Children are born engineers. Everything they see, they want to
change. They want to remake their world. They want to roll over,
crawl, walk. They want to make words out of sounds. They want to
amplify and broadcast their voice. They want to rearrange their
clothes. They want to hold their air, their water, their fire,
their earth. They want to swim and fly. They want their food,
and they want to play with it too. They want to move dirt and
pile sand. They want to build dams and make lakes. They want to
launch ships of sticks. They want to stack blocks and cans and
boxes. They want to build towers and bridges. They want to move
cars and trucks over roads of their own design. They want to
walk and ride on wheels. They want to draw and paint and write.
They want to command armies and direct dolls. They want to make
pictures out of pixels. They want to play games—sometimes
computer games. They want to talk across distance and time. They
want to control the universe. They want to make something of
themselves.
Grown-up engineering, which is as old as civilization,
maintains the youth, vigor and imagination of a child. This is
why, when presented to children on their own terms, the
excitement of engineering is immediately apparent and fully
comprehendible. No child is too young to play and therefore to
engage in engineering, albeit of a primitive kind. We all did so
as children ourselves, when we devised our own toys and
games—and sometimes even imaginary friends to enjoy them
with us. The idea of playfulness is embedded in engineering
through the concepts of invention and design. Not that
engineering is frivolous; rather, the heart of the activity is
giving the imagination its head, reining it in only to check
impossible or dangerous dreams and to turn ideas into reality.
Children do experience the essence of engineering in their
earliest activities, yet there is seldom any recognition that
this is the case. They may hear the word "engineer"
only in connection with railroad locomotives and have no idea
that their playful activity could become a lifelong profession.
Engineers themselves are understandably reluctant to equate
their professional activity with mere child's play. After all,
they studied long and hard to master esoteric knowledge of atoms
and molecules, stresses and strains, heat and power, currents
and voltages, bits and bytes. They manipulate equations, not
blocks. They use computers for serious modeling and calculation,
not for fun and games. They design and build real towers and
bridges that test the limits of reliability and safety, not toy
ones that totter and fall down with little consequence.
These regimens learned in college and put into practice are
important and serious, but they are still not essential to
comprehending the profession's fundamental activity: design.
Design is rooted in choice and imagination—and play. Thus
the essential idea of engineering can readily be explained to
and understood by children.
Sharing the Joy
Much has been said and
written about the declining numbers of and disappointing lack of
diversity among college students majoring in engineering. Among
the factors cited to explain this paucity are the lack of
exposure of high school students to the very idea of engineering
and the fact that many have insufficient mathematics and science
background to gain entrance to engineering school, even if they
do identify the profession as a possible career. This is
unfortunate, for the ideas of engineering should be integrated
into the curricula not only of high schools but also of middle
and primary schools. Our children are being done a disservice by
not being exposed properly throughout their education to
engineering activities identified as such. After all, even
preschool children have the prerequisites in their play for
appreciating exactly what engineering is: design. Indeed, design
is ubiquitous throughout their school day, even in their before-
and after-school activities. It need only be pointed out to them
that they are designing something, and therefore being engineers
of sorts, in virtually everything that they do.
According to Nicholson Baker in his novel, The
Mezzanine, "Shoes are the first adult machines we are
given to master." We learn to tie our shoes even before
going to school. This is no mean accomplishment, as most of us
may remember, and its execution is by no means as rigidly
codified as the alphabet drilled in school. There are different
ways to tie a shoelace, as we readily learn when we help
different children unknot theirs, and the steps in tying a knot
or bow can vary from family to family in ways that the order of
the letters in the alphabet cannot. Most children learn from
their parents, and in their teaching role the parents themselves
often have to relearn from a different point of view. That
different techniques exist is characteristic of the fact that
tying a shoe is a design problem—and design problems
seldom if ever have unique solutions. Each child may be taught
to tie shoes in a prescribed way, but it is not the only way or
even necessarily the best way. Such an observation is beneficial
not only for introducing students to design but also for
augmenting lessons in diversity.
Opportunities in the Everyday
The idea
of tying a shoe, and the related problem of lacing one up, can
be turned into playful educational activities that expose
students to the idea of design and thereby to engineering. A
recent article in the New York Times' "Science
Times" described how Burkard Polster, a mathematician at
Monash University, calculated that there are more than 40,000
distinct ways to lace up a shoe with two rows of six eyelets
each. In true academic mathematical fashion, Polster extended
his research by viewing the laced shoe as a pulley system to
determine which lacing pattern was most effective in performing
its function. He also determined the lacing that could be
effected with the shortest lace. The combinatorial mathematics
used by Polster make the problem as he approached it unsuitable
for young children, of course, but the practical problem itself
can definitely be used to advantage in the elementary school
classroom. How much fun could children have redesigning the
lacings of their shoes into imaginative patterns and learning by
doing that there is more than one way to solve a problem? Being
told by the teacher that a mathematician calculated that there
are exactly 43,200 different ways they could have solved the
problem can only add to the wonder of the lesson.
Elementary school students might also be asked if they could
imagine how Polster got the idea of counting how many ways there
are to lace a shoe. Telling them that he did so after learning
that two physicists from the University of Cambridge calculated
how many ways there were to knot a necktie provides yet another
opportunity to to describe a commonplace problem in design. Even
if the children are not in uniform—and the teacher, too,
is dressed casually—the tie-knotting problem is at least
one they might take home to tackle with their families. It would
also expand the vocabulary of professions to which the children
are exposed. To their knowledge that mathematicians can have fun
counting shoe lacing patterns, the students can add the mental
note that physicists can have fun counting tie knottings. To
this can be added the observation that if mathematicians and
physicists have such fun counting things, imagine how much fun
engineers have in designing things that can be counted.
(As an aside to teachers and others, the word
"science" is in fact a misnomer when it actually
refers to engineering. Science, strictly speaking, does not
include engineering, an activity distinguished by its domination
by design. Engineers design things, such as patterns of shoe
lacings; scientists analyze things, such as counting how many
lacings can be designed. These are distinctly different
activities, even though the object of their attentions can be
common. Journalists and others often use the term
"science" as a convenient shorthand to include
"engineering," but it verbally subsumes engineering
into an activity whose fundamental objectives are of another
kind altogether. This use of "science" essentially
keeps "engineering" out of the vocabulary of children,
who consequently do not learn about all the possible ways there
are to have fun with shoelaces, neckties and so much
more—including real towers, bridges, automobiles,
airplanes, power plants, computers, and everything designed and
made.)
An after-school snack provides further
opportunities for children to learn that design means that there
is not just one way to do something. Consider the problem of
designing a method for eating an Oreo cookie with a glass of
milk. Different children (and adults) employ different
techniques. Those with big enough mouths might just pop the
whole thing in. Most eat the cookie in steps, some taking a bite
at a time, as if it were a real sandwich. Others proceed by
first twisting or prying off one side of the cookie to expose
the cream. Some eat the separated top right away; others put it
aside and attack the cream first. Even this allows for
variations: Some lick the cream off, and others scrape it off
with their teeth; some use their top and others their bottom
teeth. After finishing the cream, those who put the top aside
still have another choice to make: whether to eat the top or
bottom next. All along, the glass of milk on the table has
allowed for further variations on the process, for the cookie
may be dunked or not before each bite. Countless everyday
activities, in school or out, provide ample opportunities to
introduce young children to design and therefore to engineering.
Invention—within Bounds
Design
pervades the lives of children and adults alike; virtually
nothing that we do goes untouched by it. We design our own
approaches to the everyday things of life, such as lacing our
shoes, knotting our ties and eating our cookies. But we also
design our own procedures for washing our hands, taking a
shower, putting on our clothes. As I recall, in one episode of
All in the Family, Archie Bunker's son-in-law,
Mike, watches Archie put on his shoes and socks. Mike goes into
a conniption when Archie puts the sock and shoe completely on
one foot first, tying a bow to complete the action, while the
other foot remains bare. To Mike, if I remember correctly, the
right way to put on shoes and socks is first to put a sock on
each foot and only then put the shoes on over them, and only in
the same order as the socks. In an ironic development in his
character, the politically liberal Mike shows himself to be
intolerant of differences in how people do common little things,
unaccepting of the fact that there is more than one way to skin
a cat or put on one's shoes.
At times we do prescribe
how certain everyday things are done, even though there might be
countless ways to vary the procedure. This is especially the
case in more formal social situations, where doing things too
individually might detract from the formality or, in some
instances, even prove to be repulsive to polite society. Thus we
have manners and social protocols. Arbitrary as they sometimes
seem, such things as table manners and restraint in creativity
at the table obviate distractions that otherwise might make
eating with others, especially strangers, a less than pleasant
experience. Imagine a business lunch where the group of people
around the table ate with the individuality that children show
when eating cream-sandwich cookies. As many ways to eat a
sandwich as there might be, there are also practical reasons
beyond decorum for following a customary procedure. By keeping
the sandwich intact and bringing it to the mouth in the
conventional way, we demonstrate one of the sandwich's design
features: The fingers are kept free of mustard and mayonnaise,
which in turn means that the outside of the drink glass remains
relatively tidy throughout the meal and that after lunch the
business associates can shake hands without feeling they are
washing dishes.
We discover as children, sometimes
with the guidance of an adult but often by our own devices,
preferred ways to proceed with all sorts of social and
recreational activities. There are many ways to design a ball
game, and the plethora includes the supplemental use of bats,
rackets, bases, baskets, goalposts, nets and more. But when two
or more people participate in any game, they must agree on which
implements to allow and which rules to follow. Otherwise what
transpired would hardly be a game as we know it. Imagine a
player on a tennis court serving a football with a baseball bat
across a volleyball net to an opponent with a lacrosse stick.
Only an agreed-upon set of rules is likely to produce a
recreational activity that is not chaotic. If the objective is
to have a friendly, or even a fiercely competitive, game, it
must proceed according to rules of a rigid design. Even the game
of solitaire is only truly played by sticking to the rules.
Engineers must certainly stick to the rules of physics,
chemistry and the other sciences.
Putting together a
jigsaw puzzle is an activity that can be done alone or in a
group. Either way, it provides another fine example of how many
ways there are to achieve an objective—forming a single
picture out of hundreds of pieces of various colors and shapes.
Theoretically, it is possible to solve the puzzle by arbitrarily
choosing a piece and then trying to fit each of the remaining
pieces to it. Systematically trying each piece in each
orientation on each side of the starter piece would lead
eventually to a match, and the procedure could be followed to
completion. I know of no one who works jigsaw puzzles in this
tedious and unimaginative way, however, because one of the
implicit challenges is to finish the puzzle as efficiently as
possible. Most people look for edge and corner pieces first,
completing the periphery before tackling the more amorphous
middle. If nothing else, this way there are fewer pieces to
contend with. As many ways as there might be to complete a
puzzle, the preferred way is the most efficient way.
So
it is with engineering. There are many ways to build a water
crossing, from arranging a set of stepping stones to
constructing a majestic bridge or a tunnel. What kind of bridge
or tunnel might be best for a given crossing depends on many
factors, including river bottom conditions, shipping
requirements and traffic capacity. The different ways in which a
bridge alone could be designed and constructed are virtually
countless, but the added constraint of economy usually makes
very few viable. Experienced engineers know which kind of bridge
works best for what conditions, just as experienced game players
know effective strategies for winning and experienced puzzle
solvers know what pieces of the puzzle are best attacked first.
Everyone benefits from experience, but we must often rely on the
experience of others to get our start in a new endeavor. This is
certainly true when students are looking ahead to career
choices.
Making Engineering Evident
Children
used to see possibilities for their lives in the familiar roles
of cowboy, nurse or teacher. Today they may more readily think
in terms of astronaut, athlete or rock star. Everyone visits a
doctor now and then, which also provides exposure to a common
career goal. Many young people learn about other options through
family and friends, who often serve as role models. And a good
number must rely on what they are exposed to in school,
depending on the experience of teachers to set forth the broader
possibilities available in school and beyond. No matter the
mentor, engineering will not necessarily be seen as an option.
It likely depends on how the idea of design is perceived and
presented by teachers and parents alike.
Middle or high
school children are often introduced to design in the context of
"science projects" that are really "engineering
projects." Among the most common is the bridge-building
contest, in which students are asked to make a model bridge out
of balsa wood, Popsicle sticks, spaghetti or some such fragile
material. Even though the contest is often associated with a
science course, the students are seldom given any substantive
guidance about how to visualize, let alone calculate, the
structural forces involved. Most necessarily proceed by
imitation of bridges they have seen in pictures or across
highways. Increasingly, student-friendly computer programs have
become available, most notably the West Point Bridge Designer
(see http://bridgecontest.usma.edu), in which students can
design virtual bridges and test them on the screen. Seldom,
however, are such contests presented as exercises in engineering
as opposed to, say, applied physics.
Before the
collapse of the World Trade Center twin towers, live on
television and replayed over and over on videotape, the most
widely known failure of a large engineering structure was that
of the Tacoma Narrows Bridge. This 1940 disaster was captured on
film, but it was subsequently transferred to numerous other
media and has been shown to generations of high school students,
usually in their physics class as an example of resonant
vibration caused by the wind. In fact, the collapse mechanism is
much more complicated (described in this column in
September–October 1991), and represents an example of
wind-structure interaction. Although sophisticated distinctions
are understandably absent from most high school physics courses,
this case does offer an opportunity to say a bit about the
bridge as an artifact of engineering design. Instead of focusing
exclusively on the bridge's final dramatic writhing as an
illustration of a physical principle, some background on the
design of the bridge as an engineering achievement, albeit
flawed, would introduce students to a profession that they might
find appealing for the opportunities that it presents to change
the world for the better.
It is also a familiar middle
or high school assignment for students to build small vehicles
powered solely by the energy stored in a rubber band or a
mousetrap spring. These too are really engineering design
problems, but they are seldom presented as such. Rather, at best
they are presented as applications of physics, and at worst as
mere competitions to devise the machine that travels fastest or
farthest. There is certainly nothing wrong with students
enjoying the race, but it is unfortunate indeed if the
pedagogical opportunity is missed to introduce the joys of
design and to inform students that they are engaging in
engineering, something that they might spend their lives
enjoying—if only they take enough math and science to
satisfy admission requirements for engineering school.
Teachers cannot be faulted for failing to promote engineering if
they have not been exposed to it themselves. Engineering is not
taught in every teacher's college, and it is not a required
field of study even in most full-service universities. It is
certainly possible to get a bachelor of arts or
science—and a teaching certificate—without
appreciating that engineering is a profession as noble,
rewarding and satisfying as medicine or law. The absence of even
the playful rudiments of engineering in the curriculum is
unfortunate, as I have learned from doctors and lawyers who have
expressed disappointment that they were not exposed more to
engineering while in school themselves.
I compare
engineering design to making sand castles or lacing up shoes or
eating cookies or designing toys not to trivialize it but to
humanize it. The conventional wisdom, among the general
population as well as among many teachers of children, is that
engineering is a cold, dehumanizing and unsatisfying career.
Those who hold such a view are not likely to have met or spoken
with engineers who enjoy what they do. They are no longer
children playing with blocks or building castles on the beach,
of course, but many of them retain a certain childlike
fascination with the elemental structure of the world and with
what can be done with timber and concrete and steel—or
with atoms and molecules and microbes. They know that what they
have fun designing and building and overseeing is essential to
the smooth working of civilization. We should all learn this as
children.
© Henry Petroski
Acknowledgment
This essay was
prompted by an invitation to give the keynote luncheon
address at the Children's Engineering Workshop cosponsored
by the National Aeronautics and Space Administration and
Christopher Newport University and held in Williamsburg,
Virginia, on January 24.