Based on their experience exploring the Mars rover Curiosity and learning about what engineers must go through to develop a vehicle like Curiosity, students create Android apps that can control LEGO MINDSTORMS(TM) NXT robots, simulating the difficulties the Curiosity rover could encounter. The activity goal is to teach students programming design and programming skills using MIT's App Inventor software as the vehicle for the learning. The (free to download) App Inventor program enables Android apps to be created using building blocks without having to actually know a programming language. At activity end, students are ready to apply what they learn to write other applications for Android devices.

Students explore Mars and Jupiter, the fourth and fifth planets from the Sun. They learn some of the unique characteristics of these planets. They also learn how engineers help us learn about these planets with the design and development of telescopes, deep space antennas, spacecraft and planetary rovers.

As part of a design challenge, students learn how to use a rotation sensor (located inside the casing of a LEGO® MINDSTORMS ® NXT motor) to measure how far a robot moves with each rotation. Through experimentation and measurement with the sensor, student pairs determine the relationship between the number of rotations of the robot's wheels and the distance traveled by the robot. Then they use this ratio to program LEGO robots to move precise distances in a contest of accuracy. The robot that gets closest to the goal without touching the toy figures at the finish line is the winning programming design. Students learn how rotational sensors measure distance, how mathematics can be used for real-world purposes, and about potential sources of error due to gearing when using rotation sensor readings for distance calculations. They also become familiar with the engineering design process as they engage in its steps, from understanding the problem to multiple test/improve iterations to successful design.

Students learn about slope, determining slope, distance vs. time graphs through a motion-filled activity. Working in teams with calculators and CBL motion detectors, students attempt to match the provided graphs and equations with the output from the detector displayed on their calculators.

Students investigate the materials properties such as acoustical absorptivity, light reflectivity, thermal conductivity, hardness, and water resistance of various materials. They use sound, light and temperature sensors to collect data on various materials. They practice making design decisions about what materials would be best to use for specific purposes and projects, such as designing houses in certain environments to meet client requirements. After testing, they use the provided/tested materials to design and build model houses to meet client specifications.

Students leach organic matter from soil to create a water sample with high dissolved organic matter content (DOM), and then make filters to see if the DOM can be removed. They experience the difficulties of removing DOM from water, and learn about other processes that might make DOM removal more effective.

Students play the role of engineers as they test, design and build Mentos(TM) fountains a dramatic example of how potential energy (stored energy) can be converted to kinetic energy (motion). They are challenged to work together as a class to optimize the design of the basic soda/candy geyser made by the teacher. To do this, three research teams each investigate how a different variable nozzle shape, soda temperature, number of candies affects fountain height. They devise and run experimental tests to determine the best variable values. Then they combine their results to design the highest fountain to compete head-to-head with the teacher's geyser design.

Students learn how to find the maximum power point (MPP) of a photovoltaic (PV) panel in order to optimize its efficiency at creating solar power. They also learn about real-world applications and technologies that use this technique, as well as Ohm's law and the power equation, which govern a PV panel's ability to produce power.

This lesson explores the drag force on airplanes. The students will be introduced to the concept of conservation of energy and how it relates to drag. Students will explore the relationship between drag and the shape, speed and size of an object.

Students revisit Bernoulli's Principle (Lesson 1 of the Airplanes unit) and learn how engineers use this principle to design airplane wings. Airplane wings create lift by changing the pressure of the air around it. This is the first of four lessons exploring the four key forces in flight: lift, weight, thrust and drag.

In this lesson, students will study how propellers and jet turbines generate thrust. This lesson focuses on Isaac Newton's 3rd Law of Motion, which states that for every action there is an equal and opposite reaction.

The purpose of this lesson is to help students understand the relationship between the mass and the weight of an object. Students will study the properties of common materials and why airplanes use specific materials.

This lesson begins with a demonstration of the deflection of an electron beam. Students then review their knowledge of the cross product and the right hand rule with sample problems. After which, students study the magnetic force on a charged particle as compared to the electric force. The following lecture material covers the motion of a charged particle in a magnetic field with respect to the direction of the field. Finally, students apply these concepts to understand the magnetic force on a current carrying wire. Its associated activity allows students to further explore the force on a current carrying wire.

Students experience data collection, analysis and inquiry in this LEGO® MINDSTORMS® NXT -based activity. They measure the position of an oscillating platform using a ultrasonic sensor and perform statistical analysis to determine the mean, mode, median, percent difference and percent error for the collected data.

Students learn about the statistical analysis of measurements and error propagation, reviewing concepts of precision, accuracy and error types. This is done through calculations related to the concept of density. Students work in teams to each measure the dimensions and mass of five identical cubes, compile the measurements into small data sets, calculate statistics including the mean and standard deviation of these measurements, and use the mean values of the measurements to calculate density of the cubes. Then they use this calculated density to determine the mass of a new object made of the same material. This is done by measuring the appropriate dimensions of the new object, calculating its volume, and then calculating its mass using the density value. Next, the mass of the new object is measured by each student group and the standard deviation of the measurements is calculated. Finally, students determine the accuracy of the calculated mass by comparing it to the measured mass, determining whether the difference in the measurements is more or less than the standard deviation.

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 how volume, viscosity and slope are factors that affect the surface area that lava covers. Using clear transparency grids and liquid soap, students conduct experiments, make measurements and collect data. They also brainstorm possible solutions to lava flow problems as if they were geochemical engineers, and come to understand how the properties of lava are applicable to other liquids.

Students are introduced to the concept of light pollution by investigating the nature, sources and levels of light in their classroom environment. They learn about the adverse effects of artificial light and the resulting consequences on humans, animals and plants: sky glow, direct glare, light trespass, animal disorientation and energy waste. Student teams build light meters using light sensors mounted to LEGO® MINDSTORMS® NXT intelligent bricks and then record and graph the light intensity emitted in various classroom lighting situations. They are introduced to the engineering concepts of sensors, lux or light meter, and lumen and lux (lx) illuminance units. Through this activity, students also learn how to better use light and save energy as well as some of the technologies designed by engineers to reduce light pollution and energy waste.

Student teams build model hand dynamometers used to measure grip strengths of people recovering from sports injuries. They use their models to measure how much force their classmates muscles are capable of producing, and analyze the data to determine factors that influence a person's grip strength. They use this information to produce a recommendation of a hand dynamometer design for a medical office specializing in physical therapy. They also consider the many other ways grip strength data is used by engineers to design everyday products.

Students learn first-hand the relationship between force, area and pressure. They use a force sensor built from a LEGO® MINDSTORMS® NXT kit to measure the force required to break through a paper napkin. An interchangeable top at the end of the force sensor enables testing of different-sized areas upon which to apply pressure. Measuring the force, and knowing the area, students compute the pressure. This leads to a concluding discussion on how these concepts are found and used in engineering and nature.