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Dear Parents, Students and Teachers,

Welcome to the wonderful world of ENGINEERING!

Engineering Minds: Solving the Mystery of Engineering - Class-room Edition was developed from a program that was held at The Children’s Museum of Houston in 2006. Based on the popularity of this program, the Society of Women Engineers – Houston Area Section and the Readers Are Leaders Foundation bring this concept to the classroom to help more students and teachers learn about en-gineering.

Did you know that research says that engaging students in hands-on, real-world engineering experiences can liven up math and science? By illustrating relevant applications, students are motivated to learn math and science concepts.

Why should a student learn engineering and technology? Two words: They're fun! Engineers have a hand in designing, creating or modify-ing nearly everything we touch, wear, eat, see and hear. Technology is far more than computers. Technology is all around us. There is ample technology in our homes, from our coffee maker to a pair of nail clippers. By learning engineering and technology, we are learn-ing about the world that surrounds us.

This Engineering Minds: Solving the Mystery of Engineering stu-dent guide will help you focus on building skills in engineering and technology. The primary purposes of the program are:

• To introduce engineering and its various disciplines• To engage teachers in activities as learners, helping them see

the potential for engineering and technology as a school subject and become excited about trying some of the activities with their students

• To engage students in activities so they may learn how engineering and technology affect everyday life

• To demonstrate that engineering and technology are fun!

This student guide is full of activities to help students learn about mechanisms, structures, electronics, environmental issues, and chemistry. On each of these pages, students will face a problem to solve based on an engineering discipline. They will learn about all types of engineering.

Please be sure to express your gratitude to the Readers Are Lead-ers Foundation, the generous sponsor of this program. You can send your thank you notes to cie@chron.com or Chronicle In Education, 801 Texas Avenue, Houston, Texas, 77002.

Remember: ENGINEERING IS FUN!

Table of ContentsEngineering Fields . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 3Hands-on Experiments and Newspaper Activities

Balloon Filler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 4Boats Afl oat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 6Door Alarm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 8Geodesic Domes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 10Marble Roller-coaster . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 12Water Balloon Drop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 14Water Filter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 16Density Column . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 18Goopy Gunk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 18The Material Race . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 18

Crossword Puzzle and Match Game . . . . . . . . . . . . . . . . . . . .Page 19

Texas Essential Knowledge and SkillsThe experiments and activities on pages 3-18 address the following Texas Essential Knowledge and Skills. Additional appropriate TEKS are listed on each page.

Science. The student collects fi eld and laboratory investigations using safe, environmentally appropriate and ethical practices. The student is expected to:

• demonstrate safe practices during fi eld and laboratory investigations

Science. The student uses scientifi c inquiry methods during fi eld and laboratory investigations. The student is expected to:

• plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology

• collect data by observing and measuring• analyze and interpret information to construct reasonable explanations from direct and indirect evidence

and communicate valid conclusions

Science. The student uses critical thinking and scientifi c problem solving to make informed decisions. The student is expected to:

• analyze, review, and critique scientifi c explanations, including hypotheses and theories, as to their strengths and weaknesses using scientifi c evidence and information

• evaluate the impact of research on scientifi c thought, society, and the environment

Technology Education/Industrial Technology Education. The student describes and uses manufacturing, construction, communication, energy, power, transportation, and bio-related technology to meet specifi c goals. The student is expected to:

• apply manufacturing, construction, communication, energy, power, transportation, and bio-related technology to practical problems

Technology Education/Industrial Technology Education. The student uses the appropriate tools, equipment, machines, materials and technical processes to complete a project. The student is expected to:

• identify the chemical, mechanical, and physical properties and standard units of measure of manufacturing, construction, communication, energy, power, transportation, and bio-related technology materials

• identify the processes used in manufacturing, construction, communication, energy, power, transportation, and bio-related technology

Technology Education/Industrial Technology Education. The student works safely with tools, equipment, machines and materials used in manufacturing, construction, communication, energy, power, transportation, and bio-related technology. The student is expected to:

• follow safety manuals, instructions, and requirements

Technology Education/Industrial Technology Education. The student applies his/her communication, mathematics, and science knowledge and skills to manufacturing, construction, communication, energy, power, transportation, and bio-related technology activities. The student is expected to:

• use mathematics concepts in technology• identify and apply science principles used in technology

Career Orientation. The student knows the process of career planning. The student is expected to:• prepare an oral or written plan describing the factors considered in the decision-making process used to

solve a simulated career problem

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Engineering is all around us and a part of virtually everything we see and use. Here is an overview of the major fi elds, or disciplines, of engineering:

Field Description

Aerospace Aerospace engineering involves developing, designing, testing, and helping to manufacture commercial and military aircraft, mis-siles and spacecraft, and new technologies in commercial aviation, defense systems, and space exploration. Aerospace engineers have specialties within aerodynamics, propulsion, thermodynamics, structures, celestial mechanics, acoustics, and guidance and control systems. Where they work: NASA, Boeing, Lockheed Martin. Graduating Average Salary: $52,000

Agricultural Agricultural engineering involves every aspect of food production, processing, marketing, and distribution. Agricultural engineers design and develop agricultural and food processing equipment, irrigation systems, grain storage facilities, feed mills, and farm structures. Where they work: U.S. Dept. of Agriculture, Cargill. Graduating Average Salary: $47,000

Biomedical Biomedical engineering applies engineering principles and design to the biology and medical arena to improve health care and the lives of those with medical impairments. Bringing together knowledge from many engineering disciplines and technical fi elds, biomedical engineers design medical instruments, devices, and software; develop new procedures; conduct research; and solve clinical problems. Where they work: NASA. Graduating Average Salary: $47,000

Ceramic Ceramic engineers direct processes that convert clay, nonmetallic minerals, or silicates to ceramic products such as automobile parts, tiles on space shuttles, and solar panels. Graduating Average Salary: $67,000

Chemical Chemical engineering applies principles of chemistry and physics to the design and production of materials that undergo chemical changes during their manufacture. Chemical engineers also participate in efforts to maintain a clean environment and to create substitutes for or fi nd ways to preserve our natural resources. Where they work: Kraft, General Mills, DuPont, Shell, ExxonMobil, EPA, Sherwin Williams (paint). Graduating Average Salary: $57,000

Civil (General & Structural)

Civil engineering involves planning, designing, and building a wide variety of structures and facilities. These include bridges, roads and highways, dams, high-rise buildings, airports, water treatment centers, industrial manufacturing and processing facili-ties, and sanitation plants. Many civil engineers hold managerial and supervisory positions in government, industry, construction, and private practice. Others may work in research and teaching. Graduating Average Salary: $51,000

Computer/Software

Computer engineering involves the design, construction, and operation of computer systems. Computer engineers work on both computer hardware and software (programming) problems. Where they work: IBM, MicroSoft, Oracle, Gaming Companies. Graduating Average Salary: $47,000

Control Control systems engineering involves the design and manufacture of instrumentation and ways to control dynamic processes au-tomatically. Such engineers draw on a variety of disciplines, including elements of electrical, mechanical, and chemical, and focus on the technologies needed for feedback and feedforward control of dynamic systems. These engineers ensure safe and effi cient system performance. Graduating Average Salary: $57,000

Electrical & Electronics

Electrical and electronics engineering is the practical application of electricity. Electrical engineers are concerned with electrical devices and systems and with the use of electrical energy. Where they work: AT&T , Motorola, Reliant Energy. Graduating Average Salary: $57,000

Environmental Environmental engineering is the development of processes and infrastructure for the supply of water, the disposal of waste, and the control of all kinds of pollution. The work of environmental engineers protects public health by preventing disease transmis-sion and preserves the quality of the environment by averting the contamination and degradation of air, water, and land resources. Where they work: Environmental Protection Agency, Reliant Energy, oil and gas companies, chemical companies. Graduating Average Salary: $64,000

Fire/Protection Fire protection engineers design systems and equipment that prevent or combat fi re. Engineers in this fi eld are also concerned with the fi re safety of structures. Where they work: U.S. Fish and Wildlife Services. Graduating Average Salary: $55,000

Industrial Industrial engineering identifi es the most effective ways for an organization to use the basic factors of people, processes, technol-ogy, materials, information, and energy to make or process a product. Industrial engineers plan, design, implement, and manage integrated production and service delivery systems that ensure performance, reliability, and maintainability. Graduating Average Salary: $54,000

Manufacturing Manufacturing engineering includes all aspects of manufacturing operations, including the behavior and properties of materials and materials processes; the design of products, equipment, and tooling necessary for their manufacture; management of manufac-turing enterprises; and, the design and operation of manufacturing systems. Graduating Average Salary: $56,000

Mechanical Mechanical engineering applies the principles of mechanics and energy to the design of machines and devices. Perhaps the broad-est of all engineering disciplines, mechanical engineering is generally combined into three broad areas: energy, structures and motion in mechanical systems, and manufacturing. Graduating Average Salary: $56,000

Mineral and Mining

Mining engineering comprises all aspects of discovering, removing, and processing minerals from the earth. Mining engineers design the mine layout, supervise its construction, devise systems to transport minerals to processing plants, and develop plans to return the area to its natural state. Graduating Average Salary: $52,000

Nuclear Nuclear engineering involves the design, construction, and operation of nuclear power plants for power generation, propulsion of nuclear submarines, and space power systems. Nuclear engineers are involved in the handling of nuclear fuels and the safe disposal of radioactive wastes. Graduating Average Salary: $62,000

Ocean Ocean engineers direct the exploration and utilization of the ocean’s resources. Their work is closely tied to petroleum and civil engineering. For example, ocean engineers might focus attention on underwater oil or gas exploration (petroleum engineering tasks), or they might design structures such as offshore drilling platforms, harbor facilities, and underwater machines (civil engi-neering tasks). Graduating Average Salary: $47,000

Petroleum Petroleum engineering involves sustaining the fl ow of oil and gas, including discovery, recovery, storage, and transportation of petroleum. Petroleum engineers integrate many engineering specializations into an effi cient system of oil and gas drilling, produc-tion, and processing. Graduating Average Salary: $52,000

Sanitary Sanitary engineering is a branch of civil and environmental engineering that deals with sanitary issues affecting public health, such as safe drinking water and sewage disposal. Among other things, sanitary engineers deal with preventing toxins and dangerous microorganisms from endangering the public in such systems. Graduating Average Salary: $64,000

Transportation Transportation engineers design streets, highways, and other transit systems that allow people and goods to move safely and effi ciently. For example, before constructing a new sports stadium, city offi cials rely on transportation engineers to plan traffi c patterns that will prevent major tie-ups after games. Graduating Average Salary: $47,000

ENGINEERING FIELDS

Connections to the Houston Chronicle• Look in the Houston Chronicle for news that relates to your

desired engineering career. Cut out.

• Look in the Houston Chronicle employment ads for job opportunities in your favorite engineering fi eld. Cut out.

• Save your investigations, news and this student guide in a career resource fi le.

Texas Essential Knowledge and SkillsCareer Orientation. The student analyzes the effect of personal interest and aptitudes upon educational and career planning. The student is expected to: • match interests and aptitudes to career opportunities

Career Orientation. The student knows how to locate, analyze, and apply career information. The student is expected to: • access career information using print and online resources to complete

an educational and/or training plan for a career pathway • access career information using interviews with business and industry

representatives • to create a career resource fi le

Career Orientation. The student knows the process of career planning. The student is expected to: • identify high school courses related to specifi c career choices

After you complete the activities in this guide, answer these questions and complete the career activities:

Which experiment do you like best?___________________________To which engineering fi elds does that experiment relate? ___________________________________________________________________

Which school subjects do you like best?________________________ To which engineering fi elds do those subjects relate? ______________________________________________________________________

On which school subjects that relate to this fi eld should you focus?________________________________________________________

I would like to investigate careers in _______________________________________________engineering. I will conduct investigations by using these resources: ______________________________________________________________________________________________.

Interview someone whose career is in your favorite engineering fi eld.

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IntroductionBaking soda is a chemical called sodium bicarbonate, and it reacts with vinegar. Vinegar is called acetic acid. These two chemicals react and form something new.

Purposes• To introduce students to states of matter• To introduce students to chemical reactions• To introduce students to physical properties and physical changes, versus

chemical properties and chemical changes

ProjectYou are a consultant to a baker who needs a replacement for yeast to make bread rise. Specifi cally, teams must determine the ratio of baking soda and vinegar that will produce the greatest volume of the bubbly, carbon-dioxide brew that forms after mixing.

ChallengeMix baking soda and vinegar to fi ll a balloon with gas.

MaterialsA bottle with measurement markings, balloons, baking soda, vinegar, funnel, measuring spoons, safety glasses

What to doSafety notes: Protective eyewear is recommended in case the balloon explodes. Never point the bottle and balloon at anyone. Do not ingest any materials. Balloons should stay away from mouths, as they can cause choking.

1. Place 2 tablespoons of vinegar into a bottle.2. Using the funnel, pour 1 tablespoon of baking soda into the balloon.3. Carefully attach the balloon to the top of the bottle. Do not allow any

baking soda to pour into the bottle. Turn the balloon completely upright so that the baking soda inside the balloon pours into the bottle with the vinegar.

4. Note and record all your observations in the appropriate lines on this page. What happened to the vinegar? What happened to the balloon? Was this a physical or chemical change?

5. Repeat the experiment and vary the amount of baking soda and vinegar used. Note all observations.

Things to think about1. What changes did you observe?2. How could you see the carbon dioxide?3. What might have happened if you had capped the bottle off, leaving no

place for the carbon dioxide to go? 4. Why do you think the bottle felt cold? 5. How did you know that your reaction fi nished? What might have caused the reaction to stop?

Record your observations______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How does it work?Vinegar (HC2H3O2) is a solution of acetic acid. It reacts with baking soda, sodium bicarbonate (NaHCO3), to produce carbon dioxide gas (CO2) and an aqueous solution of sodium acetate (NaC2H3O2). The reaction can be written as follows:

NaHCO3 (aq) + HC2H3O2 (aq) ------> CO2 (g) + H2O (l) + NaC2H3O2 (aq)

The carbon dioxide fi lled up the balloon, causing it to expand. In this activity, you saw the volume change caused by thecarbon dioxide.

Balloon Filler

Connections to the Houston Chronicle• Look in the Houston Chronicle and fi nd pictures of a solid, a liquid and a gas. Paste each in the correct box.

solid

liquid

gas

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Texas Essential Knowledge and SkillsScience. The student knows that matter has physical properties. The student is expected to:• classify matter based on its physical properties including

magnetism, physical state, and the ability to conduct or insulate heat, electricity, and sound

• identify changes that occur in the physical properties of the ingredients of solutions, such as dissolving sugar in water

Science. The student knows that substances have physical and chemical properties. The student is expected to:• demonstrate that new substances can be made when two or

more substances are chemically combined and compare the properties of the new substances to the original substances

• classify substances by their physical and chemical properties

• Search the news in the Houston Chronicle for an event caused by either a physical change or a chemical change. Cut out the news item and glue in the space below.

Explain what happened and the cause for that change.

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IntroductionBuilding a boat allows you to explore the creativity in designing a boat and to learn about density, volume, and buoyancy. There are different degrees of knowledge for which this experiment is benefi cial, with a few simple variances.

Purpose• To introduce students to density, mass, volume, buoyancy• To investigate different designs of making a boat and which works

best dependent on surface area• To engineer a boat that will still fl oat with an additional amount of

weight loaded on it

ProjectThe Coast Guard caught a pirate ship at sea. Now the Coast Guard must return the stolen treasures. The Coast Guard needs your help in designing a boat that can hold all the weight of the treasure. Your assignment is to make a test model boat and see how much weight, in pennies, it can hold.

ChallengeHow many pennies can your boat hold and carry?

Materials Aluminum foil, pennies, container full of colored water, safety glasses

What to do1. Construct a boat out of your piece of aluminum foil.2. Estimate how many pennies your boat will be able to hold.3. Then, fl oat your boat in the container of colored water. Place as many

pennies in the boat as you can before it sinks.4 Try to design a new boat that could hold even more pennies.

Things to think about

1. How close was your estimate? ________________________________________________________________________________________________________________________2. What part of your boat was the fi rst to sink?_________________________________________________________________________________________________________3. How could you engineer a design that would hold more pennies? __________________________________________________________________________________________________________________________________________________________________

Record your observations______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How does it work?In order for anything to fl oat, it must have the proper buoyancy. Buoy-ancy is the upward push created by the water. For example, if you put a raft into a pool, the water pushes up hard enough on the raft to make it fl oat on the surface. But, if you drop a quarter into the pool, the water can’t push up hard enough, and the quarter sinks.

Shipbuilders shape metals and spread them out so they are really fl at. This way, the water pushes on a greater area. But, just because the metal is fl at doesn’t mean that water can’t get on top of it and make it sink.

So, shipbuilders build sides to their ships. By doing this, water can’t get on top of the ship, even if the bottom of the boat dips lower than the water level.

Boats Afloat

Texas Essential Knowledge and SkillsMathematics. The student applies measurement concepts involving length (including perimeter), area, capacity/volume, and weight/mass to solve problems. The student is expected to:• connect models for perimeter, area, and volume with their

respective formulas• select and use appropriate units and formulas to measure

length, perimeter, area, and volume

Mathematics. The student communicates about previous grade level mathematics using informal language. The student is expected to: • explain and record observations using objects, words,

pictures, numbers, and technology• relate informal language to mathematical language and

symbols

Mathematics. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and angles. The student is expected to: • estimate measurements and evaluate reasonableness of results• select and use appropriate units, tools, or formulas to

measure and to solve problems involving length, area, time, temperature, volume, and weight

Mathematics. The student applies previous grade level mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to:• identify and apply mathematics to everyday experiences, to

activities in and outside of school, with other disciplines, and with other mathematical topics

• use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness

• select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems

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Connections to the Houston Chronicle• In the Houston Chronicle, fi nd a picture of something that you could use as a container. Measure the dimensions of this container. If necessary, make up the dimensions. Calculate the total surface area:______________________

• Calculate the volume/capacity of your container:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How would you engineer this container to make it fl oat?______________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________

Word Jumble SolutionENGINEERING IS FUN

Answer key for page 19

IntroductionAlarms play a crucial role in protecting our homes and even our lives. An alarm basically consists of a sensor connected to a warning device. Burglar alarms have sensors that can detect the opening of a door or window or the pressure of a footstep on the fl oor. A burglar alarm is an electric circuit.

ProjectYou have been hired by a local company to design and build a burglar alarm to install on its back door. The company has asked that you base the design on a circuit alarm. Circuit alarms work well for guarding the outside of a building, where obvious points of entry like doors and windows are located. Once the alarm is built, the company would like for you to review your design and present a prototype of the alarm to its senior executives.

Purposes• To understand an open and closed circuit • To construct a complete circuit• To draw and explain how an electrical circuit works• To demonstrate or describe the electron fl ow in simple electrical circuits

ChallengeDesign an alarm system to make a buzzing sound.

Materials18-22 gauge wire, wire cutters or alligator wires, 1.5-3 volt DC buzzer, magnets, index cards, aluminum foil, batteries, tape and any other items you want to add, safety glasses

What to do1. Attach a wire to each end of a battery or battery pack.2. Attach the buzzer to make sure it buzzes. Now you know the circuit is

set up correctly.

Things to think aboutWhat action is going to trigger the alarm? ___________________________

___________________________________________________________

Will someone step on or open something? __________________________

____________________________________________________________

What other ways can you think of to set up an alarm?__________________

___________________________________________________________

Record your observations____________________________________________________________

____________________________________________________________

____________________________________________________________

__________________________________________________

________________________________________________________________________________________________________________________

How does it work?A burglar alarm is an electric circuit. When the circuit becomes broken or closed, the fl ow of electricity in the circuit changes and the alarm is sounded. In a closed-circuit system, the electric circuit is closed when the alarmed door or window is shut. As long as the door or window remains shut, electricity can fl ow from one end of the circuit to the other. But if somebody opens the door or window, the circuit is opened, electricity can’t fl ow and the alarm is triggered. In an open circuit system, opening the door or window closes the circuit, so electricity begins to fl ow. In this system, the alarm is triggered when the circuit is completed.

Alarming IdeasCan you think of other ways to set up an alarm? Here are some:

Stomp alarm This alarm sounds when someone steps on the green paper which pushes the aluminum foil pieces together. When the aluminum foil pieces touch, that completes the circuit, and the buzzer sounds.

Drop alarmThis alarm sounds when the foil-wrapped popsicle stick is dropped onto the foil mat. When the aluminum foil pieces touch, the circuit is complete, and the buzzer sounds.

Pull alarmThis alarm sounds when the green paper with the red string is pulled out from between two pieces of aluminum foil, which are taped to the inside of the other green paper. The magnets are used to keep atight hold on the several pieces of green paper.

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Door Alarm

Connection to theHouston Chronicle

Texas Essential Knowledge and SkillsScience. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:

• collect, analyze, and record information using tools• demonstrate that repeated investigations may increase the reliability of results

Science. The student knows that matter has physical properties. The student is expected to:

• classify matter based on its physical properties including magnetism, physical state, and the ability to conduct or insu-late heat, electricity, and sound

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Use open or closed circuit?Explain your thinking.

Use open or closed circuit?Explain your thinking.

Use open or closed circuit?Explain your thinking.

• From the Houston Chronicle, cut out three pictures of things which use electrical circuits to operate. Paste them below. Do you think they operate with open or closed electrical circuits?

IntroductionDomes have been around for almost 2,000 years, but there are still new ways to build them. In the 1950s, an engineer named Buckminster Fuller thought of a new dome design. He used triangles to make it. This kind of dome is called a geodesic dome. A geodesic dome is strong because of all the triangles. It also uses fewer materials than other structures that have the same amount of space inside. Buckminster Fuller studied domes and thought of a way to make them better. Future engineers like you can think of new ways to design old structures.

Purposes• To introduce students to structures, design, and stability• To investigate different ways to build a geodesic dome• To engineer a geodesic dome, and then analyze other options to make the

structure better

ProjectThe City of Houston is planning to build a new playground. The Parks and Recreation Department would like you to design a new structure on which children can climb. By making a model, the department can then decide on the best structure and design to build to scale. The structure the department is suggesting is a giant geodesic dome.

Challenge• Build miniature geodesic domes using gumdrops and toothpicks.

Experiment on your design. • Once you have a model, use it to build your actual-sized dome out of

newspaper.

MaterialsGumdrops or marshmallows, toothpicks, newspaper, masking tape, measuring tape, markers for decorating, safety glasses

What to do1. Look at the picture of the geodesic dome on this page. 2. Using the gumdrops or marshmallows as “connectors” for the toothpicks,

build a model of your geodesic dome. 3. Referring to your small model, build an actual-sized model.

Build your actual-sized model1. Stack three fl at sheets of newspaper together. Starting in one corner, roll

the sheets up together as tightly as you can to form a tube. When you reach the other corner, tape the tube to keep it from unrolling. Repeat until you have 65 tubes.

2. Now cut the tubes to make 35 “longs” and 30 “shorts.” To make “longs,” cut off both ends of a tube until it is 71 centimeters long. Use this tube as a model to create 34 more “longs.” Be sure to mark all the “longs” clearly in some way, such as with colored tape, so you can tell them apart from the “shorts.” To make “shorts,” cut off both ends of another tube until it is 66 cm long. Use this tube as a model to create 29 more “shorts.”

3. Decorate the tubes if you like. First, tape 10 “longs” together to make the base of the dome.

4. Tape a “long” and a “short” to each joint. Arrange them so that there are two “longs” next to each other, followed by two “shorts,” and so on.

5. Tape the tops of two adjacent “shorts” together to make a triangle. Tape the next two “longs” together, and so on, all the way around.

6. Connect the tops of these new triangles with a row of “shorts.” (The dome will start curving inward.)

7. At each joint where four “shorts” come together, tape another “short” sticking straight up. Connect this “short” to the joints on either side with “longs,” forming new triangles.

8. Connect the tops of these new triangles with a row of “longs.”

9. Finally, add the last fi ve “shorts” so that they meet at a single point in the center of the dome. (You might need to stand inside the dome to tape them together.) To test your dome’s strength, see how many magazines you can load on top of your dome.

Safety note: The dome’s joints are weak spots. Use plenty of tape to reinforce them. For safety reasons, do not to climb on the completed dome.

Things to think about1.Why is the geodesic dome so sturdy? ___________________________________________________________________________________________

2. What other applications use geodesic domes?____________________________________________________________________________________

3. What can you do to make the dome stronger or bigger? ____________________________________________________________________________

Record your observations___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How does it work?Did you notice that your dome is made up of lots of triangles? Engineers often use triangles when they design buildings because triangles are stable shapes. That means they don’t bend, twist, or collapse easily when you push on them. A square is not as stable as a triangle. Test it. Make a square and a triangle out of toothpicks and gumdrops. Press down on one corner of each shape.

How do the two shapes compare? ________________________________________________________________________________________________

Does one bend, twist, or collapse more easily than the other? ________________________________________________________________________________________________________________________________________________________10

Geodesic Domes

Texas Essential Knowledge and SkillsMathematics. The student generates geometric defi nitions using critical attributes. The student is expected to identify essential attributes including parallel, perpendicular, and congruent parts of two- and three-dimensional geometric fi gures.

Mathematics. The student applies measurement concepts involving length, area, capacity/volume, and weight/mass to solve problems. The student is expected to:

• select and use appropriate units and formulas to measure length

Mathematics. The student uses geometric vocabulary to describe angles, polygons, and circles. The student is expected to:• use angle measurements to classify angles as acute, obtuse, or right

Mathematics. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and angles. The student is expected to:

• select and use appropriate units, tools, or formulas to measure and to solve problems involving length, area, time, temperature, volume and weight

Mathematics. The student applies previous grade level mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to:

• identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other math-ematical topics • use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness • select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems

Technology Education/Industrial Technology Education. The student uses appropriate design processes and techniques in manufactur-ing, construction, communication, energy, power, transportation, and bio-related technology. The student is expected to:

• improve a product or system that meets a specifi c need• identify areas where quality, reliability, and safety can be designed into a product, service, or system

Connections to the Houston Chronicle

• Find a Houston Chronicle article about someone who has invented or improved something. What did this person do and why? ______________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________

Did this contribution help others? How? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• Now, search the Chronicle for a tool or something that others use. How would you engineer it to make improvements? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• Finally, search the Chronicle for a situation that can be solved by engineering a new tool or useful object that has not yet been invented.

In the space below, draw your invention to use in that situation.

Explain your invention on the lines by your drawing. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

11

12

IntroductionMarble roller-coasters can be used to illustrate and help you discover the law of conservation of energy. Marble roller-coasters allow you to collect good qualitative data on the transfer of potential energy to kinetic energy. To learn and practice more advanced math skills, you can collect and ana-lyze more quantitative energy transfer data.

ProjectStudents are members of a design engineering team for a new amusement park. To attract huge crowds to the park, they have been asked to design a roller-coaster. But, the design team has one problem. While they have lots of good ideas, they do not have anything concrete to show their boss. To impress their boss, they decide to build a small working model of their design.

Purposes • To introduce students to forces and motions and energy • To investigate the concepts of speed, velocity, and acceleration• To use investigations to build marble roller-coasters

ChallengeBuild a roller-coaster at least 2 feet long for your marble. Once your coaster is built, add at least one loop or twist. Your marble should travel from the beginning of your roller-coaster until it lands in the cup at the end.

MaterialsPipe insulation, toilet paper tubes, pipe cleaners, tape, marbles, funnels, cups and any other items you want to add, safety glasses

What to do1. Use the supplies in the boxes to assemble your

roller coaster.2. Test out your coaster.

Things to think about1. What happened when you rolled the marble on your roller-coaster?2. What could you do to get the marble moving faster on the coaster?3. If you included a loop or twist on your design, what hints would you

share with someone else who wants to add one to his or her design?4. How does the starting position of the marble affect the speed of the

marble at the end of the fi rst hill? 5. What happens to the marble’s energy as it goes up a hill and slows

down?6. Would a marble ever be able to get over a hill higher than its

initial starting height? Why?7. How would using a differently sized marble affect its initial potential energy? 8. What was the hardest feature for your team to get right in your design and why? 9. What would be the most exciting part of your ride for an actual park visitor and why? 10. If you had an unlimited budget, explain what you would add to your design to make it the greatest roller-coaster in the world.

Record your observations________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How does it work?The marble’s energy comes from you exerting, or transferring, your energy of movement to lift the marble up to its starting height at the beginning of the coaster. The work done to actually lift the marble to its starting point is then stored as energy of position, or potential energy, which helps the marble navigate the coaster.

When marbles roll up a hill, they lose kinetic energy and slow down, but at the same time they gain potential energy because they are gaining height. The total amount of energy available doesn’t change; only the form of energy available changes.

Marble Roller-coaster

13

Connection to the Houston ChronicleKinetic energy is the energy that a body has as a result of its motion. Find a photo of an object that possesses kinetic energy. Explain to your class.

Texas Essential Knowledge and SkillsScience. The student knows that there is a relationship between force and motion. The student is expected to:

• identify and describe the changes in position, direction of motion, and speed of an object when acted upon by force• demonstrate that changes in motion can be measured and graphically represented

Science. The student knows that complex interactions occur between matter and energy. The student is expected to:• defi ne matter and energy

Technology Education/Industrial Technology Education. The student uses appropriate design processes and techniques in manufacturing, construction, communication, energy, power, transportation, and bio-related technology. The student is expected to:

• improve a product or system that meets a specifi c need• identify areas where quality, reliability, and safety can be designed into a product, service, or system

IntroductionThe water balloon drop is used to demonstrate the effects of mass and gravity. You will engineer the balloon drop and fi gure out how to prevent the balloon from breaking. You will gain the ability to design a product (a container), evaluate the product, and communicate the process of design modifi cation, or change.

ProjectStudents have been contracted by NASA to help engineers there fi gure out a way to bring a bag of precious Mars sand, which is stuck in space, back to Earth without being damaged. This is a very important task that has taken years to reach this point, with one fi nal step left. Because the cargo is so precious, NASA needs to fi rst verify this procedure will work. Assuming the water balloon is actually the bag of Mars sand, students will demonstrate their ideas.

Purposes• To introduce the effects of gravity and the variable of mass • To introduce the forces of nature and the cancellation by additional forces

working in adverse conditions• To investigate the concepts of velocity and acceleration• To use problem solving skills to engineer a contraption that will solve the

problem

Challenge Design a container to protect your water balloon from the drop. Add a para-chute to your container and discuss the effects.

Materials Water balloons, paper cups, rubber bands, wooden craft sticks, pipe cleaners, tape and any other materials you want to add, safety glasses

What to do1. Infl ate the balloon and measure its diameter at the widest point.2. Create a water balloon holder with lots of cushion.3. When you are fi nished making your container, launch your balloon (in its container) from a height of at least 6 feet.

Things to think about1. What happened to your balloon after you dropped the holder?2. How would you change the design of your holder if you did it again?

Record your observations_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How does it work?All objects, regardless of their weight, have the same acceleration, or speed. The acceleration is due to gravity. Gravity is force of attraction between two objects, which is infl uenced by the mass of the two objects and the distance between the two objects. Gravity has a constant force in the downward direction of 9.81 m/s2. As an object falls through air, it usually encounters some degree of air resistance, or opposition. The amount of air resistance depends on the speed of the object. Objects falling through the air will continue to accelerate to higher speeds until they encounter an amount of air resistance which is equal to their weight. Thus, massive objects fall faster than less massive objects because of a larger force of gravity.

Water Balloon Drop

14

Science. The student knows that there is a relationship between force and motion. The student is expected to:• identify and describe the changes in position, direction of

motion, and speed of an object when acted upon by force • demonstrate that changes in motion can be measured and

graphically represented

Science. The student knows that the natural world includes earth materials and objects in the sky. The student is expected to:• identify gravity as the force that keeps planets in orbit around the

Sun and moon in orbit around the Earth

Mathematics. The student applies measurement concepts involving length, area, capacity/volume, and weight/mass to solve problems. The student is expected to:• perform simple conversions within the same measurement system

(SI ((metric)) or customary) • connect models for perimeter, area, and volume with their

respective formulas select and use appropriate units and formulas to measure length, perimeter, area, and volume

Mathematics. The student applies previous grade level mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to:• identify and apply mathematics to everyday experiences, to

activities in and outside of school, with other disciplines, and with other mathematical topics

• use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness

• select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems

Connections to the Houston Chronicle• Cut out an interesting picture from the Houston Chronicle.

What do you think would happen if there was no gravity in this scene?

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

• From the Chronicle, cut out a picture of a container. Using the customary measurement system, measure its length, width, height, circumference, and diameter. (You can use real measurements or estimate your own.) Next, fi gure its perimeter, surface area and capacity/volume. Then convert the customary measurements to metric measurements.

• Cut out fi ve objects that, due to gravity, have various downward acceleration rates when falling through the air. On a separate sheet of paper, paste them in order of least resistance (falls fastest) to most resistance (falls most slowly).

Texas Essential Knowledge and Skills

15

16

IntroductionWater fi ltration shows you not only how to be more environmentally friendly but also how different materials can fi lter more or less debris. When we take untreated water from a river or reservoir, the water often contains natural wastes and pollutants, such as bacteria, solids (like mud, sand, and debris), inorganic minerals, and decayed organic compounds, as well as trace amounts of certain other contaminants. Such water is not good for human consumption. Water suppliers transfer this water to a treatment plant where water will be fi ltered and chemically treated. In this experiment, you will gain the knowledge of how to remove some of the debris and what materials work as the best fi lters, as well as the effects of water pollution.

ProjectThe City of Houston needs your help. The water treatment center has failed, and there is no clean water left. The treatment center needs to remove dirt and particles from the water. This needs to be done manually until the plant is up and running. You and your group have been elected to help create a water fi ltration system to remove large particles and debris from the water.

Challenge Find out how Earth naturally fi lters our water.

Materials Paper cup cones, clear plastic cups, plastic spoons, containers of soil, sand and gravel, coffee fi lters, cotton balls, napkins, scissors and dirty water (to make the dirty water, mix dirt, sand and oil together in a pitcher), safety glasses

What to do1. Make a water funnel by cutting the end off of a paper cone cup. 2. Place the funnel in a plastic cup.3. Line the funnel with any one of the following: coffee fi lter, cotton balls,

napkins, or cloth. 4. Then add any one of the following items: soil, sand or gravel.5. Pour a cup of the dirty water through the fi lter and watch what happens.

Things to think about1. How clean was the water after it went through your fi lter?2. What is left in the water after you fi lter it?3. Which fi lter materials work best? 4. Is the water clean enough to drink, or is further and fi ner fi ltration needed?

Record your observations________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How does it work?Humans fi lter and purify water every day with natural and chemical processes. There are natural water fi lters everywhere on the Earth. When water is fl owing in a stream, it runs over rocks and through sand, cleaning and clearing water to make it purer.

Many people get their drinking water from groundwater. Groundwater comes from rain, snow, sleet, and hail that soaks into the ground. The water moves down into the ground because of gravity, passing between particles of soil, sand, gravel, or rock until it reaches a depth where the ground is fi lled, or saturated, with water. The soil, sand, gravel, and rock help clean the water from the surface.

Water Filter

Texas Essential Knowledge and SkillsScience. The student knows that a system is a collection of cycles, structures, and processes that interact. The student is expected to:• describe some cycles, structures, and processes that are found

in a simple system• describe some interactions that occur in a simple system

Science. The student knows that natural events and human activity can alter Earth systems. The student is expected to: • make inferences and draw conclusions about effects of human

activity on Earth’s renewable, non-renewable, and inexhaust-ible resources

Connections to the Houston Chronicle• In the Houston Chronicle, fi nd news about water pollution. What caused this? How would you solve this problem? ______________

______________________________________________________________________________________________________________________________________________________________________________________________________________________

• Chemicals are used to help people in many ways. Find an article about how chemicals have helped someone or something. Write the date and page number of your selected article: _________________________________________________________________________________________________________________________________________________________________________________ Write the headline of the article: ____________________________________________________________________________________________________________________________________________________________________________________________

Summarize the article: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

17

Additional Engineering Activities

Density ColumnChallengeFind an object to fl oat in each layer of liquid.

MaterialsLight Karo syrup, Dawn or Palmolive dishwashing liquid, water with red food coloring, vegetable oil, isopropyl alcohol, penny, cork, other organic materials to test, i.e., (grape, lemon peel), tall, clear cylinder, safety glasses

Procedure1. Pour the fi rst fi ve materials into the cylinder, very slowly, in the order listed above.2. The materials should be poured down the side of the cylinder, and it may be neces-sary to wait a few minutes in between each one so they can settle and form layers.3. Predict which objects will fl oat in which layers.4. Test it out.

Things to think about1. What item did you fi nd to fl oat in the top layer of liquid?2. Do you think that item would fl oat in water?3. What item did you fi nd to fl oat in the bottom layer of liquid?

Record your observations______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How does it work?Different liquids have different densities. Some liquids are heavier than others. If a liquid does not mix with water, it is possible to fi nd out if it is more or less dense than water by seeing if it fl oats on water or sinks below it. If an object sinks in water, it is more dense than the water. If the object fl oats in a liquid, it is less dense than the liquid.

Goopy GunkChallengeCreate a solid that loses its shape when it is pulled and stretched.

Materials3⁄4 teaspoon of Borax (found in laundry section at grocery store), 1⁄2 cup of glue, 1⁄2 cup water, 1⁄4 cup of water, food coloring, bowl, spoon, safety glasses

How to make it1. First, make the Borax solution. It is a 4 percent Borax solution. (Safety caution: Borax is an eye irritant.) (a) Heat 1⁄4 cup of water in the microwave. Distilled water is best, but tap water

will work fi ne. (Safety note: Be careful with the hot water.) (b) Add 3⁄4 teaspoon of Borax to water. Stir vigorously for several minutes. 2. Next, make the glue solution. (a) Pour 1⁄2 cup of glue into a bowl. (b) Add 1⁄2 cup of water to the bowl. (c) Stir until completely combined. (d) Add food coloring to desired color.

3. Finally, combine the glue solution and the Borax solution in the bowl to make your goopy gunk.

(a) Mix solutions with your hands. (Remove all jewelry.) It takes about 3-5 minutes for all the water to be absorbed and for the mixture to reach the right consistency. (b) Knead fi rmly to encourage suspension of the glue particles.

Things to think about1. What happens when you push your fi nger into the goopy gunk?2. What words would you use to describe goopy gunk’s texture?3. Do you think goopy gunk is mostly a liquid or a solid?

Record your observations________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How does it work?Glue is a type of polymer – long chains of molecules. When it is combined with the Borax, the long chains of molecules undergo a chemical reaction and begin to stick together. The more they stick together, the more your substance begins to hold itself together, creating a new polymer.

Goopy gunk is an amorphous (uh-MOR-fuhs) solid, a solid that loses its shape under certain conditions. Tar, candle wax, and silicone rubber are other amorphous solids.

The Material RaceChallengeWhich surface material will allow your toy car to travel the farthest?

Materialstoy car, measuring tape, masking tape, 3-4 different surfaces (carpet, tile, asphalt, concrete or any another surface), safety glasses

Procedure1. Place a piece of masking tape on the surface right behind your car to mark the start-ing point.2. Push the car forward and wait until it stops.3. Measure the distance from the starting point to where the car stopped.4. Write down the distance the car traveled and the surface.5. Test the car on several other surfaces.

Things to think about1. Which surface allowed the car to travel the farthest?2. Which surface was the most diffi cult for the car to travel across?3. Which surface was the bumpiest?4. Which surface was the smoothest?

Record your observations_______________________________________________________________________________________________________________________________________________________________________________________________________________

How does it work?Have you ever rolled a ball and watched it come to a stop, even though it didn’t hit anything? Friction caused it to stop. Friction is a force that opposes motion. This means it slows things down. Whenever an object moves, it experiences friction.

Different surfaces exert different amounts of friction. The amount of friction depends, in part, on the type of material that makes up the surface. A textured surface, for ex-ample, will have more friction than a smooth surface.

Carpet, for example, is made up of lots of fi bers. The wheels on the car sink a little more into the carpet compared to the plastic surface. Carpet makes more friction than plastic, which is why the car travels slowly across a carpeted surface.

With your hand, feel all of your test surfaces. Which one feels the smoothest?_____________________ Which feels the least smooth? _______________________ Which surface would you use to construct a racing surface for your toy car?_____________________________________________________________________

Engineering Careers Match Game

18

Petroleum Engineer deals with issues affecting public health, such as safe drinking water and sewage disposal, and helps prevent toxins and dangerous microorganisms from endangering the public in those systems

Ceramic Engineer involves planning, designing, and building a variety of structures and facilities including bridges, roads, high- ways, dams, high-rise buildings, airports, water treatment centers, industrial manufacturing and processing facilities, and sanitation plants

Sanitary Engineer designs streets, highways, and other transit systems that allow people and goods to move safely and effi ciently

Biomedical Engineer directs the exploration and utilization of the ocean’s resources

Civil Engineer involves sustaining the fl ow of oil and gas, including the discovery, recovery, storage, and transportation processes

Electrical Engineer applies engineering principles and design to the biology and medical arenas to improve health care and the lives of those with medical impairments

Transportation Engineer designs systems and equipment that prevent or combat fi re

Ocean Engineer concerned with electrical devices and systems and with the use of electrical energy

Fire/Protection Engineer directs processes that convert clay, nonmetallic minerals, or silicates to ceramic products such as automobile parts, tiles on space shuttles, and solar panels

Across1. ________ engineering is the practical application of electricity. 4. _______ ________ (2 words) gas was captured in the balloon after mixing the baking

soda and vinegar. (Balloon Filler)11. Different materials have different ________ characteristics and fi lter better than others.

(Water Filter Fun)9. In a ____ circuit system, the burglar alarm buzzer goes off. (Build a Burglar Alarm)13. Where does the marble get its initial energy it uses to travel through the coaster?

(Marble Roller-coasters)15. Geodesic domes strength is due to the fact that ____ are very stable shapes. (Giant

Geodesic Domes)16. An _________ uses creativity, technology and scientifi c knowledge to solve practical

problems.

Down2. A ______ reaction is created when you mix baking soda and vinegar. (Balloon Filler)3. _______ is the speed of an object in a certain direction. (Marble Roller-coasters)5 A _______ engineer would design the software games for your Sony PlaystationTM.6. When you fl oat a boat in water, the water level around the boat _____. (Boats Afl oat)7. _____ current provides energy to power all kinds of things. (Build a Burglar Alarm)8. The heavier the balloon, the bigger the _____ of impact. (Water Balloon Drop)10. What type of engineer operates equipment to control and mix waves in the production of records, tapes and fi lms?12. Increased speed results in increased amounts of air _________. (Water Balloon Drop)14. The water rises because the boat _________ the water. (Boats Afl oat)

Now that you have completed all of the experiments and activities in this guide, let’s see how much you have learned about the wonderful world of engineering!

Remember, an engineer is extremely resourceful when it comes to creating solutions!

Crossword PuzzleFirst, fi ll in the crossword puzzle.

Then, solve the word jumble by unscrambling the highlighted letters in the crossword puzzle.

Word Jumble

Connect the engineering career to its correct defi nition. Write the graduating average salary under each career.

Engineering Careers Match Game

Word Jumble

$________________

$________________

$________________

$________________

$________________

$________________

$________________

$________________

$________________ 19

This program is generously sponsored by the Readers Are Leaders Foundation, in partnership with the Society of Women

Engineers – Houston Area Section. For more information on

engineering careers, swehouston.org. Special thanks to the Children’s Museum of Houston for its collaboration.

for stimulating young minds.