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Keeping it Real: Using Real-World Applications with

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CM Ites

on 21 October 2015

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Transcript of Keeping it Real: Using Real-World Applications with

Keeping it Real: Using Real-World Applications with
STEM Skills to Market a Product

Colleen Ites
Summit Middle School
Johnston, IA

Student Choose Re-design - Teacher Modeling
Students are directed to choose an everyday object for re-design:
It can not be dangerous (i.e. explosive, noxious gasses, etc.)
It should be fairly simple in original design
It must be something students can adapt using our class makerspace at school - no adaptations just at home
It can not be an egg-beater (this is the teacher model)

Teacher reviews variety of egg-beaters that have been patented (there are over 200) and the issue with egg beaters today (want one that is adaptable and works well - combination of a whisk & a crank egg-beater)

Student Samples
Real World Examples: Mo's Bows
Mo's Bows: 11-year-old's bow tie business - pitched on Shark Tank, gains business partner in Daymond John
Modeling and Idea Generation
Gates Foundation Reinvent the Toilet Challenge
Students watched the approx. 15 minutes of video showing the design ideas presented
Then worked in teams of 2 or 3 to analyze the designs and draw conclusions as to why the were/were not effective
Each group completed a heirarchy with 2-3 explanations as to their own ranking of submissions
Physics and Project-Based Learning
Students want to see how their knowledge can and would impact the greater world
Project-Based Learning
Students choose an everyday object to redesign, complete a patent search to see if that idea already exists, alter the object until it can be patented, and then complete a sample patent filing

Utilize the Buck Institute's "Eight Essential Elements of PBL" (http://bie.org/object/document/why_we_changed_our_model_of_the_8_essential_elements_of_pbl)
Wrap the project in creativity, collaboration, discovery, and independent thought
Give the project permanence - student identifies problem to be solved
Use real science and real-world requirements as a framework for the project:
Students review item
to improve efficiency, efficacy, or design
Students will be
limited in time, resources, and/ or funding
for the process
The process is
iterative, a cycle of prototyping, testing, analyzing, and refining

Student Analysis and Grouping
Students complete research on everyday items they would like to alter - post these to a class document & then are organized into groups based on item choice or problem to solve.
Iterative design process: cycle prototyping, testing, analyzing, and refining a product or process.
Students bring in items to re-design or re-engineer, make changes to prototype drawings based on data collected in process, and alter the design of original item throughout
With changes students continue to investigate patents filed and avoid re-engineering existing patented product
When final prototype design is chosen ,students use online resources to create a patent filing:
Real World Examples: BeeSweet Lemonade
9-year-old's bottled Lemonade business in Austin, TX; is awarded $60K from Shark Tank to invest in growing her company
(from 1:47 - 11:40)
Sample Egg Beaters
Design and Re-design
Student groups complete research into re-design and complete prototype drawings
Students use Univ. ofTexas at Austin Patent Search site (http://www.lib.utexas.edu/engin/patent-tutorial/index.html) to search for potential patents on their idea
Mo's Bow's Update; With support from Daymond John, see how Mo's business has grown
Students pitch their product as in Shark Tank and whole-class
determines viability of product
real-world authenticity
to projects - gives voice to
individuals, design teams, and knowledge gained by class as a whole
Life-experiences aligned with business expectations -
21st century
skills to carry beyond the classroom
Full transcript