Working individually or in pairs, students compete to design, create, test and redesign free-standing, weight-bearing towers using Kapla(TM) wooden blocks. The challenge is to build the tallest tower while meeting the design criteria and minimizing the amount of material used all within a time limit. Students experiment with different geometric shapes used in structural designs and determine how design choices affect the height and strength of structures, becoming comfortable with the concepts of structural members and modeling.

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.

Students learn how two LEGO MINDSTORMS(TM) NXT intelligent bricks can be programmed so that one can remotely control the other. They learn about the components and functionality in the (provided) controller and receiver programs. When its buttons are pressed, the NXT brick assigned as the remote control device uses the controller program to send Bluetooth® messages. When the NXT taskbot/brick assigned as the receiver receives certain Bluetooth messages, it moves, as specified by the receiver program. Students examine how the programs and devices work in tandem, gaining skills as they play "robot soccer." As the concluding activity in this unit, this activity provides a deeper dimension of understanding programming logic compared to previous activities in this unit and introduces the relatively new and growing concept of wireless communication. A PowerPoint® presentation, pre/post quizzes and a worksheet are provided.

In a simulation of potential future space missions to Europa, one of Jupiter’s moons, student teams are challenged to direct a robot placed in an enclosed maze to search for and find the most “alien life.” The robot is equipped with a camera to send a live feed of its surroundings in the maze. Students control the robot from outside the maze by looking at the live feed on a smartphone and using the robot’s remote control, making a map as they go. The student teams compete as if they are space agencies creating their own exploratory systems to meet the challenge’s criteria and constraints and prove “in the field” that they have the best plan to win the mission contract and get the job. This activity simulates the real-world research of scientists and engineers developing a robot with the capabilities to explore under the ice-covered surface of Europa.

Make learning come to life! Participating in hands-on STEAM (Science, Technology, Engineering, Art, Math) Challenges can provide students with opportunities to develop new skills and understandings related to their preferred life/career choices. These challenges help students build 21st Century Skills while exploring potential occupations of interest. Students will be able to reflect on what areas best fit their interest, skills, values, etc. as they work to create the life they want to live.

Students learn about how engineers design and build shake tables to test the ability of buildings to withstand the various types of seismic waves generated by earthquakes. Just like engineers, students design and build shake tables to test their own model buildings made of toothpicks and mini marshmallows. Once students are satisfied with the performance of their buildings, they put them through a one-minute simulated earthquake challenge.

Students apply their knowledge of constructing and programming LEGO MINDSTORMS (TM)NXT robots to create sumobots - strong robots capable of pushing other robots out of a ring. To meet the challenge, groups follow the steps of the engineering design process and consider robot structure, weight and gear ratios in their designs to make their robots push as hard as possible to force robot opponents out of the ring. A class competition serves as the final test to determine the best designed robot, illustrating the interrelationships between designing, building and programming. This activity gives students the opportunity to be creative as well as have fun applying and combining what they have learned through the previous activities and lessons in this and prior units in the series. A PowerPoint (tm) presentation, pre/post quizzes and a worksheet are provided.

Students are challenged to design, build and test small-scale launchers while they learn and follow the steps of the engineering design process. For the challenge, the "slingers" must be able to aim and launch Ping-Pong balls 20 feet into a goal using ordinary building materials such as tape, string, plastic spoons, film canisters, plastic cups, rubber bands and paper clips. Students first learn about defining the problem and why each step of the process is important. Teams develop solutions and determine which is the best based on design requirements. After making drawings, constructing and testing prototypes, they evaluate the results and make recommendations for potential second-generation prototypes.

Students are introduced to the concepts of torque, power, friction and gear ratios. Teams modify two robotic LEGO® MINDSTORMS® vehicles by changing their gear ratios, wheel sizes, weight and engine power, while staying within a limit of points to spend on modifications. The robots face each other on a track with a string attaching one to the other. The winning robot, the one with the best adjustments, pulls the other across the line.

Middle Years introduction to the challenge mindset using UN SDGs to explore careers that make a difference.