Untangling Science and

Engineering Practices

Dr. Cary Sneider

Associate Research Professor

Center for Science Education

Portland State University

Image courtesy of NASA

It’s Not Rocket Science And it never was…

Image courtesy of NASA

It’s Not Rocket Science … It’s Rocket Engineering!

Image courtesy of NASA

Homer Hickam understood that the way to space was through engineering. The book Rocket Boys and movie October Sky tell his story.

Cary Sneider thought the way to space was through the science of astronomy.

Homer worked for NASA! Cary didn’t.

STEM Careers • NASA employs ten engineers

for every scientist.

• Nationwide there are four

positions in engineering for

every one in science.

• There are more jobs for

computer engineers than all

other fields of engineering

and science combined.

Image courtesy of NASA

It’s essential for engineers

to be comfortable with

• Science

• Technology

• Engineering

• Mathematics

Image courtesy of NASA

Much of what we teach as “Science” is

actually “Technology and Engineering”

Electricity

Simple Machines

Communication

Medicine

Energy & Power

What is Technology?

Engineers create products, processes, and systems to meet peoples needs and wants.

Technology is NOT just computers and cell phones.

Technology includes pencils and paper, ourclothes, and the food we had for breakfast.

What is Engineering?

Engineering is a process for

solving problems that results in

new or improved technologies.

Engineering is not just a

process for producing widgets!

Technology and Engineering…

Make science and math come alive

Help students understand their world.

Opens doors to career opportunities

Are especially interesting to boys and girls because they can help people.

Drive our economy.

Are important life skills.

Image from Engineering the Future curriculum, courtesy of Its About Time.

Technology and Engineering Activities in schools invite students to…

Create

Invent

Innovate

Redesign

Iterate

Optimize

Work in teams

Value diversity

Integrate disciplinary learning

Image from Engineering the Future curriculum, courtesy of Its About Time.

Engineering in the NGSS is

1. A Core Idea

2. A Practice

3. Crosscutting Concepts

4. Embedded in all the other

disciplines.

Image courtesy of the Museum of Science, Boston

NGSS Engineering as a Core Idea:

The Engineering Design Process

Science and Engineering in all practices

All eight practices can be used in the service of science or engineering. In each case ask yourself:

Are we trying to understand how the world works? If yes, it’s SCIENCE.

Are we trying to solve a problem? If yes, it’s ENGINEERING.

Image courtesy of the Museum of Science, Boston

1. Asking questions & defining problems

Are we trying to understand how the world works? If yes, it’s SCIENCE.

Are we trying to solve a problem? If yes, it’s ENGINEERING.

We need to modify our landing craft so that it will not

crash on a planet with a dense atmosphere.

Image of Venus courtesy of NASA

2. Developing and using models

Are we trying to

understand how the

world works? If yes, it’s

SCIENCE.

Are we trying to solve a

problem? If yes, it’s

ENGINEERING.

Modify the model of our spacecraft until you have

optimized the design. (What is the most important

criterion?)

Source: www.exploratorium.edu/science explorer

3. Planning and conducting investigations

Are we trying to understand how the world works? If yes, it’s SCIENCE.

Are we trying to solve a problem? If yes, it’s ENGINEERING.

Investigate an

electromagnet.

Image from Wikipedia Commons

4. Analyzing and interpreting data

Are we trying to understand how the world works? If yes, it’s SCIENCE.

Are we trying to solve a problem? If yes, it’s ENGINEERING.

Record and graph your data.

5. Mathematical and computational thinking

Are we trying to understand how the world works? If yes, it’s SCIENCE.

Are we trying to solve a problem? If yes, it’s ENGINEERING.

Use what you learned to determine the

specifications of an electromagnetic

crane that can hold 1 ton (200,000

paperclips).

Image by Cyril Methodius Jansky 1914 Public Domain

6. Constructing explanations and

designing solutions

Are we trying to understand how the world works? If yes, it’s SCIENCE.

Are we trying to solve a problem? If yes, it’s ENGINEERING.

Develop at least two alternative designs for an

electromagnetic crane that will hold one ton. Present

your design to your client.

Cranes by James Bolton.

http://jbtechnologicaldesign.blogspot.com/

Related Performance Expectations

MS-PS2-3. Ask questions about data to determine the

factors that affect the strength of electric and magnetic

forces.

MS-PS2-5. Conduct an investigation and evaluate the

experimental design to provide evidence that fields exist

between objects exerting forces on each other even

though the objects are not in contact.

How would you use this

activity to prepare

students to accomplish

the above?

7. Arguing from evidence

Are we trying to understand how the world works? If yes, it’s SCIENCE.

Are we trying to solve a problem? If yes, it’s ENGINEERING.

Which part of the students’ conversation is

science? Which part is engineering?

Image courtesy of the Museum of Science, Boston

8. OBTAINING, EVALUATING AND

COMMUNICATING INFORMATION

What is the purpose of the information? Is it to learn about some aspect of the natural world? If so it’s science.

Is the purpose to learn how to solve a problem or meet a goal? If so it’s engineering.

1891 Patent for a putt-putt boat. Public domain.

Image courtesy of NASA

Two More Core Ideas from the

Framework

A. Interdependence of

Science, Technology,

and Engineering

B. Influence of Science,

Technology, and

Engineering on Society and

the Natural Word.

In the NGSS Engineering is Embedded

in Other Science Disciplines

MS-PS2-1. Apply Newton’s Third Law to

design a solution to a problem involving

the motion of two colliding objects.

MS-ETS1-2. Evaluate competing design

solutions using a systematic process to

determine how well they meet the

criteria and constraints of the problem.

Sample Problem: What can be done to

reduce concussions among young

soccer players? What are the criteria

and constraints for successful solutions?

(Image courtesy of US Airforce)

(Image courtesy NB Department of

Health and Human Services.)

The “Science” of rocketry often stops with Newton’s Laws

The balloon model

demonstrates Newton’s third

law of motion—Every action

has an equal and opposite

reaction.

Engineering is Embedded in Other

Science Dsciplines

The “Engineering” of rocketry poses more

questions

How can we get it to fly straighter?

Or faster?…

If we change the materials in the

balloon, how will that affect its

performance?

What can we learn from the

balloon model that will help us

design a bigger rocket?

Engineering and Authentic Science

From Tools to Bridge Science and Engineering, MRavel 2015 June

Theory Experiment Analysis

Improve

Model Prototype Test

Improve

Science

Engineering

Engineering and Authentic Science

From Tools to Bridge Science and Engineering, MRavel 2015 June

Theory Experiment Analysis

Model Prototype Test

Improve

Science

Engineering

Conclusion

“As far into the future as our imaginations take us, we will face challenges that depend on the development and application of technology. Better health, more abundant food, more humane living and working conditions, cleaner air and water, more effective education, and scores of other improvements in the human condition are within our grasp. But none of these improvements are guaranteed, and many problems will arise that we cannot predict. To take full advantage of the benefits and to recognize, address, or even avoid the pitfalls of technology, Americans must become better stewards of technological change.”

—Technically Speaking: Why All Americans Need to Know More About Technology (NAE and NRC, 2002 page 12)

Questions?

Image courtesy of the Museum of Science, Boston