Working in small groups, students complete and run functioning Python codes. They begin by determining the missing commands in a sample piece of Python code that doubles all the elements of a given input and sums the resulting values. Then students modify more advanced Python code, which numerically computes the slope of a tangent line by finding the slopes of progressively closer secant lines; to this code they add explanatory comments to describe the function of each line of code. This requires students to understand the logic employed in the Python code. Finally, students make modifications to the code in order to find the slopes of tangents to a variety of functions.

Students learn the relevant equations for refraction (index of refraction, Snell's law) and how to use them to predict the behavior of light waves in specified scenarios. After a brief review of the concept of refraction (as learned in the previous lesson), the equations along with their units and variable definitions, are introduced. Student groups work through a few example conceptual and mathematical problems and receive feedback on their work. Then students conduct the associated activity during which they practice using the equations in a problem set, examine data from a porous film like those used in biosensors, and apply the equations they learned to a hypothetical scenario involving biosensors.

Students are introduced to the physical concept of the colors of rainbows as light energy in the form of waves with distinct wavelengths, but in a different manner than traditional kaleidoscopes. Looking at different quantum dot solutions, they make observations and measurements, and graph their data. They come to understand how nanoparticles interact with absorbing photons to produce colors. They learn the dependence of particle size and color wavelength and learn about real-world applications for using these colorful liquids.

Students explore the applications of quantum dots by researching a journal article and answering framing questions used in a classwide discussion. This "Harkness-method" discussion helps students become critical readers of scientific literature.

Students practice converting between RGB and hexadecimal (hex) formats. They learn about mixing primary colors in order to get the full spectrum of colors and how to average pixel values.

Working individually or in pairs, students compete to design, create, test and redesign free-standing, weight-bearing towers using Kapla(TM) wooden blocks. The challenge is to build the tallest tower while meeting the design criteria and minimizing the amount of material used all within a time limit. Students experiment with different geometric shapes used in structural designs and determine how design choices affect the height and strength of structures, becoming comfortable with the concepts of structural members and modeling.

In this hands-on activity rolling a ball down an incline and having it collide into a cup the concepts of mechanical energy, work and power, momentum, and friction are all demonstrated. During the activity, students take measurements and use equations that describe these energy of motion concepts to calculate unknown variables, and review the relationships between these concepts.

In this hands-on activity rolling a ball down an incline and having it collide into a cup the concepts of mechanical energy, work and power, momentum, and friction are all demonstrated. During the activity, students take measurements and use equations that describe these energy of motion concepts to calculate unknown variables and review the relationships between these concepts.

Students investigate the endothermic reaction involving citric acid, sodium bicarbonate and water to produce carbon dioxide, water and sodium citrate. In the presence of water [H2O], citric acid [C6H8O7] and sodium bicarbonate [NaHCO3] (also known as baking soda) react to form sodium citrate [Na3C6H5O7], water [H2O], and carbon dioxide [CO2]. Students test a stoichiometric version of the reaction followed by testing various perturbations on the stoichiometric version in which each reactant (citric acid, sodium bicarbonate, and water) is strategically doubled or halved to create a matrix of the effect on the reaction. By analyzing the test matrix data, they determine the optimum quantities to use in their own production companies to minimize material cost and maximize CO2 production. They use their test data to "scale-up" the system from a quart-sized ziplock bag to a reaction tank equal to the volume of their classroom. They collect data on reaction temperature and CO2 production.

Students are asked to design simple yet accurate timing devices using limited supplies. The challenge is to create a device that measures out a time period of exactly three minutes in order to enable a hypothetical prison escape. Student groups brainstorm ideas using the different materials provided. They observe and explain the effects of conservation of energy.

Students take advantage of the natural ability of red cabbage juice to perform as a pH indicator to test the pH of seven common household liquids. Then they evaluate the accuracy of the red cabbage indicator, by testing the pH of the liquids using an engineer-designed tool, pH indicator strips. Like environmental engineers working on water remediation or water treatment projects, understanding the chemical properties (including pH) of contaminants is important for safeguarding the health of environmental water sources and systems.

Building upon their understanding of forces and Newton's laws of motion, students learn about the force of friction, specifically with respect to cars. They explore the friction between tires and the road to learn how it affects the movement of cars while driving. In an associated literacy activity, students explore the theme of conflict in literature, and the difference between internal and external conflict, and various types of conflicts. Stories are used to discuss methods of managing and resolving conflict and interpersonal friction.

Students become familiar with the online Renewable Energy Living Lab interface and access its real-world solar energy data to evaluate the potential for solar generation in various U.S. locations. They become familiar with where the most common sources of renewable energy are distributed across the U.S. Through this activity, students and teachers gain familiarity with the living lab's GIS graphic interface and query functions, and are exposed to the available data in renewable energy databases, learning how to query to find specific information for specific purposes. The activity is intended as a "training" activity prior to conducting activities such as The Bright Idea activity, which includes a definitive and extensive end product (a feasibility plan) for students to create.

Students use real-world data to evaluate the feasibility of solar energy and other renewable energy sources in different U.S. locations. Working in small groups, students act as engineers evaluating the suitability of installing solar panels at four company locations. They access data from the online Renewable Energy Living Lab from which they make calculations and analyze how successful solar energy generation would be, as well as the potential for other power sources at those locations. Then they summarize their results, analysis and recommendations in the form of feasibility plans prepared for a CEO.

Students learn about how biomedical engineers aid doctors in repairing severely broken bones. They learn about using pins, plates, rods and screws to repair fractures. They do this by designing, creating and testing their own prototype devices to repair broken turkey bones.

The discovery of restriction enzymes and their applications in DNA analysis has proven to be essential for biologists and chemists. This lesson focuses on restriction enzymes and their applications to DNA analysis and DNA fingerprinting. Use this lesson and its associated activity in conjunction with biology lessons on DNA analysis and DNA replication.

Student pairs reverse engineer objects of their choice, learning what it takes to be an engineer. Groups each make a proposal, create a team work contract, use tools to disassemble a device, and sketch and document their full understanding of how it works. They compile what they learned into a manual and write-up that summarizes the object's purpose, bill of materials and operation procedure with orthographic and isometric sketches. Then they apply some of the steps of the engineering design process to come up with ideas for how the product or device could be improved for the benefit of the end user, manufacturer and/or environment. They describe and sketch their ideas for re-imagined designs (no prototyping or testing is done). To conclude, teams compile full reports and then recap their reverse engineering projects and investigation discoveries in brief class presentations. A PowerPoint(TM) presentation, written report and oral presentation rubrics, and peer evaluation form are provided.

Through this lesson students learn how AM radios work through basic concepts about waves and magnetic fields. Waves are first introduced by establishing the difference between transverse and longitudinal waves, as well as identifying the amplitude and frequency of a given waveform. Students then learn general concepts about magnetic fields, leading into how radio waves are created and transmitted. Several demonstrations can be performed in order to help students better understand these concepts. The goal of this lesson is for students to understand how the AM radios built during the associated activity function.

Students learn the concept of angular momentum and its correlation to mass, velocity and radius. They experiment with rotation and an object's mass distribution. In an associated literacy activity, students use basic methods of comparative mythology to consider why spinning and weaving are common motifs in creation myths and folktales.

Students build on their understanding and feel for flow rates, as gained from the associated Faucet Flow Rate activity, to estimate the flow rate of a local river. The objective is to be able to relate laboratory experiment results to the environment. They use the U.S. Geological Survey website (http://waterdata.usgs.gov/nwis/rt) to determine the actual flow rate data for their river, and compare their estimates to the actual flow rate. For this activity to be successful, choose a nearby river and take a field trip or show a video so students gain a visual feel for the flow of the nearby river.