future problem solving booklet

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Renzulli Center for Creativity, Gifted Education, and Talent Development

The National Research Center on the Gifted and Talented (1990-2013)

Future problem solving program.

Marion Rogalla University of Connecticut Storrs, CT

Imagine yourself observing an enrichment classroom. In the middle of the room, a team of four, 5th graders is arguing about the effects Virtua Tech, a virtual corporation in the year 2056, has on the mind and body of its employees. In the back corner of the room you notice a fourth grader in deep thought. It almost looks as if his head is steaming. As you get closer, he jumps up and says: “Yes! I’ll use the roaches as an endless energy supply.” While you are listening to his ideas six, 11th graders enter the classroom and present with pride business cards created for their cyberphobia group of adults. Amazed by the students’ creativity, problem solving skills, and excitement for learning, you decide to investigate the problem solving model they are using.

The Future Problem Solving Program (FPSP), started in 1974 by E. Paul Torrance, today reaches approximately 250,000 students in 43 Affiliate Programs (coordinated by the international office in Lexington, Kentucky) throughout the United States, Australia, New Zealand, Korea, and Canada. Full time staff members prepare all materials and topics: practice problems, qualifying problem, affiliate bowl, and International Conference. Teams and individuals successful in the qualifying problem advance to the affiliate bowl and bowl winners in each division (i.e., junior, grades 4 to 6; middle, grades 7 to 9; and senior, grades 10 to 12) are invited to participate at the International Conference. Trained evaluators review and compare student work of the same age division on all topics (Future Problem Solving Program Coach’s Handbook, 2001).

To best meet student interests, the selection of FPSP topics is guided by the results of a poll of the students participating in grades 4 to 12 (Torrance & Safter, 1999). Student votes overwhelmingly center around the newest cutting-edge frontiers of humankind. The topic areas of these frontiers seem to change with age. Younger students’ (grades 4 to 6, junior division) preferences center around innovative instrumentation and processes such as solar energy, computer education, pedestrian conveyor-belt travel, intelligent machines, and mass use of electric cars. These topics may be categorized as human control over the physical environment. Students in grades 10 to 12 (senior division) show more interest in psychological frontiers, such as genetics, human engineering, hypnosis, and mind-altering drugs, than younger students. Middle division students (grades 7 to 9) seem to be in transition between interests of junior and senior division students. Their interests are similar to the younger age group. They do not seem to share the introspection of the seniors (Torrance & Safter, 1999).

The wide variety of extra-curricular topics chosen every year provides students with opportunities to find their area of passion. Torrance (1981, as cited in Torrance & Sisk, 1999), found in his longitudinal studies of creative achievement, that adult creative achievement was influenced by students’ experiences of falling in love with something during their elementary school year. Most adults however, including teachers and parents, do not have much information about these frontier topics to teach the background knowledge necessary for solving problems related to these topics. The FPSP coach’s role includes facilitation of learning and the modeling of processes whereby new knowledge is acquired. Students have to be prepared for self-directed learning (Torrance & Safter, 1999). FPSP goals, therefore, center around the acquisition of problem solving skills.

Although the FPSP provides students with opportunities to enhance their awareness of everyday issues and increase their knowledge base, the main goal of the FPSP is to teach students how to think. The development of higher order thinking skills will help students use their knowledge to solve problems. The program focuses on the creative problem solving process and futuristic issues to develop the skills necessary to adapt to a changing world and shape the future (Future Problem Solving Program Coach’s Handbook, 2001). Specifically, the creative problem solving process:

• helps students to improve their analytical thinking skills
• aids students in increasing their creative thinking abilities
• stimulates students’ knowledge and interest in the future
• extends students’ written and verbal communication skills
• encourages students to develop and improve research skills
• provides students with a problem-solving model to integrate into their lives
• guides students to become more self-directed and responsible
• promotes responsible group membership (for team Future Problem Solving and Community Problem Solving)

The Future Problem Solving Program:

• provides students with unique opportunities to enhance their awareness of everyday issues
• models effective processes that can be used throughout their lives
• incorporates the basic skills taught in the classroom by extending students’ perceptions of the real world
• promotes responsible group membership
• encourages real-life problem solving experiences
• promotes continuous improvement through the evaluation process
• offers authentic assessment in the product produced (p. 11)

The FPSP also extends students’ perceptions of the real world and helps them apply the skills learned to real life issues. The experience of implementing a proposed solution is provided through the Community Problem Solving (CmPS) component. Students learn to continuously improve their problem solving skills from the feedback provided in the evaluation process.

Students are expected to apply a 6-step creative problem solving model when solving a problem in each of the three FPSP components: Team Problem Solving, Scenario Writing, and Community Problem Solving. The mastery of these 6 steps is therefore at the heart of the FPSP.

Guided instruction of the 6 steps seems to be easiest within the team problem solving component. The international office of the FPSP releases the curricular topic for all problems before the related Future Scene is given to the participating students. This allows students to conduct in-depth research to acquire a strong knowledge base on the general topic related to the Future Scene. Once the future problem solvers receive the Future Scene, they work through it using a 6-step model, based on the Creative Problem Solving (CPS) process (see Figure 1). Students complete a booklet that guides them in a linear, sequential way through the creative problem solving process.

Understanding the Problem (1) Identify Challenges, (2) Select an Underlying Problem, Generating Ideas (3) Produce Solution Ideas, Planning for Action (4) Generate and Select Criteria, (5) Applying Criteria, and (6) Develop an Action Plan.

Source: Future Problem Solving Program. (2001). Future Problem Solving Program coach’s handbook. Lexington, KY: Author, p. 15.

Figure 1. The 6-step model.

During step 1, students are asked to carefully analyze a specific situation given—the Future Scene—related to the general topic. They learn how to use macro and micro analyses to gain a good understanding of the complex and ill-defined situation. Thereafter, they identify the 16 most promising challenges, issues, concerns, or problems imbedded in the situation that needs consideration. The Future Scene describes a fuzzy situation projected 20 to 30 years into the future, a time when the students might obtain leadership roles. Students are required to use the knowledge gained and project it far into the future. In step 2, the students go through the list of challenges, consider possible underlying problems, and formulate a key underlying problem that is neither too broad nor too narrow. Students are required to follow a standard format in formulating the underlying problem they intend to solve throughout the remaining steps. The standard format helps students to focus on one challenge only and proceed with further analysis of the problem as well as a uniform structure that helps evaluators make comparisons across student booklets. In step 3, students are asked to generate 16 varied and unusual solution ideas that have potential for solving the underlying problem. Students, in step 4, generate the five most appropriate criteria for judging the solutions, which they apply in a evaluation matrix to select the solution with the highest total rank (step 5). Finally, in step 6, students write an action plan based on their highest scoring solution idea. The students have to complete the whole booklet within 2 hours.

The Coach’s Handbook suggests and explains tools for generating options—using divergent thinking—such as Brainstorming, SCAMPER, and Morphological matrix. The acronym SCAMPER stands for: Substitute? Combine? Adapt/Add/Alter? Minify/Magnify/Modify? Put to Other Uses? Eliminate or Elaborate? Reverse/Rearrange/Reduce? The Morphological matrix consists of 4 columns and 10 rows. Team members identify four major aspects (people, place, obstacle, and goal) of the topic and/or future scene (one per column) and list (in the rows) 10 elements of each aspect. Then they explore random combinations and make new and interesting possibilities.

For convergent thinking, the handbook includes tools such as: Hot Spot and Paired Comparison Analysis. A Hot Spot is the common element that clusters of promising ideas share. Paired Comparison Analysis is used in comparing one possibility or idea against another idea, one pair at the time, until all possible pairs have been examined. A number is assigned to each pair as the option is chosen and rated for importance, 1, 2, or 3. The ratings for each possibility can be totaled to provide a rank ordering or prioritizing of the options.

The FPSP includes different components: Future Problem Solving (FPS), Community Problem Solving (CmPS), and Scenario Writing (SW). The primary emphasis of the academic year program (October to June) is on instruction with feedback offered to the teams. FPS asks students to solve complex scientific and social problems of the future.

An example of a future scene focusing on a virtual corporation, an approach to solving a local community problem related to the use of technology, and a response to a scenario involving the increasing need for energy are provided on the insets that follow.

One scene, for example, pertains to a virtual corporation Virtua Tech in the year 2056. The scene is based on facts and projections about virtual corporations and their organizational structure with a focus on the dynamics of a corporation existing in virtual space. The scene opens with Aluui, a programmer, who shares her excitement about her prospective work place with her mother via her Holographic Mailbox and explains that her work partners will be from all over the world. “Virtua Tech is run by an impressive executive team, a group of individuals from leading universities, governmental bodies and traditional corporations around the world,” Aluui explains. During this conversation with her mother, Aluui receives a message from Virtua Tech saying that her software program was accepted and 25,000 Digital Monetary Units have been deposited into her account. However, the scene goes on to raise concerns about the operation of this virtual corporation, including effects on the mind and body of employees that are not fully understood. Therefore, concerned nations, industry groups, and Virtua Tech representatives have created an advisory group. This group is asking the International FPS Alliance to direct its very best problem solving teams across the globe to help them examine important issues involved with the operation of this unique corporation. The FPS teams’ task is to identify possible challenges relating to Virtua Tech, formulate an underlying problem, generate solution ideas, and develop an appropriate action plan.

The goal of the project was to educate adults in the computer field and also to eliminate cyberphobia. The team did so by offering complimentary computer classes to the adults in their community because it felt that the amount of computer knowledge obtained by adults was not sufficient for the technological demands of today’s society. The team was very successful in their efforts and was asked to teach office computer skills to the clerks at the Hockley County Clerk’s office. The project brought multiple benefits to the small rural community of Whitharral, TX. Besides decreasing “cyberphobia” among the adult population, it helped to bridge the gap between generations. The CmPSers learned how to research, plan, and adjust a curriculum to fit the needs of their students—from farmers and secretaries to local business owners and senior citizens. The adults created business, cards, mailing labels, and greeting cards. They learned how to use various software applications, save hundreds of hours in documenting expenses, and safely navigate the Internet. With the aid of grant money awarded by Learn and Serve America, the CmPSers plan to expand the class offerings as well as recruit and train new teachers.

Josh sat at his desk thinking and pondering in the darkness. The only thing moving during the blackouts were the roaches. Josh knew he had to find an alternative energy fast. Why were humans so dependent on electricity? Almost everything ran on solar power or rechargeable batteries now (year 2051). Unfortunately, the ozone layer is being depleted more and more each year, which affects solar power. Rechargeable batteries became every hospital’s savior and every asthmatic person’s life improved.

Reaching for his keys, Josh went to the hovercraft. On the ride home, he swerved to miss the tow craft explosion right in front of him. Swooping to street level, he knew he had seen his share of crashes. There are no rules of the road in the air. He thought of how many times he had been here before. Falling fast and low, he wished his craft could run off the glides alone.

“Why not?” thought Josh. “Why can’t we somehow harness the power of movement? Kinetic watches have been around for over five decades. Surely there could be enough power in everyday movements to power a battery. Is it possible to reconfigure kinetic power into a battery as a source of energy? How about using a pendulum-like movement to harness the power into a battery? That way it will let us have less power plants.”

Josh went into the assembly room and found an old rechargeable unit. “I wonder if it will work?” he thought. For the next week, Josh continued to look at his belt attachment. At first, it was every few minutes, later every few hours. He was determined this would work. By the ninth day the rechargeable unit registered enough power. Over the course of the next few weeks, Josh recharged a dozen batteries. His ideas formulated like fireworks, thinking of what he could attach this device to, and how much more power he could generate.

Then the idea struck him like a rocket. YES! I’ll use the roaches. Josh constructed a large circular platform with a rotating basis. It was kind of like a hamster wheel turned on its side. Finding the roaches was not a problem. It was catching them that was difficult.

Josh placed the platform in a large, clear, round tube and added the roaches. Immediately, the roaches crawled and moved to the platform. This turned the platform, creating a way to transform movement, kinetic energy, into a stored source. The roaches ate little, and the old ones were eaten by the others. It took Josh a few more months to perfect his assignment. In the next few years, he was awarded a Nobel Prize for his efforts in creating a new and virtually endless energy supply that renews itself.

Training in problem solving skills facilitates situational creativity (i.e., students can be creative within prescribed activities related to a specific topic), whereas CmPS fosters real product creativity. Students in the CmPS identify a problem they would like to solve in their school, community, or state. Then, they use the 6-step Future Problem Solving process to solve the problem, (i.e., to develop an action plan and implement the plan).

The scenario writing component encourages students to use their imagination in creating a futuristic short story based on an FPSP topic. The scenarios must be placed at least 20 years into the future and are limited to a length of 1,500 words.

Selected teams and individuals participate at regional, state, and international competitions. During the 2-hour competition of the FPS component, teams of four students or individuals analyze a Future Scene and complete a problem booklet that guides the students through the 6 steps as described above. The Future Scene relates to the topic the students were encouraged to research prior to the competition. No research materials or notes may be used during the actual competition session. Students have to be very time conscious and pace themselves at each step to complete all steps within the very limited time frame. Following this session, students are asked to persuade others of the merit of their idea. Having a good idea is not enough, one must be able to “sell” it. During a 5-minute skit presentation, students can demonstrate their creative, persuasive, and oral communication skills (Steinbach, 1991).

Scenario writers may also compete against one another. They select a topic for their story from the pool of five FPS topics for the respective academic year, research the topic, and write a short story of a maximum of 1,500 words (Shewach, 1991). Students individually write drafts of a futuristic scenario. Editing and revising occurs under the guidance of a coach, who decides whether to submit the scenario to the contest or not. Winning scenarios are awarded at the FPSP competitions and published thereafter.

Any number of students from one to a whole classroom can become a team of community problem solvers. Students identify real problem situations in their school, neighborhood, or community and use the 6-step model to develop and implement the solution idea over an extended period of time (i.e., 6 months to 3 years). The students’ report describes the full process including the area of concern, action plan, the efforts to solve the problem, and reflections. The evaluators examine the report and display at the competition and interview the students to secure their ownership of the product.

The FPSP provides educators with enrichment activities that can take place in a pullout program, after school program, resource center, or with students in a regular classroom. The high level challenge of the activities is especially appropriate for intellectually and creatively gifted students. Future Problem Solving takes students into new worlds. They gain new knowledge about cutting-edge research and use it in combination with higher order thinking to create original solutions for futuristic problems. Most gifted students love this kind of intellectual challenge. Seeing Community Problem Solvers grapple with real life problems and grow in their awareness of their capability to have a positive impact on the world around them is also gratifying to educators. The most obvious effect of Scenario Writing is improved writing skills. However, all FPSP components help students develop their written and oral communication skills. Improved communication skills and a thorough understanding of the 6-step problem solving model can greatly benefit the students far beyond the program (e.g., in other curricular activities and in their future careers).

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Future Problem Solving of Virginia

Blank Team GIPS Booklet

Need to print practice booklets for your teams and students to work from? Look no further! This includes 4 challenge sheets, one UP sheet, 4 solution sheets, one sheet for criteria, and 2 action plan pages.  

Blank Individual GIPS Booklet

Need to print practice booklets for your individuals to practice and prepare with? Look no further! This includes 2 challenge sheets, one UP sheet, 2 solution sheets, one sheet for criteria, and 2 action plan pages.  

Challenge Fact Sheets

This Challenge fact sheet gives tips and tricks, along with vital step information, to your students to do their best work on step 1 (Challenges). Useful for all FPSers, novice to accomplished.   

Underlying Problem Fact Sheet

This Underlying Problem fact sheet gives tips and tricks, along with vital step information, to your students to do their best work on step 2 (Underlying Problem). Useful for all FPSers, novice to accomplished. 

Solutions Fact Sheet

This Solutions fact sheet gives tips and tricks, along with vital step information, to your students to do their best work on step 3 (Solutions). Useful for all FPSers, novice to accomplished. 

Criteria Fact Sheet

This Criteria fact sheet gives tips and tricks, along with vital step information, to your students to do their best work on steps 4 and 5 (Criteria). Useful for all FPSers, novice to accomplished. 

Action Plan Fact Sheet

This Action Plan fact sheet gives tips and tricks, along with vital step information, to your students to do their best work on step 6 (Action Plan). Useful for all FPSers, novice to accomplished. 

Quick Reference Guide

Use this guide for a quick reference to the important information and scoring items for each step in the FPS process and booklet!   

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The Future Problem Solving Program

Future Problem Solving (FPS ) is a terrific way to create more creative students and improve a youngster's oral and written communication, research, and teamwork skills. FPS challenges students to apply information they have learned to some of the most complex issues facing society. Students are asked to think, to make decisions and, in some cases, to carry out their solutions. FPS is a yearlong program, open to students in grades 4-12, in which teams of four students learn a six-step problem solving process which they can then use to solve social and scientific problems set in the future. At regular intervals, the teams submit their work online to evaluators, who review it and return it with suggestions for improvement. Teams participating in the competitive aspect of the program will complete the third problem at a Qualifying Bowl in February. The top teams in the state are invited to the State Bowl in March, where they compete for the opportunity to represent Massachusetts at the International FPS Conference. Most schools participate in the team competition. Teachers can also incorporate the FPS process into curriculum units in the classroom, or participate in the Community Problem Solving, Scenario Writing or Scenario Performance components of the program. We invite you to learn more about the program by watching the video below or by contacting one of our Co-Affilaite Directors:

Bob Cattel, Co-Affiliate Director Email: [email protected] Phone (617) 834-4743 Renée Hanscom, Co-Affiliate Director Email: [email protected] Phone: (781) 799-4826

For more infromation about Future Problem Solving Program International in Melbourne Florida, contact April Michele at (321) 768-0074 or check out their website www.fpspi.org

To purchase Resources/Tools and yearly Program Materials related to the Future Problem Solving Program International go to www.fpspimart.org .

2023-24 MassFPS Calendar

Schedule of events.

2023-2024 FPS Topics

Practice problem #1:  tourism.

Tourism not only benefits host locales but those on holiday. Travel enriches their lives, expands their understanding of people and cultures, while also serving as a respite from daily life. The economic stability of such destinations depends on the sustainability of their tourist trade. As the popularity of such destinations grows, international corporations and developers typically flock to these growing places, trying to capitalize on the financial possibilities. There is money to be made in building hotels, restaurants, and in developing an area’s growing tourism industry. As outside groups seek to attract tourists and the revenue they generate, locals often struggle to maintain their location's unique appeal and ability to support local venues. As this build-up occurs, local people can have their cultures exploited, lands destroyed, and their local businesses put in jeopardy. As the tourism sector grows and expands, we are seeing the expansion of the Special Interest (SIT) market - tourists wishing to match their vacations with their interests (e.g., ecotourism, wellness tourism, event tourism, ancestry tourism, etc.) How will changing forms and trends of tourism impact tourists and hosts alike? How can the advantages of expanding tourism be balanced with the protection of destinations?

Practice Problem #2:  Urbanization

Today nearly half the world's population lives in an urban area. By 2050, that number is expected to reach 70% due to this increase in Urbanization. Urban areas and their large populations often hold power over governance, economic development, and international connectivity beyond their immediate regions. With proper planning, urban centers can provide educational and economic opportunities to residents not found elsewhere. However, they can also easily give rise to slums and increase income inequality. With growing footprints, cities are also struggling to provide basic needs, essential services, and safety. Future urban planners must address tough questions: What qualities in society should be valued most? What is fair and equitable? Whose interests will be served first? Planners must balance the speed of decision-making with the need for thoughtful, well-considered programs for development. As urban areas expand, how can we develop areas that are efficient, resilient, and inclusive? Future urban planners must address tough questions: What qualities in society should be valued most? What is fair and equitable? Whose interests will be served first? Planners must balance the speed of decision-making with the need for thoughtful, well-considered programs for development. As urban areas expand, how can we develop areas that are efficient, resilient, and inclusive?

Qualifying Problem:  Antarctica

Affiliate bowl (state bowl):  autonomous transportation.

Our transport needs, desires, and realities are rapidly changing due to global growth and increased connectivity. As modes of transportation continue to evolve, increasing levels of complexity and efficiency are pursued. What role will autonomous vehicles, cars, airplanes, ships, etc., which operate without human intervention, play in this pursuit? Their development continues to increase exponentially with advancing technological capabilities. Since all scenarios are not programmable, autonomous vehicles must learn and react. They do this by surveying their environment with multiple sensors and utilizing artificial intelligence (AI) to process vast amounts of data. Autonomous vehicles can deliver on demand, refuel, park, and store themselves. By creating a network of these vehicles, entire systems of transport could become autonomous, controlled by a central AI. How will the efficiency of autonomous vehicles affect the development of transportation, on land and sea, in the air, and possibly space? How will autonomous transport cope with unexpected risk situations and ethical decisions? In what ways will autonomous transport impact jobs, industries, infrastructure, and lifestyles?

International Conference: Topic to be announced March 1, 2025

Fps programs, promoting creative and critical thinking, global issues problem solving - individual / team competition.

Global Issues Problem Solving (GIPS) is the Individual / Team competition component of the program and is open to students in grades 4-12. An Individual student or Teams of up to four students learn the six-step future problem solving process which they then apply, along with their research on specific topics, to solve social and scientific problems. With the six-step FPS process, students are presented with a "Future Scene", which is a story set at least 20 years into the future. For the first step, students brainstorm challenges that the Future Scene presents. This step helps students refine their critical and creative thinking skills. The second step has the students focus one or more challenges generated in step one down to a clearly written problem statement referred called an Underlying Problem. In step three students brainstorm solution ideas intended on solving the Underlying Problem. In steps four and five, the students generate criteria used to evaluate their step three solutions. In step six the students take the top rated solution from step five and develop a detailed action plan. Students using the six-step process develop brainstorming and focusing skills while working cooperatively and collaboratively in groups. GIPS Individuals and Teams work on two practice problems during the Fall and early Winter each year. Then in February, those students will complete a Qualifying Problem in two hours without their coach's assistance. GIPS Individuals and Teams who receive the highest evaluation for their Qualifying Problem will be invited to compete at the State Bowl in March.

The three grade level divisions are:

    • Junior Division: Grades 4-6     • Middle Division: Grades 7-9     • Senior Division: Grades 10-12

Final registration deadline: December 31, 2023

Community Problem Solving

Community Problem Solving (CmPS) individuals and teams identify a local or global problem, and work with community leaders and residents to research the problem and implement solutions. As an example, Leominster students have worked with town officials to explore the feasibility of a sludge composting plant, which would save the cost of trucking sludge to Fitchburg. Funds saved could pay for methane gas recovery from the closed landfill and other civic projects.

Deadline for submitting Project Proposal: December 31, 2023 Deadline for submitting Project Report: March 9, 2024

Scenario Writing

Scenario Writing (SW) gives students the opportunity to combine their problem solving and creative writing talents. Individual students are invited to write scenarios: short stories (maximum length 1500 words) set at least 20 years in the future and dealing with the any of the following topics (Tourism, Urbanization, Antarctica and Autonomous Transportation). For additional information, contact Joanne Bianco at [email protected] or (978) 534-0163.

Scenario Performance - For thinkers who are also Storytellers !

Scenario Performance (ScP) was designed and developed to sustain oral traditions of storytelling, Scenario Performance is ideally suited to students who prefer oral communication to showcase their creativity. In Scenario Performance, students choose the FPS annual topic that interests them to make a prediction of the future (20‐30 years from now) and perform as though the future were the present. Futuristic concepts and trends are incorporated into the story, but a specific date is not required. Scenario Performance encourages students to enlarge ideas, enrich personal style, and predict accurate images of the future. The Performance is not written out in full; it is “told,” and should be more “natural” and “spontaneous” in nature. Whether presented for the camera or in front of a live audience, Performances should be creative and entertaining. The stories do not have to be written, rather they are performed!

Fee: $30 per student entry Postmark deadline for scenario performance video: January 20, 2024 The following video is the Middle Division 1st Place Scenario Performer from last year's International Conference.

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Programs  >  Scenario Writing

Scenario Writing is an individual competition in which students develop short stories related to one of FPSP’s four annual topics. The story (1500 words or less) is set 20 - 30 years in the future and is an imagined but logical outcome of actions or events taking place in the world.

Scenario Writing can be used as a stand-alone activity by an FPS coach, an English teacher, a parent, or any instructor with students interested in creative writing. Students who are enthusiastic about stories of the future may also be interested in the Scenario Performance component, which is an oral storytelling experience.

To prepare students for the challenges of the 21st century, Future Problem Solving teaches students to think critically, creatively, and futuristically. The Scenario Writing component strives to help students enlarge, enrich, and make their images of the future more precise while honing their creative writing skills. This competition provides students with greater awareness and imaginings about possible futures by personalising the ever-growing perspective a student has on their own.

Participation in Scenario Writing provides opportunities for students to meet and exceed educational standards as they refine their writing skills.

A rubric-based authentic evaluation is provided, giving students tools for continuous growth.

For students who participate in the Global Issues Problem Solving and/or Scenario Performance programs of FPS, Scenario Writing can serve as an excellent complement to their work on any of the annual topics.

Schools can register individual students in one of the following divisions – Junior (Years 5 and 6), Middle (Years 7 to 9) and Senior (Years 10 to 12).  

One registration entitles an individual to two evaluations. Two Evaluations will allow the student to submit a trial written scenario, due in May, which is evaluated but non-competitive.  The second competitive submission, due in August, may be a revision of the first scenario or an entirely new scenario.

Evaluations are a rubric-based process, providing students with direct feedback and tools for continuous growth.

Prior to submission, coaches may provide direct instruction on the scenario writing, and make general suggestions for improvement, including with spelling, grammar, and punctuation errors. However, each scenario must be original and written by the student.

The second, or competitive, submission is what decides the placegetters in the FPS Australian scenario writing competition. The finalists (stories that progress to the 2nd round of evaluation) of each division of the FPS Australian scenario writing competition are invited to participate in the National Finals.

• The Scenario Writing Handbook
• Two assessment rounds
• Fortnightly coach catch up – via zoom
• Access to our friendly support team 9am - 5pm AEST, Monday to Friday

For the cost of a single individual or team registration, teachers gain access to the program material and can teach the program to as many students as they wish. (However, booklets can only be evaluated if a team/individual has been registered.)

Additional registrations can be added throughout the year.

• Attend coach training
• Register your school's participation
• Purchase recommended publications
• Plan your FPS year

The best way to become acquainted with Scenario Writing is to read published Scenarios. 2021 FPSPI Scenario Writing Champions is available for purchase from the Publications page on this website.

Although knowing the process can help students to think about the future and organise a storyline, it is not a prerequisite for Scenario Writing.  Since Scenarios must relate to one of the annual topics, we recommend that students complete background reading and research on their chosen topic.

Scenario Writing skills aligned with Education Standards

The Scenario Writing component of FPSPI strives to help students enlarge, enrich, and make more accurate their images of the future, while honing their creative writing skills. Participation in Scenario Writing provides opportunities for students to meet and exceed educational standards as they refine their writing skills. 

Future Problem Solving Australia acknowledges the traditional owners of this land. We recognise their continuing connection to land, waters and community. We pay our respects to Elders past and present.

2025 scholarship applications and adult service award nomination forms are now available. Learn more

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Student Work: Booklet – Antibiotic Resistance (Middle team)

In the future scene, it is 2042, and cherry-farmer Matilda inspects her orchard and worries about the inevitable arrival of antibiotic-resistant bacteria that have decimated cherry orchards across the globe. She lives in Tasmania, Australia and is concerned about the future of her trees and the industry. The full future scene is an attached PDF below.

Students were asked to respond to the future scene and the challenge to the problem solvers: “Use the 6-step problem-solving process to identify an underlying problem and develop an action plan in response to the issue of antibiotic-resistant disease on cherry trees in Tasmania in 2042 and beyond.”

Additional Information Team: Caroline, Sijia, Siqi, and Xin (Singapore) Topic: Antibiotic Resistance Division: Middle Competition: 2022 International Conference (First Place) Evaluation Highlights: At the world finals, students receive feedback from a team of evaluators. See highlights of their feedback at the end of this article. Original Formatting: See the student work with its original formatting in an attached PDF below.

Student Work – Booklet

Step 1 – Identify challenges

• Since the worldwide cherry shortage resulted in the closure of many farms, this may be a problem as the food supply may be negatively affected. It may be possible that due to the farms producing other food supplies and not just cherries, the supply of these foods may be reduced. Hence, this may lead to people, who rely on farms as their main source of food, being unable to fulfill their basic need of food
• Since there has been the presence of biological quarantine in Tasmania in order to contain the spread of antibiotic resistance, this may be a problem as this may result in the tourism industry being affected. This may be especially detrimental to the economy of countries who mainly rely on tourism as an economic source. For example, Maldives, in which one third of its GDP comes from tourism. Hence, this may result in Tasmania’s economy declining, as a result of lack of revenue from tourism
• Given that the beautiful blossom-covered trees are now reduced to dry, brittle sticks, this may be a problem as the beauty of Tasmania may be heavily compromised. This is because as disease takes over the trees, they may become unsightly. Hence, the aesthetics of the area may be negatively affected
• Since the cherries from farms as well as in the water have been shown to have large amounts of antibiotic resistant strains, this may affect the health of humans who consume these food products. Research has shown that in 2022, over 400000 US residents died each year due to food borne antibiotic resistant infections, with 1 in 5 infections being food related. Hence, this shows that the humans who consume food contaminated with antibiotic resistant strains may suffer health conditions due to antibiotic resistance and their physical health may be negatively impacted. 
• Since all hopes have been placed on Matilda and other cherry farmers in Tasmania to rebuild the cherry industry, and Matilda expressed it was difficult living with so much uncertainty of the cherries, it is possible that farmers’ psychological health be negatively impacted. Research has shown that high levels of stress leads to health conditions such as depression and anxiety. Hence, the constant stress that cherry farmers are placed under to prevent and identify infections in cherry trees may possibly lead to their psychological health deteriorating
• Since antibiotic-resistant bacteria can remain in water and soil for many years, this may result in the natural environment suffering from pollution. As of 2022, research showed that over a quarter of the world’s rivers suffered from potentially toxic levels of antibiotic-resistant bacteria. Hence, this shows that antibiotic-resistant bacteria may exacerbate the issue of water pollution, making it potentially unsafe for aqualife, and negatively affecting the natural environment.
• Given that entire orchards could be burnt down one week before harvest, it is possible that the effort to cut down infected trees could negatively impact the environment. Research has shown that trees are essential in holding the soil together and retaining water during the raining seasons. When an entire orchard of trees are removed, this could potentially expose the soil to the elements and the water retention of the soil could decrease, this could make the land more prone to landslides and floods.
• Since the identification of infections and bacteria in the cherry trees are solely dependent on the Beebots, this may be a problem as upon the malfunction of nanobots, uninfected cherry trees may be cut down. This is because the nanobots may wrongly identify infections in the cherry trees and farmers may not second-check their identifications. Hence, farmers may cut down the ‘infected’ trees, possibly reducing the number of cherry trees even further
• Since Tasmania is the only location in the world where cherry trees are not infected, it may be possible for antibiotic resistant bacteria pseudomonas avium to spread to Tasmania through travel, despite the strict bio-quarantine put in place. Antibiotic-resistant bacteria may arrive on the shores of Tasmania through freight ships which come in to transport the cherries, the workers from outside Tasmania or through loopholes in the bio-quarantine system. This may expose the cherry trees to antibiotic resistant bacteria as long as travel and interaction with the outside world is present.
• Given that though there are many education programmes put in place against misinformation but Matilda still found it hard to know what to believe, this may be a problem as large groups of people may be misinformed. This is because as the issue of antibiotic resistance manifests, there may be incidences of fear mongering, and this may possibly result in a breakdown of communication between the authorities and the farmers, as the farmers may not believe the government’s instructions due to the widespread fake news. Hence, there may be a negative impact on the communications due to misinformation
• Since there is great uncertainty with producing enough cherries to meet the demand due to the spread of antibiotic resistant disease amongst cherry trees, it may be possible that the cherry businesses may lose profits as they may not be able to sell sufficient cherries. According to WSU insider, it has been shown that bacterial pathogens such as fire blight and X-disease phytoplasma have been killing off crops, costing farmers hundreds of millions of dollars. Hence, this may lead to cherry businesses suffering as they lose business. They may even go bankrupt and go under.
• Given that Matilda has access to sophisticated technology like nanobots and bark-embedded sensors to check on her trees, this may mean other farmers who cannot afford such sophisticated technology may be put at a disadvantage. This may lead to already wealthy farmers being the ones that can sustain their business, potentially allowing them to dominate the market, while smaller businesses may face bankruptcy. This may exacerbate the wealth gap, potentially posing a social problem. 
• Since the IIRA mandates that farmers have to report the first signs of antibiotic resistance in the cherry trees, but many farmers did not and instead opted to quietly remove the tree that was infected, this may be a problem as farmers may be dissatisfied with the mandates of the IIRA. Farmers may be unhappy with how the regulations of the IIRA affected their businesses. Hence, this may lead to protests against the IIRA to demand for better treatment of farmers, and this may lead to social unrest.
• Since there have been legal disputes between farmers and insurance companies due to orchards being ruined, it may be possible that there may be more legal cases. This may result in more lawsuits in a court of law. This may be a problem as this may result in the legal system being overwhelmed
• Since it has been shown that many farmers have tried miracle cures on their trees, this may be an issue as should the miracle cures have any negative side effects on the trees, this may result in negative impacts on the agriculture. For example, putting syrup on the trees may lead to the trees having an increase in parasitic activity. Hence, these cures with no scientific backing may lead to negative impact on the environment.
• Given that Matilda uses a swarm of bee-like nanobots that fly continuously between trees, this may result in disturbance to the natural environment. This is because their behaviour may be unnatural, which may cause animals in that area to see it as threatening, which may lead to stress amongst them. Studies have shown that bears show signs of distress like increased heart rates when drones are nearby. Native wildlife in Tasmania may also be affected by the presence of these nanobots. Hence, this may cause a disturbance to the environment.

Step 2 – Select an underlying problem

Given that there is great uncertainty with producing enough cherries to meet the demand due to the spread of antibiotic resistant disease amongst cherry trees, how might we improve the development of effective botanical treatments targeting antibiotic resistance so that the negative impact of antibiotic resistance on cherry businesses can be mitigated in Tasmania in the year 2047 and beyond?

Step 3 – Produce solution ideas

• We, the Technological Institute of Tasmania, will develop the DocVision Machine, which will virtually imitate how bacterial mechanisms and treatments work and respond to each other. DocVision speeds up the proving of treatments and comes up with suggestions in case treatments do not work. With DocVision, researchers do not have to worry about waiting for results nor acquiring experimental ingredients as everything will be done virtually, hence increasing the speed of developing effective botanical treatments. We hope to implement this solution by the year 2047, in Tasmania
• We, the Australian Government, will host the Cherry Problem Solving Competition where competitors from every country will compete to find botanical treatments for the cherry farmers in Tasmania. The competitors judged to have the best solutions will be awarded with a 1 million cash prize for research and a long-term collaboration with Tasmanian cherry farms, and the solutions will be used by scientists and farmers to solve the antibiotic resistance issue in Tasmania. We plan to implement this solution in the year 2045 in Tasmania. 
• We, the Developers of ShrubCubator, will develop ShrubCubator, a novel technology which allows researchers to analyse the genome of parent cherry trees and model the genomes and phenotypes of future generations of cherry tree plants with high accuracy. Additionally, ShrubCubator would be able to incubate micro-versions of young plants and facilitate the breeding of antibacterial cherry trees across several generations. Since research has shown that the process of breeding antibacterial plants is often lengthy and can take up to decades, this solution will facilitate the development of cherry trees with immune strands by facilitating the process tremendously so that researchers can analyse the genome and breed the plants with higher efficiency. This solution will be implemented by the year 2047 in Tasmania
• We, the Institute of Technology, will work together with ‘miracle cure’ companies, and identify if they have any scientific backing to the cures. In 2022, it has been shown that food substances have antimicrobial properties. Hence, the miracle cures may not be entirely unfounded. Hence, we will place their inventions under scrutiny in our research laboratories, and through the  usage of our Antibiotic Resistant Identifier, we will find out whether any of these miracle cures can have positive impacts on botanical treatments. Should they have any positive impacts, we will combine these cures with scientific backing, allowing the treatment to have both traditional and science backing. We will implement this solution in Tasmania in the year 2046
• We, the developers of Beebots, will innovate a new function, Beebop reverse-pathogen, compatible with the Beebot identification function. Upon Beebots identifying antibiotic resistant bacteria, they will dispatch their small Beebop reverse-pathogens into the area of infections. Beebops then senses and analyses reverse-mechanisms that the resistant bacteria  uses to overcome treatment, and attack their biofilms accordingly. The Beebops are similar to a blank bacterial canvas that fights bacteria according to their evolutions instead of aiming at a certain type of bacteria, and this prevents bacteria from developing resistance towards Beebop treatment, hence increasing the effectiveness of treatments against bacterial infections. We hope to implement this solution by the year 2047, in Tasmania
• We, the Tasmanian Government, will retrieve $3 billion from our economic reserves to aid in funding of the development of effective botanical treatments. We will use this financial resource to support small companies that may be hindered by the issue of financial constraints,  thus preventing them from venturing into development of effective botanical treatments. Hence, we will provide financial support to companies nationwide, so that we can find effective treatments as soon as possible. We intend to roll out this financial aid scheme by 2043 in Tasmania. 
• We, the World Health Organisation will facilitate a research pact, in which countries who are interested can join in to fund more research and testing. Research shows that funding is a huge issue in developing new drugs to antibiotic resistant strands of bacteria, in which research has shown that for a new drug to enter the market it requires 1.5 billion dollars. Hence, countries who join this pact will get a certain supply of healthy and immune cherry trees when they are developed. We believe that this will be able to facilitate research and new treatments. We will implement this solution in Tasmania in the year 2046.
• We, the Australian Physicist Association, will work with the Australian Musical Association, to incorporate a sound wave scientifically proven to calm plants down into an album of Music For Cherry. Currently, social experiments have proved music to be able to facilitate plant growth. Hence, farmers can play the Music For Cherry album to the plants throughout the day and increase plants’ immunity and growth, allowing plants to fight bacteria better on their own. We aim to implement this solution in Tasmania, by the year 2046
• We, the Agricultural Authority of Australia will work with the World Health Organisation to create an International Bacteria Research Team (IBRT) to support research into finding a solution for pseudomonas avium infection. IBRT will consist of agricultural experts from all  over the world. Since research has shown that the thermafrost and underground contains many ancient bacterial samples, ancient bacterial samples will be analysed with the pseudomonas avium to find clues to how pseudomonas avium evolved and develop a new drug from the nacient bacterial strains. This will facilitate research and testing to develop a solution. This will be implemented in Tasmania in 2047.
• We, the AntiBYEotics Association, will create a machine that puts crops in a food-friendly electrolyte. This tricks bacteria into moving into the electrolyte, leaving the agriculture free of infections. The bacteria is shocked at high voltage, while the crop is shocked at low voltage. This eliminates antibiotic-resistant bacteria. We believe that this will allow crops to be protected from antibiotic resistant disease. We aim to implement this solution in Tasmania, by the year 2046
• We the Association of Genetics, will produce genetically modified amoeba named MunchBa. These genetically modified amoeba which can be added to water (which is used to water the plants) , will be genetically coded to identify the bacteria causing the problems and ingest all of the bacteria. This clears the plants of all the bacteria, and it will be removed from the plant through transpiration and dissolves in the environment. We will implement this solution in Tasmania in the year 2046.
• We, the Ministry of Media in Tasmania, will implement a system to guard against fake news. On all media platforms, including social media, any information regarding new botanical treatments will be screened using an algorithm. This algorithm uses deep learning such that it can recognise what news is true and what is false. It will place a logo next to information that it deems to be true, while a warning will appear when the user scrolls to information it deems to be false. This provides a real-time indication of whether the news is true or not. This increases the chance that farmers will correctly use the new botanical treatments that are rolled out, thus increasing the chance that the botanical treatments will be effective. We will do this in Tasmania by 2043. 
• We, the Ministry of Health Tasmania, will put all the data collected from the beebops into a multi governmental database. This database will allow the data to be shared among different research agencies. This data will be used for research to come up with new botanical treatments. This database will be encrypted with three strong firewalls. Hence, we believe that this solution will be able to facilitate the development of botanical treatments. We aim to implement this solution in Tasmania, by the year 2046
• We, the Australian Scientific Organisation, will innovate Desteria, a new bacterial strand that imitates resistant bacteria and obstructs communications between bacteria. Desteria destroys quorum sensing, which are inhibitors that regulate the ability of bacteria to carry out colony-wide functions like virulence. Research showed that quorum sensing is vital for bacteria to attack as a whole. Hence, Desteria prevents the resistant bacteria in the cherry trees from infecting the trees and the bacteria will be destroyed by the trees’ own immune system. We plan to implement this solution by the year 2047 in Tasmania
• We, the Institute of Plant research will develop a SapTest machine. Farmers could use SapTest to prick the plant, the DNA of the plant sap will then be analysed. SapTest will perform a scan for the antibiotic-resistant bacteria present in the plant and if any infection is found, perform a gene-editing process to remove the infected genes from cells in the plant. The edited cells will propagate and take over infected cells, thereby removing the infection from the plant. This solution will be implemented in Tasmania in 2047
• We, the team at Solutions of the Future, will ensure that the new treatments rolled out will be appropriately used by the farmers. We will do so through conducting mass workshops on educating them on how to use the various new solutions, incorporating virtual reality into these workshops. We will have a booth where farmers can step inside and try out using these new treatments. Through this hands-on experience, they will be more familiar with how to use the new solutions, thus ensuring that these treatments will be effective in practice. We aim to do so by 2045 in Tasmania. 

Step 4 – Select criteria

• Since reducing the damage on cherry trees caused by antibiotic resistance requires a long term solution, which solution is the most sustainable so that there is less risk to the cherry trees in the long run in Tasmania in the year 2047 and beyond?
• Since many farmers do not trust the new solutions due to misinformation, which solution will garner the most trust from the farmers so that it can be widely implemented to the farmers in Tasmania in the year 2047 and beyond?
• Since antibiotic resistant disease results in the cherry trees dying, which solution has the least risk of malfunctioning so that the cherry trees are not put at risk in Tasmania in the year 2047 and beyond?
• Since the problem of antibiotic resistance in cherry trees is becoming widespread at fast rates, which solution is the most time effective so that the negative impacts caused by antibiotic resistance can be mitigated as soon as possible in Tasmania in the year 2047 and beyond?
• Since antibiotic resistance in cherry trees has not had much research and treatments, which solution will improve the development of effective botanical treatments targeting antibiotic resistance the most, so that the negative impact of antibiotic resistance on cherry businesses can be mitigated in Tasmania in the year 2047 and beyond?

Step 5 – Apply criteria

Step 6 – Develop an action plan

INTRODUCTION

Realising that there is a great uncertainty with producing enough cherries in Tasmania to meet the demand due to the spread of antibiotic resistant disease amongst cherry trees, We, the developers of Beebots will work with the Agricultural Authority of Australia to improve on the development of effective botanical treatments. To combat antibiotic resistance bacteria in the cherry trees, we have come up with a novel solution – Fastbot, a smaller nanobot which is compatible with Beebot nanobots and acts as a new function to facilitate the identification and treatment of infected cherry trees.

Additionally Fastbot also facilitates more research into antibiotic-resistant bacteria strains affecting cherry trees to help researchers come up with more varieties of solutions to combat the infections.

It is known to everyone that our Beebots surveils cherry farms and scans for bacterial infections in the cherry trees. However, many farmers face the same problem of not knowing how to cure their trees’ bacterial infections and are in constant stress about the issue. Fret not, for our new addition to our  Beebots: the Fastbot, solves this problem!

FEATURE 1: FAST CURE

Firstly, the Fastbot is a quick cure to bacterial infections in cherry trees. Upon Beebots identifying antibiotic resistant bacteria, they will dispatch their small Fastbot reverse-pathogens into the area of infections. Bacteria use their reverse-mechanisms to combat antibiotics and develop resistance to them, and Fastbot eliminates this problem by sensing and analysing bacteria’s reverse-mechanisms. The Fastbot quickly generates a DNA code to morph itself into a reverse-pathogen according to the resistant bacteria, and attack their bacteria’s biofilms accordingly.

To put it in simple terms, Fastbots are similar to a blank pathogen canvas that fights bacteria according to their evolutions instead of aiming at a certain type of bacteria, and this prevents bacteria from developing resistance towards FastBots treatment, hence increasing the effectiveness of treatments against bacterial infections.

FEATURE 2: RESEARCH DATABASE

In addition to effectively removing the plant of the antibiotic-resistant bacteria, Fastbot also analyses and collects information on resistant bacteria’s reverse-mechanisms, and sends all the information into an encrypted external database managed as an online free database for all researchers in the agricultural sector. The database will be moderated by the Agricultural Authority of Australia and only data from FastBot would be uploaded anonymously. As of current times, such technology exists such as WHO’s Global Antimicrobial Surveillance System, that allows researchers all over the world to  contribute to the system. Researchers across the world would be allowed to access the data but would not be able to edit. This research database can provide greater insight into how the antibiotic-resistant bacteria affect cherry trees, this could facilitate collaborative research into developing new  solutions and improve the development of botanical treatment of infected cherry tree plants.

WHY IT WORKS (RECAP + LINK TO KVP AND PURPOSE OF UP)

FastBot well addresses our goal of improving the development of effective botanical treatments targeting antibiotic resistance as it in itself, is an effective botanical treatment. What sets FastBot apart from antibiotics or even new classes of drugs is that it is forever one step ahead of the bacteria. Instead of only working on a type of bacteria, it adapts. Once a blank canvas, it will morph into the treatment needed upon analysing what kind of bacteria it needs    to fight. Hence, this solution is sustainable. With its algorithm supported by deep learning, FastBot does not need to be renewed every few months when a new strain of resistant bacteria emerges. It learns and adapts accordingly, which is what makes it highly likely to succeed in killing resistant bacteria.

Effectively, FastBot is unaffected by bacterial adaptations, thus directly addressing the issue of antibiotic resistance. In turn, the negative impact of antibiotic resistance on cherry businesses can be mitigated. When we address the issue of antibiotic resistance and effective botanical treatments are developed, farmers will then have a solution to their problem. Disease will no longer rampage their crops and their businesses will recover.

In addition, our FastBots are also biodegradable. They will biodegrade should they malfunction. This will ensure that the FastBots are not counterproductive and will not cause problems to the natural environment.

Given its small nature, FastBots can be deployed all around Tasmania, promoting the popular usage of FastBots. This increases the usage of the fastbots by farmers throughout the country.

LIMITATIONS + HOW WE OVERCOME

However, despite the many benefits, our product may have a few limitations. Firstly, it may be possible that farmers may not trust the product. However,  we will take important steps to address this issue. We will collaborate with the Hologram Association of Tasmania and create a hologram named AskFast, that will be able to answer any questions that the farmers have. They will answer the farmers queries and assuage their worries quickly. We trust that this hologram will be able to garner trust from the farmers. In addition, we will create a virtual reality programme. This will allow farmers and the public to  tour the cherry farms from the point of view of the FastBot, allowing them to understand the function of the FastBot. This will solve the issue of distrust from the farmers by increasing transparency in the technology.

Secondly, it may be possible that there may be concerns about security issues due to the compilation of research information in the database. However, we will take steps to address this issue. The database will be encrypted with 3 strong firewalls. The database will also be multi governmental to ensure that the information will not be misused or wrongly used by the government. Hence, we believe that this will increase security and ensure that the farmers’ worries can be solved.

Lastly, it may be necessary to ensure that the FastBots do not malfunction and in turn, cause harm to the natural environment. Before placing the FastBots on the market, we will put the FastBots through a 1 week intense training programme, in which they will be under constant surveillance, with regular checkpoints. This will allow all FastBots to have functioning parts, which will not have any issues when they are dispatched. To ensure that they are working as they should be after they have been sold, there will also be reports about their functions sent to the database, as aforementioned.

We will receive a subsidy from the Tasmanian Ministry of Health. The rest will come from crowdfunding. Furthermore, our FastBots are actually very sustainable as they are made from a new material that our laboratories discovered, Fastium. It is cheaply sourced and biodegradable. Hence, it can be seen that they are sustainable and can be used in the long run.

Hence, we believe that FastBot will be the solution that paves the future in botanical treatments targeting antibiotic resistance in Tasmania in the year 2047 and beyond.

Evaluation Highlights

At all stages of competition, registered students receive authentic assessment of their competitive writing submissions from trained evaluators. Our rubric-based evaluations share learner-focused feedback to support students in their growth as writers and creative thinkers.

Evaluators use the rubric to provide quantitative feedback as they score student submissions. Evaluators leave qualitative feedback as comments for students, in order to support their future competition submissions and thinking skills. At our world finals, students receive feedback from multiple evaluators.

Here are highlights from the evaluation team about this submission:

• Step 1 – I like your use of research! Be sure to explain your cause-effect-consequence reasoning completely.
• Step 2 – You might be able to focus your key verb phrase more. Excellent job.
• Step 3 – I can tell you worked hard on elaboration. Remember, all solutions must address both parts of the underlying problem.
• Step 4 – Adding a “so that” in your criteria means they are not correctly written. Consider starting the criteria with a justification instead.
• Step 5 – No errors! Good work.
• Step 6 – This is a great action plan, well organized, detailed, and connected to the underlying problem. Nice work.
• Overall – Your ideas and research were definitely above the average and showed a well-prepared team.

Disclaimer: Student work and evaluator comments may have been adjusted by Future Problem Solving for privacy and clarity.

Attachment – Submission PDF

Attachment – future scene, article attachments.

• FPS GI Booklet Antibiotic Champion 22.mid
• FPS Antibiotic Resistance Future Scene 22.jun.ic

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April Michele

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