Lesson Plan
Course Title: Concepts of Engineering and Technology
Session Title: Introduction to Engineering Fundamentals and Civilization - Part 1 Definitions
Performance Objective: After completing Part 1 of this lesson, students will be able to identify
how the developments of engineering and technology influenced society and the development
of civilization to the teacher’s satisfaction.
Specific Objectives:
 Differentiate between science, technology, and engineering
 Identify how developments in science influence developments in technology and vice
versa
 List some of the most important technologies in each time period
 Differentiate between the scientific process and the engineering design process
 Describe how technology influences their life and the world around them
 Identity the ethical considerations of technology and undesired consequences
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
Concepts of Engineering and Technology:

130.362 (c)(1)(A)(B)(C)(D)
...investigate and report on the history of engineering science;
...identify the inputs, processes, and outputs associated with technological systems;
...describe the difference between open and closed systems;
...describe how technological systems interact to achieve common goals;
Interdisciplinary Correlations:
Physics:

112.39 (c)(2)(A)(B)(C)(D)
...know the definition of science and understand that it has limitations, as specified in
subsection (b)(2) of this section;
...know that scientific hypotheses are tentative and testable statements that must be
capable of being supported or not supported by observational evidence. Hypotheses of
durable explanatory power which have been tested over a wide variety of conditions are
incorporated into theories;
...know that scientific theories are based on natural and physical phenomena and are
capable of being tested by multiple independent researchers. Unlike hypotheses,
scientific theories are well-established and highly-reliable explanations, but may be
Copyright © Texas Education Agency, 2012. All rights reserved.
1
subject to change as new areas of science and new technologies are developed;
...distinguish between scientific hypotheses and scientific theories;

112.39 (c)(3)(D)
...explain the impacts of the scientific contributions of a variety of historical and
contemporary scientists on scientific thought and society;
English:

110.42(b)(6)(A)(B)
…expand vocabulary through wide reading, listening, and discussing;
…rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning words, and technical vocabulary;

110.42(b)(7)(A)(I)(J)
…establish a purpose for reading such as to discover, interpret, and enjoy;
…use study strategies such as skimming and scanning, note taking, outlining, and using
study-guide questions to better understand texts;
…read silently with comprehension for a sustained period of time;
Teacher Preparation:
Introduction to Engineering Fundamentals and Civilization is a 3-part lesson. Teachers should
review Part 1 Definitions; Part 2 History; and Part 3 Technology and all supporting documents
such as PowerPoint presentations and notes; Definitions handout; Matching Activity handout;
and Quiz to be prepared to deliver all 3 parts of this lesson.
References:
Hacker et al. (2010). Engineering and Technology, 1st ed. Delmar, Cengage Learning.
Karsnitz, O’Brian, Hutchinson (2008). Engineering Design: An Introduction, 1st ed. Delmar,
Cengage Learning.
Gomez, Oakes, Leone (2008). Engineering Your Future, 2nd ed. Great Lakes Press.
Rogers, Wright, Yates (2010). Gateway To Engineering, 1st ed. Delmar Cengage Learning.
Wikipedia
Other references as noted
Instructional Aids:
1. PowerPoint presentation - Part 1
2. PowerPoint notes – Part 1
3. Definitions handout
4. Warm-up activity (slide 2)
Materials Needed:
1. Pen or pencil
2. Paper
3. Cell phone
Copyright © Texas Education Agency, 2012. All rights reserved.
2
Equipment Needed:
1. Computer
2. Overhead projector
Learner Preparation: None required.
Introduction
Introduction (LSI Quadrant I):
SAY: Today we are going to be learning about the differences between science, technology,
and engineering.
ASK: Can anyone tell me the difference science and engineering?
ASK: Can anyone tell me the difference between engineering and technology?
SHOW: (Hold up a cell phone.)
SAY: This is an example of technology.
ASK: What is some of the science that is involved in how this works?
ASK: Can anyone describe the engineering process involved in its design and operation?
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline.
MI
Outline
Notes to Instructor
I. Technology and society
A. Bell work: Have students write out their
definitions of science, technology, and
engineering before you define them.
B. We want to lay out a foundation of
engineering and technology development,
and how those developments influenced
society and the development of civilization.
C. Agriculture allowed people to stop
constant foraging for food; water systems
(aqueducts, plumbing, piping) allowed
large numbers of people to live together.
D. Discuss the ABET definition of
engineering, how it is practical and
pragmatic, how it uses practice,
experience, and judgment.
Begin PPT
presentation. For bell
work, have students
work on Warm-up
Activity (slide 2)
We want to look at
some of the big issues
about how technology
changes society, and
about how current
technology has the
capacity to change
society. Are these
changes by design, do
they all improve quality
of life?
Slides 3 - 4
Each slide is meant to
be discussed. Have
Copyright © Texas Education Agency, 2012. All rights reserved.
3
some background
knowledge, and
challenge the students
to make some
contributions to the
discussion.
.
II. Technology examples
A. Need to leverage the fact that there are
lots of examples of technology, that
students use a lot of technology, and that
they are interested in it, how it’s used,
what it does for them.
B. Cell phones, the internet, the ipod, new
developments happen all the time. Ask
them how these new developments will
make changes, the way CDs replaced
albums and the ipod replaced CDs. How
video games are replacing television and
portable media is changing how we
consume media.
D. Does marketing influence the popularity of
technology, or does everything that has
equal merit have equal dissemination?
With examples like the
cell phone and the
internet, students can
see how their life is
affected, and how
society has changed
during their lifetime.
III. Technical terms and definitions
A. There are a number of important terms and
definitions students need to know.
B. Definitions make great bell work; either
have some definitions on the board for
students to write down, or have them do
computer based research.
.
Pick and choose some
of the definitions from
the definitions
resource handout.
IV. Science vs. engineering vs. technology
A. Go over each definition, highlighting the
definitions and the differences.
B. Explain requirements, criteria, and
constraints for an engineer.
C. Give some examples of some items, talk
about how things like size and cost affect
how it is made, it looks, it is used. What
has happened to technology as it has
evolved?
D. Smaller lighter cheaper.
You want to try to get
students to bring up
other examples, get
them to think of
engineering as a
process.
Introduce the topic
here, use definitions to
start off day 2.
Slides 5-8
Copyright © Texas Education Agency, 2012. All rights reserved.
4
V. How science influences technology and
technology influences science
A. They go hand in hand. Developments in
one area lead to and allow developments
in another.
B. Use pair-share to have students give
examples to each other.
Slides 9-12
VI. The scientific process vs. the engineering design
process
A. One is linear, one is cyclical.
B. Go over each step to reinforce the
understanding they should already have.
You want to reinforce
the concepts they
learned in their
science classes.
Slides 13 and 14.
Use slide 15 if time
allows.
For day 2, start off with
definitions, but have
students discuss some
of the “questions to
ponder,” or have them
come up with their own
examples where
science improves
technology and
technology improves
science.
The next module is the
history of engineering.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III): Using Definitions Handout, students will pair-share and
teach each other the terms and definitions. They may do computer-based research to look up
the meaning.
Copyright © Texas Education Agency, 2012. All rights reserved.
5
Independent Practice (LSI Quadrant III): Students will complete Warm-up Activity, doing
computer-based research to look up the meaning of words on the handout, writing out
definitions on a piece of paper.
Summary
Review (LSI Quadrants I and IV):
Question: Most of the questions should involve definitions.
Answer: They can write or answer orally.
Question: How does engineering differ from technology?
Answer: Engineering is a process, technology is the resulting artifact.
Question: What is the difference between the scientific method and the engineering design
process?
Answer: Science is generally trying to find an answer to a question. Engineering is an iterative
(cyclical) process of design and improvement.
Question: Are all technical innovations good?
Answer: No. They all solve some problem, but they may be solving a problem created by
another technology. Technologies that create more problems than they solve (some would
consider nuclear power here, or Viagra, or the handgun, the bomb) can be considered.
Evaluation
Informal Assessment (LSI Quadrant III): Oral question/answer. Students will complete
definitions teacher has on the board from terms in the Definitions handout.
Formal Assessment (LSI Quadrant III, IV): No formal assessment in Part 1 of this lesson.
Extension
Extension/Enrichment (LSI Quadrant IV):
1. Students can write a paper on what they think is the most important technology of the
twentieth century.
2. Students can write a paper on what they think will be the next important technical
developments for the future.
3. They can research on the internet, create a PowerPoint presentation, or do a camtasia
video.
Copyright © Texas Education Agency, 2012. All rights reserved.
6
Introduction to Engineering Fundamentals and Civilization – Part 1
Definitions
Science: knowledge of principles and causes; especially, such knowledge when it
relates to the physical world and its phenomena, the nature, constitution, and forces of
matter, the qualities and functions of living tissues, etc.
Technology: the practical application of science to commerce or industry. Generally
takes the form of an artifact.
Engineering: originally, the art of managing engines; in its modern and extended
sense, the art and science by which the mechanical properties of matter are made
useful to man in structures and machines; ABET: “The profession in which knowledge
of the mathematical and natural sciences, gained by study, experience, and practice, is
applied with judgment to develop ways to use, economically, the materials and forces of
nature for the benefit of mankind.”
Artifact: any object made by human beings, especially with a view to subsequent use.
An object produced or shaped by human craft.
Iterative: repeating, cyclical.
Innovation: a new way of doing something; an improvement on an existing form,
composition or processes.
Constraint: limitation or restriction.
Trade-off: the exchange of one thing for another of more or less equal value,
especially to effect a compromise.
Ergonomics: human factors engineering, an applied science that coordinates the
design of devices, systems, and physical working conditions with the capacities and
requirements of the worker.
Standards: something considered by an authority or by general consent as a basis of
comparison; those morals, ethics, habits, etc., established by authority, custom, or an
individual as acceptable.
Inventions: a new, useful process, machine, improvement, etc., that did not exist
previously and that is recognized as the product of some unique intuition or genius, as
distinguished from ordinary mechanical skill or craftsmanship.
Entrepreneur: a person who organizes and manages any enterprise, especially a
business, usually with considerable initiative and risk.
Copyright © Texas Education Agency, 2012. All rights reserved.
7
Economics: financial considerations; the science that deals with the production,
distribution, and consumption of goods and services, or the material welfare of
humankind.
Models: a representation, generally in miniature, to show the construction or
appearance of something; a simplified representation of a system or phenomenon, as in
the sciences or economics, with any hypotheses required to describe the system or
explain the phenomenon, often mathematically.
Criteria: a standard of judgment or criticism; a rule or principle for evaluating or testing
something.
Ethics: a system of moral principles.
System: an assemblage or combination of things or parts forming a complex or unitary
whole.
Infrastructure: the fundamental facilities and systems serving a country, city, or area,
as transportation and communication systems, power plants, and schools.
Capital: the wealth, whether in money or property, owned or employed in business by
an individual, firm, corporation, etc.
Society: a highly structured system of human organization for large-scale community
living that normally furnishes protection, continuity, security, and a national identity for
its members.
Culture: the behaviors and beliefs characteristic of a particular social, ethnic, or age
group.
Smelting: to fuse or melt (ore) in order to separate the metal contained; to obtain or
refine (metal) in this way.
Alloy: a substance composed of two or more metals, or of a metal or metals with a
nonmetal, intimately mixed, as by fusion or electrodeposition.
Pragmatic: of or pertaining to a practical point of view or practical considerations.
Copyright © Texas Education Agency, 2012. All rights reserved.
8