ASSIGN YOURSELF: Investigate-Plan completely done by Friday. I will check google doc for summative grade over the weekend
DO NOW: Log into Google doc
OBJECTIVE; Work on google document and finish up to plan
WORK ENTIRE PERIOD CATCH UP!
1. UNDER INVESTIGATION- KEY PART MISSING ON MANY AFTER INTRODUCTION SECTION--AREAS OF INTERACTION (-5PTS)
This response belongs under the identify the problem. Under investigation I gave you a checklist it is pink on each table. One question is AOI.
I have written down and discussed appropriate questions that will guide my investigation. (sample questions)
I have written how and why solving this problem is relevant to the AOI's (we are using Community & service & Human Ingenuity.)
COMMUNITY & SERVICE (AOI)
How can I contribute to the community?
How can I help others?
How will this product serve my community?
How will this product help and serve other IB communities?
APPROACHES TO LEARNING
How will new students learn?
How can I verify students learned IB learner profile?
How do I learn best?
How will this help other IB students become the IB learner that will make them successful?
HUMAN INGENUITY QUESTIONS (AOI)
Why do we create?
How do we create?
What are some of the different ways I could present this product?
What materials will be suitable for presentation
The paragraphs justifying your scores for each element, final score paragraph justifications. design brief & design specification, paragraph explaining how survey will be used to test your product. SEE HANDOUT. (-15 PTS)
2. DESIGN-(-25 PTS)
Generate a range of feasible designs, each evaluated against the design specification.(this is where you verify that your 3 designs meet your specifications)
What does “a range of feasible designs, each evaluated against the design specification” mean in the context of criterion B, design?
By the end of the design stage, students should have demonstrated that they have a clear vision of the product/solution to be created in terms of its structure, function and style. More than a specific number of designs, students should be able to present a variety of feasible designs that are significantly different in nature.
What does “a range of feasible designs, each evaluated against the design specification” mean in the context of criterion B, design?
By the end of the design stage, students should have demonstrated that they have a clear vision of the product/solution to be created in terms of its structure, function and style. More than a specific number of designs, students should be able to present a variety of feasible designs that are significantly different in nature.
Feasible designs refer to ideas that can actually be made with the materials, resources and expertise available. eg: Screenshots of trial designs (mock-ups), an initial step of creation where the product is partially constructed to allow the student to develop a realistic estimate of the functionality of the software used and the time needed for the creation.
Justify the chosen design.
In all cases a written evaluation of each idea agains the list of design specifications that was developed in the investigation stage is required. Students are expected to justify the choice of the chosen design based on its evaluation, with detailed comments explaining the ways in which each specification has been addressed. '
Evaluate the chosen design against the specification.
In all cases a written evaluation of each idea agains the list of design specifications that was developed in the investigation stage is required. Students are expected to justify the choice of the chosen design based on its evaluation, with detailed comments explaining the ways in which each specification has been addressed. '
Evaluate the chosen design against the specification.
3. PLAN-(-20 pts-gantt chart and paragraph)
