Working in teams of four, students build tetrahedral kites following specific instructions and using specific materials. They use the basic processes of manufacturing systems – cutting, shaping, forming, conditioning, assembling, joining, finishing, and quality control – to manufacture complete tetrahedral kites within a given time frame. Project evaluation takes into account team efficiency and the quality of the finished product.

These lesson plans are available for a variety of grade levels and subject areas. Plans are modular and contain both UnPlugged Activities and hands-on code-alongs that promote and reinforce computational thinking.

Carrier systems involve the design, operation, and management of transportation networks, assets, personnel, freight, and passengers. A number of different carrier systems are contrasted while models and tools for analyzing, optimizing, planning, managing, and controlling these systems are presented.

Introduction to urban form and design, focusing on the physical, historical, and social form of cities. Selected cities are analyzed, drawn, and compared, to develop a working understanding of urban and architectural form. The development of map making and urban representation is discussed, and use of the computer is required. Special focus on the historical development of the selected cities, especially mid-nineteenth and mid-twentieth century periods of expansion. Readings on urban design theory in the twentieth century and a weekly discussion/seminar on them. Methods class for S.M.Arch.S. students in Architecture and Urbanism.

Students become familiar with the engineering design process as they design, build and test chair prototypes. The miniature chairs must be sturdy and functional enough to hold a wooden, hinged artist model or a floppy stuffed animal. They use their prototypes to assess design strengths and weaknesses.

Students teams use a laparoscopic surgical trainer to perform simple laparoscopic surgery tasks (dissections, sutures) using laparoscopic tools. Just like in the operating room, where the purpose is to perform surgery carefully and quickly to minimize patient trauma, students' surgery time and mistakes are observed and recorded to quantify their performances. They learn about the engineering component of surgery.

Similar to how Charlotte uses her web to communicate, students create webs for short messages. They learn how spiders create their webs, and about the different types of webs they make. With this knowledge, students design and create their own webs and incorporate messages.

Working in engineering project teams, students evaluate sites for the construction of a pyramid. They base their decision on site features as provided by a surveyor's report; distance from the quarry, river and palace; and other factors they deem important to the project based on their team's values and priorities.

The City X Project is an international educational workshop for 8-12 year-old students that teaches creative problem solving using 3D printing technologies and the design process. This 6-10 hour workshop is designed for 3rd-6th grade classrooms but can be adapted to fit a variety of environments. Read a full overview of the experience here: http://www.cityxproject.com/workshop/

Students act as engineers contracted by NASA to create water filtration devices that clean visible particulates from teacher-prepared "dirty water." They learn about the worldwide need for potable water and gain appreciation for why water quality is an important issue for people on Earth as well as on the International Space Station. Working in groups, students experience the entire engineering design process, including a read-aloud book about the water cycle; a visiting water engineer presentation; their own online research about filter methods and designs; group brainstorming of designs (using ordinary household materials); filter construction and testing; redesign and retesting; lab book documentation of their notes, research, plans and results; and a summary poster presentation at a mini-engineering fair. Two design planning worksheets, a poster layout suggestion sheet and a grading rubric are provided.

Students investigate the property dependence between concentrations and boiling point. In section 1, students first investigate the boiling point of various liquid solutions. In section 2, they analyze data collected by the entire class to generate two boiling point curves, one for salt solutions and one for sugar solutions. Finally, in section 3, students use the data they have analyzed to determine how to create a solution that has a particular boiling point and is a cost-effective design.

Students design, build and test reflectors to measure the effect of solar reflectance on the efficiency of solar PV panels. They use a small PV panel, a multimeter, cardboard and foil to build and test their reflectors in preparation for a class competition. Then they graph and discuss their results with the class. Complete this activity as part of the Photovoltaic Efficiency unit and in conjunction with the Concentrated Solar Power lesson.

We design and create objects to make our lives easier and more comfortable. The houses in which we live are excellent examples of this. Depending on your local climate, the features of your house have been designed to satisfy your particular environmental needs: protection from hot, cold, windy and/or rainy weather. In this activity, students design and build model houses, then test them against various climate elements, and then re-design and improve them. Using books, websites and photos, students learn about the different types of roofs found on various houses in different environments throughout the world.

Critical review of works, theories, and polemics in architecture in the aftermath of WWII. Aim is a historical understanding of the period and the development of a meaningful framework to assess contemporary issues in architecture. Special attention paid to historiographic questions of how architects construe the terms of their "present." Required of M.Arch. students.

Students teams design and build shoe prototypes that convert between high heels and athletic shoes. They apply their knowledge about the mechanics of walking and running as well as shoe design (as learned in the associated lesson) to design a multifunctional shoe that is both fashionable and functional.

Students learn about the many types of expenses associated with building a bridge. Working like engineers, they estimate the cost for materials for a bridge member of varying sizes. After making calculations, they graph their results to compare how costs change depending on the use of different materials (steel vs. concrete). They conclude by creating a proposal for a city bridge design based on their findings.

Students will enter this lesson knowing that materials get warm in the sun. In this fun follow-up activity, your students will get creative with craft materials. They will figure out how to protect an "animal" and its territory from getting too hot in the sun. What will they build to keep their animals cool?

In this lesson, students learn to create digital artifacts in Google Drawings. The video resource, "Doodle Yourself in Google Drawings," gives them step-by-step instruction in how to create a cartoon-like selfie using the design tools in Google Drawings. This can be part of a larger unit in digital citizenship and copyright, or a stand-alone project.

Students are introduced to the world of creative engineering product design. Through six activities, teams work through the steps of the engineering design process (or loop) by completing an actual design challenge presented in six steps. The project challenge is left up to the teacher or class to determine; it might be one decided by the teacher, brainstormed with the class, or the example provided (to design a prosthetic arm that can perform a mechanical function). As students begin by defining the problem, they learn to recognize the need, identify a target population, relate to the project, and identify its requirements and constraints. Then they conduct research, brainstorm alternative solutions, evaluate possible solutions, create and test prototypes, and consider issues for manufacturing. See the Unit Schedule section for a list of example design project topics.

This wiki page describes the DIY Design Challenge Activity used during ISKME's Teacher Academy. Design a DIY Project for students that meets the following design principles:The design must meet a need for their school community. The design must use collaboration between teacher, student, and community. The design must be multidisciplinary. The design must use low cost and/or no cost materials. Group examples are included.