Students will use their imaginations to create inventions and describe their usage to their classmates in the target language. Students will describe preferences and use reasoning to support their argument as to why their invention should be developed.

This course examines the role of the engineer as patent expert and as technical witness in court and patent interference and related proceedings. It discusses the rights and obligations of engineers in connection with educational institutions, government, and large and small businesses. It compares various manners of transplanting inventions into business operations, including development of New England and other U.S. electronics and biotechnology industries and their different types of institutions. The course also considers American systems of incentive to creativity apart from the patent laws in the atomic energy and space fields.
Acknowledgment
The instructors would like to thank Joanne Rines and Elijah Ercolino for their efforts in preparing this course.

On February 14, 1818, David Gordon received a patent for his raft design. When a patent is granted, it excludes others from making, using, offering for sale, or selling the invention. This drawing accompanied Gordon’s application.

I am starting the 1920's next week and plan to use a series of images from the USPTO website showing filed patents between 1865-1930. I plan to hange these on the wall as a gallery walk activity to solicit students observations and reflections from the following questions.

How is technology changing in America?
What do the patent numbers and dates indicate about the pace of progress?
This will serve as a summary to the rapid and unrelenting industrialization and technilogical progress which occurred in the late 19th and early 20th centuries. The 1920's reflect the final frenzy of progress before the halting collapse of industrial production associated with the Great Depression. Purpose will be both a review and preview activity.

Introduction to Sociology 2e adheres to the scope and sequence of a typical, one-semester introductory sociology course. It offers comprehensive coverage of core concepts, foundational scholars, and emerging theories, which are supported by a wealth of engaging learning materials. The textbook presents detailed section reviews with rich questions, discussions that help students apply their knowledge, and features that draw learners into the discipline in meaningful ways. The second edition retains the book’s conceptual organization, aligning to most courses, and has been significantly updated to reflect the latest research and provide examples most relevant to today’s students. In order to help instructors transition to the revised version, the 2e changes are described within the preface.

Discuss the roles of both high culture and pop culture within societyDifferentiate between subculture and countercultureExplain the role of innovation, invention, and discovery in cultureUnderstand the role of cultural lag and globalization in cultural change

This course explores the history of private and public rights in scientific discoveries and applied engineering, leading to the development of worldwide patent systems. The classes of invention protectable under the patent laws of the U.S., including the procedures in protecting inventions in the Patent Office and the courts will be examined. A review of past cases involving inventions and patents in:

the chemical process industry and medical pharmaceutical, biological, and genetic-engineering fields;
devices in the mechanical, ocean exploration, civil, and/or aeronautical fields;
the electrical, computer, software, and electronic areas, including key radio, solid-state, computer and software inventions; and also
software protection afforded under copyright laws.

Periodic joint real-time class sessions and discussions by video-audio Internet conferencing, with other universities will also be conducted.

Tired of bending down to pick up those runaway tennis balls? Leang can help you out with his handy invention in this video segment from ZOOM.

In this activity, students will read an article and create a visual representation of the differences between inventions and innovations. Then, they will choose between two emails to write: one to propose a solution to a global problem and the other to ask questions of a student inventor.

Discuss the roles of both high culture and pop culture within societyDifferentiate between subculture and countercultureExplain the role of innovation, invention, and discovery in cultureUnderstand the role of cultural lag and globalization in cultural change

This class introduces students to the interdisciplinary nature of 21st-century engineering projects with three threads of learning: a technical toolkit, a social science toolkit, and a methodology for problem-based learning. Students encounter the social, political, economic, and technological challenges of engineering practice by participating in real engineering projects with faculty and industry; this semester's major project focuses on the engineering and economics of solar cells. Student teams will create prototypes and mixed media reports with exercises in project planning, analysis, design, optimization, demonstration, reporting and team building.

Students will use their imaginations to create inventions and describe their usage to their classmates in the target language. Students will describe preferences and use reasoning to support their argument as to why their invention should be developed.

Students will create hypothetical inventions to solve a problem. Using reasoning to support their argument, they will present their idea to a group in a persuasive manner.

This site invites kids to learn about inventors and intellectual property -- patents, trademarks, copyrights and trade secrets. Kids can take a patent trivia quiz, read fun facts, and learn how to apply for a patent for their own inventions.