands-on activity, students build parallel circuits, exploring how they function and their unique features.
...less |
4 (3-5) |
Colorado (1995):
Science
S1002447 S100D7F5 S1012041 S1022DDF
Math
S103ACED S103C26D S103C27F |
60 minutes |
4 |
US$ 8.50 |
