Call The Plumber: Engaging Students With Authentic Engineering Design Practices

Ever watched a student’s eyes light up when they realize they can actually fix something? That’s the power of authentic learning. Many educators struggle to make STEM feel relevant—students memorize formulas but can’t see how engineering solves real problems. Enter “Call The Plumber: Engaging Students With Authentic Engineering Design Practices”—a classroom-ready approach that turns everyday plumbing dilemmas into rich engineering challenges. No leaks required—just curiosity, creativity, and critical thinking.

What Is “Call The Plumber” and Why Does It Matter?

“Call The Plumber” isn’t about wrenches or pipes—it’s a project-based learning (PBL) unit developed by researchers to immerse K–12 students in the engineering design process (EDP) through a relatable, real-world scenario: diagnosing and fixing a faulty plumbing system.

According to the National Science Teaching Association (NSTA), students retain up to 75% more when they learn through hands-on problem-solving versus passive lectures. “Call The Plumber” leverages this by framing engineering not as abstract theory, but as a response to human need—someone’s sink is flooding, and they must design a solution.

This unit aligns with NGSS (Next Generation Science Standards), particularly the Engineering, Technology, and Applications of Science (ETS) dimension, which emphasizes defining problems, developing models, and optimizing designs.

How Does “Call The Plumber” Mirror Real Engineering Work?

Real engineers rarely work from textbooks. They investigate failures, prototype under constraints, and iterate based on feedback. “Call The Plumber” replicates this by:

• Presenting students with a simulated plumbing crisis (e.g., a burst pipe in a school restroom).
• Requiring them to diagnose the issue using schematics, pressure data, and client interviews (role-played by teachers or peers).
• Challenging them to design a repair plan within budget, time, and material limits.

A 2022 study published in the Journal of Pre-College Engineering Education Research found that students in authentic design tasks like this showed 32% higher engagement and 28% better retention of engineering concepts than peers in traditional labs.

“Authenticity is the bridge between classroom learning and professional practice,” says Dr. Lisa D. McNair, engineering education researcher at Virginia Tech.

For deeper context on engineering education frameworks, see the Wikipedia entry on Engineering Education.

Step-by-Step: Implementing “Call The Plumber” in Your Classroom

Ready to try it? Here’s a practical, 5-phase guide optimized for grades 6–12 (adaptable for younger learners):

Phase 1: Problem Introduction (Day 1)

• Present a scenario: “The science lab sink overflowed last night. The school can’t afford major repairs. You’ve been hired as junior engineers.”
• Provide evidence: water damage photos, a simplified plumbing blueprint, and a “client” (teacher) with specific needs (e.g., “Must be fixed before Friday’s science fair”).

Phase 2: Research & Investigation (Day 2–3)

• Students research plumbing basics: pipe materials, water pressure, flow rates.
• Use real data: e.g., “Typical residential water pressure = 40–80 psi.”
• Interview the “client” to clarify constraints: budget ($150 max), time (3 days), safety rules.

Phase 3: Ideation & Prototyping (Day 4–5)

• Brainstorm solutions in teams.
• Build low-cost prototypes using PVC pipes, tubing, clay, or 3D-printed connectors.
• Tip: Use food coloring in water to visualize leaks during testing.

Phase 4: Testing & Iteration (Day 6)

• Test prototypes under controlled conditions:
  • Water volume: 500 mL
  • Flow rate: 100 mL/second
  • Duration: 2 minutes
• Record failures (e.g., joint leakage, low pressure).
• Redesign based on data—this is where failure becomes learning.

Phase 5: Presentation & Reflection (Day 7)

• Teams pitch solutions to a “school board” (classmates or guest judges).
• Reflect: What would real plumbers do differently? How did constraints shape your design?

Benefits vs. Traditional Science Labs: A Quick Comparison

This contrast shows why authentic design builds engineering identity—especially critical for underrepresented groups in STEM.

Common Challenges & How to Overcome Them

Teachers often ask: “What if I’m not an engineer?” Good news—you don’t need to be. Your role is facilitator, not expert.

• Time constraints? Run the unit over 1–2 weeks; shorten testing phases if needed.
• Limited materials? Use recycled bottles, straws, and tape. Focus on design logic, not realism.
• Assessment anxiety? Use rubrics focused on process, not perfection (e.g., “Did they test multiple ideas?”).

Also, pair with free digital tools like PhET Simulations (University of Colorado) for virtual fluid dynamics practice.

FAQ: Your Top Questions About “Call The Plumber” Answered

Q1: Is “Call The Plumber” aligned with Common Core or NGSS?
Yes! It directly supports NGSS ETS1 (Engineering Design) and integrates math (ratios, volume) and literacy (technical writing, client interviews).

Q2: Can this be used in elementary school?
Absolutely. Simplify the plumbing system (e.g., a leaky “pet water fountain”) and focus on basic cause-effect. Grades 3–5 can thrive with guided scaffolding.

Q3: Do students need prior engineering knowledge?
None required. The unit is designed to introduce the EDP from scratch—emphasizing empathy, iteration, and testing.

Q4: How long does the unit take?
Typically 5–7 class periods (45–60 mins each), but it’s modular—use just the diagnosis phase or full cycle.

Q5: Where can I find the full curriculum?
“Call The Plumber” was developed by the Tufts University Center for Engineering Education and Outreach (CEEO). Free lesson plans are available via their OpenEd portal.

Q6: Does this work in remote/hybrid settings?
Yes! Students can sketch designs digitally, simulate water flow with household items, and present via video. One teacher used Tinkercad for virtual pipe modeling.

Conclusion: Turn Students Into Problem-Solvers—Not Just Test-Takers

“Call The Plumber: Engaging Students With Authentic Engineering Design Practices” isn’t just a lesson—it’s a mindset shift. It shows students that engineering is human-centered, iterative, and deeply relevant. Whether they become plumbers, programmers, or poets, they’ll carry the confidence that they can design solutions to real problems.

Your next move? Try one phase this month. Share your students’ designs on social media with #CallThePlumberEDU—inspire other teachers to make STEM authentic, too!

“The best engineers aren’t those who never fail—they’re the ones who learn fastest from leaks.” – Anonymous (but probably a teacher).