Students download the software needed to create Arduino programs and make sure their Arduino microcontrollers work correctly. Then, they connect an LED to the Arduino and type up and upload programs to the Arduino board to 1) make the LED blink on and off and 2) make the LED fade (brighten and then dim). Throughout, students reflect on what they've accomplished by answering questions and modifying the original programs and circuits in order to achieve new outcomes. A design challenge gives students a chance to demonstrate their understanding of actuators and Arduinos; they design a functioning system using an Arduino, at least three actuators and either a buzzer or toy motor. For their designs, students sketch, create and turn in a user's manual for the system (text description, commented program, detailed hardware diagram). Numerous worksheets and handouts are provided.

Watch the rubber bands vibrate on homemade guitars in this video segment adapted from ZOOM as cast members talk about pitch and demonstrate how to make a cereal box instrument.

Students learn how simple machines, including wedges, were used in building both ancient pyramids and present-day skyscrapers. In a hands-on activity, students test a variety of wedges on different materials (wax, soap, clay, foam). Students gain an understanding of how simple machines are used in engineering applications to make our lives and work easier.

Students will learn about the water cycle, watersheds, and point and non-point source pollution. Students will then apply this knowledge to take a position in the debate about the proposed development at Hawn's Bridge Peninsula at Raystown Lake and write a letter to the editor expressing their opinion. Pairs well with an Engineering Design Challenge or a Meaningful Watershed Educational Experience (MWEE).

Through the two lessons and five activities in this unit, students' knowledge of sensors and motors is integrated with programming logic as they perform complex tasks using LEGO MINDSTORMS(TM) NXT robots and software. First, students are introduced to the discipline of engineering and "design" in general terms. Then in five challenge activities, student teams program LEGO robots to travel a maze, go as fast/slow as possible, push another robot, follow a line, and play soccer with other robots. This fifth unit in the series builds on the previous units and reinforces the theme of the human body as a system with sensors performing useful functions, not unlike robots. Through these design challenges, students become familiar with the steps of the engineering design process and come to understand how science, math and engineering including computer programming are used to tackle design challenges and help people solve real problems. PowerPoint® presentations, quizzes and worksheets are provided throughout the unit.

Explore the engineering behind landing on other planets and what is in store for future missions.

This unit describes a general approach to guiding students to complete service-based engineering design projects, with specific examples provided in detail as associated activities. With your class, brainstorm ideas for engineering designs that benefit your community or a specific person in your community. Then, guided by the steps of the engineering design process, have students research to understand background science and math, meet their client to understand the problem, and create, test and improve prototype devices. Note that service-based projects often take more time to prepare, especially if you arrange for a real client. However, the authors notice that students of both genders and all ethnicities tend to respond with more enthusiasm and interest to altruistic projects.

Students learn about STEM education through an engineering design challenge that focuses on improving building materials used in shantytowns. First, they consider the factors that lead to shantytown development. After researching the implications of living in shantytowns, students design, build and test cement-based concrete block composites made of discarded and/or recycled materials. The aim is to make a material that is resistant to degradation by chemicals or climate, can withstand natural disasters, and endure through human-made conditions (such as urban overcrowding or pollution). The composites must be made of materials that are inexpensive and readily available so that they are viable alternative in shantytown communities. Students assess the results both chemically and physically and then iterate their designs with the materials that proved to be strongest.

Students are tasked with designing a special type of hockey stick for a sled hockey team—a sport designed for individuals with physical disabilities to play ice hockey. Using the engineering design process, students act as material engineers to create durable hockey sticks using a variety of materials. The stick designs will contain different interior structures that can hold up during flexure (or bending) tests. Following flexure testing, the students can use their results to iterate upon their design and create a second stick.

In this 'Energy Education for the 21st Century' design challenge, students construct and evaluate a solar-powered model car. Students utilize the design process and undergo review by their peers to select an optimal gear ratio and components for their car. As a culminating activity, students compete in a Solar Sprint race modeled after the National Renewable Energy Laboratory's Junior Solar Sprint competition.

Students investigate how sound travels through string and air. First, they analyze the sound waves with a paper cup attached to a string. Then, they combine the string and cup with a partner to model a string telephone. Finally, they are given a design challenge to redesign the string telephone for distance. They think about their model as it compares a modern telephone and the impact the invention of the telephone has had on society.

A design challenge activity that explores renewable energy, sustainable farming, and design thinking to create new solutions for growing food in school communities.

When designing a text-based lesson, educators must consider many factors that will impact the success of the lesson. One of the most important factors is choosing an appropriate anchor text. An anchor text is the main text that all learning stems from during the lesson or unit.

This module will support educators as they explore questions that help them analyze a proposed text.

Students act as engineers to solve a hypothetical problem that has occurred in the Swiss Alps due to a seismic event. In research groups, students follow the steps of the engineering design process as teams compete to design and create small-size model sleds that can transport materials to people in distress who are living in the affected town. The sleds need to be able to carry various resources that the citizens need for survival as well as meet other design requirements. Students test their designs and make redesigns to improve their prototypes in order to achieve final working designs. Once the designs and final testing are complete, students create final technical reports.

Students practice the ability to produce clear, complete, accurate and detailed design drawings through an engineering design challenge. Using only the specified materials, teams are challenged to draw a design for a wind-powered car. Then, they trade engineering drawings with another group and attempt to construct the model cars in order to determine how successfully the original design intentions were communicated through sketches, dimensions and instructions.

In this design challenge, students learn about the Vikings from an engineering point-of-view. While investigating the history and anatomy of Viking ships, they learn how engineering solutions are shaped by the surrounding environment and availability of resources. Students apply this knowledge to design, build and test their own model Viking ships.

Through relevant videos, connections to young adult literature, and hands-on exploration, students are introduced to the challenge of providing clean water and sanitation through a global lens.Additionally, students go on a “water walk” to experience the challenges that some people face each day as they locate and collect clean water.The goal of the unit is to ground the activities in a culture of empathy. Furthermore, students participate in an engineering design challenge in which they build a water filter that is both cost-efficient and effective in changing the pH and turbidity of the water samples.Finally, students have the opportunity to share their learning with peers and local experts through a sales presentation as they pitch their device and findings.Standards:CCSS English Language Arts (Grade 7)CCSS Math (Grade 7)Ohio Standards for Science (Grade 7)

Students apply everything they have learned over the course of the associated lessons about waves, light properties, the electromagnetic spectrum, and the structure of the eye, by designing devices that can aid color blind people in distinguishing colors. Students learn about the engineering design process and develop three possible solutions to the engineering design challenge outlined in lesson 1 of this unit. They create posters to display their three design ideas and the comparisons used to select the best design. Then, students create brochures for their final design ideas, and "sell" the ideas to their "client." Through this activity, students complete the legacy cycle by "going public" with the creation of their informative posters and brochures that explain their designs, as well as color blindness and how people see color, in "client" presentations.

Students are presented with an overview of engineering and design. Various engineering disciplines are discussed in some detail using slides and an online video and website. The concept of design is introduced by presenting the basic steps of the engineering design process. Students learn that design is not necessarily restricted to engineering, but a general concept applicable to all walks of life. To strengthen their understanding, students are challenged to design a picnic for their friends by considering its various components as they go through the design process steps. This prepares them for subsequent design challenges such as those in the associated activities of this unit. A PowerPoint® presentation, pre/post quizzes and worksheet are provided.

SYNOPSIS: This lesson introduces students to climate change and the idea that renewable energy sources are a better choice for the planet.

SCIENTIST NOTES: This lesson introduces students to climate change and provides an excellent resource that illustrates how climate change impacts life in New Jersey. The energy independent island Samsø, Denmark is presented through a reading of Energy Island by Alan Drummond, and a Venn diagram is provided so students can compare Samsø to their hometown. Students are tasked with designing a zero emission ferry for Samsø and are challenged to see how climate change affects them and how an 8-12 year old can make a difference. This lesson is recommended for teaching.

POSITIVES:
-This lesson allows for a collaborative learning environment for students as it builds on understanding of climate change.
-This lesson features a problem-based approach to learning where students are immersed in solving a real-world problem.
-Students connect a real idealistic community to their own to see what is possible.
-This lesson follows the engineering design process.

ADDITIONAL PREREQUISITES:
-Students should have a basic understanding of climate change.
-Students should have an understanding of the engineering design process.

DIFFERENTIATION:
-Students can think-pair-share during the read aloud where students can make predictions or answer questions.
-You can pause the read aloud for students to make observations and predictions about the story.
-Groups of students with mixed abilities can collaborate on their ferry design challenge project.