Your task as an astronomer is to model the solar system using technology.  You and your crew are just one group that have been asked by NASA to chart the solar system in order to create a simulation model for future astronauts. After you have accomplished this, you will present your model to the Director of NASA. They have given you several requirements for the simulation. Your simulation should include a map of the solar system that shows the appropriate distance, location, size and relation to the sun amongst the eight planets. You and your team can use a variety of options to complete your simulation. These include Google Suite tools (such as Google Slides, Google Docs, Jamboard, or any equivalent tool such as Microsoft Office), Coding resources (Scratch.edu, tynker.edu) or 3D printing software (Tinkercad) to present. Your map should also include a short descriptive paragraph for each planet explaining its distance, location, size, and at least 3 facts about the planet. If creating a video, you will still want to include descriptions for the planets as well as the three facts.  Presentation to “NASA Directors” must answer the question: how does this simulation/model help future scientists?

Students learn about water erosion through an experimental process in which small-scale buildings are placed along a simulated riverbank to experience a range of flooding conditions. They learn how soil conditions are important to the stability or failure of civil engineering projects and how a river's turns and bends (curvature, sinuosity) make a difference in the likelihood of erosion. They make model buildings either with a 3D printer or with LEGO® pieces and then see how their designs and riverbank placements are impacted by slow (laminar) and fast (turbulent) water flow over the soil. Students make predictions, observations and conclusions about the stability of their model houses, and develop ideas for how to mitigate damage in civil engineering projects.

Acting as if they are biomedical engineers, students design and print 3D prototypes of pressure sensors that measure the pressure of the eyes of people diagnosed with glaucoma. After completing the tasks within the associated lesson, students conduct research on pressure gauges, apply their understanding of radio-frequency identification (RFID) technology and its components, iterate their designs to make improvements, and use 3D software to design and print 3D prototypes. After successful 3D printing, teams present their models to their peers. If a 3D printer is not available, use alternate fabrication materials such as modeling clay, or end the activity once the designs are complete.