Students make a skydiver and parachute contraption to demonstrate how drag caused by air resistance slows the descent of skydivers as they travel back to Earth. Gravity pulls the skydiver toward the Earth, while the air trapped by the parachute provides an upward resisting force (drag) on the skydiver.

Using photographs and models, students are taken on a virtual journey to outer space. They can look back at the Earth as they travel further away and see it growing increasingly smaller, giving the experience that we live on a tiny planet that floats in a vast and empty space.

The purpose of this task is for students to find different pairs of numbers that sum to 4.

Los estudiantes diseñan, construyen y prueban vehículos de carreras hechos de bobinas de manualidades.

The purpose of this task is to assess a student's ability to compute and interpret an expected value. Notice that interpreting expected value requires thinking in terms of a long-run average.

Students are introduced to the circulatory system, the heart, and blood flow in the human body. Through guided pre-reading, during-reading and post-reading activities, students learn about the circulatory system's parts, functions and disorders, as well as engineering medical solutions. By cultivating literacy practices as presented in this lesson, students can improve their scientific and technological literacy.

Students learn how engineers gather data and model motion using vectors. They learn about using motion-tracking tools to observe, record, and analyze vectors associated with the motion of their own bodies. They do this qualitatively and quantitatively by analyzing several examples of their own body motion. As a final presentation, student teams act as engineering consultants and propose the use of (free) ARK Mirror technology to help sports teams evaluate body mechanics. A pre/post quiz is provided.

Students design and build devices to protect and accurately deliver dropped eggs. The devices and their contents represent care packages that must be safely delivered to people in a disaster area with no road access. Similar to engineering design teams, students design their devices using a number of requirements and constraints such as limited supplies and time. The activity emphasizes the change from potential energy to kinetic energy of the devices and their contents and the energy transfer that occurs on impact. Students enjoy this competitive challenge as they attain a deeper understanding of mechanical energy concepts.

Students use a tension-compression machine (or an alternative bone-breaking setup) to see how different bones fracture differently and with different amounts of force, depending on their body locations. Teams determine bone mass and volume, calculate bone density, and predict fracture force. Then they each test a small animal bone (chicken, turkey, cat) to failure, examining the break to analyze the fracture type. Groups conduct research about biomedical challenges, materials and repair methods, and design repair treatment plans specific to their bones and fracture types, presenting their design recommendations to the class.

Students investigate the bone structure of a turkey femur and then create their own prototype versions as if they are biomedical engineers designing bone transplants for a bird. The challenge is to mimic the size, shape, structure, mass and density of the real bone. Students begin by watching a TED Talk about printing a human kidney and reading a news article about 3D printing a replacement bone for an eagle. Then teams gather data—using calipers to get the exact turkey femur measurements—and determine the bone’s mass and density. They make to-scale sketches of the bone and then use modeling clay, plastic drinking straws and pipe cleaners to create 3D prototypes of the bone. Next, groups each cut and measure a turkey femur cross-section, which they draw in CAD software and then print on a 3D printer. Students reflect on the design/build process and the challenges encountered when making realistic bone replacements. A pre/post-quiz, worksheet and rubric are included. If no 3D printer, shorten the activity by just making the hand-generated replicate bones.

Student teams design their own booms (bridges) and engage in a friendly competition with other teams to test their designs. Each team strives to design a boom that is light, can hold a certain amount of weight, and is affordable to build. Teams are also assessed on how close their design estimations are to the final weight and cost of their boom "construction." This activity teaches students how to simplify the math behind the risk and estimation process that takes place at every engineering firm prior to the bidding phase when an engineering firm calculates how much money it will take to build the project and then "bids" against other competitors.

Los estudiantes diseñan y construyen un bote de arcilla que puede soportar peso.

This lesson discusses the result of a charge being subject to both electric and magnetic fields at the same time. It covers the Hall effect, velocity selector, and the charge to mass ratio. Given several sample problems, students learn to calculate the Hall Voltage dependent upon the width of the plate, the drift velocity, and the strength of the magnetic field. Then students learn to calculate the velocity selector, represented by the ratio of the magnitude of the fields assuming the strength of each field is known. Finally, students proceed through a series of calculations to arrive at the charge to mass ratio. A homework set is included as an evaluation of student progress.

Students examine how different balls react when colliding with different surfaces, giving plenty of opportunity for them to see the difference between elastic and inelastic collisions, learn how to calculate momentum, and understand the principle of conservation of momentum.

In this activity, students examine how different balls react when colliding with different surfaces. Also, they will have plenty of opportunity to learn how to calculate momentum and understand the principle of conservation of momentum.

Students become product engineers in a bouncy ball factory as they design and prototype a polymer bouncy ball that meets specific requirements: must be spherical in shape, cannot disintegrate when thrown on the ground, and, of course, must bounce. Along with these design elements, students can build (with teacher assistance) a “shadow box” that helps measure the contact angle of the polymer that provides data on how to iterate. In addition, students must consider the aesthetics of their bouncy balls for customer approval and marketing purposes. Using the engineering design process, students design and create bouncy balls from polymers to create a fun, exciting toy for children.

The purpose of this game is to help students think flexibly about numbers and operations and to record multiple operations using proper notation.

Students find the volume and surface area of a rectangular box (e.g., a cereal box), and then figure out how to convert that box into a new, cubical box having the same volume as the original. As they construct the new, cube-shaped box from the original box material, students discover that the cubical box has less surface area than the original, and thus, a cube is a more efficient way to package things. Students then consider why consumer goods generally aren't packaged in cube-shaped boxes, even though they would require less material to produce and ultimately, less waste to discard. To display their findings, each student designs and constructs a mobile that contains a duplicate of his or her original box, the new cube-shaped box of the same volume, the scraps that are left over from the original box, and pertinent calculations of the volumes and surface areas involved. The activities involved provide valuable experience in problem solving with spatial-visual relationships.

To display the results from the previous activity, each student designs and constructs a mobile that contains a duplicate of his or her original box, the new cube-shaped box of the same volume, the scraps that are left over from the original box, and pertinent calculations of the volumes and surface areas involved. They problem solve and apply their understanding of see-saws and lever systems to create balanced mobiles.

This instructional task requires students to figure out word problems that require thinking in base 10.