Invention and Innovation Unit

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Invention and InnovationUnit 5

• Mrs. Mattson
• Carl Ben Eielson Middle School
• Fargo, ND

ETP 2006Tanya Mattson This material is based
upon work supported by the National Science
Foundation under Grant No. 0402616. Any opinions,
findings, and conclusions or recommendations
expressed in this material are those of the
author(s) and do not necessarily reflect the view
of the National Science Foundation (NSF).
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Unit 5 Technological Problem-Solving

• Information for this presentation was taken from
  the CATTS curriculum Unit 5 and Valley City
  State University Unit 5 readings, unless
  otherwise noted.

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• Real life problem solving makes it easier for the
  medicine to go down.

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Technological Problem-Solving

• The most authentic way to approach the subject.
• In the real world, we practice technology by
  solving problems.
• A problem is a need, desire, or want which must
  be met.
• Problem solving involves many higher order
  thinking skills that are regarded as crucial for
  success in the information age.

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17 Mental Processes

• Defining the Problem or Opportunity Operationally
• Observing
• Analyzing
• Visualizing
• Computing
• Communicating
• Measuring
• Constructing Models Prototypes

• Predicting
• Questioning Hypothesizing
• Interpreting Data
• Experimenting
• Testing
• Designing
• Modeling
• Creating
• Managing

Hill, 1997
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Technological or Engineering Design

• Identify/defining a problem.
• Define or refine the problem
• Gather information (internet or other research)
• Develop alternate solutions (critical first
  idea is rarely the best)
• Select and refine the best solution
• Express the design solution (sketch or drawing)
• Build a Model or Prototype of the solution
• Evaluate, revise, and refine the solution
• Communicate the solution

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Invention and Innovation are creative ways to
solve problems.

• Engineering design is a major type of
  problem-solving process, but it isnt the only
  one.
• Technological problem solving can be divided into
  3 categories
• Design
• Troubleshooting
• Technology Assessment
• Other approaches include
• Research and Development
• Experimentation

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Design

• A PROACTIVE problem solving
• It is the first step in making a product or
  system.
• It includes not only the original concept, but
  also the research, experimentation, and
  development necessary to prepare the product for
  manufacturing.
• It would include invention and innovation.

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Design

• Can refer to how something is made (designed)
• It can deal with design principles (rules
  regarding rhythm, balance, proportion, emphasis,
  etc.)
• It can refer to drawing or sketching (a designed
  set of house plans)
• It can refer to a problem-solving approach

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Design is a creative planning process that leads
to useful products and systems.

• The design process is
• A systematic problem-solving process with
  criteria and constraints,
• Used to develop many possible solutions to solve
  a problem or satisfy human needs and wants
• To narrow down the possible solutions to one
  final choice.

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Troubleshooting

• A REACTIVE problem solving and involves a
  recognition of technical solutions to problems in
  existing technology.
• Used to identify the cause of a malfunction in a
  technological system.
• Often requires specialized knowledge, including
  how the system works, parts of the system and how
  they work, how to use specialized machines and
  tools, etc.
• Could lead to innovation.

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Technology Assessment

• The ability to critically analyze the impacts of
  technological solutions in order to predict
  possible outcomes and choose the most appropriate
  solution to a problem.

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Research Development (R D)

• A specific problem-solving approach that is used
  extensively in business and industry to prepare
  devices and systems for the marketplace.
• Is the practical application of scientific and
  engineering knowledge for discovering new
  knowledge about products, processes, and services
  and then applying that knowledge to create new
  and improved products, processes, and services
  that fill market needs.

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Experimentation

• A test is typically done under controlled
  conditions to test an educated guess (hypothesis)
  about something.
• It is a systematic process that also involves
  tinkering, observing, tweaking, testing, and
  documentation.
• In Science, a very popular approach is the
  scientific method.

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Scientific Method

• Basic steps of the scientific method
• Step 1 Make observations
• Step 2 Form a hypothesis
• Step 3 Make a prediction
• Step 4 Perform an experiment
• Step 5 Analyze the results of the experiment
• Step 6 Draw a conclusion
• Step 7 Report your results

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A Design Brief

• Must accomplish 5 things
• Identify a realistic problem.
• Make sure the design brief has a purpose.
• Include specific contexts and not vague ideas.
• Must be open-ended with a variety of correct
  solutions.
• Expected results should be clearly identified.

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• Context putting the students in a real problem
  solving situation and allowing them to practice
  technology by coming up with a solution.
• Different solutions should be allowed.
• Detailed instructions and template have defeated
  the purpose of the activity because the students
  have been denied the opportunity to do real
  problem-solving.

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Specific items that should be contained in the
design brief

• Topic or title
• Description of the situation.
• Description of the need or the problem to be
  solved.
• What must be accomplished? What are the
  objectives?
• Criteria. This describes the details of the
  solution, what requirements should be met, etc.

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• Constraints. Sometimes combined with the Criteria
  section and simply called requirements.
• Resources.
• Evaluation or Testing. Provides guidelines to
  help students determine if their solution solves
  the problem and meets the criteria.
• Assessment. Describes how students will be
  assessed on what theyve learned.
• Description of findings and conclusions. Students
  summarize what theyve learned and accomplished.

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Brainstorming

• A method for developing creative solutions to
  problems.
• It works by focusing on a problem, and then
  coming up with as many as solutions as possible
  and by pushing the ideas as far as possible.

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Roles of Brainstorming

• Leader Often the teacher, but could be a student
  once they are familiar with the process.
• Recorder Makes sure all the ideas accurately and
  visibly on a flip chart, whiteboard, projector,
  etc. They may need an assistant.
• Team Member(s) The source of ideas.

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Tips for successful Brainstorming

• There is no criticism of ideas
• The object is to expose as many solutions as
  possible and break down preconceptions about the
  limitations of the problem.
• The leader initially defines and introduces the
  problem to be solved with any criteria that must
  be met, and then keeps the session on course. He
  or she should encourage an enthusiastic,
  uncritical attitude among brainstormers and
  encourage participation by all members of the
  group.

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• The session should be announced as lasting a
  fixed amount of time.
• The leader should ensure that no train of thought
  is followed for to long.
• Leader should try to keep the brainstorming on
  subject and try to steer it towards the
  development of solutions.
• Brainstormers should be encouraged to have fun
  brainstorming, coming up with as many ideas as
  possible, from solid practical ones to wild
  impractical ones in an environment where
  creativity is welcomed.

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• Ideas must not be criticized or evaluated during
  the brainstorming session.
• Criticism introduces an element of risk for a
  group member in putting forward an idea.
• This stifles creativity and cripples the free
  running nature of a good brainstorming session.

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Brainstorming Processing/Evaluating

• Once they have finished coming up with ideas (the
  time period is over) the process of refinement
  and election begins and complete solutions are
  sought.
• Similar ideas are combined and duplications are
  eliminated.
• Appealing criteria should be established before
  each solution is ranked or eliminated. (Each team
  member can assign points, etc.)

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Summarization of the changes in emphasis of
almost all areas as listed in the ITEA/CATTS
document Teaching Technology Middle School
Strategies for Standards-Based Instruction.
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Standards Covered

• 8 Students will develop an understanding of the
  attributes of design
• 8.E Design is a creative planning process that
  leads to useful products and systems.
• 8.F There is no perfect design
• 8.G Requirements for a design are made up of
  criteria and constraints.
• 9 Students will develop an understanding of
  engineering design.
• 9.F Design involves a set of steps, which can be
  performed in different sequences and repeated as
  necessary.
• 9.G Brainstorming is a group problem-solving
  design process in which each person in the group
  presents his or her ideas in an open forum.
• 9.H Modeling, testing, evaluating, and modifying
  are used to transform ideas into practical
  solutions.
• 10 Students will develop an understanding of the
  role of troubleshooting, research and
  development, invention and innovation, and
  experimentation in problem-solving.
• 10.F Troubleshooting is a problem-solving method
  used to identify the cause of a malfunction in a
  technological system.