In this article, we’ll discuss engineering, explain the relationship between engineering and STEM, and show how Gizmos can support educators as they teach students the engineering design process and related concepts.
STEM is an acronym for Science, Technology, Engineering and Math education. Across the country, K-12 STEM programs are increasing in number as more emphasis is placed on preparing students for careers in these fields. STEM is implemented as an interdisciplinary and applied approach that is coupled with hands-on, problem-based learning. Engineering is often the newest addition when a school adopts a STEM focus, as science, math, and even technology have long been a part of the curricula.
Engineering practices were introduced in the K-12 Framework for Science Education and were further expanded upon in the Next Generation Science Standards. The Framework for K-12 Science Education defines engineering:
We use the term “engineering” in a very broad sense to mean any engagement in a systematic practice of design to achieve solutions to particular problems. Technologies results when engineers apply their understanding to the natural world and human behavior to design ways to satisfy human needs and wants.
This definition addressed a common misconception: Engineering design is not just applied science. Engineering has a different purpose and a different product than scientific inquiry, albeit a similar process.
Engineering provides a context in which students can test their developing scientific knowledge and apply it to practical problems. If not included explicitly in science curricula, students may not get the opportunity to explore how science concepts can inform the design of solutions to everyday problems.
With this purpose the Framework and the NGSS emphasize engineering design practices that all citizens should learn:
- Define problems – situations that people wish to change – by specifying criteria and constraints for acceptable solutions;
- Generate and evaluate multiple solutions;
- Build and test prototypes;
- Optimize a solution.
Engineering Practices and Assessments
We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice.
NGSS Science and Engineering Practices reveal the close intersection between the disciplines:
- Asking questions (for science) and defining problems (for engineering)
- Developing and using models
- Planning and carrying out investigations
- Analyzing and interpreting data
- Using mathematics and computational thinking
- Constructing explanations (for science) and designing solutions (for engineering)
- Engaging in argument from evidence
- Obtaining, evaluating, and communicating information
Learning STEM core ideas in the context of the Practices reinforces knowledge and skill. This becomes even more important as new science assessments evaluate these together. Students will need to not only show knowledge, but also use it to investigate the world and solve meaningful problems through scientific inquiry and engineering design.
The demand for skilled workers in STEM fields is closely linked to global competitiveness. The National Science Foundation states, “To succeed in this new information-based and highly technological society, students need to develop their capabilities in STEM to levels much beyond what was considered acceptable in the past.”
A new Engineering Gizmo: Trebuchet
Gizmos are a great way to engage students in the Science and Engineering Practices. Trebuchet is a fun yet challenging new engineering Gizmo that lets students apply their scientific and mathematical knowledge to the engineering problem of devising a siege engine designed to hurl projectiles across large distances. In medieval times, trebuchets were used to devastating effect to demolish castles and fortified city walls.
In one scenario it is 1304 and we are in the army of King Edward I of England. We have been ordered to attack Stirling Castle in England and knock down the wall. This allows us to look at a problem and a situation like engineers. We need to define the problem and the criteria and constraints for acceptable solutions, generate multiple solutions, build and test prototypes, and optimize the ultimate solution.
We have a trebuchet, but we need to work within the constraints — location, distance and height, materials available, and how much force is needed to break the wall — to be able to successfully knock down the wall. This is a great Gizmo to do both in small groups and individually.
Gizmos with an Engineering Focus
Trebuchet is just one of several Gizmos that feature an engineering focus. Check out the following Gizmos to bring more engineering design into your classroom.
Elementary School:
- Circuit Builder – Activity B – Series Circuits and Activity C – Parallel Circuits – Extend Your Thinking (Define Problems)
- Ants on a Slant – Activity A – Inclined Plane: pros and cons and Activity B – Work, work, work (Define the Problem, Generating and Evaluating Multiple Solutions, Building and Testing Prototypes, and Optimizing a Solution) TG – Follow-up activity: Balloon racers on inclined planes (Generating and Evaluating Multiple Solutions, Building and Testing Prototypes, and Optimizing a Solution)
- Levers – Activity C – Second- and Third- class levers – Challenge (Define the Problem, Generating and Evaluating Multiple Solutions, Building and Testing Prototypes, and Optimizing a Solution)
Middle School:
- Sled Wars – Activity C – Sled Wars! (Define the Problem, Generating and Evaluating Multiple Solutions, Building and Testing Prototypes) TG – Follow-Up Activity – More sled battles! (Building and Testing Prototypes and Optimizing a Solution)
- Pendulum Clock – Activity C – Calibrate the Clock! (Building and Testing Prototypes and Optimizing a Solution)
- Digestive System – Activity A – Build a digestive system (Define the Problem, Generating and Evaluating Multiple Solutions, Building and Testing Prototypes, and Optimizing a Solution) – Activity C – Absorption (Generating and Evaluating Multiple Solutions, Building and Testing Prototypes, and Optimizing a Solution)
High School:
- Plants and Snails – Activity B Challenge – Interdependence (Define the Problem, Generating and Evaluating Multiple Solutions, Building and Testing Prototypes, and Optimizing a Solution)
- Germination – Activity C – Some like it hot (Define the Problem, Generating and Evaluating Multiple Solutions, Building and Testing Prototypes, and Optimizing a Solution)
- Homeostasis – Activity B – Control your body temperature (Define the Problem, Generating and Evaluating Multiple Solutions, and Optimizing a Solution)
- Trebuchet – Activity A – Trebuchet design (Define the Problem, Generating and Evaluating Multiple Solutions, Building and Testing Prototypes) Activity B – Attack (Define the Problem, Generating and Evaluating Multiple Solutions, Building and Testing Prototypes, and Optimizing a Solution)
- Atwood Machine – Activity B – Force and Acceleration (Define the Problem, Generating and Evaluating Multiple Solutions, Building and Testing Prototypes, and Optimizing a Solution)
Before joining ExploreLearning, Pam Berry spent 30 years as a teacher and a math, science, and educational technology specialist. During her career she taught middle school math, Biology, Geometry, Algebra II and Pre-Cal Trig. Pam graduated from Hendrix College with a major in Biology and received her Master’s Degree with an emphasis in Gifted Education from the University of Arkansas at Little Rock. She is currently a Senior National Sales Consultant.