In this lesson, students are introduced to the types of renewable energy resources. They are involved in activities to help them understand the transformation of energy (solar, water and wind) into electricity. Students explore the different roles of engineers working in renewable energy fields.

Students are introduced to renewable energy, including its relevance and importance to our current and future world. They learn the mechanics of how wind turbines convert wind energy into electrical energy and the concepts of lift and drag. Then they apply real-world technical tools and techniques to design their own aerodynamic wind turbines that efficiently harvest the most wind energy. Specifically, teams each design a wind turbine propeller attachment. They sketch rotor blade ideas, create CAD drawings (using Google SketchUp) of the best designs and make them come to life by fabricating them on a 3D printer. They attach, test and analyze different versions and/or configurations using a LEGO wind turbine, fan and an energy meter. At activity end, students discuss their results and the most successful designs, the aerodynamics characteristics affecting a wind turbine's ability to efficiently harvest wind energy, and ideas for improvement. The activity is suitable for a class/team competition. Example 3D rotor blade designs are provided.

Students use real-world data to evaluate various renewable energy sources and the feasibility of implementing these sources. Working in small groups, students use data from the Renewable Energy Living Lab to describe and understand the way the world works. The data is obtained through observation and experimentation. Using the living lab gives students and teachers the opportunity to practice analyzing data to solve problems or answer questions, in much the same way that scientists and engineers do every day.

Students analyze real-world data for five types of renewable energy, as found on the online Renewable Energy Living Lab. They identify the best and worst locations for production of each form of renewable energy, and then make recommendations for which type that state should pursue.

Students become familiar with the online Renewable Energy Living Lab interface and access its real-world solar energy data to evaluate the potential for solar generation in various U.S. locations. They become familiar with where the most common sources of renewable energy are distributed across the U.S. Through this activity, students and teachers gain familiarity with the living lab's GIS graphic interface and query functions, and are exposed to the available data in renewable energy databases, learning how to query to find specific information for specific purposes. The activity is intended as a "training" activity prior to conducting activities such as The Bright Idea activity, which includes a definitive and extensive end product (a feasibility plan) for students to create.

Students use real-world data to calculate the potential for solar and wind energy generation at their school location. After examining maps and analyzing data from the online Renewable Energy Living Lab, they write recommendations as to the optimal form of renewable energy the school should pursue.

Students use real-world data to evaluate whether solar power is a viable energy alternative for several cities in different parts of the U.S. Working in small groups, they examine maps and make calculations using NREL/US DOE data from the online Renewable Energy Living Lab. In this exercise, students analyze cost and availability for solar power, and come to conclusions about whether solar power is a good solution for four different locations.

Students use real-world data to evaluate the feasibility of solar energy and other renewable energy sources in different U.S. locations. Working in small groups, students act as engineers evaluating the suitability of installing solar panels at four company locations. They access data from the online Renewable Energy Living Lab from which they make calculations and analyze how successful solar energy generation would be, as well as the potential for other power sources at those locations. Then they summarize their results, analysis and recommendations in the form of feasibility plans prepared for a CEO.

Students learn about how biomedical engineers aid doctors in repairing severely broken bones. They learn about using pins, plates, rods and screws to repair fractures. They do this by designing, creating and testing their own prototype devices to repair broken turkey bones.

Over several days, students learn about composites, including carbon-fiber-reinforced polymers, and their applications in modern life. This prepares students to be able to put data from an associated statistical analysis activity into context as they conduct meticulous statistical analyses to evaluate/determine the effectiveness of carbon fiber patches to repair steel. This lesson and its associated activity are suitable for use during the last six weeks of an AP Statistics course; see the topics and timing note for details. A PowerPoint® presentation and post-quiz are provided.

The discovery of restriction enzymes and their applications in DNA analysis has proven to be essential for biologists and chemists. This lesson focuses on restriction enzymes and their applications to DNA analysis and DNA fingerprinting. Use this lesson and its associated activity in conjunction with biology lessons on DNA analysis and DNA replication.

Student pairs reverse engineer objects of their choice, learning what it takes to be an engineer. Groups each make a proposal, create a team work contract, use tools to disassemble a device, and sketch and document their full understanding of how it works. They compile what they learned into a manual and write-up that summarizes the object's purpose, bill of materials and operation procedure with orthographic and isometric sketches. Then they apply some of the steps of the engineering design process to come up with ideas for how the product or device could be improved for the benefit of the end user, manufacturer and/or environment. They describe and sketch their ideas for re-imagined designs (no prototyping or testing is done). To conclude, teams compile full reports and then recap their reverse engineering projects and investigation discoveries in brief class presentations. A PowerPoint(TM) presentation, written report and oral presentation rubrics, and peer evaluation form are provided.

Students write a biographical sketch of an artist or athlete who lives on the edge, riding the gravity wave, to better understand how these artists and athletes work with gravity and manage risk. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.

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 experience the engineering design process as they design and build accurate and precise catapults using common materials. They use their catapults to participate in a game in which they launch Ping-Pong balls to attempt to hit various targets.

Students learn the concept of angular momentum and its correlation to mass, velocity and radius. They experiment with rotation and an object's mass distribution. In an associated literacy activity, students use basic methods of comparative mythology to consider why spinning and weaving are common motifs in creation myths and folktales.

Students build on their understanding and feel for flow rates, as gained from the associated Faucet Flow Rate activity, to estimate the flow rate of a local river. The objective is to be able to relate laboratory experiment results to the environment. They use the U.S. Geological Survey website (http://waterdata.usgs.gov/nwis/rt) to determine the actual flow rate data for their river, and compare their estimates to the actual flow rate. For this activity to be successful, choose a nearby river and take a field trip or show a video so students gain a visual feel for the flow of the nearby river.

Students learn how water is used to generate electricity. They investigate water's potential-to-kinetic energy transformation in hands-on activities about falling water and waterwheels. During the activities, they take measurements, calculate averages and graph results. Students also learn the history of the waterwheel and how engineers use water turbines in hydroelectric power plants today. They discover the advantages and disadvantages of hydroelectric power. In a literacy activity, students learn and write about an innovative new hydro-electrical power generation technology.

Students learn various topics associated with the circle through studying a clock. Topics include reading analog time, understanding the concept of rotation (clockwise vs. counter-clockwise), and identifying right angles and straight angles within circles. Many young students have difficulty telling time in analog format, especially with fewer analog clocks in use (compared to digital clocks). This includes the ability to convert time written in words to a number format, for example, making the connection between "quarter of an hour" to 15 minutes. Students also find it difficult to convert "quarter of an hour" to the number of degrees in a circle. This activity incorporates a LEGO® MINDSTORMS® NXT robot to help students distinguish and visualize the differences in clockwise vs. counter-clockwise rotation and right vs. straight angles, while learning how to tell time on an analog clock. To promote team learning and increase engagement, students work in teams to program and control the robot.

Through the two lessons and five activities in this unit, students' knowledge of sensors and motors is integrated with programming logic as they perform complex tasks using LEGO MINDSTORMS(TM) NXT robots and software. First, students are introduced to the discipline of engineering and "design" in general terms. Then in five challenge activities, student teams program LEGO robots to travel a maze, go as fast/slow as possible, push another robot, follow a line, and play soccer with other robots. This fifth unit in the series builds on the previous units and reinforces the theme of the human body as a system with sensors performing useful functions, not unlike robots. Through these design challenges, students become familiar with the steps of the engineering design process and come to understand how science, math and engineering including computer programming are used to tackle design challenges and help people solve real problems. PowerPoint® presentations, quizzes and worksheets are provided throughout the unit.