Overview:  The process of 3D printing is essentially a manufacturing technology to create objects in three dimensions using various materials heated to a temperature that allows them to be formed into different shapes.  3D printing has gained much popularity in the past few decades due to availability of cost-effective 3D printers as well as books/knowledge source on how to use 3D printers.   It is a convenient way to create prototypes or customized items for inventors and novice who likes to create their own designs.  Prior to 3D printing, 3D model (typically in STL file format) needs to be created through software like TINKERCAD to create the design shapes ideal for printing.  The lesson here is focus on 3D modelling using TINKERCAD rather than detail 3D printing which is more hardware focus.Lesson ObjectivesStudents will explore a foundation in 3D modeling by designing simple structures.  Students will learn tips, techniques and associated best practices for exciting explorations in 3D modelling and printing.Students will create a name tag using TINKERCAD with detail step-by-step instructionStudents will work independently using TINKERCAD after completing the initial name tag design to create another design that is useful and can be apply to daily use (pencil box, soap holder, bookmark, bookend, etc..)Students are encourage to further their learning and creating design and publish it on open source such as Thingiverse.Vocabulary3D modelComputer-aided design (CAD)Additive ManufacturingExtrusionFilamentSnapGridSTL FileWorkplaneSolid / HoleSuggested time:                 240 minutes (best to break into 3 parts)Suggested age level:         8+Required and optional materials:TINKERCAD (FREE, need to create an account)Markers / Pencils / PaperScissors / Tape or glue3D Printer (Optional, only if you want to print out your designs).    A list of popular 3D printers with various price point and functionality can be found in this link.  If you are looking for specific 3D printer with enclosure as well as dual extruder (allow you to print 2 different color), we will recommend to use the FlashForge Creator Pro.  3D Printer Filament (Optional, only if you want to print out your designs).     You can find many 3D printer filament materials on the market, the dominate filament type is ABS or PLA.  We recommend to use PLA as it is the least toxic filament.  For more guidance on what filament to choose and safety tips, please read through the safety tips article here.Reflection:  *Specific printer and filament are recommendations. Feel free to use another make or model. Also, be aware that 3D printers are slow; the quality of the design also depend on the resolution of the printing.  Prior to create your design, you should consider the difficulty of the print (shapes) and the duration of the print (size).  Optional resources Amazon.com: Tinkercad For Dummies (9781119464419): Bryant, Shaun C.: Books 3D Printing and Maker Lab for Kids: Create Amazing Projects with CAD Design and STEAM Ideas (Lab for Kids, 22): Sequeira, Eldrid: 9781631597992: Amazon.com: Books 3D Printing & Sudoku Lovers Puzzle Activity Gift Book: Depot, Mega Media: 9798632850827: Amazon.com: Books 3D Printing Failures: 2020 Edition: How to Diagnose and Repair ALL Desktop 3D Printing Issues: Aranda, Sean, Feeney, David: 9781710054590: Amazon.com: Books Lesson Plan (Part 1:  60 min)Go to TINKERCAD and completed the STARTER lessons (total of 4)

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Suggested Time: 50 minutes  Grade levels: VI, VII , VIII Overview: This lesson demonstrates simple circuits and the differences between parallel and serial circuit design and functions. The Series and Parallel Circuits activity encourages students to test two different circuit designs through the use of low voltage light bulbs. Students work in teams to predict the difference between the two circuit designs, and then build examples of the two different circuits using wires, bulbs, and batteries. After testing several predictions about each circuit type, the students will compare results and discuss findings. Note: This lesson plan is designed for classroom use only, with supervision by a teacher familiar with electrical and electronic concepts.       Vocabulary : SeriesParallelOpen circuitClose circuitLEDResistance Objectives:Students will Learn that different circuit designs result in different electrical behaviors. Students will Learn about current flow and the operational differences between series and parallel circuits.students will use of different electrical and electronics components like,bulb, resister, power supple and use of multi meter. Students will be able to measure voltage and current. Students will Learn to predict outcomes and draw conclusions. Students will Learn about teamwork and working in groups. Required Project Materials: Student Resource Sheets and Worksheet WiresSupply/Power Source ( Cell or Battery) 3V and 9V LED ( 3 volt LED)Battery HolderCrocodile clipWire cutterWire StripperBreadboard Jumper WiresSwitchMultimedia Resources:None

Suggested time: 50 minutesGrade: 3-5

Subject: Engineering, Physics, Civil engineering, Material engineeringTimeframe: 50 minutesTarget Audience: Children at the age of 8 - 12 yearsObjective: to instruct students on the engineering concepts involved in building bridges, as well as the many types of bridges, their parts, and the forces acting on them.to inspire students to use critical thinking and creative problem-solving skills when creating buildings that can resist various loads and strains.to instruct students about the characteristics of various materials used to build bridges, such as their strength, weight, and resource management.to encourage kids' teamwork and cooperation as they design and construct their bridges together.as they present their concepts and ideas to their classmates, to help kids improve their communication and presenting abilities.To give children a practical, engaging learning experience that piques their interest in engineering, math, and science and inspires them to pursue it.New Keywords: Load, Stress, Durability, Deck, Tension, Compression, ForceBridge types: Arch bridge, beam bridge, suspension bridge, cable-stayed bridge, truss bridge, cantilever bridge, movable bridgeStructural components: Deck, abutment, pier, column, girder, truss, cable, stay, anchor, etc.Materials: Concrete, steel, wood, aluminum, composite materialsDesign considerations: Load capacity, deflection, stability, wind resistance, seismic resistance, durabilityMaterials that we provide: ClayPopsicle sticksBarbeque skewersPlastic straws Rigid foam ToothpicksOther tools and equipment:Glue gunGlue tackRubber bandsSellotapes / Duct tapesWood glue/ Binder gumStrings Scissors Background KnowledgeEducate the kids of the function of a bridge. Students should be aware that bridges are built to carry the weight of people, cars, and other things when they pass over water or other barriers. Tension, compression, weight, stress, and durability are only a few of the crucial structural principles that must be thoroughly understood in order to build a bridge. Several different kinds of bridges can alter these ideas in various ways. Give the pupils an explanation of each of these ideas. Display the special qualities of various popular bridge styles (truss, beam, arch, cantilever). Famous bridges in the world:Golden Gate bridge - USATower Bridge - EnglandNine Arch Bridge - Sri LankaAkashi-Kaikyo Bridge - JapanSydney Harbour Bridge - AustraliaSi-a-se Pol - IranBrooklyn Bridge - USAThe chapel bridge - SwitzerlandHangzhou Bay BridgeForce: A force is a push or a pull that can cause an object to move or change its shape. For instance, you apply force on a toy car when you push it. Moreover, forces have the ability to halt, slow down, or reverse motion. A kind of force that pushes objects downwards towards the ground is called gravity. Gravity drags you back to the ground when you jump. Hence, forces might be strong or weak and act in many directions. They are all around us and provide explanations about how the world functions.Tension: A force that stretches or pulls apart a substance is called tension. In the construction of bridges, tension is crucial since, if not properly taken into consideration, it can lead to a bridge's failure. By utilizing materials that can tolerate stretching, such as steel cables or sturdy ropes, bridges are made to resist tension forces.Compression: The reverse of tension, compression is a force that squeezes or compresses a substance. Compression forces can also result in a bridge buckling or collapsing, thus bridges must be built to resist them as well. For building bridges, materials like concrete, steel, and stone are frequently utilized to withstand compression stresses.Weight: Weight is a key aspect of consideration when planning and constructing bridges since they need to be capable of withstanding both their own weight and the weight of any vehicles, persons, or other items that will be using them for transportation. Structures may collapse if weight is not taken into account.Stress: is the force that causes a material to deform or take on a different shape after being applied. For bridges to be strong and long-lasting, they must be made to withstand stress. Weight, temperature changes, and natural disasters like earthquakes are just a few of the many things that can induce stress.Durability: A material or structure's durability refers to its capacity to tolerate wear, corrosion, or damage over time. In order to last for a long time while still being safe and effective, bridges must be built to be durable. Weather conditions, exposure to water or salt, and ordinary wear and tear are some factors that can affect durability.The Lesson Breakdown Part 1: Basics of Bridge-BuildingIntroduce students to the concept of forces that act on structures, such as weight, tension, and compression. Encourage them to design force diagrams to represent these forces in a logical manner. Apply a basic force diagram to the design of a bridge.Discuss the purpose of a bridge - to provide a safe way for people and vehicles to cross a body of water or other obstacles. Show them examples of different types of bridges, such as suspension, arch, and beam bridges.Part 2: Build your ideal BridgeAllow kids to use the tools and materials given to create their own bridges in small groups. It is advised that children conduct their own study to find which materials from the possibilities offered would be best suited for their bridge design in order to make the bridge-building exercise more interesting and educational. They will be capable of learning about the materials they have access to, their characteristics, and their prospective applications in construction through this procedure.Ask them to think about the various forces that will be exerted on their bridge and how they can design a sturdy and secure construction. Have the children create their bridge with a force diagram demonstrating the forces placed on the bridge once they have a firm grasp of the forces at play.The students should create their Bill of Materials based on the materials provided to them, including the quantities, once their designs are finished.Now that the method has been broken down into step-by-step instructions, the students should plan their building stage.The students should begin construction of the bridge after completing the planning phase by according to their instructions and in accordance with their bill of materials.When finished, instruct the pupils to test the structures' capacity by placing weights on top of them. Ask your children to write down whatever information and observations they have.Discuss the many factors that operated on the students' bridges while having them present their ideas. To determine the strongest and weakest components of their structures, ask the students.Extension: After the bridge has been tested, have a discussion about the design and construction of bridges, emphasizing the significance of safety precautions such load restrictions and routine maintenance. Teach children to consider the causes and effects of a bridge crumbling or collapsing.

SUGGESTED TIME 50 minutes OVERVIEW Students will conduct testing to determine if face masks or face shields  provide better protection of the user and of others around them, from droplet transmission of respiratory viruses expelled from the nose and mouth. Students will test existing designs of face masks and face shields. Students will then analyse the results of testing and re-design or design their own face mask or face shield to make a more efficient product. Students will test their own designs and present a comparison of their findings. Students will listen to each other’s presentations then conclude if they feel safer using a face mask or face shield.  VOCABULARY Face MaskFace shieldRespiratory virusesDroplet transmissionNoseMouthEngineering Design ProcessDesignRe-design

Worksheet - ResultsWhich “Dirty Water” source did you select?     ______________________________________What filtration items did you select? (circle your choices)RocksSandCheeseclothTissueCoffee FilterNettingCotton BallsActive Charcoal

Worksheet - Debrief

OverviewStudents will begin by exploring how germs spread from person to person.  They will investigate how hand washing and social distancing are effective ways to stop the spread of germs.  Students will use the engineering design process to create a hands-free soap dispenser.VocabularyGermVirusSocial DistancingObjectivesStudents will learn how properly washing your hands and practicing social distancing are effective ways to stop the spread of germs.Students will learn how to create a hands-free soap dispenser using PVC piping, hot glue, and string.MaterialsA Little SPOT Stays Home: A Story about Viruses and Safe Distancing by Diane AlberEngineering Design NotebookBottle of SoapPVC PipingStringHot Glue (used only by the teacher)Yard StickLessonPart 1: Germs and Viruses Overview (10 minutes)Ask students to define germs and viruses.  Respond to ideas and definitions and discuss ways we can stop the spread of germs and viruses.Read A Little SPOT Stays Home: A Story about Viruses and Safe Distancing by Diane Alber.  Ask students what they learned about germs, viruses, and social distancing.  As a class, define these vocabulary words in the students' own words.  Write these definitions on an anchor chart and refer to them throughout the lesson.Part 2: Design and Build Your Own Hands-Free Soap Dispenser (45 minutes)After handing out the engineering design notebooks, students will first work on their own to plan and draw their designs for the soap dispensers.  Students will then get into groups of 4 and discuss their designs and decide on the best path forward.Hand out PVC piping, string, measuring stick, and bottle of soap to each group to be used in the prototype design.  Inform students that hot glue is available upon request; the teacher will apply it per the group's instructions.Students will work together to create their soap dispenser prototype.  This will include building with the PVC piping, string, bottle of soap, and hot glue.  Students will use the yard stick to measure.  Students will update their plans and designs in their engineering design notebooks.Once the prototypes are complete, the testing process will begin.  Most students will use the PVC piping to create a foot-operated soap dispenser.  Students will test their prototypes and evaluate the results.  Results will be recorded in the engineering design notebooks.Students will be given the opportunity improve and redesign their prototypes as needed.  They will be given another opportunity to test their designs and see if the improvements worked.Part 3: Whole-Class Discussion (5 minutes)Which designs worked?  Why is a hands-free soap dispenser design so important?  Will this design help in the stop of spreading germs?  What other ways can we stop the spreading of germs?HomeworkResearch the following questions to discuss in class.How many germs are on your hands at any given time?How long should you wash your hands?How many germs are killed by washing your hands?

Grade Level: 4th Suggested Time: 50 minutes OverviewStudents will work in small groups, and each group will be assigned a continent. Each group will use online resources to research their assigned continent’s climate zone, geography, and animals. Then the groups will use different project materials to create posters to present what they found out about the continent. At the end of this lesson, the class will combine all the continents to form a map of the Earth, and students will discuss the map.VocabularyAfrica, Antarctica, Asia, Australia, Climate, Climate Zone, Continents, Europe, Fahrenheit, Geography, North America, Polar Zone, South America, Temperate Zone, Tropical ZoneObjectivesStudents will work in small groups to use online resources to search for information about the assigned continent.Each group will use project materials, such as colored markers, sticky notes, and animal stickers, to design a poster that presents information about the continent, including climate, geography, and animals.Students will combine all the continent posters to form a map of the Earth and discuss the map.Required Project MaterialsLaptops and iPads with Internet accessGoodNotes app on iPadsPoster paper with the outline of a specific continentSticky notesColored markersAnimal stickersTapeMultimedia ResourcesElla Cane. Continents in My World. https://www.amazon.com/Continents-My-World-Ella-Cane/dp/1476531234/ref=sr_1_1?dchild=1&keywords=continents+in+my+world&qid=1587670112&sr=8-1Dr. Binocs from Peekaboo Kidz. The Dr. Binocs Show - Climate Zones of the Earth. https://www.youtube.com/watch?v=5tC8OOxOFEkOnline books related to different continents on myon.comOnline books and educational videos about different continents on getepic.comOptional Multimedia ResourcesCleverBooks augmented reality world mapBefore the Lesson/Background InformationDivide the students into seven groups of fourPrepare poster papers with an outline of a continent on each oneThe LessonPart 1: The Seven Continents and the Three Climate Zones (10 minutes) The whole class reads Ella Cane’s read-to-me online book, Continents in My World, to develop a basic understanding of the seven continents. Discuss: How are the seven continents different?  The whole class watches The Dr. Binocs Show – Climate Zones of the Earth on YouTube.com to develop a basic understanding of the three climate zones.Discuss: How do we use different temperatures to represent each climate zone? How do the three climate zones affect the animals that live on the seven continents?  Part 2: Researching a Continent (15 minutes) Students are divided into groups of four. Each group is assigned a specific continent. Students use laptops to access different online resources, such as myon.com and getepic.com, to search for information on their assigned continent. They take notes using the GoodNotes app on their iPads. Discuss: How can you help other groups understand your continent, including climate, geography, and animals? The climate information should include the temperature on the continent in Fahrenheit. The geography information should include the continent’s area in square miles. The animal information should include the animals’ appearances and behaviors. Students brainstorm their notes and select useful information for their continent assignment.Part 3: Creating a Poster about a Continent (15 minutes)Each group is given colored markers, sticky notes, animal stickers, and a poster paper with an outline of their assigned continent. Each group uses the project materials to create a meaningful and informative poster that shows their understanding of their assigned continent, including climate, geography, and animals. After the students spend eight minutes designing their posters, each group sends two students to look at other groups’ posters. Students exchange their design ideas among groups. After exchanging poster design ideas, students improve their poster designs. Part 4: Forming a Map of the World (10 minutes) All the groups put their posters on the classroom whiteboard to form a map of the Earth. The whole class takes ten minutes to discuss the relationship among the seven continents, three climate zones, and many kinds of animals.When students compare and contrast the geographies of the different continents, students should use different temperatures and areas in square miles to support their opinions.Discuss: Why do animals have appearances and behave in specific ways on each continent? How do the seven continents and the three climate zones affect the animals’ lifestyles?The teacher keeps all the continent posters for future teaching and learning. The teacher takes photos of the posters and posts the photos on the school’s STEM web page and Twitter.HomeworkThe teacher assigns students to read Diyan Leake’s Oceans and Sea. Each student should create a diagram that shows a map of the Earth and the five oceans.StandardsNext Generation Science Standards. 4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. International Society for Technology Standard. ISTE Students 4a: Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems. NYS CTE – Standard 5 – Engineering Design: Generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices. NYS Common Core Math Standard. CCSS.MATH.CONTENT.4.MD.A.1: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit.

Landslides

Introduction In this hands on lesson, learners will explore sound waves through the concept of vibrations. They will investigate how sound travels through string and use this knowledge to design their own telephone using a paper cup and a string. Lesson Duration: 50 minutesLesson ObjectivesLearners should be able to describe how sound travels in different media. Learners will work collaboratively in pairs and small groups to carry out simple  investigations about sound waves. Learners should use tools and materials to design and build a device that uses sound to communicate.  Learners should understand that technology has helped people communicate over long distances.Educational Standards NGSS:   Connections by topic Physical Science: 1. Waves: Light and Sound   Connections by disciplinary core ideas: Physical Science: 1‐PS4 Waves and Their Applications in Technologies for Information  transfer   Connections by scientific & engineering practices  1. Asking questions & defining problems  3. Planning and carrying out investigations  6. Constructing explanations and designing solutions   Connections by crosscutting concepts 2. Cause and effect: Mechanism and explanation                               7. Stability and change   Connections by performance expectation: 1‐PS4‐1. Plan and conduct investigations to provide evidence that vibrating materials  can make sound and that sound can make materials vibrate.

Noodles a Roar, Stop that Snore!Objective : Students will understand the effects of acoustics, which includes how sound is measured (decibels) and how sound travels. After reading Two Problems for Sophia, by Jim Averbeck and Yasmeen Ismail, students will create and design a device that decreases the volume of noise heard on a speaker.Grade Level(s): Kindergarten – Second GradeGroup/Team Size: 3 per teamTime Required: 45 -60 minutesEducational Standards:From the North Carolina Essential Science Standards: (http://www.ncpublicschools.org/docs/acre/standards/new-standards/science/k-2.pdf)Students develop simple skills of observation, measurement and number sense as they actively participate in simple investigations. During investigations, students must have opportunity to use tools such as magnifiers, thermometers, rulers, or balances to gather data and extend their senses. They must have ample time to talk about their observations and compare their observations with those of others. They should be encouraged to employ oral language, drawings and models to communicate results and explanations of investigations and experiment2.P.1 Understand the relationship between sound and vibrating objects.From the Common Core Math Standards: (http://www.corestandards.org/Math/Content/2/MD/)NC.K.MD.1: Describe measurable attributes of objects; and describe several different measurable attributes of a single object.NC.K.MD.2: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the differenceNC.1.MD.4: Organize, represent, and interpret data with up to three categories.1.MD.D.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories.NC.2.MD.10: Organize, represent, and interpret data with up to four categoriesFrom STEM Connected Through Engineering (K-2):EG K-2 H 1: Infer that engineering has a way of thinking and solving problems that includes: systems thinking; communication; collaboration; optimism; creativity and ethical considerationsEG K-2 D 1: Use the engineering design process of ASK-IMAGINE-PLAN-CREATE-IMPROVEEG K-2 P 2: Use critical thinking to suggest solutions to problemsSTEM Learning Objectives:To represent and interpret data using a bar graph.To analyze the relationship between sound and objects that vibrate as a result of sound produced.To utilize the engineering design process.Materials: Each group of students will need at least the following materials.2 ft of Ribbon1 Roll of Duct tape1 Fabric Scrap1Cardboard Square 6” x 6” Square1 Styrofoam Cup1 BalloonPlay-dough

The pupils will learn what solar energy is and how it can be used for various purposes. We will discuss how sunlight heat can be doubled with the use of aluminum and black sheet. This project will open doors to many ideas in students mind regarding the use of solar energy for different purposes in different ways. Solar Oven is a simple project so this will encourage students to create more projects, using solar energy, on their own.

Summary: K-2 Students will review the steps and importance of the Engineering Design Process through and engineering design challenge. They must make a boat that will travel to the other side of a test tank safely. Key words:Engineer, problem, define, constraint, solution, prototype, test, improve, sink, float. Learning Outcomes:After the students complete this challenge they should be able to:Describe the different steps of the Engineering Design Process (EDP)Describe how engineers find the solutions to problems and make use of the materials they have aroundDescribe their experience and the steps they took to solve the challenge using the EDPStandards:Next Generation Science StandardsK-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.ETS1.A: Defining and Delimiting Engineering Problems: A situation that people want to change or create can be approached as a problem to be solved             through engineering.  Asking questions, making observations, and gathering information are helpful in thinking about problems.    Before beginning to design a solution, it is important to clearly understand the problem. K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.ETS1.B: Developing Possible Solutions:     Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.ETS1.C: Optimizing the Design Solution: Because there is always more than one possible solution to a problem, it is useful to compare and test designs.    ISTE Standards1 Empowered Learner 1a- Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes. 1d- Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies. 3 Knowledge Constructor 3a- Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits. 

Lesson ObjectivesScientifically examining how animals and humans build shelters to survive the elements. Learn how people survive when lost in the wild.How we can apply all these skills and see how we can help the homeless in extreme weather conditions. Materials Needed: - Different types of materials that would be great for keeping heat in as well as material that will help you stay cool (e.g. cotton, feathers, tin foil, fleece etc...) - a pin- magnet- something to balance the pin (pin must be able to spin) -different types of sticks (so that we can see which ones are best for kindling and why green pieces do not work as well). - two different size of rocks - paper and pencil for recording.-  water bottle-  hairdryer and ice- digital thermometer -3D printerLesson Plan: Using the 5 parts of STEAM we will exam the following ways of how we can solve our problem of surviving the wild to helping our homeless. Day 1 Part A: (30mins)Scientifically we start with looking at how animals have adapted to harsh weather. How they can survive in the artic or in the desert. What are some of the unique ways they survive? Research how we as humans have studied animals to develop ways for us to survive in hot summers and cold winters. Allow the children to discuss what they think will work and research online to see what other scientist have found about animals and how they adapt. Day 1 Part B: (20mins)Start to experiment with the different types of materials to see which ones would work best for heat retention and heat loss. You can use a water bottle that is at room temperature. The goal is for the children to see what materials retain heat the best when wrapped around the water bottle does the temperature stay the same or get hotter or cooler when we use the hair dryer and when we place the bottle in ice. Day 2 Part A: (15 mins)Show a video on survival shelters like: https://youtu.be/tzUpH0Zft5cAllow the children to discuss why these types of shelters would work. Challenge the children to write down how they would start a fire or build a compass. What other ways can they stay safe if they were ever lost in the wild? Day 2 Part B: (30mins)Using the skills we know start to design ways we could help the homeless stay warm without big bulky things to carry. As we know most homeless people are limited to how they can keep their personal items. Using what we know about shelters, animals and survival how can we design a unique item that could help the homeless. A good example is to show the youtube video of a lady who designed portable sleeping bags that double as a jacket. Here is the link: https://youtu.be/6vaO_GPBAzADay 3: This would be the final day where the children would get to explore TinkerCad and design their prototypes to present to the rest of the class how it works and how it could help the homeless (after it is printed from the 3D printer). 

OverviewIn this lesson, students will design a working wind turbine with a goal of maximizing voltage output. After reviewing types of energy and energy transfer, students will split into groups. They will design and test multiple wind turbine blades using different materials and shapes. After determining the best blade type, students will construct their wind turbines. In the following class period, groups will formally test their turbines to determine which group's turbine produces the highest voltage output. Following the testing, the class will discuss generators and how wind turbines use them to produce electricity. An optional follow-up discussion can then take place about clean energy versus fossil fuels.Suggested Time: 100 minutesGrades: 9-11NGSS Standards:HS-PS2-5: Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.

Estimated time : 3o hoursOverview:The lifestyle these days has made us dependent upon the artificial light even during the day time when we have the leisure of sunlight. This has led to an increased power consumption for lighting, increasing the carbon emissions. With the use of fibre optical cables, sunlight can be harnessed for the lighting system during the day.Vocabulary:Artificial and natural lightNon-renewable and renewable source of energyCarbon footprint and carbon emissionsTotal Internal ReflectionSustainable architectureObjectives:Generate awareness about Carbon footprint.Increasing sensitivity to green building normsDiscuss the need and usage of renewable source of energy for sustainable architectural norms.induce the concept of energy saving via usage of fibre optical cables.Next Generation Science Standards: ESS2.D Weather and climate ESS3.A Natural resources ESS3.C Human impacts on Earth systems ESS3.D Global climate change PS3.A Definitions of energy PS4.B Electromagnetic radiation PS4.C Information technologies and instrumentation Required Project Material:For prototypeplastic fibre cableswhite LEDfunnelaluminium paintbattery, wires, switchflower vaseFor actual projectcoated glass fibre cablesconcave reflectorscardboard boxesFor alternative ideasOHP sheetsSolar panelsMultimedia resources:https://youtu.be/0MwMkBET_5I What Is Optical Fiber? -Definition And Types Of Optical Fiber byjus.com › Physics › Optics (google.com) 9 Uses of Fiber Optic Cables (rs-online.com) https://youtu.be/-VYhfR8Fv2IEngage:Background:Natural resources are of two types: renewable resource : replenishes to replace the portion used up within a given time period in a human life-time, like sunlight.non-renewable resource : cannot be readily replaced by natural means at a quick pace to keep up with consumption, like  carbon-based fossil fuel.   Green building norms in India: Sustainable Architecture and DesignSite Selection and PlanningWater ConservationEnergy EfficiencyBuilding Materials and ResourcesIndoor Environmental QualityInnovation and Development  Introduction:With rising pollution and threat from global climate change, it is necessary to reduce Carbon footprint to decrease carbon emissions. Only then it is possible to achieve the Paris Climate Change Agreement goal to keep limit the global temperature rise this century below 2 degree Celsius.The changing work lifestyle, pushed further by the pandemic-enforced country-wide lock-down, has increased our dependency on artificial lights even during day time. This has led to an increased electrical light consumption at house-hold and individual level.Indoor community places such as swimming pools, lounge areas, hotel receptions, etc also use a lot of electrical lighting system throughout the day. This has led to an increased cumulative and collective carbon footprint. Advantages of using fibre cables:support sustainable architecturelow usage of coppercompliance to environment-friendly policiesless repair ratecapable of lighting up till 330 feetoccupies minimum spaceno risk of electrical hazardseasy installationtropical and equatorial regions receive sunlight almost throughout the year. This can harness the sunlight in the best way.flexible enough to tie knotsOther uses of fibre optical cables:underwater communication cablesresource monitoring sensorsPassive Optical LANmedical uses : Remote spectrophotometry, Endoscopic imaging, Pressure and position sensing, Scintillation counting, Intravascular pressure transducersExplain:Concepts:Reflection : Light falling on any surface is thrown back with almost no absorption.Refraction : Incident light wave, upon changing the medium of travel, experiences a change in speed and direction.Critical angle : the angle of incidence beyond which rays of light passing through a denser medium to the surface of a less dense medium are no longer refracted but completely reflected, causing Total Internal Reflection (TIR)  Fibre optic cable : a cable consisting of one or more thin flexible fibres with a glass core, through which light signals can be sent with very little loss of strength. Carbon footprint : total greenhouse gas (GHG) emissions caused by an individual, event, organization, service, or product, expressed as carbon dioxide equivalent  Tubular skylight : device that captures light from the roof of a building, and then channels that light through specially designed tubes to into a room.Explore:Building the prototype: (Fibre Optic Lamp)Make a basic circuit using the LED, wires, switch and battery.Place it inside the flower vase.Paint the funnel with the aluminium paint. It will work as a reflector.Bundle up all the plastic fibre optic cables and insert it in the funnel.Place the funnel facing downwards, while the cables should be coming out from the bottom of it.Place the funnel with the cable bundle on flower vaseSwitch on the LED.