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Brainstorming

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Subido el 28 de mayo de 2007 por EducaMadrid

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NASA Sci Files segment explaining how brainstorming works to help students think creatively and come up with solutions to solve problems.

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Hello, Treehouse Inventors. 00:00:00
Well, we're not inventors yet. 00:00:04
If we know our problem, Mr. Judd at the Linsen Center said that a problem can have more than one solution. 00:00:06
But we're having trouble finding at least one. 00:00:11
Do you have any ideas? 00:00:14
Just the thing for you. It's called brainstorming. 00:00:16
But I forgot to bring my umbrella. 00:00:18
Oh, very funny. 00:00:20
Brainstorming is something that helps you think creatively. 00:00:22
Is that where we get together and toss aside ideas? 00:00:24
Yes, it is. But there are certain rules you have to follow. 00:00:27
Someone has to record the ideas, everyone needs to contribute ideas, and all ideas are accepted. 00:00:29
What if one of the ideas is silly? 00:00:35
That's all right. You're encouraged to give wild, silly, or even way-out ideas in addition to the practical ones. 00:00:37
I'll be good at brainstorming. 00:00:42
How do we start? 00:00:44
You already have your problem, how to make a bite more visible at night. 00:00:46
I printed off a brainstorming web from the Y-Files website. 00:00:49
It's a tool for brainstorming. 00:00:53
Thanks, Dr. D. 00:00:54
Why don't you practice by brainstorming my problem of inertia, objects in motion remain in motion. 00:00:56
Set a time limit, come up with as many solutions as you possibly can. 00:01:00
Okay, let's sit in a circle. I'll put the timer on five minutes. 00:01:04
I've got the timer. 00:01:14
Okay, I'll be the recorder. 00:01:15
Okay, let's go. 00:01:17
I think it should be something on wheels. 00:01:18
How about a catapult that flings things far in the air? 00:01:20
Or smoke rings. 00:01:23
That'd be cool. 00:01:24
How about a paper airplane? 00:01:26
I'd like to use a watermelon. 00:01:28
That's a silly idea. 00:01:29
Remember now, no criticism. 00:01:31
Okay. 00:01:33
What do we do now? 00:01:34
Are there any solutions that are similar that can be grouped together? 00:01:35
Yeah, like catapulting a watermelon. 00:01:38
See, I told you a watermelon wasn't a bad idea. 00:01:40
If you don't mind a big mess. 00:01:43
Thanks for all the ideas. I'll let you know what I decide to do. 00:01:45
Remember, never judge any ideas during the brainstorming, only afterwards during the evaluation. 00:01:48
How do you evaluate something? 00:01:53
You talk to my friend Dr. Catherine Fay at NASA Langley Research Center. 00:01:55
That's a great idea. Thanks, Dr. D. 00:01:59
Hi, Dr. Fay. This looks really cool. 00:02:03
Hi, kids. Welcome to the lab. 00:02:06
What is all this stuff? 00:02:08
These are various inventions that Langley researchers have developed here in Hampton, Virginia. 00:02:10
Are you an inventor? 00:02:15
Yes, I'm an inventor. 00:02:17
But my job is to research solutions to problems that NASA has in aeronautics and space. 00:02:18
And some of these solutions turn into inventions. 00:02:23
If you have a creative, innovative environment, inventions will happen. 00:02:25
What are some of these inventions? 00:02:29
This is a colorless poly image. 00:02:32
It was invented by several Langley scientists. 00:02:34
And it's used as a flat panel reflector on solar rays on satellites in space. 00:02:36
All these things look great, but how do the researchers know if they're good ideas? 00:02:42
First, as a researcher or an inventor, you need to define your problem. 00:02:47
Then, you need to test your proposed ideas. 00:02:52
You collect the data and analyze it and see if it works. 00:02:55
If it doesn't work, then you need to reevaluate. 00:02:58
Maybe you modify it, or maybe you start with a new idea. 00:03:01
That's why collecting data is important? 00:03:04
Yes, collecting and analyzing the data helps determine if your solution meets the requirements. 00:03:06
So, what do we do with our bad ideas? 00:03:12
Do we just throw them away? 00:03:14
No, the idea might not answer this solution. 00:03:16
But the data collected is good, because it will help you determine other solutions. 00:03:19
Well, is that it? We collect the data to test our product, and we're done? 00:03:23
You might want to consider a few more things in the evaluation. 00:03:27
First, can I make it? And second, can I afford it? 00:03:30
Could you help us get started? 00:03:33
Tell me one of your ideas to solve the problem. 00:03:35
We thought of maybe painting our bike to solve the problem of making us more visible at night. 00:03:37
That's a good idea. I think you should consider what kind of paint you're going to use, 00:03:42
and where are you going to paint it on the bicycle, on the frame, or the tires, or both. 00:03:46
Then you need to decide how you're going to determine whether you're really visible at night. 00:03:50
I think we need to go and have a brainstorming session. 00:03:54
Yeah. 00:03:56
After your brainstorming session, send me an email, 00:03:57
and I can put you in touch with researchers that develop reflective materials. 00:04:00
Thanks. I'll keep in touch. Bye, Dr. Fay. 00:04:04
Bye. 00:04:06
Bye. 00:04:07
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Idioma/s:
en
Niveles educativos:
▼ Mostrar / ocultar niveles
      • Nivel Intermedio
Autor/es:
NASA LaRC Office of Education
Subido por:
EducaMadrid
Licencia:
Reconocimiento - No comercial - Sin obra derivada
Visualizaciones:
200
Fecha:
28 de mayo de 2007 - 15:33
Visibilidad:
Público
Enlace Relacionado:
NASAs center for distance learning
Duración:
04′ 08″
Relación de aspecto:
4:3 Hasta 2009 fue el estándar utilizado en la televisión PAL; muchas pantallas de ordenador y televisores usan este estándar, erróneamente llamado cuadrado, cuando en la realidad es rectangular o wide.
Resolución:
480x360 píxeles
Tamaño:
24.95 MBytes

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