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. 

The purpose of this assessment probe is to elicit students’ ideas about the role of different professions in contributing to the solution of a problem that benefits society, such as the development of a lifesaving device. The probe is designed to determine if students realize that not only do engineers and scientists work closely, but they also work in teams that require the contributions of people in a variety of other professions, such as nurses, doctors, psychologists, and therapists.

The purpose of this assessment probe is to elicit student’ ideas about engineers and teamwork. The probe is designed to see if students recognize that different types of engineers and other professionals must work as members of a team to accomplish a task. 

The purpose of this assessment probe is to elicit students’ ideas about who can become an engineer. The probe is designed to reveal whether students recognize that anyone can become an engineer as long as they study science and math, have a willingness to learn new ideas, and want to help people.

The purpose of this assessment probe is to elicit students’ ideas about engineers. The probe is designed to reveal how students think about who is an engineer and the kind of work engineers do.