Glossary of Terms

analyse (3-4) - break down in order to bring out:
• the essential elements
• structure
• any underlying assumptions and any interrelationship involved.

evaluate (5-6) - make an appraisal by weighing up the strengths and limitations of different evidence and arguments.

January 28, 29

Year 10 - I almost forgot.

1. Write a paragraph(s) which will supplement your #2 Develop A Design Brief.

I would like you to write a paragraph or two in which you draw conclusions about your research (analyze, evaluate).

2.Now, on to the 2nd Stage of the Design Cycle: DESIGN

Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.

Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.

To get a 5/6: The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.

Learning objectives: generate 3 feasible designs that meet the design specification, evaluate each design against the design specification, select one design and justify its choice.

January 27, 28, 29

OMG Year 10! This is SOOOOOOOOOOOOOOOOOOOOOOOOOO cool!!!!!!!!!!!!!! Still can't believe it!


3. Formulate a design specification

The IBO defines Design Specification as: A detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specification.

To get a 5/6 the student: describes detailed methods for appropraite testing to evaluate the product/solution against the design specification.

Finish this in class today.

Learning Objective: produce a listing of detailed specifications, identify ways of testing a solution on a specific audience or the intended user.

January 20, 21, 22

Year 10 before we continue, let's take a brief detour in the direction of mobile devices and look at a new term: augmented reality. Remember, the future is now . . .

http://edu.blogs.com/edublogs/2010/01/and-who-are-you-again-augmented-reality-helps-you-see-a-persons-social-networks.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+edublogs+%28Ewan+McIntosh+%7C+Digital+Media+%26+Education%29&utm_content=Yahoo%21+Mail

#2Develop a Design Brief - due January 21, 22

January 13, 14, 15

This image was taken on Monday, January 11 around 5:30 pm. . . It was raining and getting dark.

Can you find the 2 surfers in this picture?

Year 10, now on to task 2 of the Investigation: Develop a design brief.

1. Write a sentence or two to introduce this portion of your Investigation.

2. Then follow these learning objectives to success,

-formulate and discuss appropriate questions (4 or 5) that guide the investigation - this means that you should create questions and then do research that will help you solve the problem

- identify and acknowledge a range of appropriate sources of information - use in-text referencing and create a bibliography

-collect, analyse, select, organize and evaluate information - this deeper analysis of your research will lead to higher marks

-evaluate your sources of information- who are your sources? are they appropriate? are they experts in the field?

According to the assessment rubric. . .

To get a 1/2: The student investigates the problem, collecting information from sources.

To get a 3/4: The student investigates the problem, selecting and analysing the information from some acknowledged sources.

To get a 5/6: The student critically investigates the problem, evaluating information from a broad range of appropriate acknowledged sources.

Learning objectives: independently identify meaningful questions, carrry out web search, select and organize appropriate sources and evaluate them.

January 7

During Term 2 you will be working on a special project - Communicating Information.

The problem is as follows: Guincho is considered both one of the best and most dangerous windsurfing beaches in the world. How can we better communicate to people, once in the sea, about changes in weather and sea conditons?

Challenge: Create a new method of communication that could be used by life guards or the general public. The system should be cheap to produce, easy to learn but complex enough to communicate a range of instructions. The system can be visual, audible, sensory, or a combination of these.

There you have it Year 10 - Term 2 in a nutshell. Keep your mind open and allow your creativity to drive your solution.

Remember that the Investigation has 3 steps: Identify the problem, Develop a Design Brief, Formulate a Design Specification.

The Identify the Problem is due today at the end of class. Please print it and hand it in.

Learning objective - The student will consider the problem and its solution in relation to its possible impact on life, society, and the environment.

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