Students work in groups to create soap bubbles on a smooth surface, recording their observations from which they formulate theories to explain what they see (color swirls on the bubble surfaces caused by refraction). Then they apply this theory to thin films in general, including porous films used in biosensors, listing factors that could change the color(s) that become visible to the naked eye, and learn how those factors can be manipulated to give information on gene detection. Finally (by experimentation or video), students see what happens when water is dropped onto the surface of a Bragg mirror.

Students wire up their own digital trumpets using a MaKey MaKey. They learn the basics of wiring a breadboard and use the digital trumpets to count in the binary number system. Teams are challenged to play songs using the binary system and their trumpets, and then present them in a class concert.

Whether you want to light up a front step or a bathroom, it helps to have a light come on automatically when darkness falls. For this maker challenge, students create their own night-lights using Arduino microcontrollers, photocells and (supplied) code to sense light levels and turn on/off LEDs as they specify. As they build, test, and control these night-lights, they learn about voltage divider circuits and then experience the fundamental power of microcontrollers—controlling outputs (LEDs) based on sensor (photocell) input readings and if/then/else commands. Then they are challenged to personalize (and complicate) their night-lights—such as by using delays to change the LED blinking rate to reflect the amount of ambient light, or use many LEDs and several if/else statements with ranges to create a light meter. The possibilities are unlimited!

Students build solar USB chargers using solar panels, rechargeable batteries, and other components.

Students are challenged to design their own small-sized prototype light sculptures to light up a hypothetical courtyard. To accomplish this, they use Arduino microcontrollers as the “brains” of the projects and control light displays composed of numerous (3+) light-emitting diodes (LEDs). With this challenge, students further their learning of Arduino fundamentals by exploring one important microcontroller capability—the control of external circuits. The Arduino microcontroller is a powerful yet easy-to-learn platform for learning computer programing and electronics. LEDs provide immediate visual success/failure feedback, and the unlimited variety of possible results are dazzling!

Students build their own small-scale model roller coasters using pipe insulation and marbles, and then analyze them using physics principles learned in the associated lesson. They examine conversions between kinetic and potential energy and frictional effects to design roller coasters that are completely driven by gravity. A class competition using different marbles types to represent different passenger loads determines the most innovative and successful roller coasters.

Students create and decorate their own spectrographs using simple materials and holographic diffraction gratings. A holographic diffraction grating acts like a prism, showing the visual components of light. After building the spectrographs, students observe the spectra of different light sources as homework.

Students learn how to build simple piezoelectric generators to power LEDs. To do this, they incorporate into a circuit a piezoelectric element that converts movements they make (mechanical energy) into electrical energy, which is stored in a capacitor (short-term battery). Once enough energy is stored, they flip a switch to light up an LED. Students also learn how much (surprisingly little) energy can be converted using the current state of technology for piezoelectric materials.

Students create and analyze composite materials with the intent of using the materials to construct a structure with optimal strength and minimal density. The composite materials are made of puffed rice cereal, marshmallows and chocolate chips. Student teams vary the concentrations of the three components to create their composite materials. They determine the material density and test its compressive strength by placing weights on it and measuring how much the material compresses. Students graph stress vs. strain and determine Young's modulus to analyze the strength of their materials.

Students design and construct electromagnets that must pick up 10 staples. They begin with only minimal guidance, and after the basic concept is understood, are informed of the properties that affect the strength of that magnet. They conclude by designing their own electromagnets to complete the challenge of separating scrap steel from scrap aluminum for recycling, and share it with the class.

Students conduct a simple experiment to see how the water level changes in a beaker when a lump of clay sinks in the water and when the same lump of clay is shaped into a bowl that floats in the water. They notice that the floating clay displaces more water than the sinking clay does, perhaps a surprising result. Then they determine the mass of water that is displaced when the clay floats in the water. A comparison of this mass to the mass of the clay itself reveals that they are approximately the same.

In this lesson, students learn that navigational techniques change when people travel to different places land, sea, air and in space. For example, an explorer traveling by land uses different methods of navigation than a sailor or an astronaut.

Students apply their knowledge of linear regression and design to solve a real-world challenge to create a better packing solution for shipping cell phones. They use different materials, such as cardboard, fabric, plastic, and rubber bands to create new “composite material” packaging containers. Teams each create four prototypes made of the same materials and constructed in the same way, with the only difference being their weights, so each one is fabricated with a different amount of material. They test the three heavier prototype packages by dropping them from different heights to see how well they protect a piece of glass inside (similar in size to iPhone 6). Then students use linear regression to predict from what height they can drop the fourth/final prototype of known mass without the “phone” breaking. Success is not breaking the glass but not underestimating the height by too much either, which means using math to accurately predict the optimum drop height.

This lab demonstrates Ohm's law as students set up simple circuits each composed of a battery, lamp and resistor. Students calculate the current flowing through the circuits they create by solving linear equations. After solving for the current, I, for each set resistance value, students plot the three points on a Cartesian plane and note the line that is formed. They also see the direct correlation between the amount of current flowing through the lamp and its brightness.

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.

Students are presented with a short lesson on the difference between cohesive forces (the forces that hold water molecules together and create surface tension) and adhesive forces (the forces that causes water to "stick" to solid surfaces. The interaction between cohesive forces and adhesive forces causes the well-known capillary action. Students are also introduced to examples of capillary action found in nature and in our day-to-day lives.

Students observe Pascal's law, Archimedes' principle and the ideal gas law as a Cartesian diver moves within a closed system. The Cartesian diver is neutrally buoyant and begins to sink when an external pressure is applied to the closed system. A basic explanation and proof of this process is provided in this activity, and supplementary ideas for more extensive demonstrations and independent group activities are presented.

Students observe the relationship between the angle of a catapult (a force measurement) and the flight of a cotton ball. They learn how Newton's second law of motion works by seeing directly that F = ma. When they pull the metal "arm" back further, thus applying a greater force to the cotton ball, it causes the cotton ball to travel faster and farther. Students also learn that objects of greater mass require more force to result in the same distance traveled by a lighter object.

Students learn the importance of the Pythagorean theorem as applied in radar imaging. They use a sensor unit with IRED (infrared emitting diode) to measure triangle distances and the theorem to calculate and verify distances. Student groups calibrate the sensor units to ensure accurate distance measurements. A "pretend" outdoor radar imaging model is provided to groups for sensor unit testing.

Students color-code a schematic of a cell and its cell membrane structures. Then they complete the "Build-a-Membrane" activity found at http://learn.genetics.utah.edu. This reinforces their understanding of the structure and function of animal cells, and shows them the importance of being able to construct a tangible model of something that is otherwise difficult to see.