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Resources for schools
This section contains teaching materials produced by the ENGINEER partners. There are 10 differents units exploring 10 engineering fields. In each unit, pupils are guided to use the five steps of the Engineering Design Process (EDP), thus finding out what the steps are and how to apply the five steps to solve an engineering problem.
Popular mechanics: Becoming a designer of machines
This unit relates to the science curriculum on Mechanics with a focus on transmission and transformation motion. Pupils discover mechanical devices and conceive and create a mechanical toy (for younger pupils) or a calculating machine (older participants).
Suck it up: Designing a contraption that sucks up debris
This unit is designed for 11-12 years old pupils.
This unit relates to the science curriculum on Electricity with a focus on electric circuits, motors and batteries. Pupils discover how a hairdryer works and then work with batteries, motors and fans to design and construct their own small vacuum cleaner.
Music to the ears: Designing and creating a sound generator
By participating in the challenge ‘Make a soundtrack for a silent movie with your own designed sound box’ the pupils will learn about sound and acoustics.
In this unit the pupils work with the engineering design process . The ‘Ask’ element of the engineering process leads to an investigation of sound. The pupils undertake experiments in which they discover the properties of sound. They also discover how the size of a resonance box influences sound.
Huff and puff: Designing a device for measuring exhalation volume
This unit is designed for 10-12 years old pupils.
By participating in the challenge ‘Ready Steady Blow” the pupils will learn about the respiratory system, the concept of volume, principals of measurement, and different methods to measure volume. They will experience the Engineering Design Process (EDP) by designing a biomedical instrument for measuring the volume of air that can be expelled from their lungs after a deep inhalation (maximal exhalation volume).
Life support: Direct water flow to plants
This unit is designed for 9 – 10 years old children.
This unit relates to the science curriculum on plants with a focus on the transport of water. Pupils undertake do experiments to discover how plants transport water from the ground to the top of the plant and how people use materials from plants to soak up water. Finally pupils build their own a system of water- aqueduct.
High flyers: Building a glider with everyday materials
This unit is designed for 9-12 years old pupils.
In this unit pupils learn about flight and aeronautical engineering. Over the course of four sessions they discover more about the properties of materials, the forces involved in flight as well as getting the chance to build, test and evaluate their own gliders.
High and dry: Protecting objects on a floating platform
This unit is designed for 9, 10-11 years old pupils.
Pupils who become engaged in tackling the challenge “Design your own floating platform” learn about floating and sinking, and ocean engineering. In this unit, pupils observe and describe how different objects behave when placed in water. Following the five steps of science investigation, they discover critical factors which determine whether an object will sink or float. Finally, they apply the Engineering Designing Process in order to design and build a floating platform.
Frisky feet: Winter-proof a pair of shoes
This unit is designed for 9 – 12 years old pupils.
In the challenge “Engineering on insulation – Designing insulating shoe soles” the pupils will learn about insulation and be introduced to the field of Building Engineering and Materials Research. They will also design and create their own insulating shoe sole.
Knee deep: Designing and constructing a water pond
This unit is designed for 9 – 12 years old pupils.
A big shopping center will be built in place of a park with it beautiful pond frogs and other animals. To save the frogs, why not build a pond for them in the school garden? Starting from this story the teacher introduces pupils to an engineer problem.
The practical aim of the unit is to design and to make a model of a pond. At the end pupils reflect on how to create a real pond.
The pupils explore what are the main features of a pond. They investigate through experiments the composition of soil is composed and how different materials react when in contact with water. Then pupils, in groups, choose an appropriate waterproof material to build the bottom of the pond, following the engineering process (ask, imagine, plan, create, improve).
A fine balance: Building a hanging sculpture
By participating in the challenge ‘building a mobile’ the pupils learn about mechanical engineering a working environment and the physical concepts of balance and force. While building their mobile, pupils gain the experience of working like an engineer constructing cranes.