33

ChallengeInvent a foot-activated ball launcher that can hit a target four feet away.

ClientA toy company, as described in Step 2

Agenda 1 Discuss the concept of a client.

2 Introduce the challenge.

3 Brainstorm design ideas for launchers.

4 Build, test, and redesign the launchers.

5 Share results and wrap up.

What success looks like todayKids understand the client’s role in the invention process, and they realize that they are using the design process as they build their launchers.

Get ready ahead of time • Read these Leader Notes. To guide you as you run the session,

make notes about key points, questions to ask, the allotted times, and who’s doing what.

• Try the activity before doing it with kids.

• Copy the challenge handout and the Inventing for a Client handout, one per kid.

• Bring a camera for taking photos of kids doing the challenge.

• Have lanyards and stickers ready to distribute.

MaterialsFor the group

3–4 rolls of duct tape

ruler

pencils

paper (scrap paper is fine)

HIT THE TARGET

Ping-Pong is a registered trademark of Sop Services, Inc.

Per pair

1 wooden spool

1 paint stirrer

1 Ping-Pong® ball

2 paper cups (3.5 oz)

The design process helps inventors understand a client’s needs and devise appropriate solutions. Draw this graphic on the board.

TEST &EVALUATE

GETFEEDBACK

INTERVIEW CLIENT

The Design ProcessDEFINE PROBLEM

Me!ting 3

34

Introduce the concept of a client (15 minutes)

Invention starts with a clientInventors invent for a client—someone who will use the invention. Explain that, in the challenges to come, kids will work for clients, just as they did in Meeting 2. Tell kids that the invention process is about understanding a client’s needs, inventing solutions, and getting feedback on the invention. To establish a common understanding of the term “client,” ask kids:

• What is a client? A customer, consumer, shopper, buyer, user, etc.

• Who has clients? People who sell things or provide services. This includes anyone in business, such as store owners, doctors, landscapers, inventors, engineers, plumbers, car dealers, hairdressers, etc.

• As an inventor, how would you be sure that your design meets your client’s needs? You would talk with the client to make sure that your product or service solves their problem. The feedback can identify ways to improve the invention.

Me!t a clientGive each kid an Inventing for a Client handout. To get them thinking about the ways an invention can benefit people, read aloud the story on the handout of an amazingly simple cooler. Then discuss the three questions at the bottom of the sheet. Possible answers to these three questions include:

1 How could you or your family use a cooler like this one? When riding in a car, going camping, meeting in a clubhouse, etc.

2 Where or in what situations would it be useful to have a cooler that doesn’t use electricity? Where the electricity goes out often, where people need to keep food or medicine cool when there is no refrigerator, etc.

3 Think of other people who could be potential clients for this invention. Emergency workers, campers, schools, people who sell at farmers’ markets, people who want to use less electricity for environmental reasons, etc.

On the Inventing for a Client handout, kids read about an amazingly simple cooler invented in Nigeria.

1

35

Define the chal"enge (5 minutes)

Engage the group Ask: Who has ever invented a toy made from stuff lying around the house? Have a few kids describe toys they invented. If there’s anything in your own personal or professional life that relates to this question, share it with the kids.

Introduce the chal"enge A popular toy company is looking for a fun way to sharpen kids’ coordination and keep them physically active. The big toy convention is coming up, and all the engineers at the company are busy with other projects. The head of the toy company is turning to you to engineer a solution. Your client wants you to invent a toy that can launch a ball and hit a target four feet away, using only a person’s feet!

Brainstorm and design (10 minutes)

Discus# design ideas• What are some ways to launch a ball with enough

force so it will go four feet? Build a lever or seesaw and stomp on one end. Attach a paint stirrer directly to your shoe. Make a pendulum-style arm that swings and hits the ball.

• What can you use for a target? A box, trashcan, or piece of paper taped to the floor or wall.

Discus# the design proces#As usual, you’ll be using the design process today. We’ve already brainstormed some ideas. What will the other steps look like today? Build? (Building launchers) Test? (Checking regularly to see if the launcher can hit the target with a ball) Redesign? (Improving the design based on testing results) Share? (Trying out each others’ launchers)

2

3

What’s a lev!r?Levers are simple machines that make it easier for people to do work. They consist of a platform that pivots on a fulcrum. A seesaw is one kind of lever system. Depending on where the fulcrum is placed, levers can be used to change force or motion.

Kids use their feet to launch a ball.

DESIGN PROCESS STEP

DESIGN PROCESS STEP

36

Build, test, and red!sign (20 minutes) Divide the group into pairs. Distribute the Hit the Target handout and materials. Circulate around the room and help teams troubleshoot issues that come up by asking questions. For example:

If the bal" flies to$ far or not far enough, ask. . .How do you change the force of a lever? Have kids experiment with the position of the fulcrum and figure out how to control the force on the ball. Eventually, they’ll find a position that gets the ball to go where they want it to go.

If the launcher is inac%urate, ask. . .What’s the main reason your launcher is inaccurate? If the ball is in a different place every time, have kids make a holder for the ball to sit in. If the launcher shifts after every shot, mark the position of the parts so that when things shift, kids can set up the launcher the same way again.

4

Kids invent a variety of launcher designs—catapults, seesaw-like designs, and even ones made by directly attaching a paint stirrer to a shoe.

Adjust the chal"enge lev!lEasier: Have kids start with a seesaw-like arrangement, with the spool under the middle of the paint stirrer.

More Difficult: Design a launcher that can hit a target six feet away.

DESIGN PROCESS STEP

René

e M

atti

er

37

Wrap up (10 minutes) Reinforce key Time to Invent mes#agesGather the group together. Have each team present its launcher. Ask follow-up questions, such as:

• Tell us about a problem you encountered and how you fixed it.

• Testing is one of the design process steps. How did testing help you refine your launcher?

• Now that you’ve invented a toy, how do you think engineers might use the design process to invent and design games?

Close the me!ting• Review the Keep Inventing suggestions on the kids’ handout. (Also see below.)

• Congratulate kids on a successful session and award the membership stickers.

• Collect the launchers and lanyards.

• Let kids know that next week they’ll build furniture—out of paper!

• (Optional) Send families this week’s text or e-mail message. See page 176.

KE&P KIDS INVENTINGThere are lots of ways to keep kids’ spirit of inventing alive between meetings. But most kids and families are unaware of what’s available. Make a difference by alerting kids to some of the possibilities.

Invent todayEncourage kids to build a rubber band-powered racecar, a hidden alarm, or a confetti launcher. They can find these Design Squad™ Nationprojects and dozens more at: pbskidsgo.org/designsquadnation.

Invent this we!kEncourage kids to invent a game or toy and enter it in a contest, such as TOYchallenge® or BKFK. Find out more at: sallyridescience.com and at: bkfk.com.

5

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ake

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Fin

d ou

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coop

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witt

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rch

for “

pot-i

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In th

e w

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a c

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fact

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very

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g ar

ound

you

was

in

vent

ed w

ith so

meo

ne li

ke y

ou in

min

d.

Read

this

stor

y ab

out a

n in

vent

ion

calle

d a

Pot-i

n-Po

t coo

ler.

The p

roble

mIm

agin

e a

refri

gera

tor t

hat n

eeds

no

elec

tricit

y. An

inve

ntor

in

Nige

ria d

id. M

oham

med

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Abb

a liv

es in

a h

ot, d

ry a

rea

with

no

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ectri

city.

His c

halle

nge:

to k

eep

food

s and

med

icine

s coo

l.

A so

lution

He in

vent

ed a

coo

ler m

ade

with

just

two

clay

pots

and

wet

sand

. Th

at’s

all!

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smal

l pot

insid

e a

larg

er o

ne a

nd fi

lled

the

spac

e be

twee

n th

em w

ith w

et sa

nd.

How

it wo

rks

In th

e ho

t des

ert,

the

wat

er in

the

sand

eva

pora

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turn

s to

wat

er

vapo

r), c

arry

ing

away

hea

t fro

m th

e po

ts. T

he in

ner p

ot st

ays c

ool a

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s the

wat

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eeps

eva

pora

ting.

Disc

us# w

ho th

e clie

nts a

re1

How

cou

ld y

ou o

r you

r fam

ily u

se a

coo

ler l

ike

this

one?

2 W

here

or i

n w

hat s

ituat

ions

wou

ld it

be

usef

ul to

hav

e a

c

oole

r tha

t doe

sn’t

use

elec

tricit

y?

3 L

ist o

ther

peo

ple

who

cou

ld b

e cli

ents

for t

his i

nven

tion.

IVE

TIG

FOR

A CL

IET

Veam

os¿Q

uier

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ber c

ómo

func

iona

? ¿Q

uier

es h

acer

uno

?

Desc

úbre

lo e

n: c

oope

rhew

itt.o

rg. B

usca

“po

t-in-

pot c

oole

r.”

En e

l mun

do d

e la

s inv

ecni

ones

, el c

lient

e es

la p

erso

na q

ue u

sa

o se

ben

eficia

de

la in

venc

ión.

Por

cad

a in

venc

ión,

cas

i sie

mpr

e ha

y m

ucho

s clie

ntes

. De

hech

o, ¡t

ú er

es c

lient

e! C

asi t

odas

las c

osas

que

ha

y a

tu a

lrede

dor s

e in

vent

aron

pen

sand

o en

alg

uien

com

o tú

.

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este

rela

to so

bre

una

inve

nció

n lla

mad

a M

acet

a en

mac

eta.

(e

n in

glés

es P

ot-in

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cool

er).

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oblem

aIm

agín

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un re

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r que

func

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sin

elec

tricid

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o lo

gró

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Abb

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n un

a zo

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de m

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l des

afío

que

en

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era

enco

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r una

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Inven

t Som

e Mor

e• D

esig

n a

laun

cher

that

can

hit

a ta

rget

six

feet

aw

ay!

• Lau

nch

a ba

ll st

raig

ht u

p so

you

can

cat

ch it

with

you

r han

ds.

A po

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r toy

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pany

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r a fu

n w

ay to

shar

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kids

’ coo

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e bi

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com

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up, a

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ll th

e en

gine

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t the

com

pany

ar

e bu

sy w

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ther

pro

ject

s.

Chal"

enge

Your

clie

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ants

you

to in

vent

a to

y th

at c

an la

unch

a

ball

and

hit a

targ

et th

at’s

four

feet

aw

ay, u

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only

a

pers

on’s

feet

!

Brain

stor

m an

d Des

ign

• How

can

you

use

thes

e m

ater

ials

to b

uild

a

ball

laun

cher

?

• How

can

you

use

you

r foo

t to

laun

ch a

bal

l and

hi

t a ta

rget

that

’s fo

ur fe

et a

way

?

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t kin

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hol

der w

ill k

eep

the

ball

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laun

chin

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atfo

rm?

Build

, Tes

t, an

d Red!s

ign

Set t

he b

all i

n pl

ace.

Laun

ch! B

ull’s

-eye

? If

not,

ask

your

self

th

ese

ques

tions

and

revi

se y

our d

esig

n:

• You

r bal"

goes

to$ f

ar or

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ar en

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.Ho

w d

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l affe

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uch

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-pow

er g

ets t

hrou

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Is th

e pr

oble

m w

ith th

e sp

ool o

r with

the

pain

t stir

rer?

• Lau

nche

r is i

nac%

urat

e.Ca

n yo

u id

entif

y th

e m

ain

reas

on y

our l

aunc

her

is in

accu

rate

? Is

the

ball

in a

diff

eren

t pla

ce e

very

tim

e? D

oes t

he la

unch

er sh

ift a

fter e

very

shot

?

KE&P

INVE

NTING

Inv

ent t

oday

Build

a ru

bber

ban

d-po

wer

ed ra

ceca

r, hi

dden

ala

rm, o

r co

nfet

ti la

unch

er. F

ind

thes

e pr

ojec

ts a

nd d

ozen

s mor

e

at: p

bski

dsgo

.org

/des

igns

quad

natio

n.

Inven

t this

we!

kIn

vent

a g

ame

or to

y an

d en

ter i

t in

a co

ntes

t,

such

as T

OYch

alle

nge®

or B

KFK.

Fin

d ou

t mor

e at

: sa

llyrid

escie

nce.

com

and

at:

bkfk

.com

.

Mate

rials

• duc

t tap

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paint

stir!

er• 2

pape

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.5 ou

nces

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ong® b

al#1 2

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Ser

vices

, Inc

.

HIT

THE

TARG

ET

DAR

E E

L BL

ACO

Inven

tar m

ás• D

iseña

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lanz

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n bl

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pies

de

dist

ancia

.

• Lan

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cíbel

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n la

s man

os.

Una

fábr

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guet

es b

usca

una

man

era

dive

rtida

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aguz

ar

las d

estre

zas d

e co

ordi

nació

n de

los n

iños

y d

e m

ante

nerlo

s ac

tivos

. Se

apro

xim

a la

feria

del

jugu

ete

y lo

s ing

enie

ros e

stán

m

uy o

cupa

dos c

on o

tros p

roye

ctos

.

El de

safío

Tu c

lient

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