Teamwork and Problem Solving Removed animation on all slides except where you want the students to answer the questions (slide 8, 9,10, 39, 40) In headers, use capitalize first letter of each word; 36 font Center header in middle of red box Body text should start at bottom of red box Use square bullets ENGR 1181 Class 2

Problem: Ship Wreck Needs Cleaned Up The cruise ship Costa Concordia struck jagged rocks and sank off the coast of Italy in 2013. It is 2X the size of the Titanic. Salvage engineers wanted to remove the ship and recycle the materials. How would you do this? http://www.bellenews.com/wp-content/uploads/2012/01/Costa-Cruises-the-Italian-company-that-owns-the-capsized-cruise-ship-Costa-Concordia-has-offered-passengers-11000-euros-14000-each-in-compensation1.jpg

20 months with teams working around the clock – problem solved! http://markosun.files.wordpress.com/2013/10/costa-concordia_1609.jpg http://wpmedia.news.nationalpost.com/2013/09/costa-concordia.jpg%3Fw%3D940%26h%3D705 http://s1.ibtimes.com/sites/www.ibtimes.com/files/styles/picture_this/public/2013/09/17/costa-concordia-harbor.jpg 20 months with teams working around the clock – problem solved!

Today's Learning Objectives After today’s class, students will be able to: List four benefits of teamwork Identify the five steps in problem solving Identify at least four roles of team members Apply the five steps of problem solving to a new problem.

Outline of Class Activities Review: teamwork Activity Introduce Team Working Agreement Lecture: problem solving Reordered

Questions to be Reviewed/Answered Are there really benefits to working in teams? What are the benefits? Should we assign roles in our team? How do we know who is responsible for each task? Are there engineering tools that might help our team? Are teams useful when solving problems? Deleted: How can we communicate effectively with one another? Was not covered. Removed animation.

Why Focus on Teamwork + Problem Solving? Most industry jobs require you to solve problems and have: Teamwork skills Management skills People Skills No one works in a solitary bubble. Teamwork is a must (even true with monkeys & NASA engineers (video)!) Removed animation In surveys conducted by OSU among its alumni and employers, a frequent need that they cited was more preparation in teamwork, as well as project management, group management, and people skills. Student supporting students in class is a win-win for students and instructors. Image source: http://cdn.kaskus.com/images/2013/11/15/5777638_20131115032446.jpg Apollo 13 engineers had an assortment of random parts to create a life-saving air filter for the astronauts Image source: http://cdn5.movieclips.com/universal/a/apollo-13-1995/0039278_349_MC_Tx360.jpg

What are the Benefits of Teams? Many problems are better solved as teams Other team members may think of ideas you did not Broader range of possible solutions can be created Each team member may bring a unique skill set or expertise, which helps with idea generation Team members can offer ‘fresh eyes’ to help when you are stuck on a problem Have the class come up with these ideas. Let’s really invert the classroom!

Should We Organize Our Team? Why? Yes, definitely. Organizing your team will: Help you successfully meet deadlines Make sure no task is overlooked Keep meetings productive Give a framework of how to approach discussions Reduce wasted time of team members Image Source: http://orgmode.org/worg/images/taskjuggler/TaskJugglerUI3.png Have class come up with these ideas

Organization Suggestion: Team Roles Team leader: Leads and controls the meeting, ensures all members have a chance to speak Note taker: Keeps a written record of meeting discussion and team decisions Timekeeper: Keeps the discussion on topic and on time …What do you do if you have a 4th team member? Have class come up with these Reworded the titles so they matched the book titles. Discussion points: These roles are useful for large as well as small groups. All members need to have a role or a part. What role can the “additional” team fulfill (e.g., in a four-person team, what does the fourth person do if there are only three assigned roles? Act as an observer? The “creative thinker?”) Book says “devil’s advocate”

Teamwork: Activity The Challenge: Using only four 4’s, create mathematical expressions that create integers. Start with 0 and work your way up. (e.g., equations equal to 0,1,2,3,4,5…) The Rules: You can use only four 4’s, but you may use unlimited symbols or operators. Possible operators include: + - ! ^ ÷ × √ ( ) What is an integer? A whole number (no fraction); can be positive or negative

Four Fours: Examples 0 = 4-4+4-4 1 = (4+4)/(4+4) 2 = … 3 = … 4 = … 0 = 4-4+4-4 1 = (4+4)/(4+4) 2 = … 3 = … 4 = … Removed animation

Four Fours: Individual Work Working on your own, see how many equations you can come up with in three minutes. Calculators are permitted. Time starts now! How many equations did you successfully create? What was the highest integer you were able to solve for? Have students do the exercise individually for 3 minutes. Compare results by show of hands.

Four Fours: Team Work Now, see how many equations you can create when you work together with your table mates. Time starts now! How many equations did you successfully create? Were you able to create more as a team? Do you think that teamwork helped to solve this problem? Have the students work in groups of 4 to see how far they can get as a team. Compare results by show of hands. Congratulate winning group(s) Do quick polls of how many equations students created as individual and second poll how many they got as a team. Did they get just twice as many as before or much more than that? The goal is to show how working in a group is better than working alone (for many problems). Other people probably had ideas you did not even think of (here, possibly square roots or factorials)

Four Fours: Team Work What group roles did you use? Do you think it was effective? Have the students work in groups of 4 to see how far they can get as a team. Compare results by show of hands. Congratulate winning group(s) Do quick polls of how many equations students created as individual and second poll how many they got as a team. The goal is to show how working in a group is better than working alone (for many problems). Other people probably had ideas you did not even think of (here, possibly square roots or factorials)

Team Working Agreement Helps your team achieve success Sets expectations that the team has for its members Sets methods of conflict resolution It is specific to your team All members have input to the document All members need to be accountable It is a contract that you sign with your team Removed animation

Team Working Agreement A template for the agreement is provided for you online Once you know who your semester teammates are, meet with your team outside of class to complete it Schedule office hours with your GTA if you have questions or concerns as you complete it Let’s look at the template now… Open the document to familiarize the students with it, but they will not complete it in class. Each team should schedule at least one meeting out of class and complete it then. Suggestion: Have them assign roles at this first team meeting.

Task Schedule (Background for Ethics & Train Project) Performance Test 1 No. Task Start Finish Due Date Est Time Team Member 1 Team Member 2 Team Member 3 Member 4 % Complete 1 Wind Tunnel 8 - June 12 - June 4.0 h 1.0 h 100 2 AEV 1 Construction .75 h   3 AEV 1 Testing 1.5 h 0.5 h 67 4 AEV 2 Construction 10 - June 5 AEV 2 Testing 6 Weekly Report 3.0 h 7 SolidWorks Model 15 - June 17 - June There are two recommended formats for creating schedules in the Technical Communications Guide. These will be used for the ethics project and train project.

Gantt Chart (Background for Ethics & Train Project) Est Time 8-Jun 9-Jun 10-Jun 11-Jun 12-Jun 13-Jun 14-Jun 15-Jun 16-Jun 17-Jun % Complete Performance Test 1   13.0 h  90 Wind Tunnel TM1, TM2, TM3, TM4 4.0 h 4 h 100 AEV 1 Construction TM1, TM2 1.0 h 1.5 h AEV 1 Testing TM3, TM4 67 AEV 2 Construction 1 h AEV 2 Testing Weekly Report TM1, TM2, TM3 3.0 h Solidowkrs Model TM4 There are two recommended formats for creating schedules in the Technical Communications Guide. These will be used for the ethics project and train project. The Gannt chart was introduced in the reading.

Team Meeting Minutes The team meeting notes should be informative of what the team discussed and what needs to be completed. Typical team meeting notes include the following: Header (date, time, method, members present) Objective of Meeting (1 or 2 sentences) Tasks completed from previous week or last meeting Bullets with task Assigned person to each task Short summary of status Tasks to be completed for the upcoming week Timeline/Gantt Chart with major milestones Decisions made by group (were they a consensus or did the project manager decide?) Reflection on previous assignment Were there any roadblocks or bottlenecks Were any deadlines missed Was any work sub-standard Were there differing expectations Any conflicts or misunderstandings How can things be improved for the next time This is directly from the Technical Communications Guide. This will be used for the ethics project and train project. The idea is to document decisions, responsibilities & inefficiencies, and come up with a positive way to improve as a team.

Addressing Typical Teamwork Issues Teamwork Scenario 1 A team is encountering problems with one of its members. This team member does not complete his team assignments as he agreed, he misses team meetings, and doesn’t inform other members when he is going to miss a team activity or assignment. What should the team do? Let the students offer ideas of how to solve this teamwork problem. For this example the key ideas are for the team to: Identify the problem as early as possible Discuss the problem with all team members and try to resolve Refer to the team agreement to help resolve. If the problem cannot be resolved within the team escalation to the GTA and instructor are the next steps.; The key issue is to get these problems confronted as early as possible.

Addressing Typical Teamwork Issues Teamwork Scenario 2 A team is having difficulty finding a time to have face- to-face meetings, which is causing their team assignments to suffer. What should the team do? Instructor notes: The main idea to explore is to find alternate ways to communicate effectively without the need for many face-to-face meetings. The key idea is that face-to-face meetings can be minimized by proactive communications among team members.There is always time in class to conduct short face-to-face meetings. These meetings can be used to divide work, brainstorm ideas, and make assignments for future work and meetings. In between these meetings there are many forms of communicating to share ideas such as: email, phone, instant messaging, etc. Other teamwork issues can be: Team or individual procrastination One team member much more interested in high-quality work than his team mates One domineering-style team member

We have a team, now what……… Image source: http://photo.theozone.net/photos/2010_2011/Football/10-09-02-FB-0157.jpg Removed the engineering problems vs classroom problem slide Removed three slides that repeated what they read.

Problem Solving Method 5. Evaluate 4. Implement 3. Plan 2. Represent 1. Define Problem solving is an iterative process. At any point you may need to go back to a previous step (even the beginning!) and re-work the problem. Reworking the problem will provide a better solution than rushing through the steps. Your first solution may not be your best solution! Explain that using this method may seem like it makes a simple problem more complicated but with real life engineering problems – where there may be no solution or multiple solutions – this method helps engineers stay organized and keep track of all the details. First letter spells out Dr. Pie. Good way to remember.

1. Define What is the problem? What are the constraints? Restate the problem so the goal is clearly identified Document what is known and unknown Identify and document constraints/limitations (e.g., time, materials, budget, technology, etc.) Document initial assumptions or estimates for values of parameters needed You have to determine the scope of the problem. Identify your constraints. By constraints we mean restrictions or rules you cannot violate, or limits you cannot pass. All projects will have constraints– Projects without constraints do not exist! You establish the problem boundaries and create the framework to solve the problem. Assumptions/estimates are sometimes needed in order to make progress on solving problems- often we are not given all of the information we need REMEMBER: "Every statement in the represent, plan, and implement phases should be supported by an assumption, estimate, or known."

2. Represent Display the problem in a visual form so it is easier to understand: Sketch or Diagram Graph Flowchart Orthographic Drawing

2. Represent Image sources: www.arisettles.blogspot.com/2013/04/sketch-journal.html http://lorensaunders.files.wordpress.com/2011/01/graph_sketch

3. Plan Identify underlying principles to help solve the problem (math rules, laws of physics, etc.) Look for similarities and differences with previously encountered problems Identify potential tools to be used If required, make additional assumptions/estimates Confirm that assumptions are valid (use references!) Always recognize the underlying principles such as: theories, laws of physics, basic math rules, etc. to have a better understanding of what could be used or not used (tools, materials, equations, etc.) in order to solve the problem. The next consideration for the “plan step” would be to recognize similarities with problems you have solved in the past or research analogous problems, so you have ideas on how to get to the solution. Carefully examine if you have all the information you need to solve the problem or if you need to assume certain information or conditions to reach a solution. (Are there valid simplifying assumptions?) Review previous steps to determine if you are still on the right track!! (early evaluation of process)

4. Implement Implement the plan! Perform a dimensional analysis: crunch the numbers & keep track of your units! Keep work organized and well- documented Display results appropriately in a well- labeled table or graph Track progress if task is extensive In this step you execute your plan expecting to obtain a valid solution. Always document units and resultant conversions in all calculations. Display your results, so they can be evaluated. (Next step)

5. Evaluate Always evaluate your work! Does the solution make sense and answer the original question? Is the magnitude of the answer reasonable? Are the units correct and reasonable? How can we verify our answer? Use another approach with the same variables Research your answer, compare to existing solutions Combined two slides

Problem Solving: Activity Let’s work through a sample problem together. Problem: Determine how much paint is needed to paint a room that is 16’x 20’ with a 10 foot ceiling. Given Info: There are two windows and two doors, and the room needs two coats of paint. Image Source: http://vi.sualize.us/great_with_3_colors_and_white_molding_decor_room_paint_diy_picture_s2Dk.html

1. Define Sample Problem Identify the Goal: Determine the number of cans of paint needed to paint the room. Identify Constraints: Two coats of paint

1. Define Sample Problem Document known and unknown information: Known: Length: 16 ft Width: 20 ft Height: 10 ft Two doors Two windows Unknown: Are doors painted? Are windows painted? Use the same paint as wall? Dimensions of doors? Dimensions of windows? Note: We have changed the wording of the problem statement from “how much paint” to “how many gallons of paint”. This is typical of problem solvers, converting problem statements into more practical, solvable statements. This is done, in some cases, subconsciously in the early stages of problem definition/understanding.

1. Define Sample Problem Document assumptions, estimates, and research: The ceiling of the room will also be painted The same paint will be used for walls and ceiling Doors are not painted Windows are not painted Size of doors and windows Coverage of paint (thick or thin) Recognize the following for our sample problem: The paint job will also include the ceiling (Assumption) Same type of paint for the ceiling and the walls (Assumption) Doors not to be painted (Assumption) Size of doors and windows (Estimate) Coverage of paint (Research) Assumptions: To attempt to remove complexity from a problem situation in order to make the problem solvable or easier to solve. (e.g. best guesses without been well informed). Estimates: To choose a seemingly reasonable value, quantity, or function when a needed value, quantity, or function is not given or known. (e.g. values based on experience). Research: Scholarly or scientific investigation or inquiry. (e.g. consulting experts, actual measurements).

1. Define Sample Problem

2. Represent Sample Problem Note: Ceiling height is 10 ft.

2. Represent Sample Problem

3. Plan Sample Problem Identify the underlying principle(s): Geometry Problem (area calculations) Paint Coverage Problem (ft2/gallon) Recognize similarities and differences of the problem: Area calculations: find surface area Area = length x width = Areawalls + Areaceiling - Areawindows- Areadoors

3. Plan Sample Problem Paint Coverage: calculate needed cans of paint 1 can of paint = 1 gallon of paint Coverage (ft2/gal) Gallons = # Coats x Areatot/Coverage

3. Plan Sample Problem Identify tools to be used: Calculator, spreadsheet, iPhone app, pencil, etc. Make assumptions or estimates: Area of door: 7 ft x 3 ft = 21 ft2 per door Area of window: 3 ft x 5 ft = 15 ft2 per window Paint coverage: 320 ft2 per gallon

3. Plan Sample Problem

4. Implement Sample Problem Execute the Plan! Painted Area = Areawalls + Areaceiling - Areawindows- Areadoors Painted Area = 968 ft2

4. Implement Sample Problem Execute the Plan! (continued) Gallons = # Coats x Areatot/Coverage Gallons of Paint = 6.1 Gallons Since 1 gallon = 1 can Paint needed = 6.1 cans Remember: 2 coats required! Don’t forget to properly document your results and calculations. Display the results in an organized fashion in order to accurately communicate your solutions. Remind students of the rules for significant figures. Significant figures should reflect the inherent uncertainty in making assumptions Image Source: http://www.sks-bottle.com/340c/images/paintcans1.jpg

4. Implement Sample Problem Remember: 2 coats required! Don’t forget to properly document your results and calculations. Display the results in an organized fashion in order to accurately communicate your solutions. Remind students of the rules for significant figures. Significant figures should reflect the inherent uncertainty in making assumptions Image Source: http://www.sks-bottle.com/340c/images/paintcans1.jpg

5. Evaluate Sample Problem Does 6.1 cans of paint make sense? Does it answer the original question? Are the units appropriate? Is 6.1 cans an appropriate scale? What about lost/wasted paint? Is the paint coverage rate reasonable? What did this include? (i.e., type of surface)

5. Evaluate Sample Problem To verify our calculations, can we use other approaches involving the same variables? Yes! One possible way is: Calculate a total length for the walls and multiply by the height to find total area. Calculate gallons of paint for each all walls and the ceiling. Add up total paint needed.

5. Evaluate Sample Problem Now that we have an acceptable answer, we need to present it clearly in the appropriate format. Sometimes this includes a graph or chart With this example, we can simply state the answer in a complete, descriptive sentence: “7 cans of paint are required to paint the walls and ceiling of the room, given the assumptions above.”

5. Evaluate Sample Problem

Homework Assignment Let’s look at the assignment together. What is the problem statement? What is known information? What is unknown? How could we represent the problem?

Important Takeaways Teamwork makes problem solving easier, but…it takes work to make a good team work well. http://www.letlifehappen.com/wp-content/uploads/2010/08/Teamwork.jpg

Preview of Next Class Ethics + Academic Integrity http://www.cornucopia.org/wp-content/uploads/2012/05/ethics-iStock_000016707944small.jpg

What’s Next? Review today’s lecture and activities. Start working on homework with your table mates and the team agreement with your semester teammates.