2010-02-09T14:07:48Z http://www.teachengineering.com/cgi-bin/OAI-XMLFile-2.1/XMLFile/tecollection/oai.pl

oai:TeachEngineering:usc_speakers_activity1 2010-01-29T06:37:18Z usc_:activities:usc_speakers

Yogurt Cup Speakers Center for Engineering and Computing Education, Education (General) charge; current; electricity; electromagnet; magnet; magnetic field; magnetic force Magnet; Electromagnet; Magnetic field; Magnetic force; Current This lesson introduces students to the role of electricity and magnetism as they build a speaker. In addition, students explore properties of magnets, create an electromagnet, and determine the direction of a magnetic filed. They conduct a scientific experiment and show cause-effect relationships by monitoring changes in the speaker’s movement as the amount or the direction of the current change. TeachEngineering.com Jed Lyons, Ph.D., P.E., Ivanka Todorova, Trevor Roebuck Text activity text/xml http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.com/collection/usc_/activities/usc_speakers/usc_speakers_activity1.xml en-US United States Copyright 2010 - Center for Engineering and Computing Education, University of South Carolina http://www.teachengineering.org/policy_ipp.php 2009-01-09 http://www.teachengineering.com/browse_standards.php?matching=false&code=empty&lowgrade=empty&highgrade=empty&type=empty&subtype=empty&admin= http://kr.cs.ait.ac.th/~radok/physics/k12.htm http://www.iit.edu/~smile/ph9215.html http://staff.jsr.cc.va.us/asullivan/eisenhower/projects/magnificent_magnets.htm http://science.howstuffworks.com/electromagnet2.htm http://www.mcrel.org/compendium/search.asp http://www.schoolscience.co.uk/content/3/physics/copper/copch33pg1.html http://www.myscschools.com/offices/cso/standards/science/default.cfm http://van.hep.uiuc.edu/van/qa/section/Electricity_and_Magnets/Magnets/20020408133732.htm http://electronics.howstuffworks.com/speaker.htm http://en.wikipedia.org/wiki/Magnet Grade 6 Grade 7 Grade 8 Grade 9 Elementary School Middle School Teacher http://www.teachengineering.org/ http://purl.org/ASN/resources/S1006B68 http://purl.org/ASN/resources/S1023428 http://purl.org/ASN/resources/S100BA78 http://purl.org/ASN/resources/S100076E http://purl.org/ASN/resources/S1004E6C Experiential learning active high 1 hours

oai:TeachEngineering:usc_forcesgraphing 2010-01-01T06:37:22Z usc_:activities:usc_forcegraphing

Forces and Graphing Center for Engineering and Computing Education, Education (General) dependent variable; independent variable; equation of a line; slope of a line; load; mass; weight; force; force of gravity; center of mass; center of gravity This activity can be used to explore forces acting on an object, to practice graphing experimental data, and/or to introduce the algebra concepts of slope and intercept of a line. A wooden 2x4 beam is set on top of two scales. Students learn how to conduct an experiment by applying loads at different locations along the beam, recording the exact position of the applied load and the reaction forces measured by the scales at each end of the beam. In addition, students will analyze the experiment data with the use of a chart and a table and model linear equations to describe relationships between independent and dependent variables. TeachEngineering.com Jed Lyons, Ph.D., P.E. Veronica Addison, Ph.D. Candidate Ivanka Todorova John Brader Text activity text/xml http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.com/collection/usc_/activities/usc_forcegraphing/usc_forcesgraphing.xml en-US United States Copyright 2010 - Center for Engineering and Computing Education, University of South Carolina http://www.teachengineering.org/policy_ipp.php 2009-01-15 http://www.me.sc.edu/fs/lyons/fresh/lyons%20freshman%20labs.pdf http://science.howstuffworks.com/question626.htm http://www.glenbrook.k12.il.us/gbssci/phys/Class/newtlaws/u2l4a.html http://library.thinkquest.org/10796/ch4/ch4.htm#Sec4 Grade 6 Grade 7 Grade 8 Elementary School Middle School Teacher http://www.teachengineering.org/ http://purl.org/ASN/resources/S1041E05 http://purl.org/ASN/resources/S1041E03 http://purl.org/ASN/resources/S103D5EA http://purl.org/ASN/resources/S103D5E7 http://purl.org/ASN/resources/S103D61B http://purl.org/ASN/resources/S103D616 http://purl.org/ASN/resources/S103D644 http://purl.org/ASN/resources/S103D665 Experiential learning active high 45 minutes

oai:TeachEngineering:cub_mars_curricularunit 2010-01-01T06:37:22Z cub_:curricular_units:cub_mars

Mission to Mars Integrated Teaching and Learning Program, Education (General) astronauts; exploration; launch; Mars; mission; NASA; orbit; Red Planet; robotics; rocket; rover; solar system The Mission to Mars curricular unit introduces students to Mars — the Red Planet. Students discover why scientists are so interested in studying this mysterious planet. Many interesting facts about Mars are revealed, and the history of Martian exploration is reviewed. Students will learn about the development of robotics and how robots are beneficial to science, society and the exploration of space. Details on engineers' involvement in space exploration are presented. Furthermore, students will learn how orbits allow astronauts to move from planet to planet and what type of equipment is used by scientists and engineers to safely explore space. Lastly, the specific details on and human risks for a possible future manned mission to Mars (and back to Earth again!) are discussed. TeachEngineering.com Text curricular_unit text/xml http://www.teachengineering.org/view_curricularunit.php?url=http://www.teachengineering.com/collection/cub_/curricular_units/cub_mars/cub_mars_curricularunit.xml en-US United States Copyright 2010 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder http://www.teachengineering.org/policy_ipp.php 2009-03-02 Grade 6 Grade 7 Grade 8 Elementary School Middle School Teacher http://www.teachengineering.org/

oai:TeachEngineering:cub_bio_curricularunit 2010-01-01T06:37:22Z cub_:curricular_units:cub_bio

Biodomes Integrated Teaching and Learning Program, Education (General) biodome; biome; biosphere; cycle; ecosystem; environment; habitat; model; population Students explore the biosphere's environments and ecosystems, learning along the way about the plants, animals, resources and natural cycles of our planet. Over the course of lessons 2-6, students use their growing understanding of various environments and the engineering design process to design and create their own model biodome ecosystems - exploring energy and nutrient flows, basic needs of plants and animals, and decomposers. Students learn about food chains and food webs. They are introduced to the roles of the water, carbon and nitrogen cycles. They test the effects of photosynthesis and transpiration. Students are introduced to animal classifications and interactions, including carnivore, herbivore, omnivore, predator and prey. They learn about biomimicry and how engineers often imitate nature in the design of new products. As everyday applications are interwoven into the lessons, students consider why a solid understanding of one's environment and the interdependence within ecosystems can inform the choices we make and the way we engineer our communities. TeachEngineering.com Christopher Valenti Malinda Schaefer Zarske Denise W. Carlson Text curricular_unit text/xml http://www.teachengineering.org/view_curricularunit.php?url=http://www.teachengineering.com/collection/cub_/curricular_units/cub_bio/cub_bio_curricularunit.xml en-US United States Copyright 2010 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder http://www.teachengineering.org/policy_ipp.php 2008-11-11 http://www.teachengineering.com/collection/cub_/curricular_units/cub_bio/cub_bio_lesson01_preunit_quiz.doc http://www.teachengineering.com/collection/cub_/curricular_units/cub_bio/cub_bio_lesson01_preunit_quiz.pdf http://www.teachengineering.com/collection/cub_/curricular_units/cub_bio/cub_bio_lesson01_preunit_quiz_answers.doc http://www.teachengineering.com/collection/cub_/curricular_units/cub_bio/cub_bio_lesson01_preunit_quiz_answers.pdf http://www.teachengineering.com/collection/cub_/curricular_units/cub_bio/cub_bio_lesson06_post_unit_quiz.doc http://www.teachengineering.com/collection/cub_/curricular_units/cub_bio/cub_bio_lesson06_post_unit_quiz.pdf http://www.teachengineering.com/collection/cub_/curricular_units/cub_bio/cub_bio_lesson06_post_unit_quiz_answers.doc http://www.teachengineering.com/collection/cub_/curricular_units/cub_bio/cub_bio_lesson06_post_unit_quiz_answers.pdf Grade 3 Grade 4 Grade 5 Grade 6 Elementary School Teacher http://www.teachengineering.org/ 7 hours

oai:TeachEngineering:cub_space8_curricularunit 2010-01-01T06:37:22Z cub_:curricular_units:cub_space8

Space Integrated Teaching and Learning Program, Education (General) space; space exploration; International Space Station; ISS; space travel; moon; lunar month; orbit; lunar phases; natural satellite; Apollo project; asteroid; solar system; crater; meteor In this unit, students first are introduced to the historical motivation for space exploration. They learn about the International Space Station and are introduced to new and futuristic ideas that space engineers are currently working on to propel space research. Next, students learn about the physical properties of the Moon. They are asked to think about what types of products engineers would need to design for us to live comfortably on the Moon. Lastly, students learn some basic facts about asteroids: their size and how that relates to the potential danger of an asteroid colliding with the Earth. TeachEngineering.com Text curricular_unit text/xml http://www.teachengineering.org/view_curricularunit.php?url=http://www.teachengineering.com/collection/cub_/curricular_units/cub_space8/cub_space8_curricularunit.xml en-US United States Copyright 2010 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder http://www.teachengineering.org/policy_ipp.php 2009-01-16 Grade 6 Grade 7 Grade 8 Elementary School Middle School Teacher http://www.teachengineering.org/

oai:TeachEngineering:cub_air_curricularunit 2010-01-01T06:37:22Z cub_:curricular_units:cub_air

Air Pollution Integrated Teaching and Learning Program, Education (General) air pollution; air, pollution; atmosphere; environment; smog; pollutant; ozone Students are introduced to the concept of air quality by investigating the composition, properties, atmospheric layers and everyday importance of air. They explore the sources and effects of visible and invisible air pollution. By learning some fundamental meteorology concepts (air pressure, barometers, prediction, convection currents, temperature inversions), students learn the impact of weather on air pollution control and prevention. Looking at models and maps, they explore the consequences of pollutant transport via weather and water cycles. Students are introduced to acids, bases and pH, and the environmental problem of acid rain, including how engineers address this type of pollution. Using simple models, they study the greenhouse effect, the impact of increased greenhouse gases on the planet’s protective ozone layer and the global warming theory. Students explore the causes and effects of the Earth's ozone holes through an interactive simulation. Students identify the types and sources of indoor air pollutants in their school and home, evaluating actions that can be taken to reduce and prevent poor indoor air quality. By building and observing a few simple models of pollutant recovery methods, students explore the modern industrial technologies designed by engineers to clean up and prevent air pollution. TeachEngineering.com Text curricular_unit text/xml http://www.teachengineering.org/view_curricularunit.php?url=http://www.teachengineering.com/collection/cub_/curricular_units/cub_air/cub_air_curricularunit.xml en-US United States Copyright 2010 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder http://www.teachengineering.org/policy_ipp.php 2009-03-04 Grade 4 Grade 5 Grade 6 Elementary School Teacher http://www.teachengineering.org/

oai:TeachEngineering:cub_mechanics_curricularunit 2010-01-01T06:37:22Z cub_:curricular_units:cub_mechanics

Mechanics Mania Integrated Teaching and Learning Program, Education (General) Force; gravity; mass; materials; mechanics; momentum; motion; Newton Through ten lessons and numerous activities, students explore the natural universal rules engineers and physicists use to understand how things move and stay still. Together, these rules are called “mechanics.” The study of mechanics is a way to improve our understanding of everyday movements, such as how gravity pulls things together, how objects balance, spin and twirl, and how things fly and fall. While studying Newton's three laws of motion, students gain hands-on experience with the concepts of forces, changes in motion, and action and reaction. See the Unit Overview section for a list of topics by lesson. Through hands-on activities, students model the behavior of parachutes and helicopters, closely examine falling objects, build and use a spring scale, examine collisions between skateboards, make model rockets with balloons and string, collect data from cotton ball catapults, study friction with small hovercrafts made from old CDs and balloons, experiment with center of mass by balancing objects on coat hangers and strings, compete to design clay beams with the best strength-to-weight ratio, experiment with weight distribution on homemade spinning tops, experiment with string length, weight and angle of release of pendulums made from fishing weights and string, and use marshmallows and spaghetti to construct their own building to see which can hold the most weight. For each lesson, associated literacy activities provide additional student engagement; see the Unit Overview section for descriptions. TeachEngineering.com See individual lessons and activities. Text curricular_unit text/xml http://www.teachengineering.org/view_curricularunit.php?url=http://www.teachengineering.com/collection/cub_/curricular_units/cub_mechanics/cub_mechanics_curricularunit.xml en-US United States Copyright 2010 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder http://www.teachengineering.org/policy_ipp.php 2009-04-10 http://www.teachengineering.com/collection/cub_/curricular_units/cub_mechanics/cub_mechanics_unit_preposttest.pdf http://www.teachengineering.com/collection/cub_/curricular_units/cub_mechanics/cub_mechanics_unit_preposttest.doc http://www.teachengineering.com/collection/cub_/curricular_units/cub_mechanics/cub_mechanics_unit_preposttestas.pdf http://www.teachengineering.com/collection/cub_/curricular_units/cub_mechanics/cub_mechanics_unit_preposttestas.doc Grade 5 Grade 6 Grade 7 Elementary School Middle School Teacher http://www.teachengineering.org/

oai:TeachEngineering:cub_mix_curricularunit 2010-01-01T06:37:22Z cub_:curricular_units:cub_mix

Mixtures and Solutions Integrated Teaching and Learning Program, Education (General) atom; atomic number; atomic Structure; atomic theory; building blocks; chemical property; compounds; electric charge; electron; element; gas; isotope; liquid; matter; mixture; molecule; neutron; periodic table; proton; solid; solution This unit covers introductory concepts of mixtures and solutions. Students think about how mixtures and solutions, and atoms and molecules can influence new technologies developed by engineers. The first lesson explores the fundamentals of atoms and their structure. The building blocks of matter (protons, electrons, neutrons) are covered in detail. The next lesson examines the properties of elements and the periodic table — one method of organization for the elements. The concepts of physical and chemical properties are also reviewed. Finally, the last lesson introduces the properties of mixtures and solutions. A comparison of different mixtures and solutions, their properties and their separation qualities are discussed. TeachEngineering.com Text curricular_unit text/xml http://www.teachengineering.org/view_curricularunit.php?url=http://www.teachengineering.com/collection/cub_/curricular_units/cub_mix/cub_mix_curricularunit.xml en-US United States Copyright 2010 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder http://www.teachengineering.org/policy_ipp.php 2009-03-02 Grade 5 Grade 6 Grade 7 Elementary School Middle School Teacher http://www.teachengineering.org/

oai:TeachEngineering:cub_energy_curricularunit 2010-01-01T06:37:22Z cub_:curricular_units:cub_energy

Energy of Motion Integrated Teaching and Learning Program, Education (General) energy; motion; mechanical energy; kinetic energy; potential energy; work; power; waterwheel; momentum; conservation of momentum; conservation of energy; collision; elastic; inelastic; heat; friction By taking a look at the energy of motion all around us, students learn about the types of energy and their characteristics. They first learn about the two simplest forms of mechanical energy: kinetic and potential energy, as illustrated by pendulums and roller coasters. They come to understand that energy can change from one form into another, and be described and determined by equations. Through the example of a waterwheel, the concepts of and differences between work and power are explained and calculated. Conservation of momentum and collisions are explored, with analogies to popular sports (billiards, baseball, golf), and how elastic and inelastic collisions are considered in the games' design. To show another energy transformation concept, the behavior of energy dissipating into heat by means of friction is presented. Students learn to recognize static friction, kinetic friction and drag, how they work, and how to calculate frictional force. A final lesson integrates the energy of motion concepts, showing how they are interconnected in everyday applications such as skateboards, scooters, roller coasters, trains, cars, planes, trucks and elevators. Through numerous hands-on activities, students swing pendulums, use plastic two-liter bottles to construct model waterwheels, bounce different types of balls, use weights to generate friction data, and roll balls down ramps to collide into cups. TeachEngineering.com See individual lessons and activities. Text curricular_unit text/xml http://www.teachengineering.org/view_curricularunit.php?url=http://www.teachengineering.com/collection/cub_/curricular_units/cub_energy/cub_energy_curricularunit.xml en-US United States Copyright 2010 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder http://www.teachengineering.org/policy_ipp.php 2009-12-18 Grade 6 Grade 7 Grade 8 Elementary School Middle School Teacher http://www.teachengineering.org/

oai:TeachEngineering:cub_solar_curricularunit 2010-01-01T06:37:22Z cub_:curricular_units:cub_solar

Solar System! Integrated Teaching and Learning Program, Education (General) solar system; space; universe An introduction to our solar system: the planets, our Sun and our Moon. Students begin by learning the history and engineering of space travel. They make simple rockets to acquire a basic understanding Newton’s third law of motion. They explore energy transfer concepts and use renewable solar energy for cooking. They see how engineers design tools, equipment and spacecraft to go where it is too far and too dangerous for humans. They explore the Earth’s water cycle, and gravity as applied to orbiting bodies. They learn the steps of the design process as they create their own planetary rovers made of edible parts. Students conduct experiments to examine soil for signs of life, and explore orbit transfers. While studying about the International Space Station (ISS), they investigate the realities of living in space. Activities explore low gravity on human muscles, eating in microgravity, and satellite tracking. Finally, students learn about the context of our solar system, the universe, as they learn about the Hubble Space Telescope, celestial navigation and spectroscopy. TeachEngineering.com See individual lessons and activities. Text curricular_unit text/xml http://www.teachengineering.org/view_curricularunit.php?url=http://www.teachengineering.com/collection/cub_/curricular_units/cub_solar/cub_solar_curricularunit.xml en-US United States Copyright 2010 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder http://www.teachengineering.org/policy_ipp.php 2009-03-20 http://www.teachengineering.com/collection/cub_/curricular_units/cub_solar/cub_solar_unit_visualaid.doc http://www.teachengineering.com/collection/cub_/curricular_units/cub_solar/cub_solar_unit_visualaid.pdf Grade 3 Grade 4 Grade 5 Elementary School Teacher http://www.teachengineering.org/

oai:TeachEngineering:cub_energy2_curricularunit 2010-01-01T06:37:22Z cub_:curricular_units:cub_energy2

Energy Integrated Teaching and Learning Program, Education (General) electricity; energy; energy generation; energy sources; power; nonrenewable; renewable; types of energy Through nine lessons, students are introduced to a range of energy types — electrical, light, sound and thermal — as well as the renewable energy sources of wind, hydro (water) and solar power. Subjects range from understanding that the movement of energy at the electron level creates electricity that powers our world, to recognizing the Sun as our ultimate energy source. Through numerous hands-on activities, students explore a wide range of scientific topics related to the fundamentals of energy: kinetic and potential energy, light waves, reflection, refraction, convection, sound waves, volume, pitch, frequency, radiation, heat capacity, heat transfer, specific heat. These concepts are presented in the context of engineering applications pertinent to our everyday lives. Other aspects of energy are explored, including energy consumption and conservation, batteries, simple circuits, conduction and insulation, polarization, power grid and blackouts. As they delve into details about wind, water and solar power, students learn about thermometers, anemometers, wind and water turbines (windmills and waterwheels), and even direct solar heating and cooking. See the Unit Overview section for topics by lesson. TeachEngineering.com See individual lessons and activities. Text curricular_unit text/xml http://www.teachengineering.org/view_curricularunit.php?url=http://www.teachengineering.com/collection/cub_/curricular_units/cub_energy2/cub_energy2_curricularunit.xml en-US United States Copyright 2010 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder http://www.teachengineering.org/policy_ipp.php 2009-08-12 http://www.teachengineering.com/collection/cub_/curricular_units/cub_energy2/cub_energy2_unit_preposttestelem.pdf http://www.teachengineering.com/collection/cub_/curricular_units/cub_energy2/cub_energy2_unit_preposttestelem.doc http://www.teachengineering.com/collection/cub_/curricular_units/cub_energy2/cub_energy2_unit_preposttestelemas.pdf http://www.teachengineering.com/collection/cub_/curricular_units/cub_energy2/cub_energy2_unit_preposttestelemas.doc http://www.teachengineering.com/collection/cub_/curricular_units/cub_energy2/cub_energy2_unit_prepostquiz5th.pdf http://www.teachengineering.com/collection/cub_/curricular_units/cub_energy2/cub_energy2_unit_prepostquiz5th.doc http://www.teachengineering.com/collection/cub_/curricular_units/cub_energy2/cub_energy2_unit_prepostquiz5thas.pdf http://www.teachengineering.com/collection/cub_/curricular_units/cub_energy2/cub_energy2_unit_prepostquiz5thas.doc Grade 3 Grade 4 Grade 5 Elementary School Teacher http://www.teachengineering.org/

oai:TeachEngineering:cub_brid_curricularunit 2010-01-01T06:37:22Z cub_:curricular_units:cub_brid

Bridges Integrated Teaching and Learning Program, Education (General) bridge Through a five-lesson series that includes numerous hands-on activities, students are introduced to the importance and pervasiveness of bridges for connecting people to resources, places and other people, with references to many historical and current-day examples. In learning about bridge types — arch, beam, truss and suspension — students explore the affect of tensile and compressive forces. Students investigate the calculations that go into designing bridges; they learn about loads and cross-sectional areas by designing and testing the strength of model piers. Geology and soils are explored as they discover the importance of foundations, bearing pressure and settlement considerations in the creation of dependable bridges and structures. Students learn about brittle and ductile material properties. Students also learn about the many cost factors that comprise the economic considerations of bridge building. Bridges are unique challenges that take advantage of the creative nature of engineering. TeachEngineering.com See individual lessons and activities. Text curricular_unit text/xml http://www.teachengineering.org/view_curricularunit.php?url=http://www.teachengineering.com/collection/cub_/curricular_units/cub_brid/cub_brid_curricularunit.xml en-US United States Copyright 2010 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder http://www.teachengineering.org/policy_ipp.php 2009-07-16 Grade 6 Grade 7 Grade 8 Elementary School Middle School Teacher http://www.teachengineering.org/

oai:TeachEngineering:cub_environ_curricularunit 2010-01-01T06:37:22Z cub_:curricular_units:cub_environ

Environment Integrated Teaching and Learning Program, Education (General) air; environment; environmentalism; land; natural resources; natural world; nature; pollution; recycle; resources; waste; water Through 10 lessons and more than 20 hands-on activities, students are introduced to the concept of an environment and the many interactions within it. As they learn about natural and human-made environments, as well as renewable and non-renewable natural resources, they see how people use our planet’s natural resources and the many resulting environmental issues that exist in our world today. Topics include: solid waste disposal; the concepts of reduce, reuse, recycle and compost; the causes and effects of water pollution and the importance of water treatment and clean-up methods; air pollution and air quality and the many engineering technologies to prevent it and clean it up; land use and community planning, seeing how decisions made by people have a long-term impact on our natural world; and renewable energy sources, seeing how solar, water and wind energy can be transformed into electricity. In the hands-on activities, students: create a yarn "web" to identify environmental interactions, which they tally and graph; use Moebius strips (loops of paper with a half twist) to demonstrate the environmental interconnectedness and explore natural cycles (water, oxygen/carbon dioxide, carbon, nitrogen); conduct an environmental issue survey to gather and graph data and use an opinion spectrum; brainstorm ways that they use and waste natural resources; use cookies to simulate the distribution of nonrenewable resources; collect, categorize, weigh and analyze classroom solid waste for a week; build and observe a model landfill; evaluate alternative product packaging; use models to investigate the process and consequences of water contamination; design and build water filters; observe and discuss a balloon model of an electrostatic precipitator; build particulate matter collectors; observe and discuss a model of a wet scrubber; dig into the newspaper’s daily air quality index; act as community planning engineers to determine optimal structure placement in a community; investigate the thermal storage properties of sand, salt, water and paper to evaluate their suitability as passive solar thermal mass; design and create models for new waterwheels within time and material constraints; build model anemometers; and create publications to communicate what they have learned. TeachEngineering.com See individual lessons and activities. Text curricular_unit text/xml http://www.teachengineering.org/view_curricularunit.php?url=http://www.teachengineering.com/collection/cub_/curricular_units/cub_environ/cub_environ_curricularunit.xml en-US United States Copyright 2010 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder http://www.teachengineering.org/policy_ipp.php 2009-12-23 Grade 3 Grade 4 Grade 5 Elementary School Teacher http://www.teachengineering.org/

oai:TeachEngineering:cub_natdis_curricularunit 2010-01-01T06:37:22Z cub_:curricular_units:cub_natdis

Natural Disasters Integrated Teaching and Learning Program, Education (General) damage; disaster; Earth; earthquake; flood; geography; hazard; hurricane; landslide; mud slide; natural disaster; natural forces; natural hazard; rain; storm; tornado; tsunami; water; wind; volcano Students are introduced to our planet’s structure and its dynamic system of natural forces through an examination of the natural hazards of earthquakes, volcanoes, landslides, tsunamis, floods and tornados, as well as avalanches, fires, hurricanes and thunderstorms. They see how these natural events become disasters when they impact people, and how engineers help to make people safe from them. Students begin by learning about the structure of the Earth; they create clay models showing the Earth’s layers, see a continental drift demo, calculate drift over time, and make fault models. They learn how earthquakes happen; they investigate the integrity of structural designs using model seismographs. Using toothpicks and mini-marshmallows, they create and test structures in a simulated earthquake on a tray of Jell-O. Students learn about the causes, composition and types of volcanoes, and watch and measure a class mock eruption demo, observing the phases that change a mountain’s shape. Students learn that the different types of landslides are all are the result of gravity, friction and the materials involved. Using a small-scale model of a debris chute, they explore how landslides start in response to variables in material, slope and water content. Students learn about tsunamis, discovering what causes them and makes them so dangerous. Using a table-top-sized tsunami generator, they test how model structures of different material types fare in devastating waves. Students learn about the causes of floods, their benefits and potential for disaster. Using riverbed models made of clay in baking pans, students simulate the impact of different river volumes, floodplain terrain and levee designs in experimental trials. They learn about the basic characteristics, damage and occurrence of tornadoes, examining them closely by creating water vortices in soda bottles. They complete mock engineering analyses of tornado damage, analyze and graph US tornado damage data, and draw and present structure designs intended to withstand high winds. TeachEngineering.com See individual lessons and activities. Text curricular_unit text/xml http://www.teachengineering.org/view_curricularunit.php?url=http://www.teachengineering.com/collection/cub_/curricular_units/cub_natdis/cub_natdis_curricularunit.xml en-US United States Copyright 2010 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder http://www.teachengineering.org/policy_ipp.php 2009-04-10 Grade 3 Grade 4 Grade 5 Elementary School Teacher http://www.teachengineering.org/

oai:TeachEngineering:cub_spect_curricular_unit 2010-01-01T06:37:22Z cub_:curricular_units:cub_spect

Spectroscopy Integrated Teaching and Learning Program, Education (General) angle; color; diffraction; light; patterns; prism; space; spectra; spectrograph Students learn how using a spectrograph helps us understand the composition of light sources. Using simple materials and holographic diffraction gratings (available online at a variety of sites, including Edmund Scientifics and the Rainbow Symphony Store for ~50 cents each), students create and customize their own spectrographs - just like engineers. They gather data about different light sources, make comparisons between sources, and theorize about their composition. Before building spectrographs, students learn and apply several methods to identify and interpret patterns, specifically different ways of displaying visual spectra. They also use spectral data from the Cassini mission to Saturn and its moon, Titan, to determine the chemical composition of the planet’s rings and its moon’s atmosphere. TeachEngineering.com Laboratory for Atmospheric and Space Physics, University of Colorado at Boulder Project SPECTRA!, a NASA-funded program Text curricular_unit text/xml http://www.teachengineering.org/view_curricularunit.php?url=http://www.teachengineering.com/collection/cub_/curricular_units/cub_spect/cub_spect_curricular_unit.xml en-US United States Copyright 2010 - Integrated Teaching and Learning Program, University of Colorado at Boulder http://www.teachengineering.org/policy_ipp.php 2009-03-20 Grade 6 Grade 7 Grade 8 Elementary School Middle School Teacher http://www.teachengineering.org/

oai:TeachEngineering:cub_rock_curricularunit 2010-01-01T06:37:22Z cub_:curricular_units:cub_rock

Rock Cycle Integrated Teaching and Learning Program, Education (General) Earth; rock; rock cycle Through five lessons, students are introduced to all facets of the rock cycle. Topics include rock and mineral types, material stresses and weathering, geologic time and fossil formation, the Earth’s crust and tectonic plates, and soil formation and composition. Lessons are in the context of the related impact on humans in the form of roadway and tunnel design and construction, natural disasters, environmental site assessment for building structures, and measurement instrumentation and tools. Hands-on activities include experiencing tensional, compressional and shear material stress by using only the force of their hands to break bars of soap; preparing Jeopardy-type trivia questions/answers for a class game that reinforces their understanding of rocks and the rock cycle; creating their own fossils using melted chocolate; working within design constraints to design and build a model tunnel through a clay mountain; and soil sampling by creating their own tools, obtaining soil cores, documenting a log of the soil profile, and analyzing the findings to make engineering predictions. TeachEngineering.com See individual lessons and activities. Text curricular_unit text/xml http://www.teachengineering.org/view_curricularunit.php?url=http://www.teachengineering.com/collection/cub_/curricular_units/cub_rock/cub_rock_curricularunit.xml en-US United States Copyright 2010 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder http://www.teachengineering.org/policy_ipp.php 2008-09-25 Grade 7 Grade 8 Grade 9 Middle School Teacher http://www.teachengineering.org/

oai:TeachEngineering:cub_cells_curricularunit 2010-01-01T06:37:22Z cub_:curricular_units:cub_cells

Cells Integrated Teaching and Learning Program, Education (General) cell; eukaryote; prokaryote; organelle; cellular respiration; photosynthesis; krebs cycle; glycolysis; bioremediation; stem cell; fluorescent dye; bioengineering; mitosis In this unit, students look at the components of cells and their functions and discover the controversy behind stem cell research. The first lesson focuses on the difference between prokaryotic and eukaryotic cells. In the second lesson, students learn about the basics of cellular respiration. They also learn about the application of cellular respiration to engineering and bioremediation. The third lesson continues the students’ education on cells in the human body and how (and why) engineers are involved in the research of stem cell behavior. TeachEngineering.com Text curricular_unit text/xml http://www.teachengineering.org/view_curricularunit.php?url=http://www.teachengineering.com/collection/cub_/curricular_units/cub_cells/cub_cells_curricularunit.xml en-US United States Copyright 2010 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder http://www.teachengineering.org/policy_ipp.php 2008-12-16 Grade 6 Grade 7 Grade 8 Elementary School Middle School Teacher http://www.teachengineering.org/

oai:TeachEngineering:cub_navigation_curricularunit 2010-01-01T06:37:22Z cub_:curricular_units:cub_navigation

Plot Your Course - Navigation Integrated Teaching and Learning Program, Education (General) navigation; location; latitude; longitude; directions; map; compass; GPS; orbits; trajectories In this unit, students learn the very basics of navigation, including the different kinds of navigation and their purpose. The concepts of relative and absolute location, latitude, longitude and cardinal directions are discussed, as well as the use and principles of a map and compass. Students will discover the history of navigation and learn the importance of math and how it ties into navigational techniques. Understanding how trilateration can determine one's location leads to a lesson on the global positioning system and how to use a GPS receiver. The unit concludes with an overview of orbits and spacecraft trajectories from Earth to other planets. TeachEngineering.com Text curricular_unit text/xml http://www.teachengineering.org/view_curricularunit.php?url=http://www.teachengineering.com/collection/cub_/curricular_units/cub_navigation/cub_navigation_curricularunit.xml en-US United States Copyright 2010 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder http://www.teachengineering.org/policy_ipp.php 2009-03-04 Grade 6 Grade 7 Grade 8 Elementary School Middle School Teacher http://www.teachengineering.org/

oai:TeachEngineering:cub_airplanes_curricularunit 2010-01-01T06:37:22Z cub_:curricular_units:cub_airplanes

Up, Up and Away! - Airplanes Integrated Teaching and Learning Program, Education (General) aerodynamics; aircraft; airplane; air pressure; air resistance; aviation; balsa; Bernoulli; design; drag; energy; force; flight; fluids; forces of flight; glider; invention; laws of motion; lift; model; motion; Newton; paper airplane; pressure; stability; thrust; transportation; variable; weight; wing 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. Following the lessons on lift, 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 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. TeachEngineering.com Text curricular_unit text/xml http://www.teachengineering.org/view_curricularunit.php?url=http://www.teachengineering.com/collection/cub_/curricular_units/cub_airplanes/cub_airplanes_curricularunit.xml en-US United States Copyright 2010 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder http://www.teachengineering.org/policy_ipp.php 2009-08-27 Grade 4 Grade 5 Grade 6 Elementary School Teacher http://www.teachengineering.org/

oai:TeachEngineering:cub_intro_curricularunit 2010-01-01T06:37:22Z cub_:curricular_units:cub_intro

Intro to Engineering Integrated Teaching and Learning Program and Laboratory, Education (General) engineering; Olympics Students are introduced to the basic principles behind engineering and the types of engineering while learning about a popular topic - the Olympics. The involvement of engineering in modern sports is amazing and pervasive. Students learn about the techniques of engineering problem solving, including brainstorming and the engineering design process. The importance of thinking out of the box is stressed through a discussion of the engineering required to build grand, often complex, Olympic event centers. Students review what they know about kinetic and potential energy as they investigate the design of energy-absorbing materials, relating this to the design of lighter, faster and stronger sporting equipment to improve athletic performance and protect athletes. Students consider states of matter and material properties as they see the role of chamical engineering in the Olympics. Students also learn about transportation and the environment, the relationship between architecture and environment, and the relationship between architecture and engineering. TeachEngineering.com See individual lessons and activities. Text curricular_unit text/xml http://www.teachengineering.org/view_curricularunit.php?url=http://www.teachengineering.com/collection/cub_/curricular_units/cub_intro/cub_intro_curricularunit.xml en-US United States Copyright 2010 - Integrated Teaching and Learning Program and Laboratory, College of Engineering, University of Colorado at Boulder http://www.teachengineering.org/policy_ipp.php 2007-12-12 Grade 3 Grade 4 Grade 5 Elementary School Teacher http://www.teachengineering.org/ !!!nsdl_dc!20