Products to Solve Problems Grade Eight

Transcription

1 Ohio Standards Connection: Science and Technology Benchmark B Design a solution or product taking into account needs and constraints (e.g., cost, time, trade-offs, properties of materials, safety and aesthetics). Indicator 3 Design and build a product or create a solution to a problem given more than two constraints (e.g., limits of cost and time for design and production, supply of materials and environmental effects). Lesson Summary: This lesson helps students understand how products are created to solve problems. Students will learn that constraints exist whenever products are designed. They will investigate historical inventions, and inventions that are present in their homes and neighborhoods, to identify the needs that these inventions fill and the constraints that inventors faced during their development. Students then will identify problems that they encounter in their everyday lives and design inventions to solve these problems. Each student will build a prototype of an invention, and then display and explain it to the class. Estimated Duration: Four hours and 30 minutes Commentary: This lesson helps students understand constraints that are inherent to the invention process by involving them in the design of an invention. Students will take an active role in their learning by brainstorming ideas for inventions and solving their own design problems. This lesson was field tested by teachers across the state of Ohio. Teacher comments about this lesson include: I liked the fact that it forces students to think and implement learning in a more real-life situation. (I like) the variety of choices the students have from the pre-assessment to the critical thinking skills. There is something for everyone. Pre-Assessment: Distribute Attachment A, Pre-Assessment. Have students read descriptions of problems that were solved by new products. Have students identify the invention for 10 of the descriptions. Instruct students to answer the set of four questions about inventions at the end of the pre-assessment. 1

2 Scoring Guidelines: Use Attachment B, Pre-Assessment Answers, to assess student work. Students should be able to identify 10 inventions. For the final questions about inventions, students need to read the descriptions, determine the historical time periods for the inventions, identify the correct materials used, determine how easily they could be manufactured during the time periods and discern their impact on the environment. Most students will know about the environmental impact. Cost and manufacturing constraints will probably be difficult for many students to explain. These questions will help start a discussion about constraints in the invention process. Post-Assessment: Direct students to identify 10 problems or inconveniences in places such as their homes, garages, yards, classrooms or shopping malls. Also, have them think of solutions to their problems. The following is a list of possible thought starters for students to use when identifying problems and solutions. a. Write down problems that seem to be constant or especially bothersome in several locations such as your own room, at home, in the kitchen or garage, at school or the shopping mall, while traveling, in the movie theater or where you usually go for recreation. b. Ask family and friends for some problems that they think need solutions. c. Think about the problems you and others have described and try to imagine possible solutions. For example, Grandmother finds scrubbing her bathtub a difficult chore. Maybe you could invent some scrubbing sponge pads on sticks that squirt liquid cleaner. d. Brainstorm about certain types of people and what problems they might have (e.g., athletes, elderly, disabled, commuters). e. Consider all the work you have to do for school and at home. How could you make your life easier? How could you be more efficient? f. Look over your list of ideas and decide which ones are out of the question because of expense, lack of materials, lack of know how, impact on the environment or some other constraint. g. Still no good ideas? Think about your favorite activities. What is not as great as it should be? What frustrates you? What might you do to make your activities even more fun? Have students narrow their focus to three problems that appear to have relatively simple product solutions that they could construct themselves. Have students research constraints for their solutions such as cost, amount of time required to manufacture the product, the impact on the environment (rated as negative, positive, neutral) and the availability of materials. Based on this analysis, have each student select one problem and corresponding solution. Have students design their products on paper and create a list of constraints (at least three) that influenced the design. Check the design for safety considerations and the ease with which the student could build the invention. 2

3 Have each student create his/her product. This should be completed at home. Allow two or three weeks for the students to create their inventions. Instructional Tip: You may decide projects should not be built at home if you suspect that parents may complete projects instead of children, or if home finances are an issue. You may instead have students complete drawings of their products, perhaps as advertisements. Give students copies of Attachment C, Post-Assessment Rubric, to use in preparing presentations for their products. Have students display their products and present their invention processes to the class. Presentations should include the problems and the various ideas they had for solutions. When presenting, students should identify three constraints that they had to deal with when developing their products. Scoring Guidelines: See Attachment C, Post-Assessment Rubric, for scoring guidelines. Instructional Procedures: 1. Following the pre-assessment, lead a discussion about constraints in the invention process. Use the four questions at the end of the pre-assessment to stimulate discussion. You may choose one of the inventions identified in the pre-assessment and explain what constraints may have confronted the inventor. 2. Tell students that they will have a homework assignment and it will be discussed in the next class. Explain the following instructions for an Invention Scavenger Hunt to the class. a. Find an invention that is unfamiliar to you. Look around home, the neighborhood, the shopping mall or the grocery store for ideas. Another good source would be the hardware store. b. Write a description of the invention and draw a picture of it. c. Write a brief explanation of the purpose including the original problem the invention was meant to solve. d. Conclude by explaining if the invention is an original or probably an improvement on a patented item. Explain if the invention is costly to produce or if production is likely to be limited because of the supply of materials. Discuss if the invention has a positive, negative or neutral impact on the environment. 3. In class, have students share and discuss the inventions found for the Invention Scavenger Hunt. 4. Use the following procedures to help students understand the impact of constraints on the invention process. Choose one class period to have students design a game with constraints of time and materials. a. Divide the class into groups of three to four students each. b. Give each group a large piece of drawing paper, one small sheet of drawing paper, five index cards, two small wooden blocks (approximately one cm per side), color 3

4 markers, pens, pencils, scissors and tape. c. Explain that they are to design an original game in 30 minutes, based on anything they choose. This may be a very difficult problem for some students to complete. Providing examples of games or asking students to think about the games that they enjoy, may help spark student creativity. The students must write clear directions for the game. When 30 minutes have passed, have students move from group to group to play each game for a period of five to 10 minutes. d. On a card next to the game, students (as a group) should jot down their favorite parts of the game. Negative comments are not permitted. e. After students have returned to their own work areas, have them write the three following things on a sheet of paper: The most difficult part of the making the game; The easiest part of making the game; The favorite game they played, and why it was their favorite. 5. Reflect on the importance of constraints, now that the class has had some experience with constraints in the creation of their games. 6. Proceed to the post-assessment. Differentiated Instructional Support: Instruction is differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s). Provide a video camera for students to practice their verbal skills for their presentations. Supply a graphic organizer planning guide. Extension: Hold an invention convention and invite parents, teachers and other students to view the inventions. Invite an adult or a student (if appropriate) who is disabled in some way, to talk with the class about how the disability limits his/her activity and what things might make life easier. Have students brainstorm with the person about inventions that could improve his/her quality of life. Invite an inventor or patent lawyer to discuss his/her career with students and advise them on their ideas. Provide an optional exercise Let s Talk Inventions to add depth of understanding. In groups, have students discuss suggested topics such as agriculture, transportation or scientific instruments. Have students trace the history of inventions in that topic. Have each group choose a presenter who gives the group s ideas to the entire class. Students should jot down questions, arguments and ideas during these brief presentations. After the final group presentation, a whole-class discussion should follow. See Attachment D, Extension Activity, for possible discussion formats. 4

5 Homework Options and Home Connections: Have students talk to older relatives about the important inventions that they have witnessed during their lifetimes and the impact these have had on their lives. Interdisciplinary Connections: English Language Arts Research Benchmark C: Organize information from various resources and select appropriate sources to support central ideas, concepts and themes. Indicator 2: Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internetbased resources). Communication: Oral and Visual Benchmark E: Give informational presentations that present ideas in a logical sequence, include relevant facts and details from multiple sources and use a consistent organizational structure. Indicator 9: Deliver formal and informal descriptive presentations that convey relevant information and descriptive details. Materials and Resources: The inclusion of a specific resource in any lesson formulated by the Ohio Department of Education should not be interpreted as an endorsement of that particular resource, or any of its contents, by the Ohio Department of Education. The Ohio Department of Education does not endorse any particular resource. The Web addresses listed are for a given site s main page, therefore, it may be necessary to search within that site to find the specific information required for a given lesson. Please note that information published on the Internet changes over time, therefore the links provided may no longer contain the specific information related to a given lesson. Teachers are advised to preview all sites before using them with students. For the teacher: For the students: drawing paper, pencils, index cards, tape color markers, index cards, large pieces of drawing paper, pencils, pens, scissors, small sheets of drawing paper, tape, graphing paper or scale drawing paper, materials for their inventions Vocabulary: constraints design product prototype 5

6 Technology Connections: Use the Internet to access Web sites about inventions so students can search for unusual ones. Use spreadsheets to calculate economic considerations of inventions. or meet via audio/video with an inventor, someone from a patent office or similar professionals. Access patent applications and historical background for famous inventions housed at the United States National Archives and Records Administration, at Research Connections: Marzano, R. et al. Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria Va.: Association for Supervision and Curriculum Development, Homework and practice provide students with opportunities to deepen their understanding and skills related to content that has been presented to them. Nonlinguistic representations help students think about and recall knowledge. They include the following: Creating graphic representations (organizers); Making physical models; Generating mental pictures; Drawing pictures and pictographs; Engaging in kinesthetic activity. Generating and testing hypotheses engage students in powerful and analytic cognitive operations. It deepens students knowledge and understanding. Any of the following structured tasks can guide students through this process: Systems analysis; Problem solving; Historical investigation; Invention; Experimental inquiry; Decision making. Setting objectives and providing feedback establish directions for learning and ways to monitor progress. They provide focus on learning targets and specific information that allow students to make needed adjustments during the learning process, resulting in increase a student learning. 6

7 Attachments: Attachment A, Pre-Assessment Attachment B, Pre-Assessment Answers Attachment C, Post-Assessment Rubric Attachment D, Extension Activity 7

8 Attachment A Pre-Assessment Directions: Read the descriptions of problems that people have encountered throughout history. Inventors have designed products in response to each of these problems. For 10 of these descriptions, write the most likely invention that was designed to solve the problem. Finally, choose one of the inventions you identified and use it in your answers to the four questions at the end of this handout. 1. Problem: People at work needed to escape the heat and humidity in the summer months. In some industries, the heat and humidity adversely affected construction materials. A 2. Problem: People wanted to be able to use light, listen to radios and be able to tell time without plugging the device into an electrical outlet. They needed a source of energy that was portable. B 3. Problem: People enjoyed keeping pictures of loved ones and places they visited. However, not everyone could draw and paint as an artist does. Not even artists had time to draw every image they wanted to keep. C 4. Problem: Miners needed to blast holes into the mountains to get more ore. Nitroglycerin was too powerful and hazardous, so something was needed to cushion the shock. D 5. Problem: When people were shopping in large stores, or when they were moving from one level to another in an airport, they found it difficult and very tiring to lug packages and traveling bags up and down. Crowds could not move efficiently on just a few elevators so the stairways had to become efficient. E 8

9 Attachment A (continued) Pre-Assessment 6. Problem: People sometimes had small fires start in their homes, especially in their kitchens. They needed something other than water to keep the fires from getting larger. F 7. Problem: People who lived in cold climates needed something to keep their hands warm but their fingers free. G 8. Problem: An airplane needs a long runway to take off and to land. People needed a craft that could fly in the air but could also rise up from a small area, hover and land in confined spaces. H 9. Problem: Researchers around the world worked on computers while doing their work. They wanted to easily share their data with others without traveling. I 10. Problem: People in the western territories of the United States needed pants that would endure the rough life. J 11. Problem: Cat lovers needed to go to work. Meanwhile, the cats were alone in the apartment or house all day. A special place to keep the home smelling fresh was needed for the cats. K 12. Problem: Lawns were not possible unless the owner of the property could work hard and have the skill to use a scythe to cut the grass. L 13. Problem: Scientists wanted to have a closer look at living things. They could only use their naked eyes. M 9

10 Attachment A (continued) Pre-Assessment 14. Problem: People of the world needed more energy to help fill the demand. One type of energy was produced from the nucleus of an atom. This chain reaction had to take place in a sealed location. N 15. Problem: People used candles to light their homes when the world was dark and stormy. However, they needed something that could last longer and that had a cover to keep it from blowing out. O 16. Problem: When people finished a project using several sheets of paper they needed a way to hold them together without ripping or marking the sheets. Originally people used pins, but these were likely to rip the paper or injure the user. P 17. Problem: Even inexpensive watches and clocks keep time more precisely than old mechanical watches. A new use for a type of crystal was discovered to make these timekeeping instruments. Q 18. Problem: People needed to communicate by voice over a large area to hundreds of other people. R 19. Problem: Women spent a great deal of time hand stitching clothing, linens and blankets for their families. A labor-saving device was needed so women could complete these items in less time. S 20. Problem: People needed a way to know exactly how hot or cold the air and water were. T 10

11 Attachment A (continued) Pre-Assessment 21. Problem: People needed a shield to keep dry when it rained and shaded when it was too sunny. U 22. Sometimes people want to watch two different television shows that are on at the same time. Other people would like to see an old movie that is no longer in the theater. A machine to record and play television programs and movies solved the problem. V 23. Problem: Getting clothes clean took a very long time and was very hard work. W 24. Problem: Doctors need to see inside patients without cutting them open. X 25. Problem: People wanted to be able to measure an arm's length, the same distance every time. Y 26. Problem: At one time everyone-boys, girls, men and women-had to button numerous buttons to close their boots, coats, dresses, pants and suitcases. This took a lot of time and still did not close openings in clothing completely. Z Choose one invention you identified. Consider the time period in which the invention was probably created. Answer briefly in your own words. 1 What materials would have been available? 2 Would the materials have been expensive or easily acquired? 3 After the inventor made the product, could it be easily manufactured for a whole population? Why or why not? 4 Would the invention be harmful or helpful to the environment? 11

12 air conditioning battery camera dynamite escalator fire extinguisher gloves helicopter Internet jeans kitty litter box lawn mower microscope nuclear reactor oil lamp paper clips quartz crystal timepieces radio sewing machine thermometer umbrella video recorder washing machine x-ray machine yardstick zipper Products to Solve Problems Grade Eight Attachment B Pre-Assessment Answers For the final questions, students need to read the description, determine the historical time period for the invention, identify the correct materials used, determine how easily it could be manufactured during that time period and determine the impact on the environment. Their answers will be discussed in class. 1 What materials would have been available? 2 Would the materials have been expensive or easily acquired? 3 After the inventor made the product, could it be easily manufactured for a whole population? Why or why not? 4 Would the invention be harmful or helpful to the environment? 12

13 Attachment C Post-Assessment Rubric Problems Included Three problems stated that can be solved by a simple product. Two problems stated that can be solved by a simple product. One problem stated that can be solved by a simple product. Complete Design Response Design includes three specifications (materials, dimensions and quality of work). Design includes two of the three specifications, (materials, dimensions and quality of work). Design includes one of the three specifications, (materials, dimensions and quality of work). Constraints Constraints include three of the following four: cost, time, supply of materials and environmental effects. Constraints include two of the following four: cost, time, supply of materials and environmental effects. Constraints include one of the following four: cost, time, supply of materials and environmental effects. Presentation of Product Includes statement of problem, design, and prototype of product; addresses constraints. Includes two of the following: problem, design or prototype; addresses constraints. Includes one of the following: problem, design or prototype; addresses constraints. 13

14 Attachment D Extension Activity Let s talk inventions Listed below are problems that occurred throughout history. The teacher will assign one topic per group. Read the background and questions for your assigned topic and relate the kind of solutions that may have been produced. Following the identification of possible inventions, explain how limited materials and resources may have imposed constraints on the inventors. Trace improved inventions throughout history for the category. Highlight the most important and interesting parts of your discussion and prepare to present these to the class. 1. Thousands of years ago people found food by hunting and gathering. They wanted to find ways to produce their own food. So the world had its first farmers. Plants needed soil, sun and water. Their seeds needed to be planted in the ground. Use the following questions to develop your explanation of limits: a. What tools could farmers have made to dig in the soil? b. What tools could farmers have made to bring water to their plants? c. What limits would keep early farmers from making certain kinds of tools? d. Name some farm tools and explain how they have improved through the years? e. What constraints keep farmers from using certain tools now? 2. From the earliest human times, there has been a need to move people and belongings from one place to another. In the beginning, everything was probably carried on someone s back. Then vehicles such as crude sleds were probably designed out of materials from nature. Finally, wheels and motors were invented. Also, natural materials were used to cross water. Use the following ideas to develop your explanation of limits. a. What materials would be available for carrying babies, food and firewood? b. What might keep early humans from using some materials in nature? c. What inventions could be created to cross water? d. Name one or two inventions that have evolved and are still used in modern life? e. What constraints dictate some modern means of transportation? 3. Throughout time, human beings have wanted to know more about the world that surrounds them and how things work. For centuries, scientists have found new things to explore and new ways to explore them. Scientists used simple instruments to study the stars, cells, and motion of the planets and to capture energy. Use the following prompts to help develop your explanation. a. What tools could the ancient Chinese have used to study stars? b. What methods did ancient Greeks use to determine buoyancy and tell time? c. Name a few discoveries made by European scientists. d. What constraints do scientists have today? 14