Teaching-Learning Strategy 3:

Ingenuity Challenges

Sailboat Challenge
Solar Collector Challenge
Elevator Challenge
The Egbert Safe Racer
Challenge
Storybook Theme Park
Challenge

Technology Starters:

A Standards -Based Guide

Teaching-Learning Strategy 3:

Ingenuity Challenges
solving each day. Student teams
mirror the work and organization of
these groups. Individual as well as
collaborative challenges are part of
this approach.

This strategy enables students to

experience authentic problem
solving. It helps them develop,
refine and apply critical and
creative thinking skills while
performing applications of concepts
and skills learned in mathematics,
science, language, reading, writing,
health, and social studies.
During an ingenuity challenge
experience, students are presented
with problems that require the
development and use of a wide
variety of technological systems.
These problems have no single
solution; rather, only a better
solution at any given point in time.
Each problem is clearly defined,
including specific criteria and
conditions, which must be met as a
solution is pursued. The nature of
the problems and related criteria
are developmentally appropriate. A
systems model provides the structure for the problem-solving
experience. Students follow the
same procedures used by engineering teams. These teams reflect the
nature of work performed by
individuals engaged in problem

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The length of time required for

students to complete an ingenuity
challenge varies with the complexity of the problem. Some can be
completed in an hour. Others may
require students to work for weeks.
Short-term experiences are useful
for helping students become
familiar with a technology systems
model or problem-solving approach. Longer term challenges
provide the opportunity for students to: immerse themselves in the
problem-solving process; delve into
essential building blocks of all
technology systems; build self
discipline required for effective
problem solving; and experience the
pride and satisfaction of accomplishment that results from completing a difficult task.

Criteria for Ingenuity

Challenges
This approach has the greatest
potential for achieving a worthwhile
educational experience when the
following criteria is addressed.
These criteria represent guidelines
for developing and evaluating
Ingenuity Challenges.
Students should:
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apply skills and concepts they

have learned.
solve problems in a systematic
way.
practice creativity and imagination.
collaborate with others in
teams.
solve problems that permit
multiple solutions.
conform to established guidelines.
represent ideas in visual form.
construct/fabricate.
practice accuracy in construction.
evaluate solutions.
make recommendations for
improvement.
redesign and refine solutions.
collect, analyze, and summarize
data.
document procedures.
report findings.
evaluate their own performance.
evaluate others.
use mathematics as a tool to
measure, analyze, describe,
predict, and communicate.
apply science concepts through
design and fabrication.
2002 ITEA

The use of a technology systems

model is a key feature of the
ingenuity challenge strategy. This
model represents a method for
solving problems that is employed
in varying degrees by engineers and
others in technical fields. This
approach serves to organize
thoughts and actions so individuals
can pursue effective solutions to
difficult tasks. It serves the same
purpose that the scientific method
plays in scientific discovery. However, a key difference is that this
model helps to lead a team to create
or build a new device, not just seek
new knowledge. This approach is
all about applying knowledge and
skills to create a useful solution to a
human need or want. This model
should be part of the classroom
environment (posters, charts,
notebook, etc.) It serves to guide
students as they address any
problem requiring a useful solution.
Final Testing of Solutions
It is essential that students conduct
final testing of solutions and
document their results as guided by
the teacher. Through careful
observations, the teacher will ask
key questions to assist students
with focusing on the nature of the
problem and possible paths to

pursue when seeking solutions. The

level and intensity of this guidance
depends on the ability level and
skills of the students.
Summary and Evaluation
Students should be involved with
written, oral, and visual presentations when describing their design,
construction, and testing efforts.
This is a wonderful opportunity for
allowing students to express their
thoughts and findings regarding
their design solution. The entire
class can analyze each teams
solution to determine the most
effective or reasonable design. All
analyses should be connected back
to the systems model so students
learn to use this as a guide in other
problem-solving situations. Finally,
students should be allowed to
provide suggestions on how the
ingenuity challenge might be
improved.
Assessment of Student
Learning

evaluation may include, but is not

limited to the following:
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The performance of the students

problem solving should not be the
sole basis for a final evaluation or
grade. Rather, it should be based
on the students performance
during the entire process. Student

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Performance and documentation of ideation or brainstorming.

Application of systematic
procedures for problem solving.
Performance and documentation of planning and design.
Application of science, mathematics, and technology
concepts.
Performance of construction/
fabrication techniques.
Documentation of testing
procedures.
Written, oral, and visual
communication efforts.
Cooperation and collaboration
within a team.
Use of class time.
Overall participation.
Practicing safety procedures.

During the following Ingenuity Challenge activities, the teacher

may introduce or address the standards and benchmarks listed at
the beginning of each section. Please note that the extent to
which each standard and benchmark is addressed will depend on
how the content is emphasized by each individual teacher.

Technology Starters: A Standards-Based Guide

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Problem-Solving Steps - Ingenuity Challenge

State the Problem

Change Your Idea

or Try a New Idea

Propose a Solution

Test the Solution

State the Problem

Propose a Solution

Explaining the problem.

Explaining the guidelines.
Setting goals or desired results
(teacher explanations).

Test the Solution

Testing the performance of the problem

solution.
Comparing results with desired goals.

Brainstorming possible solutions.

Selecting the best solution.
Designing the chosen solution.
Producing the chosen solution.

Change Your Idea or Try a New One

Making changes or adjustments to refine

solution.
Designing a new idea.

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

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2002 ITEA

Ingenuity Challenge:

Instructional Procedures
The flow chart below is a guide to help the
teacher put all the pieces together so that his/
her students can be successful during an
Ingenuity Challenge experience.

Introduction
The teacher will discuss the role of technology in meeting the needs and wants of
people.

Orientation to Problem Solving

The teacher will explain the Problem Solving Steps.

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

Orientation to Design and Development Procedures

The teacher will explain the students responsibilities in the various steps in the
problem-solving process.

Instruction of Skills and Knowledge

The teacher will provide instruction on science and mathematics concepts needed for the
challenge. He/she will also provide information on the tools and materials that will be
available.

Student Problem Solving

The students will design and develop their solutions to the problem. The teacher will
observe and ask questions.

Final Testing of Problem Solutions

The teacher will provide a time that students can test their final systems.

Assessment
and
Evaluation
of
Student
Achievement
and
Learning
Student evaluation may
include:
performance and documentation on brainstorming.
ingenuity in the application
of science, mathematics,
and technology concepts
appropriate to the problem.
construction of the system.
documentation of testing
procedures.
use of feedback in
refining the problem
solution.
measuring accurately.
writing in portfolio.
cooperation and collaboration in the team effort.
use of class time.

Summary and Evaluation

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

Technology Starters: A Standards-Based Guide

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Engineering Portfolio and Journal

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

One outstanding feature of portfolio development is the opportunity for the teacher
to model writing and language skills. The daily journal, which is part of the portfolio,
should be used to help students write about each days experiences. The teacher can
guide them through the challenge of remembering things they did. This approach
will enhance their writing and language skills by permitting them to connect language skills to relevant and
meaningful daily activities. Detailed records of the materials they purchase at the classroom store should be recorded. Decisions about how to build something
should also be included. Allow students to record as
many informational details as possible. They should also
be encouraged to review their writing and reflect on what
they have accomplished as they complete the engineering
challenge. Reading time could be enhanced by having
students read their journals aloud each day.

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

One helpful management strategy might be

to have students keep
their portfolios/journals
within a folder or
notebook as they complete the entire portfolio. Samples of their
excellent work can be
included in the portfolio. This will help with the assessment and appropriate remedial assignments. Remember, the key feature of this section is the opportunity for
students to reflect and write about current, meaningful, and fun experiences, as part of their problem-solving activity.

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

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Journal Suggestions
Have students...
! write about each days building session.
! write about changes they made in their designs.
! write about any new discoveries.
! write about materials they purchased.
! write how much they spent.
! write about what they will do the next day.
! write about their testing results.
Tip: Make sure to provide at least five pages (front to back) per student. Have
students place all their engineering portfolio and journal sheets in a folder.

Classroom Store...
You will notice that a classroom store is mentioned in the following ingenuity challenges:
sailboats, solar collectors, and elevators. The store is an important feature during these
activities. Students will have the opportunity to learn, apply, and improve their basic
computation skills by interacting with accounting worksheets and recording the transfer
of funds as they complete the engineering activities. A list of materials for each of the
activities and their suggested costs has been
provided within the engineering portfolios. You
may change these items and prices if you desire. It
is suggested that the store be located in the
classroom near the testing area so that both can be
monitored easily.
Schedule specific times for students to visit and purchase materials they
need to build their systems. Small plastic containers can be used to hold
the various materials and money. Students should be encouraged to try
various materials so that they can see which ones work the best.

Students can use play money during the sailboat and solar
collector challenges. The elevator challenge has students
using checks. Teachers in the upper grades should compare the solar collector and elevator worksheets and decide
which style is more beneficial to their students.

Each team should receive $12.00.

Technology Starters: A Standards-Based Guide

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Students should be expected to count out the amount of

money they need. Each visit to the store to obtain engineering materials should include a discussion of the items
they want or need, and the associated costs. They should
calculate exact change and report aloud to the teacher.

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amount of money they have spent.

Students in the upper grades should

be given time to balance sheets each
day. The teacher may choose to have
them do their computations with or
without calculators.

Suggestion: To replenish the bank accounts, pay the teams money as their performance improves. Students will
learn very quickly to compare their test results. Use your imagination and discover other ways students can earn
money.
Students will need money to buy their materials. The teacher can make sheets of the various coins and copy on
appropriate colored construction paper.

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2002 ITEA

Sailboat Challenge
Energy comes in many forms. One natural source of energy that young students can relate to is the wind. Many
of their toys would not work if it werent for the wind. This challenge may be used to introduce students to wind
energy and how people use it.

Standards for Technological Literacy: Standards and Benchmarks

Standard 1: Students will develop an understanding of
the characteristics and scope of technology.
B. All people use tools and techniques to help them do
things.
D. Tools, materials, and skills are used to make things
and carry out tasks.
E. Creative thinking and economic and cultural influences shape technological development.
Standard 2: Students will develop an understanding of
the core concepts of technology.
A. Some systems are found in nature, and some are
made by humans.
B. Systems have parts or components that work
together to accomplish a goal.
C. Tools are simple objects that help humans complete
tasks.
D. Different materials are used in making things.
E. People plan in order to get things done.
F. A subsystem is a system that operates as a part of
another system.
G. When parts of a system are missing, it may not work
as planned.
H. Resources are the things needed to get a job done,
such as tools and machines, materials, information,
energy, people, capital, and time.
I.
Tools are used to design, make, use, and assess
technology.
J. Materials have many different properties.
K. Tools and machines extend human capabilities, such
as holding, lifting, carrying, fastening, separating, and
computing.
L. Requirements are the limits to designing or making a
product or system.
Standard 3: Students will develop an understanding of
the relationships among technologies and the connections between technology and other fields of study.
A. The study of technology uses many of the same
ideas and skills as other subjects.
B. Technologies are often combined.
Standard 4: Students will develop an understanding of
the cultural, social, economic, and political effects of
technology.
A. The use of tools and machines can be helpful or
harmful.
B. When using technology, results can be good or bad.

Technology Starters: A Standards-Based Guide

C.

The use of technology can have unintended

consequences.

Standard 5: Students will develop an understanding of

the effects of technology on the environment.
C. The use of technology affects the environment in
good and bad ways.
Standard 6: Students will develop an understanding of
the role of society in the development and use of
technology.
A. Products are made to meet individual needs and
wants.
B. Because peoples needs and wants change, new
technologies are developed, and old ones are
improved to meet those changes.
Standard 7: Students will develop an understanding of
the influence of technology on history.
A. The way people live and work has changed throughout history because of technology.
B. People have made tools to provide food, to make
clothing, and to protect themselves.
Standard 8: Students will develop an understanding of
the attributes of design.
A. Everyone can design solutions to a problem.
B. Design is a creative process.
C. The design process is a purposeful method of
planning practical solutions to problems.
D. Requirements for a design include such factors as
the desired elements and features of a product or
system or the limits that are placed on the design.
Standard 9: Students will develop an understanding of
engineering design.
A. The engineering design process includes identifying
a problem, looking for ideas, developing solutions,
and sharing solutions with others.
B. Expressing ideas to others verbally and through
sketches and models is an important part of the
design process.
C. The engineering design process involves defining a
problem, generating ideas, selecting a solution,
testing the solution(s), making the item, evaluating it,
and presenting the results.
D. When designing an object, it is important to be
creative and consider all ideas.

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E.

Models are used to communicate and test design

ideas and processes.

C.
D.

Standard 10: Students will develop an understanding of

the role of troubleshooting, research and development,
invention and innovation, and experimentation in
problem solving.
A. Asking questions and making observations helps a
person to figure out how things work.
B. All products and systems are subject to failure. Many
products and systems, however, can be fixed.
C. Troubleshooting is a way of finding out why something does not work so that it can be fixed.
D. Invention and innovation are creative ways to turn
ideas into real things.
E. The process of experimentation, which is common in
science, can also be used to solve technological
problems.
Standard 11: Students will develop abilities to apply the
design process.
B. Build or construct an object using the design process.
C. Investigate how things are made and how they can
be improved.
D. Identify and collect information about everyday
problems that can be solved by technology, and
generate ideas and requirements for solving a
problem.
E. The process of designing involves presenting some
possible solutions in visual form and then selecting
the best solution(s) from many.
F. Test and evaluate the solutions for the design
problem.
Standard 12: Students will develop the abilities to use
and maintain technological products and systems.
A. Discover how things work.
B. Use hand tools correctly and safely and be able to
name them correctly.
E. Select and safely use tools, products, and systems
for specific tasks.
Standard 13: Students will develop the abilities to
assess the impact of products and systems.
A. Collect information about everyday products and
systems by asking questions.
B. Determine if the human use of a product or system
creates positive or negative results.

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E.

Compare, contrast, and classify collected information

in order to identify patterns.
Investigate and assess the influence of a specific
technology on the individual, family, community, and
environment.
Examine the trade-offs of using a product or system
and decide when it could be used.

Standard 16: Students will develop an understanding of

and be able to select and use energy and power
technologies.
A. Energy comes in many forms.
B. Energy should not be wasted.
C. Energy comes in different forms.
D. Tools, machines, products, and systems use energy
in order to do work.
Standard 17: Students will develop an understanding of
and be able to select and use information and communication technologies.
C. People use symbols when they communicate by
technology.
D. The processing of information through the use of
technology can be used to help humans make
decisions and solve problems.
E. Information can be acquired and sent through a
variety of technological sources, including print and
electronic media.
F. Communication technology is the transfer of messages among people and/or machines over distances through the use of technology.
G. Letters, characters, icons, and signs are symbols
that represent ideas, quantities, elements, and
operations.
Standard 18: Students will develop an understanding of
and be able to select and use transportation technologies.
A. A transportation system has many parts that work
together to help people travel.
B. Vehicles move people or goods from one place to
another in water, air, or space and on land.
C. Transportation vehicles need to be cared for to
prolong their use.
D. The use of transportation allows people and goods to
be moved from place to place.
E. A transportation system may lose efficiency or fail if
one part is missing or malfunctioning or if a subsystem is not working.

2002 ITEA

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

Challenge Problem
Design and build a sailboat that will sail the fastest.

Designing the Sailboat

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

There should be plenty of sailboat books and pictures

around the room to help students visualize a sailboat.

Technology Starters: A Standards-Based Guide

113

Sailboat Parts
The sailboat hull must fit the gutter, which will
be used as the classroom lake. The boat may not be
longer than five inches.

The boat hull can be constructed

from porous styrofoam. The
students may use sandpaper to
shape it. Plenty of newspaper
should be available.

The sail can be made from index cards or construction paper.

Tape or glue can be used to attach various parts.
The boom and mast may be made from straws, coffee stirrers,
or popsicle sticks.

Boat Building Tips...

Allow the students time to discover how to

combine the provided materials to create a
boat that is balanced and moves quickly
when the wind (fan) is blowing.
The students will eventually realize how
critical the positions of the mast, boom,
and sail are to the speed of the boat.

They will also realize that the

shape and size of the hull will
make a difference in performance.

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Sailboat Speed and Weight

The mast(s), boom(s), sail(s), and various other
objects will add weight to the boat hull. It is
very important that the additional weight be
balanced so the boat will remain level in the
water.
Students need time to try a few combinations of
materials to add weight and to balance the boat.
Testing will also help students realize how the
boat will perform when the wind is blowing.

A box fan can be used to provide the wind.

Usually the lowest setting is best for
students sailboats.
The teacher should make sure there is no
one standing behind the fan since this may
restrict airflow.

The Classroom Lake

The lake should be a ten-foot long piece of plastic gutter. Guttering is very inexpensive and available at any
hardware store.
Place the guttering on two or three desks/tables to make sure it is level and secure. The fan will also need
to be placed on a desk.
Use a pitcher to fill the lake. It should be filled so that the sailboats do not get hung up under the ledge
inside the guttering. A suggestion is to make a mark in order to keep water level consistent. Changing the
water level will change how the sailboats perform. The water should be changed every day, as debris will
slow the boats down.
If the placement of the lake is changed for the grand finale, experiment
to make sure the sailboats work. For example, placing the lake by a wall
and then in an open area will also change how the sailboats perform.

Students must measure carefully as they design and build

their boats to ensure they will fit in the gutter (lake).
Technology Starters: A Standards-Based Guide

115

Classroom Store
The following materials are recommended for this
ingenuity challenge. These should be available in the
classroom store. The teacher can add or delete items
as needed.
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coffee stirrers
index cards
popsicle sticks
construction paper
sandpaper
straws
styrofoam
tape

A student purchasing
construction paper.

This student is counting

out money for a straw.

Testing the Sailboats

Schedule plenty of time for students to
test their sailboats. This testing is critical
to their success during the problemsolving process.
After a few weeks, schedule a final event
that allows each team to present its boat
for final testing. This should be a big
competition. Invite parents, other
students, teachers, and the administration to witness the event.

Tea m s

M in ute s S eco nd s

Each team should have its

boat timed using a
stopwatch. Make sure to
record the times for each
sailboat on a large chart.
The team with the fastest
time will be declared the
winner.

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

Sailboa
uction Chec
klist
Sailboatt Constr
Construction
Checklist
Put a check by each sentence that is true about your
sailboat.
Our sailboat is not longer than 5.
Our sailboat has a hull.
Our sailboat has at least one mast.
Our sailboat has at least one sail.
Our sailboat has at least one boom.

Name _____________________________________

Sailboa
uction R
ubric
Sailboatt Constr
Construction
Rubric
3 points

The sailboat meets all the construction guidelines.

2 points

The sailboat meets most of the construction guidelines.

1 points

The sailboat meets some of the construction guidelines.

0 points

The sailboat doesnt meet any of the construction guidelines.

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Engineering Portfolio and Journal

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Making the Connections...

Science
! Do experiments that deal with the air and wind.
! Take a wind walk.
! Discuss how the wind is a natural source of energy.
! Observe the weather and chart it on a calendar.
Which days would have been good sailing
days?
! Have students investigate each object in the store.
Which ones sink? Which ones float?
Which material would make the best hull?
Which are hard, soft, rough, smooth, etc.?
! Place a thermometer outside.
Have students read the various temperatures
during the day. Graph the results.
What is the best temperature for sailing?
Math
! Students must measure their sailboats to make sure
they do not exceed five inches.
! Measure each part of their sailboats after the race.
What are some sizes of real sailboats?
Why do they come in various shapes and sizes?
! Learn how to read a stopwatch.
! Learn to compare numbers on a data sheet.
! Learn about various coins.
! Have students add and subtract when buying
materials.
! Have students graph the materials they buy.
Language Arts
! Have students complete a KWL chart.
! Compare and contrast sailboats of the past and
today.
! Have students create an invitation to the race.
! Students can write about:
the wind.
sailboats.
the sailboat race.
a sailboat adventure.
Careers
! sailmaker
! boat builder
! carpenter
! mechanic

Technology Starters: A Standards-Based Guide

Reading
! Read nonfiction books about:
air.
wind.
sailboats.
Social Studies
! Research the history of sailboats.
What materials were used to build the first
sailboats?
What materials are used today? Why?
! Create a timeline.
! Teach about various land and water forms.
On what bodies of water can one sail a sailboat?
What land form is surrounded by water?
! Learn how to read a compass.
! Map skills chart the Americas Cup race.
Create a map of a sailboat adventure. Include
all map elements.
! Do sailboats affect the natural environment?
! What problems can the wind cause for people and
the environment?
! How does the wind help people and the environment?
! Have students pretend they are going on a sailboat
trip for two weeks. They will not see land at all.
They must design and create a suitcase. Each
student must pack his or her suitcase with at
least four needs and four wants.
Health and Safety
! Learn about safety equipment on a sailboat.
How do life jackets help people?
How have life jackets changed?
Compare various life jackets.
Design and create a miniature life jacket. It
must float.
! Design and create a picnic basket or ice chest
to hold a picnic lunch.
Pack a healthy lunch.
! Brainstorm ways to stay safe around water.
Make a class book.
! Discuss suntan lotion and staying safe in the sun.

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