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PostedApril 16, 2019

Posted byTeach Engineering Team

https://www.teachengineering.org/curricularunits/view/cub_airplanes_curricularun...

The airplanes unit begins with a lesson on how airplanes create lift, which involves a discussion of air pressure and how wings use Bernoulli's principle to change air pressure. Next, students explore the other three forces acting on airplanes—thrust, weight and drag. Following these lessons, students learn how airplanes are controlled and use paper airplanes to demonstrate these principles. The final lessons addresses societal and technological impacts that airplanes have had on our world. Students learn about different kinds of airplanes and then design and build their own balsa wood airplanes based on what they have learned.

PostedMarch 27, 2019

Posted byTeach Engineering Team

https://www.teachengineering.org/activities/view/cub_soundandlight_lesson1_activ...

In this activity, students use their own creativity (and their bodies) to make longitudinal and transverse waves. Through the use of common items, they will investigate the different between longitudinal and transverse waves.

PostedMarch 26, 2019

Posted byTeach Engineering Team

https://www.teachengineering.org/activities/view/cub_cutting_through_soil

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.

PostedMarch 19, 2019

Posted byTeach Engineering Team

https://www.teachengineering.org/activities/view/cub_ptarmigan_activity1

Students learn about the amazing adaptations of the ptarmigan to the alpine tundra. They focus on one adaptation, the feathered feet of the ptarmigan, and ask whether the feathers serve to only keep the feet warm or to also provide the bird with floatation capability. They create model ptarmigan feet, with and without feathers, and test the hypothesis on the function of the feathers. Ultimately, students make a claim about whether the feathers provide floatation and support this claim with their testing evidence.

PostedMarch 16, 2019

Posted byTeach Engineering Team

https://www.teachengineering.org/activities/view/cub_energy2_lesson09_activity4

Students read and evaluate descriptions of how people live "off the grid" using solar power and come to understand better the degree to which that lifestyle is or is not truly independent of technological, economic and cultural infrastructure and resources. In the process, students develop a deeper appreciation of the meaning of "community" and the need for human connection. This activity is geared towards fifth-grade and older students and Internet research capabilities are required. Portions of this activity may be appropriate with younger students.

PostedMarch 11, 2019

Posted byTeach Engineering Team

https://www.teachengineering.org/activities/view/umo_robotsandhumans_act2

This activity helps students understand how a motor in a LEGO® MINDSTORMS® robot uses electricity produced by the battery to move a robot to do useful work in the form of throwing a ball. Students relate the concepts of electricity and battery to the movement of the LEGO NXT motor and connected links.
**Note: This activity uses the retired LEGO NXT robot which is no longer available for purchase.

PostedFebruary 19, 2019

Posted byTeach Engineering Team

https://www.teachengineering.org/activities/view/cub_human_lesson08_activity1

Students filter different substances through a plastic window screen, different sized hardware cloth and poultry netting. Their models show how the thickness of a filter in the kidney is imperative in determining what is filtered out and what stays in the blood stream.

PostedJanuary 8, 2019

Posted byTeach Engineering Team

https://www.teachengineering.org/activities/view/csm_amazon_lesson1_activity1_tg

Finding themselves in the middle of the Amazon rainforest after a plane crash, students use map scales, keys, and longitude and latitude coordinates to figure out where they are. Then they work in groups to generate ideas and make plans. They decide where they should go to be rescued, the distance to that location, the route to take, and make calculations to estimate walking travel time.

PostedJanuary 7, 2019

Posted byTeach Engineering Team

https://www.teachengineering.org/lessons/view/cub_earth_lesson6

Sudents learn about major landforms (such as mountains, rivers, plains, valleys, canyons and plateaus) and how they occur on the Earth's surface. They learn about the civil and geotechnical engineering applications of geology and landforms, including the design of transportation systems, mining, mapping and measuring natural hazards.

PostedJanuary 5, 2019

Posted byTeach Engineering Team

https://www.teachengineering.org/curricularunits/view/cub_sound_curricularunit

Students learn the connections between the science of sound waves and engineering design for sound environments. Through three lessons, students come to better understand sound waves, including how they change with distance, travel through different mediums, and are enhanced or mitigated in designed sound environments. They are introduced to audio engineers who use their expert scientific knowledge to manipulate sound for music and film production. They see how the invention of the telephone pioneered communications engineering, leading to today's long-range communication industry and its worldwide impact. Students analyze materials for sound properties suitable for acoustic design, learning about the varied environments created by acoustical engineers. Hands-on activities include modeling the placement of microphones to create a specific musical image, modeling and analyzing a string telephone, and applying what they've learned about sound waves and materials to model a controlled ...

PostedJanuary 2, 2019

Posted byTeach Engineering Team

https://www.teachengineering.org/activities/view/umo_robotsandhumans_act4

This activity helps students understand the significance of programming and also how the LEGO® MINDSTORMS® robot's sensors assist its movement and make programming easier. Students compare human senses to robot sensors, describing similarities and differences.

PostedDecember 13, 2018

Posted byTeach Engineering Team

https://www.teachengineering.org/lessons/view/cub_solar_lesson01

Students acquire a basic understanding of the science and engineering of space travel as well as a brief history of space exploration. They learn about the scientists and engineers who made space travel possible and briefly examine some famous space missions. Finally, they learn the basics of rocket science (Newton's third law of motion), the main components of rockets and the U.S. space shuttle, and how engineers are involved in creating and launching spacecraft.

PostedDecember 12, 2018

Posted byTeach Engineering Team

https://www.teachengineering.org/activities/view/uoh_cleandrink_activity1

Students act as engineers contracted by NASA to create water filtration devices that clean visible particulates from teacher-prepared "dirty water." They learn about the worldwide need for potable water and gain appreciation for why water quality is an important issue for people on Earth as well as on the International Space Station. Working in groups, students experience the entire engineering design process, including a read-aloud book about the water cycle; a visiting water engineer presentation; their own online research about filter methods and designs; group brainstorming of designs (using ordinary household materials); filter construction and testing; redesign and retesting; lab book documentation of their notes, research, plans and results; and a summary poster presentation at a mini-engineering fair. Two design planning worksheets, a poster layout suggestion sheet and a ...

PostedNovember 18, 2018

Posted byTeach Engineering Team

https://www.teachengineering.org/activities/view/duk_bycatchunit_musc_act

Commercial fishing nets often trap "unprofitable" animals in the process of catching target species. In this activity, students experience the difficulty that fishermen experience while trying to isolate a target species when a variety of sea animals are found in the area of interest. Then the class discusses the large magnitude of this problem. Students practice data acquisition and analysis skills by collecting data and processing it to deduce trends on target species distribution. They conclude by discussing how bycatch impacts their lives and whether or not it is an important environmental issue that needs attention. As an extension, students use their creativity and innovative skills to design nets or other methods, theoretically and/or through hands-on prototyping, that fisherman could use to help avoid bycatch.