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Why is ocean water sometimes the warmest when the average daily air temperature starts to drop? In this activity, learners explore the differing heat capacities of water and air using real data.

Learners investigate the concept of humidity by using a dry and wet sponge as a model. They determine a model for 100% humidity, a sponge saturated with water.

Learners test two jars, one containing plain air and one containing carbon dioxide gas, to see their reactions to temperature changes.

This is an activity about lung capacity. Learners will measure their own lung capacity using a homemade spirometer.

In this activity (on page 2 of the PDF under GPS: Luge Activity), learners will construct a model hovercraft out of an empty spool and a piece of cardboard.

Learners test two jars containing soil, one covered and one open, for changes in temperature. After placing the jars in the Sun, learners discover that the covered jar cools down more slowly.

Using paper, paper clips, an index card, and tape, teams of learners design flying devices to (1) stay in the air as long as possible and (2) land as close as possible to a given target.

Learners test two jars containing hot water, one covered with plastic and one open, for changes in temperature.

Learners test two jars of ice water, one covered and one open, for changes in temperature. After placing the jars in the sun, learners discover that the covered jar cools down more slowly.

In this design and physics challenge, learners construct a cylindrical wing, fly it, make modifications, and determine how the changes affect flight patterns.

In this experiment, learners examine how pressure affects water flow. In small groups, learners work with water and a soda bottle, and then relate their findings to pressure in the deep ocean.

This activity (located on page 3 of the PDF under GPS: Glaciers Activity) is a full inquiry investigation into the forces of gravity and air pressure.