Students read through information and follow directions to decipher between statistical questions and non-statistical questions.

Students get a brief overview of sampling, and how it fits into the Engineering Design Process. They then answer sampling questions, and do an exercise with colorful chocolate candies.

Students create their own hypothesis and predict which given conditions will melt ice the quickest and slowest, then conduct the experiment and record their results.

Students completely redesign an umbrella, encouraged to think outside of the box. They are asked to sketch and label the sketch with materials.

Students get four opportunities to decode the names of foods. Hints are given to help students along the right path.

Students get a quick run down of averages, absolute values, and absolute mean deviation. They then collect data, identify data points and find averages of the differences.

Students get a quick glimpse into the beginning of the Engineering Design Process. After a quick overview of ways to generate ideas, students are encouraged to write down ideas they generate from their ideation methods.

Students work through the engineering design process in a simple, easy-to-understand format that directly relates to them. They then get the opportunity to draw a new design for a key holder, keeping their research in mind.

Students get tools and materials to design and make a tent. Then use the worksheet to record the outcomes of tests performed to the tent.