In this activity students compare objects and practice determining which objects are heavier and lighter.

Students use DNA profiling to determine who robbed a bank. After they learn how the FBI's Combined DNA Index System (CODIS) is used to match crime scene DNA with tissue sample DNA, students use CODIS principles and sample DNA fragments to determine which of three suspects matches evidence obtain at a crime location. They communicate their results as if they were biomedical engineers reporting to a police crime scene investigation.

The two triangles in this problem share a side so that only one rigid transformation is required to exhibit the congruence between them. In general more transformations are required and the "Why does SSS work?'' and "Why does SAS work?'' problems show how this works.

For these particular triangles, three reflections were necessary to express how to move from ABC to DEF. Sometimes, however, one reflection or two reflections will suffice. Since any rigid motion will take triangle ABC to a congruent triangle DEF, this shows the remarkable fact that any rigid motion of the plane can be expressed as one reflection, a composition of two reflections, or a composition of three reflections.

This particular sequence of transformations which exhibits a congruency between triangles ABC and DEF used one translation, one rotation, and one reflection. There are many other ways in which to exhibit the congruency and students and teachers are encouraged to explore the different possibilities.

Spreadsheets across the Curriculum module. Students use a spreadsheet to build a two-way table of drug level vs. time and elimination rate with parameters dosage interval and amount.

This activity is a lab investigation/teacher directed inquiry, in which a student discovers the pathway of an electric current from a battery source, through a light bulb's inner structure, and then back to the battery source to complete a simple circuit.

This exercise demonstrates that judgment (non-random) samples tend to be biased in the sense that they produce samples that are not balanced with respect to the population characteristics of interest.

This is an out of class exercise that allows students to explore biological molecules that contain heme like molecules with metals bound in them. The properties of these molecules give them different colors and functions, but all are related evolutionarily.

This hands on lab helps explain why the color of our sky/upper atmosphere appears blue in color. Students will be able to simulate how light from the sun is scattered by our atmosphere to create blue light.

Students build their own simple conductivity tester and explore whether given solid materials and solutions of liquids are good conductors of electricity.

Students build conductivity testers and test materials to see if they are good conductors of electricity.

This is a discrepant event that can be used to help students understand applications of the momentum-impulse theorem. Students are first asked to predict and hypothesize what will happen when an egg is thrown into a sheet. After sharing predictions and hypotheses, a volunteer student will throw the egg into the sheet. Other students make observations and craft explanations of what happened to explain why the egg does not break when it hits the sheet but does break if thrown at a wall. Students will then be asked a series of guiding questions to help them challenge misconceptions and sharpen their understanding of momentum and impulse.

Students learn about wind energy by making a pinwheel to model a wind turbine. Just like engineers, they decide where and how their turbine works best by testing it in different areas of the playground.

In this activity, students develop an understanding of how engineers use wind to generate electricity. They will build a model anemometer to better understand and measure wind speed.

Students learn how engineers transform wind energy into electrical energy by building their own miniature wind turbines and measuring the electrical current it produces. They explore how design and position affect the electrical energy production.

Students research the feasibility of installing a wind-turbine distributed energy (DE) system for their school. They write a proposal (actually, the executive summary of a proposal) to the school principal based on their findings and recommendations. While this activity is geared towards fifth-grade and older students, and Internet research capabilities are required, some portions of this activity may be appropriate for younger students.