Chase Lewis: Kid Inventor

One of the best parts of working for the Lemelson Center is having the opportunity to meet so many cool inventors. In recent years, I’ve met NASA food scientist Vicki Kloeris, roboticist Jason Bannister, skateboarding pioneer Rodney Mullen, and perhaps one of my favorites, Ralph Baer, inventor of the home video game.  I am always inspired by these women and men, and love to hear them talk about how they work, who encouraged them as kids or mentored them as adults, what kinds of challenges they’ve faced and overcome, and what their next big thing might be.

Kid inventor Chase Lewis.

Photo courtesy of Chase Lewis.

Last month, I had the opportunity to meet Chase Lewis, another amazing inventor. Part of what’s so impressive about Chase is the fact that he’s just 13. But perhaps more notable is his invention, the Rescue Travois. Chase describes the inspiration for his invention on his website:

“During the 2011 Somali famine, hundreds of children who were too weak to walk were left by the roadside to die when their parents could no longer carry them on the two to three week trek to a refugee center.  When…Chase Lewis read this in the newspaper, he thought no parent should have to do this. He wondered why they did not have a simple transportation device, like a little wagon, to help them carry the children. After speaking with experts, Chase learned that there is a dearth of simple, wheeled transportation in Africa. Most of the simple transportation people had, if any, were wheelbarrows.  Yet most of the Somalis who had to make the treks to the refugee centers were too poor to even have wheelbarrows.”

So Chase set out to invent a new kind of vehicle that would be inexpensive, simple to put together, and easy to operate. He was initially inspired by travois used by Native Americans, but like any good inventor, he thought about how he could improve upon the existing technology and make it even more effective for the people he hoped to help.

Native American Travois

Photo courtesy of the Smithsonian’s National Museum of the American Indian.

When we met, Chase talked about how his idea evolved from initial concept to end product. He described testing different designs for load-bearing capabilities and exploring various materials from which to build the travois. While he initially considered a wooden frame, he eventually settled on bamboo: it’s lightweight, readily available, sturdy, and sustainable. He also modified the existing travois design by adding wheels to make it easier to pull and a “belt” that can be worn around the operator’s waist, leaving arms free to carry a child. Finally, Chase tested his idea by having both children and adults pull the travois to ensure ease of use. Hearing Chase talk about his work really underscored one of the Lemelson Center’s main educational messages—that invention is a process. He conceived an idea, researched possible solutions, and created, tested, and tweaked a prototype until he came up with a workable design.

Testing the invention.

Testing the travois. Photo courtesy of Chase Lewis.

I first learned about Chase and his invention through the Spark!Lab Invent It Challenge, which the Lemelson Center has hosted the past two years in conjunction with the Smithsonian Center for Learning and Digital Access and ePals, an online global community for teachers and students.  Chase’s was one of 300 entries in the 2012 contest and garnered the top prize for his age group, including the services of a patent attorney. (Chase doesn’t want to profit from the Rescue Travois, but wants to patent it so that no one else can make money from the design either. He hopes to make the design of the vehicle free and available to all.) But Chase’s work didn’t stop when he entered the contest. He continues to work on the travois, and is currently trying to identify suppliers and manufacturers. He has also met with government and non-profit leaders who he hopes can help him make the travois available to those who need it most.

Lemelson Center Art Molella meets with kid inventor Chase Lewis.

Chase with Lemelson Center Director Art Molella, his friend Janvier, and his mother Michelle Lewis.

As my Smithsonian and ePals colleagues begin to plan the next Spark!Lab Invent It Challenge, scheduled to launch in early 2014, I am already looking forward to seeing the next round of inventions. I know there are other young inventors out there who, like Chase, have great invention ideas that can make the world a better place.

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Visiting Spark!Lab in Reno

The Spark!Lab team recently traveled to Reno to visit our National Network partners at the Terry Lee Wells Nevada Discovery Museum. We had a great time, learned a lot, and were impressed with the exciting projects staff members are working on. Here’s a little bit more about our adventure!

Touring the workshop.

The Spark!Lab team touring the workshop at The Discovery — we’re jealous of their tools!

Conversational Learning

Part of the goal of this visit was to be able to support our partners through further training. This included modeling behavior on Spark!Lab facilitation techniques, providing tips for success and sharing our experience. But we also wanted to do a lot of listening and so had some great conversations on the challenges and successes they’ve had. We really appreciate the perspectives people brought to the table, and are excited to move forward to make our partnership stronger.

Meeting with Discovery staff

Discussing Spark!Lab with The Discovery staff

Reno is Awesome

I don’t care what anyone says—I love Reno. I’ve travelled a lot, and I always know when I’ve found a true gem. Reno is one of those places. You can walk down the street and visit a world class museum, drop into a truly strange casino, take a fresh breath of air on the river walk, or hover over a cup of killer locally-roasted coffee. I’m really excited by the future of our Spark!Lab here, because I know Reno is a place where interesting ideas flourish.

Hub Coffee Roasters coffee shop

Drinking excellent coffee at local sensation Hub Coffee Roasters.

Invention is Present in Reno

Over a conversation with one of The Discovery’s staff, we found out that copper-riveted Levi’s jeans were invented in Reno. And that Reno is a major staging point for Burning Man, the annual inventive festival that is pretty hard to describe. It’s a place where a mundane invention—the neon light—has been lifted up as an art form and is being hailed as an important piece of Reno history.

From NevadaArt.org

From NevadaArt.org

Stay tuned for more exciting updates from our partnership in Reno and beyond!

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Invention Activity: Robotic Gardening

One of the coolest inventions I have seen recently is an adorable little robot named PLANTANIMAL. This autonomous garden-robot prototype was created by Pittsburgh-based inventor/artist/scientist, Jason Bannister. PLANTANIMAL is designed to wheel around its home seeking a warm sunny spot to soak up some rays. This ensures the plants living in PLANTANIMAL get plenty of sunlight.

Plantanimal, a robot gardner

PLANTANIMAL by Jason Bannister. Courtesy of Mechanimal
http://mechanimal.com/.

Inspired by PLANTANIMAL, I decided to create my own robotic garden using items already in my office workshop. After several versions were created, tested, and tweaked, I came up with a robotic garden made from two broken RC cars, miscellaneous craft supplies, and a small Spark!Lab hydroponic garden.

Robot materials

A random sampling of “potential robot treasures” collected from my office/workshop for this project.

My robotic garden, named GROWBOT, finds sunny spots via radio control, attracting a lot of attention at the museum.

GROWBOT, Spark!Lab’s Robotic Garden Prototype

GROWBOT, Spark!Lab’s Robotic Garden Prototype.

Tips for inventing your own robotic garden:  

  1. Take a trip to the local garden center! Decide what types of plants you want to grow. How about a robo-veggie garden, or an herb-bot for your kitchen?
  2. Consider the possibilities! Sketching ideas on paper may help or let your ideas be inspired by the “trash-ures” gathered from around your house.
  3. Get to work! Let the potential robot gardens take shape—build and then tweak your design.
  4. Share! Don’t leave the robotic gardening community waiting! Share a photo or video with us at sparklab@si.edu, or on Facebook.
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Girls Get Science (and Invention)

On Saturday, March 23, I had the wonderful opportunity to participate in a special evening program called “Girls Get Science,” which was sponsored by The Great Adventure Lab and took place at the Jewish Community Center of Greater Washington in Rockville, Maryland. The other panelists included my Smithsonian colleague Dr. Marguerite Toscano, a marine scientist and paleobiologist at the National Museum of Natural History, and Dr. Betsy Pugel, a physicist and electrical engineer at NASA’s Goddard Space Flight Center. The audience consisted of about 40 parents (some of whom are also teachers) from the DC metro area with about 40 of their daughters who are in grades 2-6.

Girls participating in nanotech activities.

Participating in nanotechnology activities in Spark!Lab.

The panelists and parents participated in a lively and thought-provoking 75-minute Q&A session facilitated by Great Adventure Lab president Joan Rigdon about how to support and encourage girls’ interest in STEM (science, technology, engineering, math) activities and possibly inspire them to pursue related careers. We talked a lot about the importance of having female role models (such as my fellow panelists!) from science, invention, and related fields. We also discussed ways to make STEM experiences more fun, social, interdisciplinary (including art, which makes it STEAM), and relevant to the “real world” to keep girls engaged through their teen years when typically their enthusiasm and participation wanes due to social and cultural pressures. While parents were discussing their potential futures, the daughters were in nearby classrooms totally engrossed in hands-on activities about basic robotics, video game programming, and engineering.

Girls inventing robots in Spark!Lab.

Inventing robots in Spark!Lab.

After the official Q&A, the panelists and parents joined the girls to see their inventive creations and talk more on-one for about 45 minutes. Several parents told me they had loved spending time previously with their children in the Lemelson Center’s Spark!Lab and asked eagerly when it would reopen [answer: late spring 2015 when the National Museum of American History’s west wing first floor reopens]. A girl, about 7-8 years old I’d bet (a key age for budding inventors), came up to me and quietly shared that she had been working on an invention at home but it had failed. I explained to her that failure is an important, in fact essential, part of the invention process and all inventors have to fail in order to learn. Indeed Thomas Edison is quoted as saying, “I have not failed. I’ve just found 10,000 ways that won’t work.” Then I asked if she would go back to her invention and keep tinkering, and she said she would, she had a couple of ideas to try to make it work. While we were talking she was sticking a Spark!Lab pin onto her shirt very intently.

Stephanie Kwolek, inventor of Kevlar, portraying in "Invention at Play."

Stephanie Kwolek, inventor of Kevlar, portrayed in “Invention at Play.”

Since the Lemelson Center was founded in 1995, we’ve had the great fortune of researching, documenting, and highlighting an array of amazing historic and contemporary women inventors. One woman at the “Girls Get Science” event came up to tell me she was proud to know already about Kevlar® inventor Stephanie Kwolek, who I mentioned during the Q&A as one of my favorite women inventors I had the opportunity to meet. It turned out she learned about Kwolek while visiting the Center’s Invention at Play exhibition that I worked on as the project historian and later project director. Kwolek is one of 6 featured case studies in the exhibition, along with stories of other women inventors including Marjorie Stewart Joyner, Sally Fox, and Gertrude Elion, Patsy Sherman, Ruth Foster, Krysta Morlan, Ann Moore, and Lydia O’Leary, and Annetta Papadopoulos of the IDEO team.

Inventor Patricia Bath meets with female students.

Patricia Bath, inventor of the Laserphaco Probe, talks with female students during an Innovative Lives presentation.

Some of the women inventors above were participants in the Center’s Innovative Lives program series. You can read more about them there along with: Patricia Bath, inventor of the Laserphaco Probe for the treatment of cataracts; astronaut and electrical engineer Ellen Ochoa; and GirlTech founder Janese Swanson. For a sampling of additional stories, please read my colleagues’ thoughtful “Bright Ideas” blogs about Fresh Paper inventor Kavita Shukla and “Boater” diaper cover inventor Marion O’Brien Donovan, and referring to actress/inventor Hedy Lamarr at the end of a recent blog about Michael Jackson (yes, he was an inventor too!). Also, listen to some fascinating Inventive Voices podcasts both with women such as POPVOX.com co-founder Rachna Choudhry, NASA food scientist Vicki Kloeris, and neonatal products inventor Sharon Rogone, and about women like industrial psychologist Lillian Gilbreth, computer programmer Grace Hopper, and hair care products entrepreneur Madam C. J. Walker. Finally, for more historical perspective, check out a 1999 article by Center senior historian Joyce Bedi titled “Exploring the History of Women Inventors.”

The Lemelson Center is always looking for more and different stories from and about women inventors and is interested in documenting them throughout American history. If you have stories to share, let us know. Happy women’s history month!

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Creating the Spark!Lab National Network

Shortly after the Lemelson Center opened Spark!Lab at the National Museum of American History in November 2008, we started receiving inquiries from museums, libraries, community centers, and individuals from across the country. Most had visited Spark!Lab with their family or had heard of it from a friend or colleague and wanted to know how they could get a Spark!Lab in their city or town. The reasons varied—from declining schools to museums in need of fresh programming to community centers wanting quality after-school programs for young students—but the message was clear: Spark!Lab offered a fun and innovative educational approach to STEM and creative learning, and offered opportunities for kids and their families to engage in the invention process.

Hands-on invention activities in Spark!Lab

Hands-on invention activities at The Discovery.

I’ll admit, the first few phone calls were pretty flattering and more than a little exciting. But when the calls continued and our floor staff began to relay similar messages from Spark!Lab visitors, I realized that we were onto something. It seemed that Spark!Lab might be able to fill the needs of institutions beyond the Smithsonian. So we began to develop plans to take Spark!Lab outside of Washington, DC, and to create the Spark!Lab National Network.

Like many ambitious projects, the Spark!Lab National Network didn’t take shape overnight (despite my sincere wishes otherwise). First, we had to figure out if we could even lend our content and the Smithsonian and Spark!Lab names to a non-Smithsonian entity. (According to the Smithsonian’s Office of General Counsel: yes!) Then we had to consider how we would run a project like this while still maintaining our presence at the Museum. How would we ensure quality and consistency of experience at labs we didn’t directly manage? How would we select locations for Spark!Labs? How much would a Spark!Lab cost and what would that fee include for our collaborators?  Perhaps the most important question, how could we work with staff at our satellite locations to build their capacity for developing their own Spark!Lab activities and, collectively, become better at encouraging inventive creativity in all of our respective visitors?

The Terry Lee Wells Nevada Discovery Museum.

The first Spark!Lab off the National Mall opened in September 2011 at the Terry Lee Wells Nevada Discovery Museum.

Fast forward to September 2011, and we celebrated the opening or our first Spark!Lab National Network site—a prototype of sorts—at the Terry Lee Wells Nevada Discovery Museum in Reno. Spark!Lab at The Discovery has provided incredible learning opportunities for everyone involved. For the Lemelson Center, it has helped shape our thinking about all sorts of things, from training to activity development to communication strategies to marketing opportunities. It has really laid the groundwork for the expansion and development of the Network. And thanks to a generous gift from the Ford Motor Company Fund, this expansion is in the works! Their gift, announced at the Washington Auto Show in late January, will provide funding for us to expand to three additional U.S. museums. It will also provide much-needed support for the design of the new Spark!Lab at the National Museum of American History, which will open in 2015.

Ford Donates $500,000 to the Smithsonian -- Edsel Ford II (standing center), great-grandson of Henry Ford, announces a $500,000 contribution to the Smithsonian National Museum of American History and Lemelson Center for the Study of Innovation for its educational Spark!Lab program at the 2013 Washington Auto Show. Edsel Ford pictured here with Ford Motor Company Group Vice President of Government and Community Relations Ziad Ojakli (standing third from right), Vice President of Sustainability, Environment and Safety Engineering Robert Brown (standing between Ford and Ojakli), representatives of the Smithsonian, and fourth grade students from Cornerstone Schools of Washington D.C.  Photo by Sam VarnHagen/Ford Motor Co.

Ford Donates $500,000 to the Smithsonian — Edsel Ford II (standing center), great-grandson of Henry Ford, announces a $500,000 contribution to the Smithsonian National Museum of American History and Lemelson Center for the Study of Innovation for its educational Spark!Lab program at the 2013 Washington Auto Show. Edsel Ford pictured here with Ford Motor Company Group Vice President of Government and Community Relations Ziad Ojakli (standing third from right), Vice President of Sustainability, Environment and Safety Engineering Robert Brown (standing between Ford and Ojakli), representatives of the Smithsonian, and fourth grade students from Cornerstone Schools of Washington D.C. Photo by Sam VarnHagen/Ford Motor Co.

Edsel Ford II joins fourth grade students Miniyah Peterson (center) and Raeanna Nelson (right) from the Cornerstone Schools of Washington D.C , in a Smithsonian Spark!Lab activity creating a sound pathway for marbles, one of the Spark!Lab activities. Photo by Sam VarnHagen/Ford Motor Co.

Edsel Ford II joins fourth grade students Miniyah Peterson (center) and Raeanna Nelson (right) from the Cornerstone Schools of Washington D.C , in a Smithsonian Spark!Lab activity creating a sound pathway for marbles, one of the Spark!Lab activities. Photo by Sam VarnHagen/Ford Motor Co.

We’re now starting to come off cloud nine and begin the real work of identifying potential partner museums and developing content and activities for these new sites. We are thrilled to be able to take Spark!Lab to other communities, and to start to create a true network and community of educational practice around invention and innovation. We’re also excited to be talking about the Spark!Lab National Network to museum colleagues at two upcoming conferences—the Association of Children’s Museums InterActivity event in Pittsburgh in April and the American Alliance of Museums Annual Meeting in Baltimore in May.  If you’re interested in learning more about the Spark!Lab National Network or bringing Spark!Lab to your community, let us know in the comments or email us at sparklab@si.edu!

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Invention Activity: Pasta Concept Cars

Inventors often build models or prototypes of their inventions. These prototypes allow inventors to test their ideas, and may show them where improvements are needed. The ongoing cycle of testing, tweaking, and testing again is an important part of the invention process.

Gather some friends or family members, a few rolls of tape, and whatever types of pasta you can find in the pantry and spontaneously engage in the invention process first-hand by building a prototype car! When your prototype is ready, take it for a test drive down a cardboard ramp, set-up an improvised track, or race your cars across the kitchen floor. If your prototype crashes or breaks, rebuild it in a different way to improve the design.

This pasta car was made by our senior historian, Joyce Bedi. Thanks for the photo, Joyce!

By creating a prototype, testing it, possibly failing, and then tweaking it to make it better, you will actively and quickly play through the invention process.

When you are finished with your prototype, email a photo or video to us at sparklab@si.edu, or at https://www.facebook.com/smithsoniansparklab.

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Judging the Invent It! Challenge

UPDATE: Check out the winners here.

In September, Spark!Lab partnered with ePals, an education media company and safe social learning network, for the second annual Invent It! Challenge. The contest challenged students to think about real-world problems and invent something that could help solve it. We received nearly 300 entries!

Members of the Lemelson Center team served as judges. As we prepare to announce the winners, they reflect on the contest.

Tanya Garner:

I was definitely surprised by the total number of entries for this year’s contest, of the 30 videos I viewed it was a real treat for me to see so many girls taking on challenges ranging from  fashion mishaps to  handling smelly garbage (as if there was any other kind).

A ten year-old New Jersey inventor created the “Catcher Robbery Report,” a unique system that enabled a camera hidden in a secret compartment of someone’s backpack to remotely send a photograph and data about the thief to the victim/police, which I thought was an interesting problem to address.  Also, I thought the eleven year-old inventor from Turkey cleverly addressed the familiar problem of “stumbling out of bed in the middle of the night into total darkness on your way to bathroom or kitchen for a drink of water,” by creating a pair of “slippers sunshine”—portable motion sensor lights placed in the front of the shoes to help guide the wearer to their destination.

Tricia Edwards:

My favorite part about judging the Invent It contest was seeing the range of problems and challenges the students set out to solve—everything from how to keep your nose warm in the winter to a binder that’s stylish and easier to carry to a snow and ice scraper that you can use from inside your car. (I have to admit that as a person who really dislikes winter and cold weather,  that one was a personal favorite!) Each of the inventors obviously took the “Think It” part of the invention process seriously. I was also amazed at how many of the entries had a strong “Sell It” component. It was clear that the students understood that invention isn’t just about having a great idea; it’s about knowing how to get that idea to market. I was particularly struck by the number of entries that used celebrity endorsements in their marketing. Martha Stewart and the Food Network’s Guy Fieri both made appearances in the entries I judged! All of the student inventors showed so much creativity, ingenuity and inventive thinking, and I am already looking forward to seeing what they come up with next year!

Laurel Fritzsch:

One of my favorite things about judging the ePals contest was getting to see all of the creative solutions kids had for the variety of problems they tried to solve. One little boy was trying to solve his problem of getting too hot when he was sleeping and another was trying to wake up sleepy drivers. The boy who tried to solve his problem of being hot may not have come up with a world changing invention but his solution of replacing some of the pajama cloth with mesh was creative and he went through all the steps an inventor would—including making a prototype, testing it out, and developing ways to improve it. The boy who developed a way of waking sleepy drivers also genuinely went through the steps of an inventor and both boys had a real passion for solving the problem they identified. The best part of judging the contest was seeing pictures or videos of the kids with their inventions. Their pride really came through.

Michelle DelCarlo:

I was surprised that some kids decided to address very serious issues, such as childhood obesity. The invention was a wristwatch-style device that would count calories and alert its user when they hadn’t exercised or ate too much. I was impressed with the level of seriousness most kids took in physically creating their prototypes. Some included images of themselves using sewing machines, stapling, or using interesting materials. I didn’t think they would take it so seriously, so that’s awesome.

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Invent It! Challenge: Kindergarteners Solving World Hunger and Arguing Siblings

Editor’s Note: The following is a guest post by teacher Pat Genovese, whose kindergarten class participated in the Invent It! Challenge where Spark!Lab and ePals challenged students to solve real-world problems through invention. The winners will be announced February 4 and you can vote on your favorites.

In my Kindergarten class, our first semester theme focuses on the big idea that anyone can invent, even kids. In anticipation of the ePals/Smithsonian Invent It! Challenge, students saw a PowerPoint presentation about kids’ inventions that help people, videos of children inventors explaining their ideas, and Inventoons, cartoons about diverse innovations. We read a book about inventor Margaret Knight, learned about the inventions of Leonardo DaVinci, participated in a SKYPE session with a NASA scientist, and explored the inventors honored in the National Gallery For America’s Young Inventors. Students were then ready to work in collaborative groups to brainstorm problems they saw either at home or school, with an emphasis on serving others. It was amazing to witness students’ perception of the world around them and their unique approach to resolving problems.

The biggest ‘aha’ moment occurred in the group who wanted to feed people in their community and then realized that they could solve the global problem of hunger. They invented the Amazing Super Growing Plant Food. This was an incredible insight by five and six year-olds, inspired by the Invent It! process.

On the other end of the spectrum was the group that wanted to solve the problem of arguing siblings. They discussed numerous options, but had difficulty deciding on a tangible invention idea. One student recalled the inventions of Mattie Knight and was excited to share her idea of using a kite. The students decided to invent a cooperation kite that features kind words and pictures of Bible stories to remind children to share and be compassionate. They were excited to inform me that the benefit of their invention is that siblings have to cooperate to fly a kite.

I was continually impressed that my Kindergarteners were able to work in collaborative learning groups on an interdisciplinary project requiring critical thinking skills. My students were able to celebrate their creativity and realize that even though they are small, they can still help make our world a better place.

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Calistoga Elementary School 5th & 6th graders decide to… Invent It!

Editor’s Note: In September, Spark!Lab partnered with ePals, an education media company and safe social learning network, for the second annual Invent It! contest. The contest challenged students to think about real-world problems and invent something that could help solve it. We received nearly 300 entries and winners will be announced February 4. But you can help boost this STEM activity by weighing in with your choices of the best student  inventions.

The following is a guest post by teacher Matt Gudenius his class’s participation in the Invent It! contest. Matt’s post first appeared on the ePals Global Community.

Throughout the last few years at Calistoga Elementary School (Calistoga, CA), advanced students have been using ePals resources in various ways, such as writing to email penpals in Italy as part of an Italian-themed GATE program.

Many of these students also take part in the school’s 5th/6th STEM (science, technology, engineering, and mathematics) Academy, a project-based learning curriculum designed to extend and apply advanced math skills through engineering and design projects in the areas of robotics and architecture. The idea behind our Academy is that standards-based skills should not just be learned, but should be applied—along with technology tools and techniques—to solve real-world problems. We are always looking for problems to solve and ways to solve them!

So when we received news of ePals/Smithsonian’s 2nd annual invention contest, we were all ears! Being very apropos to our problem-solving projects students were already engaging in, we decided to set aside our LEGO MindStorms robotics and Google SketchUp CAD models for a little while to take part in the opportunity to learn about the process of invention in a broader, more general scope.

We took our time to explore the processes and PowerPoint template provided on ePals, and proceeded to carefully work our way through the steps. The very start was the hardest part! Thinking of problems to solve—when the sky’s the limit and there are no constricting parameters—can be very difficult! Students made claims like “There aren’t any problems to solve!”… to which I replied “There are always problems to solve. Even if they have been solved in certain ways, there are always ways things can be improved.”

With that, students began brainstorming. One challenge is that many students tried to think of an invention before first thinking of what problems needed to be addressed, or the multiple different alternative methods that could be used to solve them. This is a backwards approach to the premise: “Necessity is the mother of invention“, so they were instructed to take a step back and try again; to specify a problem first, then brainstorm possible solutions, and finally to pick one (or a hybrid combination of solutions) that best fits the need.

Once this process was complete, the spark had ignited and we were off to the races—there was no stopping the creativity, diligence, and problem-solving going on inside student brains! Some students came up with grandiose solutions involving electronic components or computer technology (we are, after all, working with robotics!) Others took heed of my advice that “The simplest solution which gets a job done is often the best solution.” These students may not have had the complexity or the “wow factor” of the more technical ideas, but the beauty is that they had the know-how and materials to actually create and test prototypes of their inventions. This is truly invaluable, and it underscores the importance of not biting off more than you can chew!

Although we used the Invent It! PowerPoint template as a guide, we decided it would be best to add a few more details that seemed to be missing. For example, directly after Think It and Explore It comes Sketch It… which we did, but we decided that pictures alone were insufficient to explain how the invention worked. So we have added a “Describe It” slide to go along with Sketch It, in which both words and pictures are combined to explain the construction and function of the invention. This also helps mimic the actual format of real-life patents. And to see examples of just how simple or complex patent drawings can be—and how they use letters and numbers as labels to help illustrate the written text—we took a look at a brief history/evolution of patent drawings.

Additionally, we—especially for those of us who were not artistically-inclined and had ideas too complex to build as prototypes—decided that it would be great to use computer-aided design (CAD) tools to create virtual models of our inventions to give accurate visual representations of them. So students set to work using Google SketchUp to create 3D computer models to scale.

At the end of the day, we’ve learned a lot from this process and feel proud of our completed inventions. We hope to participate again next year!

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Igniting a Spark in the high desert of Nevada—sounds dangerous, right?

Editor’s Note: This is a guest post written by Sarah Gobbs-Hill, an Education Program Coordinator at the Terry Lee Wells Nevada Discovery Museum in Reno, Nevada. A member of our Spark!Lab National Network, The Discovery has been home to the first Spark!Lab off the National Mall for just over a year.

Here in Reno, Nevada we like to do things a little different. So when a group of people decided to bring a discovery museum to the downtown area just south of the casinos, critics were a bit skeptical. “Who’s going to bring their family down there?” they said. But after seven years of fundraising, planning and construction, the Terry Lee Wells Nevada Discovery Museum (The Discovery) was born. The Discovery boasts 26,000 square feet of gallery space including a two-story climbing structure, a glass wall for the ephemeral painting made by fingers, an 85 foot-long river, and a lab for sparking the innovation held within the minds of those living in, and visiting, Northern Nevada.

The Spark!Lab Smithsonian at The Discovery has had an estimated 115,000 visitors in the first year, which is a lot for a city of just under a quarter million residents. In the museum’s first year, 10,000 students visited Spark!Lab as part of a school fieldtrip; for those interested teachers we created a specific fieldtrip class focused on collaboration and the principles of invention. Children and parents have shrieked with delight at the most shocking of our exhibits in Spark!Lab—Ben Franklin is a popular person in our space. We have added circuitry dough to our collection of activities, which allows us to create electric sculptures. We have invited our visitors to invent or redesign shoes, housing, transportation, and toys. A few of the best inventions by visitors so far have been a fan extravaganza (15 fans running off of snap circuits!); bionic biology (a robotic horse game that can be used to teach about anatomy); and a  toy-suck-a-rooni (a vacuum cleaner that sucks up toys without damaging them to leave a clean room). We never cease to be amazed by the creativity of the members of our community.

As with all new organizations we are learning the best way to support and work with our community. With the Spark!Lab at The Discovery, we aim to support the creative minds living here who are pushing the boundaries and creating a different vision for our community. We have big plans for The Discovery’s Spark!Lab moving forward and we believe, by working with our community and providing experiences that make people say, ”what will they think of next?,” we can not only spark their interest in innovation, but ignite the fire that will lead to “Reno-vation” and contribute to continued changes in the cultural landscape here in Northern Nevada.

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