| Can You Take the Pressure? |
This lesson introduces students to the concept of air pressure. Students will explore how air pressure creates force on an object. They will study the relationship between air pressure and the velocity of moving air. |
8 (7-9) |
International Technology Education Association-ITEA STL Standards (2000):
Technology
Science |
50 minutes |
Subject Areas: 1 Curricular Units: 1 Activities: 2 Details |
| Can You Taste It? |
Few people are aware of how crucial the sense of smell is to identifying foods, or the adaptive value of being able to identify a food as being familiar and therefore safe to eat. In this lesson and ... ... moreFew people are aware of how crucial the sense of smell is to identifying foods, or the adaptive value of being able to identify a food as being familiar and therefore safe to eat. In this lesson and activity, students conduct an experiment to determine whether or not the sense of smell is important to being able to recognize foods by taste. The teacher leads a discussion that allows students to explore why it might be adaptive for humans and other animals to be able to identify nutritious versus noxious foods. This is followed by a demonstration in which a volunteer tastes and identifies a familiar food, and then attempts to taste and identify a different familiar food while holding his or her nose and closing his or her eyes. Then, the class develops a hypothesis and a means to obtain quantitative results for an experiment to determine whether students can identify foods when the sense of smell has been eliminated. ... less |
4 (4-7) |
North Carolina (2003):
Math
Science |
20 minutes |
Subject Areas: 2 Curricular Units: 0 Activities: 1 Details |
| Carbon Cycles |
Students are introduced to the concept of energy cycles by learning about the carbon cycle. They will learn how carbon atoms travel through the geological (ancient) carbon cycle and the biological/phy... ... moreStudents are introduced to the concept of energy cycles by learning about the carbon cycle. They will learn how carbon atoms travel through the geological (ancient) carbon cycle and the biological/physical carbon cycle. Students will consider how human activities have disturbed the carbon cycle by emitting carbon dioxide into the atmosphere. They will discuss how engineers and scientists are working to reduce carbon dioxide emissions. Lastly, students will consider how they can help the world through simple energy conservation measures. ... less |
7 (6-8) |
Colorado (1995):
Science |
20 minutes |
Subject Areas: 1 Curricular Units: 0 Activities: 1 Details |
| Caught in the Net |
Bycatch can be defined as the act of unintentionally catching certain living creatures using fishing gear. A bycatched species is distinguished from a target species (the animal the gear is intended ... ... moreBycatch can be defined as the act of unintentionally catching certain living creatures using fishing gear. A bycatched species is distinguished from a target species (the animal the gear is intended to catch) because it is not sold or used. Marine mammals (whales, dolphins, porpoises), seabirds, sea turtles and unwanted or undersized fish are some examples of animals caught as bycatch. The incidental capture of these animals can significantly reduce their populations. The most well known example of bycatch may be the unintentional mortality of spotted and spinner dolphins in the tuna fishing industry. "Dolphin-Safe" tuna was a result of this interaction (Be prepared to discuss how this came about with students, as it is something close to their daily lives). One important aspect to consider when discussing this issue is that laws protect some of the animals caught as bycatch (Marine Mammal Protection Act and Endangered Species Act). In this lesson, students will first be shown pictures of entangled marine animals and will discuss the definition of bycatch. This will lead to discussions on why bycatching exists, how it impacts specific animals as well as humans, whether the students believe it is an important issue, and how bycatch can be reduced. ... less |
5 (4-6) |
North Carolina (2003):
Math
Science |
1 hour |
Subject Areas: 3 Curricular Units: 1 Activities: 1 Details |
| Cell Celebration! |
In this lesson, the students look at the components of cells and their functions. The lesson focuses on the difference between prokaryotic and eukaryotic cells. Each part of the cell performs a spec... ... moreIn this lesson, the students look at the components of cells and their functions. The lesson focuses on the difference between prokaryotic and eukaryotic cells. Each part of the cell performs a specific function that is vital for the cell's survival. Bacteria are single-celled organisms that are very important to engineering. Engineers can use bacteria to break down toxic materials in a process called bioremediation, and they can also kill or disable harmful bacteria through disinfection. ... less |
7 (6-8) |
International Technology Education Association-ITEA STL Standards (2000):
Technology
Science |
20 minutes |
Subject Areas: 1 Curricular Units: 1 Activities: 1 Details |
| Cellular Respiration and Bioremediation |
In this lesson, students learn about the basics of cellular respiration. They also learn about the application of cellular respiration to engineering and bioremediation. And, students are introduced t... ... moreIn this lesson, students learn about the basics of cellular respiration. They also learn about the application of cellular respiration to engineering and bioremediation. And, students are introduced to the process of bioremediation and several examples of how bioremediation is used during the cleanup of environmental contaminants. ... less |
7 (6-8) |
International Technology Education Association-ITEA STL Standards (2000):
Technology
Science |
20 minutes |
Subject Areas: 1 Curricular Units: 1 Activities: 1 Details |
| The Challenge Question |
This lesson introduces the "Walk the Line" Challenge question. Students are asked to journal responses to the question and brainstorm what information they will need to answer the question. The ideas ... ... moreThis lesson introduces the "Walk the Line" Challenge question. Students are asked to journal responses to the question and brainstorm what information they will need to answer the question. The ideas are shared with the class (or in pairs and then to the class, if class size is large). Students then read an interview with an engineer to gain a professional perspective on linear data sets and best-fit lines. Students brainstorm any additional ideas and add them to the list they produced already. The teacher helps students separate the ideas into logical categories of needed knowledge. ... less |
8 (7-9) |
No Standards Found |
50 minutes |
Subject Areas: 1 Curricular Units: 1 Activities: 0 Details |
| Changing Fields |
This lesson begins with an activity in which students induce EMF in a coil of wire using magnetic fields. Then, demonstrations on Eddy currents show how a magnetic field can slow magnets just as Eddy... ... moreThis lesson begins with an activity in which students induce EMF in a coil of wire using magnetic fields. Then, demonstrations on Eddy currents show how a magnetic field can slow magnets just as Eddy currents are used to slow large trains. There is then a demonstration in which a loop "jumps" because of a changing magnetic field. Finally, formal lecture reviews the cross product with respect to magnetic force and introduces magnetic flux, Faraday's law of Induction, Lenz's Law, Eddy currents, motional EMF and Induced EMF. ... less |
12 (11-12) |
NSES (1995):
Science |
100 minutes |
Subject Areas: 1 Curricular Units: 1 Activities: 1 Details |
| Checking the Surf |
This lesson introduces the concepts of wavelength and amplitude in transverse waves. In the associated activity, students will use ropes and their bodies to investigate different wavelengths and amplitudes. |
3 (3-5) |
Colorado (1995):
Science |
50 minutes |
Subject Areas: 1 Curricular Units: 1 Activities: 1 Details |
| Chemical Wonders |
Students are introduced to chemical engineering and learn about its many different applications. They are provided with a basic introduction to matter and its different properties and states. An assoc... ... moreStudents are introduced to chemical engineering and learn about its many different applications. They are provided with a basic introduction to matter and its different properties and states. An associated hands-on activity gives students a chance to test their knowledge of the states of matter and how to make observations using their five senses: touch, smell, sound, sight and taste. ... less |
4 (3-5) |
Colorado (1995):
Science |
20 minutes |
Subject Areas: 3 Curricular Units: 1 Activities: 1 Details |