Science
tries to understand the natural world. Based on the knowledge that
scientists develop, the goal of engineering is to solve practical
problems through the development or use of technologies. For example,
the planning, designing, and construction of the Central
Artery Tunnel project in Boston (commonly referred to as the
"Big Dig") is a complex and technologically challenging
project that draws on knowledge of earth science, physics, and construction
and transportation technologies.
Technology/engineering works in conjunction with science to expand
our capacity to understand the world. For example, scientists and
engineers apply scientific knowledge of light to develop
lasers and fiber optic technologies and other technologies in
medical imaging. They also apply this scientific knowledge to
develop such modern communications technologies as telephones, fax
machines, and electronic mail.
Although the term technology is often used by itself to describe
the educational application of computers in a classroom, instructional
technology is a subset of the much broader field of technology.
While important, computers and instructional tools that use computers
are only a few of the many technological innovations in use today.
Technologies developed through engineering include the systems that
provide our houses with water and heat; roads, bridges, tunnels,
and the cars that we drive; airplanes and spacecraft; cellular phones,
televisions, and computers; many of today's children's toys; and
systems that create special effects in movies. Each of these came
about as the result of recognizing a need or problem and creating
a technological solution. Figure 1 below shows the steps of the
engineering design process. Beginning in the early grades and continuing
through high school, students carry out this design process in ever
more sophisticated ways. As they gain more experience and knowledge,
they are able to draw on other disciplines, especially mathematics
and science, to understand and solve problems.
Students are experienced technology users before they enter school.
Their natural curiosity about how things work is clear to any adult
who has ever watched a child doggedly work to improve the design
of a paper airplane, or to take apart a toy to explore its insides.
They are also natural engineers and inventors, builders of sandcastles
at the beach and forts under furniture. Most students in grades
PreK-2 are fascinated with technology. While learning the safe use
of tools and materials that underlie engineering solutions, they
are encouraged to manipulate materials that enhance their three-dimensional
visualization skills-an essential component of the ability to design.
They identify and describe characteristics of natural and manmade
materials and their possible uses and identify the use of basic
tools and materials, e.g., glue, scissors, tape, ruler, paper, toothpicks,
straws, and spools. In addition, students at this level learn to
identify tools and simple machines used for a specific purpose (e.g.,
ramp, wheel, pulley, lever) and describe how human beings use parts
of the body as tools.
Students in grades 3-5 learn how appropriate materials, tools, and
machines extend our ability to solve problems and invent. They identify
materials used to accomplish a design task based on a specific property
and explain which materials and tools are appropriate to construct
a given prototype. They achieve a higher level of engineering design
skill by recognizing a need or problem, learn different ways that
the problem can be represented, and work with a variety of materials
and tools to create a product or system to address it.
In grades 6-8, students pursue engineering questions and
technological solutions that emphasize research and problem solving.
They identify and understand the five elements of a technology system
(goal, inputs, processes, outputs, and feedback). They acquire basic
skills in the safe use of hand tools, power tools, and machines.
They explore engineering design; materials, tools, and machines;
and communication, manufacturing, construction, transportation,
and bioengineering technologies.
Starting in these grades and extending through grade 10,
the topics of power and energy are incorporated into the study of
most areas of technology. Students integrate knowledge they acquired
in their mathematics and science curricula to understand the links
to engineering. They achieve a more advanced level of skill in engineering
design by learning to conceptualize a problem, design prototypes
in three dimensions, and use hand and power tools to construct their
prototypes, test their prototypes, and make modifications as necessary.
The culmination of the engineering design experience is the development
and delivery of an engineering presentation.
- Identify the need or problem
- Research the need or problem
- Examine current state of the issue and current solutions
- Explore other options via the internet, library, interviews,
etc.
- Develop possible solution(s)
- Brainstorm possible solutions
- Draw on mathematics and science
- Articulate the possible solutions in two and three dimensions
- Refine the possible solutions
- Select the best possible solution(s)
- Determine which solution(s) best meet(s) the original requirements
- Construct a prototype; Model the selected solution(s)
in two and three dimensions
- Test and evaluate the solution(s)
- Does it work?
- Does it meet the original design constraints?
- Communicate the solution(s)
- Make an engineering presentation that includes a discussion
of how the solution(s) best meet(s) the needs of the initial
problem, opportunity, or need; Discuss societal impact and
tradeoffs of the solution(s)
- Redesign
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