Construction Conundrum

  • Design a solution to a problem. NSES
  • Implement a proposed design and evaluate completed technological designs or products. NSES
  • Apply and adapt a variety of appropriate strategies to solve problems. NCTM
  • Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. NCTE

The Context: Direct communication is more effective than indirect communication.

The Scenario: The small architectural firm of Munchkin, Inc. has designed a new cultural center for your community. They have built a model of the structure, and plan to hold an open bid for all construction companies. Your organization would like to participate but obviously needs to see the model prior to bidding.

The Challenge: Your construction company is required to make an exact copy of the model, but you will only have limited access to the model (located in the very tiny office complex of Munchkin, Inc.). Considering this constraint you decide to send the company Foreman to view the model. The Foreman will report back to the contractors to describe the model so that the remainder of team can duplicate the model from his/her instructions.

The Limitations:

  • Teams have one class period to complete this challenge.
  • Each team will have an identical container of materials.
  • Each team is responsible for selecting its own Foreman, the only team member permitted to view the original model.
  • The Foreman may make as many visits as needed to view the model.
  • The Foreman may only use verbal skills to communicate to the contractors and may not make any notes or record any sketches.
  • The Foreman must keep his/her hands behind him/her at all times.
  • The Contractors (remainder of team) are in charge of constructing the model based upon the Foreman’s verbal directions.
  • Only the Contractors may touch the building materials.

The Rules:

  • Team work locations must be separated as much as possible throughout the room.
  • At the conclusion of this challenge, all team members must individually write a report to Munchkin, Inc. describing:
  • their role in the communication process.
  • how they felt during the challenge and why they felt this way.
  • what they would change if they had to repeat this process at another time.
  • what they would do differently if they were to change roles.
  • what suggestions they could offer to make the communication process easier between others.
  • The team that constructs the most accurate model in the shortest time will be awarded the community contract.

TEACHER NOTES

Suggested Materials: Prior to this challenge, you will need to construct a model of some kind using everyday materials from the classroom. Name brand plastic or wooden construction pieces like K’NEX®, Tinker Toys®, or Legos® may also be used. However, general classroom or office supplies will also suffice. Prepare identical containers of materials for each team. Extra materials may also be included as a distraction.

Ties to Content: The ability to accurately communicate is often more of an assumption than a reality. We can “tell” someone how to do something, or write out the directions for others to follow, or create a data display to convey the results of an investigation but will our efforts be successful? If not, then who or what is to blame? The purpose of this challenge is for the students to develop a better understanding of the importance of precise and accurate verbal communication.

Possible Procedure(s): The procedure for this challenge should be followed as scripted. It should be noted that the most important segment is the last paragraph of the rules section. Since the purpose of this challenge is for the students to gain a deeper appreciation of accurate verbal communication they should be given the opportunity to reflect on their experience and process how they might do things differently. In sum, this challenge is an object lesson for students to help expand, enhance and more fully appreciate the need for precise communication.

Precautions: Student groups will be located in different parts of the room and the hidden model should be positioned so that all the Foremen will have to walk approximately the same distance to view the model. Caution the Foremen that running is not permitted, especially since they must keep their hands behind them at all times.

While the problem solving techniques used by each team may be different, the diversity of thinking is beneficial for enhancing the problem solving repertoire of each student. Sharing is not only encouraged it is a strategy used throughout the program.