Green Technology Unit: Investigate Summative

Summative Assessment

Students will produce an appropriate product that can address any specific environmental themes: transport, Safety, control, reservations, simulation, environmental related solutions etc. They can create a game, design a website, develop a video or documentary, create a commercial, create a tutorial, or produce music video, animation, interactive online publication, etc

Challenge:
There are many environment problems currently being addressed using different means. This unit will examine, apply and use of information technology solutions in addressing some these environment concerns. Your task is to identify a problem that can be solved using an IT solution. The problem should be clearly described and the client's current way of caring for the environment described. The problem description should include the current limitations the client is facing and detailed explanation of why you think an IT solution will be the best.

Example:
-The SRC is concerned with the way students are littering the school premises; what could be better IT solution to this?

Levels	Task Specific Descriptor
0	The student does not reach a standard described by any of the descriptors given below.descriptors given below
1-2	The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications.
3-4	The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analyzing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification.
5-6	The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

Feedback

Please share your feedback in the just concluded Unit by clicking the link below.

https://www.surveymonkey.com/s/Student-teacher-survey-2014

Going Green Unit

Background

The environment we live in is in most cases not well taken care of by those entrusted. The environment is that space which surrounds wherever you are. How then can information technology be used to make our environment safe to us now and for others in the future? Are there technology solutions that can be used to create awareness, or remind people of their responsibilities to the environment? This unit allows the students to explore the different environmental problems and develop information technology solutions.

Questions for students to ponder: Which environment concern bothers you a lot? What technology solutions can be used to address that concern? Why do you think technology is the best way to go?

The Unit is designed to take 13 weeks of three 50 minutes lesson a week.

This unit is aimed at investigating and understanding the digital technologies used for environmental protection, their impacts and solutions to any problems arising from their use. Below are the details of the unit

Unit Details

Unit Title: Green Technology
AOI Environment: Students will develop digital products that can be used to address environmental issues.
Significant Concept: Technology when used effectively can reach many and help in changing perception.
AK Focus
Ethics: How ethical are our actions to the environment?
Unit Question: To what extent has technology been used address the environmental concerns?

Green Technology class Activity

Complete the following tasks and write notes

1.   Explain the term green technology and give some examples of how it is applied.

Models and Simulations

2.      Define the terms:

• Computer models
• Computer simulations

3. List down 5 examples of computer models and simulations
4. Explain the difference between computer modeling and simulation
5. Discuss the advantages and disadvantages of models & simulations

Resource

http://www.teach-ict.com/gcse_new/spreadsheets/modelling_simulation/miniweb/pg8.htm

http://www.teach-ict.com/as_a2_ict_new/ocr/AS_G061/314_spreadsheet_concepts/models/miniweb_object/pg10.htm

Electronic waste

http://doyourpart.com/green-living/terris-top-5-sources-of-e-waste/

http://www.electronicstakeback.com/wp-content/uploads/Facts_and_Figures_on_EWaste_and_Recycling.pdf

6. What is e-waste? Explain.

7. What constitutes e-waste? List the different items that can be classified as e-waste.

8. Explain 4 causes of e-waste. Identify specific examples of hazardous electronic parts/components in your explanation.

E.g computer system casings are made of plastic which is non bio-biodegradable and these can pollute ground water which in turn may cause health problems for people and animals

9. Discuss the main impacts that result from e-waste.

Suggest FIVE practical solutions to the e-waste problem.

Describe the features of the following technologies.

• Smart homes
• Smart cars
• What is Green IT?
• What are some of the technology changes that have contributed to Green IT
• Describe the role of the following in relations to green IT

a) Cloud computing

b) Blogs and web 2.0 resources

c) Computer games

d) Telecommuting 

e) Green networking services
f) Green security services
g) Green storage services
h) Green systems services

Evaluate Stage: Business Quest Unit

The product/solution should be evaluated against the design specification in an objective manner based on testing, and also evaluate its impact on life, society and/or the environment. Including information on how the product/solution could be improved as a result of these evaluations will be important.

Remember testing is not just peer feedback, but testing the success of your product. Test results should be generated by those involved in testing. The test results will then form the basis for product evaluation and analysis.

Your own performance at each stage of the design cycle must be evaluated and suggest ways in which your performance could be improved.

Moderation feedback on Evaluate stage:

This criterion was covered well by most students, particularly self-evaluation at the different stages of the design cycle.  However, more detailed testing against specifications was required in a number of cases. Also, some students failed to suggest modifications to their product/solution in response to feedback from clients. Students should be encouraged to analyse the feedback they receive. 

What affected most student's achievement was a lack of appropriate product testing. Students generally limit this to obtaining feedback, yet this is not always directly linked to the design specifications. Appropriate testing methods should be described in the investigation stage, while evidence of success should be included in the evaluation. Students should the base an objective evaluation of the product on the results of testing. Feedback could be used more effectively when evaluating a product's impact.

Ensure that students respond to feedback from clients by suggesting modifications and improvements to their product/solution.

Assessment Criteria

Levels	Task Specific Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1-2	The student evaluates the product/solution or his or her own performance. The student makes some attempt to test the product/solution.
3-4	The student evaluates the product/solution and his or her own performance and suggests ways in which these could be improved. The student tests the product/solution to evaluate it against the design specification.
5-6	The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment

  

Sample
https://drive.google.com/file/d/0B8VAiXCgqIIbVUZVMTJuNjlMWFk/edit?usp=sharing

Create Stage: Business Quest Unit.

Focus now will be on creating the product/ IT solution by following your Plan and taking into consideration the chosen design. The Created product should show
- Thorough competence in the use of IT tools
- Fully justified any modifications to the original design in Journal
- Original and outstanding solution with many IT techniques applied.

The process journal should be used frequently to document progress in this stage. This should be done at the end of time you work on the product. Process journal should be supported with screenshots that shows progress in the development of the product.

Appropriate quality: Ensure that the best possible product / solution is produced, taking into account the resources available, the skills and techniques used. Also, show how the product/solution addresses the identified need.

Moderation report comments;

§         The monitoring team felt that despite a lack of creativity in some of the products/solutions, students had worked conscientiously on this stage. 

§         The comparatively strong students included detailed journals, mentioning problems they faced and how they overcame these problems. However, there was a lack of evidence to show what they had achieved during each of their ‘create’ sessions. Screen shots or photographs illustrating the progress being made could have achieved this.

§         Ensure students document the create process with clips and photographs that illustrate their progress at significant stages. 

Assessment Criteria

Levels	Task Specific Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1-2	The student considers the plan and creates at least part of a product/solution.
3-4	The student uses appropriate techniques and equipment. The student follows the plan and mentions any modifications made, resulting in a product/solution of good quality.
5-6	The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

  

Example of process journal entries: Note that only create entries are the only required entries in the process journal.

https://drive.google.com/file/d/0B8VAiXCgqIIbVFI4c2F6YlowRGs/edit?usp=sharing

Plan Stage Business Quest Unit

This stage is after you have finished the designs. The plan for your product will need to have the following items:

  

1.       Introduction A simple paragraph, which aimed to explains the duration available for planning, the sections/tools you will use, and state those who will be helpful to you in the stage(s) coming.

2.       Basic Steps; The basic steps are brief sentences outlining the main steps in the in the plan. The basic steps do not give details about the resources required and duration. Limit the outline of steps to 10.

A Gantt chart can be used after the basic steps.

3.       Production plan /Process Plan (plan for the creation part only)

The process plan is detailed information about process of creation.  The activities descriptions should capture specific techniques that will be applied in each step of product development. The production plan is developed from the steps identified in the basic steps.

  

4.       Evaluation of the Plan

The evaluation of the plan looks at how realistic, logical, and achievable is your plan.  

Notes: Moderation report Feedback 

· The plans were essentially well documented and provided a link between the final proposed design and the realization of the final product/solution.

· Most plans included logical sequential steps and timings.

· Students should be encouraged not only to list resources but also say how they may be used.

· The evaluation of the plan is necessary for students to reach the higher-level descriptors. It is required to determine whether the plan is feasible or realistic, could it be followed by others and has undergone any modifications since the design stage. 

Assessment Criteria 

Levels	Task Specific Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1-2	The student produces a plan that contains some details of the steps and/or the resources required.
3-4	The student produces a plan that contains a number of logical steps that include resources and time. The student makes some attempt to evaluate the plan.
5-6	The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.

Plan sample 1 

https://drive.google.com/file/d/0B8VAiXCgqIIbTy1pbkt3bnFJZzg/edit?usp=sharing

Plan sample 2

https://drive.google.com/file/d/0B8VAiXCgqIIbQmM4RHBQNDFBTkU/edit?usp=sharing

Design Stage Business Quest Unit

In design stage you are expected to:

a)     Generate a range of feasible and excellent designs that meet the design specifications

b)     Evaluate each design against the design specifications

c)     Then select one design, justify your choice and evaluate this critically against the design specification.

Designs can be sketched by hand and scanned copies submitted. Students can choose to use any software to develop their designs. All design work must be submitted in soft copy.

NB: At the design stage, students are encouraged to develop their initial drawings with clips or screen shots from sources that may visually enhance their ideas/solutions. 
  

Note below the feedback extract from the moderation report on Design Stage 

The comparatively good students produced very clear and well-annotated design proposals. However, overall students did not show a wide range of ideas, which is necessary to reach the higher band levels. Again, ideas were mostly pencil drawings and may have been improved by including samples from various sources that could be used as part of their product/solution. 

Design Samples for Games

Design 2

https://drive.google.com/file/d/0B8VAiXCgqIIbeVRuYXc5WTB2MXc/edit?usp=sharing

Design 3

https://drive.google.com/file/d/0B8VAiXCgqIIbMVBhZXhkTjIwRjQ/edit?usp=sharing

Design 4

https://drive.google.com/file/d/0B8VAiXCgqIIbbS1OVnBPTllmdDA/edit?usp=sharing

Justification but not Critical

https://drive.google.com/file/d/0B8VAiXCgqIIbUGZYVzZYc2dmWEE/edit?usp=sharing

Ideas
Mobile app designs
http://msdn.microsoft.com/en-us/library/windowsphone/design/hh202895%28v=vs.105%29.aspx
http://sixrevisions.com/user-interface/website-wireframing/

TV advert Storyboard
http://www.the-flying-animator.com/what-is-a-storyboard.html

Animation designs
http://www.the-flying-animator.com/what-is-a-storyboard.html

Assessment Criteria

	Task Specific Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1-2	The student generates one design, and makes some attempt to justify this against the design specification.
3-4	The student generates a few designs, justifying the choice of one design and fully evaluating this against the design specification.
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.