The purpose of this assessment probe is to elicit students’ ideas about how to approach a problem. The probe is designed to gain insight into how students think about an engineering design process (EDP) and the kinds of problems that it can be used to solve.

The purpose of this assessment probe is to elicit students’ ideas about who needs to be consulted when solving a problem (the client). The probe is designed to reveal the extent to which students recognize that the needs of a number of individuals (in this case an animal as well) have to be understood when defining a problem. 

The purpose of this assessment probe is to elicit students’ initial response to an ill-defined problematic situation. The probe is designed to reveal whether students recognize that in a problem situation, there is sometimes a more important problem that needs to be solved first.

The purpose of this assessment probe is to elicit students’ ideas about how engineers use an engineering design process to solve problems. The probe includes some common misconceptions about engineering design, and is designed to reveal whether students recognize that different approaches are used, depending on the problem.

The purpose of this assessment probe is to elicit students’ ideas about an engineering design process. The probe is designed to show how students think of engineering design as a logical sequence. 

The purpose of this assessment probe is to elicit students’ ideas about the importance of both engineering and science for creating technology. The probe is designed to determine if students recognize that working in the field of rocketry requires both engineering and science. 

The purpose of this assessment probe is to elicit students’ ideas about using experimentation to solve a problem. The probe is designed to see if students recognize that (1) solving a problem in baking is considered engineering and (2) planned experimentation is something that is critical to engineering as well as science. The probe also provides a scenario to elicit students’ ideas on how one might do an experiment in an everyday situation.

The purpose of this assessment probe is to elicit students’ ideas about the use of evidence and reasoning to support a claim. The probe is designed to see if students apply systematic methods of reasoning from evidence and controlled experimentation when they engineer a solution to a problem, which in this case is to promote greater growth of their plants. 

The purpose of this assessment probe is to elicit students’ ideas about creativity in engineering. The probe is designed to determine the extent to which students think that creativity is an important part of engineering.

The purpose of this assessment probe is to elicit students’ ideas about the ways in which science and engineering are similar. The probe is designed to reveal whether students understand that science and engineering share many similarities including people, practices, and skills.