Criterion B: Developing Ideas

In this stage you will be expected to:

i.              develop design specifications, which clearly states the success criteria for the design of a solution

-      The design specs should be measurable with a clear way on how the specs will be tested

Example: Game Product

Specification	Test
Game will be less than 1 MB in size	Install it in a computer  the size in properties
Played by two players (Multiplayer game)	Allow two players to play simultaneously
The game 3 levels that will advance in complexity.	Play the game at each level time the duration it takes to complete a level and record the complexities.

ii.            develop a range of feasible design ideas, which can be correctly interpreted by others

-      Develop a range of good quality designs and measure each of them against the design specs.

Examples of Game design Storyboards

               

          

iii.           present the chosen design and justify its selection

-      State the chosen design.

-      Provide detailed justification why the design was chosen.

-      Suggest possible improvements to the chosen design.

-      If possible show the chosen design with the improvements included.

iv.           develop accurate and detailed planning drawings/diagrams and outline the requirements for the creation of the chosen solution.

-      Normally using a Plan table showing the sequential steps in creation of the product is important.

Example: Game Solution

Steps	Activity/ Techniques	Duration	Resources required	Where
1	Start by working on the flash start-up log in screen with instructions options similar to the screen shown.	1 hour	Flash software; Font software to edit the font. Animation software to insert  the back images	At home

Assessment Criteria

Achievement level	Level descriptor
0	The student does not reach a standard described by any of the descriptors below.
1–2	The student:       i.        lists some basic design specifications for the design of a solution      ii.        presents one design, which can be interpreted by others    iii.        creates incomplete planning drawings/diagrams.
3–4	The student:       i.        lists some design specifications, which relate to the success criteria for the design of a solution      ii.        presents a few feasible designs, using an appropriate medium(s) or annotation, which can be interpreted by others    iii.        justifies the selection of the chosen design with reference to the design specification     iv.        creates planning drawings/diagrams or lists requirements for the creation of the chosen solution.
5–6	The student: i.              develops design specifications, which outline the success criteria for the design of a solution ii.             develops a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be interpreted by others iii.           presents the chosen design and justifies its selection with reference to the design specification iv.            develops accurate planning drawings/diagrams and lists requirements for the creation of the chosen solution.
7–8	The student: i.              develops detailed design specifications, which explain the success criteria for the design of a solution based on the analysis of the research ii.             develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others iii.           presents the chosen design and justifies fully and critically its selection with detailed reference to the design specification iv.            develops accurate and detailed planning drawings/diagrams and outlines requirements

Business Quest Unit: Criterion A: Inquiring and Analysis

Challenge
Many businesses have problems that can be solved easily by introducing new or existing information technology solutions. The digital solutions can transform a business in terms of sales or enhance the organization's and the documentation of the business operations.
Your task is to identify a business related challenge that can be addressed or solved using an IT based solution. The problem should be clearly described and the client's current way of addressing the situation 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. 

Criterion A: Inquiring and analysing

Maximum: 8

Students identify the need for a solution to a problem. At the end of year 5, students should be able to:

      i.        explain and justify the need for a solution to a problem for a specified client/target audience

     ii.        identify and prioritize primary and secondary research needed to develop a solution to the problem

   iii.        analyse a range of existing products that inspire a solution to the problem

    iv.        develop a detailed design brief, which summarizes the analysis of relevant research.

Achievement level	Level descriptor
0	The student does not reach a standard described by any of the descriptors below.
1–2	The student:       i.        states the need for a solution to a problem for a specified client/target audience      ii.        develops a basic design brief, which states the findings of relevant research.
3–4	The student:       i.        outlines the need for a solution to a problem for a specified client/target audience      ii.        outlines a research plan, which identifies primary and secondary research needed to develop a solution to the problem, with some guidance    iii.        analyses one existing product that inspires a solution to the problem     iv.        develops a design brief, which outlines the analysis of relevant research.
5–6	The student:      ii.        explains the need for a solution to a problem for a specified client/target audience    iii.        constructs a research plan, which identifies and prioritizes primary and secondary research needed to develop a solution to the problem, with some guidance     iv.        analyses a range of existing products that inspire a solution to the problem      v.        develops a design brief, which explains the analysis of relevant research.
7–8	The student:       i.        explains and justifies the need for a solution to a problem for a client/ target audience      ii.        constructs a detailed research plan, which identifies and prioritizes the primary and secondary research needed to develop a solution to the problem independently    iii.        analyses a range of existing products that inspire a solution to the problem in detail     iv.        develops a detailed design brief, which summarizes the analysis of relevant research.

Product Design Sample

https://drive.google.com/file/d/0B8VAiXCgqIIbXzd4THd4MUFkc2c/edit?usp=sharing

Explaining and justifying the need for a solution
Examples of products developed to address particular problem. Checkout the solutions in the links below;

• What is the product and what was the problem solved by the solution developed?

-     http://www.globalgiving.org/projects/appsforgood/

-    https://www.youtube.com/watch?v=eUMpfESN60o

Research 

http://ergo.slv.vic.gov.au/learn-skills/research-skills

Design Brief

http://www.technologystudent.com/designpro/problem1.htm

http://www.technologystudent.com/despro_flsh/briefy1.html

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.