Students learn about using renewable energy from the Sun for heating and cooking as they build and compare the performance of four solar cooker designs. They explore the concepts of insulation, reflection, absorption, conduction and convection.

Students learn the meaning of preservation and conservation and identify themselves and others as preservationists or conservationists in relation to specific environmental issues. They use Venn diagrams to clarify the similarities and differences in viewpoints. They see how an environmental point-of-view affects the approach to an engineering problem.

Students write poems using rhyme and meter as they come to understand the mechanical concept of rhythm, based on the principle of oscillation, in a broader biological and cultural context, as seen in dance and sports, poetry and other literary forms, and communication in general. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world — concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.

Students learn about the many types of expenses associated with building a bridge. Working like engineers, they estimate the cost for materials for a bridge member of varying sizes. After making calculations, they graph their results to compare how costs change depending on the use of different materials (steel vs. concrete). They conclude by creating a proposal for a city bridge design based on their findings.

Students design a simple behavioral survey, and learn basic protocol for primary research, survey design and report writing. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world — concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.

Students learn about the physical force of linear momentum movement in a straight line by investigating collisions. They learn an equation that engineers use to describe momentum. Students also investigate the psychological phenomenon of momentum; they see how the "big mo" of the bandwagon effect contributes to the development of fads and manias, and how modern technology and mass media accelerate and intensify the effect.

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.

Students pretend they are agricultural engineers during the colonial period and design a miniature plow that cuts through a "field" of soil. They are introduced to the engineering design process and learn of several famous historical figures who contributed to plow design.

Students reinforce their knowledge that DNA is the genetic material for all living things by modeling it using toothpicks and gumdrops that represent the four biochemicals (adenine, thiamine, guanine, and cytosine) that pair with each other in a specific pattern, making a double helix. They investigate specific DNA sequences that code for certain physical characteristics such as eye and hair color. Student teams trade DNA "strands" and de-code the genetic sequences to determine the physical characteristics (phenotype) displayed by the strands (genotype) from other groups. Students extend their knowledge to learn about DNA fingerprinting and recognizing DNA alterations that may result in genetic disorders.

As a class, students work through an example showing how DNA provides the "recipe" for making our body proteins. They see how the pattern of nucleotide bases (adenine, thymine, guanine, cytosine) forms the double helix ladder shape of DNA, and serves as the code for the steps required to make genes. They also learn some ways that engineers and scientists are applying their understanding of DNA in our world.

By tracing the movement of radiation released during an accident at the Chernobyl nuclear power plant, students see how air pollution, like particulate matter, can become a global issue.

Students explore the many different ways that engineers provide natural lighting to interior spaces. They analyze various methods of daylighting by constructing model houses from foam core board and simulating the sun with a desk lamp. Teams design a daylighting system for their model houses based on their observations and calculations of the optimal use of available sunlight to their structure.

Students explore the densities and viscosities of fluids as they create a colorful 'rainbow' using household liquids. While letting the fluids in the rainbow settle, students conduct 'The Great Viscosity Race,' another short experiment that illustrates the difference between viscosity and density. Later, students record the density rainbow with sketches and/or photography.

Students practice the initial steps involved in an engineering design challenge. They begin by reviewing the steps of the engineering design loop and discussing the client need for the project. Next, they identify a relevant context, define the problem within their design teams, and examine the project's requirements and constraints. (Note: Conduct this activity in the context of a design project that students are working on, which could be a challenge determined by the teacher, brainstormed with the class, or the example project challenge provided [to design a prosthetic arm that can perform a mechanical function].)

Through Internet research, patent research, standards and codes research, user interviews (if possible) and other techniques (idea web, reverse engineering), students further develop the context for their design challenge. In subsequent activities, the design teams use this body of knowledge about the problem to generate product design ideas. (Note: Conduct this activity in the context of a design project that students are working on, which could be a challenge determined by the teacher, brainstormed with the class, or the example project challenge provided [to design a prosthetic arm that can perform a mechanical function]. This activity is Step 2 in a series of six that guide students through the engineering design loop.)

Brainstorming is a team creativity activity that helps generate a large number of potential solutions to a problem. In this activity, students participate in a group brainstorming activity to generate possible solutions to their engineering design challenge. Students learn brainstorming guidelines and practice within their teams to create a poster of ideas. The posters are used in a large group critiquing activity that ultimately helps student teams create a design project outline. (Note: Conduct this activity in the context of a design project that students are working on; this activity is Step 3 in a series of six that guide students through the engineering design loop.)

Engineering analysis distinguishes true engineering design from "tinkering." In this activity, students are guided through an example engineering analysis scenario for a scooter. Then they perform a similar analysis on the design solutions they brainstormed in the previous activity in this unit. At activity conclusion, students should be able to defend one most-promising possible solution to their design challenge. (Note: Conduct this activity in the context of a design project that students are working on; this activity is Step 4 in a series of six that guide students through the engineering design loop.)

Students learn about the manufacturing phase of the engineering design process. They start by building prototypes, which is a special type of model used to test new design ideas. Students gain experience using a variety of simple building materials, such as foam core board, balsa wood, cardstock and hot glue. They present their prototypes to the class for user testing and create prototype iterations based on feedback. (Note: Conduct this activity in the context of a design project that students are working on; this activity is Step 5 in a series of six that guide students through the engineering design loop.)

As students learn more about the manufacturing process, they use the final prototypes created in the previous activity to evaluate, design and manufacture final products. Teams work with more advanced materials and tools, such as plywood, Plexiglas, metals, epoxies, welding materials and machining tools. (Note: Conduct this activity in the context of a design project that students are working on; this activity is Step 6 in a series of six that guide students through the engineering design loop.)

The purpose of this activity is for the students to draw a design for their own flying machine. They will apply their knowledge of aircraft design and the forces acting on them. The students will start with a brainstorming activity where they come up with creative uses for every day objects. They will then use their creativity and knowledge of airplanes to design their own flying machine.