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California Invention Convention

Learn about the judging process at the CA Invention Convention and discover the educational value of inventing. Understand the criteria for scoring student inventions and engage in judging circles with inventors.

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California Invention Convention

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  1. California Invention Convention A “How To” For Being a Judge

  2. CA Invention Convention Thanks you for being a judge

  3. The Educational value of inventing is NOT the product, but the process! Inventing is a realistic practice for success in the real-world Why Use Inventing?

  4. The End Result AWorking or Non-Working Invention/Prototype(age appropriate “working” with age appropriate materials - if non-working, student must be able to describe how it would work) Display Board(showing the invention process and the invention in use) Invention Log(What was done and how it was done) Judging Circle(Interview and discussion of the invention and the inventing process)

  5. Judging Circles .They are actually a conversation between the inventor and people interested in what they have done. The inventors explain what they have done to the judges and their fellow students in the group. The judges and students can askquestions, make comments and express their own ideas.

  6. How do I use the Judging time? • Goal is to finish within 60 minutes • Try for 7 to 8 minutes per child • Devote approximately the same time to each child • Plan ahead and keep on time

  7. Start with introductions (Tell them who you are)

  8. Congratulations to all inventors! (Some may be very nervous)

  9. In what order should you talk to the inventors? Options: • In the order names appear on the judging site / scoring sheet • Ask for volunteers to go first • Any way you want

  10. It could be a brand new device or an improvement on a current device or a new way to do the same thing. What is an Invention? The first pencil is an invention Adding an eraser is an invention Doing the same thing in a different way is an invention

  11. Is anything new, an invention? The goal of the CAIC program is to enhance the student’s Problem-Solving Skills. –Drawing a picture –Writing a story are creative things to do, but they do not solve a problem with a physical solution and thusare not CAIC program inventions

  12. Criteria for Scoring Apps • Apps will not need to be operational if students understand the technology and function of what they are trying to build and how it exists. • Students need to be involved in the prototype process, they may (if age appropriate) have help • Apps will not need to be operational if students understand the technology and function of what they are trying to build and how it exists.

  13. The “rule” is $50 per invention • The Reality: –An invention that is used on a car, does NOT include the cost of the car. –The invention should be “material neutral” •Cardboard is as good as machined titanium –Build, rather than buy •The student’s input is more important than the money input How much can the invention cost?

  14. Did the Student Build It? • It is OK to get help and advice • Parents can (and are encouraged to) help build –But “doing” is not “helping” • When in doubt – ask the child about –Design –Materials –Process A part probably not designed and made by a 3rd grader

  15. Process: Design & Engineering • Did the child use this invention? • What did the child learn in the process of building & using this invention? • How is this different from others out there? • What changes were made to improve the original design?

  16. Which is more important the Display or the Invention? • The Invention Process is most important! • Display helps explain and sell the idea to others

  17. Invention Log A Diary, NOT a Report • The Invention Log is NOT a book report that is created after they are done • But rather a diary that is continuing being filled in as they work on their inventions –Complete with complete sentences, not single words or phrases –When done with any page, student signs and dates

  18. Invention Log The process, NOT the Answer • The goal is to have the students learn the process of solving problems • It does not actually matter if any specific entry is “right” • The only “wrong” answer is a blank space

  19. Judging Criteria

  20. This is to help guide you as you listen to students. Judging Rubric

  21. Can student clearly state the problem • How challenging? • Does problem match solution? • New to student is OK! –It does NOT matter what YOU know • Does this improve an existing product? Identifying and Understanding

  22. Engineering Cycle • Did Student try different solutions? • What changes did student make in materials as well as design? • What was reaction by users? • How can the prototype be improved to work better?

  23. Invention Effectiveness • Does the solution improve or simplify or does it make it more complicated? • Advantages over existing methods or products? • Safe? Easy to use? Affordable?

  24. Who benefits? Solves actual problem for a specialized group? Or can application be expanded to others? Improvement because it –Works better? –Cleaner? –Faster?? –Safer? –Less expensive? And Also…..

  25. Tell me about your invention!

  26. Did you have any problems? Make any changes?

  27. What tools did you use to build this?

  28. What did you learn from building this invention?

  29. Probing Questions 1. What is the problem and how does your invention solve this problem? (Identifying and Understanding / Invention Effectiveness) 2. How did you come up with this problem? (Identifying and Understanding) 3. What steps did you take to get this solution? How did you come up with this solution? [Looking for logical progression] (Engineering Cycle) 4. What types of research did you do to determine if your invention is original? (Identifying and Understanding) 5. If there was something already existing that was similar to your solution, what did you do to make yours different/ better? [Looking for uniqueness or creatively making something unique] (Identifying and Undertanding/ Invention Effectiveness) 6. Tell us more about the design of your solution. Did your first idea work? If not, what did you do to change it? (Engineering Cycle) 7. How did you want the invention to work? And why did you choose the materials you did for building the invention?. (Engineering Cycle / Invention Effectiveness) 8. Can you take us through your process of designing, building and testing your solution? Other questions in this category include, what materials did you choose, why did you choose them, did you have any problems, how did you solve them? How did the testing go? Did you want to give up along the way? (Engineering Cycle) 9. Can you show us how the solution works? If it is a prototype, describe how it works. [Looking for how well the invention solves the problem] (Invention Effectiveness / Communication) 10. Who can use this solution? [Looking for understanding of benefits of solution] (Invention Effectiveness) 11. How practical is the invention [not a question for the child – look at materials used, ability for anyone to actually use the solution] (Invention Effectiveness) 12. If you had to do it over, would you have done anything differently? [This shows understanding of the entire process] 13. What did you learn from this invention process? [Understanding the process] If you can’t think of any questions, we’ve included some on your clipboard…...

  30. What would you do if you had more time? Anything else you would like to tell us?

  31. What if the invention involves some technology that you don’t know anything about? • Ask a fellow CAIC judge • Ask inventor questions to find out how much s/he knows • Ask other students in the group

  32. What if the invention breaks? If invention breaks during demonstration… assume the invention worked at an earlier time! Source:

  33. You can offer encouragement, but do not make even vague promises…. Be careful what you say! Avoid comments like these: • Wow, this is a winner • You are on my short list of possible winners • This is the best I’ve seen

  34. If you have time to spare, you can just talk.

  35. If there are two students in a team, make sure you encourage them to equally participate…...

  36. Have FUN as YOU help them invent THEIR Futures

  37. And Speaking of Their Futures: We will be sending 20 inventions and chaperones to Dearborn MI to compete at the National Invention Convention. The cost per student and chaperone is $2500. We are sending 20 students which will cost between $50,000 and $70,000. If you are a member of a company or organization, or if you are in a position to help, please speak with me so we can discuss how we might partner and work together to help ALL our winners get to Dearborn!

  38. Don’t Worry, Keep Judging! THANK YOU!

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