Students determine the mass and volume of soil samples and calculate the density of the soils. They use this information to determine the suitability of the soil to support a building foundation.

The purpose of this task is for students to apply the concepts of mass, volume, and density in a real-world context. There are several ways one might approach the problem, e.g., by estimating the volume of a person and dividing by the volume of a cell.

This course covers the development of the fundamental equations of fluid mechanics and their simplifications for several areas of marine hydrodynamics and the application of these principles to the solution of engineering problems. Topics include the principles of conservation of mass, momentum and energy, lift and drag forces, laminar and turbulent flows, dimensional analysis, added mass, and linear surface waves, including wave velocities, propagation phenomena, and descriptions of real sea waves. Wave forces on structures are treated in the context of design and basic seakeeping analysis of ships and offshore platforms. Geophysical fluid dynamics will also be addressed including distributions of salinity, temperature, and density; heat balance in the ocean; major ocean circulations and geostrophic flows; and the influence of wind stress. Experimental projects conducted in ocean engineering laboratories illustrating concepts taught in class, including ship resistance and model testing, lift and drag forces on submerged bodies, and vehicle propulsion.

In this lesson, students are introduced to both potential energy and kinetic energy as forms of mechanical energy. A hands-on activity demonstrates how potential energy can change into kinetic energy by swinging a pendulum, illustrating the concept of conservation of energy. Students calculate the potential energy of the pendulum and predict how fast it will travel knowing that the potential energy will convert into kinetic energy. They verify their predictions by measuring the speed of the pendulum.

This investigation is a lab where students find out if mass is created or destroyed in a closed system. Students will balance the chemical equation to re-enforce their findings.

Can you avoid the boulder field and land safely, just before your fuel runs out, as Neil Armstrong did in 1969? Our version of this classic video game accurately simulates the real motion of the lunar lander with the correct mass, thrust, fuel consumption rate, and lunar gravity. The real lunar lander is very hard to control.

A realistic mass and spring laboratory. Hang masses from springs and adjust the spring stiffness and damping. You can even slow time. Transport the lab to different planets. A chart shows the kinetic, potential, and thermal energy for each spring.

This collection of five lessons explores 3rd grade mathematical concepts in the context of the outdoor classroom. These lessons span various math and science curricular units and include:Arrays in Nature (modeling multiplication)Measurement in Nature (length/mass and traits of organisms)Fraction Snow Cakes (fractions)Engineering and Design - Flight (measurement/data and forces)BioBlitzes (measurement/data, diversity and traits)

This is an indoor lab that uses a boat simulation to demonstrate the concepts of mass, volume and density, and their relationship to displacement. It is a problem solving activity that encourages student creativity resulting in a variety of valid solutions.

The purpose of this lesson is to help students understand the relationship between the mass and the weight of an object. Students will study the properties of common materials and why airplanes use specific materials.

Students learn the metric units engineers use to measure mass, distance (or length) and volume. They make estimations using these units and compare their guesses with actual values. To introduce the concepts, the teacher needs access to a meter stick, a one-liter bottle, a glass container that measures milliliters and a gram scale.

Students design, build and test model race cars made from simple materials (lifesaver-shaped candies, plastic drinking straws, Popsicle sticks, index cards, tape) as a way to explore independent, dependent and control variables. They measure the changes in distance travelled with the addition of mass to the vehicles. Students also practice the steps of the engineering design process by brainstorming, planning, building, testing, and improving their "mint-mobiles."

Students learn why and how motion occurs and what governs changes in motion, as described by Newton's three laws of motion. They gain hands-on experience with the concepts of forces, changes in motion, and action and reaction. In an associated literacy activity, students design a behavioral survey and learn basic protocol for primary research, survey design and report writing.

This activity is a lab where students make measurements of a mass on a spring and work through appropriate calculations dealing with simple harmonic motion.

Mechanical energy is the most easily understood form of energy for students. When there is mechanical energy involved, something moves. Mechanical energy is a very important concept to understand. Engineers need to know what happens when something heavy falls from a long distance changing its potential energy into kinetic energy. Automotive engineers need to know what happens when cars crash into each other, and why they can do so much damage, even at low speeds! Our knowledge of mechanical energy is used to help design things like bridges, engines, cars, tools, parachutes, and even buildings! In this lesson, students will learn how the conservation of energy applies to impact situations such as a car crash or a falling object.

Build your own system of heavenly bodies and watch the gravitational ballet. With this orbit simulator, you can set initial positions, velocities, and masses of 2, 3, or 4 bodies, and then see them orbit each other.

Given an assortment of unknown metals to identify, student pairs consider what unique intrinsic (aka intensive) metal properties (such as density, viscosity, boiling or melting point) could be tested. For the provided activity materials (copper, aluminum, zinc, iron or brass), density is the only property that can be measured so groups experimentally determine the density of the "mystery" metal objects. They devise an experimental procedure to measure mass and volume in order to calculate density. They calculate average density of all the pieces (also via the graphing method if computer tools area available). Then students analyze their own data compared to class data and perform error analysis. Through this inquiry-based activity, students design their own experiments, thus experiencing scientific investigation and experimentation first hand. A provided PowerPoint(TM) file and information sheet helps to introduce the five metals, including information on their history, properties and uses.

In this lesson, students will explore motion, rockets and rocket motion while assisting Spacewoman Tess, Spaceman Rohan and Maya in their explorations. They will first learn some basic facts about vehicles, rockets and why we use them. Then, the students will discover that the motion of all objects including the flight of a rocket and movement of a canoe is governed by Newton's three laws of motion.

The purpose of this activity is to demonstrate Newton's third law of motion which states that every action has an equal and opposite reaction through a small wooden car. The Newton cars show how action/reaction works and how the mass of a moving object affects the acceleration and force of the system. Subsequently, the Newton cars provide students with an excellent analogy for how rockets actually work.

Students will use a pully system (one provided by teacher or created from VEX equipment if have it available) to measure components and identify relationships between the three components of Newton's 2nd Law (force, mass, acceleration).  In this lesson, students will change either mass or force to calculate acceleration of a cart over a specific distance.  Students will be able to identify the relationship between force and acceleration for Part A of the activity and then the relationship between mass and acceleration for Part B.  In Part A of the activity, students will change the force pulling on the cart and keep the mass of the cart the same to calculate acceleration.  In Part B of the activity, students will change the mass of the cart and keep the pulling force the same to calculate acceleration.  Students will gather their data and constuct a graph representing the data gathered and identifying the relationship between acceleration and mass or force.  I have added the component that once all data is gathered from the experiment, students will write and document their results in a full lab report.