Business Quest Investigation Activities

Read the following business software tools.
http://www.pcworld.com/article/150091/best_business_software.html

Which solution can you use from the list for your solution?  

http://africamentor.com/6-african-technology-innovations-that-are-changing-lives/

Business apps
http://www.businessinsider.com/apple-2013-best-designed-apps-2013-6?op=1

http://www.inc.com/ss/10-tech-innovations-help-your-business#1

Business Quest Unit Details

Teacher(s)	Mr. Serem/ Mr. Wafula	Subject group and discipline	Digital Design
Unit title	Business Quest	MYP year	4	Unit duration (hrs)	25hrs

Inquiry: Establishing the purpose of the unit

Key concept		Related concept(s)	Global context
Communities		Market and Trends	Scientific and technical innovation
Statement of inquiry
Technical innovations are both a function and product of trends in communities.
Inquiry questions
Factual          — What software tools and techniques have been for numeric analysis? Conceptual   — Can results of any market trends system be influenced by the designer for their advantage? Debatable     — How reliable are the results of market data in decision making?
Objectives	Summative assessment
Objective A: Inquiring and analysing Objective B: Developing ideas Objective C: Creating a solution Objective D: Evaluating	Outline of summative assessment task(s) including assessment criteria: There are many business that are starting up daily. Students will develop solutions aimed at driving solving business related problems for residents of Mombasa and it’s environs. The effectiveness of the solution will be determined by the feedback, the growth of their businesses.		Relationship between summative assessment task(s) and statement of inquiry: Students will have deeper understanding and use software that allows them to improve the management and performance of different businesses.
Approaches to learning (ATL)
Collaboration skills: Make fair and equitable decisions; Listen actively to other perspectives and ideas; Give and receive meaningful feedback; Advocate for one’s own rights and needs. Communication skills: Give and receive meaningful feedback during presentations; Share ideas with multiple audiences using a variety of digital environments and media; Organize and depict information logically; Understand and use mathematical functions Transfer skills: Compare conceptual understanding across multiple subject groups and disciplines. Information Literacy Skills: Collect and analyse data to identify solutions and make informed decisions; Process data and report results. Critical Thinking: Practise observing carefully in order to recognize problems; Gather and organize relevant information to formulate an argument; Recognize unstated assumptions and bias;  Interpret data; Evaluate evidence and arguments;  Draw reasonable conclusions and generalizations Thinking skills: Apply existing knowledge to generate new ideas, products or processes.

Introduction to MYP Design Current chapter

Please click on the Design Guides' link below;

Design Guide

Task 1 (Conceptual Understanding) Read page 20-26 and write your responses in your note book for the following questions;

a) What is conceptual understanding or learning? What is a concept?

b) List the key concepts contributed by the study of Design.

c) What are related concepts? Are they similar or different in different subject areas?

d) What are global contexts? Are global contexts similar or different across the subject areas?

e) What is a statement of inquiry? 

f)  In your own understanding of the activism unit, write examples of inquiry questions

i)  Factual
ii)  Conceptual
iii) Debatable

g) Outline the five MYP ATL skills.

Examination Revision Questions

1.  a)    Define the term Domain Name?

     b)    What makes up an URL address?

2               2.  a)  Define the term MySQL?

    b)  Describe FOUR payments methods that shoppers can use to make payments online.

3. (a)  Define the term CAPTCHA.

   (b)  Describe two uses for CAPTCHA in any online business.

     (c)  Why might CAPTCHA become unpopular among users on a website?

4. (a)  Define Pay-Per-Click Advertising.

    (b)  Name other methods of used in advertising products online

     (c)  What some of the problems/risks that customers may face when doing transactions online.

5.  (a) What is a shopping cart service? 

     (b) State three reasons a shopping cart service is vital for an online business? 

     (c) Describe other business that can benefit from using an online shopping cart.

Sport Technology

                1.    Describe the sports technology/ software in the article in the link below. http://www.topendsports.com/resources/technology.htm

                2.    What is digital scouting? And why is scouting digital more advantageous http://sportsillustrated.cnn.com/mlb/news/20131009/mlb-digital-scouting/

         3.    What are these technologies that have affected sports http://www.sportsnetworker.com/2010/05/12/how-technology-is-affecting-sports/

               4.    Describe some specific areas of future developments in sports based on the article in the link below. http://blog.ted.com/2014/03/07/what-will-sports-look-like-in-the-future-three-ted-experts-discuss/

Green Technology

              1.    Define the term e-waste?

              2.    Explain two reasons why sending e-waste to Africa in an advantage?

              3.    Discuss what the disadvantages there are to the people sending the computers if they   

                   could not send them anymore.

             4.    Read and discuss some of the issues raised in the article below;

http://www.zerowaste.sa.gov.au/e-waste/e-waste-recycling-your-questions-answered

Plan Stage;Green Technology

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

  

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.

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.

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.

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.

May Technology Examination Revision Information

Important Information on the May Examination

It is important that the investigate research activities posted in this blog for the three units are revisited in readiness for the examination.

The following are some of the Examination Areas to be tested
Sport Technology Unit

• IT technologies used for Sports
• How the technologies work or the way they have been used by stakeholders in past
• The impact of using those technologies
•  Concerns and issues resulting from using the technologies

Business Quest Unit

• Review of some business Information technologies tools in use
• Examine how the technologies work/function in particular sectors of business 
• The impact of using  information technologies in business
• Issues resulting from using the information technologies in business and solutions to some related problems

Going Green Unit

• Review of some of the information technologies used to protect environment.
• Examine how the different technologies function as used in the different situation.
• The impact of using different information technologies in management of environment.
• Issues resulting from using the information technologies and solutions to some of the related problems

  N/B
-There will be three sections in the exam. You will answer only one question from each of three sections
-The Technology exam will be 1 hr 30 mins
-The following command terms will be used in each of the questions
            a) Identify
            b) Describe
            c) Explain
            d) Evaluate

Critical Thinking
When answering question from the different command terms, learn to use the trigger words in Describe,Explain and Evaluate which often signal critical thinking. 
The bold words are the key terms in the various criteria.
Identify / Define- Requires a brief response or just a list.
Describe- shows a technical process step by step, using an example is recommended  
Explanation - Because, as a result of, due to, therefore, consequently, for example
Evaluation - My opinion, overall, although, despite, on balance, on weighing up

Design Stage:Going Green Technology

Design Stage: Going Green Unit

In this stage you will generate several feasible designs for your product that meet the design specifications and then evaluate each design against the design specification.

All designs must be of the best quality. You will need to justify the chosen design and evaluates it fully and critically against the design specification.

Remember the moderation feedback 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.

·        3 designs was not considered to be a range of feasible designs

·        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.. 

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 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.