In The Engineer, students will: Design a plan to save Dullis by returning him safely to shore using Design Thinking to create and test a prototype. They then use their unique design solution to create the final page of the comic viewed at the start of the challenge.

Students design and develop a vehicle powered by wind. (160 mins)

Students explore the very exciting frontier of CRISPR, a new gene editing tool used to snip genes and stick new genes in cells to create new traits for the organism. (200 mins)

It’s time for a challenge! Who can design an insulator that keeps an ice cube colder than the leading brand? Building off what they learned in the “Make” and based on data they collect on different materials, learners will design the best insulator for this challenge. (200 minutes)

Engineer a Custom Experiment to Test a Real-World Phenomenon. (150 minutes)

Civilians in a war-torn country are in desperate need of food and supplies. Students use what they have learned about gravity and its corresponding factors to design and model a solution that safely drops food and supplies to its destination. (200 mins)

Students develop and design either a device for water conservation or a technical sketch of a solution to recycle and reuse water. (200 mins)

Students will design, construct and test a new shopping cart that can withstand collisions to keep precious cargo safe inside. Students pitch their idea in a Shark Tank setting to determine whose design gets funded. (250 minutes)

Building off the “Make,” learners design a product that embodies the trait they research so that humans may benefit from the function of this natural adaptation. (150 minutes)

Using what was learned in the Solve and Make, students design and carry out a solution to help a local pet store with their fish tank problem. (120 mins)

Building off the “Make,” learners genetically engineer a solution to a hypothetical alien problem. Learners use scientific reasoning to justify the ideal parent genetic combination for their chosen trait (150 minutes)

Choose from two options! 1. Students select an element from the Periodic Table, research its chemical and physical properties, and design a character from their element research OR 2. Students select an element or compound, research its chemical and physical properties, and design a new product or futuristic material. (150 minutes)

The city of Particleville is having some problems: excessive potholes, a desperate demand for fresh water, and a tired balloon artist who needs help blowing up all his balloons! Building off what they learned in the “Make” and the “Solve,” learners design a solution to one of Particleville’s problems. (150 minutes)

Students will calculate their ecological footprint and design a solution to reduce their impact on the environment (150 minutes)

Student engineering teams use what they have learned about potential and kinetic energy to design and build the best rollercoaster model from simple materials, (150 mins)

Students develop and design a proposal that mitigates either human impact on nonrenewable resources, or the uneven distribution of those resources. (150 mins)

Learners will design a never-before-seen device that tracks the motion of plate tectonics (100 minutes)

Students apply their knowledge of weather and act as meteorologists to design a weather report that predicts and explains a day of weather in a region of their choice. (150 minutes)

In The Engineer, students will research how a synthetic material is made and used, and what type of pollution it creates. They then work as engineers to determine what can be done to stop the pollution created by the synthetic material. (150 mins)

Learners will design a never-before-seen cell, identifying key organelles required in order to make their cell function. Building from The Make, students focus on the theme that structure helps support function. (120 minutes)

Students design a solution that addresses a kink in the working body system, like a heart valve blocked by plaque. Students then do a gallery walk to observe all the potential solutions for a malfunctioning body system. (200 mins)

Students develop and design a prototype that helps the hearing-impaired detect sound vibrations and the seeing-impaired detect obstacles. (150 mins)

Students learn about the magnetic fields that exist around wires that conduct electricity. (150 mins)

Students use their knowledge of scale factors from the Make in order to design an accurate constellation in a box. (300 mins)

After solidifying the idea that both environmental and genetic factors affect growth, students turn to the arena that they can control: environment. Students design a solution to the issue of inequitable access to nutrition for children around the globe. First, students identify a community that has the genetics for healthy growth but is in need of some crucial environmental factors. They then offer a plan to help children in that region get the nutrient or vitamin they may be lacking. (200 mins)

Students design a solution for a nervous system malfunction, such as: only being able to see half of an image due to brain damage (hemispatial neglect), carpal tunnel due to damage to motor neurons, Multiple Sclerosis due to myelin sheath destruction, or spinal injury. (150 mins)

Students discover the scale of planet diameter and their distance from the sun, then design a planet amusement park based on an accurate scale distance.

Students develop and design a proposal that preserves the biodiversity and ecosystem services of their chosen ecosystem. (150 mins)

Students engineer a solution to protect our communities from the effects of earthquake or volcanic events. (120 mins)

Students use their knowledge of the food web to design a solution that reduces the amount of waste your cafeteria sends to the local landfill. (180 min)

Students develop and design a solution to prevent or mitigate the impact of weathering and erosion on a famous monument made of rock. (150 mins)

Learners will act as doctors to design an insulin pump to help a potential patient with Diabetes. In their medical recommendation, learners will identify whether this treatment is best suited to those with Type 1 or Type 2 Diabetes, and in the process, also develop alternative solutions. (150 minutes)

Students take a deep dive into the hydrosphere by observing a demonstration and graphing the amount of freshwater and saltwater. They then develop and design two models device capable of containing and cleaning an oil spill and complete a challenge. (220 mins)

Students develop and design a solution to control an issue created by an invasive species. Students will draw a technical sketch or build a model of their solution. (200 mins)

Students solve a mystery showing that species that look very different actually come from a common ancestor. By the end of The Solve, students discover evidence in the fossil record, embryology, and comparative anatomy that supports the idea that all species are related and share a common ancestor. (75 mins)

Students develop and design a device capable of harnessing energy from the ocean. (250 mins)

Students use biomimicry to develop and design a product for human use inspired by patterns and principles observed in nature. (150 mins)

Students design and build a three-dimensional star brightness model to discover that a star’s distance from Earth causes its apparent brightness. (100 mins)

Students construct a Rube Goldberg machine that can demonstrate a chain reaction system with at least two energy transfers. (170–215 mins)

Students will work to separate a mixture and use physical properties to identify each component of the mixture. (250 mins)

Students investigate and research the impact of earthquakes on cities to design an earthquake-resistant building capable of withstanding an earthquake of magnitude 5 or greater. (130 mins)