V- SOLVE Competition: 1. Nature and Design

 V- SOLVE Competition: 1. Nature and Design

Objectives:

● To provide a platform for Chhote Scientists participants to develop and apply their scientific knowledge and skills learned during Chhote Scientists in scientific inquiry and problem-solving. This will be achieved by challenging them to design and build models that address real-world problems.

● To encourage participants to think creatively, generate and organize ideas, and think critically as they visualize, design and test solutions to complex problems.

● To promote teamwork and collaboration. Participants will work together to develop and test their solutions.

● To provide participants with a fun and engaging learning experience that inspires them to explore the world around them, think critically about problems, and develop creative solutions to those problems.

● To recognize and celebrate the achievements of young problem solvers and encourage their continued involvement in the Chhote Scientists program organized collaboratively by EARC, Jnana Prabodhini and KPIT.

Design of competition:

Participants are expected to solve three problems at three levels, with three parallel sets of problems (Set A, B, C) prepared for each level.

The V-Solve competition involves a sequence of task questions designed to challenge participants' cognitive abilities that are necessary for design thinking.

Level 1 task: Alternative Use of Objects

Objective of level 1:

The design of level one of the V-Solve competition was focused on testing and channelizing creativity among participants at the initiation of the problem-solving competition. The level one task of V solve competition is designed to test and channel creativity using the Alternative use of objects test based on the Gilford model. The task aims to promote the importance of creativity and brainstorming in problem-solving. V solve is a competition that focuses on problem-solving and design thinking.

The design of the level one task in the V solve competition is centred around testing and channelling creativity and divergent thinking among participants at the initiation of the V solve competition. The task aims to promote the importance of creativity and brainstorming in problem-solving.

The task requires participants to engage in brainstorming based on the Alternative Use of Objects test, which is based on Guilford's Structure of Intellect (SOI) model. This test challenges participants to think of unconventional uses for everyday objects, encouraging them to think outside the box. Creativity and brainstorming are essential skills in problem-solving and design thinking, which are the core competencies of the V-solve competition. 

Participants are required to come up with alternative uses for everyday objects, such as glass, paper, and an umbrella, beyond their typical functions, like drinking, writing, and protection from the rain.

 

Sample Question at level 1: Umbrella – one of our childhood favourites. Normally we use it for protecting ourselves from rain. Can we think of other uses for umbrellas? e.g., Using it as a support while walking  Enlist as many uses as possible of an umbrella By incorporating this task as the first level of the competition, the organizers aim to help participants learn how to use and apply brainstorming, creative thinking, and divergent thinking skills required to solve a problem.

 

Evaluation of level 1:

The Alternative Uses of Objects Test is a common measure of divergent thinking, which is a key component of creativity. The scoring system typically evaluates responses based on four key dimensions: fluency (the total number of responses), originality (the degree of novelty or uniqueness of responses), flexibility (the diversity of categories or domains of responses), and elaboration (the level of detail, specificity, and richness in responses).

Scoring: In the V-solve competition, the level 1 task is evaluated based on the number of total uses enlisted (2 marks), variety of uses (2 marks), and unique uses (1 mark) (Total 5 marks) stated by participants within a given time.

Level 2 Task: Apply scientific knowledge during Chhote scientists

Objective of level 2:

At level two of V-solve, the objective is to challenge participants to apply their scientific knowledge and convergent thinking skills to solve a problem. The task given is to find the area and centre of gravity of a given object.

This requires participants to apply scientific concepts as the centre of gravity; an area which they have learned during their Chhote scientists’ program. To find the area of a given irregular object they need to apply and design tools like graph paper to find the area. To find the CG of a given object they have to use logic and apply conceptual knowledge they have learned. To do they need to converge many concepts to arrive at a solution.

Finding the area of an object involves mathematical calculation while determining the centre of gravity requires a thorough understanding of concepts learned in physics. 

By incorporating this task at the second level of the competition, the organizers aim to help participants to learn how to use and apply conceptual understanding, logic and converging creative thought (convergent thinking), and creativity at the second phase in the competition. The questions at level two are more structured where participants apply previously acquired knowledge to new situations.

Sample Question at level 2: Question: Refer to the given map and answer the following questions. ●     Find out the area of this map and note it down. ●     Find the centre of gravity of this map and mark it. ●     Find out the scale of the map i.e., find out the physical distance in km equivalent to 1 cm on the given map. (You may refer to the larger map posted on the wall) Answer sheet: The given map is of___  How to calculate the area of the map? The area of the given map is____ Show the centre of gravity of the map to the evaluator

 

Evaluation of level 2:

The activity-based task of finding the area of a map and the centre of gravity of a cut-out was a practical and engaging way to apply mathematical and physics principles. The criteria for evaluating this task included the selection and use of appropriate methods, such as finding the area of an irregular object using graph paper, as well as the accuracy and precision of area calculation. Finding the CG of the object requires active problem-solving and testing solutions, along with the application of concepts learned in CS.

As V-Solve is a competition, an additional bonus point question was provided at the second level. Task was to find out the scale of the map i.e., to find out the physical distance in Km equivalent to 1cm on the given map.   Mapes were displaced at venue as Sources for information.

Scoring: In the V-solve competition, the level 2 task is evaluated based on  Finding area of map ( 6marks), accuracy of CG ( 4 marks), Scale ( 5marks), Total (15 marks)

 

Level 3 Task: Problem based model making  

Objective of level 3:

The objective of the model-making questions in the V-Solve competition's third level is to help participants:

1.    Understand the problem and formulate questions by defining constraints in a given situation.

2.    Frame and explore questions to generate ideas for a potential solution.

3.    Use their imagination to create drawings of probable solutions.

4.    Build a prototype of the model using available resources.

5.  Test the model as a potential solution for the problem in a given situation. application of multiple concepts, such as ratio, proportion, and unit conversion, was essential.

Learning Process during level 3

Problem space: In the problem space phase, students are given a challenge or problem to solve, such as creating a functional object out of recycled materials or designing a solution to a real-world problem. They must first understand the problem and its constraints, and then use their creativity and critical thinking skills to brainstorm possible solutions.

During this phase, students learn to identify the underlying problem and analyse its components. They also learn to ask questions and gather information about the problem to develop a deeper understanding of it. This helps them to generate a range of possible solutions and select the most appropriate one to pursue.

Learning steps during Problem space:

·       Comprehend the situation

·       Formulate and frame the question

·       Ideate, Imagine and create sketches

·       Narrow down ideas to a tangible solution

·       Draw drawings for the design of a probable solution

The thought process during problem space helps participants to gain a deeper understanding of the problem at hand and the various factors that need to be considered to arrive at an effective solution.

Solution space: In the solution space phase, students begin to design and build their solutions. This involves developing a prototype, testing it, and iterating on it until a final solution is achieved. Through this process, students learn to apply hands-on skills, think systematically and use their creativity and problem-solving skills to develop effective solutions. During this phase, students learn to apply design thinking principles such as prototyping, and iteration. They also learn to collaborate effectively with their peers.

Learning steps during Solution space:

·       Selection of material required model making

·       Testing of material

·       Work collaboratively to build a physical model

·       Iterate and refine the model by testing in functionality and workability

Apart from model-making skills at level 3 problem students get a chance to test skills such as perseverance, adaptability, and resilience. They learn that failure is a natural part of the learning process and that it is important to keep trying and iterating until they achieve their desired outcome.

Sample Question at level 3: Sample question for Set A            Science subject was taught through a workshop to the 8th and 9th-grade children of a school. Selected children participated in it with great enthusiasm. In today's session, there was a session to create models using different materials like wood, paper, ropes, cardboard etc. The session went very well, the teachers also appreciated the models done by the children. All this was done, but while doing this, a lot of waste was created on the floor and the table in the classroom. Waste includes small pieces of paper, wood, threads, and even dust, etc. Of course, there was a rule that the place must be cleaned when the work is done. So now they took a dustpan (supali) to fill the garbage. The broom was not seen anywhere around. They did a bit of searching but could not find anything. So now no broom, no other electronic device is available but cleaning is a must. While thinking about what to do, a group of children from the other class came there after finishing their Chhote scientist's session and were still wondering why the previous children didn't come out yet. After some discussion, some of them find out the exact problem of the children present for the workshop. After looking at some of the things nearby in the room along with the dustpan (Supali), the children came up with a modified version of the dustpan (Supali) which cleans the garbage without using a broom and without touching the garbage by hand. What would they have done? Find out the solution for the same problem using available material.

Evaluation of level 3:

What solution could the children have come up with to clean the waste without a broom, using only the available materials in the classroom?

V Solve is a problem-solving competition that involves model-making. The competition judges’ teams on their ability to develop a functional and effective solution to the given problem. Level 3 of the competition primarily focuses on the process of model-making rather than just evaluating the final product. To ensure a fair evaluation, the competition has several evaluation criteria that the judges use to assess the teams.

One of the most important criteria for evaluation is the team's ability to analyse the problem. This involves comprehending the situation to define the problem and identifying constraints to find solutions. The judges assess whether the team has a thorough understanding of the problem and whether they have identified all relevant constraints.

Another important criterion for evaluation is idea generation. This involves brainstorming for ideas and selecting a practically feasible idea. The judges assess whether the team has generated multiple ideas and chosen the most appropriate one for the problem.

After selecting an idea, the team needs to draw the design of the probable solution. The judges assess whether the team has accurately represented the model they are going to make.

The selection of appropriate materials for the model is also an important criterion for evaluation. The team needs to select from alternatively available material useful for the model. The judges assess whether the team has made appropriate choices in selecting materials for the model.

The work-ability of the model regarding the problem is the final criterion for evaluation. The judges assess whether the team has developed a practical, feasible solution to the problem and whether they have utilized the available resources effectively. The team should conduct trials in making the model to ensure that it is effective.

Work distribution and coordination is also evaluated during the competition. The judges assess whether the team has allocated tasks among members based on individual strengths and whether they have coordinated effectively to complete the project. Teamwork is essential in the competition, and the judges evaluate the team's ability to work collaboratively and cohesively.

Scoring: In the V-solve competition, the level 3  task is evaluated based on Work distribution (3 marks), Coordination (2 marks)     , Defining problem and constraints (5 marks) , Brain storming for alternative solutions (5 marks),  diagram and drawing of possible idea to be developed into model (5 marks),  Trials and selection of material and identification of challenges in model development (5 marks),           Effectiveness of final solution developed (5 marks),  Total (30 marks) were allocated for level 3.

To summarise, the V Solve level 3 model-making competition has several evaluation criteria that the judges use to assess the teams. These criteria include work distribution and coordination, comprehension of the situation to define the problem and identify constraints, brainstorming for ideas, selecting a tangible idea, drawing the model accurately, selecting appropriate materials, conducting trials in making the model, and the effectiveness of the model as a solution to the given problem. The judges assess whether the team has developed a practical, feasible solution to the problem and whether they have utilized the available resources effectively. The competition emphasizes the process of model-making rather than just evaluating the final product. The team's ability to work collaboratively and cohesively is also evaluated during the competition. These evaluation criteria ensure a fair evaluation of the teams and provide valuable feedback to the participants.

To conclude: V- SOLVE Competition: 1. Nature and Design

V-Solve competition is an annual event organized collaboratively by Jnana Prabodhini and KPIT to provide a platform for Chhote Scientists participants to develop and apply their scientific knowledge and skills learned during the program in scientific inquiry and problem-solving. The competition involves a sequence of task questions designed to challenge participants' cognitive abilities necessary for design thinking. The objectives of the competition are to encourage participants to think creatively, generate and organize ideas, think critically as they visualize, design and test solutions to complex problems, promote teamwork and collaboration, and provide participants with a fun and engaging learning experience that inspires them to explore the world around them, think critically about problems, and develop creative solutions to those problems. The competition has three levels, with three parallel sets of problems (Set A,B,C) prepared for each level. At level one, participants are challenged to come up with alternative uses for objects. At level two, participants apply their scientific knowledge and convergent thinking skills to find the area and centre of gravity of a given object. At level three, participants are expected to understand the problem and formulate questions by defining constraints in a given situation, frame and explore questions to generate ideas for a potential solution, use their imagination to create drawings of probable solutions, build a prototype of the model using available resources, and test the model as a potential solution for the problem in a given situation. The application of multiple concepts, such as ratio, proportion, and unit conversion, is essential in level three.

Scoring: In the V-solve competition, final scoring was compilation of scores from three levels along with remarks from evaluators with reference to effectiveness of solution developed at the end.  Total 50 marks scoring was from  sum of Level 1 ( 5 marks), level 2 ( 15 marks) and Level 3 ( 30 marks).  

V-Solve competition:

 V-Solve competition is an excellent opportunity for Chhote Scientists participants to apply their scientific knowledge and skills to real-world problems. The competition provides a fun and engaging learning experience that inspires participants to explore the world around them, think critically about problems, and develop creative solutions. Through the competition, participants are encouraged to work together as a team, which promotes collaboration and develops essential teamwork skills. Additionally, the competition recognizes and celebrates the achievements of young problem solvers and encourages their continued involvement in the Chhote Scientists program.

Overall, the V-Solve competition is an excellent platform for participants to develop their problem-solving skills and apply their scientific knowledge to make a positive impact on the world. Through V-SOLVE, young problem solvers are recognized and celebrated, inspiring them to explore the world around them, think critically about problems, and develop creative solutions. Ultimately, V-SOLVE encourages young people to continue their involvement in the Chhote Scientists program, organized collaboratively by EARC, Jnana Prabodhini and KPIT.

Prashant Divekar and team Chhote Scientist

EARC, Jnana Prabodhini, Pune

To be continued….

2. V- SOLVE Competition: What participants learned during competition