Invention and Design Level: 5th Grade Time Frame: Approximately 1 Quarter  Description: Students learn that inventions can be very simple and that small changes in design can have important consequences for the functioning of an invention.  They also spend some time learning and thinking about a wide variety of existing inventions and designs.

Overview Activity List Learning Objectives Standards Resources

Unit Overview This unit addresses primarily the science education standards related to “technology,” a term that is used very broadly to mean any device or technique developed by a human to solve a problem or meet a need. In the modern world, the emphasis on “high” technology may mean that students do not realize that the simplest tools (a lever to move something) or devices (a plate to hold food) are also considered technologies. The standards make an important distinction between science and technology, and between scientists and engineers or inventors. A further distinction can be made between invention and design. An invention is a relatively new and different device or technique; while a design is typically a small modification of something that already exists. Cars were “invented” in the late 1800’s, and the new cars that come out each year are considered new designs rather than new inventions. Inventions are relatively rare; new designs are relatively common. Design tasks are enjoyed by students and can be selected to involve the use of science concepts already familiar to students or to motivate them to learn new concepts needed to use or understand the technology. Students should also, through the experience of trying to meet a need in the best possible way, begin to appreciate that technological design and problem solving involve many other factors besides the scientific issues. The work and products of engineers and inventors are typically more accessible or understandable to students at this age than is the work of many scientists. This is therefore a good topic for introducing some history of science and technology, with an emphasis on the diversity of the individuals involved in these types of endeavors, rather than simply reviewing the few well-known mainstream inventors with whom students are probably already familiar.

Learning Objectives

Students will know:

• Scientific inquiry and technological design have similarities and differences. Scientists propose explanations for questions about the natural world (scientific inquiry), and engineers (and inventors) propose solutions relating to human problems, needs, and aspirations (technological design).
• Technological solutions are temporary; they are typically replaced in the future by new and better solutions.
• Technologies exist within nature and so they cannot contravene physical or biological principles.
• An invention is a technology (product or a process) that represents a relatively new approach to solving a problem or meeting a need.
• A design modification is a change made in an already existing basic invention.
• Some inventions have resulted in major changes in the way that human beings think about and live their lives.
• All technological solutions have trade-offs, such as safety, cost, efficiency, and appearance.
• Technological solutions have intended benefits and unintended consequences. Some consequences can be predicted, others cannot.
• Many people in many different cultures have made and continue to make contributions to science and technology.
• Many inventions are made up of several smaller inventions put together.
• A basic invention may go through many design changes. 

Students will practice:

• Identifying a design problem and proposing possible solutions.
• Developing a plan, design, and procedure to address the problem, identifying constraints.
• Building a prototype of the design using available tools and materials.
• Testing the prototype using suitable instruments, techniques, and quantitative measurement to record data.
• Assessing test results and the effectiveness of the design using given criteria and noting possible sources of error.
• Reporting test design, test process, and test results.

Standards
Illinois State Standards: Late Elementary-  As a result of their schooling, students will be able to:

11B. Know and apply the concepts, principles, and processes of technological design

• Identify a design problem and propose possible solutions.
• Develop a plan, design, and procedure to address the problem, identifying constraints
• Build a prototype of the design using available tools and materials.
• Test the prototype using suitable instruments, techniques, and quantitative measurements to record data.
• Assess test results and the effectiveness of the design using given criteria and noting possible sources of error.
• Report test design, test process, and test results.

13B. Know and apply concepts that describe the interaction between science, technology and society

• Describe the effects on society of scientific and technological innovations.
• Identify and explain ways that science and technology influence the lives and careers of people.

National Science Education Standards and Benchmarks for Science Literacy- As a result of activities in grades K-4 (5-8), students should develop an understanding of the following fundamental concepts and principles: 

• Scientific inquiry and technological design have similarities and differences, Scientists propose explanations for question about the natural world, and engineers (and inventors) propose solutions relating to human problems, needs, and aspirations. Technological solutions are temporary; technologies exist within nature and so they cannot contravene physical or biological principles; technological solutions have side effects; and technologies cost, carry risks, and provide benefits.
• Many people in many different cultures have made and continue to make contributions to science and technology.
• Perfectly designed solutions do not exist. All technological solutions have trade-offs, such as safety, cost, efficiency, and appearance.
• Technological designs have constraints. Some constraints are unavoidable, for example, properties of materials, or effects of weather and friction; other constraints limit choices in the design, for example, environmental protection, human safety, and aesthetics.
• Technological solutions have intended benefits and unintended consequences. Some consequences can be predicted, others cannot.

Resources

Champaign Community Unit School District #4 * Mellon Administrative Center
703 South New Street * Champaign, IL 61820 * 217.351.3800