Recently Added Curriculum

Students engage in a hands-on exploration of vision and light reflection by creating a program that simulates light intensity and how our eyes perceive images using the LED display on the micro: bits and its radio feature. After creating a model of an eye, students simulate the light intensity and reflection processes before they work in groups to identify and solve real-world problems related to sunlight and vision. Students utilize the engineering design process to research, imagine, plan, create, test, and improve their solutions, such as reminders for when to wear sunglasses or sunscreen, displays of current sunlight intensity, or determining which materials block light/UV rays.

Students work collaboratively to create a low-cost, easy-to-use device that helps individuals with multiple sclerosis (MS) securely hold a pencil, addressing difficulties with fine motor skills. After learning about MS and discussing how biomedical engineers develop assistive devices, students establish criteria and constraints for their designs. They brainstorm, sketch, and select materials, then build and test their prototypes within a set time. Following testing, they evaluate and improve their designs, ultimately presenting their final devices to the class.

Students explore how the brain enables communication through spoken and written language and how communication is essential for solving problems. Working in groups, students define a problem related to communication, design a solution using a micro:bit, build a prototype, and then test their designs. Possible communication challenges they might tackle are hearing loss, language barriers, or noisy environments. Students follow specific criteria and constraints as they design and build their prototype. After testing their designs and prototypes, students improve their designs as needed. To wrap up, students exchange prototypes with other groups and test each other’s solutions.

Students investigate what happens to plastic packaging material after it is used and thrown away. They then explore what types of materials biodegrade in the soil and how they can be used in place of plastic. Students test various packaging materials that can handle various amounts of weight. They then explore which materials could optimally be used in packaging.

Students learn how seasonal flooding from snowmelt affects rivers and evaluate how changing environmental conditions, such as flood levels and temperatures, influence the distribution and abundance of organisms such as mosquitoes. In this hands-on activity, students build a river model using stream tables to explore the factors that affect water flow and velocity. Using what they learn, students predict how flooding impacts mosquito populations. Finally, they develop a vector control strategy to reduce mosquito populations and help prevent the spread of mosquito-borne diseases.

Students engage in a hands-on exploration of non-destructive evaluation (NDE) through tap testing and sound analysis, using hammers to tap wooden blocks with and without hidden flaws while listening to the sounds produced. Initially, they rely on their hearing to identify differences, and then they progress to digitally recording the tap sounds and applying Fourier transforms to analyze the frequency distribution. To enhance the quality of their recordings, they design and test noise-dampening solutions. The activity is guided by the engineering design process, emphasizing iterative design, experimentation, and critical thinking to help students deepen their understanding of NDE in practical applications.

Students are challenged to design a motor-driven brushing tool that can successfully remove “scum” from a smooth surface while maintaining surface integrity (shine). Students are introduced to the concepts of surface tension, cohesion, adhesion, and friction as they investigate the effects of surface interactions. Students are introduced to the engineering concept of criteria and constraints and the challenge of balancing conflicting goals in a single product. Students work in teams to design, quantitatively test, and iteratively improve a device that maximizes scum removal while minimizing surface wear.

In this activity, students model how scientists must rely on and collaborate with engineers in order to make new scientific discoveries, such as a new star-planet system if “Earth were no longer an option.” Building off the ideas students previously established about what makes Earth and the sun ideal for sustaining life, students begin the engineering design process by brainstorming ideas for how they can determine what something is made of and what tools that would require. Students are then challenged to think whether their method would still work if that “something” is too far away (or deadly) to bring into a lab! After re-evaluating the problem, students are introduced to the basic principles of spectroscopy. By building their own spectrometers using a computer, Arduino, and a SparkFun Spectroscopy Sensor, students are able work through the fundamentals of spectroscopy in a hands-on experience. This activity has students use spectrometry data that they obtained to differentiate among common lab substances, and then identify an unknown substance. They gain practice using technology, interpreting graphs, creating emission spectra diagrams, and forming scientific arguments. Afterward, students apply what they have learned to determine the element composition of stars located in our galaxy and predict which stars have potential for sustaining life.

In this activity, students explore engineering concepts through hands-on experiments with density, mass, and weight. They are introduced to the engineering design process and work in groups to test blocks that sink or float in water, and they conduct research on the differences between mass, weight, and density. Students then brainstorm and plan the creation of three distinct mixtures, each with different densities, while adhering to specific constraints. After creating and testing their mixtures, they observe the results and make improvements based on their findings. The activity concludes with students reflecting on their process and completing an assessment to demonstrate their understanding.

Students conduct stress tests on soft materials to measure their elasticity and tensile strength by calculating stress and stretch ratio and plotting stress-stretch curves. This process mirrors real-life applications in biomedical engineering, particularly in the development and testing of hydrogels. Hydrogels, with their high water content and unique ability to stretch and return to their original shape, are used in biomedical devices, tissue engineering, and drug delivery systems. By understanding stress testing, students gain insight into how biomedical engineers evaluate the durability and performance of hydrogels under real-world conditions.

Students create solar cells using dyes extracted from fruits and vegetables to test how color affects the conversion of solar energy to electrical energy. They apply the engineering design process by asking questions and hypothesizing which fruit or vegetable will produce the most energy. After assembling their solar cells, students test the output using a multimeter to measure voltage. They then analyze their results and have the opportunity to redesign, rebuild, and retest their solar cells for improved performance.

Students use parts of the engineering design process to change the matter properties (e.g., the color) of dye in order to save old clothes from a landfill. Students learn how dye is extracted from natural resources—in this case, avocados. They learn how to manipulate the extracted dye using classroom-safe substances while learning about the engineering design process. Once they have their final dye, they use it to repurpose used clothing in order to extend its life so that it does not end up in a landfill.

Students explore the human brain's comparison to a computer by observing the autonomic nervous system's responses to stimuli, focusing on panic attacks. They simulate a panic attack by submerging their feet in ice water to activate the sympathetic nervous system (“fight-or-flight” response). Using BBC micro:bit and pulse sensors and applying the engineering design process, students measure heart rate and then test different methods to lower it, such as meditation or singing, aiming to reverse the fight-or-flight response. If unsuccessful, they refine their approach. Finally, students perform a positive control by submerging their faces in ice water to trigger the mammalian diving reflex (MDR), which activates the parasympathetic system and lowers heart rate.

Students explore the states of matter through engaging activities, culminating in making rock candy. The lesson starts with a sticky note exercise in which students visualize how molecules behave in solids, liquids, and gases, followed by a discussion on particle arrangement and energy levels. Next, in the "Crazy Particles Game," students act out molecular behavior, mimicking how particles move in different states of matter. A rock candy demonstration (or at-home experiment) provides a hands-on example of crystallization and phase changes. Students also use computer simulations to manipulate temperature and observe particle behavior, gaining practical insights into solubility, crystallization, and the transitions between solids, liquids, and gases.

Students use rapid prototyping materials to build a self-supporting structure that uses gravity to allow water to flow through the structure, into two different Gatorade powders, and end in a final cup. They will learn about water flow and strong structures. They will also apply the engineering design process for this project.