Classifying and combining group ideas generated new ideas in the quarry problem, including acoustic volume measurement¶

Claim · All claims
Evidence · 1 study · design r2 · q1
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Practicing the classification technique led students to combine categories and produce a new idea: measuring the volume of rock moved on a conveyer belt or truck bed using acoustic waves. → Kowalski 2013

Evidence¶

Kowalski 2013¶

Kowalski, F.V., Kowalski, S.E., Kohl, P.B., and Kuo, V.H. (2013). Technology-Enabled Nurturing of Creativity and Innovation: A Specific Illustration from an Undergraduate Engineering Physics Course. https://arxiv.org/abs/1308.2434 doi:10.48550/arxiv.1308.2434

q1 · i? · the article prints no effect size for this finding · design · r2

Case illustration (type c/d): after students devised classification schemes A, B, and C for the quarry ideas, the article reports that combining them transformed a naive laser idea into the acoustic-wave volume measurement. A matrix of extraction methods by energy conversion mechanisms also yielded the idea of using a conveyer belt's electrical power consumption.

"An example that resulted is a device that measures the volume of rock moved on a conveyer belt or in a truck bed using acous tic waves, since dust scatters most other radiation."

Discussion¶

Related Claims¶

• A six-step C/I cycle administered in a sophomore engineering physics class and a graduate physics class guided a group to select a conveyor-belt power-calibration method via a co-constructed decision metric — related
• Visible sound-wave displays led students to speak louder and notice sounds they would otherwise have missed — related
• Groups outperform individuals when devising creative solutions to real-world complex problems — a broader claim this one bears on