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Teaching-Learning Strategy 3:

Sailboat Challenge

Solar Collector Challenge

Elevator Challenge

The Egbert Safe RacerChallenge

Storybook Theme ParkChallenge

Ingenuity ChallengesIngenuity ChallengesIngenuity ChallengesIngenuity ChallengesIngenuity Challenges

TTTTTechnology Starters:echnology Starters:echnology Starters:echnology Starters:echnology Starters: A StandardsA StandardsA StandardsA StandardsA Standards-Based Guide-Based Guide-Based Guide-Based Guide-Based Guide

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This strategy enables students toexperience authentic problemsolving. It helps them develop,refine and apply critical andcreative thinking skills whileperforming applications of conceptsand skills learned in mathematics,science, language, reading, writing,health, and social studies.

During an ingenuity challengeexperience, students are presentedwith problems that require thedevelopment and use of a widevariety of technological systems.These problems have no singlesolution; rather, only a bettersolution at any given point in time.Each problem is clearly defined,including specific criteria andconditions, which must be met as asolution is pursued. The nature ofthe problems and related criteriaare developmentally appropriate. Asystems model provides the struc-ture for the problem-solvingexperience. Students follow thesame procedures used by engineer-ing teams. These teams reflect thenature of work performed byindividuals engaged in problem

solving each day. Student teamsmirror the work and organization ofthese groups. Individual as well ascollaborative challenges are part ofthis approach.

The length of time required forstudents to complete an ingenuitychallenge varies with the complex-ity of the problem. Some can becompleted in an hour. Others mayrequire students to work for weeks.Short-term experiences are usefulfor helping students becomefamiliar with a technology systemsmodel or problem-solving ap-proach. Longer term challengesprovide the opportunity for stu-dents to: immerse themselves in theproblem-solving process; delve intoessential building blocks of alltechnology systems; build selfdiscipline required for effectiveproblem solving; and experience thepride and satisfaction of accom-plishment that results from com-pleting a difficult task.

Criteria for IngenuityChallenges

This approach has the greatestpotential for achieving a worthwhileeducational experience when thefollowing criteria is addressed.These criteria represent guidelinesfor developing and evaluatingIngenuity Challenges.

Students should:

! apply skills and concepts theyhave learned.

! solve problems in a systematicway.

! practice creativity and imagina-tion.

! collaborate with others inteams.

! solve problems that permitmultiple solutions.

! conform to established guide-lines.

! represent ideas in visual form.! construct/fabricate.! practice accuracy in construc-

tion.! evaluate solutions.! make recommendations for

improvement.! redesign and refine solutions.! collect, analyze, and summarize

data.! document procedures.! report findings.! evaluate their own performance.! evaluate others.! use mathematics as a tool to

measure, analyze, describe,predict, and communicate.

! apply science concepts throughdesign and fabrication.

Teaching-Learning Strategy 3:

Ingenuity ChallengesIngenuity ChallengesIngenuity ChallengesIngenuity ChallengesIngenuity Challenges

Technology Starters: A Standards-Based Guide 105

The use of a technology systemsmodel is a key feature of theingenuity challenge strategy. Thismodel represents a method forsolving problems that is employedin varying degrees by engineers andothers in technical fields. Thisapproach serves to organizethoughts and actions so individualscan pursue effective solutions todifficult tasks. It serves the samepurpose that the scientific methodplays in scientific discovery. How-ever, a key difference is that thismodel helps to lead a team to createor build a new device, not just seeknew knowledge. This approach isall about applying knowledge andskills to create a useful solution to ahuman need or want. This modelshould be part of the classroomenvironment (posters, charts,notebook, etc.) It serves to guidestudents as they address anyproblem requiring a useful solution.

Final Testing of Solutions

It is essential that students conductfinal testing of solutions anddocument their results as guided bythe teacher. Through carefulobservations, the teacher will askkey questions to assist studentswith focusing on the nature of theproblem and possible paths to

pursue when seeking solutions. Thelevel and intensity of this guidancedepends on the ability level andskills of the students.

Summary and Evaluation

Students should be involved withwritten, oral, and visual presenta-tions when describing their design,construction, and testing efforts.This is a wonderful opportunity forallowing students to express theirthoughts and findings regardingtheir design solution. The entireclass can analyze each teamssolution to determine the mosteffective or reasonable design. Allanalyses should be connected backto the systems model so studentslearn to use this as a guide in otherproblem-solving situations. Finally,students should be allowed toprovide suggestions on how theingenuity challenge might beimproved.

Assessment of StudentLearning

The performance of the studentsproblem solving should not be thesole basis for a final evaluation orgrade. Rather, it should be basedon the students performanceduring the entire process. Student

evaluation may include, but is notlimited to the following:

! Performance and documenta-tion of ideation or brainstorm-ing.

! Application of systematicprocedures for problem solving.

! Performance and documenta-tion of planning and design.

! Application of science, math-ematics, and technologyconcepts.

! Performance of construction/fabrication techniques.

! Documentation of testingprocedures.

! Written, oral, and visualcommunication efforts.

! Cooperation and collaborationwithin a team.

! Use of class time.! Overall participation.! Practicing safety procedures.

During the following Ingenuity Challenge activities, the teachermay introduce or address the standards and benchmarks listed atthe beginning of each section. Please note that the extent towhich each standard and benchmark is addressed will depend onhow the content is emphasized by each individual teacher.

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State the Problem

Test the Solution

The Problem-Solving Steps can be used to guide students through the designing and build-ing process of technology systems. It is important that they realize that it is a continualprocess, and they may go through the steps several times before reaching their desired goals.

Problem-Solving Steps - Ingenuity Challenge

Test the Solution Testing the performance of the problem

solution. Comparing results with desired goals.

Change Your Idea or Try a New One Making changes or adjustments to refine

solution. Designing a new idea.

State the Problem Explaining the problem. Explaining the guidelines. Setting goals or desired results

(teacher explanations).

Propose a Solution Brainstorming possible solutions. Selecting the best solution. Designing the chosen solution. Producing the chosen solution.

Change Your Ideaor Try a New Idea Propose a Solution

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Ingenuity Challenge:Instructional ProceduresThe flow chart below is a guide to help theteacher put all the pieces together so that his/her students can be successful during anIngenuity Challenge experience.

IntroductionThe teacher will discuss the role of technology in meeting the needs and wants ofpeople.

Orientation to Problem SolvingThe teacher will explain the Problem Solving Steps.

Problem PresentationThe teacher will: present the ingenuity problem. explain the guidelines and resources available. explain and demonstrate the method of testing.

Orientation to Design and Development ProceduresThe teacher will explain the students responsibilities in the various steps in theproblem-solving process.

Instruction of Skills and KnowledgeThe teacher will provide instruction on science and mathematics concepts needed for thechallenge. He/she will also provide information on the tools and materials that will beavailable.

Student Problem SolvingThe students will design and develop their solutions to the problem. The teacher willobserve and ask questions.

Final Testing of Problem SolutionsThe teacher will provide a time that students can test their final systems.

Assessmentand

Evaluation of

Student Achievement

and Learning

Student evaluation mayinclude: performance and documen-

tation on brainstorming. ingenuity in the application

of science, mathematics,and technology conceptsappropriate to the problem.

construction of the system. documentation of testing

procedures. use of feedback in

refining the problemsolution.

measuring accurately. writing in portfolio. cooperation and collabora-

tion in the team effort. use of class time.

Summary and EvaluationThe students will summarize orally and in written format how their systems performed.They will analyze the various solutions to see which one was the most successful.Students should be allowed to make suggestions on how to improve the particularchallenge.

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Engineering portfolios and journals will enable students to document their creativework each day during an ingenuity challenge. As students acquire their materials andbegin to design and build their technology systems, there must be a method forallowing them to record their efforts. The portfolio and journal serve this purpose.

One outstanding feature of portfolio development is the opportunity for the teacherto model writing and language skills. The daily journal, which is part of the portfolio,should be used to help students write about each days experiences. The teacher canguide them through the challenge of remembering things they did. This approach

will enhance their writing and language skills by permit-ting them to connect language skills to relevant andmeaningful daily activities. Detailed records of the materi-als they purchase at the classroom store should be re-corded. Decisions about how to build somethingshould also be included. Allow students to record asmany informational details as possible. They should alsobe encouraged to review their writing and reflect on whatthey have accomplished as they complete the engineeringchallenge. Reading time could be enhanced by havingstudents read their journals aloud each day.

Within the portfolio are the data sheets which enable students to keep detailedrecords of their results. The teacher should schedule sufficient time for the studentsto experiment and test their designs. As this testing is conducted, students willrecord data on these sheets. This process is essential to ensuring that studentsactually understand how important it is to keep track of their test results. Thistracking enhances the entire problem-solving process. Every effort must be made tokeep students on taskdesigning, testing, and recording test results daily.

One helpful manage-ment strategy might beto have students keeptheir portfolios/journalswithin a folder ornotebook as they com-plete the entire portfo-lio. Samples of theirexcellent work can beincluded in the portfo-

lio. This will help with the assessment and appropriate remedial assign-ments. Remember, the key feature of this section is the opportunity forstudents to reflect and write about current, meaningful, and fun experi-ences, as part of their problem-solving activity.

Keep in mind, many jobs require people to document their work.

Engineering Portfolio and Journal


Classroom Store...

You will notice that a classroom store is mentioned in the following ingenuity challenges:sailboats, solar collectors, and elevators. The store is an important feature during theseactivities. Students will have the opportunity to learn, apply, and improve their basiccomputation skills by interacting with accounting worksheets and recording the transferof funds as they complete the engineering activities. A list of materials for each of the

activities and their suggested costs has beenprovided within the engineering portfolios. Youmay change these items and prices if you desire. Itis suggested that the store be located in theclassroom near the testing area so that both can bemonitored easily.

Schedule specific times for students to visit and purchase materials theyneed to build their systems. Small plastic containers can be used to holdthe various materials and money. Students should be encouraged to tryvarious materials so that they can see which ones work the best.

Students can use play money during the sailboat and solarcollector challenges. The elevator challenge has studentsusing checks. Teachers in the upper grades should com-pare the solar collector and elevator worksheets and decidewhich style is more beneficial to their students.

Each team should receive $12.00.

Journal Suggestions

Have students...! write about each days building session.! write about changes they made in their designs.! write about any new discoveries.! write about materials they purchased.! write how much they spent.! write about what they will do the next day.! write about their testing results.

Tip: Make sure to provide at least five pages (front to back) per student. Havestudents place all their engineering portfolio and journal sheets in a folder.

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Students in the upper grades shouldbe given time to balance sheets eachday. The teacher may choose to havethem do their computations with orwithout calculators.

Suggestion: To replenish the bank accounts, pay the teams money as their performance improves. Students willlearn very quickly to compare their test results. Use your imagination and discover other ways students can earnmoney.

Students will need money to buy their materials. The teacher can make sheets of the various coins and copy onappropriate colored construction paper.

Students should be expected to count out the amount ofmoney they need. Each visit to the store to obtain engi-neering materials should include a discussion of the itemsthey want or need, and the associated costs. They shouldcalculate exact change and report aloud to the teacher.

Materials

Purchas

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item and

write the

amoun

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end of ea

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enter it o

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Worksheets have been included in theengineering portfolios. They have beenprovided so that students can keep trackof the materials they buy and theamount of money they have spent.


Standard 1: Students will develop an understanding ofthe characteristics and scope of technology.B. All people use tools and techniques to help them do

things.D. Tools, materials, and skills are used to make things

and carry out tasks.E. Creative thinking and economic and cultural influ-

ences shape technological development.

Standard 2: Students will develop an understanding ofthe core concepts of technology.A. Some systems are found in nature, and some are

made by humans.B. Systems have parts or components that work

together to accomplish a goal.C. Tools are simple objects that help humans complete

tasks.D. Different materials are used in making things.E. People plan in order to get things done.F. A subsystem is a system that operates as a part of

another system.G. When parts of a system are missing, it may not work

as planned.H. Resources are the things needed to get a job done,

such as tools and machines, materials, information,energy, people, capital, and time.

I. Tools are used to design, make, use, and assesstechnology.

J. Materials have many different properties.K. Tools and machines extend human capabilities, such

as holding, lifting, carrying, fastening, separating, andcomputing.

L. Requirements are the limits to designing or making aproduct or system.

Standard 3: Students will develop an understanding ofthe relationships among technologies and the connec-tions between technology and other fields of study.A. The study of technology uses many of the same

ideas and skills as other subjects.B. Technologies are often combined.

Standard 4: Students will develop an understanding ofthe cultural, social, economic, and political effects oftechnology.A. The use of tools and machines can be helpful or

harmful.B. When using technology, results can be good or bad.

C. The use of technology can have unintendedconsequences.

Standard 5: Students will develop an understanding ofthe effects of technology on the environment.C. The use of technology affects the environment in

good and bad ways.

Standard 6: Students will develop an understanding ofthe role of society in the development and use oftechnology.A. Products are made to meet individual needs and

wants.B. Because peoples needs and wants change, new

technologies are developed, and old ones areimproved to meet those changes.

Standard 7: Students will develop an understanding ofthe influence of technology on history.A. The way people live and work has changed through-

out history because of technology.B. People have made tools to provide food, to make

clothing, and to protect themselves.

Standard 8: Students will develop an understanding ofthe attributes of design.A. Everyone can design solutions to a problem.B. Design is a creative process.C. The design process is a purposeful method of

planning practical solutions to problems.D. Requirements for a design include such factors as

the desired elements and features of a product orsystem or the limits that are placed on the design.

Standard 9: Students will develop an understanding ofengineering design.A. The engineering design process includes identifying

a problem, looking for ideas, developing solutions,and sharing solutions with others.

B. Expressing ideas to others verbally and throughsketches and models is an important part of thedesign process.

C. The engineering design process involves defining aproblem, generating ideas, selecting a solution,testing the solution(s), making the item, evaluating it,and presenting the results.

D. When designing an object, it is important to becreative and consider all ideas.

Sailboat Challenge

Standards for Technological Literacy: Standards and Benchmarks

Energy comes in many forms. One natural source of energy that young students can relate to is the wind. Many

of their toys would not work if it werent for the wind. This challenge may be used to introduce students to wind

energy and how people use it.

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E. Models are used to communicate and test designideas and processes.

Standard 10: Students will develop an understanding ofthe role of troubleshooting, research and development,invention and innovation, and experimentation inproblem solving.A. Asking questions and making observations helps a

person to figure out how things work.B. All products and systems are subject to failure. Many

products and systems, however, can be fixed.C. Troubleshooting is a way of finding out why some-

thing does not work so that it can be fixed.D. Invention and innovation are creative ways to turn

ideas into real things.E. The process of experimentation, which is common in

science, can also be used to solve technologicalproblems.

Standard 11: Students will develop abilities to apply thedesign process.B. Build or construct an object using the design pro-

cess.C. Investigate how things are made and how they can

be improved.D. Identify and collect information about everyday

problems that can be solved by technology, andgenerate ideas and requirements for solving aproblem.

E. The process of designing involves presenting somepossible solutions in visual form and then selectingthe best solution(s) from many.

F. Test and evaluate the solutions for the designproblem.

Standard 12: Students will develop the abilities to useand maintain technological products and systems.A. Discover how things work.B. Use hand tools correctly and safely and be able to

name them correctly.E. Select and safely use tools, products, and systems

for specific tasks.

Standard 13: Students will develop the abilities toassess the impact of products and systems.A. Collect information about everyday products and

systems by asking questions.B. Determine if the human use of a product or system

creates positive or negative results.

C. Compare, contrast, and classify collected informationin order to identify patterns.

D. Investigate and assess the influence of a specifictechnology on the individual, family, community, andenvironment.

E. Examine the trade-offs of using a product or systemand decide when it could be used.

Standard 16: Students will develop an understanding ofand be able to select and use energy and powertechnologies.A. Energy comes in many forms.B. Energy should not be wasted.C. Energy comes in different forms.D. Tools, machines, products, and systems use energy

in order to do work.

Standard 17: Students will develop an understanding ofand be able to select and use information and commu-nication technologies.C. People use symbols when they communicate by

technology.D. The processing of information through the use of

technology can be used to help humans makedecisions and solve problems.

E. Information can be acquired and sent through avariety of technological sources, including print andelectronic media.

F. Communication technology is the transfer of mes-sages among people and/or machines over dis-tances through the use of technology.

G. Letters, characters, icons, and signs are symbolsthat represent ideas, quantities, elements, andoperations.

Standard 18: Students will develop an understanding ofand be able to select and use transportation technolo-gies.A. A transportation system has many parts that work

together to help people travel.B. Vehicles move people or goods from one place to

another in water, air, or space and on land.C. Transportation vehicles need to be cared for to

prolong their use.D. The use of transportation allows people and goods to

be moved from place to place.E. A transportation system may lose efficiency or fail if

one part is missing or malfunctioning or if a sub-system is not working.


Sailboat Challenge

Materials:! box fan! construction paper (5 x 7)! tape (masking or transparent)! straws! popsicle sticks! index cards (3 x 5)! fine sandpaper (used to shape the hull)! styrofoam (3 x 5 pieces - 1 thick - porous)! rulers! scissors! pencils! newspaper! stopwatch! 10 foot piece of guttering and end caps! wooden coffee stirrers (check with a local restaurant supply company)

Challenge ProblemDesign and build a sailboat that will sail the fastest.

Designing the Sailboat

Students should either design a sailboat using construction paperor draw one. The following parts need to be included in each teamsdesign and actual sailboat: hull, mast, boom, and sail.

There should be plenty of sailboat books and picturesaround the room to help students visualize a sailboat.

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Boat Building Tips...

Allow the students time to discover how tocombine the provided materials to create aboat that is balanced and moves quicklywhen the wind (fan) is blowing.

The students will eventually realize howcritical the positions of the mast, boom,and sail are to the speed of the boat.

They will also realize that theshape and size of the hull willmake a difference in performance.

Sailboat Parts

The sailboat hull must fit the gutter, which willbe used as the classroom lake. The boat may not belonger than five inches.

The boat hull can be constructedfrom porous styrofoam. Thestudents may use sandpaper toshape it. Plenty of newspapershould be available.

The sail can be made from index cards or construction paper.Tape or glue can be used to attach various parts.

The boom and mast may be made from straws, coffee stirrers,or popsicle sticks.


Sailboat Speed and Weight

The mast(s), boom(s), sail(s), and various otherobjects will add weight to the boat hull. It isvery important that the additional weight bebalanced so the boat will remain level in thewater.

Students need time to try a few combinations ofmaterials to add weight and to balance the boat.Testing will also help students realize how theboat will perform when the wind is blowing.

A box fan can be used to provide the wind.Usually the lowest setting is best forstudents sailboats.

The teacher should make sure there is noone standing behind the fan since this mayrestrict airflow.

The Classroom Lake

The lake should be a ten-foot long piece of plastic gutter. Guttering is very inexpensive and available at anyhardware store.

Place the guttering on two or three desks/tables to make sure it is level and secure. The fan will also needto be placed on a desk.

Use a pitcher to fill the lake. It should be filled so that the sailboats do not get hung up under the ledgeinside the guttering. A suggestion is to make a mark in order to keep water level consistent. Changing thewater level will change how the sailboats perform. The water should be changed every day, as debris willslow the boats down.

If the placement of the lake is changed for the grand finale, experimentto make sure the sailboats work. For example, placing the lake by a walland then in an open area will also change how the sailboats perform.

Students must measure carefully as they design and buildtheir boats to ensure they will fit in the gutter (lake).

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A student purchasingconstruction paper.

This student is countingout money for a straw.

Testing the Sailboats

Schedule plenty of time for students totest their sailboats. This testing is criticalto their success during the problem-solving process.

After a few weeks, schedule a final eventthat allows each team to present its boatfor final testing. This should be a bigcompetition. Invite parents, otherstudents, teachers, and the administra-tion to witness the event.

Each team should have itsboat timed using astopwatch. Make sure torecord the times for eachsailboat on a large chart.

The team with the fastesttime will be declared thewinner.

Team s M inutes S econds

The following materials are recommended for thisingenuity challenge. These should be available in theclassroom store. The teacher can add or delete itemsas needed.

! coffee stirrers! index cards! popsicle sticks! construction paper! sandpaper! straws! styrofoam! tape

Classroom Store


This is a checklist the teacher can give to each team or student to assess the construction of the sailboat. Therubric below can be used by the teacher to assess the construction of each sailboat.

SailboaSailboaSailboaSailboaSailboat Constrt Constrt Constrt Constrt Construction Ruction Ruction Ruction Ruction Rubricubricubricubricubric

The sailboat meets all the construction guidelines.

The sailboat meets most of the construction guidelines.

The sailboat meets some of the construction guidelines.

The sailboat doesnt meet any of the construction guidelines.

SailboaSailboaSailboaSailboaSailboat Constrt Constrt Constrt Constrt Construction Checuction Checuction Checuction Checuction Checklistklistklistklistklist

Put a check by each sentence that is true about yoursailboat.

Our sailboat is not longer than 5.

Our sailboat has a hull.

Our sailboat has at least one mast.

Our sailboat has at least one sail.

Our sailboat has at least one boom.

Name _____________________________________

0 points

1 points

2 points

3 points

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Engineering Portfolio and Journal

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Making the Connections...

Science! Do experiments that deal with the air and wind.! Take a wind walk.! Discuss how the wind is a natural source of energy.! Observe the weather and chart it on a calendar.

Which days would have been good sailingdays?

! Have students investigate each object in the store. Which ones sink? Which ones float? Which material would make the best hull? Which are hard, soft, rough, smooth, etc.?

! Place a thermometer outside. Have students read the various temperatures

during the day. Graph the results. What is the best temperature for sailing?

Math! Students must measure their sailboats to make sure

they do not exceed five inches.! Measure each part of their sailboats after the race.

What are some sizes of real sailboats? Why do they come in various shapes and sizes?

! Learn how to read a stopwatch.! Learn to compare numbers on a data sheet.! Learn about various coins.! Have students add and subtract when buying

materials.! Have students graph the materials they buy.

Language Arts! Have students complete a KWL chart.! Compare and contrast sailboats of the past and

today.! Have students create an invitation to the race.! Students can write about:

the wind. sailboats. the sailboat race. a sailboat adventure.

Careers! sailmaker! boat builder! carpenter! mechanic

Reading! Read nonfiction books about:

air. wind. sailboats.

Social Studies! Research the history of sailboats.

What materials were used to build the firstsailboats?

What materials are used today? Why?! Create a timeline.! Teach about various land and water forms.

On what bodies of water can one sail a sail-boat?

What land form is surrounded by water?! Learn how to read a compass.! Map skills chart the Americas Cup race.

Create a map of a sailboat adventure. Includeall map elements.

! Do sailboats affect the natural environment?! What problems can the wind cause for people and

the environment?! How does the wind help people and the environ-

ment?! Have students pretend they are going on a sailboat

trip for two weeks. They will not see land at all.They must design and create a suitcase. Eachstudent must pack his or her suitcase with atleast four needs and four wants.

Health and Safety! Learn about safety equipment on a sailboat.

How do life jackets help people? How have life jackets changed? Compare various life jackets. Design and create a miniature life jacket. It

must float.! Design and create a picnic basket or ice chest

to hold a picnic lunch. Pack a healthy lunch.

! Brainstorm ways to stay safe around water. Make a class book.

! Discuss suntan lotion and staying safe in the sun.

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