Play with objects on a teeter totter to learn about balance. Test what you've learned by trying the Balance Challenge game.
Students visualize and interact with concepts already learned, specifically algebraic equations and solving for unknown variables. They construct a balancing seesaw system (LEGO® Balance Scale) made from LEGO MINDSTORMS® parts and digital components to mimic a balancing scale. They are given example algebraic equation problems to analyze, configure onto the balance scale, and evaluate by manipulating LEGO pieces and gram masses that represent terms of an equation such as unknown variables, coefficients and integers. Digital light sensors, built into the LEGO Balance Scale, detect any balance or imbalances displayed on the balancing scale. The LEGO Balance Scale interactively issues a digital indication of balance or imbalance within the system. If unbalanced, students continue using the LEGO Balance Scale until they are confident in their understanding of solving algebraic equations. The goal is for students to become confident in solving algebraic equations by fundamentally understanding the basics of algebra and real-world algebraic applications.
How do you know if a chemical equation is balanced? What can you change to balance an equation? Play a game to test your ideas!
Students follow the steps of the engineering design process as they design and construct balloons for aerial surveillance. After their first attempts to create balloons, they are given the associated Estimating Buoyancy lesson to learn about volume, buoyancy and density to help them iterate more successful balloon designs.Applying their newfound knowledge, the young engineers build and test balloons that fly carrying small flip cameras that capture aerial images of their school. Students use the aerial footage to draw maps and estimate areas.
Experiment with a helium balloon, a hot air balloon, or a rigid sphere filled with different gases. Discover what makes some balloons float and others sink.
Experiment with a helium balloon, a hot air balloon, or a rigid sphere filled with different gases. Discover what makes some balloons float and others sink.
Students explore static electricity by rubbing a simulated balloon on a sweater. As they view the charges in the sweater, balloon, and adjacent wall, they gain an understanding of charge transfer. This item is part of a larger collection of simulations developed by the Physics Education Technology project (PhET). The simulations are animated, interactive, and game-like environments.
Why does a balloon stick to your sweater? Rub a balloon on a sweater, then let go of the balloon and it flies over and sticks to the sweater. View the charges in the sweater, balloons, and the wall.
The purpose of this activity is to bring together the students' knowledge of engineering and airplanes and the creation of a glider model to determine how each modification affects the flight. The students will use a design procedure whereby one variable is changed and all the others are kept constant.
Students groups use balsa wood and glue to build their own towers using some of the techniques they learned from the associated lesson. While general guidelines are provided, give students freedom with their designs and encourage them to implement what they have learned about structural engineering. The winning team design is the tower with the highest strength-to-weight ratio.
Explore the origin of energy bands in crystals of atoms. The structure of these bands determines how materials conduct electricity.
Explore the origin of energy bands in crystals of atoms. The structure of these bands determines how materials conduct electricity.
Students hypothesize whether vinegar and ammonia-based glass cleaner are acids or bases. They create designs on index cards using these substances as invisible inks. After the index cards have dried, they apply red cabbage juice as an indicator to reveal the designs.
Students learn the basics of acid/base chemistry in a fun, interactive way by studying instances of acid/base chemistry found in popular films such as Harry Potter and the Prisoner of Azkaban and National Treasure. Students learn what acids, bases and indicators are and how they can be used, including invisible ink. They also learn how engineers use acids and bases every day to better our quality of life. Students' interest is piqued by the use of popular culture in the classroom.
Look inside a resistor to see how it works. Increase the battery voltage to make more electrons flow though the resistor. Increase the resistance to block the flow of electrons. Watch the current and resistor temperature change.
Look inside a battery to see how it works. Select the battery voltage and little stick figures move charges from one end of the battery to the other. A voltmeter tells you the resulting battery voltage.
Look inside a battery to see how it works. Select the battery voltage and little stick figures move charges from one end of the battery to the other. A voltmeter tells you the resulting battery voltage.
Students explore the properties of composites using inexpensive materials and processing techniques. They create beams using Laffy Taffy and water, and a choice of various reinforcements (pasta, rice, candies) and fabricating temperatures. Student groups compete for the highest strength beam. They measure flexure strength with three-point bend tests and calculations. Results are compared and discussed to learn how different materials and reinforcement shapes affect material properties and performance.
Using gumdrops and toothpicks, students conduct a large-group, interactive ozone depletion model. Students explore the dynamic and competing upper atmospheric roles of the protective ozone layer, the sun's UV radiation and harmful human-made CFCs (chlorofluorocarbons).
Beginning kindergarteners are introduced to science and engineering concepts through questions such as “What is a Scientist?” and “What is an Engineer?”, and go on to compare and contrast the two. They are introduced to five steps of the engineering design process and explore these steps using the “I do, we do, you do” set of guided instruction. At the end of the project, students produce a set of purple popsicles that they design using various materials and by following a set of criteria.