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Private hiring keeps up in March
Summary of business headlines: U.S. labor market continues recovery in March; Apollo, Qihoo heat up IPO market.
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Designing a Winning Guest Village in the Saguaro National Park
The Challenge Question of the Legacy Cycle draws the student into considering the engineering ingenuity of nature. It will force him to analyze, appreciate and understand the wisdom of these designs as the student team focuses on meeting each of the challenge’s requirements. The student is asked, with his team members, to envision a sustainable design for a future guest village within the Saguaro National Park, outside of Tucson, Arizona. What issues need to be addressed to support the comfort
Author(s): VU Bioengineering RET Program,

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Copyright 2011 - VU Bioengineering RET Program, School of Engineering, Vanderbilt University,http://www.teachengineering.org/policy_ipp.php

Searching for Bigfoot and Others Like Him
Cryptids, creatures of questionable existence, are used as a source of data to guide students into the creation of their own GIS data layer in Google Earth. The activity will serve the purpose of a tutorial to teach them how to make data layers with a simple subject. They can then use that skill on other topics such as plastics in their neighborhood.
Author(s): University of Houston,

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Copyright 2011 - University of Houston, National Science Foundation GK-12 and Research Experience for Teachers (RET) Programs,http://www.teachengineering.org/policy_ipp.php

Where are the Plastics Near Me? (Mapping the Data)
Data collected in the Where are the Plastics Near Me (Field Trip) activity are organized by student groups in a fairly student-led and independent fashion to create a useful and informative Google Earth map. The students will create a map, use that map to analyze the results, adjust the map to include the results of the analysis, and then write a brief summary of their findings. Questions of fate-and-transport of plastics are primarily what are explored. If data was gathered in the field trip bu
Author(s): University of Houston,

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Copyright 2011 - University of Houston, National Science Foundation GK-12 and Research Experience for Teachers (RET) Programs,http://www.teachengineering.org/policy_ipp.php

What's Wrong with the Coordinates at the North Pole?
Students will complete a self-guided exercise in worksheet format combined with Google Earth that will help them explore practical and observable differences between different projection and coordinate systems. The activity will also increase their skill level at using various features of Google Earth.
Author(s): University of Houston,

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Copyright 2011 - University of Houston, National Science Foundation GK-12 and Research Experience for Teachers (RET) Programs,http://www.teachengineering.org/policy_ipp.php

Fluid Power Basics
Students learn about the basic fundamental concepts regarding fluid power, which includes both pneumatic, which utilize gas, and hydraulic, which utilize liquid, systems. Both systems contain four basic components: a reservoir, a pump or compressor, a valve, and a cylinder. Using the Portable Fluid Power Demonstrator (PFPD), students learn about the properties of gases and liquids in addition to how forces are transmitted and multiplied within these systems.
Author(s): Center for Compact and Efficient Fluid Power, Coll

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Copyright 2011 - Center for Compact and Efficient Fluid Power, College of Agriculture and Biological Engineering, Purdue University,http://www.teachengineering.org/policy_ipp.php

Pointing at Maximum Power for PV
Student teams measure voltage and current in order to determine the power output of a photovoltaic (PV) panel. They vary the resistance in a simple circuit connected to the panel to demonstrate the effects on voltage, current, and power output. After collecting data, they calculate power for each resistance setting, creating a graph of current vs. voltage, and indentifying the maximum power point.
Author(s): Integrated Teaching and Learning Program,

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Copyright 2011 - Integrated Teaching and Learning Program, College of Engineering and Applied Science, University of Colorado at Boulder,http://www.teachengineering.org/policy_ipp.php

Spring Away!
This lab demonstrates Hooke’s Law with the use of springs and masses. The students attempt to determine the proportionality constant, or k-value, for a spring. The students do this by calculating the change in length of the spring as different masses are added to it. The concept of a springs elastic limit is also introduced, and the students must test to makes sure the spring’s elastic limit has not be reached during their tests in the lab. After compiling all of their data, they attempt to
Author(s): VU Bioengineering RET Program, School of Engineeri

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Copyright 2011 - VU Bioengineering RET Program, School of Engineering, TeachEngineering,http://www.teachengineering.org/policy_ipp.php

Applications of Linear Functions
This lesson culminates the unit with the Go Public phase of the legacy cycle. In the associated activities, students will use linear models to depict Hooke’s law as well as Ohm’s law. To conclude the lesson, students must apply they’ve learned throughout the unit to answer the grand challenge question in a writing assignment.
Author(s): VU Bioengineering RET Program, School of Engineeri

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Copyright 2011 - VU Bioengineering RET Program, School of Engineering, Vanderbilt University,http://www.teachengineering.org/policy_ipp.php

Design Step 2: Research the Problem
Through Internet research, patent research, standards and codes research, user interviews (if possible) and other techniques (idea web, reverse engineering), students further develop the context for their design challenge. In subsequent activities, the design teams use this body of knowledge about the problem to generate product design ideas. (Note: Conduct this activity in the context of a design project that students are working on, which could be a challenge determined by the teacher, brainst
Author(s): Integrated Teaching and Learning Program,

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Copyright 2011 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder,http://www.teachengineering.org/policy_ipp.php

Designing Medical Devices for the Ear
Students are introduced to engineering, and more specifically, to biomedical engineering and the engineering design process through a short lecture and interactive, hands-on activity (approximately 30 minutes long), where students design their own medical device for retrieving foreign bodies from the ear canal. In this lesson, the teacher first reviews the basics of ear anatomy then discusses how ear infections occur and how they are treated. Following antibiotic treatment, the most common treat
Author(s): Biomedical Engineering,

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Copyright 2011 - Biomedical Engineering, University of Virginia,http://www.teachengineering.org/policy_ipp.php

Engineer a Coin Sorter
Students learn about the engineering design process and how it is used to engineer products for everyday use. Students individually brainstorm solutions for sorting coins and draw at least two design ideas. They work in small groups to combine ideas and build a coin sorter using common construction materials such as cardboard, tape, straws and fabric. Students test their coin sorters, make revisions and suggest ways to improve their designs. By designing, building, testing and improving coin sor
Author(s): Integrated Teaching and Learning Program,

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Copyright 2011 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder,http://www.teachengineering.org/policy_ipp.php

A Shot Under Pressure
Students use their understanding of projectile physics and fluid dynamics to find the water pressure in water guns. By measuring the range of the water jets, they are able to calculate the theoretical pressure. Students create graphs to analyze how the predicted pressure relates to the number of times they pump the water gun before shooting.
Author(s): Integrated Teaching and Learning Program,

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Copyright 2011 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder,http://www.teachengineering.org/policy_ipp.php

Test and Treat Before You Drink
Students learn about water quality testing (coliform bacteria, turbidity) and what is involved in basic water treatment designs. Biological, physical and chemical treatment processes are addressed, as well as physical and biological water quality testing, including testing for bacteria such as E.coli.
Author(s): Integrated Teaching and Learning Program,

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Copyright 2011 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder,http://www.teachengineering.org/policy_ipp.php

Measure Twice, Cut Once
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.
Author(s): Integrated Teaching and Learning Program,

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Copyright 2011 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder,http://www.teachengineering.org/policy_ipp.php

How Far Does a Lava Flow Go?
While learning about volcanoes, magma and lava flows, students learn about the properties of liquid movement, coming to understand viscosity and other factors that increase and decrease liquid flow. They also learn about lava composition and its risk to human settlements.
Author(s): UCLA Science and Engineering of the Environment of

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Copyright 2011 - UCLA Science and Engineering of the Environment of Los Angeles (SEE-LA) GK-12 Program,,http://www.teachengineering.org/policy_ipp.php

Dam Pass or Fail
Students conduct Internet research to investigate the purpose and current functioning status of some of the largest dams throughout the world. They investigate the success or failure of eight dams and complete a worksheet. While researching the dams, they also gain an understanding of the scale of these structures by recording and comparing their reservoir capacities. Students come to understand that dams, like all engineered structures, have a finite lifespan and require ongoing maintenance and
Author(s): Integrated Teaching and Learning Program,

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Copyright 2011 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder,http://www.teachengineering.org/policy_ipp.php

How Much Water Do You Use?
Students keep track of their own water usage for one week, gaining an understanding of how much water is used for various everyday activities. They relate their own water usages to the average residents of imaginary Thirsty County, and calculate the necessary water capacity of a dam that would provide residential water to the community.
Author(s): Integrated Teaching and Learning Program,

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Copyright 2011 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder,http://www.teachengineering.org/policy_ipp.php

Repairing Broken Bones
Students learn about how biomedical engineers aid doctors in repairing severely broken bones. They learn about using pins, plates, rods and screws to repair fractures. They do this by designing, creating and testing their own prototype devices to repair broken turkey bones.
Author(s): Integrated Teaching and Learning Program, College

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Copyright 2011 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder,http://www.teachengineering.org/policy_ipp.php

Counting Calories
The students discover the basics of heat transfer in this activity by constructing a constant pressure calorimeter to determine the heat of solution of potassium chloride in water. They first predict the amount of heat consumed by the reaction using analytical techniques. Then they calculate the specific heat of water using tabulated data, and use this information to predict the temperature change. Next, the students will design and build a calorimeter and then determine its specific heat. After
Author(s): Integrated Teaching and Learning Program,

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Copyright 2011 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder,http://www.teachengineering.org/policy_ipp.php

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