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Projects

Inventions and Discoveries

(Low D)

 

Course Projects:

 

Introductory questions:

 

In small groups, discuss these questions.

 

1)   What is the basic difference between a discovery and an invention?

 

 

 

2)   What are some examples of each?

 

 

3) Would you prefer to be a discoverer or an inventor?  Why?

 

[Teacher’s copy:

A discovery –finding something that already preexisted (existed before), like an invisible force or an object in nature, such as a form of energy or matter, or an unfamiliar geographical site (Ex.: gravity; gold; the New World)

 

An invention—making something new from things that, in general, already exist (the steam engine; the PC; the CD; Blue-Ray)  ]

 

 

There will be some class time that is used for group work on each of these projects, but much of the work will be done outside of class.  Exchange email addresses  (and if you wish, phone numbers) with the other group members.

 

 

A)   Project A:

In connection with our book on important inventions, this project will give you an opportunity to learn about other inventions that you may be interested in.  You will be working in an assigned group of 3 or 4 students.

 

Group presentation about an invention that solved an important problem and significantly changed people’s lives– due in Week 3

 

Choose an invention and a related problem that your group would like to learn about.  It can be something from the recent or distant past, and the inventor(s) must be known.  It may not be about an invention that we have already discussed or read about.

 

First, think of a key problem that is associated with an invention, and write it in terms of a question.

 

Ex.:   What invention could be developed to allow people to make phone calls, text, and use the internet in many different locations?

 

One solution:  the smart phone

 

Ex.:  What kind of heater could be safer than kerosene heaters, which can cause carbon monoxide?

 

One solution:  An electric heater

 

Length of presentation:  6-12 minutes, total

 

There will a Q and A session after the presentation.

 

Read about the invention and the inventor(s) on the Internet (ad elsewhere, if you wish),

 

Some suggested sources:

 

http://www.ideafinder.com/history/

 

Inventors and inventions–Lemelson-MIT (Lemelson-MIT Awards)

http://www.enchantedlearning.com/inventors/indexc.shtml

http://kalyan-city.blogspot.com/2010/09/inventions-discoveries-list-who.html

 

Areas to focus on:

  • The problem
  • Invention—with a description of it and its use or purpose,

plus relevant information about the problem it solved, and your own comments about how effective the solution is

  • Key biographical information about the inventor
  • Impact (positive or negative) of the invention on the quality of life
  • Other ramifications (possible effects) including possible risks or disadvantages of the invention

 

Each speaker must include at least one:

a)    adjective clause (Ex.:  Steve Jobs, who was the CEO of Apple,…; the person who was responsible for inventing the first…)

b)   passive (Ex.: … was developed…)

 

You need to submit a copy of webpages that you use to the teacher at least 2 classes before the day of presentation, with notes.

 

Also, you may notes or an outline during your presentation.  You may not just read your presentation but need to have eye contact with the audience.

 

You will be evaluated as follows:

  • the content,
  • organization,
  • language: grammar, pronunciation, vocabulary
  •  delivery (eye contact, facial expression, posture, gestures, volume)
  • graphics (your choice)
  •  group participation.

 

In addition, write a journal entry of 1-2 pages about the group and your experience interacting with the other group members, and what you learned from it.

 

 

B)   Project B:

Group presentation about an important discovery that changed the world—Due in Week 7

 

Think of a problem or mystery that was very challenging until a discovery was made that solved it.  It can be a discovery from the recent or remote past, and the discoverer must be known.

 

Remember the basic difference between a discovery and an invention (See above, under A).

 

Write it in the form of a question:

 

Ex.:  How could we understand better how infectious disease is spread?

 

Discovery:     certain microorganisms (Pasteur and Lister)

 

Ex.:

 

You will be working together with 2 or 3 other students, in groups chosen by counting off in class.

 

There will a Q and A session after the presentation.

 

 

 

A few links/sources:

 

A list of some famous discoveries and discoverers/explorers

http://www.buzzle.com/articles/list-of-famous-discoverers.html

 

A short list of discoveries and discoverers/explorers

http://www.syvum.com/cgi/online/serve.cgi/quiz/discovery.html?table

 

Discoveries and discoverers

http://forms.asm.org/Membership/index.asp?bid=53137

 

You need to submit a copy of webpages that you use to the teacher at least 2 classes before the day of presentation, with some notes/note cards.

 

Also, you will be expected to check notes or an outline from time to time in your presentation.  You may not just copy or read your presentation but need to have a lot of eye contact with the audience.

 

 

Each speaker is expected to include at least one:

a)    Conditional sentences—unreal/mixed (If … hadn’t discovered…, … wouldn’t …  today)

b)   causative verb (make, let, have, get a person/something…)

 

You will be evaluated as follows:

  • the content,
  • organization,
  • language: grammar, pronunciation, vocabulary
  •  delivery (eye contact, facial expression, posture, gestures, volume)
  • graphics (your choice)
  •  group participation.

 

Do a journal entry of 1-2 pages about your experience of working with your group on the project and what you learned during that process—due the class day after the presentation.

 

C)   Project C:

Group presentation about a futuristic invention or discovery that you create/make and that solves a problem and improves the quality of life– Due in Week 11

 

 

In your group, think of a significant problem or mystery in life that needs to be solved.  Put it in the form of a question:

 

Ex.:  How can we prolong life?

 

OR:

 

Ex.: How can we predict natural disasters like hurricanes, tornadoes, or earthquakes to prevent major human loss or property loss?

 

Ex.:  How can we travel backwards or forwards in time?

 

Create a model/graphic of an invention or about a discovery, in new groups of 3 or 4 that would solve that problem or mystery.   You can choose who is in your group.  Of course, you should feel free to tap the imaginations of your group members.

 

Length:   6-12 minutes

 

What you need to include:

 

  • The invention or discovery and the factors or process involved
  • The effects on the quality of life from the solution to the problem or mystery
  • The impact on the group members’ lives if this makes them famous

 

 

 

To be included by each speaker–at least one of each of these:

 

a)    noun clause (He said…  What she said…  reported speech)

b)   passive –modal perfect (Ex.:  could not have been done)

 

You will be evaluated based on the content, organization, grammar, pronunciation, vocabulary, delivery (eye contact, facial expression, posture), and group participation.

 

 

 

 

You will be evaluated as follows:

  • the content,
  • organization,
  • language: grammar, pronunciation, vocabulary
  •  delivery (eye contact, facial expression, posture, gestures, volume)
  • graphics (your choice)
  •  group participation.

 

 

 

Write a journal entry of 1-2 pages about your experience of working with your group on the project and what you learned during that process—due the next class day after the presentation.