May 31

http://www.zanebenefits.com/Portals/149308/images/Plan%20Design.jpg

Year 9, on to the Plan - Criterion C

According to the MYP, "Students plan the product/solution

• devise, with guidance, a series of logical steps to create the product/solution,
• construct a plan to create the product/solution that makes effective use of resources and time, 
• analyse the plan and explain the need for any modifications to the design."

Your tasks:

1. Create a "Resource" list.  This is a complete list of all the items that you would need to give to someone else to create your business card.
2. Create a Step-by-Step time related plan.  Include resources from your list and an estimated time that it will take to create each step.
3. Evaluate the Plan.  Write a paragraph and include why you think your Plan will work and if someone else can easily follow the plan to create your business card the way you have designed and envisage it.

 IB Learner Profile: Knowledgable

Learning Objective - The student will: 

devise, with guidance, a series of logical steps to create the business card; 

construct a plan to create the business card;

analyse the plan and explain the need for any modifications to the design.

 

May 23, 24

http://www.36point.com/articles/bestbizcard%5B2%5D.jpg

Now it's time to move on to the 2nd stage of the Design Cycle.

Next is the DESIGN (Criterion B) stage of the Design Cycle.

• Students are expected to generate several feasible (3) 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 more than two (2) feasible designs, and attempts to evaluate them against the design specification. The student attempts to justify the chosen design and evaluate it against the design specification.

Tasks:

1. Generate (make) 3 different but possible, detailed designs of your business card (include font, font size, font colour, logo, etc)
2. Evaluate each design against your design specification (one way to start is: Design 1 meets my design specification because . . .),
3. Choose 1 design and write a paragraph to justify your choice (fully and critically justify your choice against the design specification - include pros/cons, compare/contrast against the other designs).

IB Learner Profile Focus - Thinker

Learning Objective: The student will: generate a range of designs that attempt to meet the design specifications; compare the designs against the design specifications and identify the pros and cons of each design; select one design and explain its choice.

May 17

http://cdn2.nikeblog.com/wp-content/uploads/2009/08/Air-Max-LeBron-VII-Design-Specs.jpg

Year 9, now on to:

3. Formulate a Design Specification

Based on your research you should have a good idea about what makes a successful business card.

The IBO says that the design specification is "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."

Essentially, design specifications are features that your product must have (see above).

Your tasks are as follows:
1. Create a list of 5 (or more) design specifications, justify your specification
2. Then create tests that will help you evaluate your business card in Criterion E - Evaluate.

________________________________________________________________________________
Let's brainstorm some possible design specifications . . .


3.  Formulate a Design Specification

My business card on Vasco da Gama must possess the following characteristics:

1.       Error Free -   This is a good design specification because. . .
2.    
3.    
4.    
5.    

To test my business card on Vasco da Gama I will create a questionnaire. On a scale of 1-5 (1=awful, 5=awesome) I will ask the following questions:

1.
2.
3.
4.
5.

Due date for 9.1 -  May 17, at the end of class.  You may print during class.

IB Learner Profile: Thinker

Learning Objectives: The student will list, with little guidance, the specific requirements that must be met by the product/solution and design, with limited guidance, tests to evaluate the product/solution against the design specification. The student will design, with guidance, tests to evaluate the product/solution against the design specification.

May 9 - Period 2

Year 9 now we are on to the 2nd stage of the Investigation in which students should develop the design brief.

According to the MYP at the end of this year (MYP #) students are to meet the following interim objectives:

• ask relevant questions at the different stages of the investigation
• identify appropriate sources of information and acknowledge these using a recognized convention
• collect and select information, organize it logically and, with guidance, begin to analyse it
• consider, with guidance, the value of sources of information.

Let's talk about this and then begin.

By the end of this period you must have devised 5-7 questions that will help you solve your problem and guide your investigation.

IB Learner Profile: Inquirer

Learning objectives: ask relevant questions at different stages of the investigation, identify appropriate sources of information and acknowledge these using a recognized convention, collect and select information organize it logically and, with guidance, begin to analyse it, and consider, with guidance, the value of sources of information.

May 9 - Period 1

Task - Create a business card for a literary or historical figure.  Business cards are a relatively modern invention designed to introduce a person and provide at least a minimum amount of information about themselves or their business. This form of advertising is cheap and effective. 



Unit question:  How can I extend an introduction?


Period 1 - Remember there are 3 tasks in the Investigation. The first task is 
1. IDENTIFY THE PROBLEM.


The best way to begin your Investigation is by writing a paragraph that explains the problem as you understand it.
      A basic template to get you started: 
         Paragraph One
           - Lead-in sentence(s)
           - State the problem
           - Discuss Relevance (Say why we are doing this project)
           -State the solution
           -Include client/customer
         Paragraph Two
           -Connect your project to Human Ingenuity


Remember;-)
According to the Assessment Rubric. . .
To get a 1/2: The student states the problem.
To get a 3/4: The student describes the problem, mentioning its relevance.
To get a 5/6: The student explains the problem, discussing its relevance.


Look at these words: states, describes, explains. How are they different?
Look at these words: mentioning, discussing. How are they different?

IB Learner Profile - Inquirer
          
Learning objective: The student will: Differentiate action verbs, begin writing project intro (Identify the problem).