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To learn how friction affects motion, learners build a measurement tool from a rubber band and other simple materials.

In this lesson, learners develop a robot arm using common materials. Learners explore design, construction, and teamwork, as well as materials selection and use.

In this activity, learners explore how parachutes are used to slow down moving objects. Learners work in teams of "engineers" to design and build their own parachutes out of everyday items.

In this lab activity, learners act as fellow scientists and colleagues of Isaac Newton. He has asked them to independently test his ideas on the nature of motion, in particular his 2nd Law.

In this activity, learners explore the history, design and motion of spinning tops. Learners work in teams of "engineers" to design and build their own tops out of everyday items.

Learners construct a rocket from a balloon propelled along a guide string.

Learners build simple catapults and use them to launch cotton balls.

In this activity, learners work in teams to investigate the relationship between mass, acceleration, and force as described in Newton's second law of motion.

In this activity (page 59 of the PDF), learners spin and observe false eyelashes in jars of water (prepared at least 1 day ahead of time) to investigate the effects of different types of motion on the

Learners attach an egg to a rubber-band bungee cord and drop the egg.

In this outdoor, beach activity, learners use tennis balls, water balloons and other simple devices to investigate the movement of waves and currents off a sandy beach.

In this small-group activity, learners assume the roles of pilots, air traffic controllers, and NASA scientists to solve five Air Traffic Control (ATC) problems.

In this activity (page 89 of the PDF), learners compare and contrast pitch and roll motions by using a Magic Carpet maze similar to one that was used for Neurolab investigations about microgravity.

In this activity, learners build a recording timer made from simple materials (e.g., small dc motor, sharpie pen, craft sticks, adding machine paper tape, etc.).

In this activity (page 95 of the PDF), learners create Escher Staircase models similar to those that were used by Neurolab's Spatial Orientation Team to investigate the processing of information about