Article describes different ways to develop idea generation processes and how to develop new business ideas

This 2-lesson unit focuses on combinations, a subject related to probability. Students develop strategies for discovering all the possible combinations in two given situations. They learn to collect and organize data and then use the results to generalize methods for determining possible combinations. They discuss how the number of possible outcomes is affected by decisions about the order of choices, or whether choices may be repeated. The unit includes student activity sheets, questions and extensions for students, and a link to an interactive applet.

This activity is a student based inquiry looking at various natural disasters and their impact.

The resource provides a summary of mathematical practices and questions to develop mathematical thinking related to that practice standard. Also includes what it looks like in planning and delivery, elements to keep in mind when determining learning experiences, and teacher actions that further the development of math practices within students

This activity allows students to deduce part of Newton's Law of Inertia that states an object in motion will stay in a straight line motion unless an outside force acts on it.

Students will create and investigate testable questions about how basil changes based on growing conditions.

During this activity, students will investigate leech behavior. Students will learn to ask a question about leech behavior that can be investigated.

In this hands-on inquiry activity, students will design and construct an apparatus that will permit an egg to survive a nine foot fall. Students are given limited materials, so they must critically think about the design and improvise strategies during the building of the apparatus

This resource contains a series of activities, lessons and ideas for introducing Elementary students to the design thinking process. The author includes connections to Empathy and the implications of designing things with others in mind.

This activity is an introductory activity where students observe the characteristics of ionic compounds and crystals They also work on making observations and writing hypotheses.

Introduces students to the theory, tools, and techniques of engineering design and creative problem-solving, as well as design issues and practices in civil engineering. Includes several design cases, with an emphasis on built facilities (e.g., buildings, bridges and roads). Project design explicitly concerns technical approaches as well as consideration of the existing built environment, natural environment, economic and social factors, and expected life span. A large design case is introduced which is used in the subsequent specialty area design subjects (1.031, 1.041, 1.051) and the capstone design subject (1.013).

This course presents the fundamentals of object-oriented software design and development, computational methods and sensing for engineering, and scientific and managerial applications. It cover topics, including design of classes, inheritance, graphical user interfaces, numerical methods, streams, threads, sensors, and data structures. Students use Java programming language to complete weekly software assignments. How is 1.00 different from other intro programming courses offered at MIT? 1.00 is a first course in programming. It assumes no prior experience, and it focuses on the use of computation to solve problems in engineering, science and management. The audience for 1.00 is non-computer science majors. 1.00 does not focus on writing compilers or parsers or computing tools where the computer is the system; it focuses on engineering problems where the computer is part of the system, or is used to model a physical or logical system. 1.00 teaches the Java programming language, and it focuses on the design and development of object-oriented software for technical problems. 1.00 is taught in an active learning style. Lecture segments alternating with laboratory exercises are used in every class to allow students to put concepts into practice immediately; this teaching style generates questions and feedback, and allows the teaching staff and students to interact when concepts are first introduced to ensure that core ideas are understood. Like many MIT classes, 1.00 has weekly assignments, which are programs based on actual engineering, science or management applications. The weekly assignments build on the class material from the previous week, and require students to put the concepts taught in the small in-class labs into a larger program that uses multiple elements of Java together.

In this lesson students are introduced to various types of symmetry. After exploring the symmetries that exist with letters of the alphabet, they make inversions of their own name. Suggestions for implementation and support materials are provided.

This activity is an extension to standard labs that have students generate a pH curve from strong acid/strong base data. Students are asked to predict and test how the the titration end point will shift when titrating vinegar (a weak acid) with NaOH (a strong base).

This learning experience is where students launch a bottle rocket and compare how long the bottle was in the air to how much water is placed in the rocket.

This is an exploratory activity involving matter and density. There are many assessment pieces including a laboratory.

This activity is a field collection investigation where students gather earth materials and make observations about their collection that leads them to discuss the nature of Earth surface and how it is changing.

This activity is an investigation where students gather information about the rate of evaporation, interpret their findings, and apply this knowledge to the water cycle.

This activity is a field investigation where students will gather data on speed, acceleration, gravity, friction, and forces. They will design and conduct an investigation.