Solution Manual for Introduction to Creativity and Innovation for Engineers, 1st Edition

Get detailed solutions to your textbook questions with Solution Manual for Introduction to Creativity and Innovation for Engineers, 1st Edition, a guide designed to make studying easier.

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1SOLUTIONS COMMENTARYandTACTICS FOR FITTING CREATIVITY/INNOVATION INTO ANALREADY FULL CURRICULUM FOR FACULTY USINGINTRODUCTION TO CREATIVITY AND INNOVATION FOR ENGINEERSAuthored by Stuart G. Walesh and published by Pearson Education, 2016SOLUTIONS COMMENTARY(Note: For some ideas about possible additional exercisesrefer to the section at the end of the Chapter 4 exercises.)CHAPTER 1: WHY SHOULD YOU LEARN MORE ABOUT CREATIVITY AND INNOVATION?1.1 USES OF PAPER CLIPS:Have one or more teams do Exercise 1.1 while one or more otherteams do Exercise 1.5 and then compare the results. Does the stimulation provided by visualizingitems in the list of objects generate more uses? My experience suggests that it does.1.2 ALTERNATING GLASSES:As noted by Restak (2009), “The correct solution to this puzzlerequires the solver to overcome two limiting assumptions.The first is thatmovingnecessarilymeans rearranging the glasses. The second limiting assumption is that any glass moving mustoccur in a horizontal plane.He goes on to say: “Buying into either of these assumptions preventsa successful solution to the puzzle.”The solution is to pick up the second glass and pour all of its water into the fifth glass. We often,unconsciously and unnecessarily limit the range and depth of our thinking. See the discussion ofthe Einstellung Effect in Section 3.4.1.3 EQUATIONS:The “equations” exercise encouragesstudents to see common things in newways such as Roman numerals as parts of equations and plus and equal signs as each beingcomposed of two moveable “sticks.”Trying to see what we have not seen before is part ofcreativity/innovation. Solutions to the equation challenges follow:1)III = III + IIIIII = III = III2)IV = III + IIIVI = III + III

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