Transcript Invention and Innovation Unit #5 Mrs. Mattson Carl Ben Eielson Middle School Fargo, ND ETP 2006—Tanya Mattson This material is based upon work supported by the.

Invention and Innovation
Unit #5
Mrs. Mattson
Carl Ben Eielson Middle School
Fargo, ND
ETP 2006—Tanya 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).
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.
Real life problem solving makes
it easier for the “medicine to
go down.”
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.

17 Mental Processes
1.
2.
3.
4.
5.
6.
7.
8.
Defining the Problem or
Opportunity Operationally
Observing
Analyzing
Visualizing
Computing
Communicating
Measuring
Constructing Models &
Prototypes
Hill, 1997
Predicting
10. Questioning &
Hypothesizing
11. Interpreting Data
12. Experimenting
13. Testing
14. Designing
15. Modeling
16. Creating
17. Managing
9.
Technological or Engineering Design
1.
2.
3.
4.
5.
6.
7.
8.
9.
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
Invention and Innovation are
creative ways to solve problems.
Engineering design is a major type of problemsolving process, but it isn’t the only one.
 Technological problem solving can be divided
into 3 categories:

– Design
– Troubleshooting
– Technology Assessment

Other approaches include:
– Research and Development
– Experimentation
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.

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

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.
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.

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.
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.

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.”

Scientific Method
Basic steps of the scientific method:
Step
Step
Step
Step
Step
Step
Step
1:
2:
3:
4:
5:
6:
7:
Make observations
Form a hypothesis
Make a prediction
Perform an experiment
Analyze the results of the experiment
Draw a conclusion
Report your results
A Design Brief
Must accomplish 5 things:
1. Identify a realistic problem.
2. Make sure the design brief has a purpose.
3. Include specific contexts and not vague
ideas.
4. Must be open-ended with a variety of
“correct” solutions.
5. Expected results should be clearly
identified.
 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 problemsolving.
Specific items that should be
contained in the design brief
1.
2.
3.
4.
5.
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.
Constraints. Sometimes combined with the
Criteria section and simply called
“requirements.”
7. Resources.
8. Evaluation or Testing. Provides guidelines to
help students determine if their solution solves
the problem and meets the criteria.
9. Assessment. Describes how students will be
assessed on what they’ve learned.
10. Description of findings and conclusions.
Students summarize what they’ve learned and
accomplished.
6.
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.

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.

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.

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.

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.

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.)

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.”
Less emphasis on:
More Emphasis on:
Knowing technical details and parts of tools
Understanding systems and their interrelated parts
Activities that are fun
Selecting content and then fun activities that reinforce
and teach the content
Processes and skill to complete a project
Designing and planning before making
Working alone
Working in groups or teams
Teacher as information expert
Teacher as facilitator of student learning
Management of materials and equipment
Management of ideas and information
Student communicates to teacher
Student present information to classes
Tests as only assessment
Self and team evaluation and reflection
Right or wrong solutions
Open-ended, innovative, creative solutions that allow for
opportunities to take risks and discover what works.
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.