Students experientially learn about the characteristics of a simple physics phenomenon the pendulum by riding on playground swings. They use pendulum terms and a timer to experiment with swing variables. They extend their knowledge by following the steps of the engineering design process to design timekeeping devices powered by human swinging.

In this hands-on activity, students construct a simple switch and determine what objects and what types of materials can be used to close a switch in a circuit and light a light bulb.

Students come to understand static electricity by learning about the nature of electric charge, and different methods for charging objects. In a hands-on activity, students induce an electrical charge on various objects, and experiment with electrical repulsion and attraction.

This lesson introduces students to the art of designing an airplane through paper airplane constructions. The goal is that students will learn important aircraft design considerations and how engineers must iterate their designs to achieve success. Students first follow several basic paper airplane models, after which they will then design their own paper airplane. They will also learn how engineers make models to test ideas and designs.

In this activity, the students will apply the concepts they learned regarding mass, volume and density in the previous activities to design a boat.

Students conduct an experiment to determine whether or not the sense of smell is important to being able to recognize foods by taste. They do this by attempting to identify several different foods that have similar textures. For some of the attempts, students hold their noses and close their eyes, while for others they only close their eyes. After they have conducted the experiment, they create bar graphs showing the number of correct and incorrect identifications for the two different experimental conditions tested.

The goal of this activity is for students to develop visual literacy. They learn how images are manipulated for a powerful effect and how a photograph can make the invisible (pollutants that form acid rain) visible (through the damage they cause). The specific objective is to write captions for photographs.

Students are introduced to the unit challenge discovering a new way to assess a person's risk of breast cancer. Solving this challenge requires knowledge of refraction and the properties of light. After being introduced to the challenge question, students generate ideas related to solving the challenge, and then read a short online article on optical biosensors that guides their research towards solving the problem.

Through four lessons and three hands-on activities, students learn the concepts of refraction and interference in order to solve an engineering challenge: "In 2013, actress Angelina Jolie underwent a double mastectomy, not because she had been diagnosed with breast cancer, but merely to lower her cancer risk. But what if she never inherited the gene(s) that are linked to breast cancer and endured surgery unnecessarily? Can we create a new method of assessing people's genetic risks of breast cancer that is both efficient and cost-effective?" While pursuing a solution to this challenge, students learn about some high-tech materials and delve into the properties of light, including the equations of refraction (index of refraction, Snell's law). Students ultimately propose a method to detect cancer-causing genes by applying the refraction of light in a porous film in the form of an optical biosensor. Investigating this challenge question through this unit is designed for an honors or AP level physics class, although it could be modified for conceptual physics.

Students explore how the efficiency of a solar photovoltaic (PV) panel is affected by the ambient temperature. They learn how engineers predict the power output of a PV panel at different temperatures and examine some real-world engineering applications used to control the temperature of PV panels.

Students are introduced to the health risks caused by cooking and heating with inefficient cook stoves inside homes, a common practice in rural developing communities. Students simulate the cook stove scenario and use the engineering design process, including iterative trials, to increase warmth inside a building while reducing air quality problems. Students then collect and graph data, and analyze their findings.

Students see how different levels of surface tension affect water's ability to move. Teams "race" water droplets down tracks made of different materials, making measurements, collecting data, making calculations, graphing results and comparing to their predictions and the properties of each surface, determining which surface exhibits the highest (or lowest) level of surface tension with water. They apply their results to make engineering recommendations for real-world applications.

Students build model caverns and bury them in a tray of sand. They test the models by dropping balls onto them to simulate an asteroid hitting the Earth. By molding papier-mache or clay around balloons (to form domes), or around small cardboard boxes (to form rectangular structures), students create unique models of their cavern designs.

Students learn about wind as a source of renewable energy and explore the advantages and disadvantages wind turbines and wind farms. They also learn about the effectiveness of wind turbines in varying weather conditions and how engineers work to create wind power that is cheaper, more reliable and safer for wildlife.

With the challenge to program computers to mimic the human reaction after touching a hot object, students program LEGO® robots to "react" and move back quickly once their touch sensors bump into something. By relating human senses to electronic sensors used in robots, students see the similarities between the human brain and its engineering counterpart, the computer, and come to better understand the functioning of sensors in both applications. They apply an understanding of the human "stimulus-sensor-coordinator-effector-response" framework to logically understand human and robot actions.

Students experience the engineering design process as they design, fabricate, test and redesign their own methods for encapsulation of a (hypothetical) new miracle drug. As if they are engineers, teams make large-size prototypes to test proof of concept. They use household materials (tape, paper towels, plastic wrap, weed-barrier fabric, glues, etc.) to attach a coating to a porous "shell" (a perforated plastic Wiffle® ball) containing the medicine (colored drink mix powder). The objective is to delay the drug release by a certain time and have a long release duration—patterned after the timed release requirements of many real-world pharmaceuticals that are released from a polymer shell via diffusion in the body. Guided by a worksheet, teams go through at least three design/test iterations, aiming to achieve a solution close to the target time release constraints.

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 show their creativity and think like engineers as they design products or services that can be used to improve environmental problems in the community. While being aware of the steps of the engineering design process, students are challenged to consider all aspects of their products/services, including their costs, and impacts on the environment and people in their communities. They present their "green" solutions, in the form of advertisements, to the class for critical review of their feasibility.

Student teams conduct an experiment that uses gold nanoparticles as sensors of chemical agents to determine which of four sports drinks has the most electrolytes. In this way, students are introduced to gold nanoparticles and their influence on particle or cluster size and fluorescence. They also learn about surface plasmon resonance phenomena and how it applies to gold nanoparticle technologies, which touches on the basics of the electromagnetic radiation spectrum, electrolyte chemistry and nanoscience. Using some basic chemistry and physics principles, students develop a conceptual understanding of how gold nanoparticles function. They also learn of important practical applications in biosensing.

In this activity, students will review and evaluate the ways land is covered and used in their local community. They will also consider the environmental effects of the different types of land use. Students will act as community planning engineers to determine where to place a new structure that will have the least effect on the environment.