Engineering Standards within Utah’s Science with Engineering Education Standards (SEEd)
Strand K.1: WEATHER PATTERNS
Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather to identify patterns over time. Weather scientists forecast severe weather so that communities can prepare for and respond to these events. Sunlight warms Earth’s surface.
K.1.4 Design a solution that will reduce the warming effect of sunlight on an area. Define the problem by asking questions and gathering information, convey designs through sketches, drawings, or physical models, and compare and test designs. (PS3.B, ETS1.A, ETS1.B, ETS1.C)
Example activity 1
How do colors of materials affect how much heat is absorbed from sunlight?
https://www.teachengineering.org/activities/view/colors_absorb_heat_better
Extension from activity 1
Students design a way to reduce the melting rate of the ice cubes from activity 1 after taking measurements.
Extension from activity 1
Place ice cubes on dark soils and on white painted wood (to represent snow surface) in full sun. Compare the melting rate. Discuss the polar ice caps and permafrost melting rates and effect of additional darker soil exposure in the Arctic.
Example 2
Cover Pringle’s cans with different colored paper. Put marshmallows in each can. (Or chocolate or crayon) leave in sun. Come back and see/taste? The results.
Example 3
Me and My Shadow
https://tryengineering.org/teacher/me-and-my-shadow/
Strand K.2: LIVING THINGS AND THEIR SURROUNDINGS
Living things (plants and animals, including humans) depend on their surroundings to get what they need, including food, water, shelter, and a favourable temperature. The characteristics of surroundings influence where living things are naturally found. Plants and animals affect and respond to their surroundings.
K.2.4 Design and communicate a solution to address the effects that living things (plants and animals, including humans) experience while trying to survive in their surroundings. Define the problem by asking questions and gathering information, convey designs through sketches, drawings, or physical models, and compare designs. Emphasize students working from a plant, animal, or human perspective. Examples could include a plant growing to get more sunlight, a beaver building a dam, or humans caring for the Earth by reusing and recycling natural resources. (ESS3.C, ETS1.A, ETS1.B, ETS1.C)
Example activity 1
Students design a prosthetic to help an injured animal survive in its habitat
https://www.teachengineering.org/activities/view/uof-2242-animal-survival-engineering-habitat-design
Example activity 2
Have students design different compost habitats for worms and test which is most suitable for survival.
Strand K.3: FORCES, MOTION, AND INTERACTIONS
The motion of objects can be observed and described. Pushing or pulling on an object can change the speed or direction of an object’s motion and can start or stop it. Pushes and pulls can have different strengths and different directions. A bigger push or pull makes things go faster and when objects touch or collide, they push on one another and can change motion.
K.3.2. Analyze data to determine how a design solution causes a change in the speed or direction of an object with a push or a pull. Define the problem by asking questions and gathering information, convey designs through sketches, drawings, or physical models, and compare and test designs. Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, or knock down other objects. (PS2.A, PS2.B, PS2.C, PS3.C, ETS1.A, ETS1.B, ETS1.C)
example activity 1
Save the stuffed animal by programing the robot
https://www.teachengineering.org/activities/view/nyu_pushpull_activity1
example activity 2
Students explore how changing a ramp height and vehicle weight affect the momentum of toy cars.
http://wpafbstem.com/pages/wow_pages/rolling_things_stem_lab.html
and
https://www.sae.org/learn/education/curriculum/rolling-things
and
https://www.teachengineering.org/lessons/view/duk_heaveho_music_less
example activity 3
Design a better car onramp or skateboard halfpipe.
http://sciencenetlinks.com/lessons/ramps-2-ramp-builder/
example activity 4
Build a maze using Unifix cubes/ large legos/ etc. Get a ping pong ball. Each child gets their own straw. Have student guide the ball through the maze by blowing through the straw. This requires changing direction of blowing in order to change direction of ball.
Strand 1.1: SEASONS AND SPACE PATTERNS
Seasonal patterns of motion of the Sun, Moon, and stars can be observed, described, and predicted. These patterns may vary depending on the region, location, or time of year.
1.1.3. Design a device that measures the varying patterns of daylight. Define the problem by asking questions and gathering information, convey designs through sketches, drawings, or physical models, and compare and test designs. Examples could include sundials for telling the time or tracking the movement of shadows throughout the day. (ESS1.B, ETS1.A, ETS1.B, ETS1.C)
Example activity 1
Making a sundial
https://lasp.colorado.edu/home/wp-content/uploads/2011/08/sundial.pdf
Example activity 2
Investigate changing shadows during the day and build a structure to keep a groundhog from seeing its shadow
https://tryengineering.org/teacher/me-and-my-shadow/
Example activity 3
Make a human sundial or a toy sundial. Using sidewalk chalk, mark an “X” for the person to stand on. Trace their shadow and mark the time. Come back an hour later, and repeat. Repeat throughout the school day. Can also do the same using toy placed on large butcher paper. Trace the shadow of the toy and mark the time throughout the day.
Strand 1.3: LIGHT AND SOUND
Sound can make matter vibrate, and vibrating matter can make sound. Objects can only be seen when light is available to illuminate them. Some objects give off their own light. Some materials allow light to pass through them, others allow only some light to pass through them, and still others block light and create a dark shadow on the surface beyond them where the light cannot reach. Mirrors can be used to redirect light. People use a variety of devices that may include sound and light to communicate over long distances
1.3.4 Design a device in which the structure of the device uses light or sound to solve the problem of communicating over a distance. Define the problem by asking questions and gathering information, convey designs through sketches, drawings, or physical models, and compare and test designs. Examples of devices could include a light source to send signals, paper-cup-and-string telephones, or a pattern of drumbeats. (PS4.C, ETS1.A, ETS1.B, ETS1.C)
example 1
communicating with light
example 2
See waves (This is also good for older kids, including high school) Make a wave table using an old overhead projector machine and a square clear Pyrex container with water. Tap the water surface with one (or two pencils). The overhead machine makes these waves super easy to see.
Strand 2.1: CHANGES IN THE EARTH’S SURFACE
Earth has an ancient history of slow and gradual surface changes, punctuated with quick but powerful geologic events like volcanic eruptions, flooding, and earthquakes. Water and wind play a significant role in changing Earth’s surface. The effects of wind and water can cause both slow and quick changes to the surface of the Earth. Scientists and engineers design solutions to slow or prevent wind or water from changing the land.
2.1.3 Design solutions to slow or prevent wind or water from changing the shape of land. Define the problem by asking questions and gathering information, convey designs through sketches, drawings, or physical models, and compare and test designs. Examples of solutions could include retaining walls, dikes, windbreaks, shrubs, trees, and grass to hold back wind, water, and land. (ESS2.A, ESS2.C, ETS1.A, ETS1.B, ETS1.C)
Use erosion table and have students build different erosion resistant structures and put buildings on edges of river to see how their structures perform
Example lesson plan 1 https://rochelleshall.weebly.com/uploads/1/9/3/7/19375069/stem_lesson.pdf
Example lesson plan 2 https://www.teachengineering.org/activities/view/nyu_erosion_activity1
Example lesson plan 3
Design ways to mitigate coastal erosion.
http://teachers.egfi-k12.org/save-our-shore/
example 4:
(And also for older students) Go on an erosion hunt about the school grounds. Take pictures of what you find. (This really made a difference in what my kids understood about erosion!) Further exploration: Is there human-made erosion inside your school building? Go on a hunt, take pictures. (Door handle wear, floor wear, desk wear, etc.)
example 5:
Outside, build a sand hill. Maybe add a fan (watch out for blowing sand). Pour water on hill. Watch and record the erosion.
Strand 2.2: LIVING THINGS AND THEIR HABITATS
Living things (plants and animals, including humans) need water, air, and resources from the land to survive and live in habitats that provide these necessities. The physical characteristics of plants and animals reflect the habitat in which they live. Animals also have modified behaviors that help them survive, grow, and meet their needs. Humans sometimes mimic plant and animal adaptations to survive in their environment.
2.2.4 Design a solution to a human problem by mimicking the structure and function of plants and/or animals and how they use their external parts to help them survive, grow, and meet their needs. Define the problem by asking questions and gathering information, convey designs through sketches, drawings, or physical models, and compare and test designs. Examples could include a human wearing a jacket to mimic the fur of an animal or a webbed foot to design a better swimming fin. (LS1.A, LS1.D, ETS1.A, ETS1.B, ETS1.C)
Example lesson plan 1
Biomimicry
https://www.teachengineering.org/activities/view/cub_bio_lesson05_activity1
or
https://tryengineering.org/teacher/biomimicry-engineering/
Example lesson plan 2
Introduction to green chemistry and biomimicry
https://www.beyondbenign.org/lessons/introduction-green-chemistry-biomimicry/
Strand 3.1: WEATHER AND CLIMATE PATTERNS
Weather is a minute-by-minute, day-by-day variation of the atmosphere’s condition on a local scale. Scientists record patterns of weather across different times and areas so that they can make weather forecasts. Climate describes a range of an area’s typical weather conditions and the extent to which those conditions vary over a long period of time. A variety of weather-related hazards result from natural processes. While humans cannot eliminate natural hazards, they can take steps to reduce their impact.
3.1.3 Design a solution that reduces the effects of a weather-related hazard. Define the problem, identify criteria and constraints, develop possible solutions, analyze data from testing solutions, and propose modifications for optimizing a solution. Examples could include barriers to prevent flooding or wind-resistant roofs. (ESS3.B, ETS1.A, ETS1.B, ETS1.C)
Example lesson plan 1
Students create hurricane resistant structures and test against fans. http://teachers.egfi-k12.org/building-for-hurricanes/
Example lesson plan 2
Build snow load resistant roofs. Which shape is strongest and can hold the most snow? https://www.teachengineering.org/activities/view/which_roof_is_tops
Example lesson plan 3
Build a tornado resistant structure.
https://www.teachengineering.org/lessons/view/cub_natdis_lesson08#vocab
Strand 3.2: EFFECTS OF TRAITS ON SURVIVAL
Organisms have unique and diverse life cycles, but they all follow a pattern of birth, growth, reproduction, and death. Different organisms vary in how they look and function because they have different inherited traits. An organism’s traits are inherited from its parents and can be influenced by the environment. Variations in traits between individuals in a population may provide advantages in surviving and reproducing in particular environments. When the environment changes, some organisms have traits that allow them to survive, some move to new locations, and some do not survive. Humans can design solutions to reduce the impact of environmental changes on organisms.
3.2.6 Design a solution to a problem caused by a change in the environment that impacts the types of plants and animals living in that environment. Define the problem, identify criteria and constraints, and develop possible solutions. Examples of environmental changes could include changes in land use, water availability, temperature, food, or changes caused by other organisms. (LS2.C, LS4.D, ETS1.A, ETS1.B, ETS1.C)
Example #1
Explore algae blooms in Utah lakes associated with nutrients in runoff. Have students design approaches to reduce urban nutrient runoff.
Connect with Standard 3.2.3 - investigate the effects of runoff fertilizer on streams and lakes. https://www.ag.ndsu.edu/publications/environment-natural-resources/environmental-implications-of-excess-fertilizer-and-manure-on-water-quality
Design a duckweed growing structure to upcycle runoff from runoff waste from farms.
Example #2
Explore river characteristics
https://www.lampreyriver.org/education-and-outreach-curriculum-lesson-4-dissolved
Utah specific water quality information
https://waterdata.usgs.gov/ut/nwis/current/?type=flow
Look at the relationship between temperature and dissolved oxygen in streams. Explore the types of fish and macroinvertebrates that live in different temperature waters. Design a river engineering approach to decrease river temperatures and increase oxygen content. Alternatively the student could design a ripple and pool stream system to increase dissolved oxygen content.
Example #3
Connect with Standard 3.2.3 - investigate how plastics (suggest small pieces of polystyrene) in the soil affect the growth of tomato plants. Plant seeds in soil with and soil without polystyrene pieces. Measure growth rate of plant, height, tomato size. Compare data from both groups
Design a process to remove plastics from the soil. Examples could include (a) separation by particle size (sieve), or (b) separation using physical property (density - in water, soil will sink and polystyrene would float). electrostatic separation. Design variables for (a) sieve mesh size, vibration, orientation. Design variables for (b) water agitation, addition of salt.
Example 4:
Camouflage pickup. Need a large piece of paper or table cloth and hole-punches of different colors. Scatter contrasting paper punches on table cloth and time students how fast they can pick them up. Then scatter exact same hole punch colored paper on the cloth. Is this harder to pick up? Why?
Strand 3.3: FORCE AFFECTS MOTION
Forces act on objects and have both a strength and a direction. An object at rest typically has multiple forces acting on it, but they are balanced, resulting in a zero-net force on the object. Forces that are unbalanced can cause changes in an object’s speed or direction of motion. The patterns of an object’s motion in various situations can be observed, measured, and used to predict future motion. Forces are exerted when objects come in contact with each other; however, some forces can act on objects that are not in contact. The gravitational force of Earth, acting on an object near Earth’s surface, pulls that object toward the planet’s center. Electric and magnetic forces between a pair of objects can act at a distance. The strength of these non-contact forces depends on the properties of the objects and the distance between the objects.
3.3.5 Design a solution to a problem in which a device functions by using scientific ideas about magnets. Define the problem, identify criteria and constraints, develop possible solutions using models, analyze data from testing solutions, and propose modifications for optimizing a solution. Examples could include a latch or lock used to keep a door shut or a device to keep two moving objects from touching each other. (PS2.B, ETS1.A, ETS1.B, ETS1.C)
Example 1
students design a simple electric motor to collect paper clips
https://www.teachengineering.org/activities/view/cub_mag_lesson2_activity2
Example 2
Students design a recycled materials sorting system to separate paper from paper clips
https://www.sciencebuddies.org/teacher-resources/lesson-plans/recycling-sorting-machine
Example activity 3
Design a process to remove iron from cereal
https://www.teachengineering.org/activities/view/duk_foodiron_music_act
Example #4
Connect with Design a process to remove polystyrene
Strand 4.2: ENERGY TRANSFER
Energy is present whenever there are moving objects, sound, light, or heat. The faster a given object is moving, the more energy it possesses. When objects collide, energy can be transferred from one object to another causing the objects’ motions to change. Energy can also be transferred from place to place by electrical currents, heat, sound, or light. Devices can be designed to convert energy from one form to another.
4.2.4
that converts energy from one form to another. Define the problem, identify criteria and constraints, develop possible solutions using models, analyze data from testing solutions, and propose modifications for optimizing a solution. Emphasize identifying the initial and final forms of energy. Examples could include solar ovens that convert light energy to heat energy or a simple alarm system that converts motion energy into sound energy. (PS3.B, PS3.D, ETS1.A, ETS1.B, ETS1.C)
Example Activity #1
Use the book “The Boy Who Harnessed the Wind, Young Reader's Edition” to start the discussion.
Have student teams design systems to transfer wind power to gears that pump water. Different teams can design different parts (windmill, bike tire gears to transfer from windmill to water pump, water wheel pumps)
Example Activity #2
Design a passive solar heating system for a building. Complete the Solar Power activity https://www.teachengineering.org/activities/view/cub_environ_lesson09_activity1. Ask students how they would incorporate what they learned from the activity into the design of a house. Construct the house and test temperature increase of the interior of the house
Example #3
(and for older students). Pendulums knocking blocks of wood. (This really helped my students understand how energy could be transferred.) You will need string, weights to hang from string, small blocks of wood, tape, rulers. Make a pendulum using string, weight, and taped to a desk. Place small block of wood right next to hanging pendulum (touching), mark with tape where the wood is. Swing pendulum from give height to knock into the wood. Measure how far the wood went. Repeat 3 times. Then raise the pendulum swing higher and repeat. (Block moves further.) Do this for three different heights.
Strand 4.3: WAVE PATTERNS
Waves are regular patterns of motion that transfer energy and have properties such as amplitude (height of the wave) and wavelength (spacing between wave peaks). Waves in water can be directly observed. Light waves cause objects to be seen when light reflected from objects enters the eye. Humans use waves and other patterns to transfer information.
4.3.3 Design a solution to an information transfer problem using wave patterns. Define the problem, identify criteria and constraints, develop possible solutions using models, analyze data from testing solutions, and propose modifications for optimizing a solution. Examples could include using light to transmit a message in Morse code or using lenses and mirrors to see objects that are far away. (PS4.C, ETS1.A, ETS1.B, ETS1.C)
Example activity 1
Using sound waves to see in the dark or deep underwater
https://www.teachengineering.org/lessons/view/cub_soundandlight_lesson4
https://www.teachengineering.org/activities/view/cub_soundandlight_lesson4_activity1
Strand 5.1: CHARACTERISTICS AND INTERACTIONS OF EARTH’S SYSTEMS
Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). Within these systems, the location of Earth’s land and water can be described. Also, these systems interact in multiple ways. Weathering and erosion are examples of interactions between Earth’s systems. Some interactions cause landslides, earthquakes, and volcanic eruptions that impact humans and other organisms. Humans cannot eliminate natural hazards, but solutions can be designed to reduce their impact.
5.1.5 Design solutions to reduce the effects of naturally occurring events that impact humans. Define the problem, identify criteria and constraints, develop possible solutions using models, analyze data from testing solutions, and propose modifications for optimizing a solution. Emphasize that humans cannot eliminate natural hazards, but they can take steps to reduce their impacts. Examples of events could include landslides, earthquakes, tsunamis, blizzards, or volcanic eruptions. (ESS3.B, ETS1.A, ETS1.B, ETS1.C)
Activity 1
Students design a levee to prevent flooding
https://www.teachengineering.org/activities/view/cub_weather_lesson05_activity1
Example Activity #2
Students design a building to minimize damage from an earthquake https://www.teachengineering.org/activities/view/csm_designingfordisaster_activity1. Implement design ideas by building models using an easily constructed shake table (https://www.youtube.com/watch?v=ovjtEVbtPCo)
Strand 5.3: CYCLING OF MATTER IN ECOSYSTEMS
Matter cycles within ecosystems and can be traced from organism to organism. Plants use energy from the Sun to change air and water into matter needed for growth. Animals and decomposers consume matter for their life functions, continuing the cycling of matter. Human behavior can affect the cycling of matter. Scientists and engineers design solutions to conserve Earth’s environments and resources.
5.3.4 Evaluate design solutions whose primary function is to conserve Earth’s environments and resources. Define the problem, identify criteria and constraints, analyze available data on proposed solutions, and determine an optimal solution. Emphasize how humans can balance everyday needs (agriculture, industry, and energy) while conserving Earth’s environments and resources. (ESS3.A, ESS3.C, ETS1.A, ETS1.B, ETS1.C)
Example Activity 1
Design, build, and test water filters
https://www.teachengineering.org/activities/view/cub_environ_lesson06_activity2
Example Activity 2
Learn about plastics development and use, redesign a product to use 50% less plastic
https://tryengineering.org/teacher/century-plastics/
Strand 6.2: ENERGY AFFECTS MATTER
Matter and energy are fundamental components of the universe. Matter is anything that has mass and takes up space. Transfer of energy creates change in matter. Changes between general states of matter can occur through the transfer of energy. Density describes how closely matter is packed together. Substances with a higher density have more matter in a given space than substances with a lower density. Changes in heat energy can alter the density of a material. Insulators resist the transfer of heat energy, while conductors easily transfer heat energy. These differences in energy flow can be used to design products to meet the needs of society.
Design an object, tool, or process that minimizes or maximizes heat energy transfer. Identify criteria and constraints, develop a prototype for iterative testing, analyze data from testing, and propose modifications for optimizing the design solution. Emphasize demonstrating how the structure of differing materials allows them to function as either conductors or insulators. (PS3.A, PS3.B, ETS1.A, ETS1.B, ETS1.C)
Example Activity 1
Design thermal protection system to prevent damage to vital spacecraft components in harsh conditions of Mercury or Venus.
https://www.teachengineering.org/activities/view/cub_solar_lesson03_activity1
Example Activity 2
Design and test solar water heaters
https://www.teachengineering.org/activities/view/cub_energy2_lesson09_activity2
Example Activity 3
Design a system to keep an ice cube from melting
http://teachers.egfi-k12.org/keep-a-cube/
Example Activity 4
Observe a lava lamp. The lamp really helps students understand how heat changes density.
Example Activity 5
Model ocean currents. You need see through large bowl, ice cube (from tray, should be largish), food coloring. Put rather warm water (as hot as you can get from school faucet) into large bowl. Put ice cube in water (will float). Encourage students to watch closely as this next step happens fast. Put 2-3 drops of food coloring on the ice cube. What will happen… Cold water from the ice cube sinks. This cold water is marked by food coloring and the colored water sinks and circulates about the bowl (fast!)
Strand 6.4: STABILITY AND CHANGE IN ECOSYSTEMS
The study of ecosystems includes the interaction of organisms with each other and with the physical environment. Consistent interactions occur within and between species in various ecosystems as organisms obtain resources, change the environment, and are affected by the environment. This influences the flow of energy through an ecosystem, resulting in system variations. Additionally, ecosystems benefit humans through processes and resources, such as the production of food, water and air purification, and recreation opportunities. Scientists and engineers investigate interactions among organisms and evaluate design solutions to preserve biodiversity and ecosystem resources.
6.4.5 Evaluate competing design solutions for preserving ecosystem services that protect resources and biodiversity based on how well the solutions maintain stability within the ecosystem. Emphasize obtaining, evaluating, and communicating information of differing design solutions. Examples could include policies affecting ecosystems, responding to invasive species, or solutions for the preservation of ecosystem resources specific to Utah, such as air and water quality and prevention of soil erosion. (LS2.C, LS4.D, ETS1.A, ETS1.B, ETS1.C)
Example 1
Evaluate solutions for preventing spread of invasive mussel species in Utah and US waterways.
https://stateparks.utah.gov/2018/05/22/help-stop-quagga-mussels-from-spreading/
https://invasivemusselcollaborative.net/monitoring-prevention/
Example 2
Evaluate solutions to manage Utah’s air quality as Utah’s population continues to grow. https://yourutahyourfuture.org/topics/air-quality. Evaluate effects on air quality of more efficient vehicles, cleaner burning fuel, more efficient home appliances (water heaters, furnaces/heating, stoves), more energy efficient buildings, etc.
Example 3
Natural selection computer simulation (Phet lab)
Strand 7.1: FORCES ARE INTERACTIONS BETWEEN MATTER
Forces are push or pull interactions between two objects. Changes in motion, balance and stability, and transfers of energy are all facilitated by forces on matter. Forces, including electric, magnetic, and gravitational forces, can act on objects that are not in contact with each other. Scientists use data from many sources to examine the cause-and-effect relationships determined by different forces.
7.1.2 Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects in a system. Examples could include collisions between two moving objects or between a moving object and a stationary object. (PS2.A, ETS1.A, ETS1.B, ETS1.C)
Students must design and build a system to protect an object (item dropped from height) from being hurt by collision with a solid object (floor). Student should evaluate gravitational forces, calculate velocity of the object, and kinetic and potential energy.
protect an egg or object dropped from height from breaking (these are typically some cushioning around the object itself) https://stem.northeastern.edu/programs/ayp/fieldtrips/activities/eggdrop/
an alternative is to build a landing platform that will protect a potato chip, ripe plum, or egg from breaking. Increase the height of the dropped object until it breaks
Prototype and test a car designed to protect an egg from breaking in a crash. Explore trade-offs between cost and level of safety. https://www.teachengineering.org/activities/view/safety_sue
Engineer the best protection from a side impact crash. https://www.teachengineering.org/activities/view/rice2-2545-car-design-side-impact-crash-safety-feature
Strand 7.2: CHANGES TO EARTH OVER TIME
Earth’s processes are dynamic and interactive and are the result of energy flowing and matter cycling within and among Earth’s systems. Energy from the sun and Earth’s internal heat are the main sources driving these processes. Plate tectonics is a unifying theory that explains crustal movements of Earth’s surface, how and where different rocks form, the occurrence of earthquakes and volcanoes, and the distribution of fossil plants and animals.
7.2.3 Ask questions to identify constraints of specific geologic hazards and evaluate competing design solutions for maintaining the stability of human engineered structures, such as homes, roads, and bridges. Examples of geologic hazards could include earthquakes, landslides, or floods. (ESS2.A, ESS2.C, ETS1.A, ETS1.B, ETS1.C)
Students must design and build a structure to resist erosion (wind or water) or earthquake.
Students design a rigid building out of inexpensive materials and test on a shake table.
Students build a retaining wall out of sand and two sheets of 8.5x11 paper. A scaled down version of the geowall challenge. Explore retaining walls and forces on soils and walls around city/school. https://www.geoinstitute.org/students/geochallenge
Students design a levee to prevent flooding https://www.teachengineering.org/activities/view/cub_weather_lesson05_activity1
Strand 7.4: REPRODUCTION AND INHERITANCE
The great diversity of species on Earth is a result of genetic variation. Genetic traits are passed from parent to offspring. These traits affect the structure and behavior of organisms, which affect the organism’s ability to survive and reproduce. Mutations can cause changes in traits that may affect an organism. As technology has developed, humans have been able to change the inherited traits in organisms, which may have an impact on society.
7.4.4 Obtain, evaluate, and communicate information about the technologies that have changed the way humans affect the inheritance of desired traits in organisms. Analyze data from tests or simulations to determine the best solution to achieve success in cultivating selected desired traits in organisms. Examples could include artificial selection, genetic modification, animal husbandry, or gene therapy. (LS4.B, ETS1.A, ETS1.B, ETS1.C)
Example 1
Let’s clone a mouse activity
https://bioprep.community.uaf.edu/wp-content/uploads/sites/339/2013/07/Lets-Clone-a-Mouse.pdf
Strand 8.1: MATTER AND ENERGY INTERACT IN THE PHYSICAL WORLD
The physical world is made of atoms and molecules. Even large objects can be viewed as a combination of small particles. Energy causes particles to move and interact physically or chemically. Those interactions create a variety of substances. As molecules undergo a chemical or physical change, the number of atoms in that system remains constant. Humans use energy to refine natural resources into synthetic materials.
8.1.7 Design, construct, and test a device that can affect the rate of a phase change. Compare and identify the best characteristics of competing devices and modify them based on data analysis to improve the device to better meet the criteria for success. (PS1.B, PS3.A, ETS1.A, ETS1.B, ETS1.C).
Example 1
Design and construct a shell and tube heat exchanger to melt the most ice. Heat exchangers are frequently used in industry to be more energy efficient. Students design the tube side of a heat exchanger to melt a quantity of ice in a container acting as the shell side. Water heated to a given temperature is run through the tubing (that has been placed in the ice container) via syphon. The mass of ice is measured before and after the run to see which design is most successful at melting the ice.
Example 2
Have students make molecule models using unifix cubes or legos. Each color is a different element. Start by making molecules, then placing the molecules inside a baggie and breaking up the molecules into atoms, then making different molecules. This process shows that atoms are not created nor destroyed, just moved around.
Example 3
Do the vinegar and baking soda mixture but inside a sealed ziplock baggie. Measure the combined weight of materials before mixing and after mixing. (The baggie will swell up with carbon dioxide.) It helps to add the vinegar to the baggie, then put the baking soda into a small sealed condiment cup which can be placed inside the baggie without mixing. Then when ready, the condiment cup lid can be removed and the chemicals mixed.
Strand 8.4: INTERACTIONS WITH NATURAL SYSTEMS AND RESOURCES
Interactions of matter and energy through geologic processes have led to the uneven distribution of natural resources. Many of these resources are non-renewable, and per-capita use can cause positive or negative consequences. Global temperatures change due to various factors and can cause a change in regional climates. As energy flows through the physical world, natural disasters can occur that affect human life. Humans can study patterns in natural systems to anticipate and forecast some future disasters and work to mitigate the outcomes.
8.4.3 Design a solution to monitor or mitigate the potential effects of the use of natural resources. Evaluate competing design solutions using a systematic process to determine how well each solution meets the criteria and constraints of the problem. Examples of uses of the natural environment could include agriculture, conservation efforts, recreation, solar energy, or water management. (ESS3.A, ESS3.C, ETS1.A, ETS1.B, ETS1.C)
Water scarcity, water management and drought mitigation in Utah
Example 1
Identifying drought impacts and evaluating solutions
or
Investigating local Utah drought solutions
https://redbuttegarden.org/themed-gardens/water-conservation-garden/
https://conservewater.utah.gov/
Investigating water dams in Utah
https://www.usbr.gov/projects/facilities.php?state=Utah
Extension of concepts to language arts
Include a text on the Dust Bowl such as the Grapes of Wrath
Build a rain garden https://www.teachengineering.org/activities/view/usf_stormwater_lesson02_activity4
Strand BIO.1: INTERACTIONS WITH ORGANISMS AND THE ENVIRONMENT
The cycling of matter and flow of energy are part of a complex system of interactions within an ecosystem. Through these interactions, an ecosystem can sustain relatively stable numbers and types of organisms. A stable ecosystem is capable of recovering from moderate biological and physical changes. Extreme changes may have significant impact on an ecosystem’s carrying capacity and biodiversity, altering the ecosystem. Human activities can lead to significant impacts on an ecosystem.
BIO 1.5 Design a solution that reduces the impact caused by human activities on the environment and biodiversity. Define the problem, identify criteria and constraints, develop possible solutions using models, analyze data to make improvements from iteratively testing solutions, and optimize a solution. Examples of human activities could include building dams, pollution, deforestation, or introduction of invasive species. (LS2.C, LS4.D, ETS1.A, ETS1.B, ETS1.C)
Example 1. Evaluate algae blooms on Utah lake or other lakes in Utah. Design a system or process for reducing the frequency or severity of algae blooms. Then design permeable pavers
https://www.teachengineering.org/activities/view/usf_stormwater_lesson02_activity3
Example 2. Design a system for reducing trash that runs into streams in Utah. Students can investigate the stormwater systems, storm drains, and rate of flow in stormdrain pipes.
Example 3. Students evaluate effects of forest fires in Utah on organisms and the environment. Students should design a system to mitigate the effects of sediment runoff from areas with forest fires or deforestation to prevent pollution in water systems.
Example 4. Students investigate peat bogs as a carbon sink and design solutions to restore damaged bogs https://www.nature.com/articles/d41586-020-00355-3
Example 5. Green Chemistry/Biology: Students use mushrooms and agricultural wastes to make materials instead of polystyrene. https://www.beyondbenign.org/lessons/mushroom-materials-ecovative-industry-example/
Strand BIO.3: GENETIC PATTERNS
Heredity is a unifying biological principle that explains how information is passed from parent to offspring through deoxyribonucleic acid (DNA) molecules in the form of chromosomes. Distinct sequences of DNA, called genes, carry the code for specific proteins, which are responsible for the specific traits and life functions of organisms. There are predictable patterns of inheritance; however, changes in the DNA sequence and environmental factors may alter genetic expression. The variation and distribution of traits observed in a population depend on both genetic and environmental factors. Research in the field of heredity has led to the development of multiple genetic technologies that may improve the quality of life but may also raise ethical issues.
BIO 3.5 Evaluate design solutions where biotechnology was used to identify and/or modify genes in order to solve (effect) a problem. Define the problem, identify criteria and constraints, analyze available data on proposed solutions, and determine an optimal solution. Emphasize arguments that focus on how effective the solution was at meeting the desired outcome. (LS3.B, ETS1.A, ETS1.B, ETS1.C)
Example 1. Golden rice to combat Vitamin A deficiency http://www.goldenrice.org/
Example 2. Wheat development (pest resistant, etc.)
Example 3. mRNA vaccines
Example 4. Recombinant DNA technology
https://www.beyondbenign.org/lessons/lesson-6-recombinant-dna-technology/
Strand BIO.4: EVOLUTIONARY CHANGE
The unity among species, as evidenced in the fossil record, similarities in DNA and other biomolecules, anatomical structures, and embryonic development, is the result of evolution. Evolution also explains the diversity within and among species. Evolution by natural selection is the result of environmental factors selecting for and against genetic traits. Traits that allow an individual to survive and reproduce are likely to increase in the next generation, causing the proportions of specific traits to change within a population. Over longer periods of time, changes in proportions of traits due to natural selection and changes in selective pressures can cause both speciation and extinction. Changes in environmental conditions impact biodiversity in ecosystems affect the natural selection of species.
BIO 4.5 Evaluate design solutions that can best solve a real-world problem caused by natural selection and adaptation of populations. Define the problem, identify criteria and constraints, analyze available data on proposed solutions, and determine an optimal solution. Examples of real-world problems could include bacterial resistance to drugs, plant resistance to herbicides, or the effect of changes in climate on food sources and pollinators. (LS4.C, ETS1.A, ETS1.B, ETS1.C)
Scientists have discovered a microbe that could stop malaria infection and spread in mosquito populations. https://www.bbc.com/news/health-52530828. How could this discovery be introduced into the mosquito population? Evaluate other solutions currently in use: https://www.who.int/heli/risks/vectors/malariacontrol/en/index2.html
Strand CHEM.2: THE STRUCTURE AND PROPERTIES OF MOLECULES
Electrical attractions and repulsions between charged particles (atomic nuclei and electrons) in matter explain the structure of atoms and the forces between atoms that cause them to form molecules via chemical bonds. Molecules can range in size from two atoms to thousands of atoms. The same forces cause atoms to combine to form extended structures, such as crystals or metals. The varied properties of the materials, both natural and manufactured, can be understood in terms of the atomic and molecular particles present and the forces within and between them. Materials are engineered to fulfil a desired function or role with desired properties.
CHEM 2.4 Evaluate design solutions where synthetic chemistry was used to solve a problem (cause and effect). Define the problem, identify criteria and constraints, analyze available data on proposed solutions, and determine an optimal solution. Emphasize the design of materials to control their properties through chemistry. Examples could include pharmaceuticals that target active sites, Teflon to reduce friction on surfaces, or nanoparticles of zinc oxide to create transparent sunscreen. (PS1.A, ETS1.A, ETS1.B, ETS1.C)
Example 1. Insulin
https://www.commonsense.org/education/lesson-plans/the-importance-of-insulin
Example 2. Green chemistry, Biomimicry, Intermolecular forces
https://www.beyondbenign.org/curriculum_topic/hs-chemical-bonding/
Example 3. Drug delivery for patients unable to swallow.
https://www.teachengineering.org/lessons/view/uoh_body_lesson01
Fertilizer (nitrogen fixation)
Semiconductors
biodegradable polymers
Strand CHEM.3: STABILITY AND CHANGE IN CHEMICAL SYSTEMS
Conservation of matter describes the cycling of matter and the use of resources. In both chemical and physical changes, the total number of each type of atom is conserved. When substances are combined, they may interact with each other to form a solution. The proportion of substances in a solution can be represented with concentration. In a chemical change, the atoms are rearranged by breaking and forming bonds to create different molecules, which may have different properties. Chemical processes can be understood in terms of the collisions of molecules and the rearrangements of atoms. The rate at which chemical processes occur can be modified. In many situations, a dynamic and condition-dependent balance between a reaction and the reverse reaction determines the numbers of all types of molecules present. Chemists can control and design chemical systems to create desirable results, although sometimes there are also unintended consequences.
CHEM 3.5. Develop solutions related to the management, conservation, and utilization of mineral resources (matter). Define the problem, identify criteria and constraints, develop possible solutions using models, analyze data to make improvements from iteratively testing solutions, and optimize a solution. Emphasize the conservation of matter and minerals as a limited resource. Examples of Utah mineral resources could include copper, uranium, potash, coal, oil, or natural gas. Examples of constraints could include cost, safety, reliability, or possible social, cultural, and environmental impacts. (PS1.B, ESS3.A, ETS1.A, ETS1.B, ETS1.C)
Example 1. Cookie mining to understand costs
Example 2. Critical elements for energy
https://www.nevadamining.org/wp-content/uploads/Critical-Elements-for-Energy-updated-14May2018.pdf
CHEM 3.7 Design a solution that would refine a chemical system by specifying a change in conditions that would produce increased or decreased amounts of a product at equilibrium. Define the problem, identify criteria and constraints, develop possible solutions using models, analyze data to make improvements from iteratively testing solutions, and optimize a solution. Emphasize a qualitative understanding of Le Châtelier’s Principle and connections between macroscopic and molecular level changes. (PS1.B, ETS1.A, ETS1.B, ETS1.C)
Example 1. Equilibrium/Le Chatelier’s Principle using Green Chemistry
https://www.beyondbenign.org/lessons/equilibriumle-chateliers-principle/
Recycle in a reaction
Electrolysis (investigate different catalysts)
Change in temp of reacting system (find optimal)
Example 2
Time rate of bubbling alka seltzer with using a whole tablet, a tablet broken in half, a tablet broken in fourths, a tablet crushed. Have discussion about taking medicine as directed (not chewed or chewed)
Example 3
Cool, quick demonstration about temperature. Get 3 cups of water, one very hot, one tap water, cold/ice water. Crack a glow stick. Place in different glasses, move from glass to glass and see the difference in glow. (This works best with the lights off.)
Strand CHEM.4: ENERGY IN CHEMICAL SYSTEMS
A system’s total energy is conserved as energy is continually transferred from one particle to another and between its various possible forms. The energy of a system depends on the motion and interactions of matter and radiation within that system. When bonds are formed between atoms, energy is released. Energy must be provided when bonds are broken. When electromagnetic radiation with longer wavelengths is absorbed by matter, it is generally converted into thermal energy or heat. When visible light is absorbed by matter, it results in phenomena related to color. When shorter wavelength electromagnetic radiation is absorbed by matter, it can ionize atoms and cause damage to living cells. Nuclear processes, including fusion, fission, and radioactive decays of unstable nuclei, involve the release or absorption of large amounts of energy. Society’s demand for energy requires thinking creatively about ways to provide energy that don’t deplete limited resources or produce harmful emissions.
CHEM 4.3. Design a device that converts energy from one form into another to solve a problem. Define the problem, identify criteria and constraints, develop possible solutions using models, analyze data to make improvements from iteratively testing solutions, and optimize a solution. Emphasize chemical potential energy as a type of stored energy. Examples of sources of chemical potential energy could include oxidation-reduction or combustion reactions. (PS3.B, ETS1.A, ETS1.B, ETS1.C)
Example 1. Solar cooker (using Fresnel lens)
https://www.teachengineering.org/activities/view/duk_solaroven_tech_act
Example 2. Redox battery lab
https://www.teachengineering.org/activities/view/mis_redox_activity1
Example 3. electromagnetism
https://www.teachengineering.org/activities/view/rice2-2524-energy-innovator-generator-activity
Example 4. Wind turbine to charge a battery
https://www.teachengineering.org/activities/view/cub_housing_lesson04_activity2
Solar electrolysis/fuel cell generator
Utah alternative energy project, FORGE
Strand ESS.1: MATTER AND ENERGY IN SPACE
The Sun releases energy that eventually reaches Earth in the form of electromagnetic radiation. The Big Bang theory is supported by observations of distant galaxies receding from our own as well as other evidence. The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth. Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, releasing electromagnetic energy. Heavier elements are produced when certain massive stars reach a supernova stage and explode. New technologies advance science knowledge including space exploration.
ESS 1.4. Design a solution to a space exploration challenge by breaking it down into smaller, more manageable problems that can be solved through the structure and function of a device. Define the problem, identify criteria and constraints, develop possible solutions using models, analyze data to make improvements from iteratively testing solutions, and optimize a solution. Examples of problems could include, cosmic radiation exposure, transportation on other planets or moons, or supplying energy to space travellers. (ESS1.A, ESS1.B, ETS1.A, ETS1.B, ETS1.C)
What are space exploration challenges? Look at NASA challenges.
Example 1. Radiation shielding of capsules during transport to Mars
https://www.teachengineering.org/lessons/view/uow-2546-cosmic-radiation-space-agency-scenario-lesson
Recycling of water and waste in space
Strand ESS.2: PATTERNS IN EARTH’S HISTORY AND PROCESSES
Although active geologic processes have destroyed or altered most of Earth’s early rock record, evidence from within Earth and from other objects in the solar system are used to infer Earth’s geologic history. Motions of the mantle and its plates occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth’s interior and gravitational movement of denser materials toward the interior. The radioactive decay of unstable isotopes continually generates new energy within Earth’s crust and mantle, providing the primary source of the heat that drives mantle convection. Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history and co-evolution of life.
ESS 2.6 Evaluate design solutions that reduce the effects of natural disasters on humans. Define the problem, identify criteria and constraints, analyze available data on proposed solutions, and determine an optimal solution. Examples of natural disasters could include earthquakes, tsunamis, hurricanes, drought, landslides, floods, or wildfires. (ESS3.B, ETS1.A, ETS1.B, ETS1.C)
Example 1. using computer science to solve hurricane problems
https://www.teachengineering.org/activities/view/uoh_hurricane_activity1
Example 2. Desalinization for use of sea water during water shortages. https://www.teachengineering.org/activities/view/cub_desal_lesson01_activity2
Example 3. Designing for earthquakes
https://www.teachengineering.org/activities/view/csm_designingfordisaster_activity1
Example 4. Sea wall/other structure to mitigate tsunami and storm surge
http://teachers.egfi-k12.org/lesson-tsunami-survival/
Earthquake resistant building (investigate structure and tuned mass damper)
Strand ESS.4: STABILITY AND CHANGE IN NATURAL RESOURCES
Humans depend on Earth’s systems for many different resources, including air, water, minerals, metals, and energy. Resource availability has guided the development of human society and is constantly changing due to societal needs. Natural hazards and other geologic events have shaped the course of human history. The sustainability of human societies, and the biodiversity that supports them, requires responsible management of natural resources. Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that reduce ecosystem degradation. They also evaluate solutions to resolve complex global and localized problems that contain inherent social, cultural, and environmental impacts in an effort to improve the quality of life for all.
ESS 4.3 Evaluate design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios on large and small scales. Define the problem, identify criteria and constraints, analyze available data on proposed solutions, and determine an optimal solution. Emphasize the conservation, recycling, and reuse of resources where possible and minimizing impact where it is not possible. Examples of large-scale solutions could include developing best practices for agricultural soil use or mining and production of conventional, unconventional, or renewable energy resources. Examples of small-scale solutions could include mulching lawn clippings or adding biomass to gardens. (ESS3.A, ETS1.A, ETS1.B, ETS1.C)
Example 1. Energy Sources research
https://www.teachengineering.org/activities/view/cla_activity2_energy_sources_research
and an extension on a local Utah alternative energy project, FORGE
https://www.energy.gov/eere/geothermal/what-forge
Example 2. Green chemistry and energy
https://www.beyondbenign.org/lessons/lecture-19-green-chemistry-and-energy/
Sustainable farming – soil as a resource
Small scale: on property water management
ESS 4.4. Evaluate design solutions for a major global or local environmental problem based on one of Earth’s systems. Define the problem, identify criteria and constraints, analyze available data on proposed solutions, and determine an optimal solution. Examples of major global or local problems could include water pollution or availability, air pollution, deforestation, or energy production. (ESS3.C, ETS1.A, ETS1.B, ETS1.C)
Example 1. Water pollution: filtration, bacteria detection
https://www.teachengineering.org/activities/view/cub_waterqtnew_lesson01_activity1
Example 2. Air quality investigation
https://www.teachengineering.org/curricularunits/view/cub_airquality_unit
Example 3. Wastewater treatment plant design and testing
Peat moss for carbon capture
Strand PHYS.1: FORCES AND INTERACTIONS
Uniform motion of an object is natural. Changes in motion are caused by a nonzero sum of forces. A “net force” causes an acceleration as predicted by Newton’s 2nd Law. Qualitative and quantitative analysis of position, velocity, and acceleration provide evidence of the effects of forces. Momentum is defined for a particular frame of reference; it is the product of the mass and the velocity of the object. In any system, total momentum is always conserved. If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. The time over which these paired forces are exerted determines the impact force.
PHYS 1.3 Design a solution that has the function of minimizing the impact force on an object during a collision. Define the problem, identify criteria and constraints, develop possible solutions using models, analyze data to make improvements from iteratively testing solutions, and optimize a solution. Emphasize problems that require application of Newton’s Second Law of Motion or conservation of momentum. (PS2.A, ETS1.A, ETS1.B, ETS1.C)
Integrate force sensors in project
https://www.pasco.com/products/sensors/science-workshop/ci-6537
concrete that collapses at the end of a runway for a plane that overshoots
Egg or pumpkin drop tests as related to brain injuries
https://orise.orau.gov/resources/k12/documents/lesson-plans/egg-drop-device-lesson.pdf
https://stem.northeastern.edu/programs/ayp/fieldtrips/activities/eggdrop/
https://prezi.com/p/szhowk92wsau/egg-drop-brain-injuries/
Strand PHYS.2: ENERGY
Energy describes the motion and interactions of matter and radiation within a system. Energy is a quantifiable property that is conserved in isolated systems and in the universe as a whole. At the macroscopic scale, energy manifests itself in multiple ways such as in motion, sound, light, and thermal energy. Uncontrolled systems always evolve toward more stable states— that is, toward more uniform energy distribution. Examining the world through an energy lens allows us to model and predict complex interactions of multiple objects within a system and address societal needs.
PHYS 2.4 Design a solution by constructing a device that converts one form of energy into another form of energy to solve a complex real-life problem. Define the problem, identify criteria and constraints, develop possible solutions using models, analyze data to make improvements from iteratively testing solutions, and optimize a solution. Examples of energy transformation could include electrical energy to mechanical energy, mechanical energy to electrical energy, or electromagnetic radiation to thermal energy. (PS3.A, PS3.B, ETS1.A, ETS1.B, ETS1.C)
Wind turbines to battery storage / potential energy storage.
Example 1. Design water turbine and measure energy production
https://www.teachengineering.org/activities/view/cub_housing_lesson04_activity1
PHYS 2.5 Design a solution to a major global problem that accounts for societal energy needs and wants. Define the problem, identify criteria and constraints, develop possible solutions using models, analyze data to make improvements from iteratively testing solutions, and optimize a solution. Emphasize problems that require the application of conservation of energy principles through energy transfers and transformations. Examples of devices could include one that uses renewable energy resources to perform functions currently performed by non-renewable fuels or ones that are more energy efficient to conserve energy. (PS3.A, PS3.B, PS3.D, ETS1.A, ETS1.B, ETS1.C)
Example 1
Students design systems to convert movement (people or structures) to energy. Movement could be harvested from bridges moving due to cars or people, movement of pavers in roads or on sidewalks or in buildings, sway of skyscrapers due to wind. Piezoelectric Generator demonstration is below.
https://www.youtube.com/watch?v=EDU5SvI-xYU
Real World applications are shown here: https://www.youtube.com/watch?v=VD15-2Uriyc
These materials were accumulated from publicly available resources. For additional information please contact:
Stacy Firth, Assistant Professor, Chemical Engineering, University of Utah, stacy.firth@utah.edu
Jennifer Weidhaas, Associate Professor, Civil and Environmental Engineering, University of Utah jennifer.weidhaas@utah.edu