The+Design+Cycle

=IBMYP Technology=

Aims and Objectives
To develop creative problem solvers who are caring and responsible individuals, able to respond critically and resourcefully to the demands of the increasingly technological society and to appreciate the importance of technology for life, society, and the environment.

The Design Cycle
The design cycle is a model and it is inteded to be the central tool to help students to create and evaluate products in response to challenges. The MYP technology design cycle consists of five major stages and these relate to the objectives of the course.


 * 1) Investigate: Identify a problem to be solved: How does the designer go from page to stage? This is the guiding question for each of the production designers.
 * 2) Formulate and discuss appropriate questions that guide the investigation.
 * 3) Identify and acknowledge a range of appropriate sources of information.
 * 4) Collect, analyse, select, organize and evaluate information.
 * 5) Evaluate the sources of information.
 * 6) You must include a **bibliography** to cite the sources of your new knowledge. You cannot simply copy/paste images from the internet. You must cite your playbook and list the resouces you use to find the answers to the questions you created. Use [|Easybib] to create your list and copy/paste from a document onto your Investigate page. You have an account with Easybib. Your user name is the same username as your computer sign in and the password is your student ID number plus the letters "abc" (no capitals, no spaces).
 * 7) Design: Formulate several design specifications.
 * 8) List the specific requirments that must be met by the product (this comes from your play analysis as well as the wishes and desires of the directors and the budget). All products must support the theme and mood of the play. They must also contribute to the character and plot development of the story.
 * 9) Generate several feasible designs that meet the requirements.
 * 10) Evaluate the designs against your requirments.
 * 11) Select one design and justify the choice.
 * 12) Plan: What will you need (materials, resources) and how much time will be necessary to complete the final product?
 * 13) Construct a plan to create the product that has a series of logical steps.
 * 14) Construct a plan to create the product that makes effective use of resources and time.
 * 15) Evaluate the plan and justify any modifications to the design.
 * 16) Create: Use appropriate techniques and equipment.
 * 17) Use a range of appropriate techniques and equipment competently.
 * 18) Ensure a sage working environment for themselves and others.
 * 19) **Follow the plan** to create the product.
 * 20) Evaluate the plan and justify any changes to the plan when necessary.
 * 21) Create a product of appropriate quality.
 * 22) Evaluate:
 * 23) Evaluate the success of the product in an objective manner based on testing, their own views, and the views of the intended viewer.
 * 24) Evaluate the impact of the product on the intended audience.
 * 25) Explain how the product could be improved.
 * 26) Evaluate your performance at each stage of the design cycle and suggest ways in which your performance could be improved.

Criterion A: investigate
Maximum 6 Investigation is an essential stage in the design cycle. Students are expected to identify the problem, develop a design brief and formulate a design specification. Students are expected to acknowledge the sources of information and document these appropriately.
 * ** Achievement level ** || ** Descriptor ** ||
 * 0 || The student does not reach a standard described by any of the 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 analysing ** 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. ||
 * Design brief: ** The student’s response to the challenge, showing how they intend to solve the problem they have been presented with. This will guide their investigation as they work to develop a more detailed design specification.
 * Design specification: ** 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.

Criterion B: design
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. ||
 * Maximum 6
 * ** Achievement level ** || ** 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. ||

Criterion C: plan
Maximum 6 Students are expected to construct a plan to create their chosen product/solution that has a series of logical steps, and that makes effective use of resources and time. Students are expected to evaluate the plan and justify any modifications to the design.
 * ** Achievement level ** || ** 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. ||

Criterion D: create
Maximum 6 Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques. Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution. Students will sometimes embark upon a very ambitious project, or they may encounter unforeseen circumstances. In some circumstances a product/solution that is incomplete or does not function fully can still achieve one of the levels awarded for this criterion.
 * ** Achievement level ** || ** 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. ||
 * Appropriate quality: ** This is the best product/solution that the student can produce, taking into account the resources available, the skills and techniques they have used, their educational development, how the product/solution addresses the identified need, and aspects of safety and ergonomics.

Criterion E: evaluate
Maximum 6 Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations. Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved.
 * ** Achievement level ** || ** 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. ||
 * Product testing: ** A stage in the design process where versions of products (for example, prototypes) are tested against the need, applied to the context and presented to the end-user or target audience.

Criterion F: attitudes in technology
Maximum 6 This criterion refers to students’ attitudes when working in technology. It focuses on an overall assessment of two aspects: By their very nature these qualities are difficult to quantify and assess, and assessment should therefore take into account the context in which the unit of work was undertaken.
 * personal engagement (motivation, independence, general positive attitude)
 * attitudes towards safety, cooperation and respect for others.
 * = ** Achievement **
 * level ** || ** Descriptor ** ||
 * 0 || The student does not reach a standard described by any of the descriptors given below. ||
 * 1-2 || The student ** occasionally ** displays a satisfactory standard in ** one ** of the aspects listed above. ||
 * 3-4 || The student ** frequently ** displays a satisfactory standard in ** both ** of the aspects listed above. ||
 * 5-6 || The student ** consistently ** displays a satisfactory standard in ** both ** of the aspects listed above. ||