1. Problem solving approaches November 6, 2007 – GISAT Problem Solving Approaches in Science and Technology

2. What is a problem? From Merriam Webster Online dictionary: Main Entry: 1prob·lem Pronunciation: 'prä-bl&m, -b&m, -"blem Function: noun Etymology: Middle English probleme, from Latin problema, from Greek problEma, literally, obstacle, from proballein to throw forward, from pro- forward + ballein to throw – 1 a : a question raised for inquiry, consideration, or solution b : a proposition in mathematics or physics stating something to be done 2 a : an intricate unsettled question b : a source of perplexity, distress, or vexation c : difficulty in understanding or accepting synonym see MYSTERY Main Entry: 1prob·lemMYSTERY

3. What defines a “problem”? What makes a problem different than a puzzle? Is a Sudoku game a problem? How about Math “problems”? How about the war in Iraq?

4. In our terminology, a problem has no one answer…or the answer has yet to be discovered. A Sudoku is a puzzle…it has a solution and we can tell when we have arrived at it. A problem, especially one of human endeavor, may not have a solution, or its solution may not be readily apparent…some problems have a solution for one group, but not another.

5. For the remainder of the semester, we will focus on problems… We will add a number of tools to our problem solving toolkit. Watch for the addition of those tools to the Blackboard Tools tab. Today, we will look at a general approach to solving a problem using the following example.

6. The assignment You have a research project to do in GISAT 160, due the last day of class. The project must encompass some deliverable to show that you have mastered the topic that you have researched. The project must take a position on an issue (or problem) in science, health or technology. You must turn this project in on Thursday, December 6.

7. What makes this a problem? There are many paths to take in solving this problem. There is not a single “solution”…many solutions will meet the requirement. A solution that a student feels is appropriate may not be a solution in the eyes of the instructor. There may not be enough information provided to be able to accomplish this task.

8. Problem solving steps - Polya Understand the problem Design a plan Test the plan Implement the plan Assess the implementation

9. Today’s task Develop a plan for “solving” this research project problem. We will follow a process to build the plan. We will (as a class) decide on the final shape of the project, milestones, and any other pertinent parameters.

10. Step 1 – Understand the problem. Assess the situation. Read the assignment in your group. Brainstorm a list of questions that need to be answered so that you will understand the problem better. Do you fully understand what will need to be done to successfully complete this assignment?

11. Step 1b – Answer the questions In your group, look at each question and see how you might answer the question. For example, if you asked how many sources should you have, you might answer 20 sources.

12. Share Each group should report their questions and answers. As a group, we will decide what are appropriate answers to the questions.

13. Step 2 - State the objective in concrete terms Now you should be ready to state concrete objectives for the project….how will you know that you have accomplished the objective?

14. Develop a work sequence In your group, brainstorm a list of tasks that must be done in order to finish the project. Don’t worry about sequencing…we will do that later. Review your tasks and think about any other tasks you might need. A task is one unit of work… A task would not be “research and write the paper”. A task would be “find three sources” or “read and take notes from three sources”. Keep individual tasks to a manageable size, usually no more than an hour or two in length.

15. Add tasks for milestones How will you check your progress? At what point do you want feedback from me or from your colleagues? A task would also be reacting to the feedback.

16. Now sequence the tasks Write each task onto its own sticky note. Go to the board or a wall and with your group, sequence the steps…which are dependent…they should go in a line. Which are independent…they can go in parallel.

17. Share your plan Walk us through your steps. Using one plan, we will develop an overall plan for this project for the whole class.

18. Pace the process What kind of deadlines would you put on the steps of the plan? Consider that today is day one and the project is due in 9 class days. The deadlines will be posted as part of the project plan.

19. Plan for contingencies AFUEWS – Allowance for unexpected events within scope. What kinds of problems do you anticipate with each step? What will you do if any of those problems occur? Plan ahead.

20. http://www.csub.edu/tlc/options/resources/ha ndouts/Rubric_Packet_Jan06.pdf http://www.csub.edu/tlc/options/resources/ha ndouts/Rubric_Packet_Jan06.pdf