Following the steps of the iterative engineering design process, student teams use what they learned in the previous lessons and activity in this unit to research and choose materials for their model heart valves and test those materials to compare their properties to known properties of real heart valve tissues. Once testing is complete, they choose final materials and design and construct prototype valve models, then test them and evaluate their data. Based on their evaluations, students consider how they might redesign their models for improvement and then change some aspect of their models and retest aiming to design optimal heart valve models as solutions to the unit's overarching design challenge. They conclude by presenting for client review, in both verbal and written portfolio/report formats, summaries and descriptions of their final products with supporting data.

Using the same method for measuring friction that was used in the previous lesson (Discovering Friction), students design and conduct an experiment to determine if weight added incrementally to an object affects the amount of friction encountered when it slides across a flat surface. After graphing the data from their experiments, students can calculate the coefficients of friction between the object and the surface it moved upon, for both static and kinetic friction.

In the first part of the activity, each student chews a piece of gum until it loses its sweetness, and then leaves the gum to dry for several days before weighing it to determine the amount of mass lost. This mass corresponds to the amount of sugar in the gum, and can be compared to the amount stated on the package label. In the second part of the activity, students work in groups to design and conduct new experiments based on questions of their own choosing. These questions arise naturally from observations during the first experiment, and from students' own experiences with and knowledge of the many varieties of chewing and bubble gums available.

Kids news articles! Kids current events; plus kids news on science, social studies, sports, world, environment and more!

Printable board games, activities and more for phonics and reading all using evidence-based methods. Can be customized to any student's needs including creating flashcards for other subjects.

Dogzilla is a fantasy story of mice who protect their city, Mousopolis, from being destroyed by Dogzilla. The mice come up with a plan to give Dogzilla a bath, which scares him away.

This resource from Ontario provides parents with information on how they can support Math learning and development at home.

My artifact is an inquiry project for Doing the Right Thing in ELA 9. This artifact focuses on creativity as students are required to complete a project through creative media and work on an individual challenge or issue that is important to them. This project requires students to think critically and innovatively. The project consists of six phases that help break down the task of creating such a product.

Have you ever been interested in what it really costs to live somewhere per month?

Dollar Street let's you explore how others live all over the world based on their monthly income. You can click the photos to learn ore about the families pictured.

See how people really live.

It is common in the real world to see mathematical examples where the cents sign was used when the dollar sign was supposed to be used. Converting and comparing decimals and fractions can help clear up this misconception. Two real coupons clipped from a Sunday paper coupon section are included in this activity. This resource is from PUMAS - Practical Uses of Math and Science - a collection of brief examples created by scientists and engineers showing how math and science topics taught in K-12 classes have real world applications.

The purpose of this task to help students think about an expression for a function as built up out of simple operations on the variable, and understand the domain in terms of values for which each operation is invalid (e.g., dividing by zero or taking the square root of a negative number).

How does infrastructure meet our needs? What happens when we are cut off from that supporting infrastructure? As a class, students brainstorm, identify and explore the pathways where their food, water and energy originate, and where wastewater and solid waste go. After creating a diagram that maps a neighborhood's inputs and waste outputs, closed and open system concepts are introduced by imagining the neighborhood enclosed in a giant dome, cut off from its infrastructure systems. Students consider the implications and the importance of sustainable resource and waste management. They learn that resources are interdependent and that recycling wastes into resources is key to sustain a closed system.

Student teams find solutions to hypothetical challenge scenarios that require them to sustainably manage both resources and wastes. They begin by creating a card representing themselves and the resources (inputs) they need and wastes (outputs) they produce. Then they incorporate additional cards for food and energy components and associated necessary resources and waste products. They draw connections between outputs that provide inputs for other needs, and explore the problem of using linear solutions in resource-limited environments. Then students incorporate cards based on biorecycling technologies, such as algae photobioreactors and anaerobic digesters in order to make circular connections. Finally, the student teams present their complete biorecycling engineering solutions to their scenarios in poster format by connecting outputs to inputs, and showing the cycles of how wastes become resources.

One particular type of domino game, sometimes called the All Fives Domino game, uses multiples of five in order to score points. It can be the basis for a number of games designed to develop conceptual understanding of multiples of numbers through twelve and provide opportunities to reinforce learning objectives in a fun and competitive manner. This resource is from PUMAS - Practical Uses of Math and Science - a collection of brief examples created by scientists and engineers showing how math and science topics taught in K-12 classes have real world applications.

This art history video discussion looks at Donald Judd's "Untitled", 1969, ten copper units, each 9 x 40 x 31 inches with 9 inch intervals (Guggenheim Museum, New York).

This art history video discussion examines Donatello's "St. Mark", 1411-13, marble, 93" (236 cm), Orsanmichele, Florence.

This art history video discussion examines Donatello's "David", bronze, late 1420s to the 1460s, likey the 1440s (Museo Nazionale del Bargello, Florence).

In this Smarthistory video Dr. Beth Harris and Dr. Steven Zucker discuss Donatello's "Equestrian Monument of Gattamelata" (Erasmo da Narni), 1445-53, bronze, in the Piazza del Santo, at Padua.

This art history video discussion examines Donatello's "Feast of Herod", panel on the baptismal font of Siena Cathedral, Siena, Italy, Gilded bronze,1423--1427.

This art history video discussion examines Donatello's "Madonna of the Clouds", c. 1425--35, marble, 33.1 x 32 cm / 13 1/16 x 12 5/8 inches (Museum of Fine Arts, Boston).