January 26, 28

Next is the Design stage of the Design Cycle.
Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.

Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.

To get a 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.

This is the section that you script and storyboard your ideas. Let's brainstorm!

http://karenjlloyd.com/blog/free-storyboard-template-downloads/
http://www.xinsight.ca/tools/storyboard.html

Learning Objective: generate several feasible designs that meet the design specification; evaluate the designs against the specification; select one design andjustify its choice.

January 21

3. Formulate a Design Specification

The IBO defines Design Specification as: A detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specification.

To get a 5/6 the student: describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

Learning objectives: identify ways of testing a solution or proudct on a specific audience; produce a listing of detailed specifications.

January 19

Please finish task 1 and task 2 of the Investigation (Criterion A) and submit it today as a draft.

As we previously discussed, I will look them over, make comments for improvements and hand them back. You will then have time to make corrections and resubmit them for a grade.

Learning objectives: independently identify meaningful questions, carrry out web search, select and organize appropriate sources and evaluate them.

January 12, 13

Year 11 - Let's look at the calendar and create a feasible time plan and begin developing our design brief.

Homework will enable you to stay on task, finish on time and produce a product/film that you can be proud of.

2.Develop a design brief.
1. Write a sentence or two to introduce this portion of your Investigation.

2. Then follow these learning objectives to success,
-formulate and discuss appropriate questions (4 or 5) that guide the investigation - this means that you should create questions and then do research that will help you solve the problem
-identify and acknowledge a range of appropriate sources of information - use in-text referencing and create a bibliography
-collect, analyse, select, organize and evaluate information - this deeper analysis of your research will lead to higher marks
-evaluate your sources of information- who are your sources? are they appropriate? are they experts in the field?

According to the assessment rubric. . .
To get a 1/2: The student investigates the problem, collecting information from sources.
To get a 3/4: The student investigates the problem, selecting and analysing the information from some acknowledged sources.
To get a 5/6: The student critically investigates the problem, evaluating information from a broad range of appropriate acknowledged sources.

Identify the Problem and Develop a Design Brief (draft) due Jan 19 - end of class

Learning objectives: independently identify meaningful questions, carrry out web search, select and organize appropriate sources and evaluate them.

January 7

Welcome back Year 11. I trust that you had a restful break and are ready to get down to the task of creating a documentary.

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