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INVENTION—MAKING THE WORLD A BETTER PLACE
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FOR 9- TO
12-YEAR-OLDS
IN AFTERSCHOOL
PROGRAMS
in collaboration with

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Dear Afterschool Educator:
T I t T t o h h b e e e u n L i g l g e d u a m s id g e o e e l n ’ s s y o o t s h n u i e x n F g i o r n i u c p v h n e e d n o r a e t p i t s l o i e o o n n u a c r g i c h s e e a s d s l l e e 9 o l n i f t g g o D h e t e 1 s e s 2 d e ig m i t n n o p S t h b h q a r e u i s n a c i g z d r e e y a a o t n t e u i d v a t i m h t L y e e w a m I o n n r e d v k l e s , p n o c o t r n s e I - t M s a , i t B b I i T v i u l e i I i t n l y d p v r o e I o t f n b g T i l n u e e v i a m d e m e n . t s i on.
solving, and how invention improves people’s lives.
T i p t s n h h r c t o r e r i o e i m g u a n u o g c c e t t h e e i d v , b i c a b t u i r n y e e il d s d t a h i t e r n e i e v n g i a w g t t c y i o h , n h r i h e n l y d e e g o l r s a p u in . r n t o g T h g . u h e p n I i m t s e d a o p t t l p s h r h o l o e i e n c m c k e a o s . t t n s h O a n r u s o e t r t i u c i m g m g ts o e h u a t l i p l a h n r i t e o s e t h b p s t e l o r e y o i r m o s c l u p e s iv n a s , e g r s a s k n p o w t d e f h h o i e e n e p i x v r n l p e e i r n t ’ n s e h v t s e i e i o n s y s n t t t a e i h t g r r o e e e a i s t t r s i h t v t i e d e i i l n i l e r s a m p s i a r i t t h , ,
everyday lives and to a broad range of careers and social issues.
E t i i T i o s n h n n s h f c v v e v t f e e i e a e e e L n n b r n F n e t t l o t h t i i i m o v s i o u a fi r e h n n e n c s e - d l d s , l s c e d a p s p o u d t - i r b n o r r i o o i i e y n o t v F n . c i s J o d o o I e i w t u t e p n s r y o n o p o , fi r d p m o m a k n a r r n s o e a i t t c d u i g n o w L , n r c d n e a s i i i t i t a m m o h s i s e l c s p e s p a s i e a a l a n s i m t l r n r , d o h k t i a n a s n t n m h n , , t e a e d e o s r e t s e u n n n U e s t e a t t . n o o e t S b v o a r c . l i i r f i e n r h e n a o A g n c s y n n m o o o , s d m g l u a u e o i n e n n p n r g i i n g d p z i c e d t e o a p a c s e r ’ e e l s a v t l t y l o n e h e t m p o d l s a b o l o u t r e p g c a s s i r e i m t n t t t a l o e a e g s p p s i b s d n r r c o r o r e i a o n a o l v v b i u n t o fi e e l e n o c e t l s o p t v a r i d p a e n i c i e e n t o v c t i s v v e p o h o e e n l n e m s e l n t o u i ’ o r a t p s p p o r n l b m s i p r l s d u i s , o v h e d , e t r e n d h t s d t i e . n . g
I a c n h n t a d h l l i e e s n n s g g p i i n n ir e g it e , p r w i r n o e g b e l t e o n m c li o s fe u . r T f a o o g g r e e y o t y h o u e u n r g , t l o p e e t u ’s o s p e h l e e th l p a e n t I d h n e v in e n s n e p t x i I t r t e , g B e th u n e i e ld m ra I t t t i o o g u n in i d o v e e f s i t n t o i v g e b a n r t i t e n o g r a s n i n d m v e s a n o k t e l i v o e n
the world a better place!
Sincerely,
Dorothy Lemelson
Julia Novy-Hildesley
Chair
Executive Director
www.lemelson.org

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TABLE OF CONTENTS
Design Squad and Lemelson-MIT InvenTeams have teamed up to bring you six
hands-on challenges designed to spark the inventive spirit of kids aged 9–12.
Whether you’re running an afterschool program, workshop, or event, these
challenges are a fun way to bring invention to life for kids, get them thinking like
inventors and engineers, and show them how invention improves people’s lives.
INTRODUCTION Competition plus
engineering equals fun!
How to Use This Guide 2
Design Squad gets kids
Talking with Kids about Inventing 4 thinking like engineers and
shows them that engineering
Introducing the Design Process 6
is fun, creative, and
Setting Up an Invention Club 7 something they can do.
Watch it on PBS and visit the
INVENTION CHALLENGES Web site to get episodes,
games, 35 hands-on
(cid:129) Confetti Launcher 8
challenges, and much more.
Invent a device to launch a big cloud of confetti.
(cid:129) Get-Moving Game 13
Invent a game that gets everyone up and moving.
(cid:129) Harmless Holder 18
Invent a holder for six cans that’s animal-safe, sturdy, convenient,
and easy to carry.
(cid:129) Speedy Shelter 23
Invent a sturdy shelter that’s easy to build.
(cid:129) Convenient Carrier 28 Inspiring a New Generation of Inventors
Invent a way for someone using crutches or a wheelchair to
carry all their stuff.
(cid:129) Invent a Better World 33 Invention, here we come!
Invent solutions for needs found in daily life. Through design challenges,
educational resources, and
APPENDIX grant programs, InvenTeams
engages kids in invention,
Kid Inventors (tear-out poster) 37
empowers them to problem
The Design Process (tear-out poster) 39 solve, and encourages an
inventive culture in schools
Education Standards 41
and communities.
Invention Resources 42
Sources for Materials 43
Related PBS Resources 44

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HOW TO USE THIS GUIDE
The guide’s challenges take about an hour, use readily available materials, give
kids many ways to succeed, and are aligned with national science and technology
standards. You can use them in a:
(cid:129) one-time session—like a workshop or event. Every challenge can be done as
a stand-alone experience.
(cid:129) series of sessions—like an invention club or an afterschool science or
engineering program. Want to start an invention club? See page 7.
TO GET STARTED
(cid:129) Read the leader notes. Found at the beginning of each challenge, they’ll help
you understand how to prepare for and run a session.
(cid:129) Try the activity yourself. A practice run will help you fi gure out the best way to
introduce the activity and anticipate potential problems your kids may run into.
(cid:129) Print the challenge sheet. This handout for kids—a cartoon strip featuring
Design Squad host Nate Ball—presents the problem to solve. It also provides
the context for the challenge, questions to help kids brainstorm design ideas,
and tips for building and troubleshooting.
(cid:129) Decorate the room. Set the stage for creative thinking, and get kids excited
about invention. Post the tear-out invention posters found in the appendix.
Also, Invention Resources (page 42) lists Web sites that feature wacky
Invention appeals to anyone inventions, inspiring quotes about invention, and interesting profi les of
who loves using his or her inventors. Visit the Web sites, fi nd items that you like, print them out,
ingenuity to problem solve and post them around the room.
and make a difference in
the world.
Leader notes page
Kids’ activity handout
2

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TO LEAD A CHALLENGE
Never led an invention activity? Don’t worry! The leader notes give you all you need
to facilitate a session. The leader notes are divided into the following sections:
(cid:129) The invention challenge—Presents the goal for the session and the steps
involved in running the challenge. Each challenge is designed to help kids
(who work in groups of two or three) understand that inventors look for ways
If a design doesn’t work as
to improve people’s lives.
planned, encourage kids to
(cid:129) Prepare ahead of time—Lists things to do to get ready for the activity.
try again. Setbacks often
(cid:129) Warm-up activity—Gives kids an opportunity to practice a particular inventive lead to design improvements
thinking skill (e.g., improvisation, fl exibility, and visualization) that they’ll use and success.
more extensively as they tackle the session’s challenge.
(cid:129) Introduce the challenge—Provides an attention-grabbing story for you to read
aloud. The story gives kids a real-world context for the challenge’s problem as
well as a sense of relevance, purpose, and meaning for their own inventing.
(cid:129) Brainstorm design ideas—Helps kids think about different ways to meet
a challenge.
(cid:129) Build, test, and redesign—Lists issues that might surface during a challenge
and suggests strategies to use with kids who face these issues.
(cid:129) Discuss what happened—Provides questions (and answers) that review the
activity’s key science and engineering concepts, helping kids refl ect on the
design process and how the challenge relates to invention.
(cid:129) Tinker some more—Presents extension activities that reinforce and expand the
experiences kids have had in a challenge.
TIPS FOR FACILITATING OPEN-ENDED CHALLENGES
(cid:129) There are multiple ways to successfully tackle a challenge. One solution can
be just as good as another. Help kids see that the challenges are not
competitions. Instead, they’re opportunities to unleash an individual’s ingenuity
and creativity.
(cid:129) When kids feel stuck, have them describe why they think they got the results
they did. Ask questions rather than telling them what to do. For example, ask:
“Why do you think this is happening?” or “What would happen if…?” or “What
is another thing you could try?”
(cid:129) When something’s not going as desired, encourage kids to try again. Have them
compare their design to other kids’ designs. Remind them that problems are
opportunities for learning and for using creative thinking.
(cid:129) Have kids come up with several ways to solve a problem before they move
ahead with an idea.
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TALKING WITH KIDS ABOUT
WHO, ME? AN INVENTOR?
Yes! People from every corner of the world, of different ages, with different levels
INVENTIONS BY KIDS of education invent by identifying problems, pursuing ideas, and developing new
Even people with very little solutions. The key to inventing is identifying a need and devising an original
training can be inventors solution.
(cid:129) Earmuffs (Chester Maybe a better question is, “Is there anyone who isn’t an inventor?” Let kids
Greenwood, age 15) know that everyone has the capacity for invention. We all solve problems through
(cid:129) Makin’ Bacon—a quick, inventive thinking, whether it’s fi guring out a way to prop open a window, stay dry in
healthy way to cook
a rainstorm, or build a playhouse from scrap materials. Creative problem solving,
bacon (Abigail Fleck, age 8)
improvisation, fl exibility, and tinkering drive the inventive spirit.
(cid:129) Popsicles (Frank
Epperson, age 11) WHAT’S AN INVENTION?
(cid:129) Fantasy baseball game
Let kids know that an invention is a useful creation that didn’t exist before.
with trading cards
Round out their understanding of invention by sharing the characteristics below.
(Dustin Satloff, age 10)
(cid:129) Sifting shovel for
(cid:129) An invention usually fi lls a need or solves a problem.
separating soil from
(cid:129) Inventions often make the world a better place.
leaves (Kaileigh Kirton,
age 11) (cid:129) Inventions can be things (e.g., a cell phone or backpack) as well as ideas (e.g.,
(cid:129) Helmet for sailors a new method for tying a knot, or a story).
(Palmer Rampell, age 15)
(cid:129) An invention often makes something better (e.g., faster, stronger, cheaper,
(cid:129) The cathode ray (TV)
easier, safer or more effi cient, attractive, useful, accurate, fun, or productive).
tube (Philo Farnsworth,
But as long as it’s a new way to do something, it’s still invention even if it isn’t
age 14)
necessarily better than what existed before.
(cid:129) Glow-in-the-dark writing
pad (Rebecca Schroeder, WHY INVENT?
age 10)
(cid:129) Braille alphabet for the Inventing is a process. It starts with a need and ends up with something new—the
blind (Louis Braille, actual invention.
age 12)
(cid:129) To solve problems: Inventors are skilled at spotting ways to improve a situation
(cid:129) Crayon holder for broken
or process. The activities in this guide help kids develop solutions to problems
crayons (Cassidy
by applying the design process.
Goldstein, age 11)
(cid:129) To improve our world: Imagine how different our lives would be without
inventions, such as computers, refrigerators, electricity, plastic, and medicine.
The activities in this guide show how inventions improve things at home,
at school, in the community, and in the world.
(cid:129) To enjoy the creative process: Invention involves both thinking and doing.
The activities in this guide help kids become involved in the process of thinking
about a problem and then doing something about it. Because they create their
own solutions, kids get excited about the process of inventing.
44

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INVENTING
INVENTORS AND ENGINEERS
ARE SIMILAR IN MANY WAYS
Engineering is a process for developing solutions to problems. Inventing is a
process for creating things that didn’t exist before. Inventors sometimes use
engineering to create new solutions, but, as discussed on page 4, many do not.
Both inventors and engineers look for ways to improve things in areas like health,
food, safety, transportation, aerospace, electronics, communication, and the
environment. And when the improvement is something new, it’s an invention.
DISPEL THE STEREOTYPE THAT SURROUNDS
ENGINEERING AND INVENTING FIND OUT MORE
There’s a stereotype that engineering is boring and hard. To fi ght this stereotype, Get activities, profi les
of cool inventors and
tell kids about some of the exciting challenges inventors and engineers take on to
engineers, and more.
help improve people’s lives, and point out how central invention and engineering
See page 42 and visit:
are in our daily lives.
Design Squad
(cid:129) Create more fuel-effi cient cars
pbs.org/designsquad
(cid:129) Design a lighter bike frame
(cid:129) Invent a more powerful superglue Discover Engineering
discoverengineering.org/
(cid:129) Create satellites that detect droughts around the world
home.asp
(cid:129) Develop state-of-the-art cell phones
(cid:129) Invent artifi cial retinas for people who are blind Engineer Your Life
(cid:129) Develop a feather-light laptop engineeryourlife.org
(cid:129) Design clothing that repels mosquitoes
Howtoons
(cid:129) Create a wheelchair that can go up stairs
howtoons.com
InvenTeams
web.mit.edu/inventeams
The Lemelson Center
THE PROCESS OF INVENTION INVOLVES:
for the Study of Invention
(cid:129) identifying a problem and/or realizing that something can be improved. and Innovation
invention.smithsonian.org/
(cid:129) talking to people who might use the invention.
home
(cid:129) brainstorming creative solutions to a problem, which often involves making
imaginative connections between seemingly unrelated things.
(cid:129) devising and testing solutions (i.e., experimenting).
(cid:129) applying science and engineering concepts.
(cid:129) using tools, materials, and techniques to make workable solutions.
(cid:129) trying again when things don’t work out. On Design Squad, we say, “Fail fast—
succeed sooner!”
(cid:129) seeing a project through by being motivated, persistent, and dedicated.
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INTRODUCING THE
DESIGN PROCESS*
Inventors’ and engineers’ initial ideas rarely solve
a problem. Instead, they try different ideas, learn
from mistakes, and try again. The series of steps
they use to arrive at a solution is called the design
process. As kids work through a challenge, use the
questions below to talk about what they’re doing
and to tie it to specifi c steps of the design process.
BRAINSTORM
(cid:129) What are some different ways to tackle today’s
challenge?
(cid:129) How creative can we be? Off-the-wall
The design process is built suggestions often spark GREAT ideas!
into each challenge. As kids
work through a challenge, DESIGN
they’ll see that the steps of
(cid:129) Which brainstormed ideas are really possible,
the design process
given our time, tools, and materials?
encourage them to think
creatively about a problem to (cid:129) Can we phrase it as an invention statement,
produce a successful result. such as “I will invent an x that does y”?
BUILD
(cid:129) What are some problems we’ll need to solve as
The design process is a great
we build our projects? way to tackle almost any task.
(cid:129) What materials will you need to build In fact, you use it each time
you create something that
your invention?
didn’t exist before (e.g.,
TEST, EVALUATE, AND REDESIGN planning an outing, cooking a
meal, or choosing an outfi t).
(cid:129) Why is it a good idea to keep testing a design?
EXPAND YOUR SKILLS
(cid:129) What specifi c goal are you trying to achieve, and how will you know if you’ve
Learn ways to integrate the
design process into the been successful?
projects you do with kids by
SHARE SOLUTION
doing the free NASA/Design
Squad online training. Find it (cid:129) What were the different steps you had to do to get your project to work the
at pbs.org/designsquad. way you wanted?
(cid:129) What do you think is the best feature of your invention? Why?
(cid:129) What are some things our inventions have in common?
(cid:129) If you had more time, how could you improve your invention?
(cid:129) Look at the group to your left. What’s something you like about their invention
and something that could be improved? (This helps to develop teamwork by
teaching kids how to give constructive criticism.)
* This design process graphic is available as a tear-out poster on page 39.
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SETTING UP AN
INVENTION CLUB
The club format appeals to kids. They like being part of a group, having fun
together, and having an experience that builds over time. In a club, kids will
practice and model for each other important skills, such as problem solving,
teamwork, critical thinking, and creativity.
All you need to run an invention club is a large room, some tables, some basic
WHY A CLUB?
tools, and some low-cost materials. The resources in this guide and on the
Design Squad Web site make it easy to facilitate a club and engage kids in An invention club draws kids
invention and engineering. who are interested in (or
who might want to check
STARTING AN INVENTION CLUB
out) invention and
engineering. It gives them a
Recruit club members
defi ned time to do the
(cid:129) Create a “Coming Soon” bulletin board and post a fl ier about the club. guide’s activities, refi ne their
designs, and even develop
(cid:129) Advertise the club in your organization’s newsletter. Tell families about the
their own inventions.
challenges that kids will do and how to sign up their kids.
(cid:129) Determine the number of kids you feel comfortable managing (we suggest 8
to 12 per leader). If more sign up, get more leaders, divide the club into two
sessions, or keep a waiting list for the next time you offer the club.
Schedule the dates and arrange a meeting place
(cid:129) Decide how many weeks your club will meet and the duration of each meeting.
(We recommend at least an hour for fi ve or six sessions.) Then select and
reserve a space that has ample room and tables for materials. A place to store
kids’ work is also helpful.
CONNECT YOUR KIDS
Give your room an invention club look and feel WITH INVENTEAMS
(cid:129) Tear out the posters in this guide and hang them in your clubroom.
There are InvenTeams at
(cid:129) Make a bulletin board and post photos of kids doing the challenges so others schools throughout the
can see what goes on at invention club meetings. country. If one’s nearby,
connect your kids with
(cid:129) For more ideas on how to give your room an “invention” look and feel, see page 2.
what’s going on there. To
Partner with inventors and engineers fi nd the nearest one, visit
web.mit.edu/inventeams.
(cid:129) Invite inventors and engineers to talk about everyday examples of inventing and
engineering. The guests will serve as role models and can introduce kids to
career options. To fi nd volunteers, contact local universities and colleges with
engineering programs. Also try manufacturing plants and public works and water
departments. In addition, the Design Squad, InvenTeams, and Lemelson Center
Web sites list engineering societies that can recommend potential partners.
(See page 42.)
(cid:129) Show video clips of engineers and kid inventors talking about how they became
interested in engineering and inventing and the rewards of being an engineer.
Get the D-Squad ProFiles at pbs.org/designsquad/profi les and InvenTeams
profi les at web.mit.edu/inventeams/about.html.
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CHALLENGE 1
CONFETTI LAUNCHER
SHOW KIDS THE The invention challenge
RELATED TV EPISODE Invent a device that launches a spoonful of confetti into the air. The bigger
the cloud, the better.
In this challenge, kids: (1) play a creative-thinking game; (2) discuss the need
for a confetti launcher; (3) brainstorm ways to launch confetti; (4) follow the
design process to build a working prototype.
Prepare ahead of time
(cid:129) Read the leader notes and the challenge sheet.
(cid:129) Set up a testing zone—a large (e.g., 10x10 or 10x14-foot) tarp on the fl oor
with an “X” taped in the center. Also have brooms and dustpans on hand.
Photo: Mika Tomczak
(cid:129) Gather the materials (per pair):
The perfect pancake? In the
(cid:129) paper confetti (cid:129) duct tape (cid:129) 2 4-oz. paper cups
“Batter Up” episode, watch
(cid:129) 1 straw (cid:129) 1 wooden spool (cid:129) string
the Design Squad teams
seek the right “ingredients” (cid:129) 2 sheets of (cid:129) 4 paint stirrers
for a machine to cook, fl ip, cardboard (approx. (cid:129) 4 rubber bands
and serve up delicious 8.5 x 11 in.) (cid:129) 2 8-oz. paper cups
fl apjacks at the fl ick of a
switch. Watch the “Batter Up” Warm up: Play a game to promote creative thinking (10 minutes)
episode online at pbs.org/ Making imaginative connections is useful in the invention process. Today’s game
designsquad. uses associations to help kids practice fl exible, creative thinking. The game will
also help kids focus on items that can be launched.
To play, say aloud the words: rocket, water balloon, ship, shot put, new business,
javelin, torpedo, and satellite. Pause briefl y between each word. Ask kids to guess
what these things have in common. (They’re all Things That Are Launched.) The
fi rst kid to name the category runs the second round. Whisper the new mystery
category to your winner—Things at a Party. Ask him or her to think up things at a
Creativity and party and say them aloud. The fi rst kid to name the category wins and runs the
fi nal round, using the category Things That Come in Small Pieces. Play as in
fl exible thinking
Rounds 1 and 2. Finally, tell the group the name of an item that fi ts all three
are useful in every
categories—confetti!
phase of the
Introduce the challenge (5 minutes)
invention process.
To grab kids’ attention, read the following story.
People getting covered in litter and loving it? A huge mess and no one cares?
What’s going on? It’s confetti. People love huge clouds of the stuff! And inventors
have fi gured out ingenious ways to launch tons of confetti at events, such as
parades, sports games, and circuses. They’ve used things like cannons, giant fans,
and spring-loaded launchers. Why? Celebrating is important to people, and confetti
makes an occasion or event more fun and exciting. Inventors are always looking for
ways to improve things or meet people’s needs. A big burst of those little bits of
paper makes almost anyone smile. The most confetti ever launched at a single event
was at a New York City parade—11 million pounds (equal to the combined weight of
110,000, 100-pound kids)! That’s a lot of smiles!
88

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SHOW KIDS A RELATED
INVENTEAM PROJECT
Brainstorm design ideas (10 minutes)
To help kids brainstorm, show them the materials, discuss the questions below,
and have them sketch some design ideas.
(cid:129) What are some things that make a cloud of confetti impressive? (When the
cloud is large, falls slowly, lasts a long time, includes a noisemaker, or has
special shapes, such as little hearts for Valentine’s Day)
(cid:129) Name some devices that launch objects into the air. (Catapults, slingshots,
squirt guns, fertilizer or seed spreaders, water balloon launchers, sprinklers,
trampolines, etc.)
(cid:129) How do these devices develop the force they need to launch things? (Objects
To help people improve their
can be blasted or thrown into the air using water pressure, air pressure, springs,
tennis game, the Essex High
elastic bands, static electricity, levers, electric or fuel-operated motors, etc.)
School InvenTeam invented a
(cid:129) Look at the materials. What can you use to launch confetti into the air? robotic tennis ball retriever.
(Slingshots made from rubber bands and paper cups; catapults made from paint It collects the loose balls and
stirrers and rubber bands; and levers used like a seesaw made from paint stirrers drops them into a base
and wooden spools) station, which serves them
up to the player. Check out
this project and others at
web.mit.edu/inventeams.
During testing, we ended up with a variety of designs, such as catapults and slingshots.
These pictures show several possible solutions. But don’t show them to kids—they’re likely
to copy the ideas they see in the pictures.
Build, test, and redesign (25 minutes)
In our testing sessions, kids had a blast launching confetti. The laughter and
excitement was contagious. Our sessions also yielded a few dos and don’ts:
(cid:129) Avoid using balloons—In our testing, some kids couldn’t resist popping the
balloons to scare their friends. Others just fi lled balloons with confetti and said
they were done. Also, balloons aren’t good launchers. The confetti only comes
out when you point the balloon’s opening down. And then the confetti falls to
the fl oor without making much of a cloud.
(cid:129) Avoid metallic confetti—This shiny material sticks to everything. Use paper
confetti, instead, to make cleanup easy.
(cid:129) One teaspoon of confetti per launch is plenty—It produces a satisfying burst
but not an unmanageable mess.
(cid:129) Defi ne a testing zone—Have kids launch confetti only when standing on the
“X” in the middle of the tarp, even if it means waiting in line. Our tarp was
10x14 feet. A big tarp and clear ground rules will facilitate cleanup.
9

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CHALLENGE THE Discuss what happened (10 minutes)
STEREOTYPE To learn about an idea’s strengths and weaknesses, inventors build a series of
Tell kids that inventors and early designs called prototypes. Ask kids to present, compare, and discuss the
engineers get involved in all prototypes they built today.
sorts of fun, interesting
(cid:129) Who might use a confetti launcher? (Moviemakers; people running theaters,
projects that make people’s
arenas, and circuses; and people at parties, parades, sports events,
lives more enjoyable. For
and weddings)
example, point out that
celebrating is important to (cid:129) How does your launcher develop enough force to launch confetti? (It stores
people, and engineers and energy [potential energy], which, when released [kinetic energy], sets the confetti
inventors have fi gured out in motion. The force can come from things like stretched rubber bands that get
many ways to launch confetti released or from hitting the end of a lever, set up like a seesaw.)
to make events more fun
(cid:129) Which design launched the biggest cloud of confetti? How did that design
and exciting. Also show kids
generate its force?
videos in which young
engineers describe how (cid:129) How could you change your launcher’s design to launch confetti made from
engineering lets them lead something other than paper bits? For example, streamers, corkscrew confetti
interesting, exciting lives that twirls down like a helicopter, mini-parachutes, fake money, dried fl ower
and do cool things. See petals, fake snow, and foam peanuts.
them online at:
(cid:129) pbs.org/designsquad/
profi les
(cid:129) web.mit.edu/inventeams/
videos.html TINKER SOME MORE
As you’ve just discovered, launched confetti is messy. Brainstorm a list of clean-up
machines or have kids imagine a vehicle dedicated to confetti collection.
(cid:129) What are some ways to pick up huge amounts of paper bits at large events,
like a championship sporting event, convention, or a ticker-tape parade?
(cid:129) How could a collection vehicle use plows, vacuums, fans, leaf blowers,
or balloons charged with static electricity?
(cid:129) Test to see if rakes or brooms work better. (The Department of Sanitation,
To learn about New York City uses mechanical brooms and handheld rakes.)
an idea’s strengths
and weaknesses,
inventors build
a series of early
designs called
prototypes.
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KIDS INVENT
To help people improve their
tennis game, the Essex High
School InvenTeam invented
a robotic tennis ball
retriever. It collects the
loose balls and drops them
into a base station, which
serves them up to the
player. Check out this project
and others at web.mit.edu/
inventeams.
Watch DESIGN SQUAD on PBS or online at pbs.org/designsquad.
Invent It, Build It is funded by Major funding for Design Squad provided by Additional funding for Design Squad provided by
© 2009 WGBH Educational Foundation. Design Squad is produced by WGBH Boston. Design Squad, AS BUILT ON TV, and associated logos are trademarks of WGBH.
All rights reserved. All third party trademarks are the property of their respective owners. Used with permission.

--- PAGE 15 ---
CHALLENGE 2
GET-MOVING GAME
The invention challenge SHOW KIDS THE
Invent an indoor game for one or two people that gets you moving. RELATED TV EPISODE
In this challenge, kids: (1) play an “imagine new uses for old things” game;
(2) brainstorm activities that get people up and moving; (3) follow the design
process to invent a game, including the equipment and rules for playing it.
Prepare ahead of time
(cid:129) Read the leader notes and the challenge sheet.
(cid:129) Gather the materials (per ten kids, organized into fi ve teams):
(cid:129) 20 rubber bands (cid:129) 20 sheets of (cid:129) 5 small plastic bags
(cid:129) 10 Ping-Pong balls cardboard (approx. (cid:129) duct tape
(cid:129) 10 plastic spoons 8.5x11 in.) (cid:129) scissors To help basketball fans see
(cid:129) 5 paint stirrers (cid:129) 10 small aluminum (cid:129) copier paper all the angles of a fast-
(cid:129) 5 tennis balls baking tins (cid:129) string moving game, the Design
Squad teams compete to
Warm up: Play an “Imagine New Uses For Things” game (10 minutes)
design a system of courtside
Ask kids this seemingly simple question: What’s an invention? Kids are likely to
remote-controlled cameras.
say it’s a new machine or product. But sometimes, inventing means coming up Watch the “Got Game”
with a new use for an existing product. To encourage fl exibility in kids’ thinking, episode online at pbs.org/
ask them to think of non-electric things used in a kitchen (e.g., spatula, strainer, designsquad.
pot, pan, ladle, cup, wooden spoon, pitcher, refrigerator magnet, mixing bowl,
paper towel, etc.). (NOTE: Don’t let kids choose a knife or other sharp, pointy object
as their implement.) Then, have each kid think up a game or sport that could use
these. Since this is a thought exercise rather then an actual game, encourage kids
to be imagnative. Once they fi nish brainstorming, have each kid briefl y describe
the game or sport he or she invented. Point out that looking at things in new ways
takes imagination, and imagination and invention go hand in hand, whether you’re
an artist, a toolmaker, a housekeeper, an inventor, or an engineer.
Introduce the challenge (5 minutes)
COUCH POTATO?
To underscore the need for inventions that promote physical activity, introduce kids
to the idea of a “couch potato.” The term couch potato was
coined (i.e., invented) in
Do you know a couch potato—someone who watches a lot of TV? A group of Girl
1976 and entered into the
Scouts in Fremont, California wanted to help couch potatoes have a lot of fun living
Oxford English Dictionary
healthier, more active lives. So they created the Couch Potato Interest Project. To in 1993. Research studies
earn a badge, you need to do several activities. One is to check out a few health consistently show that being
studies. Many studies show that people who are inactive risk being overweight, sedentary can lead to health
becoming depressed, and having poor fi tness and out-of-control blood-sugar levels problems—obesity, poor
(diabetes). Another activity is to keep a log of how much TV you watch and see if you nutrition, diabetes,
watch more or less than your friends. Then, you quit watching TV for a week. At the depression, and
poor fi tness.
end of the week, you evaluate how you feel. Do you feel better? Healthier? Happier?
Were you more active? These girls invented a badge to help couch potatoes. What
are other inventions that could help improve a couch potato’s life?
13

--- PAGE 16 ---
SHOW KIDS A RELATED
INVENTEAM PROJECT
Brainstorm design ideas (10 minutes)
(cid:129) This challenge is about action. List a few action verbs on the board (e.g., toss,
roll, throw, catch, shoot, spin, and paddle). Challenge kids to add to the list
(e.g., hit, run, block, fl ip, dribble, knock over, sink, pitch, steer, and score).
Finally, ask kids to match each verb to a game (e.g., hit and baseball).
(cid:129) To get kids thinking about games that are fun and easy, ask, What games might
you play at recess, camp, or a carnival? (four square, tag, tug-of-war, ring toss,
hit-a-target, jump rope, beanbag toss, mini golf, knock down a milk-jug tower,
balloon pop, basketball, etc.)
(cid:129) Discuss what it means to invent a game. Does it require a new piece of
The Divine Child High School
equipment? New rules? Changing a familiar game? (It could be any or all
InvenTeam invented a way for
of these things.)
people to recharge up to
three electronic devices,
such as cell phones and MP3
players, while riding a bike.
Check out this project and
others at web.mit.edu/
inventeams.
Looking at things
in new ways
takes imagination,
and imagination
and invention go
hand in hand.
During testing, we ended up with a variety of designs. These pictures show several
possible solutions. But don’t show them to kids—they’re likely to copy the ideas
they see in the pictures.
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Build, test, and redesign (25 minutes)
In our testing, the kids loved playing their games—a true measure of success.
During our sessions, we encountered some issues that your kids might also face:
(cid:129) Kids can’t think of a game. Revisit the list of verbs and games. In our testing,
kids’ games usually involved catching, throwing, bouncing, dropping, knocking
down, or rolling. Also, kids can choose an existing game from the brainstormed
CHALLENGE
list and change it: a new part, a new element from another game, or new rules,
THE STEREOTYPE
for example.
Tell kids that inventors and
(cid:129) Your space is small for active games. You may need to tell kids that their
engineers do interesting
games need to be playable in a certain amount of space. Tell kids how much
things that improve people’s
room each pair can have.
lives. For example, point out
(cid:129) The game is very complicated. Have kids focus on one part of their game that engineers and inventors
instead of trying to do everything they have in mind. As a guideline, ask them have developed many ways
to choose a part that kids could play at recess or at a carnival booth. to increase people’s activity
level and improve their
Discuss what happened (10 minutes)
health and level of fi tness.
(cid:129) Is a game that increases people’s activity level a good invention? Explain. (An Also show kids videos in
which young engineers
active game provides exercise, which benefi ts people in ways such as improving
describe how engineering
health and mood.)
lets them lead interesting,
(cid:129) How does your game get people moving?
exciting lives and do cool
(cid:129) What features of your game would make someone want to play? (The game things. See them online at:
is fun, not too easy or hard, and has simple rules and different levels of play.) (cid:129) pbs.org/designsquad/
(cid:129) Testing and redesigning are important steps in the design process. How did profi les
these steps help you invent your game? (Kids start with a particular rule or piece (cid:129) web.mit.edu/inventeams/
videos.html
of equipment. Sometimes, they realize that the rules don’t really work, and they
modify them. Other times, the equipment doesn’t work as expected, and kids
modify it or change the rules to play the game with the equipment as is. This sort
of testing and redesigning often happens on the fl y, but it’s still the design
process that leads to an improved invention.)
TINKER SOME MORE
Tell kids they work for a company that’s been asked to invent a game that helps
one of the following users be more active. What kind of game ideas can they
suggest for people who are:
(cid:129) on crutches or in a wheelchair?
(cid:129) who are bedridden?
(cid:129) on a long road trip?
(cid:129) living on the International Space Station?
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KIDS INVENT
The Divine Child High School
InvenTeam invented a way for
people to recharge up to three
electronic devices, such as cell
phones and MP3 players, while
riding a bike. Check out this
project and others at
web.mit.edu/inventeams.
Watch DESIGN SQUAD on PBS or online at pbs.org/designsquad.
Invent It, Build It is funded by Major funding for Design Squad provided by Additional funding for Design Squad provided by
© 2009 WGBH Educational Foundation. Design Squad is produced by WGBH Boston. Design Squad, AS BUILT ON TV, and associated logos are trademarks of WGBH.
All rights reserved. All third party trademarks are the property of their respective owners. Used with permission.

--- PAGE 20 ---
CHALLENGE 3
HARMLESS HOLDER
SHOW KIDS THE The invention challenge
RELATED TV EPISODE Invent a holder for six cans that’s animal-safe, sturdy, convenient, and easy
to carry.
In this challenge, kids: (1) learn why discarded plastic rings can be a problem
for wildlife; (2) examine plastic six-pack holders; (3) brainstorm animal-friendly
ways to package six cans; and (4) follow the design process to invent a solution
to the challenge.
Prepare ahead of time
(cid:129) Read the leader notes and the challenge sheet.
(cid:129) Get one or two plastic six-pack rings.
Photo: Parrish Kennington
(cid:129) Gather the materials (per team):
To help out a group that runs
an urban farm, the Design (cid:129) 6 full cans of soda, (cid:129) duct tape
Squad teams compete to seltzer, or juice (cid:129) wax paper
design the best compost (cid:129) cardboard (approx. (cid:129) string
lifter. Watch the “Green 8.5x11 in.) (cid:129) 4 paint stirrers
Machines” episode at (cid:129) copier paper (cid:129) 6 rubber bands
pbs.org/designsquad.
(cid:129) Have sponges and towels on hand in case of spills.
Introduce the challenge (5 minutes)
To grab kids’ attention, read the following story.
It was getting all too common along the beach
where she lived. Birds and turtles washing up on
shore, tangled in the plastic rings used to hold
drink cans together. Up ahead was just such a
bird. Fortunately, it would live. With a snip of the
girl’s scissors, the plastic ring that was strangling
the bird fell off. You know those plastic rings, the
ones for carrying packs of soda cans. They may be
Birds, turtles, fi sh, and other
Inventors and strong, light, and easy to carry. But the trouble sea creatures get tangled up
begins when they become trash. in the rings of plastic
engineers work to
beverage holders.
make the world Warm up: Check out a plastic holder (10 minutes)
Pass around some six-pack holders and ask:
a better place.
(cid:129) How strong are the rings? How big? How stretchy? How easy to use?
(cid:129) What are some advantages and disadvantages of plastic? (Plastic is
strong, waterproof, lightweight, easily molded, fl exible, durable, and
inexpensive. But when it’s thrown in the trash, it never biodegrades, as
paper, string, and wood do.)
(cid:129) Who would benefi t from, or be interested in, having safe six-pack holders?
(Animals, of course, and manufacturers who want to offer a safe product,
environmentalists, animal-rights groups, and consumers who buy
“green” products)
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--- PAGE 21 ---
SHOW KIDS A RELATED
INVENTEAM PROJECT
Tell kids that animals get tangled in these plastic rings
and can’t get free. To have them experience this situation,
have each kid slip a rubber band loosely onto his or her
right wrist. Ask kids to try to remove it, using only their
right hand. No fair using another body part, such as teeth
or their left hand!
Brainstorm design ideas (10 minutes)
To help kids brainstorm, show them the materials,
discuss the questions below, and have them sketch some design ideas.
(cid:129) The cans in a six-pack are all the same size and shape. Name some other
Storm water often contains
containers that hold objects that are the same size and shape. (Egg cartons,
debris, which can clog storm
beverage trays, fruit cartons, a cash register drawer, tool racks, pencil holders, etc.)
drains. More than an
(cid:129) You need to be able to carry the cans easily. What are some different kinds of expensive problem, a
handles used to pick up objects? (Luggage handles, backpack straps, clogged drain can be a
wheelbarrow handles, tops of milk cartons, etc.) health hazard. The Colfax
High School InvenTeam
(cid:129) Do the cans have to sit in two neat rows of three? (No. Kids can stack
invented a drain that
their cans or set them on their sides.)
separates out the debris and
(cid:129) How can you keep cans together? (You can tie them together, loop them with
puts it into a trash can. Check
rubber bands, stick them with tape, or set them on a tray made of cardboard or
out this project and others at
paint stirrers.) web.mit.edu/inventeams.
(cid:129) How will you take one can out of your holder while still keeping the other fi ve
cans together? (Leave an opening or make a way to pull the cans apart.)
(cid:129) Cans are heavy and will put a lot of force—pushes and pulls—on your holder.
What are some ways a holder can resist such force? (Using sturdy materials,
reinforcing the joints where parts join together, and reinforcing the places where
the cans put stress on the holder)
During testing, we ended up
with a variety of designs.
These pictures show several
possible solutions. But don’t
show them to kids—they’re
likely to copy the ideas
they see.
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--- PAGE 22 ---
Build, test, and redesign (25 minutes)
To learn about a design’s strengths and weaknesses, inventors build a series of
early designs called prototypes. During the building and testing of their prototypes,
CHALLENGE
here are some problems your kids might face:
THE STEREOTYPE
(cid:129) Six cans are too heavy for a design. Even though a kid may have a good idea,
Tell kids that inventors and
it still may not support six full cans. Kids can strengthen their designs by
engineers work to make the
reinforcing the sides or corners with cardboard, adding a layer of tape, or cutting
world a better place. For
example, point out that slots and inserting materials into the slots.
being “green” is important (cid:129) The holder collapses when a can is removed. Some designs use cans as part
to people and that engineers of the support system. When a can is removed, the holder caves in. Point out
and inventors look for ways
what’s happening and encourage kids to fi nd ways to strengthen the holder so it
to improve packaging
doesn’t rely on cans.
systems to reduce litter and
(cid:129) A can opens. We had spare cans for kids to use. We also had towels and
the need for raw materials
sponges to wipe up any spills.
as well as eliminate dangers
to animals and the (cid:129) Kids want to drink the soda. If you don’t want kids to drink, tell them you need
environment. Also show kids the cans for another session or use cans of a drink they probably won’t like,
videos in which young such as tonic water or seltzer.
engineers describe how
Discuss what happened (10 minutes)
engineering lets them lead
Ask kids to present, compare, and discuss the prototypes they built today.
interesting, exciting lives
and do cool things. See (cid:129) Which features worked best for holding cans together? Picking them up?
them online at: Carrying them?
(cid:129) pbs.org/designsquad/
(cid:129) Which design is sturdiest? Lightest? Simplest? Uses the fewest materials?
profi les
(cid:129) Your design had to withstand bending, twisting, and pushing. How well did your
(cid:129) web.mit.edu/inventeams/
design resist these forces?
videos.html
(cid:129) What are some ways an improved holder could help the environment? (An
improved holder reduces litter, eliminates a danger to animals, and, if the design
is reusable, reduces the need for raw materials.)
(cid:129) If an animal were to eat some of the materials you used today, it might still
cause problems. How are these problems similar to or different from the
problems caused by plastic six-pack holders?
TINKER SOME MORE
As a follow-up or fun at-home project, ask kids to draw a design of a boat that
skims trash off the surface of a river, lake, or ocean. Have them label the parts
and give their invention a catchy name.
(cid:129) What kind of vessel could do the job?
(cid:129) What parts would it have?
(cid:129) How would it move?
(cid:129) How could it tell the difference between trash and other objects, such as
animals and seaweed?
(cid:129) How would it store and dump the trash?
(cid:129) Could your machine double as a beach sweeper, sifting trash from sand?
Explain.
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KIDS INVENT
Storm water often contains
debris, which can clog
storm drains. More than
an expensive problem,
a clogged drain can be a
health hazard. The Colfax
High School InvenTeam
invented a drain that
separates out the debris
and puts it into a trash can.
Check out this project and
others at web.mit.edu/
inventeams.
Watch DESIGN SQUAD on PBS or online at pbs.org/designsquad.
Invent It, Build It is funded by Major funding for Design Squad provided by Additional funding for Design Squad provided by
© 2009 WGBH Educational Foundation. Design Squad is produced by WGBH Boston. Design Squad, AS BUILT ON TV, and associated logos are trademarks of WGBH.
All rights reserved. All third party trademarks are the property of their respective owners. Used with permission.

--- PAGE 25 ---
CHALLENGE 4
SPEEDY SHELTER
SHOW KIDS THE
RELATED TV EPISODE
The invention challenge
Invent an emergency shelter that can fi t a person and is sturdy and
quick to build.
In this challenge, kids: (1) think about a familiar shape in new ways;
(2) learn about an injured hiker who survived by building a makeshift shelter;
(3) brainstorm shelter designs; (4) follow the design process to invent
a solution to the challenge.
Prepare ahead of time
(cid:129) Read the leader notes and the challenge sheet. Photo: Mika Tomczak
(cid:129) Get paper and pencils for the warm-up activity.
The Design Squad teams
(cid:129) Gather the materials (per team):
take a crash course in
(cid:129) 2 cardboard sheets (cid:129) 3 33- or 42-gal. (cid:129) scissors pre-industrial building
(approx. 8.5x11 in.) garbage bags, cut (cid:129) duct tape techniques as they compete
(cid:129) 16 3-ft. bamboo plant open into sheets (cid:129) string to build 20-foot bridges
stakes without the aid of power
tools, forklifts, or fl ushable
NOTE #1: The bamboo plant stakes (available at garden centers and hardware
toilets. Watch the “DS
stores) come in various lengths. The 3-foot length is the best for this challenge.
Unplugged” episode at
NOTE #2: Don’t use fi berglass stakes. If a kid lets go of a bent fi berglass stake, it pbs.org/designsquad.
will immediately straighten. Kids could be hurt if an end that’s whipping through
the air hits them.
NOTE #3: As a safety measure, cut the garbage bags open into sheets before the
session. This way, kids can’t get stuck inside a bag and risk suffocation.
Warm up: Spark kids’ imaginative thinking (10 minutes)
Draw a triangle on a board and show kids how it can be turned into an object (see
examples at right). Next, have kids draw eight triangles on a sheet of paper,
leaving some space around each one. Challenge them to turn their triangles (or
pairs of triangles) into objects. After a minute or two, have kids share their ideas.
Tell them inventors think about things in new ways and see interesting
possibilities.
Introduce the challenge (5 minutes)
Put today’s challenge in context by reading the following news story.
In this challenge, kids
It started as a pleasant hike. But soon John Balgrano was in trouble. While hiking explore how shapes, such
alone in the mountains of New Zealand, he slipped and fell down a mountainside, as triangles, can be used to
injuring his leg so badly he couldn’t walk. Plus he’d lost his camping gear in the fall. make a stable structure.
As a warm-up, kids stretch
That night, a storm blew in, bringing high winds, freezing temperatures, rain, and
their imaginations by turning
hail. Balgrano needed shelter—fast. He grabbed branches, strips of bark, and
triangles into something
leaves and did his best to turn them into a weatherproof roof. Then he waited,
different.
growing colder and weaker throughout the stormy night. Twelve hours later, just as
he was slipping into what he called the “jaws of death,” a search party rescued him.
23

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SHOW KIDS A RELATED
Brainstorm design ideas (10 minutes)
INVENTEAM PROJECT
To help the kids brainstorm design ideas, tell them today’s challenge and ask:
(cid:129) How could you use different parts of plants to make a shelter that would be
strong enough to withstand the wind and rain? (Use long, sturdy branches and
large leaves to block the wind and rain. Weave them together or layer them.)
(cid:129) Besides hikers, who else might use such a shelter? (People who are
homeless, stranded at sea, shipwrecked, or affected by natural disasters, such
as hurricanes and earthquakes)
(cid:129) Buildings have to resist forces like the pushes and pulls caused by gravity
and wind. What are some ways engineers help create sturdy buildings? (They
make sure that the structure has a solid base, the materials are strong enough,
and the parts are securely fastened together.)
(cid:129) In addition to triangles, what shapes are good when building structures and
why? (Cubes, squares, rectangles, pyramids, domes, cylinders, and arches.
They distribute force, such as the weight of the roof, among different parts of
Norfolk Technical Vocational the frame. Triangles, domes, and arches are particularly strong shapes
Center’s InvenTeam invented because they spread the force to nearly every other part of a frame.)
an ergonomic backpack that
(cid:129) How can you make a wobbly frame more stable? (Make sure each part is
reduces the strain on a
connected to, and supported by, two or more other parts.)
person’s back. Check out this
(cid:129) Tents have three basic parts: a frame, a cover, and connectors to hold the
project and others at web.
parts together. Look at the materials and sketch at least three shelter
mit.edu/inventeams.
designs. (An effective design will be similar to “skin and skeleton” structures,
such as a tent or skyscraper. The skeleton is the frame [e.g., the pole or steel
frame] and the skin is the covering material [e.g., fabric or glass]. Some
structures, such as large tents and radio towers, use wires for added stability.)
Inventors think
about things in
new ways and
see interesting
possibilities.
During testing, we ended up with a variety of designs. These pictures show
several possible solutions. But don’t show them to kids—they’re likely to copy
2244
the ideas they see.

--- PAGE 27 ---
Build, test, and redesign (25 minutes)
During testing, we encountered some problems that your kids might also face:
(cid:129) Connecting parts together is hard—Make strong, fl exible joints with duct
tape (see illustration).
(cid:129) The frame tilts or twists—One way to strengthen a frame is to connect each
part to one or more other parts. Also, kids can brace the corners of their
frame with cardboard. Or, they can run a bamboo stake at an angle between
two parts of the frame. This creates a triangular brace, which adds rigidity to
a frame.
(cid:129) The frame wobbles—To increase stability, anchor the frame to the fl oor with
To connect two plant stakes,
tape, or secure it by running lengths of string from the frame to the fl oor and
lay a 3-inch length of duct
taping them down. tape on the fl oor, sticky side
(cid:129) The roof collapses the frame—Remind kids that the plastic roof will push up. Lay the ends of the plant
down on the top of the frame. Have them simulate this force by pushing down stakes on the tape, keeping
a ½-inch gap between them.
gently on the top of the frame. Reinforce the frame as necessary.
Close the tape over the ends
(cid:129) The plastic slides off—Have kids tape two or three plastic sheets together
of the two stakes. Now the
before draping it over the frame. Once in place, they can secure the cover
tape can act like a hinge.
with tape or string.
Discuss what happened (10 minutes)
Ask kids to present, compare, and discuss their designs.
(cid:129) What force affected your shelter the most? (Gravity—including the weight of the
frame, plastic, and any objects placed on the tent) CHALLENGE
THE STEREOTYPE
(cid:129) What tent shapes seemed to be the strongest? (Triangles and domes are
particularly strong shapes because they spread the force to nearly every other
Tell kids that inventors and
part of a frame.)
engineers enjoy solving
(cid:129) What were some successful strategies for making your shelter more stable? problems about things that
(The base was securely attached or weighted down to the ground, the frame is a really matter to people. For
stable shape, and the parts were reinforced where they join together.) example, they develop
handy, inexpensive,
(cid:129) What design changes would make your shelter easier to use or more useful in
weatherproof shelters for
an emergency? (Making it more portable by reducing the size and weight; making
hikers and for people who
it easier to put up and take down; and making it a bright color so rescuers can see it.)
are homeless, stranded at
sea, or affected by natural
disasters, such as
hurricanes and earthquakes.
TINKER SOME MORE
Also show kids videos in
(1) Show kids the D-Squad ProFile of engineer Connie Yang who designs tents and which young engineers
talks about how engineering lets her combine a passion for sports with a love describe how engineering
of solving interesting problems. Watch it online at pbs.org/designsquad/ lets them lead interesting,
profi les/connie_yang.html. exciting lives and do cool
things. See them online at:
(2) Challenge kids to make a shelter that:
(cid:129) pbs.org/designsquad/
(cid:129) is small enough to fi t in a backpack, profi les
(cid:129) takes only one person to set up, (cid:129) web.mit.edu/inventeams/
(cid:129) doesn’t require tools to put together, videos.html
(cid:129) can be collapsed and used again.
25

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D
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S
pbs.org/designsquad

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KIDS INVENT
Norfolk Technical Vocational
Center’s InvenTeam invented
an ergonomic backpack that
reduces the strain on a
person’s back. Check out
this project and others at
web.mit.edu/inventeams.
Watch DESIGN SQUAD on PBS or online at pbs.org/designsquad.
Invent It, Build It is funded by Major funding for Design Squad provided by Additional funding for Design Squad provided by
© 2009 WGBH Educational Foundation. Design Squad is produced by WGBH Boston. Design Squad, AS BUILT ON TV, and associated logos are trademarks of WGBH.
All rights reserved. All third party trademarks are the property of their respective owners. Used with permission.

--- PAGE 30 ---
CHALLENGE 5
CONVENIENT CARRIER
SHOW KIDS THE The invention challenge
RELATED TV EPISODE Invent a convenient way for someone using crutches or a wheelchair to carry
small personal items.
In this challenge, kids: (1) experience some of the obstacles people on crutches
face; (2) brainstorm ideas for carriers; (3) follow the design process to invent a
solution to the challenge.
Prepare ahead of time
(cid:129) Read the leader notes and the challenge sheet.
(cid:129) Gather the materials (per session):
Photo: Helen Tsai (cid:129) 1 armchair (cid:129) 4 cardboard sheets (cid:129) rubber bands
(represents a per team (approx. (cid:129) string
To help an aquatic dancer
who’s also an amputee, the wheelchair) 8.5x11 in.) (cid:129) duct tape
Design Squad teams (cid:129) crutches (at least one (cid:129) 20 8-oz. paper cups
compete to design leg and pair; more, if possible) (cid:129) copier paper
hand prostheses for an
(cid:129) To stand in for fragile personal items (e.g., a cell phone, remote control,
underwater performance.
glasses, and music player), collect items such as a book, pack of index cards,
Watch the “Water Dancing”
paper cup, CD case, soda can, deck of cards, and keys for kids to use.
episode online at pbs.org/
designsquad.
Warm up: Do a “Life on Crutches” experience (10 minutes)
Have kids experience some of the obstacles people on crutches face. If possible,
use actual crutches. But you can do the following to simulate using crutches. Give
each kid two magazines, newspapers, or pieces of paper. Have them place the
objects under their upper arms, holding them in place by pressing their upper
arms to their body. Then ask kids to stand on one leg. This awkward posture
simulates how much a pair of crutches affects one’s movement. Next, hand each
kid a lunch tray or fl at sheet of cardboard. Place a paper cup on it. Have them
pass the cups back and forth, keeping the crutches (or papers) in place. Ask them
to take fi ve steps (hops, really), holding the tray and not letting the cup fall. Collect
Inventors are
the materials and have the kids sit down. Discuss what simple tasks would be
good at spotting hard or impossible to do on crutches? (Talk on a cell phone, shake hands, drink a
problems and soda, tie shoes, carry objects, get onto a bus, go up stairs, etc.)
fi guring out Introduce the challenge (5 minutes)
solutions. To get kids focused on the need for devices to improve the lives of people living
with disabilities, read the following news story.
One moment, teenager Carlana Stone was a gymnast and cheerleader. The next
moment, she was destined for life in a wheelchair. After a car accident, both her
legs were permanently paralyzed. Using only her upper body, she learned how to
take showers, open doorways, and get in and out of cars and bed. Through her
determination, Carlana learned to do far more diffi cult tasks. Even without the use
of her legs, she became a skydiver, skier, scuba diver, and airplane pilot!
Professionally, she landed a job as a TV reporter, broadcasting stories from all
over Miami, Florida while sitting in a chair.
2288

--- PAGE 31 ---
SHOW KIDS A RELATED
INVENTEAM PROJECT
Brainstorm design ideas (10 minutes)
People who use crutches or wheelchairs have their hands occupied much of the
time. This can make it diffi cult to carry lots of small personal items. Inventors like
solving this kind of problem because it addresses a real need and has many
interesting solutions. Tell kids that today’s challenge is to invent a carrier for an
assortment of personal items to be used by people in wheelchairs or on crutches.
To help them brainstorm design ideas, ask the questions below.
(cid:129) What kind of stuff do people carry with them in their daily lives?
(Cell phone, glasses, music player, sunglasses, keys, book, snack, drink, CDs,
cup, purse, remote control, wallet, etc.)
The Americans with
(cid:129) What are some different types of holders? (Pencil holders, backpacks, pockets,
Disabilities Act requires all
cup holders, purses, pouches, cans and bottles, drawers, etc.)
curbs to have cutouts for
(cid:129) How could these holders be adapted for use by people in wheelchairs or
wheelchairs; however, many
on crutches? don’t. To help, the Ardsley
(cid:129) Look at the materials for today’s challenge and sketch some different High School InvenTeam
carrier designs. invented a device that
attaches to a manual
wheelchair and enables it to
climb a curb. Check out this
project and others at web.
mit.edu/inventeams.
During testing, we ended up with a variety of designs. These pictures
show several possible solutions. But don’t show them to kids—they’re
likely to copy the ideas they see. 29

--- PAGE 32 ---
Build, test, and redesign (25 minutes)
During testing, we encountered some problems that your kids might also face:
CHALLENGE (cid:129) So many possibilities—The number of options can overwhelm some kids.
THE STEREOTYPE Should my carrier be for crutches or wheelchairs? Should it be specialized for
particular items or used in general? Once we pointed out that each option
Tell kids that inventors and
would solve a problem and all were good ideas, they were able to choose a
engineers think of creative
design and focus on building a prototype of it.
ways to improve people’s
lives. For example, they (cid:129) Carrier designs are all alike—Carriers don’t always have to attach to the
develop carriers to help wheelchair or crutch. In our testing, one kid designed a carrier that hangs
people using wheelchairs or around a person’s neck.
crutches keep their personal
(cid:129) Tray on the arm of a chair (or wheelchair) won’t stay level—A tray can sag or
items accessible and
droop if it isn’t fi rmly attached. To keep it level, have kids increase the amount
organized. Also show kids
of tray in contact with the chair’s arm; position the tray so the chair’s arm is
videos in which young
closer to the middle; and use string, columns, or bracing to support the tray.
engineers describe how
Encourage kids to have the tray swing or lift out of the way to avoid making it
engineering lets them lead
hard to get in and out of the chair.
interesting, exciting lives
and do cool things. See Discuss what happened (10 minutes)
them online at:
Ask kids to present, compare, and discuss the prototypes they built today.
(cid:129) pbs.org/designsquad/
profi les (cid:129) How did experiencing what it’s like to be on crutches infl uence your design?
(cid:129) web.mit.edu/inventeams/
(cid:129) How easy is it to attach and remove your carrier?
videos.html
(cid:129) Which carriers are easiest for putting in and taking out the items?
(cid:129) If your carrier fell off easily or was unsteady, how did you redesign it? (Increased
the area of the base, centered the weight, used stronger or tighter fasteners, etc.)
TINKER SOME MORE
(1) Brainstorm ideas for improving the usability of wheelchairs and crutches.
(cid:129) How can you modify crutches so they’ll work on a muddy fi eld?
(cid:129) How could a wheelchair climb stairs or over obstacles?
(cid:129) How could a person in a wheelchair be at eye level with a person
who’s standing?
(cid:129) Design crutches with heated handles that can be removed in the summer.
(cid:129) Design crutches that collapse for storage or easy carrying.
(cid:129) Design a wheelchair with a sunshade.
(2) Visit the following Web sites and show kids innovative assistive devices:
(cid:129) The Hampshire College Lemelson Center
hampshire.edu/lemelson
(cid:129) Junior Engineering Technical Society
jets.org/programs/nedc/index.cfm
3300

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I
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pbs.org/designsquad

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KIDS INVENT
The Americans with
Disabilities Act requires all
curbs to have cutouts for
wheelchairs; however, many
don’t. To help, the Ardsley
High School InvenTeam
invented a device that
attaches to a manual
wheelchair and enables it to
climb a curb. Check out this
project and others at web.mit.
edu/inventeams.
Watch DESIGN SQUAD on PBS or online at pbs.org/designsquad.
Invent It, Build It is funded by Major funding for Design Squad provided by Additional funding for Design Squad provided by
© 2009 WGBH Educational Foundation. Design Squad is produced by WGBH Boston. Design Squad, AS BUILT ON TV, and associated logos are trademarks of WGBH.
All rights reserved. All third party trademarks are the property of their respective owners. Used with permission.

--- PAGE 35 ---
CHALLENGE 6
INVENT A BETTER WORLD
Congratulations! You’ve completed fi ve invention challenges and helped spark your
kids’ inventive spirits. In the process, you’ve honed their creative problem-solving
and tinkering skills, and taught them how to use the design process to think
through a problem and come up with creative solutions.
Now it’s time to have your kids apply their inventing skills to their own lives.
Use the ideas below to help kids identify a need and then do something about
it by devising an original solution.
FIND PROBLEMS TO SOLVE
MAKING A DIFFERENCE
Encourage kids to keep their eyes open for problems. Remind them that they don’t Max, the winner of Design
need to look far. They can fi nd opportunities to make improvements in their: Squad’s 2008 Trash to
Treasure invention contest,
(cid:129) community (animal shelters, grocery stores, shopping malls, recycling center,
has been inventing since he
parks, etc.).
was six years old.
(cid:129) school (lunch room, auditorium, playground, classroom, lockers, etc.).
(cid:129) home (backyard, garage, bathroom, mailbox, kitchen, etc.).
(cid:129) favorite activities (sports, music, reading, etc.).
BRAINSTORM
(cid:129) List the problems that kids identifi ed.
(cid:129) Discuss different ways to tackle these problems. Record each idea. Seeing
ideas together helps kids make imaginative connections that can often lead to
even better solutions.
DEVELOP A PRELIMINARY DESIGN Max’s “Home Dome” is a
dwelling that’s shaped like a
(cid:129) Make sure kids defi ne what it means to succeed by having them set a goal and
Mongolian yurt. By stuffi ng
outline performance criteria.
packing peanuts into plastic
(cid:129) Have kids phrase their solutions as: “I will invent an x that does y.” grocery bags, Max solved
two problems. He invented
(cid:129) Encourage kids to talk to people who might use their invention.
an effective shelter, and he
(cid:129) Have kids anticipate problems they’ll need to solve as they build their projects.
found a new use for plastic
bags and packing peanuts,
BUILD
items that cause litter and
(cid:129) Ask kids to list the materials they’ll need. clog landfi lls.
(cid:129) Have kids fi gure out substitutes for things that are unavailable or too expensive.
TEST, EVALUATE, AND REDESIGN
(cid:129) Get kids to identify the kinds of tests that will help them perfect their invention.
(cid:129) Have kids tell you how they will know when their invention has succeeded.
(cid:129) Suggest that family, friends, and the ultimate users evaluate a kids invention.
33

--- PAGE 36 ---
SHARE SOLUTIONS
(cid:129) Encourage kids to enter their invention in a contest.
(cid:129) Have kids use the Internet to fi nd out if a similar invention exists.
EXPAND SKILLS
Kids often dream up designs beyond what is possible given the materials, skills,
and time available to them. Help them develop skills so they can tinker at home
and turn their visions into reality by suggesting the following.
(cid:129) Take discarded items apart to see how they work.
(cid:129) Find an engineer or science teacher who can teach skills and provide expertise.
For engineering societies that can help you locate a mentor, see Invention
Resources (page 42).
(cid:129) Attend weekend or summer programs to develop tinkering and building skills.
LOOK FOR OTHER PROGRAMS
Have your kids team up with like-minded peers by starting or joining an
invention club.
(cid:129) Start an invention club. (See page 7.)
(cid:129) Future City (for middle school kids): futurecity.org
(cid:129) InvenTeams (for high school kids): web.mit.edu/inventeams
Kids can apply the
inventing skills they’ve
learned to their own
lives by identifying a
need and then doing
something about it by
devising an original
solution.
34

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A
T
N
E
N V D
I L
R
O
W
R
E
T
T
E
B
pbs.org/designsquad
Check out dozens of projects
Watch DESIGN SQUAD on PBS or
invented by kids at web.mit.edu/
online at pbs.org/designsquad.
inventeams.
Invent It, Build It is funded by Major funding for Design Squad provided by Additional funding for Design Squad provided by
© 2009 WGBH Educational Foundation. Design Squad is produced by WGBH Boston. Design Squad, AS BUILT ON TV, and associated logos are trademarks of WGBH.
All rights reserved. All third party trademarks are the property of their respective owners. Used with permission.

--- PAGE 38 ---
APPENDIX
• KID INVENTORS p. 37
(TEAR-OUT POSTER)
• THE DESIGN PROCESS p. 39
(TEAR-OUT POSTER)
• EDUCATION STANDARDS p. 41
• INVENTION RESOURCES p. 42
• SOURCES FOR MATERIALS p. 43
• RELATED PBS RESOURCES p. 44

--- PAGE 39 ---
INVENT IT,
BUILD IT
MAKE THE WORLD A BETTER PLACE
USE YOUR IMAGINATION
DESIGN THINGS THAT MATTER
BE CREATIVE
Get started inventing with
Inspiring a New Generation of Inventors
pbs.org/designsquad web.mit.edu/inventeams

--- PAGE 40 ---
Photos courtesy of Lemelson-MIT InvenTeams
Invent It, Build It is funded by Major funding for Design Squad provided by Additional funding for Design Squad provided by
© 2009 WGBH Educational Foundation. Design Squad is produced by WGBH Boston. Design Squad, AS BUILT ON TV, and associated logos are trademarks of WGBH.
All rights reserved. All third party trademarks are the property of their respective owners. Used with permission.

--- PAGE 41 ---
Used by both inventors and engineers,
the design process helps people think
creatively about a problem and produce
a successful result. The design process
is a great way to tackle almost any task.
pbs.org/designsquad web.mit.edu/inventeams

--- PAGE 42 ---
Invent It, Build It is funded by Major funding for Design Squad provided by Additional funding for Design Squad provided by
© 2009 WGBH Educational Foundation. Design Squad is produced by WGBH Boston. Design Squad, AS BUILT ON TV, and associated logos are trademarks of WGBH.
All rights reserved. All third party trademarks are the property of their respective owners. Used with permission.

--- PAGE 43 ---
EDUCATION STANDARDS
41
02
81
21
11
01
9
8
6
3
2
1
31
11
8
5.2
4.2
3.2
2.2
1.2
2.1
1.1
5
4
1
4.2
3.2
2.2
1.2
3.1
2.1
1.1
egnellahC
rehcnuaL
ittefnoC
emaG
gnivoM-teG
redloH
sselmraH
retlehS
ydeepS
reirraC
tneinevnoC
Technology in Society
Science and Technology
Technological Design
Motions and Forces
Technological Design
Properties of Materials
Science as Inquiry
The Designed World
Abilities for a Technological World
Design
Technology and Society
The Nature of Technology
Physical Science
Engineering Design
Materials, Tools, and Machines
Physical Science
Engineering Design
Materials and Tools
ecneicS
lanoitaN
ygolonhceT
fo
ydutS
lanoitaN
AETI
skrowemarF
mulucirruC
sttesuhcassaM
sdradnatS
noitacudE
sdradnatS
tnetnoC
sdradnatS
gnireenignE/ygolonhceT
dna
ecneicS
8–5
sedarG
4–K
.rG
21−K
sedarG
8−6
sedarG
5−3
sedarG

--- PAGE 44 ---
INVENTION RESOURCES
INVENT IT, BUILD IT PARTNERS INVENTION CONTESTS
(cid:129) Design Squad (cid:129) The Christopher Columbus Awards
pbs.org/designsquad christophercolumbusawards.com/enter.php
Brings engineering to life and engages kids with Challenges middle school students from around
episodes, games, 35 hands-on challenges, and the country to identify a problem in their
much more. community and create an innovative solution.
(cid:129) Lemelson-MIT InvenTeams (cid:129) eCYBERMISSION
web.mit.edu/inventeams https://ecybermission.apgea.army.mil
Offers a unique invention experience for high Has kids in grades 6–9 invent science-, math-,
school students through its nationwide grants and technology-based solutions to problems in
initiative, as well as information on invention and their community and enter them in a free,
on awards to outstanding inventors offered by Web-based competition.
the Lemelson-MIT Program.
(cid:129) ExploraVision
INVENTION PROJECTS exploravision.org
Encourages K-12 students to create and explore
(cid:129) Discover Engineering
current technology and envision its future.
discoverengineering.org
(cid:129) INVENT AMERICA!
Find a host of projects, games, online activities,
inventamerica.org
and videos about cool things engineers do and
Provides K–8 students opportunities to learn
design.
critical and creative thinking skills through the
(cid:129) Howtoons
process of inventing. Also hosts a national
Howtoons.com
student invention contest.
Uses a cartoon format to step kids through 15
(cid:129) National Museum of Education
fun build-it-yourself projects.
nmoe.org/competitions.htm
(cid:129) Inventors/Inventions
Offers a series of fun invention contests and a
edtech.kennesaw.edu/web/inventor.html
gallery of America’s young inventors.
Offers lesson plans, activities, and research sites
(cid:129) Tech Challenge
on invention for kids and educators.
techchallenge.thetech.org
(cid:129) The NASA SCIence Files
Inspires kids’ inner innovator by getting teams of
scifi les.larc.nasa.gov/text/kids/D_Lab/acts_
5–12 graders to develop creative solutions to
invention.html
real-world challenges in familiar settings.
Includes invention experiments and simulations.
(cid:129) TOYchallenge
Also get kids inventing with “The Case of the
sallyridescience.com/toychallenge
Wright Invention,” a video and educator guide
Runs a national contest in which 5–8 graders
from the 2001–02 SciFiles season.
create a new toy or game.
(cid:129) U.S. Patent and Trademark Offi ce: Kids’ Pages
uspto.gov/go/kids
Offers an interactive kids’ page with games,
puzzles, and links.
42

--- PAGE 45 ---
ABOUT INVENTION AND INVENTORS
(cid:129) Inventors and Inventions for K–12 Education
falcon.jmu.edu/~ramseyil/inventors.htm
Lists Web sites about invention and inventors.
(cid:129) The Lemelson Center for the Study of Invention and Innovation
invention.smithsonian.org/home
Hosts a wide variety of resources to encourage kids’ inventive creativity and to enhance their
appreciation for the role that invention and innovation plays in the history of the United States.
(cid:129) National Institute of Environmental Health Sciences Kids’ Pages
kids.niehs.nih.gov/quotes/qtinvent.htm
Offers inspirational quotes related to invention.
(cid:129) PBS’s American Experience: Forgotten Inventors
pbs.org/wgbh/amex/telephone/sfeature/index.html
Presents a diverse set of inventions from the past.
SOURCES FOR MATERIALS
Most of the required materials are easy to fi nd at local stores. Often local merchants will offer
educators discounted prices if you ask. If you are buying small quantities, try:
(cid:129) craft stores for wooden spools and paper confetti;
(cid:129) offi ce supply stores for corrugated cardboard;
(cid:129) grocery stores for aluminum baking tins, straws, and paper cups;
(cid:129) sporting goods and toy stores for tennis balls and Ping-Pong balls;
(cid:129) party stores for paper confetti;
(cid:129) school nurse’s offi ce for crutches. (Also ask kids to bring crutches from home.); and
(cid:129) hardware or home-supply stores for paint stirrers, bamboo plant stakes, duct tape, and
large garbage bags.
Large quantities of these items are available online*. For example:
Corrugated cardboard Ping-Pong balls 3-foot bamboo stakes Wooden spools
papermart.com target.com acehardware.com craftamerica.com
Item #261811 Item#10731581 Item #048307210036 item #SP138-50
uline.com ustoy.com aubuchon.com woodcrafter.com
Item #S-2437 Item #GS29 Item #277616 Item #NS28
* Sources listed are examples of vendors who offer these items. Research the sources that best fi t your needs. 43

--- PAGE 46 ---
RELATED PBS RESOURCES
Ages 3-6 Ages 3-6 Ages 8–11
Celebrate the curiosity and Discover science, engineering, and Try ZOOM’s fun science and
adventure of young children with math in the world around us. engineering activities, featuring
simple science exploration. ideas sent in by real kids.
pbskids.org/curiousgeorge
peepandthebigwideworld.org pbskidsgo.org/zoom
Ages 9-12 Ages 6–10 Ages 11 and up
Put problem-solving skills to the Dig deep into science topics with
Investigate environmental issues
test to tackle science challenges classroom-ready resources from
and take action to protect the
inspired by ones seen on the the most-watched science
planet.
show. television series on PBS.
pbskidsgo.org/greens
pbskidsgo.org/fetch pbs.org/wgbh/nova
Ages 11 and up Ages 14-18 Educators
Find out the latest research and Meet inspiring women engineers Use this media-rich library of
meet intriguing personalities in who make a real difference in the teaching resources to make
science and technology. world. Find out if engineering might concepts come alive in engaging
be your dream job. and interactive ways.
pbs.org/wgbh/nova/sciencenow
engineeryourlife.org teachersdomain.org
44

--- PAGE 47 ---
CREDITS
Invent It, Build It was produced Heidi Nepf, Ph.D.
by the WGBH Educational Professor of Civil and
Outreach department. Environmental Engineering,
Massachusetts Institute of
Director, Educational Outreach
Technology
Julie Benyo
Kate L. Pickle
Associate Director,
STEM Program Manager, Girl
Educational Outreach
Scouts of the USA
Thea Sahr
Joshua Schuler
Educational Content Manager
Executive Director,
Sonja Latimore
Lemelson-MIT Program,
Editorial Project Director Massachusetts Institute of
Chris Randall Technology
Associate Editor Amy Smith
Joan Pedersen Massachusetts Institute of
Technology
Outreach Coordinator
Natalie Hebshie Associate Creative Director
Peter Lyons
Outreach Assistant
Margot Sigur Designer
Jonathan Rissmeyer
Writer
Hopping Fun Creations Illustrator
Bot Roda
Advisors
Jenny Atkinson, M.Ed. Print Production
Executive Director, Charlestown Mark Hoffman
Club, Boys & Girls Club of
Senior Executive Producer
Boston
Kate Taylor
Erin Bader, Ph.D.
Series Executive Producer
Curriculum Developer, TERC
Marisa Wolsky
Teon Edwards, M.Ed.
Special thanks to the kids at
Curriculum Developer, TERC
the Jackson/Mann Community
Ari W. Epstein, Ph.D. Center in Brighton, MA, who
Terrascope, Massachusetts tested the activities and gave
Institute of Technology them their stamp of approval.
Rick McMaster, Ph.D., P.E.
Executive Project Manager,
IBM; Chair, Central Texas
Discover Engineering
iii
Cover Photos: Emily Pratt, Lemelson-MIT InvenTeams

--- PAGE 48 ---
MEET THE PARTNERS
Design Squad gets kids and teens thinking like
engineers and shows them that engineering is fun,
creative, and something they can do themselves.
WATCH TV VISIT THE WEB SITE
Competition plus engineering plus two teams of Get episodes, games, cast information, details
kids equals fun! See it on PBS. about the show, educational resources, and much
more. Visit pbs.org/designsquad.
DO HANDS-ON CHALLENGES HOST EVENTS
Design Squad challenges bring engineering to life. Take Design Squad to a museum, library, or mall
Download all 35 from pbs.org/designsquad/ and spark kids’ interest in engineering with a lively,
parentseducators. fun-fi lled event. Get the Event Guide at pbs.org/
designsquad/parentseducators.
The Lemelson-MIT Program recognizes outstanding inventors, encourages
sustainable new solutions to real-world problems, and enables and
inspires young people to pursue creative lives and careers through
invention. Find out more at web.mit.edu/invent.
InvenTeams is a national initiative of the Lemelson-MIT Program designed
to excite high school students about invention, empower them to problem
solve, and encourage an inventive culture in schools and communities.
Find out more at web.mit.edu/inventeams.
(cid:129) Supports the establishment of invention clubs in schools.
Inspiring a New Generation of Inventors (cid:129) Offers teams of high school students and mentors grants of up to
$10,000 to invent a solution to a problem they’ve identifi ed.
(cid:129) Runs teacher trainings about invention and inventing.
(cid:129) Provides design challenges and other educational resources.
0910100
Invent It, Build It is funded by Major funding for Design Squad provided by Additional funding for Design Squad provided by
© 2009 WGBH Educational Foundation. Design Squad is produced by WGBH Boston. Design Squad, AS BUILT ON TV, and associated logos are trademarks of WGBH.
All rights reserved. All third party trademarks are the property of their respective owners. Used with permission.