1.3.3.1 - Objective
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Criterion A: Inquiring and Analysing
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Today, we'll discuss Criterion A: Inquiring and Analysing. This is crucial as it sets the stage for your entire design project.
Why is it important to justify the need for a solution?
Great question! It helps you articulate why your project matters. Understanding the problem deeply guides your design decisions.
What kind of research should we prioritize?
You should prioritize primary research, like surveys, before looking at secondary sources like books or articles. Remember the acronym P.E.S. for Primary first, then Secondary.
How do we analyze existing products?
Analyzing helps inspire your own designs. Think of it as looking for gaps where your design could fit in. Let's summarize: Understand the problem, research, analyze products, and create a design brief!
Criterion B: Developing Ideas
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Moving on to Criterion B: Developing Ideas. This criterion focuses on creativity and practicality in your designs.
What does it mean to create a range of ideas?
It means brainstorming several solutions before narrowing down to one. Remember to keep your design specifications in mind!
Can you explain the role of CAD tools?
CAD tools are vital for creating precise technical drawings and models. They help you visualize your ideas better. Always include them in your presentations!
What's accurate planning material?
Accurate planning materials outline the steps to create your solution. They ensure a logical process. Let's remember: Develop, Specify, Present, and Plan!
Criterion C: Creating the Solution
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Criterion C is about Creating the Solution. This is where your ideas come to life!
What does a logical plan look like?
A logical plan includes steps, materials, and resources needed for your project. Checkpoints ensure you stay on track.
How do we show our technical skills?
By demonstrating craftsmanship! Focus on accuracy, detail, and following your plan. Remember, 'Craft with Care!'
What if we need to make changes?
Adaptability is key! Modify your plan as needed but keep documentation of changes. The final product must meet specifications. Recap: Plan, Create, Modify, and Document!
Criterion D: Evaluating
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Finally, Criterion D: Evaluating. This is where you reflect on your project's success.
What tests should we design?
You should design tests that directly align with your project goals. Think of it as a checklist: Does it meet specifications?
How do we explain improvements?
Reflecting on your project involves discussing what could enhance it. Always consider the user's perspective. Remember: Test, Reflect, Improve!
What should we consider regarding impact?
Impact includes ethical, social, and environmental factors. Your solutions should be responsible. Let's summarize: Test, Evaluate, Improve, and Reflect on Impact!
Introduction & Overview
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Quick Overview
Standard
In MYP Year 5 Design, students are assessed based on four key criteria: Inquiring and Analysing, Developing Ideas, Creating the Solution, and Evaluating. Each criterion focuses on essential skills needed to create innovative solutions in response to real-world challenges.
Detailed
Objective Summary
In the International Baccalaureate's Middle Years Programme (MYP) Year 5 Design, the assessment framework is built around four crucial criteria that facilitate students' development as problem solvers and innovators.
These criteria are designed to guide students through the design cycle, emphasizing creativity, research, and practical application of technology.
The four main assessment criteria include:
- Inquiry and Analysis: Emphasizes understanding the problem and conducting thorough research.
- Developing Ideas: Focuses on generating innovative solutions through creative design.
- Creating the Solution: Involves technical skill development in constructing the product based on a logical plan.
- Evaluating: Centers on assessing the effectiveness of the solution and considering areas for improvement.
Together, these criteria not only help students align their work with real-world technology and innovation but also develop critical thinking skills necessary for future careers.
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Explaining and Justifying the Need for Solutions
Chapter 1 of 4
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Chapter Content
Students should be able to explain and justify the need for a solution to a problem and identify and prioritize primary and secondary research to develop a detailed design brief.
Detailed Explanation
In this objective, students must articulate why a particular solution is necessary. This involves recognizing a problem that needs solving. For example, if students are developing a new type of water bottle, they need to explain why a better water bottle is important — perhaps it's to reduce plastic waste or keep beverages cold for longer. After identifying the problem, they must also gather research to inform their design. This includes both primary research (like surveys) and secondary research (like reading existing studies).
Examples & Analogies
Consider how a city mayor might explain the need for a new public park. They might cite health benefits, citing studies showing how green spaces improve community well-being, and then gather input from community members about what they want in a park. This step is similar to how students need to justify and research their design projects.
Identifying and Prioritizing Research
Chapter 2 of 4
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Chapter Content
Identify and prioritize research to help develop a clear understanding of the context.
Detailed Explanation
Once students recognize the necessity for their project, the next step is to gather relevant information. Prioritizing research means choosing the most important information that directly relates to the problem at hand. For instance, if a student's project focuses on creating an educational app for kids, they might prioritize understanding children's learning styles, educational theories, and existing educational technologies over less relevant topics. This focused research will enable them to create a solution that truly meets the needs of their audience.
Examples & Analogies
Think of a chef who is learning to make a new dish. Before cooking, they would research the key ingredients, techniques, and flavors that work well together. By prioritizing this research, they ensure that the final dish is both delicious and successful. Likewise, students must prioritize information that will most help their design project.
Analyzing Existing Products
Chapter 3 of 4
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Chapter Content
Analyse similar existing products to inspire and inform the design.
Detailed Explanation
Students should look at products that are similar to what they intend to design. This analysis helps them learn what works well and what doesn’t in existing solutions. For example, if they are designing a new backpack, they might study different designs, user reviews, and materials used in popular backpacks. This insight can guide their own design choices, making their product more effective and appealing.
Examples & Analogies
Imagine a car designer. Before designing a new car model, they would analyze existing vehicles to see what features customers like, such as fuel efficiency, safety features, or storage space. This analysis informs their design decisions, just like how students can learn from existing products.
Developing a Detailed Design Brief
Chapter 4 of 4
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Chapter Content
Develop a detailed design brief that outlines the purpose, requirements, and context of the solution.
Detailed Explanation
Lastly, students must compile their findings and insights into a detailed design brief. This document articulates the purpose of their design, what requirements it needs to fulfill, and the context under which it will be used. For instance, if they are designing a smartphone application, the brief could tell why the app is needed, the essential features it should have, and the demographic of potential users. A clear design brief sets the framework for the entire project.
Examples & Analogies
Consider an architect creating a blueprint for a new building. They wouldn't just start designing; they'd create a comprehensive plan that includes what the building is for, who will use it, and any laws it needs to comply with. Similarly, students need a blueprint for their design projects.
Key Concepts
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Inquiring and Analysing: The process of understanding a problem and justifying the need for a design solution.
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Developing Ideas: The phase where multiple creative solutions are brainstormed and presented effectively.
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Creating the Solution: Involves the physical making of a product according to a structured plan.
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Evaluating: Testing, reflecting, and improving the product based on specified criteria and impact.
Examples & Applications
Creating a design brief for a new eco-friendly gadget requires thorough research on existing products and user needs.
Using CAD software to create a 3D model of a proposed solution allows for clearer visualization and technical presentation.
Memory Aids
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Rhymes
To find your design's fate, research is great, analyze it right, and your solution will be bright.
Stories
Imagine a young inventor who created a new product. Before she started designing, she researched existing products to find what was missing, leading her to develop an innovative solution.
Memory Tools
I.D.E.A - Inquire, Develop, Execute, Assess - helps remember the steps in the design process.
Acronyms
R.E.P.A.I.R = Research, Evaluate, Plan, Analyze, Implement, Reflect - a guide for the design cycle.
Flash Cards
Glossary
- Assessment Criteria
A set of standards used to evaluate a student's performance in a particular subject.
- Design Cycle
A conceptual process of creating and refining products based on feedback and analysis.
- Research Specification
Details outlining the types of research needed to inform a design project.
- CAD (ComputerAided Design)
Software used for creating precision drawings or technical illustrations.
- Prototyping
Building a model to test an idea or product before final production.
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