Professional Documents
Culture Documents
Kristin Everett
Heather Wiles
SPED 6402 – 640
Subtopics:
Creative problem solving
Invention process
Patent process
Legality in patent process
Research paper
The idea that “there must be a better way than this” has inspired many inventors to invent
(Brainwaves, 2006). Individuals and groups invent intentionally and through accidental
discoveries; some inventions are the result of improved projects and others are brand new ideas.
Inventions may change the world overnight as the World Wide Web did or take a while to catch
on. For example, the submarine was invented in 1620 but did not come into wide use until the
1900s. Some inventions require previous inventions in order to function. An invention is a word
that comes from the Latin “to find or come upon” and can be a product or a process.
The Creative Problem Solving Model has several components; they are fact finding,
problem finding, idea finding, solution finding, and acceptance finding (Davis, Rimm, & Siegle,
2011). This model is one method for introducing problem solving and working through problems
to find solutions. Often, inventions solve problems and this model is appropriate for the
intentional inventing process. Fact finding involves listing all the facts known and then
narrowing the list for productivity. The process of problem finding incorporates listing
alternative problem definitions and the selection of an open definition for the next stage of idea
finding. Idea finding is also known as the brain-storming stage. There are several reasons for
brainstorming and teaching brainstorming. Brainstorming is good practice for creative thinking,
strengthens attitudes and abilities, and solves problems. Ground rules for successful
brainstorming include: no criticism, welcoming wild ideas, coming up with a quantity of ideas,
and utilizing combinations and improvements to current ideas (Davis et al., 2011).
Following brainstorming, individuals look for solutions; setting up criteria for idea
evaluation and using an evaluation matrix are two possibilities for evaluating ideas. Acceptance
finding is the final component of the Creative Problem Solving Model. Follow up steps within
acceptance finding, also known as implementation, are the creation of an action plan, looking for
With the creation of inventions came patents to copyright an individual’s idea or process.
Google Patents currently has over 7 million patent applications in its database. The patents
available through Google Patent Search “come from the United States Patent and Trademark
Office (USPTO). Patents issued in the United States are public domain government information,
and images of the entire database of U.S. patents are readily available online via the USPTO
website” (Google Patents, 2011). A patent is the exclusive rights to market, sell, and manufacture
Google Patents is a valuable resource anyone can use to find current and past patent
applications. There is a plethora of vocabulary associated with the patent process and patent
applications. The data that are found on Google Patents come directly from the United States
Patent and Trademark Office (USPTO). Patents issued in the United States are considered public
domain, and all information is readily available on the USPTO website. The patent collections
found on Google Patents are issued patents and applications ranging from the 1790’s to those
submitted in the past few months (Google Patents, 2011). According to the USPTO there are
When someone searches Google Patents, they will see terms such as U.S. patent number,
filing date, and assignee name. Google Patents defines all of the following terms. The patent
number is the unique number assigned to every patent application by the USPTO. The date on
which the inventor files a patent, is the filing date. This is different from the issue date. The issue
date is the date in which the patent office officially grants the patent to the inventor. The person
or organizations, in which the rights of the patent are assigned, are known as the assignees.
The patent process is complex and has a range of options for each inventor to select. The
process begins with the applicant looking for patents on a similar invention. If another similar
invention has already been patented, the process ends. If no other invention has a patent, the
process continues and the applicant decides what type of application should be filed. There are
three main types of patents, plant, design, and utility. The utility patent is the most common and
patents refer to new varieties of asexually produced plants. Design patents refer to ornamental
characteristics. The applicant is responsible for also choosing a filing strategy, global and/or
Utility patents have two types: provisional and non-provisional. The expedited
examination includes an accelerated examination program, first action interview, and the patents
prosecution highway. Options for filing include filing as an individual or using a registered
attorney. The United States Patent and Trademark Office maintains a list of patent attorneys and
agents and recommends the use of an attorney for the patent process due to its complex nature.
The USPTO cannot assist in preparation of applications resulting in the recommended use of a
patent attorney ( United States Patent and Trademark Office, 2011). Patents are filed electronically
using an electronic filing system. Upon submission of the patent application, the United States
Patent and Trademark Office (USPTO) examines the application (United States Patent and
Inventions involve a process that often starts with an idea. This idea can come in the form
of something new that has never been thought of before. It can also come from the desire to
improve an invention that already exists. No matter how an idea starts, there is a common thread
that connects all inventors. Inventions can happen after laborious work and planning, or can
happen due to sheer happenstance. No matter the reason, all inventors have a determination and
drive that pushes them through the obstacles along the way. Some inventions help to improve the
human condition, while others are for entertainment. However, all leave their own individual
Currently, there are resources available for adults on the patent application process;
however, few exist for students. As inventors, students with gifts and talents may also be
interested in patenting an invention to benefit from their product. Our students will create a
presentation about the steps in the patent application process as determined by the United States
Patent and Trademark Office, a skype conversation with an expert, and lessons on the creative
Davis, G. A., Rimm, S. B., & Siegle, D. (2011). Education of the gifted and talented. (6th
United States Patent and Trademark Office. (2011). Process for obtaining a utility patent.
http://www.uspto.gov/patents/process/index.jsp
Woodford, C., Collins, L., Wichalls, C., Morgan, B., & Flint, J. (2005). Cool stuff and how it
We define odyssey as the journey and discovery of new places, objects, and ideas; each
contributing to the journey’s process. We believe the end result of an odyssey should not be self-
serving. The ultimate goal of an odyssey is to use the knowledge gained to benefit society in a
positive manner. This unit connects with the camp theme of odyssey by reinforcing the fact that
Odysseys and realizations are an everyday occurrence. Each day our campers will be
reflecting upon essential questions in their Odyssey Observation journal. Daily recordings will
be done using Prezi. Prezi is a web-based presentation application and story-telling tool.
In the lesson titled “It’s In the Bag!” students will begin to look at brainstorming and
creative problem solving. There are logical steps involved in these processes, just as there are
steps that must be followed when undertaking a journey to an unknown destination. The
SCAMPER activity the students do during Day One will evoke answers that will hopefully
involve improving a product or finding other uses for it. This journey of discovering new uses
and improvements can be arduous, yet always rewarding. Day Two continues with a study and
In Day 3 “Order in the Court!” the essential question students are asked is: Is there a
conclusion to the invention process? At first glance the answer is yes. However, once students
dive deeper into what the question is really asking they will see the answer is, “of course not.”
Every odyssey that an adventurer sets out on, most of the time, has a predetermined destination.
Many obstacles and detours happen along the way, and some may or may not reach that final
ending place. Inventors too have an idea of where they would like their journey to take them,
only to find that their destination is only a beginning. There will always be improvements to
make to meet new needs, to encompass new technology, and the changing environment in which
they find themselves. Day Four completes the unit with a continued application of the use of
technology used to complete the final product and a review of the final product by a patent
Have you ever thought of a crazy new idea? Have you invented a new product? Ever been
frustrated by a product you thought could be better? Join us to learn how to patent your original
idea and produce a video called “How-to navigate the inventor’s patent and application
highway!”
Revised Content Outline
I. Creative Problem Solving
A. Creative Problem Solving Model
1. Fact finding
a. List all the facts you know
b. Narrowing the list down to be productive
2. Problem finding
a. Listing alternative problem definitions
b. Choose an open definition for the next stage
3. Idea finding – brain-storming stage
4. Solution finding
a. Criteria for idea evaluation are listed
b. Evaluation matrix might be used to prepare possible solutions
a. Ideas are rated according to criterion
b. Ratings are entered in the cells and totaled for best idea
5. Acceptance finding (implementation)
a. Creation of an action plan
b. Looking for people to assist
c. Identifying people who may resist; also includes obstacles
B. Brainstorming
1. Reasoning
a. Used to teach brainstorming
b. Good for practicing creative thinking
c. Strengthens attitudes and abilities
d. Solves problems
2. Ground Rules
a. No criticism
b. Welcome wild ideas
c. Quantity is important
d. Combination and improvement are great
II. Invention Process
A. Reasoning behind inventions
1. Intent
a. intentionally
a. brand new ideas
b. improved projects
b. accidentally
2. Change over time
a. Overnight; ex. world wide web
b. Lengthy; ex. Submarine
3. Requirements to work – possibly previous inventions
B. Patents – exclusive rights to market, sell, and manufacture an invention as
governed by the government for a specified amount of time
1. a.k.a. copyright to an individual’s idea or process
2. Applications are in United States public domain
3. Google Patents is a good resource for locating patent information
a. Collection contains issued patents and applications
b. Has patents and applications ranging from the 1790s to a few
months ago
c. Terms
a. U.S. patent number – unique number assigned to every
patent application
b. Filing date – date on which the inventor files a patent
c. Issue date – the date in which the patent office officially
grants the patent to the inventor
d. Assignee name – the person or organizations, in which the
rights of the patent are assigned
C. Patent Process
1. Applicant – checks for patent on a similar invention
a. If another similar invention has been patented, process ends
b. If no other invention has a patent, process continues
2. Applicant – decide what type of application should be filed
a. Plant patent – new variety of asexually produced plant
b. Design patent – ornamental characteristics
c. Utility patent (most likely!) – useful process, machine, article of
manufacture, composition of matter
3. Applicant – determines filing strategy
a. File globally
a. Requires international protection
b. May also want to file in U.S.
i. If yes, process continues
ii. If no, process ends
b. File Utility Patent Application in U.S.
4. Applicant – determines which type of utility patent application to file
a. Type
a. Provisional
b. Non-provisional
b. Expedited examination
a. Accelerated examination program
b. First action interview
c. Patents prosecution highway
c. Filing process
a. File yourself
b. Use a registered attorney (recommended)
5. Applicant – prepares for electric filing
6. Applicant – applies for patent using electronic filing system
7. USPTO (United States Patent and Trademark Office) – examines
application
III. Legality
A. Complex process - USPTO cannot assist in preparation of applications
B. USPTO maintains a roster of patent attorneys and agents
IV. Technology Content
A. Flip Camera
1. How to record
2. Steady motion
3. Connecting to the computer
B. Windows Movie Maker
1. Importing a video
2. Editing a video
3.Saving a file
C. Uploading to Internet
1. Correct file name
2. Length and size of video
D. Finding an appropriate location
1. Audience
2. Viewer feedback
Technology-infused authentic product paper
From the beginning of this journey towards AIG certification, we have been exposed to
new and engaging technology. We have seen firsthand how incorporating technology into the
learning experience not only seems to make learning easier, but also makes the content seem
more relevant. This is why it is necessary that our campers are exposed to various technologies,
taught how to properly use it, and ultimately use technology to educate others.
Throughout our unit, we will integrate advanced technologies such as using Prezi as an
online journal, the use of Google Patents to gain knowledge of important content, Skype to
converse with experts relating to our unit, and the use of Flip video cameras to record sound and
video with pertinent information regarding the invention and patent process. This video will be
edited using Windows Movie Maker, and then uploaded to either YouTube or TeacherTube, thus
The authentic product that our campers will be creating is a “How to work your way
through the invention and patent process” vodcast. This product will begin through the use of
Flip video cameras. After the students have determined the pertinent information that they feel
should be shared with other creative minds their age, in regards to inventing a product and
obtaining a patent, students will record their video containing this information. This video will
then be edited using Windows Movie Maker. Once the video has been edited, the videos will be
uploaded to the internet. The camper’s vodcast will then be available to anyone via YouTube or
TeacherTube.
This authentic product is geared towards an authentic audience. AIG experts agree that in
order for any type of project or activity to be meaningful to a student and truly serve its purpose,
there must be an intended authentic audience. The authentic audience that the final product is
geared to is creative students potentially around the world, and the legal experts that the students
interacted with earlier in the week. We feel that the legal experts should be involved in the final
product to gauge whether the information the students present is accurate and reliable for clients
interested in pursuing the process of inventing. The expert who was involved with the Skype
discussion during the week will be asked to view the video and share their review and comments
with the students. This can be done through comments left on the video’s page and through
another Skype session. Students today are immensely creative, and have ideas daily of items,
ideas, and ways to improve the day-to-day life of those around them. These thoughts can often
times evolve into an idea for an invention. Currently there is not a lot of information available
specifically to children regarding inventing and the process behind it. Our hope is that this
podcast will serve as a resource for those children that are eager to venture out on their own
invention odyssey.
In order for our campers to accurately use the technology that we will be exposing them
to, some aspects will need to be modeled and pre-taught. For example, on Day 1 of camp
students will be shown a premade Prezi presentation that goes along with the “Brown Bag It”
activity they will be completing. Seeing a completed Prezi presentation will get them familiar
with the interface of the program, and hopefully pique their interest in wanting to create one.
Campers will have daily practice with using Prezi as they respond to a critical thinking question
in their “Odyssey Observation” journals. Using Google to search for information will be very
familiar to our students; however, using Google Patents may not be. Navigating Google Patents
will need to be modeled and explained, so that students do not become too overwhelmed with the
immense amount of information found there. The process of how the student’s recorded videos
become a vodcast will be explained thoroughly. Students will also preview a previously made
vodcast by Heather and I titled “Where Do I Start?”. This will not only entertain them, but also
LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION, THINKING
AND DEBATE. THIS IS NOT A QUESTION.)
INVENTIONS ARE THE ANSWER TO ALL PROBLEMS.
III. PLANNING
D. ESSENTIAL HOW DO INVENTIONS BEGIN?
QUESTION:
(ONE
OVERARCHING
LESSON Q UESTION
)
E. ASSESSMENT: STUDENTS WILL DEMONSTRATE KNOWLEDGE OF CONNECTIONS BETWEEN
(PERFORMANCE REASONING, PROCESS, AND INVENTIONS BASED ON THEIR RESPONSES IN THEIR
TASK) WHAT ONLINE JOURNAL. STUDENT EXPLANATIONS AT THE END OF THE CONTENT DELIVERY
WILL THE
WILL INDICATE WHETHER CONNECTIONS BETWEEN INVENTIONS AND PROBLEM
STUDENTS DO TO
SOLVING HAVE BEEN MADE.
SHOW YOU THAT
THEY MASTERED
THE CONTENT?
I. Creative Problem Solving
A. Creative Problem Solving Model
1.Fact finding
a. List all the facts you know
b. Narrowing the list down to be productive
2.Problem finding
a. Listing alternative problem definitions
b. Choose an open definition for the next stage
3.Idea finding – brain-storming stage
4.Solution finding
a. Criteria for idea evaluation are listed
F. CONTENT
b. Evaluation matrix might be used to prepare
LIST THE
possible solutions
CONTENT FOR
a. Ideas are rated according to criterion
THIS LESSON
b. Ratings are entered in the cells and
ONLY.
totaled for best idea
(OUTLINE THE
CONTENT YOU
5.Acceptance finding (implementation)
WILL TEACH
a. Creation of an action plan
TODAY-THIS MAY
b. Looking for people to assist
COME FROM YOUR c. Identifying people who may resist; also includes
CONTENT obstacles
OUTLINE) B. Brainstorming
1.Reasoning
a. Used to teach brainstorming
b. Good for practicing creative thinking
c. Strengthens attitudes and abilities
d. Solves problems
2.Ground Rules
a. No criticism
b. Welcome wild ideas
c. Quantity is important
d. Combination and improvement are great
G. HOOK: SCAMPER WITH SODA CAN (USING SMARTBOARD: STUDENTS WILL WRITE IDEAS.) 10-
(DESCRIBE HOW 12 MINUTES
YOU WILL GRAB “WE WANT TO IMPROVE THIS SODA CAN. TO DO THIS, WE ARE GOING TO USE A SERIES
STUDENTS’
ATTENTION AT OF QUESTIONS. ALL IDEAS ARE WELCOMED. YOU ARE ENCOURAGED TO USE THE
THE BEGINNING IDEAS OF OTHERS FOR NEW IDEAS. BE POSITIVE AND THINK WILDLY.”
OF THE LESSON. S (SUBSTITUTE) – WHAT CAN WE SUBSTITUTE?
BE CREATIVE.) C (COMBINE) – HOW CAN WE COMBINE THE JOB, MATERIALS, OR ROLE OF THIS ITEM
WITH OTHERS?
A (ADAPT) – HOW CAN WE ADAPT THIS CAN FOR OTHERS OR ANOTHER USE?
M (MODIFY/MAGNIFY/MINIFY) - WHAT CAN WE MAGNIFY OR PUT MORE EMPHASIS
ON WHEN SELLING TO MAKE THIS PRODUCT MORE POPULAR? WHAT ASPECTS OF THIS
PRODUCT CAN BE REDUCED?
P (PUT TO OTHER USES) – HOW CAN WE PUT THIS CAN TO OTHER USES?
E (ELIMINATE) – WHAT CAN WE ELIMINATE OR SIMPLIFY TO MAKE THIS PRODUCT
MORE EFFICIENT?
R (REARRANGE) – HOW CAN WE CHANGE, REORDER, OR REVERSE THE WAY THIS
PRODUCT IS MADE OR MARKETED?
Brown Bag It (20 minutes)
1. Introduce Brown Bag It activity with teacher made Prezi presentation.
We have a paper bag full of inventive inventions. (Materials in bag
include: comb, cotton ball, screwdriver, paper clip, clothespin, spatula,
envelope, safety pin, stapler, Band-Aid) Teacher models the thought
process and explanation of one inventive item: comb. The student’s
job is to draw an item out of the bag and explain why the item is
inventive using the following guiding questions: What does your
invention do? How would this invention have improved society?
2. http://prezi.com/sxbxjmarinhv/brown-bag-it/
3. As students explain their reasoning for an inventive item, students will
be asked to draw a conclusion about inventions in general and where
the ideas for inventions come from. The concluding thoughts with this
focus activity should be that even the simplest of things is an invention
H. INSTRUCTION: that started out as an idea. Some inventions are ideas that have never
(TELL, STEP-BY- been thought of before, while others are ideas that have been improved
STEP, WHAT YOU or changed in some way. All of the ideas meet a need.
WILL DO.)
5. Instructors will guide the students through the patent process using a
Prezi presentation in the form of a flow chart. This guidance will begin with
two questions: What is a patent? Why are they important? From this point we
will explore the options of the patent process with the interactive SmartBoard.
Key terms will be emphasized, identified, and defined.
http://prezi.com/kbzoo3w5-mka/the-patent-process/
*THE ROLE OF THE PREZI IS TO SERVE AS A VISUAL REMINDER OF THE MATERIAL AND
QUESTIONING FOR THAT DAY, NOT AS AN INSTRUCTIONAL DELIVERY TOOL.
Teachers will place tallies next to each comment, as students make connections
to the material presented.
LESSON PLAN TWO: IMITATION IS THE HIGHEST FORM OF FLATTERY.
I. DEFINE THE CONTENT
LESSON OBJECTIVE:
THE STUDENT WILL APPLY HIS/HER KNOWLEDGE OF AN ITEM AND THE PATENT APPLICATION TO EXPLAIN THE
INVENTOR’S REASONING AND PROCESS.
LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION, THINKING
AND DEBATE. THIS IS NOT A QUESTION.)
THE PATENT PROCESS IS NECESSARY.
*THE ROLE OF THE PREZI IS TO SERVE AS A VISUAL REMINDER OF THE MATERIAL AND
QUESTIONING FOR THAT DAY, AND AS AN INSTRUCTIONAL DELIVERY TOOL.
MODIFIED PATENT APPLICATION
NAME:
NAME OF INVENTION:
INVENTION DESCRIPTION:
INVENTION DRAWING:
IN TESTIMONY…
NAME
WITNESSES
LESSON PLAN THREE: ORDER IN THE COURT
I. DEFINE THE CONTENT
LESSON OBJECTIVE:
THE STUDENT WILL CONSTRUCT A VODCAST, ABOUT HOW TO OBTAIN A PATENT USING INFORMATION FROM A
PATENT ATTORNEY.
LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION, THINKING
AND DEBATE. THIS IS NOT A QUESTION.)
THERE IS A CONCLUSION TO THE INVENTION PROCESS.
Wrap-Up (5 minutes)
Odyssey Observation journal question: How are inventors dependent on others?
(to be completed using Prezi)
“Where Do I Start?” Script
So, I had this great idea that we should make a video for how to navigate this patent process. Its
soooo complicated!
No, I have a better idea. Let’s help other kids learn how to start the patent process for their new
invention.
Well, we probably need to tell them what a patent is. The dictionary says: “a patent is the
exclusive rights to market, sell, and manufacture an invention as governed by the government for
a specified amount of time.”
That means if you’ve invented a new invention or idea and the government has granted you
rights to your idea, then no one can copy exactly what you have done without your permission.
Great question. Our friends at Google have created a search engine just for patent applications in
the United States. The place to go is Google Patents.
I’ve got some great questions for our expert. Do you know what happens if you don’t get a
patent for your invention and someone else has the same idea? Or what happens if an item is sold
without a patent – how would we know who gets the profit?
Title: Film Making Crash Course
Planning to create expert-looking movies with your Flip? Or simply want to capture and share
those special moments? Look no further. Here are three simple steps to get you going.
Point. Press. Shoot. Start taking videos with just a press of a button. Flip video cameras make
capturing moments simpler than ever.
Transform your Flip videos into FlipShare movies. Plug your video camera into your
computer’s USB port to start trimming, editing and adding music to your videos. Flip video
cameras’ built-in software makes movie-making fun and easy.
Don’t just keep them to yourself. Share videos with your friends and family with just a few
clicks. Create personalized greeting cards and email them. Publish your creations directly to
YouTube, Twitter and Facebook.
PLANNING
Topic:
Audience:
Purpose:
Key Facts:
Roles in Video:
New vocabulary:
LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION, THINKING
AND DEBATE. THIS IS NOT A QUESTION.)
THE INVENTION PROCESS NEVER ENDS.
CONTENT (5 MINUTES)
BOOK MISTAKES THAT WORKED BY CHARLOTTE JONES
MORNING SESSION: STUDENTS WILL FINISH THEIR FINAL PRODUCT. STUDENTS WILL
BE USING WINDOWS MOVIE MAKER TO EDIT THEIR VIDEO. ONCE THE VIDEO IS EDITED,
STUDENTS WILL BE UPLOADING THEIR VIDEOS TO A BLOG. STUDENTS WILL ALSO BE
SETTING UP THEIR BLOG TO ALLOW POTENTIAL VIEWERS TO COMMENT ON THEIR
H. INSTRUCTION: VIDEOS.
(TELL, STEP-BY-
STEP, WHAT YOU
WILL DO.) AFTERNOON SESSION: ECU’S PATENT EXPERT JOHN CHIN WILL BE INVITED TO COME
VIEW THE STUDENT’S VIDEOS, AND OFFER FEEDBACK BEFORE PARENTS VIEW THE
PRESENTATIONS.