After learning about the properties of waves, students were given the following group engineering assignment:
1) Create an affordable seismograph that will record an earthquake's amplitude and wavelength.
2) Use only the materials provided
3) Work as a team
4) Plan and present their prototype, shaking the table gently for 10 seconds to simulate a light earthquake.
They were given the ability to research questions that they developed as a team, but other than that, were given no examples of a seismograph.
Their ability to invent and create always amazes me!
Seismograph-Dallas, Lincoln, Briana, Nina
After learning about the properties of waves, students were given the following group engineering assignment:
1) Create an affordable seismograph that will record an earthquake's amplitude and wavelength.
2) Use only the materials provided
3) Work as a team
4) Plan and present their prototype, shaking the table gently for 10 seconds to simulate a light earthquake.
They were given the ability to research questions that they developed as a team, but other than that, were given no examples of a seismograph.
Their ability to invent and create always amazes me!
Seismograph-Kyle, Katie, Aiden, Jaden
After learning about the properties of waves, students were given the following group engineering assignment:
1) Create an affordable seismograph that will record an earthquake's amplitude and wavelength.
2) Use only the materials provided
3) Work as a team
4) Plan and present their prototype, shaking the table gently for 10 seconds to simulate a light earthquake.
They were given the ability to research questions that they developed as a team, but other than that, were given no examples of a seismograph.
Their ability to invent and create always amazes me!
Seismograph-Solena, April, Keen, Taehan
After learning about the properties of waves, students were given the following group engineering assignment:
1) Create an affordable seismograph that will record an earthquake's amplitude and wavelength.
2) Use only the materials provided
3) Work as a team
4) Plan and present their prototype, shaking the table gently for 10 seconds to simulate a light earthquake.
They were given the ability to research questions that they developed as a team, but other than that, were given no examples of a seismograph.
Their ability to invent and create always amazes me!
Seismograph-Nathan, Benjamin, Brianna, Amie
After learning about the properties of waves, students were given the following group engineering assignment:
1) Create an affordable seismograph that will record an earthquake's amplitude and wavelength.
2) Use only the materials provided
3) Work as a team
4) Plan and present their prototype, shaking the table gently for 10 seconds to simulate a light earthquake.
They were given the ability to research questions that they developed as a team, but other than that, were given no examples of a seismograph.
Their ability to invent and create always amazes me!
After learning about the properties of waves, students were given the following group engineering assignment:
1) Create an affordable seismograph that will record an earthquake's amplitude and wavelength.
2) Use only the materials provided
3) Work as a team
4) Plan and present their prototype, shaking the table gently for 10 seconds to simulate a light earthquake.
They were given the ability to research questions that they developed as a team, but other than that, were given no examples of a seismograph.
Their ability to invent and create always amazes me!
Seismograph-Marcus, Calista, Dylan, Art
After learning about the properties of waves, students were given the following group engineering assignment:
1) Create an affordable seismograph that will record an earthquake's amplitude and wavelength.
2) Use only the materials provided
3) Work as a team
4) Plan and present their prototype, shaking the table gently for 10 seconds to simulate a light earthquake.
They were given the ability to research questions that they developed as a team, but other than that, were given no examples of a seismograph.
Their ability to invent and create always amazes me!
Seismograph-Mira, Sofia, Lawrence
After learning about the properties of waves, students were given the following group engineering assignment:
1) Create an affordable seismograph that will record an earthquake's amplitude and wavelength.
2) Use only the materials provided
3) Work as a team
4) Plan and present their prototype, shaking the table gently for 10 seconds to simulate a light earthquake.
They were given the ability to research questions that they developed as a team, but other than that, were given no examples of a seismograph.
Their ability to invent and create always amazes me!
Seismograph-Owen, Joelle, Tessa, Laylee
After learning about the properties of waves, students were given the following group engineering assignment:
1) Create an affordable seismograph that will record an earthquake's amplitude and wavelength.
2) Use only the materials provided
3) Work as a team
4) Plan and present their prototype, shaking the table gently for 10 seconds to simulate a light earthquake.
They were given the ability to research questions that they developed as a team, but other than that, were given no examples of a seismograph.
Their ability to invent and create always amazes me!
Seismograph-Cody, Aaron, Peter
After learning about the properties of waves, students were given the following group engineering assignment:
1) Create an affordable seismograph that will record an earthquake's amplitude and wavelength.
2) Use only the materials provided
3) Work as a team
4) Plan and present their prototype, shaking the table gently for 10 seconds to simulate a light earthquake.
They were given the ability to research questions that they developed as a team, but other than that, were given no examples of a seismograph.
Their ability to invent and create always amazes me!
Seismograph-Casey, Clara, Yuna
After learning about the properties of waves, students were given the following group engineering assignment:
1) Create an affordable seismograph that will record an earthquake's amplitude and wavelength.
2) Use only the materials provided
3) Work as a team
4) Plan and present their prototype, shaking the table gently for 10 seconds to simulate a light earthquake.
They were given the ability to research questions that they developed as a team, but other than that, were given no examples of a seismograph.
Their ability to invent and create always amazes me!
Seismograph-Yuto, Joanne, Barrett, Jun (not pictured)
After learning about the properties of waves, students were given the following group engineering assignment:
1) Create an affordable seismograph that will record an earthquake's amplitude and wavelength.
2) Use only the materials provided
3) Work as a team
4) Plan and present their prototype, shaking the table gently for 10 seconds to simulate a light earthquake.
They were given the ability to research questions that they developed as a team, but other than that, were given no examples of a seismograph.
Their ability to invent and create always amazes me!
Seismograph-Yara, Kevin, Lucas, Ethan
Seismograph-Rumi, Alex, Allen, Maverick
After learning about the properties of waves, students were given the following group engineering assignment:
1) Create an affordable seismograph that will record an earthquake's amplitude and wavelength.
2) Use only the materials provided
3) Work as a team
4) Plan and present their prototype, shaking the table gently for 10 seconds to simulate a light earthquake.
They were given the ability to research questions that they developed as a team, but other than that, were given no examples of a seismograph.
Their ability to invent and create always amazes me!
Seismograph-Sara, Summer, Aiden, Georgia
After learning about the properties of waves, students were given the following group engineering assignment:
1) Create an affordable seismograph that will record an earthquake's amplitude and wavelength.
2) Use only the materials provided
3) Work as a team
4) Plan and present their prototype, shaking the table gently for 10 seconds to simulate a light earthquake.
They were given the ability to research questions that they developed as a team, but other than that, were given no examples of a seismograph.
Their ability to invent and create always amazes me!
