Character: Grit

Perseverance and continued passion for goals seem to be as important to the achievement of long term success as talent (as measured by grades/test scores). This is an important realization for us as aspiring technical leaders.

So how can we tell where we stand with these qualities of perserverance and long term passion for goals (or in other words, "Grit")?

Angela Duckworth from the University of Pennsylvania has developed a "Grit Scale" to help gain insight on these qualities.

Please complete the following:
• 1) Use a sheet of paper to record your answers to the questions on the Grit Scale (find below).
• 2) Obtain a copy of the evaluation key and evaluate your responses. Annotate your paper with a value for each of your answers. Calculate the average scores as specified for each of the five areas: Grit, Consistency of Interest, Perseverance of Effort, Brief Grit Scale and Ambition.
• 3) Self generate feedback (+, change, ? and !) regarding the test. Specifically: Identify an area where you're strong (+), identify an area where you could improve (change), identify ideas on how you might improve in that area (!) and list a question that you have for yourself (?).
• 4) Turn in your self evaluation when complete. Your score is based on your ability to complete step 2 (average scores) and step 3 (self generate feedback).


Grit Scale
Directions for taking the Grit Scale: Please respond to the following 17 items. Be honest – there are no right or wrong answers!

1. I aim to be the best in the world at what I do.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

2. I have overcome setbacks to conquer an important challenge.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

3. New ideas and projects sometimes distract me from previous ones.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

4. I am ambitious.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

5. My interests change from year to year.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

6. Setbacks don’t discourage me.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

7. I have been obsessed with a certain idea or project for a short time but later lost interest.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

8. I am a hard worker.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

9. I often set a goal but later choose to pursue a different one.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

10. I have difficulty maintaining my focus on projects that take more than a few months to complete.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

11. I finish whatever I begin.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

12. Achieving something of lasting importance is the highest goal in life.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

13. I think achievement is overrated.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

14. I have achieved a goal that took years of work.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

15. I am driven to succeed.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

16. I become interested in new pursuits every few months.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

17. I am diligent.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

The Deep Dive

In this activity, you will watch a group of professionals work to solve a design problem in just five days.

Copy and paste the following questions into your blog and answer them based on what you learn from watching "The Deep Dive". Use different color text for your answers to distinguish them from the questions:


1. “From the buildings in which we live and work, to the cars we drive, or the knives and forks with which we eat, everything we use was designed to create some sort of marriage between _________________ and _________________.”



2. The folks at IDEO state that they are not experts in any given area. But, they do claim to be experts on the ____________________, which they apply to the innovation of consumer products.



3. After the team of designers is brought together, told the problem, and informed they have five days to “pull it off,” what phase of the design process do they immediately engage in?







4. Give two examples of what the team members did during this phase.

a.


b.





5. List five rules-of-thumb that IDEO employees follow when they share ideas during the brainstorming phase:

a.


b.


c.


d.


e.





6. Why should wild (and sometimes crazy) ideas be entertained during the brainstorming phase?









7. After the brainstorming phase was over, the team narrowed down the hundreds of ideas by _____________ for those ideas that were not only “cool” but also _________________ in a short period of time. What phase of the design process is this called?





8. IDEO believes that the ideas and efforts of a ______________ will always be more successful than the planning of a lone genius.



9. Once the ideas were narrowed down and divided into categories, the group was split into four smaller teams. What phase(s) of the design process was each of these groups responsible for?



10. The leaders at IDEO believe that ________________ behavior and a ______________ environment are two important reasons why their employees are able to think quickly and creatively to produce innovative results.



11. Sometimes, people come up with great solutions that work by trying their ideas first, and asking for _________________ later.



12. Design is often a process of going too far and having to take a few steps back. What phase of the design process would the critique of the four mock-ups come under?





13. Upon critique of the four teams’ models, it was obvious that none of the teams had developed an optimum solution. However, the people at IDEO believe that it is important to _____________ often in order to _____________ sooner.



14. What percentage of the entire week’s time did it take to fabricate the final prototype?





15. Instead of showering his design team with a tremendous amount of praise, what did the boss require his employees to do with their new design?





16. Of all the things that we are surrounded by every day, what has not been placed through the design process?







Conclusion

1. What did you find to be the most impressive part of the team’s effort?









2. What advantages are there to having a design team with members that have non-engineering backgrounds?









3. There was a point in the process where a self-appointed group of adults stepped up, stopped the ideas, and redirected the group to break up into teams. Why was this done?









4. At the end of the video, Dave Kelly states, “Look around. The only things that are not designed are the things we find in nature.” Can you think of anything that would contradict this statement?

Rules of the Road

We've seen some extremely creative solutions to our Moustrap Racecar Challenge.

Much like our nation's tax system, there are some clever "exploits" (loopholes) available to sharp players. These aren't "wrong" for our game, just an opportunity for motivated Engineers to create a decisive advantage in the context of the current system.

Unlike our nation's bureaucracy, we have the advantage of being a lean, agile, design focused organization. We can rapidly collaborate to optimize our game design.

With an iteration of competition complete, what Criteria (rules) would you add to the Mousetrap Racecar Challenge to help "level" the playing field?

Generate a list of at least 3 ideas and be prepared to advocate at least one of them in our next class (Monday).

Simple Machine Challenge pt I - Mousetrap Racecars!

We've learned about a number of simple machines in the Principles of Engineering courses. A common theme amongst these devices is the concept of using mechanical advantage to trade force for distance or distance for force. How can we use this trade off in context in the classroom?

For this challenge you and a team mate will design, build and compete with a Mousetrap racecar. Specifically, you will use a third class lever and a wheel and axle simple machine to prototype a race vehicle.


Criteria:
Design, build and compete with a Mousetrap Racecar (A "car" uses at least two axles).
Maintain a clean workspace.

Constraints:
One mousetrap
No more than 12" of masking tape
Fischertechnique robotics parts
No more than 24" of string
You must work through the stages of the event (see Achievements below)
Additional materials by Instructor approval



Achievements (by stage):
Post your results for the Simple Machine Challenge pt I to your blog. Tally your total number of Achievements earned and justify each within the post. Your grade is the total number of Achievements you earn curved against the number of Achievements your classmates earn.


Design:
"Brainiac" - Brainstorm solutions for your design. Generate a list of at least 10 ideas/concepts.
"Visualize It!" - Create a sketch of a design and label key features.


Build:
"Build It" - Build your design. Document it with a photo.
"The Price of Glory" - If each part you use costs $1, generate a total cost for your build (This info will be used to generate "cost" data to add a pricing element to the game next year).

Test (Compete):
Each car will compete on its own. Everyone will take 3 turns and use their best result. Cars are evaluated on acceleration and total distance covered. Generate your design accordingly.

"Competitor" - Compete in the 2nd Annual Mousetrap Racecar Challenge.

"Long Distance Winner!" - Travel the furthest in the race.
"Going the Mile!" - Travel the furthest or second furthest in the race.

"Led Foot" - Be the team with the fastest time covering the first 24" of the track.
"Heavy Foot" - Be the team with the fastest or second fastest time to cover the first 24" of the track.

"Feedback" - Collect feedback (at least one each of +, change, ? and !) from yourself or your classmates.


Iterate:
"Re-work" - Change your build based on your experience with the race/feedback you collected. Document any changes.
"Game Changer" - Develop a new rule or change to the game that you feel would make the event better. Explain your concept.
"Name it" - Invent a name for an achievement that you think is better than what we have currently.


Clean Up:
"Leave It Cleaner Than You Found It" - Did you leave your workspace cleaner than you found it? Explain.


Reflection:
"Design/Build" - What is a "Design/Build" process? How did your experience with this challenge relate to that? Why might you experience this in a career related to technical innovation?


There may be an option to compete again (with the same or new rules) depending on the input we receive from the teams and the timeliness with which we complete the event.

Professional Interview

A primary objective of the Principles of Engineering course is to give our students a perspective on the different fields of engineering one could persue beyond High School. What better way to work towards this awareness than to conduct an interview with an engineer?

A selection of interesting people with engineering backgrounds. How many of these people can you name?:




Overview
Conduct a personal interview with a professional in the field of engineering, engineering technology, or another high-tech, high-demand field. Interview documentation must follow the outline format described below and consists of three major components: Professional Background; Interview; Interviewer Reflection. Completed interview documentation must be posted to your online portfolio (blog).


1. Discuss with your instructor who you would like to interview. Obtain instructor approval.

2. Contact the person you will be interviewing and obtain consent.


Professional Background

3. Gather the information below. Use the buddy system for all interviews. No interviews are to be conducted in private

a. Interviewee name:

b. Interviewee’s specific degree:

c. Interviewee’s place of employment:

d. Interviewee’s email address and/or phone:


Professional Interview

4. Ask interviewee the questions listed below and record exact responses in your engineering notebook. If you wish to ask additional questions, seek instructor approval.

· Please describe your engineering field.



· What is your current job title?



· Please describe your particular job and duties.



· What is your average work schedule?



· Starting with high school, describe your educational background chronologically.



· If you had it to do over, related to your career or education, would you do anything differently?



· What advice would you give to me as someone interested in pursuing a career path similar to yours?


Personal Reflection

5. Reflect on your completed interview and answer the following questions. You may also add additional reflections or thoughts.

a. What surprised you the most about the interview?

b. What was the most important piece of information that you learned form the interview?

c. How has this interview influenced your feelings about your future career?