Solution Manual for Introduction to Creativity and Innovation for Engineers, 1st Edition

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1SOLUTIONS COMMENTARYandTACTICS FOR FITTING CREATIVITY/INNOVATION INTO ANALREADY FULL CURRICULUM FOR FACULTY USINGINTRODUCTION TO CREATIVITY AND INNOVATION FOR ENGINEERSAuthored by Stuart G. Walesh and published by Pearson Education, 2016SOLUTIONS COMMENTARY(Note: For some ideas about possible additional exercisesrefer to the section at the end of the Chapter 4 exercises.)CHAPTER 1: WHY SHOULD YOU LEARN MORE ABOUT CREATIVITY AND INNOVATION?1.1 USES OF PAPER CLIPS:Have one or more teams do Exercise 1.1 while one or more otherteams do Exercise 1.5 and then compare the results. Does the stimulation provided by visualizingitems in the list of objects generate more uses? My experience suggests that it does.1.2 ALTERNATING GLASSES:As noted by Restak (2009), “The correct solution to this puzzlerequires the solver to overcome two limiting assumptions.”The first is that“moving”necessarilymeans rearranging the glasses. The second limiting assumption is that any glass moving mustoccur in a horizontal plane.He goes on to say: “Buying into either of these assumptions preventsa successful solution to the puzzle.”The solution is to pick up the second glass and pour all of its water into the fifth glass. We often,unconsciously and unnecessarily limit the range and depth of our thinking. See the discussion ofthe Einstellung Effect in Section 3.4.1.3 EQUATIONS:The “equations” exercise encouragesstudents to see common things in newways such as Roman numerals as parts of equations and plus and equal signs as each beingcomposed of two moveable “sticks.”Trying to see what we have not seen before is part ofcreativity/innovation. Solutions to the equation challenges follow:1)III = III + IIIIII = III = III2)IV = III + IIIVI = III + III

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23)V = III–IIV–III = II4)VI = VI + VIVI = VI = VI5)VIII = VI–IIVIII–VI = II6)IV = IV + IVIV = IV = IV7)II = III + IIII = II + I8)VII = II + IIIVI = III + III9)VI = IV–IIVI–IV = II10) IX = VI–IIIIX–VI = III1.4 EQUILATERAL TRIANGLES:The “triangles” exercise encourages us to not get locked into oneway of thinking, especially when we experience success. For example, just because two-dimensional thinking works for Parts b and cdoesn’t mean we should rule out three-dimensionalthinking for Part d. The solution to Part d is shown here:1.5 USES OF PAPER CLIPS WITH STIMULATION:Note the number of ideas generated by theExercise 1.5 teams relative to Exercise 1.1 teams. I generally find that the ratio is roughly 2:1.Why do teams who are assisted by the list of objects do so much better? In doing Exercise 1.1,team members probably focused on the paper clip and making a list. This is a natural left-brainapproach. In contrast, members of a team doing Exercise 1.5, while thinking about the clip andthe list, were also picturing various items in the array and envisioning how a paper clip couldrelate to some of those items. Exercise 1.5 teams were collectively thinking more visually, whichis a right-brain process, than is the case with Exercise 1.1 teams. Exercise 1.5 team members

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3were simultaneously drawing on both of their brain’s hemispheres. They were applying whole-brain thinking.Advice: When trying to take a creative/innovative approach to addressing an issue, solving aproblem, or pursuing an opportunity, do something visual so that you engage both cranialhemispheres and your most powerful sense, which is vision (as explained in Section 2.4.2). Thisadvice applies whether you are working alone or with a group. Many of the whole-brain methodsoffered in this book have a strong visual aspect.1.6 GEOMETRIC SHAPES AND EQUAL PARTITIONS OF THEM:“Despite the fact that the lastquestion is the easiest one, most students can’t solve it. Their minds simply ‘getstuck’ due totheir expectation for an [even more] difficult question.” Each time we approach a challenge, weshould try to have a fresh look. Quote and idea from Raviv (2004).1.7 CONNECT THE DOTS:As noted by Restak (2009), “The instructions did not state that youcouldn’t extend the lines beyond the arrangement of the dots to solve the puzzle.”Therefore, asolution is:One message of this challenge is thatwe need to be open to literally and figuratively “thinkingoutside of the box.”

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41.8 SHRINKING SQUARE:One solution is:1.9 CHANGING DIRECTION:The solution is:1.10 CREATIVITY/INNOVATION, NATURE OR NUTURE:At this early stage in the book, thereader is likely to be ambivalent about the origin of creativity/innovation, that is, the natureversus nuture issue. Discussing the matter with others may lead to some introspection and, thatthinking plus the summary reports may stimulate class discussion. Much later, in Section 5.3, I

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5make a strong case for nurture with this book being one example. However, at this point in thebook/course, I suggest encouraging lively discussion.1.11 SUCCESS AND SIGNIFICANCE, YOURS:This exercise uses the success and significanceconcept introduced in Section 1.2 and the creativity-innovation theme of this book, before reallygetting into that theme, to urge students to reflect on where they are and where they want to go.Engineering students are smart and most are willing to apply themselves. Therefore, most ofthem have great potential. However, like Yogi Berra said, “You’ve got to be careful if you don’tknow where you’re going ‘cause you might not get there.”By encouraging the success-significance thinking process, you will help students decide wherethey want to go and how to “get there,” at least for the near future.You can also provide a way tohelp them reconcile selfish, self-serving intents with altruistic ones. Furthermore, the processmay generate some insightful and helpful discussions, within and outside of the classroom,including the role of creativity and innovation.A similar exercise appears at the end of Chapter 7 (Exercise 7.12). Assigning that exercise afteryou and the students have worked through most of the book will indicate whether students havechanged their approach to taking on challenges. More specifically, do they enthusiastically andproductively apply one of more of the book’s whole-brain tools?1.12 CAPABILITIES OF TOMORROW’S ENGINEER, YOU:This exercise’s purposes are set forth inthe exercise description. You may want to modify the exercise in that it is designed mostly forfirst-year engineering students. Given the exercise’s personal nature, you may decidenot torequire a submittal to you. Instead, consider an in-class discussion on the day the exercise is due,which enables sharing by those who want to.CHAPTER 2: THE BRAIN–A PRIMER2.1 BOOK REVIEW:I suggest giving each student wide latitude in selecting the book he/she willreview because this tends to enhancethe student’senthusiasm about the book review project. Onthe other hand, I recommend providing structure for the final product, as indicated in Task c ofthe instructions because this will address a common student concern and enable them to focus onreading the book and thinking about its content.I also suggest sharing pragmatic writing tips with the students while this and other writingprojects are underway. (Twenty-one such tips are offered in my bookEngineering Your Future:The Professional Practice of Engineering,Chapter 3, “Communicating to Make ThingsHappen,”Wiley, 2012). Clearly, a book review project has benefits for the student beyond whatthey learn from the book, such as researching, critical thinking, and writing.2.2 ORIGINS OF A FAVORED FACILITY/PRODUCT OR SERVICE:Expect a wide array of topics. Inone class, students selected the ballpoint pen, lenses for eyeglasses, and the shape of the lead uniton a high-speed train. Collectively, these assignments discovered fascinating stories of

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6persistence, luck, and creativity-innovation. I and the other students learned as a result of eachsubmittal, and some of what I learned appears in this book so others can learn from it. Besideswhat each student learns about their selected topic and the creative/innovative process thatproduced it, this project provides him or her with widely applicable benefits such as finding andusing various sources, a glimpse at the value of history, planning the writing project, criticalthinking, and writing and re-writing.2.3 RESEARCH PAPER (INDIVIDUAL STUDENT VERSION):As with the book selection in Exercise2.1, I suggest giving each student wide latitude in selecting their topic and, as with that exercise,I recommend providing structure for the final product because this will diminish a commonstudent concern and allow them to focus on their research. I also suggest sharing pragmaticwriting tips with the students while this major writing project is underway.When a student prepares a research paper early in his or her engineering studies, the resultingexperience may motivate later undergraduate research, capstone course topic selection, andgraduate study.In my experience, assigning engineering students (mostly sophomores and seniors) majorresearch projects culminates in written reports that are well done. Success factors seem to befreedom in topic selection, carefully critiquing an early draft chapter, offering writing tips, andreminding students that effective writing is necessary for successful and satisfying professionalpractice.2.4 RESEARCH PAPER (TEAM VERSION):See the comments for Exercise 2.3. In addition, thisexercise gives students practice with the way reports are commonly prepared in engineeringpractice, that is, by a team. With that in mind, urge each team to select an editor up front andstart their report early–during the first week of the project–by, for example, drafting the table ofcontents, the first chapter, and a glossary.2.5 MUCH MORE THAN A COMPUTER:Some say that the human mind is just a glorifiedcomputer. While a programmed computer could take on the destruction assignment oblivious tofeelings, the human would be able to think of destructive means while struggling emotionally withthe idea of destroying a favored object (Adams 1986).2.6 ONE AT A TIME:The items will have to be recalled sequentially and not simultaneously. Wecannot do two or more conscious tasks at the same time. As noted in Section 2.9.3, “While theconscious mind can think of only one topic or thing at a time, the subconscious mind is a parallelprocessor.” This simple, quick exercise can help drive home that point for your students(Adams1986).2.7 HABIT CHANGE:As stated in the exercise, doing this exercise is likely to be a personal matterand, therefore, you are unlikely to assign it in the sense that you ask to learn the results.However, I urge you to encourage your students to try the exercise. Only the most disciplinedwill succeed and, when they do, they will have learned a powerful tool that will help themachieve their desired mix of success and significance, as discussed in Section 1.2. Yes, we are, asthey say, creatures of habit. However, we do not have to be victims of bad habits.

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72.8 TAKING MULTITASKING TO TASK:Students, and maybe you, are enthusiastic multi-taskers.And,like many of our habits, once we’ve acquired them, we rarely examine them. This exercisechallenges students to examine their likely multi-tasking habit and ask themselves: Does thismake sense?______________________________________________________________________________CHAPTER 3: PRELUDE TO WHOLE-BRAIN METHODS3.1 RECOGNIZING THE EINSTELLUNG EFFECT TRAP:This exercise drives home the unfortunatereality of considering only old solutions to new problems. While previously successful solutionsare often appropriate, habitually considering only them lulls us into omitting creative/innovativeapproaches. Given the potentially personal nature of this exercise, you might not ask students tosubmit it to you.3.2 FORTUITOUS ERROR OR ACCIDENT (BY OTHERS):Asnoted in the exercise’s introduction, itis intended to be done by individuals and to further illustrate the possible positive role of errorsand accidents in the creative-innovative process. Given the search capabilities available tostudents, each should be able to find an example. The collection of results, if shared witheveryone in the class, will prove to be enlightening and useful.3.3 FORTUITOUS ERROR OR ACCIDENT (BY YOU):We can learn so much by taking action, bydoing, as opposed to overly contemplating what we might do, even when the result is an error oraccident (hopefully not serious). This exercise stresses that concept and sharing of student resultscould provide some interesting, insightful, and helpful ideas.3.4 YOUR TURN TO FACILITATE:Frankly, having sat through many fruitless -- or at bestineffective meetings -- like those referred to in this exercise, my hope is that the exercise willplant in student minds that this is not how things have to be. One way to increase meetingeffectiveness, especially when the group is faced with a major challenge, is to use an outsidefacilitator. Ample facilitation advice is offered in Section 3.8. High profile meetings aside, for acomprehensive discussion of meeting orchestration, see my bookEngineering Your Future: TheProfessional Practice of Engineering,Chapter 4, “Developing Relationships,”(Wiley, 2012).3.5 HOW DO WE KNOW WHEN TO BE CREATIVE/INNOVATIVE?Thinking in terms of personaland organizational situations, we might be motivated to be much more creative/innovative when:We are bored, individually or organizationallyAn “insurmountable” challenge threatens the health and well being of manyWe want to distinguish ourselves or our organizationsResources are declining and we have to do more with lessWe just received an unexpected windfall and want to use it wiselyOur organization enjoys continued success and we are being lulled into thinking that thiswill go on forever

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8I offer the preceding as examples–your students, working as individuals or teams, will suggestmore.______________________________________________________________________________CHAPTER 4: BASIC WHOLE-BRAIN METHODS4.1 PREPARING FOR MEETING WITH A CLIENT (ASK-ASK-ASK):The overriding intent of thisexercise is to help the student get into a question-asking mode or frame of mind. As stressed inSection 4.2.1 and informed by experience, I conclude that too many engineers are reluctant toask probing questions. If you agree, you can use this assignment, variations on it, or otherexercises to stress the importance of asking questions and show them how to do it.4.2CONCEPTUAL DESIGN OF A “GREEN” BRIDGE(BORROWING BRILLIANCE):The purpose ofthis exercise is “turning the students loose” to “think outside of the box.” IfStudents have theopportunity over a period of days to search the internet, they are likely to come up with a wealthof material from which they can borrow and for which they offer credit.4.3 ATTRACTING CITIZENS TO PUBLIC MEETINGS (BORROWING BRILLIANCE):This exerciseillustrates the value of drawing on–borrowing from–everyday experiences when trying tocreatively/innovatively address a professional challenge. During brief breakout sessions,practitioners, students, and faculty suggested the following tactics: Announce that there will beentertainment, arrange for refreshments, offer “freebies,” employ social media, involve acelebrity, personally invite high and low-profile individuals who collectively represent a widerange of views, provide door prizes, present useful and interesting information suggestive ofpersonal and public benefit, target advertising to specific groups, and use an exciting venue.Drawing on my work, I’ve learned that another way to get citizens at meetings is to take themeetings to them. Instead of scheduling the meetings at the typically distant city hall or countybuilding, hold them in the affected neighborhoods. Use schools, libraries, buildings owned byreligious groups, and private residences. I recall, as a consultant to a municipality, being thepresenter at a meeting about a flooding problem where the gathering, well attended by neighbors,was in the living room of an affected homeowner. The troublesome creek was just outside thewindow.4.4 MULTIPLE USES OF HIGHWAY MEDIAN BARRIERS (BRAINSTORMING):You might havesome student teams do this exercise, which uses Brainstorming, and others do Exercise 4.9 (sametopic but uses Mind Mapping) to see if, over a period of time, one method proves more effectivethan the other.4.5 POSSIBLE CAUSES OF BRIDGE FAILURE (FISHBONE DIAGRAMMING):This exercise gives astudent team experience with Fishbone Diagramming, which, as noted in Section 4.5.1, is anexcellent early-on diagnostic tool, especially if used by a group.

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94.6 ASSESSING UNEXPECTED FLOODING RISKS (FISHBONE DIAGRAMMING):This exercise:Stresses the idea that a well-defined problem is half solved, an idea often mentioned inthis book. While the team is not asked to solve the potential problems, members willbegin to see solutions, but they should defer that discussion.Illustrates the Medici Effect, that is, the synergism that inevitably occurs when membersof a diverse group work together using a visually stimulating tool.Suggests a follow up exercise during which the group would take the identified problemsone at a time, in prioritized order, and seek solutions to them. Most of the whole-brainmethods described in this chapter could be used to seek solutions.You could, of course, specify some flood-prone facility other than a water treatment plant.4.7 TEAM FORMATION (MEDICI EFFECT):Because you are likely to form student teams, or askthem to do so, in some of your courses, I urge you to experiment with the Medici Effect. Myexperience suggests that Medici-based heterogeneous teams will have a more difficult timegetting started than more typical homogeneous teams but will be much more productive if thegoal is creative/innovative results. If you or your students form teams based on Medici Effectprinciples and then struggle, urge them to consider the advice in Section 4.6.5,“Four StepsforSuccessful Team Development.”4.8 YOUR PERSONALITY PROFILE (RELATED TO THE MEDICI EFFECT):If your students have notbeen profiled, I strongly urge you to use this exercise as a means of doing so. As noted in theexercise, “personality profiles–ours and others–help us understand and deal with our feelings andneeds and thoseof the peoplewe work with and serve.” Two additional thoughts:The exercise notes that the results should be confidential unless the profiled person wantsto share them. Some of us consider our personality profile to be confidential–to besimilar to medical records. One of my clients required profiling and shared the results,within the organization, a practice that would have made me uncomfortable if I were anemployee.A contrary elementof an individual’s psychological type or profile does not mean theyare disqualified from certain functions/positions. They are, however, alerted to a potentialweakness/liability. I, as a mildly introverted person, once served for eight years as anengineering dean. At times, I needed to be “extroverted.” Knowing I wasn’t naturally so,caused me to compensate.4.9 MULTIPLE USES OF HIGHWAY MEDIAN BARRIERS (MIND MAPPING):I’ve observed studentand practitioner groups do this exercise with Mind Mapping and also with Brainstorming, as inExercise 4.4. Examples of potential barrier uses they collectively identified are: Advertising;art/murals; botanical gardens; channels and sand filters for stormwater runoff; emergency oasis;heat source to eliminate ice; lighting; noise mitigation; observatory; pedestrian bridge to it;picnic areas; signage; storage of sand, salt, rock, and equipment; system to spray salt brine on thepavement; traffic update signs; utilities (electricity, gas, communication, water); vendingmachines; and wind protection.

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10You might have some student teams do this exercise, which uses Mind Mapping, and whileothers apply Brainstorming (Exercise 4.4) to see if, over a period of time, one method provesmore effective than the other. Ibelieve Mind Mapping will “win” in the long run.This exercisealso offers an opportunity to apply What If? That is, stimulate student imaginations by sayingwhat if traditional constraints, like finances, were temporarily inoperative.4.10APPLICATIONS OF SHIPPING CONTAINERS IN DEVELOPING COUNTRIES (MIND MAPPING):One groupthat did this exercise rapidly generated these ideas:Bridge or tunnel for animal and/orpeople crossing; water collection/storage; construction parts/elements (e.g., doors, roofs, walls);helipad; mobile heath laboratory; sea wall; and shelter for animals.4.11APPLICATIONS OF SHIPPING CONTAINERS IN PUBLIC WORKS (USING MIND MAPPING):A group of practitioners did this exercise and quickly generated these ideas: art, barricades, abridge, center for distribution of supplies, disaster command center, emergency shelter, festivals,mass burial, meeting space, metal recycling container, morgue, public messages, tool/equipmentstorage, trench box, triage center, and tunnel.4.12EMERGENCY FLOODPROOFING OF A MANUFACTURING FACILITY (MIND MAPPING ORFISHBONE DIAGRAMMING):As noted in the exercise, this was an actual emergency situation(Walesh 1982). Part of the solution was installation of a wall membrane, with the lower endburied in a shallow ditch, as shown here:

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11Another component was this temporary wooden wall with membrane around the electricsubstation:Examples of other recommended measures, most of which were implemented at prescribedflood levels as the floodwaters rose were:Attach temporary flood shields to all exterior doorsMaintain a 10 foot-wide snow-clear path around the buildingFill a buried 12,000 gallon fuel oil tankCaulk cracks, holes, and other openings in exterior wallsStockpile flashlights, life jackets, waders, rubber boots, rubber gloves, lengths of rope,and hard hatsNotify local police, fire, public works, and civil defense officialsEvacuate all people from the building with the exception of the team designated to assistin implementing the remainder of the floodproofing measuresElevate readily movable flood-prone equipment and materials by setting on desks, tables,shelves, and other high areas or surfaces in the building; placing on blocks or othersupports; suspending from columns, walls, and other supports; or moving outside of thebuilding to higher groundAfter emptying molten aluminum holding furnaces, raise each with a fork lift truck andset them on a support to reduce the probability of damage to motors or heating elements

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12Shut off the municipal water supply and natural gas supply and activate the back watercontrol on the sanitary sewer lateralIf flood waters rise more than 3.5 feet above the building floor, flood the building toprevent wall collapseI’ve had studentand practitioner teams take on this assignment and they arrived at some of theabove floodproofing measures and some new ones such as: concrete or sheet pile floodwall,earthen berm, inflatable barrier, snow berm, raise floor, re-route/divert the river channel, sandbags, upstream control, and waterproof finish.Incidentally, the floodwaters rose to within about one foot below the surfaceof the plant’sconcrete floor and then receded. Many of the measures had been implemented but were notneeded. The client was pleased with the project because they viewed the engineering, materials,construction, and other costs as an insurance policy premium and because the plan could bereused if needed.4.13 IMPROVING A TRADITIONAL PROCESS (OHNO CIRCLE):This exercise can produce usefuloutcomes for the student in that he or she is asked to choose a process of personal interest. Or,you could direct them to a problematic process within your office, department, college, oruniversity.4.14 IMPROVING A CONSTRUCTION OR MANUFACTURING PROCESS (OHNO CIRCLE):Incontrast with the previous exercise, this one requires more effort partly because the student needsto make some formal arrangements. It can also help him or her explore a particular engineeringdiscipline or to investigate one in more detail. Students could be asked to, in writing or orally,share their findings with the class so that all could benefit.4.15 GENERATING IDEAS (STREAM OF CONSCIOUSNESS WRITING):For thisexercise, whetherdone in the individual or group mode, I suggest that students have the option of keeping theresults confidential. Knowing that, the individual student or the student team is more likely totake on a meaningful IPO.While I have personally used Stream of Consciousness Writing, I do not have experience withthe group use of the method. However, given the likelihood that a diverse group of studentswould select a real IPO and given their collective intelligence and experience, I expect insightfuland useful results.4.16 ANALYZE YOUR TEAM OR GROUP (SWOT):This involved and challenging exercise canbenefit students in at least two ways. First, conducting a successful SWOT analysis will requireinterpersonal skills that are often best learned by doing. Second, the results of the analysis andresulting recommended actions may improve the team or group that the students selected for theexercise.I have one experience observing groups of engineering students apply SWOT, and I facilitated itmany times in my consulting work. Once the process gets going, essentially all participants

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13contribute, and the result is a thorough understanding of the topic of interest, which, in turn,leads to insights into how to build on strengths and opportunities while resolving weaknesses andthreats. Your students will have many opportunities during their careers to use SWOT, providedthey learn how to use it now.4.17 DEVELOPMENT OF SOCIAL MEDIA POLICY (TAKING A BREAK):Given the prevalence ofsocial media, this exercise should interest students. On taking on the issue, they are likely to betorn between their desire to use social media when, where, and how often they wish and theirbasic understanding of the organizational productivity and confidentiality issues raised in theexercise.4.18 MANAGEMENT OF DISASTER WASTE AND DEBRIS (WHAT IF):A small group ofpractitioners worked on this exercise for about 10 minutes. They developed these What If?responses: A huge sink hole opened up, the material could be sorted and then recycled, if near anocean it could be barged away, burned for energy, everybody has to take some, rail it out, use itto build something else, and sold for souvenirs. When done correctly, What If? typicallyproduces some zany results, some of which, on further reflection, motivate more realistic ideas.For example, consider the preceding “use to build something” result. This might lead the groupto consider using some of the materials to construct a sledding hill at a local park.4.19 RENOVATION/REUSE OF A MAJOR STRUCTURE/FACILITY (WHAT IF):Mostcommunities/areas have at least modest examples of structure/facility reuse. To help one or morestudent teams get started on this exercise, mention some of those reuses or ask the students to doso.Two groups I worked with composed of students, faculty, and practitioners collectively andquickly identified the following possible uses for a soon-to-be abandoned motor vehicle bridgein an urban area: Biking and hiking trail, botanical garden, bungee jumping, express lane, fishhabitat and fishing, historic structure/park/architectural feature, private bridge, residences,restaurant, and wind turbine and other energy sources.A team of practitioners offered these ideas for renovation/reuse of an outdoor swimming poolcomplex: Contemplation garden, engineered wetland, entertainment/amusement complex, fishfarm (aquaculture), playground, rescue training facility, and vegetable garden. Anotherpractitioner team listed these potential new uses of a ski jump: Amusement park ride, cell tower,community garden, hang gliding facility, pumped storage, solar panel/array, storm watertreatment/biofilter, waterfall/restaurant, and water slide.Consider the preceding imaginative results very quickly provided by several groups in mostlyhypothetical situations. Because of that and other experiences, I am confident that more diversegroups given an actual soon-to-be-abandoned structure or facility would produce a wide range ofideas, some of which would prove to be very fruitful.ADDITIONAL IDEAS FOR EXERCISES:Assume you are contemplating ideas for developing moreexercises that will provide additional opportunities to use the tools in this chapter and in Chapter7. Perhaps some of the following ideas will be helpful:

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14a) Unusual cathedral dome:If you have one or more students interested in creative/innovativestructural design, then steer them to the Italian, Filippo Brunelleschi and his massive andunusually shaped dome for the iconic Florence Cathedral. While the church’s foundation waslaid in 1296 and the church was largelycompleted in 1418, a “gaping hole remained where thedome had been planned.” Brunelleschi innovatively figured out how to design and construct adouble-layered dome, which was largely completed in 1436. Challenge your students to discoverthe source of Brunellschi’s ideas and how he used them for the dome.(Source: Isacoff, S. 2015.“Architectural Epiphany in Tuscany,”The Wall Street Journal,May 23-24, 2015)b) Physical therapy devices:Physical therapists devise and/or purchase a wide variety ofdevices intended to apply tension, compression, and torque on various parts of their client’sbodies. These devices, each of which is tailored for a specific situation, range from simple-looking casts to complicated mechanisms having many modes of motion. For examples of someof the more complicated mechanisms, research Lantz Medical.Consider having some of your students visit a local physical therapist, observe the devices theyuse in treating patients, and learn about the therapist’s needs. Your student’s knowledge of forcesand materials coupled with the possible occurrence of the Novice Effect (Section 4.6.4) mayresult in some useful and satisfying creative-innovative ideas.This kind of exercise also illustrates the productive possibilities of medical profession–engineering profession teamwork. Awareness of that intersection, some of which are described inthis book (e.g., cardiac pacemaker, Section 3.6.1; baby incubator, Section 6.8.1; neuralprostheses, Section 8.4), might stimulate engineering students to take on additional medical-related projects or devote graduate studies to that topic.c) Other health needs:The preceding idea could also be applied to other parts of the health fieldsuch as various medical specialties, dentistry, and nursing home care.d) Uncommon thinking about common things:Ask individual students or student teams toselect common, frequently used items and generate ideas for improving them. Some examplesare a music stand, backpack, computer mouse, and eyeglasses. Recall, as described in this book,putting wheels on luggage, although, unfortunately after we put a person on the moon (Section3.2.4); enabling a water container to roll (Section 6.2.1); adding lower handles to a commondoor (Section 6.2.2); and combining the fork and spoon and integrating the gas cap into the doorthat accesses it (Section 4.12.4).e) Creativity/innovation sometimes results from what is left out:The creative/innovativeprocess often generates many and varied ideas perhaps using some of the Chapters 4 and 7methods. That divergent thinking is then followed by convergent thinking as we strive to arriveat an optimum result. Consider one way to illustrate how creativity/innovation may flow fromsubtraction, from leaving things out. Ask students, as individuals or in groups, to arbitrarily takea page of text from say a newspaper or magazine. Then gradually subtract, by blacking out,many words ultimately finding and leaving a thoughtful or even profound sentence orexpression. This exercise also suggests metaphorically that creative/innovative materials lie

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