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Science begins with a question about a phenomenon and seeks to develop theories that can provide explanatory answers.

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Science asks:
• What exists and what happens?
• Why does it happen?
• How does one know?

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Engineering begins with a problem, need, or desire that suggests an engineering problem that needs to be solved.

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Science involves construction and use of models to help develop explanations about natural phenomena.

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Engineering uses models/simulations to analyze existing systems to see where flaws might occur or test possible solutions to new problems.

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Scientific investigation requires an identification of what is to be recorded and dependent/independent variables if applicable.

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Engineers use investigation to gain data essential for specifying design criteria or parameters and to test their designs.

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Scientific investigations produce data that must be analyzed to derive meaning. Scientists use tables, graphs, statistical analysis to identify significant features and patterns in the data.

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Engineers analyze data collected in the tests of their designs and investigations to compare different solutions and determine how well each one meets specific design criteria.

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In science, math and computation are tools for representing physical variables and their relationships.

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In engineering, mathematical and computational representations of established relationships
and principles are an integral part of design.

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The goal of science is the construction of theories that can provide explanatory accounts of
features of the world.

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Engineering design, a systematic process for solving engineering problems, is based on scientific knowledge and models of the material world.

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In science, reasoning and argument are essential for identifying the strengths and weaknesses of a line of reasoning and for finding
the best explanation for a natural phenomenon.

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In engineering, reasoning and argument are essential for finding the best possible solution to
a problem.

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A major practice of science is thus
the communication of ideas and the results of inquiry—orally, in writing, with the use of tables, diagrams, graphs, and equations, and by engaging in extended discussions with scientific peers.

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Engineers need to be able to express their ideas, orally and in
writing, with the use of tables, graphs, drawings, or models and by engaging in extended discussions
with peers.

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Engineering asks:
• What can be done to address a particular human need or want?
• How can the need be better specified?
• What tools and technologies are available, or could be developed, for
addressing this need?

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The goal:
Students at any grade level should be able to ask questions of each other about the texts they read, the features of the phenomena they observe, and the conclusions
they draw from their models or scientific investigations.

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The goal:
Modeling can begin in the earliest grades, with students’ models progressing from concrete “pictures” and/or physical scale models (e.g., a toy car) to more abstract representations of relevant relationships in later grades, such as a diagram representing forces on a particular object in a system.

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The goal:
Students need opportunities to design investigations so that they can learn the importance of such decisions as what to measure, what to keep constant, and how to select or construct data collection instruments that are appropriate to the needs of an inquiry.

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The goal:
Students need support to recognize the need to record observations—whether in drawings, words, or numbers—and to share them with
others. As they engage in scientific inquiry more deeply, they should begin to collect categorical or numerical data for presentation in forms that facilitate interpretation, such as tables and graphs.

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The goal:
Increasing students’ familiarity with the role of mathematics in science is central to developing a deeper understanding of how science works. As soon as students learn to count, they can begin using numbers to find or describe patterns in nature.

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The goal:
Challenge children to use tools and materials provided in class to solve a specific challenge, such as constructing a bridge from paper and tape and testing it until failure occurs.

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The goal:
Students should argue for the explanations they construct, defend their interpretations of the associated data, and advocate for the designs they propose. Meanwhile, they should learn how to evaluate critically the scientific arguments of others and present counterarguments.

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The goal:
Students should be able to interpret meaning from text, to produce text in which written language and diagrams are used to express scientific ideas, and to engage in extended discussion about those ideas.