Evaluate Stage: Going Green 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. Ensure you explain how the product/solution could be improved as a result of these evaluations.

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 analyze 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.

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

 

Create Stage: Going Green Unit

You will start 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. Use of screenshots, clips or photographs evidence to show progress is paramount. This should be done at the end of each class and any time you have done some work at home or at school. Ideas in the journal could include:

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 extract;

• 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.

• Students document the create process with clips and photographs that illustrate their progress at significant stages of the create progress.  
  
  
  

  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.

   

Plan Stage: Going Green Unit

In this stage you will develop a detailed Plan that shows:

• A logical sequence of work that describes how each of the skills and techniques will be applied; describes the duration of time for each sequence and resources to be used
• logical steps to take that leads you to creating your chosen product 
• Justification of any modifications to the design
• An evaluation of the plan in terms of how realistic, logical, achievable the plan is.

A Gantt chart and the creation plan are recommended to be used.

The Gantt chart should be realistic, simple and very neat and in one page.

Creation Plan should give details of what skills/techniques will be used, what resources will be used and for what purpose, when they will be used and some evaluation of their use.


Note: Feedback on Plan stage from Moderation report

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 be followed by others and has undergone any modifications since the design stage.

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.

 

Design Stage: Going Green Unit

In this stage you will generate several feasible designs for your product that meet the design specification and then evaluate each design against the design specification. After all the good quality designs have been generated, one design should selected, justify your choice and evaluate this in detail against the design specification.

The designs can be drawn on paper or designed using an appropriate software but submitted in hardcopy and softtcopy where possible.


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.

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

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.

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.

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.

Green Technology class Activity

Research and Note making task

• 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.

10. Suggest FIVE practical solutions to the e-waste problem.

11. Describe the features of the following technologies.

• Smart homes
• Smart cars

Green Technology 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 IT 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 IT solution can be used to address that concern? Why do you think IT 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?