i3 investigate! invent! innovate! student manual and...

I3 – INVESTIGATE!

INVENT! INNOVATE!

Student Manual and Worksheets

An Integrated Science, Technology and Language Program for

Grade 7 and 8 Students

The Learning Partnership is a national charitable organization dedicated to championing a strong public education system in Canada through innovative programs, credible research, policy initiatives, leadership training and public engagement. Since 1993, millions of students and teachers have participated in one or more of The Learning Partnership’s programs. For information on The Learning Partnership, log onto www.thelearningpartnership.ca

The Learning Partnership

45 Sheppard Ave. East, Suite 400 Toronto, ON M2N 5W9

Tel.: 416-440-5100 1-800-790-9113 Fax: 416-482-5311

www.thelearningpartnership.ca

Revised by A. Ajmera, K. Higgins-Biss, and M. Hladun for The Learning Partnership (2013) Developed by Let’s Talk Science for The Learning Partnership (2005)

Copyright © 2012 The Learning Partnership. All Rights Reserved.

The Learning Partnership www.thelearningpartnership.ca I3: Investigate! Invent! Innovate! 1

TABLE OF CONTENTS

Task # Title Page # Investigate! Invent! Innovate! – Overview

The Invention Convention

Brainstorming Rules Characteristics of Creative Thinking

1 Inventions, Innovations and Consequences 2 What is the Problem? 3 Making Decisions I 4 The Design Process 5 Design and Build 6 Find the Science 7 Making Decisions II 8 Protecting Your Invention 9 Manufacturing Concerns 10 Developing a Marketing Strategy 11 The Bottom Line 12 Design Show and Share

Assessment Tools

A variety of checklists and success criteria for different assignments within the I3 program.

Resource List Glossary

2 I3: Investigate! Invent! Innovate! www.thelearningpartnership.ca The Learning Partnership

INVESTIGATE! INVENT! INNOVATE! OVERVIEW I3 – Investigate! Invent! Innovate! is a program developed by The Learning Partnership (TLP) that combines science, technology and language and allows you to develop skills and knowledge by solving a real world problem. Some tasks will help you learn to answer questions, design experiments and communicate in a scientific way. Other tasks show you how to develop a problem solving strategy. You will apply this strategy to a real

world problem and come up with a solution – your invention. You will call upon previous knowledge as you design and carry out experiments to do quality control or investigate materials. Still other tasks show you how to take your invention to the marketplace. You will look at the various concerns that occur during manufacturing, apply for a patent and develop a marketing strategy for your product.

THE INVENTION CONVENTION New products are often introduced at a trade show or convention, which gives potential buyers (who will retail the product) the opportunity to see the product in action, review specifications and talk to the promotions department about marketing strategies. The Invention Convention is the culminating activity for the Investigate! Invent! Innovate! (I3) program and is hosted by The Learning Partnership (TLP) in the spring of each year. Taking part in the Invention Convention will allow you to showcase your invention and provide you with an experience similar to that of a trade show. It will also give you an opportunity to practice your communication skills and interact with a variety of audiences on a variety of levels. In addition to the actual invention, TLP requires each team to present evidence of the skills used to design, develop and manufacture their invention. The “evidence” used will be the flow charts, design plans, and other artifacts you create as you complete the tasks in this program.

Items needed for the Invention Convention are identified by this symbol in the tasks. Be sure to keep these in a safe place.

This icon is a reminder to write in your journal.

This graphic indicates that there is something you need to think about and to write your thoughts in your journal.

A box like this will give you tips and information on the task that you are doing.


BRAINSTORMING RULES Quantity (not quality) counts in brainstorming. You need lots and lots of ideas to choose from. Don’t judge ideas during the brainstorming session – it wastes time and even those ideas you think are bad can lead to good ones later on. Think about how you could expand or modify the idea.

Crazy is good. Don’t rely on safe, well-known solutions – you never know what will work out to be a winner! It doesn’t have to be a totally original thought – building on the ideas of others is good. Everyone has valuable ideas. Give everyone an equal opportunity to voice their ideas.


TASK 1: INVENTIONS, INNOVATIONS AND CONSEQUENCES

1. In your journal, brainstorm a list of inventions. Categorize them according to whether they meet a need (e.g., for clothing, shelter), a want (e.g., to be able to cook faster) or desire (e.g., to look younger, feel better) of society.

2. Select one of these inventions and research how it is made and sold. Was it originally designed for the general public? Is it made of a number of other inventions or innovations? What inventions and/or innovations?

3. Inventions do not happen in isolation. Every invention has consequences, both positive and negative, which have an impact on our society and the environment in which we live. Very often, these consequences lead to other problems that need to be solved. The television is an invention – write in your journal the advantages and disadvantages of owning a TV.

After considering the advantages and disadvantages, do you think the television is a benefit to society? Explain why or why not in your journal.

A discovery is finding out about something that has existed all along, such as gravity. An invention is and original device, method or process. An innovation is a change in something e.g. a car may have an innovative engine that produces fewer emissions than the previous engine. Innovation also refers to turning the invention into something that has commercial value. Innovation includes using an existing product in a new way, the sale of an improved product and different methods for selling (e.g. the Internet).

Remember that inventions are not just “gadgets.” Think about what you do throughout the day, such as brushing teeth, putting on clothes, reading, writing, etc. Such things as shampoo, pencils, knives, forks, spoons, toothbrushes and paper are all inventions. If something is made by humans, then it is an invention!


TASK 2: WHAT IS THE PROBLEM? 1. In your journal, brainstorm a list of your everyday activities.

For example: get up, eat breakfast, make lunch, ride the bus, go to the library, take music lessons, shop, play sports, watch TV, play video games, do homework, etc.

2. Select three activities and create a wish for each activity.

For example: I wish my lunch box would keep my pizza hot until lunch time. I wish I could see through the rain in my glasses.

3. Using Worksheet 2, Design Briefs, create a design brief for each “wish.”

4. Your Design Briefs will provide you with a number of possible inventions. What do you think will be the three major problems or issues that you will have to deal with during your lifetime?

Inventions meet a need, want or desire of society; they deal with things that are, or are thought to be, a problem.

Inventing is all about problem solving.

A design brief states the problem, and provides the concept for the solution. A design brief does not present the “how” of the solution. For example: Wish: I wish I could see through the rain in my glasses. Problem: Rain on eyeglasses makes it difficult to see through them. Design Brief: Construct a device to keep rain off glasses.


WORKSHEET 2 – DESIGN BRIEFS Team members: ___________________________________________________________


TASK 3: MAKING DECISIONS I 1. Using Worksheet 3, Criteria List, list all of the criteria that your solution or invention must meet. 2. Which Design Brief is the best?

Swap your Design Briefs (Worksheet 2) and Criteria List (Worksheet 3) with a different group so that you are not evaluating your own ideas.

To evaluate a brief, consider, how well you think the invention meets each individual criterion. Assign a point value out 4, where 4 is very well and 1 is not at all, as indicated on the Criteria List. Add up all the points to provide an overall score for each design brief and write it in the appropriate box for each brief on Worksheet 2, Design Briefs.

3. When you get your own evaluation back look at the criteria scores and decide which design brief

you will use. You have the option of going with the highest score or making a different choice. 4. Keep the design brief worksheet safe as you will need it for the Invention Convention.

5. Explain your choice of design brief and whether you

agreed or disagreed with the evaluations.

To decide which of the design briefs to take further you need to evaluate the solution against a set of criteria.

What criteria will you use?

What criteria do you use? At this point in the process you are considering whether you can actually make the product and what the possible buyers might be looking for in general. For example:

- To what extent will this product solve the problem? - Do you have the skill to make the product? - Do you have the time/materials/equipment? - Will the product/solution be safe for the person using it? - How much will it cost to produce? Can you make a profit? - Will it be easy to use? - Does it need to be light weight, storable, portable? - Does it need to be waterproof, sturdy, collapsible? - Is the product environmentally friendly?


6. Inventions and innovations have both intended and unintended consequences. The diagram below in an example of a consequence map for the invention of powered flight. Determine which consequences are positive and which ones are negative and highlight each using two different colours.

Create a consequence map for your invention, putting positive consequences in one colour and negative ones in a contrasting colour. Consider the final map and decide whether the invention is still worth pursuing. Present your consequence map at the Invention.

CONSEQUENCE MAP FOR THE INVENTION OF POWERED FLIGHT


WORKSHEET 3 – CRITERIA LIST This criteria list is for: _________________________________________________________ Team members: _____________________________________________________________

CRITERIA How well does the solution

meet these criteria? not at all very well

1 2 3 4

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TASK 4: THE DESIGN PROCESS The problem solving process will result in a solution and that solution may or may not require building. If building is needed, there may be several methods or even several types of products that can be constructed that will solve the problem. This begins the design process.

The major difference between the two processes is that the design process focuses on a constructed device (for our intents and purposes) and is part of the overall problem solving process.

1. Apply the first of five steps of the design process to your own invention (decided upon

in the previous task). Use Worksheet 4, The Design Report, to record your work.

The diagram below illustrates the Problem Solving Process and the Design Process in the form of a flow chart. It also shows the relationship between the two processes.


WORKSHEET 4 – THE DESIGN REPORT

Team members: ____________________________________________________________ The Problem: Design Brief: Design Criteria: Solution #1: Strengths of this design: Weaknesses of this design:

Solution #2: Strengths of this design: Weaknesses of this design:


WORKSHEET 4 (PAGE 2) Solution #3: Strengths of this design: Weaknesses of this design:

Solution #4: Strengths of this design: Weaknesses of this design:

Final solution: Why you have chosen this solution?


TASK 5: DESIGN AND BUILD 1. With a partner or in your small group, brainstorm the materials needed for each part of

the invention, using Worksheet 5A, Design Characteristics. Consider the following: a. Location – On which parts of the invention is the material to be used? (e.g.

handle, wheel, container, etc.) b. Function – What function is the material required to perform? (e.g. contain water, bend and

flex, support weight, etc.) c. Characteristics – What characteristics does the material need to have? (e.g. strength,

flexibility, etc.) d. Possible materials – List some materials that meet the criteria. e. Tools required – What tools might you need to manipulate this material? (e.g. cutting,

bending, attaching, etc.)

2. Brainstorm a list of materials that you might potentially use. Consider the effectiveness of each material using Worksheet 5B, Material Characteristics, to record information.

3. In your journal, prepare a checklist of all the tools and materials you will need. Include any safety equipment (e.g. safety glasses) or safety precautions if special handling of materials will be required (e.g. spray paint requires adequate ventilation).

4. When you have completed both the Design Characteristics and Material Characteristics worksheets, look at the information and make decisions on the materials you could use for each part of your invention. List and explain the decisions you make in your journal.

The word “design” is used to describe both the process and the physical appearance of an invention.

You will need to consider: availability of the materials, how well they are suited for the application, why you are using them, the tools needed to work with specific materials and the environmental impact of using them. You will need to research some of this information by:

- Asking an expert or someone who has experience with the issue or topic, such as a teacher, scientist, parent or other students.

- Looking it up in a book, magazine article, video resource, on a website, etc. - Obtaining information from what you directly observe. - Experimenting with different materials.


5. You now have the design (physical appearance) of your invention, the materials you will use, and the tools and safety precautions needed. Now your group needs to decide whether you will build a prototype or a model and then.....

Start Building!

6. It is likely that the actual design of your invention will change between the initial

design and the final product. In your journal make working drawings/sketches of your invention and as you go along note any changes in design or materials.

7. At some point you will also need to develop experimental tests to evaluate the

performance of your invention once it is built. Information on the following page will help you design these experiments. The results of your experiment(s) can be written as a formal report or by using Worksheet 5C, Designing Experiments.

8. Developing and building your invention is a team effort. Complete the Group Skills Success Criteria (See Assessment Tools) and think about how well you have worked with your team. Are there areas that need improvement?

Think about the “design triangle” when making your final decisions. If any side of the triangle is not strong as the others, then the invention will not be successful. A chair that looks attractive (good design) and will last a long time (good choice of materials) but is uncomfortable (does not perform its function) is unlikely to sell. Similarity, a pitcher that holds liquids (performs its function) and is strong (good choice of materials) but is not pleasing to look at (poor design) is unlikely to sell.

THE INVENTION

A model is a three-dimensional structure that is smaller than the final product but it is in proportion (e.g. a model may be built to ¼ scale). Ideally, the model should include a working mechanism. A prototype is an actual-size working model of the invention.


DESIGNING EXPERIMENTS INFORMATION SHEET It will probably surprise you to know that you need to know both the question and a probable or likely answer in order to select materials, procedures and identify variables (i.e. to design an experiment). The question and answer (a prediction) are usually combined into a statement (the hypothesis) which forms the backbone of the experiment.

The hypothesis is usually in the form of an “If ... then ...” statement. The purpose of the experiment is to prove (or disprove) the statement.

For example: Consider an experiment in which cars are moving down a ramp. Question: What happens if I use a longer ramp? Answer or prediction: “I think the car will go further (faster) if I use a longer ramp.” Combined question and answer (hypothesis):

“Cars travel further (faster) when long ramps are used.” OR “If the ramp length is increased, then, a car will travel further (faster).”

Steps To Designing An Experiment: (Refer to the Experimental Design Success Criteria) � State the question � Predict a possible answer � Create a hypothesis � Decide what information you need to collect (e.g. ramp length, distance travelled, etc.) � Decide which factor you will deliberately change (i.e. the “cause” or independent variable) � Decide which factor will be the result, or “effect” (i.e. the dependent variable) � Decide what must stay the same or constant � Decide how you will collect the information (e.g. tables, charts, notes, etc.) � Collect your data – Do the experiment! � Think about the information you have collected – analyze your data � Decide what the information tells you – draw conclusions � Let people know what you found out – communicate your findings

The findings from an experiment can be communicated in many ways – as an oral presentation, a news paper article, a science report or a media presentation. Include the following when communicating your findings: (Refer to the Science Report Success Criteria) � Purpose � Hypothesis � Materials and equipment used � Diagram showing the setup (labelled) � Procedure (include any safety concerns) � Observations/Results (data in an organized fashion) � Analysis of data � Conclusion


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WORKSHEET 5C – DESIGNING EXPERIMENTS Team members: ___________________________________________________________________________

Question:

Prediction:

Hypothesis:

The following things will remain the same (constant) throughout the experiment. Cause Variable (What I will change): Result Variable (What I will measure):

Materials:

Procedure:


WORKSHEET 5C (PAGE 2) Results/Data:

Analysis: What does the data mean?

Conclusions: Did you prove your hypothesis? Was the result expected or unexpected?

I could improve my experiment by:


TASK 6: FIND THE SCIENCE 1. For the Invention Convention you need to explain how your invention/innovation

works with respect to all its functioning parts. Create a visual representation of your invention illustrating the science concepts behind the invention.

For example: How many “simple machines” does the invention contain? What and where are they? Do you have to solve a friction problem? Where? How? What materials are you using? Where? Why? What makes the materials work?

2. Complete an accurate scale drawing of your invention to accompany your visual

presentation.

It is sometimes difficult to see the link between science and the products and technologies we use every day.

What is the science behind your invention?


TASK 7: MAKING DECISIONS II

1. In your group, decide on who would use your invention (children, teens, adults). This is

your target market. Record this information in your journal for future reference. 2. Discuss the types of things people look for in a product before buying, such as value for

money, ease of use, safety, durability, performance, speed, disposal, and so on. Then consider what your target market might look for in your product. List these criteria in your journal.

3. Using these criteria and the information on the following page, Asking the Public, develop a questionnaire to

find out what your target market actually thinks of your product. 4. Conduct a survey of a sample of potential consumers from your target market using the questionnaire. You

should obtain at least ten completed questionnaires. 5. Analyze the data manually or use a computer spreadsheet program. See Analyzing the Data, for information

on how to analyze and present the data.

6. Think about the criteria you created for your design brief (Worksheet 3), as well as the design characteristics (Worksheet 5A) and materials characteristics (Worksheet 5B). How do the results of the survey affect the choices you made previously? What changes to the overall design or materials do you plan to make based on the results of your survey?

7. For the Invention Convention, you will need an Analysis of Survey Results. Include: � a copy of the questionnaire (not completed) � demographic data on the respondents (number of males, females, ages, and so on) � the tally chart of responses � a histogram or another appropriate graph displaying price information � a written summary of the information you gained through your survey, including any modifications to

your product that you may made due to the results

What does the general public think of your invention? Do they like it? Will they buy it? How can you find out?


ASKING THE PUBLIC To find out what your target market thinks of your product, you need to ask them! This is usually done by developing a series of relevant questions and conducting a survey to get responses to those questions. The responses are then analyzed to see if there are any trends that have an impact on the product. For example, analysis may show that most people do not like the colour of a product – it’s not cool! Since this factor would probably have an effect on the sale of the product, the company would change the colour to suit the consumer. When developing your questionnaire, keep in mind the exact information you need to obtain. Start by making a list of all the things you wish to find out. For instance, do they like the colour, weight and feel of the product? Do they find it easy to use? Would they buy it? You will probably want to include demographic data such as gender, age, income, education, so that you gain more information about your market. TIPS: 1. Be specific.

Do you like the colour of _______? Y/N NOT Do you like _______? Y/N 2. Ask one thing at a time.

Do you like the colour of _______? Y/N NOT Do you like the colour and feel of_______? Y/N 3. Offer a range of responses.

How much do you like the colour of _______? A lot ____ A little 9 Not at all ____ INSTEAD OF Do you like the colour of _______? Yes____ No____

**Basic YES/NO responses force people to give a strong opinion and this can make them feel uncomfortable.** 4. Use an interval scale to gather data on income, age, prices, and frequency of any type. For example:

Please tell us your age. Put a checkmark next to the correct range. 10–12 ____ 13–15 9 **Make sure that the intervals are all the same, in this example 2 years.** 16–17 ____ **Make sure there are no overlapping numbers e.g. 10–12, 12–14.**

5. Use a rank order scale to find out which qualities the consumer finds most important. For example:

Please rank the following items in order of their importance to you. Put 1 by the most important and 3 by the least important.

Price 2 Cool look 1 Lightweight 3

6. Provide clear instructions. Always let people know how you want them to respond.

For example: place a check mark, fill in a box, place a number, or circle a letter 7. Make it look nice! Make your questionnaire easy to read by leaving space between questions, lining up

responses and using a large enough font (size of text). All responses, including demographic data in this form initially should be either typed or printed neatly, and in an organized fashion.


ANALYZING THE DATA 1. Record the results of your survey in the form of a tally chart similar to the one shown. Record all responses,

including demographic data in this form.

Question 1 Do you like the colour?

Tally Frequency Percentage of respondents (calculate using the formula) N= the total number of people who

answered the question Yes – a lot |||| 5 5/N x 100%

Yes – a little |||| || 7 7/N x 100%

No – not at all || 2 2/N x 100%

Question 2 Response 1 ||| 3 3/N x 100%

Response 2 |||| |||| 10 10/N x 100%

Note: You can combine positive (or negative) results together. For instance, in the above example you could combine “yes – a lot” and “yes – a little” to find the total number of people who liked the colour to some degree. This technique is often used to make results look more dramatic. 2. Represent the responses to the question using an appropriate graphic format. Example:

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TASK 8: PROTECTING YOUR INVENTION

PATENT A patent gives the inventor the right to use, license or profit from the invention for a period of 20 years from the filing date of the application in the country of application only. To receive a patent, you must apply to the intellectual properties office and submit a detailed description of the device or process. After 1.5 years, your drawings and descriptions are made available so that people can read about your invention but cannot make, use or sell it without your permission. To obtain a patent the invention must be new (never before seen anywhere in the world) and useful. The invention can be a product, a composition (special recipe), a piece of equipment or a process (a way of doing something). An invention can also be an improvement to any of these. Many inventions are modifications of existing products and processes.

Patent application 1. Complete all four parts of the application and submit to the intellectual properties office (your teacher).

Part 1: Drawings � Use 8 ½” x 11” paper with a top margin of 2.5 cm, a bottom margin of 1.0 cm, a left margin of

2.5 cm and a right margin of 1.5 cm. � Provide a front view and side view (views are called elevations) of the invention. � Label the drawings as “front elevation of _____” and “side elevation of_____”. � Drawings should be simple line drawings labeled with the part name, size and material if

possible (e.g., wheel, 16” diameter, rubber with steel spokes). Part 2: Description � Give the name of your invention and its general category, e.g., garden tool, industrial

equipment. � Provide a written description of the invention. This should be similar to an instruction manual

showing how to make your invention. Describe each part, the material it is made of and how all the parts fit together.

� Provide some background information on similar products. Indicate any problems that previous inventors had and how they solved those problems. Show how your invention is different and better than similar products.

Part 3: Claims This section should explain what the invention actually does. For example: “Amphicar is a six-wheeled vehicle that can travel across rough terrain at 50 km/h and through water, a maximum of 1 m deep, at a speed of 10 km/h.”

Patents, trademarks and copyrights are all ways to protect intellectual property, that is, something that is original and created (not discovered).


Part 4: Abstract The abstract is a very short (10 sentences maximum) description of the invention and what it does. To save time when searching though patent applications you can read the abstract to see if the invention is what you are looking for. *** The abstract is usually written last but it is placed as the front page of your application.***

TRADEMARKS Trademarks are words, symbols or designs (logos) that are associated with a particular product or company and are identified by the ™ symbol (e.g., Coke™ or the Mercedes Benz insignia). These can be very important since they often represent not just the product but also the reputation of the company. Trademarks are a visual representation of the product or company. As with copyright, a trademark has protection from the moment it is created. If it is copied, however, there is often a long legal battle to prove ownership. This can be avoided by registering the trademark, indicated by the ® symbol.

COPYRIGHT As the name suggests, copyright is the right to copy or reproduce a piece of work. It is usually the creator of the work who owns the copyright. You do not have to apply for copyright protection. It exists from the moment the work is created and is indicated by the use of the © symbol followed by a name. Work covered under copyright law may be:

x written (e.g., novels, technical manuals, plays, musical scores, scripts) x a performance (e.g., films, videos, plays, musical works, dance) x a work of art (e.g., painting, sculpture, photograph, drawing, map) x a sound recording (e.g., CDs, cassettes, records) x communication signal (e.g., radio and TV broadcast signals)

2. Design a logo or trademark for your invention.

3. Many people avoid paying for music (and supporting the artist) by downloading music from the internet. What if people were downloading a song that you wrote? How would you feel about this?


TASK 9: MANUFACTURING CONCERNS

Basic Research

Ideas for Product Does the product already exist?

Is there a market for the product?

Prototype Product Does the prototype work?

Develop a process for manufacturing Is the process cost effective?

Manufacture Product

Develop a Marketing Strategy Warehouse

Consumer

The following flow chart illustrates the commercialization process (i.e. bringing your invention to the market place).

No

Yes

Yes

Yes

Yes

No

No

No

Unit production or assembly line? What raw materials will you choose? Are there any environmental concerns about the location of the plant? How will you deal with waste products? How will you promote this product?

Are the raw materials available?

Any licensing requirements?

Is there a labour force available?

Are there any environmental concerns about the materials used? How do you maintain quality control?

Is the plan close to main transportation routes? Do you have to build roads or rail lines? How will the product get to the consumer?

Is it durable? Is it value for money? Does it look good? Is it easy to use? How will the consumer know the product exists? Must the product meet certain standards (CSA)?

Is the product competitively priced? Is the product easy to get? Will it do what it’s supposed to do? Can production keep up with the demand?


1. Working individually, develop a set of criteria on which to base the selection of materials used in the manufacture of your product. Record the criteria in your journal.

x What raw materials are needed to make your invention? x Are they renewable, local, cost-effective? x Do you want your product to degrade in a landfill site or be environmentally friendly

(reusable, recyclable)? x Will your product be durable and long-lasting or will it be more economical to make a

disposable product? x How heavy is the item? Will the weight of the product have a significant impact on shipping

cost? 2. Using these criteria, along with your design and material characteristics, and keeping in mind the

desires of the consumer, select the raw materials for your invention. 3. Create a “life cycle” for the invention in the form of a flow chart to display at the Invention Convention.

In your flow chart, include: � Some typical pollutants produced when processing the raw materials � The environmental effects of these pollutants � Methods for dealing with these pollutants � Disposal options when the product has completed its life span (reuse parts, recycle,

landfill)

4. Think about the products you, your family, and friends buy. What are the factors that cause you to choose these products?

Student Inventions: Purse Skinz Change your purse in seconds without having to re-organize all your stuff. Just swap the outside “skinz” for a different design while the inside remains the same. The Sweat-Be-Gone Headband This headband releases water around the head to keep you cool. The Forget-Me-Not Thermos Our invention is a product for people, like me, who constantly forget their cutlery for their thermos. It is made by simply applying two parallel locks onto the thermos in which you can insert two pieces of cutlery. You lock it by pushing the cutlery against the sides of the lock to make it tighter. Turn-a-Page This is a motorized page turner for musicians who need to turn the pages of the musical pieces they are playing. Super Sox Super Sox is a re-creation of the normal sock. It includes a gel sole and features six different types: walking, normal, running, extra-cushion, luxury and custom made. The luxury sock is our most unique and comfortable sock; it has a ½" gel padding, motorized massagers on the sole and super soft silk!


TASK 10: DEVELOPING A MARKETING STRATEGY 1. In your journal, write the heading, Advertising, and make a list of all the different ways that you are

made aware of a new product. 2. Create another heading entitled, Distribution, and brainstorm the many ways that

you can purchase a product. 3. Lastly, write the heading, Promotions, and think about all the special “deals” that

companies have to persuade you to buy their product. List as many as you can. 4. The combination of promotion, advertising, and distribution is how we know a product exists,

what form it takes, and how much it costs. This combination is also known as a marketing strategy.

Using the information you have gathered develop a marketing strategy for your own product using Worksheet 10, Marketing Strategy. You will need your marketing strategy for the Invention Convention.

5. Brochures and business cards are both valuable advertising tools for trade shows,

conventions, and conferences. Create a company brochure, complete with company name and trademark(s) that were created in Task 8. You may also create business cards, if time permits.

6. It is often said that “when times are good you should advertise but when times are bad

you must advertise.” Explain what you think this statement means. How do you think people found out about new products 100 years ago?

For consumers to buy your product they must know it exists, that it satisfies a desire or need as well as where and how to get it. A marketing strategy designed to promote, advertise, and sell the product will deal with these issues.

Promotion is also used to keep the company name in people’s minds. Think about how a company accomplishes this goal. They may offer items such as pens, mugs, or T-shirts with their name. The company name (e.g. Nike™, Adidas®) may itself be seen as desirable on clothing or footwear.

Work with your team to brainstorm and discuss ideas. You should also consider your target market as you develop your marketing strategy.

This brochure should provide information on your new and exciting product, including how it works, what it is made of, how it will help perform a task, and any special features that might appeal to the consumer (e.g. being recyclable, having more than one application). The brochure could be constructed of letter- or legal-sized paper folded into three equal sections.


TASK 11: THE BOTTOM LINE A company’s accountant keeps financial records of a company’s $$money$$ that is:

Outgoing – for: 1. Operations, including paying any employees; 2. Supplies, including raw materials; 3. To service the debt (pay off any money borrowed to start the business or keep the

business going).

Incoming – through: 1. Sale of its product.

Ideally, revenue - (incoming - money coming in through sales) should be greater than expenses - (outgoing - money going out, or being spent on the costs of running a business) so that the company makes a profit. However, in the first few years, a company often has to operate at a break-even (money out = money in) rate, or even at a loss, in order to allow time for its sales/revenue to grow enough to cover and then exceed its expenses in order to create profit. Imagine you are starting a business. Here are the financial facts: x Bank XYZ has agreed to lend (loan) your company 4 million dollars at an interest rate of 3.5% per year for

five years. You will use this borrowed money to cover the cost of research and development (finding out how to start the company or business and improve your product, etc.), start-up costs (getting the business and resources in place) and initial operating costs (starting to actually run the company).

x You have agreed to repay the bank starting in Year 3, and then Years 4 and 5 of the loan. Since you

borrowed the money for five years total, you would start repaying during the last three years, since during Years 1 and/or 2 your company may be operating at break-even or at a loss and, although you may have enough sales revenue to cover your operations and supplies, you may not have enough sales revenue left to pay back any part of the loan. Remember, you have already used up the whole loan at the beginning to start your business.

x Starting in Year 3, you will make three equal annual payments to Bank XYZ: 1) Year 3 – one payment of X

dollars, or one third of the debt; 2) Year 4 – one payment of X dollars, or the second third of the debt; and 3) Year 5 – one payment of X dollars, or the final third of the debt.

x When selling a mass-produced product, there are often levels through which you get your product to market.

First there is you – the manufacturer, second there is what is called a wholesaler (you sell to them), who buys big quantities of finished products and sells to retailers like grocery or mall stores, and third there are retailers themselves, where the general public shops. You have done a market survey/analysis, and your results show that the general public is willing to pay about $20 for your product at the retail level. This means that you can sell your product to wholesalers for about $12 per unit. It usually takes a bit of calculation (often called “crunching numbers”) using certain order of values to determine a minimum wholesale price, but in order to streamline your financial workings, we have given you the price that is needed to make the business feasible. Please note – your company operates one 8-hour shift per day, 5 days per week, 52 weeks per year.


Using the grid below, and using the values given to you throughout the grid, fill in the shaded areas as you go through the calculations that will make your business work. At the end, state the major profit in Year 6 (after you no longer have to pay back any loan – it will be paid back by Year 5).

Total Start-up Costs Breakdown (Broken down by individual costs)

1. Research and Development (R & D)

(over 2 years)

2. Start-up costs

3. Initial Operating Costs

$4,000,000 $2,000,000 $1,000,000 $1,000,000

Remember: start-up is made possible by BANK XYZ lending you money

Terms of 5-year Loan From Bank XYZ Initial Loan – (Principal) $4,000,000

Annual Interest 3.5% Amount of interest charged each year

Total amount of interest for life of loan Grand total to be repaid by end of Year 5

(Principal and Interest)

Payment Year 1 Payment Year 2 Payment Year 3 Payment Year 4 Payment Year 5

Operating Costs – Annual Production Costs Category Cost Percentage of Total

Operations Labour $636,480 49.86%

Materials $212,160 Energy $180,336

Marketing $107,900 8.45% Packaging $31,824 Shipping $70,000 5.48%

Administration $37,900 Total Annual Operating Costs

As an additional exercise, display the Annual Production Costs in the form of a pie chart. Businesses usually produce annual reports on how things are going for them, and often include this type of chart/information.


Annual Production Rate Refer to the financial facts to do your calculations.

Remember that in Years One and Two, you may not be able to sell all you produce, so the Total Annual Revenue below is estimated to the maximum.

# of Units per Year

# of Units per Hour

# of Units per Shift

# of Shifts per year

Price per unit

Total Annual Revenue

127.5 260 $12 $3,182,400

Money In/Out Over Six Years

Year One Year Two Revenue ?? Revenue ??

Operating Costs Operating Costs Loan Repayment $0 Loan Repayment $0 TOTAL (NET)

INCOME Uncertain – may be either break-

even or loss

TOTAL (NET) INCOME

Uncertain – may be either break-

even or loss

Year Three Year Four Revenue $3,182,400 Revenue $3,182,400

Operating Costs Operating Costs Loan Repayment Loan Repayment TOTAL (NET)

INCOME TOTAL (NET)

INCOME

Year Five Year Six Revenue $3,182,400 Revenue $3,182,400

Operating Costs Operating Costs Loan Repayment Loan Repayment $0 TOTAL (NET)

INCOME TOTAL (NET)

INCOME (Profit)

Total Profit in Year Six (same number as above):

__________________________. If you went through the innovation process again, would you do anything differently? In your journal, make a STOP, START, CONTINUE list. List the things that you would not do (STOP), the new things that you would do or do differently (START), and the things that you would do the same (CONTINUE).


TASK 12: DESIGN SHOW AND SHARE

1. Before you begin to plan your presentation, look at the success criteria for Oral Presentations. Use

this guideline to help you develop an effective presentation. 2. Think about what you need to include on your display board. At the Invention Convention you will

be meeting and talking to many people who are interested in your invention and display. You must be prepared to answer questions from visitors clearly and concisely. Your display board should support your answers and visually communicate your key ideas and development process for your invention. It needs to be prepared as neatly and professionally as possible.

Here are some suggestions for items to include on your display board:

x Photographs of your invention and the team at work x Diagrams showing the various stages and modifications made to your invention x Experiments briefly detailing what you did, what happened, and what it meant x Survey results with feedback from your target market x Innovations that make your product unique

3. As a team, plan your presentation board in your journal. As you do this, remember

that good marketing is the key to success and there will be a competition for “customer” attention. How will you grab the “customer’s” attention? *You may use grid paper for this task and then paste the grid paper into your journal.

4. Consider what support you need in terms of content, revisions, and editing to produce a

professional display board. Note these needs in your journal. Decide who will be able to help you with these skills.

***It is important for you to seek and obtain this support prior to creating the final text formats, graphics, and other visual elements for your presentation.***

You may have amazing ideas but if you cannot communicate them you can miss an opportunity to turn your ideas into a product.

How will you tell the world about your invention?

You will need ALL the items indicated by the light bulb picture for your final display. Some of these items can be included on the display board while others can be placed on the table.


5. Practise your presentation ahead of time and use the success criteria to receive feedback from

others. 6. Prepare the final version of your display board and model or prototype for presentation at the

Invention Convention.

Think about backing your work with contrasting paper or making each page stand out from the board in a 3D effect. Think about how you can use colour and different fonts for titles and subtitles.


RESOURCE LIST Building Big Macaulay, David. Boston: Houghton Mifflin, 2000. ISBN 0395963311 Follows the creation of bridges, tunnels, skyscrapers, domes, and dams from need through planning to final construction. Building Canada Shemie, Bonnie. Toronto: Tundra Books, 2001. ISBN 0887765041 An invitation to discover the architecture around us and to celebrate the variety of construction in Canada. Girls Think of Everything Thimmesh, Catherine. Boston: Houghton Mifflin Company, 2000. ISBN 0395937442 Stories of ingenious inventions by women of all ages, through all ages, including a comprehensive timeline beginning at 3000 B.C. How the Future Began: Everyday Life Gifford, Clive. New York: Kingfisher Publications, 2000. ISBN 0753452685 Explores developments over the last century in medical technology, virtual reality, food production and transportation. How to Enter and Win an Invention Contest Sobey, Edwin. Berkeley Heights, NJ: Enslow Publishers, 1999. ISBN 0766011739 Includes numerous suggestions for things to invent, with interesting examples of student inventions. Inventions and Discoveries Harrison, Peter. Vancouver: Raincoast Books, 2000. ISBN 0754802132 Investigates the impact of inventions on everyday life, includes graphics, historic pictures, and projects to explain the science. Kids' Invention Book Erlbach, Arlene. Minneapolis, MN: Lerner Publications, 1999. ISBN 0822524147 Takes students through the invention process, includes stories of inventions created by young inventors.

Kingfisher Science Encyclopedia Taylor, Charles, Ed. New York: Kingfisher Publishing, 2000. ISBN 0753452693 A comprehensive reference (over 3500 entries). full-colour illustrations, key dates, and biographies. Leonardo and The Flying Boy: A Story About Leonardo Da Vinci Anholt, Laurence. New York: Barron's Educational Series, 2000. ISBN 0764152254 Tells the story of one of the inventions Leonardo worked on for many years using actual illustrations by the artist himself. New Way Things Work (Expanded/Updated) Macaulay, David. Boston: Houghton Mifflin Company, 1998. ISBN 978-0395938478 A classic visual guide to the world of machines. Technology Book for Girls and Other Advanced Beings Romanek, Trudee. Toronto: Kids Can Press, 2001. ISBN 1550746197 Shows how technology is a part of everyday life. involves the reader in thinking activities, and presents eight women who use technology in their careers. Toys! Amazing Stories Behind Some Great Inventions Wulffson, Don. New York: Henry Holt and Company, 2000. ISBN 0805061967 Intriguing descriptions of the creation of the Slinky, Lego, Silly Putty, and other familiar toys. Why Design? Activities and Projects from the National Building Museum Slafer, Anna. Chicago: Chicago Review Press, 1995. ISBN 1556522495 A resource for teachers that includes more than 40 projects to help students think and act as designers of buildings, landscapes, products, visual communication, and communities. Inventors Hacker, Carlotta. Calgary: Weigl Educational Publishers, 2000. ISBN 1896990479 Celebrates the ingenuity of both male and female Canadian inventors.


GLOSSARY Brainstorming: generating and recording ideas in a non-judgemental, non-restrictive atmosphere. Cause variable: manipulated or independent variable. Classifying: sorting items according to specific attributes and an assigned sorting rule or label. Design processes: technological processes used to gather and analyze information and to make judgements about the application of the information. Design show and share: a formal oral/visual presentation to an extended audience that may include other classes, teachers, parents and community members. Individual students share their knowledge and understanding of the process involved in the development of their inventions. Display board: a three-sided, self-standing display board made of sturdy cardboard. Experiment: a specific methodology used to investigate or test hypotheses. Requires the isolation of one variable which will be manipulated in very specific ways. The changes that result are measured and analyzed. Procedures used are to be contextually derived. Hypothesis: traditionally consist of postulated explanations for a phenomenon. Used here as a combination of ‘prediction’ of the state of the relationship between the cause and result variables and a tentative ‘explanation’ of why the relationship exists in the predicted way. Innovation: something newly introduced or a variation or further development of an original invention. Invention: a new device, method or process developed from study and experimentation. Invention Convention: a non-competitive convention, organized by The Learning Partnership, where students can present their inventions to a public audience.

Inquiry processes: scientific processes used to gather and analyze information and to make judgements about the meanings/implications of information. Journal: a response journal and note-taking learning log. Students make regular entries, reflecting on their learning and commenting on the ongoing development of ideas and plans. Each unit of the program has its own journal; Science Journal, Inventor’s Journal and Business Journal Manufacture: to take raw materials and turn them into a finished product. Marketing: the process that determines the need for a product or service and the strategies for advertising and selling that product. Mentor: a person who provides guidance and support by sharing expertise and resources through a formal partnership. Patent: a legal device to protect the ownership and use of an invention. Problem solving: a process whereby a solution to a problem is discovered or an answer to a question is deduced. Prototype: an actual-size working model of an invention. Questionnaire: a list of questions used in a survey to elicit public opinion. Result (effect) variable: observed as a result of the changes in the cause variable. Science: the study of natural worlds. Science provides knowledge that helps us understand what we see and experience. Survey: a method of gathering public opinion. Technology: the study of human adaptations to natural worlds. Technology is the human presence in nature.


ASSESSMENT TOOLS


JOURNAL CHECKLIST Student Name: ____________________________ Date: ___________________

Category Criteria Level 1

Level 2

Level 3

Level 4

Content

I identify issues, concerns, and questions.

I demonstrate initiative and resourcefulness.

I use human resources to support my learning.

I appropriately utilize technology, print, and media to enhance my learning.

My journal reflects an open and thoughtful consideration of my own learning. It includes examples.

I clearly indicate changes in my thinking and offer reasons for the evolution of my ideas.

I make connections between other recent and future learning experiences.

Presentation

My entries are complete and up-to-date.

The entries are titled and dated in sequence.

My sketches are labeled.

I include a reference when using a variety of presentation formats such as graphs, lists, diagrams, charts, and other graphic organizers.


GROUP SKILLS SUCCESS CRITERIA Student Name: ____________________________ Date: ___________________

I need to work on the following skills:

Category of Character Attribute

Criteria Never Some-times Often Always

Collaboration I work well with my team members.

Empathy I listen to other people’s ideas.

Acceptance I accept ideas other than my own.

Fairness I contribute ideas to the group.

Self-Control I complete the tasks assigned to me.

Compassion I support others when they need encouragement.


EXPERIMENTAL DESIGN SUCCESS CRITERIA Student Name: ____________________________ Date: ___________________


Level 2

Level 3

Level 4

Question My question is general and relates to the topic.

Prediction The prediction is possible and can be tested through experimentation.

Hypothesis

My hypothesis suggests a feasible relationship between the variables.

My purpose, question and hypothesis are each written as a statement.

Procedure

I list most of the materials.

The steps are generally logical and listed in sequence.

I follow the safety rules.

Variables

I accurately identify the cause (independent) and effect (dependent) variables.

I also identify most of the variables that remain constant.

Data Collection

I use data collection methods that are relevant to the variables being investigated.

Analysis

I suggest a possible and reasonable relationship between the variables.

My vocabulary is appropriate and refers to scientific principles.

Conclusion

My conclusions are based only on the potential data.

I offer possibilities for improvement of the experimental design.


SCIENCE REPORT SUCCESS CRITERIA Student Name: ____________________________ Date: ___________________


Level 2

Level 3

Level 4

Appearance

I include my name and date.

My written work is usually neat with few errors.

I use headings for most sections.

Hypothesis My purpose or question and prediction or hypothesis is each written as a statement.

Diagram I include a diagram and it is labeled.

Procedure

I list most of the materials.

The steps in the procedure are written in a sequence that is logical.

The cause (independent) and effect (dependent) variables are identified.

Data Collection

My observations have some detail.

Most of the measurements are recorded.

Analysis

I describe the relationship between the variables.

I offer a reasonable explanation for the relationship.

I drew an appropriate graph and supplied a logical interpretation of the results.

The graph includes a title and label for each axis.

Conclusion

My conclusions are based only on the data.

The relationship between the variables is described.

I identify possibilities for improvement.


ORAL PRESENTATION SUCCESS CRITERIA Student Name: ____________________________ Date: ___________________


Level 2

Level 3

Level 4

Organization I communicate the information in a logical format. The purpose of the presentation is evident.

Content The information that I put forward is relevant to the topic and purpose of the presentation.

Interaction with Audience

I demonstrate the ability to flexibly adapt my presentation to the audience and purpose.

I respond appropriately to audience reaction and questions.

Clarity My presentation is communicated clearly and I respond positively to any requests for further clarification.

Language I use relevant words and phrases that suit the purpose and engage the audience.

Vocal Effects I use various means such as tone, pace, pitch, and volume to effectively communicate my message.

Non-verbal Cues

I convey meaning through my use of gestures, facial expression, and eye contact during my presentation.

Visual Aids As needed, I employ various visual means to communicate during my oral presentation and increase the clarity of my message.

Participation As a group member, I contributed in a fair and equitable manner to the preparation and delivery of the oral presentation.


DESIGN REPORT SUCCESS CRITERIA Student Name: ____________________________ Date: ___________________


Level 2

Level 3

Level 4

Statement of the Problem

I clearly and specifically describe the problem.

Design Brief I provide a concise and clear description of the type of product that will address the problem.

Design Criteria

My design criteria relate to the proposed design and help determine appropriate characteristics for the product.

Solutions I offer four realistic and plausible solutions to the problem.

Analysis My analysis of the strengths and weaknesses of the solutions is suitably meaningful and relevant to each solution.

Creativity My solutions reflect creativity through some unique approaches and varying perspectives to solving the problem.

Final Solution My explanation of the effectiveness of the final solution is supported by my analysis.

Design Process

I apply a problem solving approach (Invent! Lesson 1) to the formulation of the design process.

Organization My Design Report is arranged logically and clearly communicates ideas.

Collaboration As a group member, I contribute in a fair and equitable manner to the preparation and recording of the Design Report.


DESIGN DRAWINGS SUCCESS CRITERIA Student Name: ____________________________ Date: ___________________


Level 2

Level 3

Level 4

Materials My scale drawing is prepared on suitable white paper.

Tools It is drawn using an appropriate instrument such as a sharp HB pencil or a fine black marker.

Accuracy My drawing precisely represents the prototype.

Scale The scale is appropriate and fits one letter size page.

Detail Sufficient detail is provided in order to enhance the accuracy of my representation.

Title and Labels

I include a suitable title and labels that add to the clarity of my drawing.

Elements of Design

My scale drawing reflects effective use of elements of design such as line, shape, and space.

Principles of Design

My scale drawing reveals appropriate use of principles of design such as proportion.

Presentation My scale drawing is arranged clearly and neatly.


DATA MANAGEMENT SUCCESS CRITERIA Student Name: ____________________________ Date: ___________________


Level 2

Level 3

Level 4

Questionnaire Construction

My survey questions are relevant to the product and target audience.

The survey includes at least ten questions.

Data Collection

The data I collected is related to the questions asked in the survey.

The raw primary data is organized in a practical format including appropriate charts and/or tables.

Graphic Representation

The type of graphic form suits the data (e.g. histogram, scatter plot).

My graphic form is organized and clearly represents the data.

Tabulation of Data

My statistics are calculated accurately.

I can explain my approach to the management of the data.

Data Analysis

My analysis and interpretation of the data are reasonable.

The analysis of the data is logical and practical for my purpose.

Conclusions

I draw logical conclusions from my analysis of the charts, tables, and graphs.

I make appropriate inferences and offer convincing arguments based on my analysis of the data.


DATA MANAGEMENT: PIE CHART SUCCESS CRITERIA

Student Name: ____________________________ Date: ___________________


Level 2

Level 3

Level 4

Title and Labels

My pie chart includes an appropriate title and labels.

Organization It is organized neatly and offers a clear and meaningful visual representation of the data.

Accuracy The pie chart accurately reflects the distribution of the data collected. The parts add up to a whole.

Data Collected

The data are appropriate for representation in a pie chart.

Categories The categories displayed in the pie chart suit the data.

Presentation An appropriate number of slices are included in the pie in order to ensure clarity.


CONSEQUENCE MAP SUCCESS CRITERIA Student Name: ____________________________ Date: ___________________


Level 2

Level 3

Level 4

Title and Entries

I include a title and entries that are stated clearly.

Organization My consequence map is organized in a logical sequence and offers a clear and meaningful analysis.

Relevance The effects included in my consequence map are related to the invention selected.

Critical Thinking

I offer a balanced approach to this analysis with thoughtful consideration of both positive and negative effects.

Content The entries displayed in my consequence map represent a broad analysis that includes various categories such as the economic, ethical, social, and environmental impact.

Presentation This visual representation is neat and easy for the reader to discern.


FLOW CHART SUCCESS CRITERIA Student Name: ____________________________ Date: ___________________


Level 2

Level 3

Level 4

Organization

The parts of my flow chart are coherent and distinct.

There is a definite beginning and end to the flow chart.

Sequence

My flow chart has an evident structure and clear sequence of ideas.

I include notation such as arrows to indicate the sequential order of ideas.

Environmental Issues

My flow chart includes information regarding the types and sources of raw materials.

Possible pollutants are specifically identified.

The effects of these pollutants are described.

Possible methods for effective disposal of these pollutants are outlined.

Scientific Concepts

I include accurate reference to scientific concepts and principles relevant to the topic.

Concept Links The relationship between ideas and outcomes is shown graphically in my flow chart.

Collaboration As a group member, I contribute in a fair and equitable manner to the preparation and recording of the Flow Chart.


DESIGN AND BUILD SUCCESS CRITERIA Student Name: ____________________________ Date: ___________________


Level 2

Level 3

Level 4

Design Characteristics

I carefully consider the various design characteristics including the function and features of the product.

Materials Characteristics

I thoughtfully examine the characteristics of potential materials and their possible effects on the construction process and eventual disposal.

Safety Factors During the construction process I demonstrate an appreciation for and adherence to safety rules.

Task Completion The prototype or model is ready by the deadline.

Task Commitment

I consistently maintain a positive approach and display perseverance as we complete the product creation.

Creativity When faced with a design or construction challenge, I seek new solutions by examining the problem from a different perspective.

Critical Thinking

I carefully weigh the pros and cons of solutions to problems encountered.

Collaboration As a group member, I contribute in a fair and equitable manner to the design and construction of the prototype or model.


I3 LEARNING SKILLS AND WORK HABITS: SELF-REFLECTION

Name - ___________________________ Date - ____________________________

Level 1

Level 2

Level 3

Level 4

Responsibility: Did I finish all the jobs assigned to me by my group members?

Did I complete them on time? Was I listening and working when I should have been? Did I show appreciation for the ideas and work of the members of my group?

Did I try to make sure through research that our invention ideas were new?

Organization: Did I make a plan for finishing the jobs I had in the group?

Did I make sure that I completed all the tasks that were my contribution to accomplishing our goal?

Did I use my time well? Was I careful to use good resources and materials?

Independent Work: Did I finish my jobs without reminders from my group members or the teacher?

Did I do a good job on all the tasks I had to complete? Was I able to do other jobs when needed or help other group members with their tasks?

Collaboration: When we experienced a problem was I willing to help and do whatever was necessary to contribute to a solution?

Did I always do my fair share of the work to accomplish our goal? Did I try to get everyone in the group to work together? Was I supportive when someone was having trouble with a task? Did I have a positive attitude about our work together?

Initiative: Was I willing to try new things and did I think of helpful new ideas?

Did I share new ideas with my group members and other classmates? Did I consistently show interest in our project and try to reach our goals?

Did I try to speak to members of the public at the Invention Convention?

Self-Regulation: Did I make sure that I had a plan to fulfill my part as a group member?

Was I able to ask for help when I needed it? Can I realistically figure out the value of my contributions to the group efforts?

Did I keep on trying when I ran into a problem with the invention process or getting along with my peers?

Did I do my part consistently during the group efforts?


I3 LEARNING SKILLS AND WORK HABITS: PEER ASSESSMENT Rate each peer on a scale of 1 to 4 for each criterion. Name of group member completing the assessment – ______________________________________________ Date - _________________________________________

Peer Name

Peer Name

Peer Name

Peer Name

Responsibility:

Did this member finish all the jobs assigned by the group?

Were the assignments completed on time?

Did this person listen and work when appropriate?

Did she/he show appreciation for the ideas and work of other group members?

Did this member try to make sure that our invention ideas were new?

Organization: Did this individual make a plan for finishing the jobs assigned?

Did this peer make sure that she/he completed all the tasks that contributed to accomplishing our goal?

Did this person use time well?

Was this member careful to use good resources and materials?

Independent Work: Did this individual finish jobs without reminders from the other group members or the teacher?

Did this person do their best on all the tasks completed?

Was this peer able to do other jobs when needed or help other group members with their tasks?


(PAGE 2)

Collaboration: When we experienced a problem was this individual willing to help and do whatever was necessary to contribute to a solution?

Did this member always do her/his fair share of the work to accomplish our goal?

Did she/he try to get everyone in the group to work together?

Was this person supportive when someone was having trouble with a task?

Did she/he try to have a positive attitude about our work together?

Initiative: Was this member willing to try new things and think of helpful new ideas?

Did this peer share new ideas with group members and other classmates?

Did this individual consistently show interest in our project and try to reach our goals?

Did she/he try to speak to members of the public at the Invention Convention?

Was this member willing to try new things and think of helpful new ideas?

Self-Regulation:

Did this person plan how to participate as a group member?

Was this member able to ask for help when it was obvious she/he needed it?

Could this individual realistically figure out the value of her/his contributions to our group efforts?

Did this peer keep on trying when faced with a problem related to the invention process or getting along with the rest of the group?

Did this member do her/his part consistently during the group efforts?

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