What is an invention?
National Science Education Standards:
Content Standard A: Science As Inquiry
Content Standard E: Science and Technology - Abilities of technological design;
Understanding about science and technology
Content Standard F: Science in Personal and Social Perspectives
International Technology Education Association Standards:
Role of society in the development and use of technology
Apply the design process
This activity helps students use the design process to create an invention that will
solve an everyday problem faced by students.
(BACKGROUND INFORMATION)
What do we already know about inventions?
- An inventor is someone who thinks of new ways to solve problems in the home, community,
or even the world.
- An invention may be a new product or a new way of doing things. Inventions come about
in many ways. Most of the time, inventions happen because someone works to solve a problem,
but sometimes inventions are the result of accidents.
- No matter how an invention is created, it is important to keep careful records and document
the invention process.
Activity - You Can Be An Inventor!
Paper, a variety of materials needed for each group (dependent upon invention ideas),
poster-making materials (optional)
Pre-Lesson Instructions:
What do we already know about inventions?
- This lesson challenges students to design and create an invention. This process will take
many days of classroom work, as well as out of classroom work time. Be sure to set aside
enough time for students to complete their projects. The project is broken down into steps.
Set a deadline for each step.
- Note: If desired, have students come up with ideas for an invention, and create a poster about it instead of actually building the invention.
- Ask students to look around the room. Have them name any inventions they see in the
classroom. Make a list on the board.
- Look at the list on the board. Have students choose one of the inventions, and
describe how their lives would be different without that invention. For example, how would
the students’ lives be different without the light bulb? Do these inventions make their lives easier?
- Explain that the students will be working in groups to create their own inventions.
- Place students into groups of three to four. Depending upon the age of your students and
their maturity, you may want to go through only a few steps of this process. You may find that
actually building the new invention is too difficult for your students, but they may want to
design the invention on paper. Discuss with students the steps they’ll work through to
create their own invention. Post the following steps.
Step One: Brainstorming
Working with your partners, think of a problem that you encounter every day. It
could be something as simple as a pencil rolling off of your desk, to your dirty clothes
in your room needing to be picked up.
In your science journal, write down all ideas that you come up with. These will be used
later when you’re deciding what your group will invent.
Step Two: Deciding on an invention
Deadline:_________________________
Once you’ve brainstormed, decide as a group which problems you could solve with an invention.
Once you’ve narrowed down your ideas, choose the idea that your group feels would make the best
invention. Remember these guidelines when you’re making your decision.
- Does the invention solve the problem?
- Will you be able to make the invention?
- Do you have the resources (tools, materials, etc) to make the invention?
Step Three: Rough Design
Deadline:_________________________
Now that you have your idea, you need to work as a group to come up with a basic design.
Make a sketch to show the basic design. Include what materials you will need, as well as
what tools you think will be necessary to build your invention. Also, include the basic
dimensions on your design.
Discuss this design with your teacher. Your next step will involve adding improvements.
Step Four: Design Finalization
Deadline:_________________________
Using the suggestions from your teacher, and any new ideas you have, make a final diagram
of your invention. This final design should include materials and tools that will be
needed, as well as the final dimensions.
Step Five: Invention Creation
Deadline:_________________________
Using your design plans, work as a team to create your invention. Be sure to work
together to gather materials and complete the invention construction. Keep notes of
any problems you encounter as your building progresses. If you need to make changes
to your design, be sure to note them.
Also, be sure to test your invention to make sure it works properly. Don’t be
discouraged if your invention has glitches. If necessary, make corrections to your
design. Remember, invention and design is a process, and trial and error is one
of the most used methods. Sometimes, you can learn more from your design mistakes
than from an invention that works perfectly.
Step Six: Invention Presentation
Deadline:_________________________
Bring your invention to the class, and present it to your classmates. Be sure to
answer the following questions during your presentation.
- What does your invention do?
- What problem does your invention solve?
- What are the positive things about how the invention solves the problem?
- What could be changed to make your invention better?
- Will this invention be worthwhile over time?
- How much will it cost to produce?
- Is the invention durable?
- Would you buy your invention? Why or why not?
After your group has presented your invention, ask the class if they have any
questions about your invention. Then, start looking for a way to bring your
invention to the public!
Extension:
We have many new inventions thanks to NASA. Visit this web site, Inventions From Space (http://spaceplace.nasa.gov/en/kids/spinoffs2.shtml) to find out more about some inventions that use technologies or materials that were originally developed for the space program.
|
