In this lesson, students learn about the physical properties of the Moon. They compare these to the properties of the Earth to determine how life would be different for astronauts living on the Moon. Using their understanding of these differences, they are asked to think about what types of products engineers would need to design for us to live comfortably on the Moon.

Students visualize the magnetic field of a strong permanent magnet using a compass. The lesson begins with an analogy to the effect of the Earth's magnetic field on a compass. Students see the connection that the compass simply responds to the Earth's magnetic field since it is the closest, strongest field, and thus the compass responds to the field of the permanent magnets, allowing them the ability to map the field of that magnet in the activity. This information will be important in designing a solution to the grand challenge in activity 4 of the unit.

Students begin working on the grand challenge of the unit by thinking about the nature of metals and quick, cost-effective means of separating different metals, especially steel. They arrive at the idea, with the help of input from relevant sources, to use magnets, but first they must determine if the magnets can indeed isolate only the steel.

Students explore the basic magnetic properties of different substances, particularly aluminum and steel. There is a common misconception that magnets attract all metals, largely due to the ubiquity of steel in metal products. The activity provides students the chance to predict, whether or not a magnet will attract specific items and then test their predictions. Ultimately, students should arrive at the conclusion that iron (and nickel if available) is the only magnetic metal.

Students create large-scale models of microfluidic devices using a process similar to that of the PDMS and plasma bonding that is used in the creation of lab-on-a-chip devices. They use disposable foam plates, plastic bendable straws and gelatin dessert mix. After the molds have hardened overnight, they use plastic syringes to inject their model devices with colored fluid to test various flow rates. From what they learn, students are able to answer the challenge question presented in lesson 1 of this unit by writing individual explanation statements.

Graph theory is a visual way to represent relationships between objects. One of the simplest uses of graph theory is a family tree that shows how different people are related. Another application is social networks like Facebook, where a network of "friends" and their "friends" can be represented using graphs. Students learn and apply concepts and methods of graph theory to analyze data for different relationships such as friendships and physical proximity. They are asked about relationships between people and how those relationships can be illustrated. As part of the lesson, students are challenged to find the social graph of their friends. This prepares students for the associated activity during which they simulate and analyze the spread of disease using graph theory by assuming close proximity to an infected individual causes the disease to spread.

This lesson will discuss the details for a possible future manned mission to Mars. The human risks are discussed and evaluated to minimize danger to astronauts. A specialized launch schedule is provided and the different professions of the crew are discussed. Once on the surface, the crew's activities and living area will be covered, as well as how they will make enough fuel to make it off the Red Planet and return home.

Students learn about slope, determining slope, distance vs. time graphs through a motion-filled activity. Working in teams with calculators and CBL motion detectors, students attempt to match the provided graphs and equations with the output from the detector displayed on their calculators.

Students experience data collection, analysis and inquiry in this LEGO® MINDSTORMS® NXT -based activity. They measure the position of an oscillating platform using a ultrasonic sensor and perform statistical analysis to determine the mean, mode, median, percent difference and percent error for the collected data.

Measurement is best learned through direct applications or as part of other mathematical topics. A measurable attribute of an object is a characteristic that is most readily quantified and compared. Many attributes, such as length, perimeter, area, volume, and angle measure, come from the geometric realm. Other attributes are physical, such as temperature and mass. Still other attributes, such as density, are not readily measurable by direct means.

Students learn how volume, viscosity and slope are factors that affect the surface area that lava covers. Using clear transparency grids and liquid soap, students conduct experiments, make measurements and collect data. They also brainstorm possible solutions to lava flow problems as if they were geochemical engineers, and come to understand how the properties of lava are applicable to other liquids.

Students are introduced to the concept of light pollution by investigating the nature, sources and levels of light in their classroom environment. They learn about the adverse effects of artificial light and the resulting consequences on humans, animals and plants: sky glow, direct glare, light trespass, animal disorientation and energy waste. Student teams build light meters using light sensors mounted to LEGO® MINDSTORMS® NXT intelligent bricks and then record and graph the light intensity emitted in various classroom lighting situations. They are introduced to the engineering concepts of sensors, lux or light meter, and lumen and lux (lx) illuminance units. Through this activity, students also learn how to better use light and save energy as well as some of the technologies designed by engineers to reduce light pollution and energy waste.

Through investigating the nature, sources and level of noise produced in their environment, students are introduced to the concept of noise pollution. They learn about the undesirable and disturbing effects of noise and the resulting consequences on people's health, as well as on the health of the environment. They use a sound level meter that consists of a sound sensor attached to the LEGO® NXT Intelligent Brick to record the noise level emitted by various sources. They are introduced to engineering concepts such as sensors, decibel (dB) measurements, and sound pressure used to measure the noise level. Students are introduced to impairments resulting from noise exposure such as speech interference, hearing loss, sleep disruption and reduced productivity. They identify potential noise pollution sources, and based on recorded data, they classify these sources into levels of annoyance. Students also explore the technologies designed by engineers to protect against the harmful effects of noise pollution.

Students learn first-hand the relationship between force, area and pressure. They use a force sensor built from a LEGO® MINDSTORMS® NXT kit to measure the force required to break through a paper napkin. An interchangeable top at the end of the force sensor enables testing of different-sized areas upon which to apply pressure. Measuring the force, and knowing the area, students compute the pressure. This leads to a concluding discussion on how these concepts are found and used in engineering and nature.

Students calculate the viscosity of various household fluids by measuring the amount of time it takes marble or steel balls to fall given distances through the liquids. They experience what viscosity means, and also practice using algebra and unit conversions.

After conducting the associated activity, students are introduced to the material behavior of elastic solids. Engineering stress and strain are defined and their importance in designing devices and systems is explained. How engineers measure, calculate and interpret properties of elastic materials is addressed. Students calculate stress, strain and modulus of elasticity, and learn about the typical engineering stress-strain diagram (graph) of an elastic material.

Students obtain a basic understanding of microfluidic devices, how they are developed and their uses in the medical field. After conducting the associated activity, they watch a video clip and learn about flow rate and how this relates to the speed at which medicine takes effect in the body. What they learn contributes to their ongoing objective to answer the challenge question presented in lesson 1 of this unit. They conclude by solving flow rate problems provided on a worksheet.

Students learn about the form and function of the human heart through the dissection of sheep hearts. They learn about the different parts of the heart and are able to identify the anatomical structures and compare them to the all of the structural components of the human heart they learned about in the associated lesson, Heart to Heart.

Students learn about frequency and period, particularly natural frequency using springs. They learn that the natural frequency of a system depends on two things: the stiffness and mass of the system. Students see how the natural frequency of a structure plays a big role in the building surviving an earthquake or high winds.

In this lesson, students will learn that math is important in navigation and engineering. Ancient land and sea navigators started with the most basic of navigation equations (Speed x Time = Distance). Today, navigational satellites use equations that take into account the relative effects of space and time. However, even these high-tech wonders cannot be built without pure and simple math concepts basic geometry and trigonometry that have been used for thousands of years. In this lesson, these basic concepts are discussed and illustrated in the associated activities.