This paper explains how value-driven design provides a framework to enhance the systems engineering processes for the design of large systems. It goes on to show that by employing economics in decision-making, value-driven design enables rational decisions to be made in terms of the optimum business and technical solution at every level of engineering design. This paper demonstrates the application of value-driven design to an aircraft propulsion system through two case studies, which were conducted through workshops within Rolls-Royce. Surplus value theory was used to provide a metric that can trade off component designs with changes in continuous and discrete design variables. Illustrative results are presented to demonstrate how the methodology and modeling approach can be used to evaluate designs and select the best value solution.

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Although one of the goals of science education is to educate and nurture the next generation of scientists and engineers, there is limited research that investigates the pathway from childhood to becoming a scientist. This study examined the reflections of 37 scientists and engineers about their in-and out-of-school experiences as well as their memories of significant people who may have influenced their careers. In-depth, semi-structured interviews were conducted and the interview transcripts were analyzed for potential influences on career decisions. Analysis showed several commonalities in participants' reported experiences that influenced career decisions in science and engineering. Informal advising and mentoring by teachers and family members were noted as important. Across participants, tinkering, building models, and exploring science independently in and out of school were viewed as factors that influenced interests in science and engineering. Implications of these results for formal and informal educational programs are discussed.

This study explored factors that contribute to students' concepts of magnification and scale. Spatial visualization, logical thinking, and concepts of magnification and scale were measured for 46 middle school students. Scores on the Zoom Assessment (an assessment of knowledge of magnification and scale) were correlated with the Test of Logical Thinking (TOLT) and a series of four spatial visualization tests. Results showed that the TOLT was significantly correlated with the Zoom Assessment. There was also a significant correlation between the TOLT and spatial visualization assessments MV1 (Shape Memory), MV2 (Building Memory), the Storage Test, and the Surface Development Test. The implications of this study for further research are discussed.