Student groups create working radios by soldering circuit components supplied from AM radio kits. By carrying out this activity in conjunction with its associated lesson concerning circuits and how AM radios work, students are able to identify each circuit component they are soldering, as well as how their placement causes the radio to work. Besides reinforcing lesson concepts, students also learn how to solder, which is an activity that many engineers perform regularly giving students a chance to be able to engage in a real-life engineering activity.

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 are presented with a hypothetical scenario that delivers the unit's Grand Challenge Question: To apply an understanding of nanoparticles to treat, detect and protect against skin cancer. Towards finding a solution, they begin the research phase by investigating the first research question: What is electromagnetic energy? Students learn about the electromagnetic spectrum, ultraviolet radiation (including UVA, UVB and UVC rays), photon energy, the relationship between wave frequency and energy (c = λν), as well as about the Earth's ozone-layer protection and that nanoparticles are being used for medical applications. The lecture material also includes information on photo energy and the dual particle/wave model of light. Students complete a problem set to calculate frequency and energy.

Students apply what they know about light polarization and attenuation (learned in the associated lesson) to design, build, test, refine and then advertise their prototypes for more effective sunglasses. Presented as a hypothetical design scenario, students act as engineers who are challenged to create improved sunglasses that reduce glare and lower light intensity while increasing eye protection from UVA and UVB radiation compared to an existing model of sunglasses—and make them as inexpensive as possible. They use a light meter to measure and compare light intensities through the commercial sunglasses and their prototype lenses. They consider the project requirements and constraints in their designs. They brainstorm and evaluate possible design ideas. They keep track of materials costs. They create and present advertisements to the class that promote the sunglasses benefits, using collected data to justify their claims. A grading rubric and reflection handout are provided.

Filtering is the process of removing or separating the unwanted part of a mixture. In signal processing, filtering is specifically used to remove or extract part of a signal, and this can be accomplished using an analog circuit or a digital device (such as a computer). In this lesson, students learn the impact filtering can have on different types of signals, the concepts of frequency and spectrum, and the connections these topics have to real-world signals such as musical signals. Students also learn the roles that these concepts play in designing different types of filters. The lesson content prepares students for the associated activity in which they use an online demo and a variety of filters to identify the message in a distress signal heavily corrupted by noise.

Students learn the basic principles of filtering as well as how to apply digital filters to extract part of an audio signal by using an interactive online demo website. They apply this knowledge in order to isolate a voice recording from a heavily noise-contaminated sound wave. After completing the associated lesson, expect students to be able to attempt (and many successfully finish) this activity with minimal help from the instructor.

To become familiar with the transfer of energy in the form of quantum, students perform flame tests, which is one way chemical engineers identify elements by observing the color emitted when placed in a flame. After calculating and then preparing specific molarity solutions of strontium chloride, copper II chloride and potassium chloride (good practice!), students observe the distinct colors each solution produces when placed in a flame, determine the visible light wavelength, and apply that data to identify the metal in a mystery solution. They also calculate the frequency of energy for the solutions.

Students learn how to use and graph real-world stream gage data to create event and annual hydrographs and calculate flood frequency statistics. Using an Excel spreadsheet of real-world event, annual and peak streamflow data, they manipulate the data (converting units, sorting, ranking, plotting), solve problems using equations, and calculate return periods and probabilities. Prompted by worksheet questions, they analyze the runoff data as engineers would. Students learn how hydrographs help engineers make decisions and recommendations to community stakeholders concerning water resources and flooding.

Students learn about sound waves and use them to measure distances between objects. They explore how engineers incorporate ultrasound waves into medical sonogram devices and ocean sonar equipment. Students learn about properties, sources and applications of three types of sound waves, known as the infra-, audible- and ultra-sound frequency ranges. They use ultrasound waves to measure distances and understand how ultrasonic sensors are engineered.

Students learn the physical properties of sound, how it travels and how noise impacts human health—including the quality of student learning. They learn different techniques that engineers use in industry to monitor noise level exposure and then put their knowledge to work by using a smart phone noise meter app to measure the noise level at an area of interest, such as busy roadways near the school. They devise an experimental procedure to measure sound levels in their classroom, at the source of loud noise (such as a busy road or construction site), and in between. Teams collect data using smart phones/tablets, microphones and noise apps. They calculate wave properties, including frequency, wavelength and amplitude. A PowerPoint® presentation, three worksheets and a quiz are provided.

Learning Goals: Explain what a normal mode is. Explain what are the frequency, the amplitude, and the phase of a normal mode. Explain why different normal modes have different frequencies and why higher-numbered modes have higher frequencies. Identify how many normal modes a given system has and be able to sketch the individual modes qualitatively, for both 1D and 2D systems. Explain the distinction between transverse and longitudinal normal modes in a 1D system. Explain how adjusting the phase of a normal mode affects the motion of the system. Explain qualitatively how any arbitrary state of the system can be written as a sum of normal modes; that is, explain the superposition principle. Explain which properties of the system are set by the initial conditions, which properties are time-independent, and which properties are time-dependent. Explain why striking a metal plate in one spot raises the temperature of the plate.

Learning Goals: Explain what a normal mode is. Explain what are the frequency, the amplitude, and the phase of a normal mode. Explain why different normal modes have different frequencies and why higher-numbered modes have higher frequencies. Identify how many normal modes a given system has and be able to sketch the individual modes qualitatively, for both 1D and 2D systems. Explain the distinction between transverse and longitudinal normal modes in a 1D system. Explain how adjusting the phase of a normal mode affects the motion of the system. Explain qualitatively how any arbitrary state of the system can be written as a sum of normal modes; that is, explain the superposition principle. Explain which properties of the system are set by the initial conditions, which properties are time-independent, and which properties are time-dependent. Explain why striking a metal plate in one spot raises the temperature of the plate.

Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.Senior Contributing AuthorsRose M. Spielman, Formerly of Quinnipiac UniversityContributing AuthorsKathryn Dumper, Bainbridge State CollegeWilliam Jenkins, Mercer UniversityArlene Lacombe, Saint Joseph's UniversityMarilyn Lovett, Livingstone CollegeMarion Perlmutter, University of Michigan

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 about glaucoma its causes, how it affects individuals and how biomedical engineers can identify factors that trigger or cause this eye disease, specifically the increase of pressure in the eye. Students also learn how RFID technologies transfer energy through waves and how engineers apply their scientific understanding of waves, energy and sensors to develop devices that measure the pressure in the eyes of people with glaucoma. Students conclude by sketching their own designs for a pressure-measuring eye device, preparing them to conduct the associated activity in which they revise, prototype and evaluate their device designs made tangible with a 3D printer.

Students learn about the types of waves and how they change direction, as well as basic wave properties such as wavelength, frequency, amplitude and speed. During the presentation of lecture information on wave characteristics and properties, students take notes using a handout. Then they label wave parts on a worksheet diagram and draw their own waves with specified properties (crest, trough and wavelength). They also make observations about the waves they drew to determine which has the highest and the lowest frequency. With this knowledge, students better understand waves and are a step closer to understanding how humans see color.

Students are introduced to the concept of refraction. After making sure they understand the concepts of diffraction and interference, students work collaboratively to explain optical phenomena that cannot be accounted for via these two mechanisms alone. Then, through the associated activity, students see first-hand how refraction can work with interference to produce color patterns, similar to how nanosensors work. Finally, students apply their knowledge of refraction to the original challenge question to generate a possible solution in the form of a biosensor.

Students measure the wavelength of sounds and learn basic vocabulary associated with waves. As a class, they brainstorm the difference between two tuning forks and the sounds they produce. Then they come up with a way to measure that difference. Using a pipe in a graduated cylinder filled with water, students measure the wavelength of various tuning forks by finding the height the pipe must be held at to produce the loudest note. After calculating the wavelength and comparing it to the pitch of each tuning fork, students discover the relationship between wavelength and pitch.

Students are challenged to design and build wind chimes using their knowledge of physics and sound waves, and under given constraints such as weight, cost and number of musical notes it must generate. They make mathematical computations to determine the pipe lengths.