When looking at the cover and theme of this issue, I can imagine some of our colleagues thinking “So now I have to teach engineering, too? When do I find the time and resources?” As the editor notes, the inquiry and problem solving processes are the same, whether students are investigating natural phenomenon (science) or applying their knowledge to design products or processes to solve a problem or need (engineering). As the teacher/authors of these articles show, incorporating engineering principles into our instruction is possible.
It’s one thing for students to do well on tests and lab investigations. But the real proof of understanding is being able to apply the knowledge to new situations. The authors of Engineering, Modeling, and Computational Thinking describe several online tools for creating models to test engineering designs, including the West Point Bridge Builder (with an online competition component), Floorplanner (maybe your students could redesign your lab!), and Try Engineering. The article has many other suggestions for design and collaboration tools. [SciLinks: Building Bridges]
Have you ever thought about having your students participate in competitions such as Toyota’s ExploraVision?
In the article A Winning Competition, the authors describe their experiences with guiding students through the research and design processes. They show how the experiences aligned with their state standards and provide examples of the rubrics, timelines, and other strategies to support their students. I was glad to see how the project took advantage of the special skills and resources that a media specialist/librarian can provide!
Many of my 8^th-graders were social butterflies. Their peers were very important to them, so I was intrigued by The Friendship Detector, an activity in which students applied their knowledge of series and parallel circuits. They designed a tool in which users flipped a switch to indicate an either/or choice in response to a prompt about likes and dislikes. The author includes circuit diagrams, a rubric, and a photo of the finished tool. The students noted that they appreciated the opportunity to actually build circuits, rather than just reading about them or drawing them. [SciLinks: Electrical Circuits]
OK—You’re teaching biology. How can engineering concepts be applicable? In Mendel’s Modern Legacy, there is a discussion of “synthetic biology, ” a field integrates biology and engineering concepts. The authors describe how their students used the BioBuilder program with their students.  [SciLinks: Mendelian Genetics]
Designing Design Challenges has a helpful sidebar image that summarizes three levels of inquiry, relative to the responsibilities and roles of the teacher and students in the activity. The authors discuss ways to engage and support students in the design process, using examples of paper airplanes or model cars that meet particular challenges. I was reminded of the saying: Sometimes it’s OK to reinvent the wheel, not because we need more wheels, but because we need more inventors.
Intersections, Molecules, and Homeless Shelters – what could they possibly have in common? The author tells the story of how she engaged students with designing solutions to real-life problems drawn from their communities.
This month’s Safer Science column has a good summary of how to select the appropriate eye protection for your laboratory classes.