myp design. explain and justify the need for a solution to a problem for a specified client/target...
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Explain and justify the need for a solution to a problem for a specified client/target audience
Identify and prioritize the primary and secondary research needed to develop a solution to the problem
Develop a detailed design brief which summarizes the analysis of relevant reseach
A.Inquiring and analysing
Name of website
Title of article/topic
Web address Date accessed
Nutrition
Nutrition and health issues
http://www.nutrition.gov/nutrition-and health issues
27th may 2014
Explain and justify the need for a solution to a problem for a specified client/target audience
You may ask the following questions to identify a problem from the situation.
What is the nature of the problem? Who is it a problem for? Where is the problem occurring? What is the cause of the problem? What effect is the problem having? Examine the problem in terms of GC. By
demonstrating your understanding of how the GC relates to the design problem.
GLOBAL CONTEXT: Scientific and technical innovation
Identify and prioritize the primary and secondary research needed to develop a solution to the problem
Primary research(Direct: First-hand research)
Secondary research(Indirect: Desk research)
All primary research is carried out by the student, who collects his or her own data.Examples include:•conducting interviews, check with the store keeper at school to get a better idea as to how data is handled.• Discussing with the faculty members what material is ordered during the beginning of the year and through the year.• Scanned document that can help in identifying what material is ordered for by faculty members.•
Secondary research involves using data collected by other people.Examples include:• Analyzing the data collected and working out measures how this could be handled by the client.•downloading data from a marketing website• A broader research on how the material ordered by the faculty is being used in their relevant departments.
Develop a detailed design brief which summarizes the analysis of relevant research
The brief shouldn’t solve the problem at this stage, but instead outline what the student intends to design to solve the problem, provide answers to each of the research questions, and clarify the essential and desirable features of a solution. It should also state any determined values that the design must meet, such as the following.
When designing a bird house, the student may have researched the size of desired birds and therefore determined the size of the entry hole to the bird house.
When designing a new noodle product, the student may have determined the “base” recipe for making the noodles as part of his or her research.
When designing a web page, the student may have identified certain fonts or images that need to be included.
When designing a video game, the student may have identified particular sprites that he or she will use to represent the main characters in the game.
B. Developing ideas
Develop a design specification which clearly states the success criteria for the design of a solution
Develop a range of feasible design ideas which can be correctly interpreted by others
Present the final chosen design and justify its selection
Develop accurate and detailed planning drawing /diagrams and outline the requirements for the creation of the chosen solution
C.Creating the solution
Construct a logical plan, which describe the efficient use of time and resources, sufficient for peers to be able to follow to create the solution
Demonstrate excellent technical skills when making the solution Follow the plan to create the solution, which functions as
intended Fully justify changes made to the chosen design and plan when
making the solution
Present the solution as a whole , either In electronic form, or Through photographs of the solution from different angles,
showing details
D. Evaluating
Design detailed and relevant testing methods, which generate data, to measure the success of the solution
Critically evaluate the success of the solution against the design specification
Explain how the solution could be improved Explain the impact of the solution on the
client/target audience
Command terms:
States: Give a specific name, value or other brief answer without explanation or calculation.
Outlines: Give a brief account. Explain: Give a detailed account including
reasons or causes. Justify: Give valid reasons or evidence to
support an answer or conclusion Prioritize: Give relative importance to, or put
in an order of preference. Describe: Give a detailed account or picture of
a situation, event, pattern or process.
Globalization and Sustainability
QUESTION: How is everything connected?Students will explore: the interconnectedness of human-made
systems and communities the relationship between local and global
processes; how local experiences mediate the global; reflect on the opportunities and tensions provided by world-interconnectedness.
the impact of decision-making on humankind and the environment.
Identities and Relationships
QUESTIONS: Who am I? Who are we?
Students will explore ideas/concepts about: identity; beliefs and values personal, physical, mental, social and
spiritual health. human relationships including families,
friends, communities and cultures; what it means to be human.
Orientation in space and time QUESTIONS: What is the
meaning of ‘where’ and ‘when’?
I will explore my own and others:
Personal histories; homes and journeys;
Turning points in humankind; discoveries; explorations and migrations of humankind
The relationships between, and the interconnectedness of, individuals and civilizations, from personal, local and global perspectives
Personal and Cultural Expression
QUESTIONS: What is the nature and purpose of creative expression?
Students will explore: the ways in which we discover and
express ideas, feelings, about nature, culture, beliefs and values
the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
Scientific and Technical Innovation
QUESTION: How do we understand the worlds in which we live?
Students will explore: the natural world and its laws the interaction between people and the natural
world how humans use their understanding of scientific
principles; the impact of scientific and technological advances on communities and environments
the impact of environments on human activity; how humans adapt environments to their needs.
Fairness and development
QUESTION: What are the consequences of our common humanity?
students will explore: rights and responsibilities the relationship between communities;
sharing finite resources with other people and with other living things
access to equal opportunities; peace and conflict resolution.
Terminology: Turning points: some thing that can
never go back once it has happened Discoveries: new developments and
ideas made by people Exploration: the need to see new
places and develop ideas Migration: the movement of groups of
living things Civilizations: Communities and
advancements made to modernize living
Perspectives: how people see things differently
Identity: what makes you who you are
Social Health: your happiness in the relationships you have with people
Mental health: positive emotional thinking
Spiritual Health: positive values Physical health: sporting/ exercise
Humanity= People, how we treat each other.
Responsibilities= your role, obligations Communities= groups of people, family Finite resources= limited amount
available, valuable. Conflict resolution= how we solve
disagreements Natural world: nature Technological advances= improved
systems/machines Adapt: how we change to meet a challenge Mediate: talk about World inter-conectiveness: global
communities, how we relate to each other Culture: background, religion, how you are
bought up, languages. Beliefs: your thought of religion and values Values: your morals Aesthetic: appeal, and beauty people see
in nature, art, and life