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MYP Design Cycle Resource
Table of Contents
Eportfolio: Parameters
UNIT 2: Identity in a developing global society UNIT 2: Research Links
DSL: MLA REFERENCING GUIDE Grade Boundaries Criterion A: Inquiring and Analysing
What is Primary and Secondary Research? Strand i: Explain and Justify the Need
Average Student Example Problem Excellent student example M5
Strand ii: Identify and Prioritize Research Write a logical and prioritized research plan that identifies all your key area to be investigated. Research Plan Template
Research Plan Student example using another format Student Research Plan Example 2
Strand iii: Analyse Existing Products SWOT Product Analysis (M4) excellent student example
2
Strand iv: Develop a Design Brief M4 Design Brief excellent student example M5 Excellent Design Brief student example Example 3: DESIGN BRIEF Criterion A: Inquiring and analysing
Criterion B: Developing ideas Strand i: Develop a Design Specification
Testing Methods Student Example 1: Design Specification Student Example 2: Design Specification
Strand ii: Develop Design Ideas Examples of 3D hand drawn design ideas
Architectural Concept Drawings Fashion Communication
Strand iii: Present the Chosen Design Student Example 1: Final Design Student Example 2 Selecting/Presenting the final design M5 Student Example 2: Presenting the final design Good Student Example 3 Presenting final design
Strand iv: Develop Planning Drawing/Diagram Student Example 1: 1 to 1 scale cardboard model STUDENT EXAMPLE: Detailed Diagram/Drawing Student example 2: Card model Student Example: Detailed Diagram CAD Drawing Criterion B: Developing ideas
Criterion C: Creating your Product Strand i: Construct a Logical Plan
Production Plan: Template Excellent Student Example: Production Plan Core Steps/ Processes of Making
Strand ii: Demonstrate Technical Skills Student example : Visually documenting the making Process
Strand iii: Follow the Plan to Make the Solution Strand iv: Justified Changes Made to Design
Student Example 1: Final Product and Modifications Student Example 2: Final Product and Modifications Criterion C: Creating the solution
Criterion D: Evaluating Strand i: Design Testing Methods
Student Example 1: Example 2: TESTING METHODS Comparison Test
Strand ii: Evaluate the Success of the Solution See Template: Student Example 1: Evaluating the Product Against the Specifications
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Student Example 2: PRODUCT AGAINST SPECIFICATION Strand iii: Explain How the Solution Could be Improve
Student Example 1: Possible Improvements to the Programme Strand iv: Explain the Impact of the Solution
Student Example 1: Impact on the Target Audience Student Example 2: Impact on the Target Audience Criterion D: Evaluating
DESIGN COMMAND TERMS Term Definition
Eportfolio: Parameters
UNIT 2: Identity in a developing global society See below additional facts about the new unit:
Global context and specific exploration:
Personal and cultural expression: artistry, craft, creation, beauty
Statement of inquiry: Functions of design can help to develop and improve personal and cultural expression.
Factual: What is a custom? What is a tradition? What is a culture? Which artefacts, customs and traditions demonstrate cultural heritage? How do we preserve our cultural heritage?
Conceptual: How does design improve communication of personal / cultural heritage? What is the function of design in personal / cultural heritage?
Debatable: Should we be concerned about losing our cultural identity as we become global citizens? Is the right to personal expression more important than cultural sensitivity?
Students must select one, or more, of the following target audiences/clients: Infants, children and teenagers People from a different culture Visitors, tourists and exchange students
Final solutions may be, but are not limited to, the following ideas: A culinary experience which introduces techniques and produce specific to a culture An application that allows others to access aspects of a culture An interactive storybook which details the evolution of a culture A multimedia solution which preserves memories
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A textile based solution that encapsulates myths or legends A toy or game that informs the audience of an aspect of the culture
UNIT 2: Research Links
Beyond Foods, Festivals and Flags (www.ascd.org/ASCD/pdf/journals/ed_lead/el200210_skelton.pdf)
What is Cultural Heritage? (Khan Academy) (https://www.khanacademy.org/humanities/arthistorybasics/beginnersarthistory/a/whatisculturalheritage)
History of Information (http://www.historyofinformation.com/index.php)
Google Cultural Institute (https://www.google.com/culturalinstitute/u/0/home)
UNESCO World Heritage List (http://whc.unesco.org/en/list/)
International Time Capsule Society (http://crypt.oglethorpe.edu/internationaltimecapsulesociety/)
Quilt of Quilts Share your quilt's story with the world (http://www.vam.ac.uk/)
Bayeux Tapestry (http://www.bayeuxmuseum.com/en/accueil_en.html)
From the World to the Museum. Product Design, Cultural Heritage. (http://www.museudeldisseny.cat/en/exhibition/worldmuseumproductdesignculturalheritage)
Indian designers reinterpret traditional textile art (http://www.bbc.co.uk/news/worldasiaindia32282069)
World Cities Culture Forum Themes (http://www.worldcitiescultureforum.com/)
A History of the World in 100 Objects. (http://www.bbc.co.uk/ahistoryoftheworld/about/britishmuseumobjects/
UNESCO What is Intangible Cultural Heritage? (www.unesco.org/culture/ich/doc/src/01851EN.pdf)
Why we need to protect our cultural heritage sites (https://www.globalcitizen.org/en/content/whyweneedtoprotectourculturalheritagesites/)
Cultural Preservation through Digital Storytelling (https://www.youtube.com/watch?v=AGMzDyFckpo)
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The ePortfolios can include written, visual and/or audio materials.
The file types and the maximum size that may be submitted are as follows:
File type: Maximum file size Text file (DOC, DOCX, PDF, RTF, TXT) 20Mb Audio file (AAC, M4A, MP3) 15 minutes Video file (F4V, FLV, M4V, MOV, MP4) 500Mb Image file (JPG, GIF) 5Mb
Subject specific information Design
Students complete a portfolio of work in the form of a design project
Submission limits (Moderators will not read beyond these limits) Written work 40 A4 pages Appendix (unassessed)* 10 A4 pages *An appendix can be used for Criterion A and Criterion D, This is a place for supporting research or raw data which would otherwise impact upon the overall page count maximum and will not form part of the assessment..(see guidance on how to prepare an appendix inclusive of a bibliography in Criterion A below)
DSL: MLA REFERENCING GUIDE Intext citation and a bibliography is something that you need to do in every subject and in everyday life. It is extremely important that you understand how to do it properly. There are many different systems, but the IB requires you to use the MLA system. Below are some guidelines on how to do it properly. If you have any questions, just ask! You must acknowledge other writers’ work when you use it in your work, whether you have used the information from a book, magazine, newspaper or the internet. Even if someone has told you an idea, you should acknowledge it. Failure to do so amounts to plagiarism and is a serious offence.
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In any piece of written work you must acknowledge where the information comes from by referencing it intext and listing it in a bibliography. 1. InText Citation (within the body of an essay, presentation, etc) Last name of author & the page(s), where appropriate, are given in the text. The author's name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence. Marzano notes that “only onethird of British workers now work the normal nine to five day give or take an hour or two at each end” (45). OR “Only onethird of British workers now work the normal nine to five day give or take an hour or two at each end” (Marzano 45). 2. Works Cited Section (bibliography) This section starts with the title Works Cited and each entry is sorted alphabetically using hanging indents. Book Author’s Last name, First name(s). Title. City of publication: Publisher, year. Print. Gleick, James. Chaos: Making a New Science. New York: Penguin, 1987. Print. If there are two authors: The first given name appears in Last name, First name format; the second author’s name appears in First name Last name format. The other information remains as above. Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring.
Boston: Allyn, 2000. Print. Three or more authors: The first given name appears in Last name, First name
format followed by et al. Wysocki, Anne Frances, et al. Writing New Media: Theory and Applications for
Expanding the Teaching of Composition. Logan: Utah State UP, 2004. Print. Corporate author: The name of the corporation then as above. Corporation. Title. Place of publication: Publisher, year. Print. American Allergy Association. Allergies in Children. New York: Random, 1998. Print. Magazine Article Author’s last name, First name(s). "Title of Article." Title of Periodical DD Mmm.
YYYY: pages. Medium of publication. Buchman, Dana. "A Special Education." Good Housekeeping Mar. 2006: 14348. Print.
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Newspaper Article (same as a magazine but note the different page style in a newspaper) Brubaker, Bill. "New Health Center Targets County's Uninsured Patients."
Washington Post 24 May 2007: LZ01. Print. Journal Article Author(s). "Title of Article." Title of Journal Volume. Issue (Year): pages. Medium of publication. Bagchi, Alaknanda. "Conflicting Nationalisms: The Voice of the Subaltern in
Mahasweta Devi's Bashai Tudu." Tulsa Studies in Women's Literature 15.1 (1996): 4150. Print.
Article in an Onlineonly Scholarly Journal MLA requires a page range for articles that appear in Scholarly Journals. If the journal you are citing appears exclusively in an online format use the abbreviation n. pag. to indicate no page(s). Last name, First name. “Article title.” Journal title Volume number. Issue number
(Year): n. pag. Web. Date of access (DD Mmm. YYYY). Dolby, Nadine. “Research in Youth Culture and Policy: Current Conditions and
Future Directions.” Social Work and Society: The International OnlineOnly Journal 6.2 (2008): n. pag. Web. 20 May 2009.
Information from the Internet Editor, author, or compiler name (if available). “Title of page.” Name of Site. Name of
institution/organization affiliated with the site (sponsor or publisher), date of resource creation (if available). Medium of publication. Date of access (DD Mmm. YYYY). <URL break only after slashes>.
The Purdue OWL Family of Sites. The Writing Lab and OWL at Purdue and Purdue
U, 2008. Web. 23 Apr. 2008. <https://owl.english.purdue.edu/owl/>. Painting/Sculpture/Photograph Artist’s last name, first name. Title of work. Date of composition (DD Mmm. YYYY).
Name of the institution that houses the artwork, city of the institution. Goya, Francisco. The Family of Charles IV. 1800. Museo del Prado, Madrid. Personal Interview Interviewee (Last name, First name). Personal interview. DD Mmm. YYYY. Purdue, Pete. Personal interview. 1 Dec. 2000. Note: Unknown date/publisher/page number(s) If it starts a new “sentence” it is capitalized.
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No date: N.d. (starting capital) or n.d. No publisher: N.p. or n.p. No page(s): N. pag. or n. pag. Visit Purdue OWL’s “MLA Formatting and Style Guide” for up to date citation guidance: https://owl.english.purdue.edu/
Maximum recommended page breakdown guidance per strand for Eportfolio:
Criterion A: Inquiring and analysing Criterion B: Developing ideas Strand A4 pages
recommended maximum
Strand A4 pages recommended maximum
(i) explain and justify the need for a solution to a problem for a specified client/target audience
1
(i) develop a design specification which clearly states the success criteria for the design of a solution
12
(ii) identify and prioritize the primary and secondary research needed to develop a solution to the problem
1
(ii) develop a range of feasible design ideas which can be correctly interpreted by others
67
(iii) analyse a range of existing products that inspire a solution to the problem
24
(iii) present the final chosen design and justify its selection
12
(iv) develop a detailed design brief which summarizes the analysis of relevant research
12
(iv) develop accurate and detailed planning drawings/diagrams and outline the requirements for the creation of the chosen solution.
34
Criterion C: Creating the solution Criterion D: Evaluating Strand A4 pages
recommended maximum
Strand A4 pages recommended maximum
(i) construct a logical plan, which describes the efficient
13 (i) design detailed and relevant testing
2
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use of time and resources, sufficient for peers to be able to follow to create the solution
methods, which generate data, to measure the success of the solution
(ii) demonstrate technical skills when making the solution 6 pages total
for these three strands
(ii) critically evaluate the success of the solution against the design specification
2
(iii) follow the plan to create the solution, which functions as intended
(iii) explain how the solution could be improved
1
(iv) fully justify changes made to the chosen design and plan when making the solution
2 pages or 4 minutes video
(iv) explain the impact of the solution on the client/target audience
1
Grade Boundaries Here are the grade boundaries to help you understand how each Criterion will be levelled to help calculate your overall score for the eportfolio.
1 5 = 1
6 9 = 2
10 14 = 3
15 18 = 4
19 23 = 5
24 27 = 6
28 32 = 7
Criterion A: Inquiring and Analysing Develop a Gantt chart to help you keep track of the various strands you will need to complete for each Criterion (A D). Gantt Chart
08/01 15/01
22/01
29/01 05/02
12/02
19/02
26/02
05/03
12/03
Identify Problem for Client/Target Audience
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Produce Research Plan
Analyse Existing Products (Product Analysis)
Develop Design Brief Summarising Research
Develop Design Specification
Develop Range of Feasible Design Ideas
Present Final Product and Justify Selection
Decide upon a final design for the product
Develop accurate and detailed planning drawings for creation of the solution
Produce a Production Plan
Create product, whilst documenting process with pictures and noting changes made.
Design detailed and relevant testing methods for finished product.
Evaluate success of product based on design specifications.
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Explain possible improvements to the solution.
Explain impact on client/target audience.
What is Primary and Secondary Research? Table outlines primary and secondary research tasks that you could carry out to gather the answers to their research questions.
Primary research
(Direct: Firsthand 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, surveys and polls with a target audience and/or client
interviewing experts over the telephone writing letters or emails asking for specific
information about a product from a client observing users interacting within the
situation and making notes analysing products that have things in
common with the problem investigating the work of other designers of
existing products
Secondary research involves using data collected by other people.
Examples include:
analysing data from a website or book reading accounts of a problem written by
another person analysing articles in magazines, journals and
newspapers downloading data from a marketing website viewing videos about how to use materials,
tools and processes.
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conducting market research such as surveys, questionnaires and interviews through focus groups
experimenting with materials, tools and processes.
Strand i: Explain and Justify the Need Provide answers for each of the following questions when developing your Problem:
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? What are the benefits of solving this problem?
2. Use paragraphs to help develop answers for each of the above stated questions.
3. Use secondary or primary research to help you better understand the problem:
identifying a target user by applying brainstorming or mindmapping techniques
interviewing, surveying and/or polling potential clients observing, filming and/or photographing users interacting with a product collecting data from experts to confirm there is a real need for a solution to the
problem
4. State the benefits of solving your design problem. You can use your initial research to help you do this.
5. Make sure not to state the exact solution to the problem!!!
Average Student Example
My mom’s desk is scattered with pens, pencils and other tools, such as glue sticks, scissors, rulers, tape, hole punchers, staplers, etc., she needs while doing paperwork. Therefore I want to solve this problem for her, by creating a storage device, which she can put on her desk and use to
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store everything that is momentarily lying across her desk. It shouldn’t take up too much space, but be big enough to store everything that she needs.
This is a photo of her messy workspace:
This problem is caused, because the containers that she is using momentarily are not big enough to hold all of her tools/equipment. A custom made storage device for her needs would be perfect for her.
President of Energy Design and author of "Feng Shui: So Easy a Child Can Do It", writes the following on the topic of a clean work space increasing work efficiency:
“Whether you are working in a huge corporation or a oneperson office, there are several benefits to uncluttering and organizing:
Increase productivity and profitability increase Keep information confidential and secure Reduce mental overload and stress Reduce workplace accidents and spills Save time and improve effectiveness”
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(http://www.reliableplant.com/Read/16652/reduceofficecluttertoincreaseproductivity,efficiencyprofitability)
Considering these points, if my mom were to get a custom made storage device, she would be able to get a lot more done in a lot less time. She would be less stressed looking for her stuff and what she needs. There would be less accidents or things falling to the floor as she is searching for a pen. That way she would be done with her work a lot quicker, would be able to complete more on one day, and be much more relaxed overall.
Problem Excellent student example M5 Every year, our school, Dwight School London (DSL), welcomes numerous new
students. As an international school, it is expected that many of these students come from a country where English is not the first language. These new students are not only thrown into an unfamiliar and new learning environment but also, where they cannot speak the language fluently. Within our school, as many others, an excellent programme called the English as an Additional Language (EAL) programme, also known as English B or ESL, is implemented in order to aid these students in the school. This programme helps to teach greetings, grammar and overall, how to speak, understand and write at a basic level of English ("English as an Additional Language (EAL) Support Service."). This programme has been proven to be extremely effective, with many students eventually becoming reasonably fluent in the language.
However, these students still tend to struggle in classes outside of English such as Chemistry, Physics, Music theory or Technology theory (McCaffrey, Fiona.). After conducting an interview with several teachers from DSL, many teachers agreed that nonnative English Speaking students frequently struggle in their classes due to language barriers. According to Fiona McCaffrey, a chemistry teacher at DSL, the language barriers hinder and slow down the comprehension of the material being taught. Due to this, a very exclusive learning environment is created where the EAL students are not able to fully participate in the learning and class activities. This problem significantly affects the ESL students as they are not able to learn to the full extent in these classes and is a problem for teachers as they have difficulty teaching these students. Furthermore, this is not only a problem in DSL, but is a nationwide issue as the number of foreign students in the UK has risen by 20% in the last five years, according to Nick Morrison of the Guardian. According to a study conducted by Angela Stevens on SAT test scores of EAL students, EAL students had significantly lower test scores. In general, this issue has a detrimental effect on exam scores, teaching ability and most of all, the inclusive learning environment we strive for.
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Although many factors contribute to exclusion of EAL students in classes, such as basic language barriers, different thought processes, cultural sensitivities and previous education, these problems are often very quickly solved by the EAL programme. However, one of the most significant and biggest causes of the issue, which is not addressed by the EAL programme, is subject specific terminology. According to the interview conducted, many teachers in DSL are finding that a lack of knowledge in subject specific terminology is hindering the progress of EAL students and that students would be able to learn significantly more if they knew subject specific terminology. Therefore, I believe a solution to this problem would evidently be focused on teaching EAL students subject specific terminology.
Strand ii: Identify and Prioritize Research
Write a logical and prioritized research plan that identifies all your key area to be investigated.
Research Plan Template
Area of Research What are the main areas of your research?
Priority (Highest 1 5 Lowest) Rank your research areas according to their importance to helping you design a suitable product.
Reason How will it help you design a product?
Research Questions State any important questions you hope to find answers for. They should be linked to your areas of research.
Research type Explain what type of primary or secondary research you hope to conduct. Be very specific!!!
Aesthetics (appearance colour, pattern, decoration…)
1 Highest I will examine modern day cars to better understand how and why they appeal to a wide variety of people so that I can develop an eye catching futuristic car.
What are they attributes of a futuristic vehicle?
I will conduct an in depth product analysis.
Ergonomics (how easy is it to use a product)
Unique Selling Point (what makes it stand out from
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other products)
Form (3D it is a solid object made up of shapes joined together)
Function
Material
User requirements (needs of the target audience)
Environmentally Friendly
Cost/Price
Research Plan Student example using another format Research plan Improving second language more advanced I will be creating a language tool for nonnative speakers. The content would be more advanced words used in different subjects in school. How could this be done to enhance the learning experience, the encouragement and the language skill itself? Language: English Subjects and categories options Science, Mathematics, Biology, Life skills, Geography, History, Health/Life Science, English (subject) Preliminary questions:
How can I make the product suitable for a vast target audience? How does the existing language skills affect the outcome of the product? How can I make the product interesting and a game that you want to continue
playing, not just for the sake of your language skills? How many times can you play the game before you know everything? Will I mix “easy” words with “hard” words? Or how would I otherwise make the
game fun and competitive? Where will I find words suitable for my target audience?
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What do my target audience find as “fun”? How do people learn a new language the best? How can I bring attention to my product? Will I need special features to attract my target audience and how can this
alter my product? Ways of gathering information
Primary Research Secondary Research
Develop a questionnaire and send it to my classmates (target audience)
Look at studies on how people study a language the best
Ask peers about ideas and tips SAT vocabulary, dictionaries, handout from Mr. Dickenson, native speakers for words
Questionnaire to ask students about how they study a language the best
Internet and research studies
Product analysis compare my idea with existing products
Book studies
Possible options for target audience
Secondary school students Middle school students Elementary school students University
Student Research Plan Example 2
Aspect of Research
Type of Source Source of Data Importance Questions Necessary Data
Function/ Feature
Primary and Secondary
Indepth interview with DSL teachers on which languages most struggling students speak. Examining articles on most
Very High Which languages, subjects and terminology do I need to include in the game? What additional
I will need information on which languages I will need to support within the game as I will choose approximately 23 main languages. Secondly, I will need information on which
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spoken languages Examining various websites on language specific terminology Interview with EAL students on which subjects they struggle with Product analysis of popular educational games
features does it need?
subjects I will need to include as I will be focusing on 23 subjects. Also, I will need to know what terminology I will actually include in the game and lastly, I will need to know what extra features to include to make it a better experience for the student and teacher.
Ergonomics
Primary and Secondary
YouTube (Extra credits, PBS game show) Examining articles and reports online on engaging game design Interview with the designers of popular educational games. Product analysis of popular educational games Articles on UI design
High What aspects make the game engaging/fun? How can I make the UI comprehensive and approachable?
I require information about specifically, which aspects or elements make a game engaging and fun. This will help me to make my game very fun and captivating, an important aspect of teaching and for the students to remember. Additionally, I require information on how to design the User Interface (UI) so that it is intuitive, easy to understand and is welcoming.
Creation
Secondary Examining articles on which are the best tools for making these types of games.
Medium What are the best tools for my solution?
I will need information on which are the easiest, simplest and most powerful tools to create a quizlike video game.
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Aesthetics
Primary and Secondary
Reading articles on what makes an interface and game like this, look nice Product analysis of popular educational games Interview with educational game designers
Low/Medium
How can I make my game look fun and approachable?
I require information on which colours, fonts, UI elements, art styles and designs come together to form a lighthearted, fun and approachable aesthetic to my game.
Understanding the Target Audience
Primary and Secondary
Reading articles on various EAL students within the country Examining and analysing statistics of EAL students exam results and amount of EAL students Exploring statistics of which languages are most spoken and which subjects student struggle with (especially with terminology) Interview with an EAL student (Kurt Xu, Ali Azadpour) on which subjects they struggle with in terms of terminology and various other details
Low Which subjects to EAL students struggle with? What functions does my target audience want? What does my target audience want from my programme?
With this aspect of the research, I will require information on what my target audience wants from my programme. This includes aspects like aesthetics, function and many other things which I had not anticipated. In addition, this will determine the amount of support and different languages/subjects I have on my programme as my thing. In addition, on how urgent the problem is for EAL students and in general, understanding my target audience.
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Strand iii: Analyse Existing Products 3. Create a SWOT product analysis using the table below. Analyse the strengths, weaknesses, opportunities and threats. Product design analysis means studying how well a product does its job. This involves answering the following questions
What is the function and purpose of the product? What are the different parts of the product and how do they work together? How does the product use shape, form, ergonomics, safety and aesthetics (colour, texture and
decoration)? What materials and components are used to make the product? Which processes were used to make the product? Who would buy this product and how much does it cost? How well does the product do its job compared with other similar products? What is unique about the product and is it environmentally friendly?
Property Example Description
Shape Shape can be 2D or 3D.
Form Form is 3D it is a solid object made up of shapes joined together.
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Colour Colour is used to make a product more interesting and attractive.
Texture Texture is used to make an object more interesting. Surfaces are made 3D by the use of grooves, patterns and applying other materials such as fabrics.
Decoration Decoration may be achieved by the use of different colours, shapes or materials. A decoration may be pasted onto a product, or be part of the material itself.
You will need to employ a range of strategies to analyse these products, such as:
identification of and interaction with similar products when out shopping attribute listing of existing products SWOT analysis (strengths, weaknesses, opportunities and threats) functional analysis aesthetic analysis graphical disassembly analysis performance testing of products evaluation of past student projects secondary research through product reviews on consumer websites, buying
guides or magazines summary of customer reviews on commercial websites.
Simply copy and paste this matrix/table seen below into your Google document
SWOT Product Analysis
Strengths Weaknesses Opportunities (how can you
Threats (how does the
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improve the product)
product compare with other products?)
Ergonomics (Is the product easy to use?)
Aesthetics (colour, shape, decoration…)
Function (what is the product used for?)
Price/Cost
Material (components)
Form
Safety
Unique Selling Point (what makes the product stand out from similar items)
Environmentally Friendly
Tally chart Template (must be put in your appendix) After conducting a survey use a tally chart to help you identify the popular answers.
Survey questions asked Results (use full sentences to explain what the results show)
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SWOT Product Analysis (M4) excellent student example
A Desk Tidy designed using biomimicry.
SWOT Analysis Strengths Weaknesses Opportunities Threats
Ergonomics (Is the product easy to use?)
It is quite straightforward, so I think it would be easy to use. This is because the idea behind it is easy to comprehend.
It might be a little difficult to figure out a system which would help one actually organize the pencils and pens.
Make the product come with applicable organization and separation utensils like different boxes that would fit in with the grass.
There are other desk tidy’s that are easier to organize and use. So people might prefer to have something that is more simple and easy to use.
Aesthetics (colour, shape, decoration…)
It is a very original design idea, and it looks quite modern and simple, which is what is trending today. It will indeed add a green touch to the desk.
I find it a little too small for my liking, and I think one wouldn’t be able to store a lot of bigger stationery in there.
Make its area bigger, so that it fits more things in between the grass. Then, less things will fall out.
There might be other options that are more customizable. People could choose what colour they want, or what shape they want.
Function (what is the product used for?)
It keeps everything in one place, so it is efficient if you want to store
Pencils and pens might fall out, depending on how they are placed. So it wouldn’t be very
By making the product bigger area wise, less things will fall out. Also, one might use the art of illusion make it more
There might be more efficient desk tidy’s out there, which are more convincing when it comes to being functional.
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everything together. The density in which they are packed enables the desk tidy to hold pencils and pens more efficiently.
efficient when it comes to actually storing and organizing the stationery.
tightly packed at the middle and make more loose strands of grass, to create the illusion that it is more spread out and natural.
Price Since it is a pretty modernized product, it might be more expensive, and since the average price of a desk tidy is £12, I believe the prices might go up to £18. This is a fairly balanced price.
Even though it is balanced, I believe it is still a little expensive. In terms of quality.
I believe that it should cost up to £12 pounds, like what normal desk tidies cost nowadays. That would make it more affordable and expand the audience.
There might be other similar products out there that get the same thing done for less money. It should not be all about the design.
Material The material is based on grass, and since it is quite dense (I suppose), the material is quite ideal for this idea.
Ironically, since it is inspired by grass and plants, I believe the desk tidy still uses wood as it’s base material. I am not sure what the grass is made of, I assume it is some type of plastic or rubber, like what they make fake grass floors from.
Maybe use a more eco friendly materials, like Particleboard, orientedstrand board, or mediumdensity fiberboard. Reference: http://www.motherearthliving.com/homeproducts/nutsbolts822634835583668223931.aspx
There are other products that do not use natural wood or rubber as their base material, which is becoming more modern nowadays.
Form Shape: It is uniquely shaped, which attracts new buyers. Structure: It is structured so that pencils, pens, cards,
Structure: It might be too small, which means things might fall out. It is structured so that things can be kept in between the grass, but
Structure it so that more things could fit in there, and could be organized easily. For example, make different compartments, so that whatever is in these compartments
There are more cleverly organized desk tidy’s on the market, which are preferred by many people, as the main function of the desk tidy is to organize pens, pencils, etc.
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etc. can be put betwixt the grass, and is able to stay there.
things might fall out anyways, because there might not be enough space.
is assigned a category.
Environmentally Friendly
Since it is based on grass and plants, it promotes loving nature and appreciating it.
This is kind of farfetched, but it is assumed that wood was chopped. By using this material, it creates the need for more wood to be chopped down. Also, the production of the material that makes up the grass might have been made in a factory that causes pollution.
Try using more environmentally friendly materials, like ‘recycled wood’ or something else.
Nowadays, it is more modern to be ecofriendly and use more environmentfriendly materials. There are other options which use more naturefriendly materials
Strand iv: Develop a Design Brief Write a concise design brief summarising all your research. Pay close attention to the guidelines seen below.
When writing a design brief
Students should: Students should NOT:
present information concisely explain how and why the information is
relevant to solving the problem evaluate the validity of the data present their research in an appendix cite all sources of information using
appropriate conventions (MLA).
write large paragraphs of text
include statements that do not relate to solving the problem
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make statements without evidence from expert opinion or data
include all of their research within the body of the project.
M4 Design Brief excellent student example
Relevance: From my research and surveys, I have found out that the best solution to my problem is a desk tidy. From my research, I found out that many people suffer from a messy desk. This distracts them from finishing their work, makes them worry about lost items on their desks, and creates frustration. These working conditions are not useful for getting work done. Therefore, from my product analysis and research, I have found many different features that customers look for and what makes it easy to use. I will design a desk tidy using this information. Product Features: (based on my survey and product analysis, I can see which functions to apply, to modify or to omit from existing products and add to my own):
My desk tidy will be able to hold many different sized supplies at once My desk tidy must be able to hold many different supplies with different weights (it
must be durable to hold different weighted items) It will consist of cool designs and bright colors to attract attention (eyecatching) It will be a reasonable price (to be determined at the end) It will have a modern and unique form It will also have a fun feature (magnetic board, place to hold phone, etc…) Size: Medium (so it doesn’t take up too much space, but it has enough room to store
the needed supplies) The cost of this product must be very low (£7 MAX) Will be influenced by biomimicry My product must be created in a very neat and organized way It will use colorful and unique fonts (if the design has fonts) Cool and smooth textures I must decide my final design from many initial designs It must be easy and safe to use My product must have easy access to all stored materials It will be made using available materials (preferably plastic/cardboard/wood) The product must be very easy to use and take little time to store wanted items and
retrieve others Product must be appealing to my target audience
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Rough Process: After the inquiry and analysis stage and research, I will create many different initial designs (adding features discussed or mentioned in my research conducted, specification, biomimicry influenced ideas and surveys produced). From here I will choose my final design and create a working drawing, annotating the features thoroughly.Next I will create a 1:1 scale model and my final prototype. After creating the final product, I will evaluate by performing my tests mentioned in my specification. Resources:From my conducted research and surveys, I have decided the best possible materials to use while making this product are plastic and cardboard. These materials are supplied at the school. I can use different online websites to help design my product. I also will use tools to hand craft some parts to my solution. I may also use the laser cutter for some parts of my final product. Timescale: The entire project must be completed by December 11th, which is the end of the term. I will stay organized and create a timetable of what needs to be completed each lesson to finish on time. Target User: From much research, I can say that my target user is anyone who owns a desk that is messy, someone with a lot of office supplies and no place to store it, or someone who needs to organize their workspace. Outcome: Once I have completed my product, I hope it will be used by either myself, as I have a messy desk, or another person who needs it as well. I hope my product makes it easy for the user to stay organized in a fun and creative way.
M5 Excellent Design Brief student example
Relevance – From various research done on the internet to do with statistics of EAL students and online interviews with several teachers in the school, I can see that the relevance of this solution is that in today’s society, where there is an increasingly large amount of EAL students, they are being excluded from the class and are hindered from learning at their highest potential (Morrison, Nick). In order to solve this problem, I will create a game in order to help these EAL students learn subject specific terminology in a fun and easy way.
Product Features: (based primarily on research done with product analysis, I can see which functions to apply, to modify or to omit from existing products) –
This game will be in a quiz format, similar to Duolingo and Memrise.
It will be a prototype and demonstration of what it could be expanded to.
It will have approximately spanish available for chemistry.
Will use typing and multiple choice questions.
There will be revision and test functions.
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Engagement will be based mainly on a progression system.
Will primarily use a visual format to increase memorability and audio to teach pronunciation which has high importance in the classroom.
Rough process – After the inquiry and analysis stage and research, I will plan out several programme ideas by creating flowcharts and ideas to design the UI. Then, using Adobe Flash and Photoshop, I will create my game including all functions and aspects in the specifications. (Davey, Rich)
Resources – From a lot of advice from others online and various articles stating the best programmes and resources for this type of game, I will be using the programmes Adobe Photoshop and Flash in order to create my game as these are the best and easiest tools to make this type of game. (Davey, Rich)
Timescale – The entire project must be completed in 10 weeks, due on the 12th of March. (assigned by the teacher)
Target user – From various interviews with teachers within our school, I can confidently say that the target audience for this product is EAL students within our school, Dwight School London and the teachers of the subject who would use this programme to help these EAL students catch up on lessons. Outcome – Eventually, I hope that my product will be used within the school and will have an impact on creating a more inclusive learning environment for EAL students.
Example 3: DESIGN BRIEF
My product to solve this problem is based on an artistic approach to the situation. By
corroborating the information I have gathered from my primary research. It is a necessity to
target all ages and use typography in order to capture the audience attention. Empathy and
emotional appeal is what I am gearing towards portraying in my poster(s), as it is present
within all that were analysed. The product(s) being manufactured are ultimately free, as I am
designing them based on original pictures. Furthermore, I will not be printing these graphic
designs as several of them will be moving gifs, thus reducing the manufacturing costs even
further.
Relevance: My product will be extremely related and relevant to the aspects stated above,
and is needed to be implemented as seems to be an increasingly serious problem. Stated
within the APPENDIX my interview with a neurologist, that specialises in epilepsy, I have
gathered that this topic is extremely under noticed and needs to be reviewed
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Function: The product will serve a powerful message in order to enlighten the general
public about the damages and struggles of people with neurological diseases. Is this mainly
based off of my PRODUCT ANALYSIS as targets within their posters share extreme
similarities as mine Resources: The only resource I will be using to create animations and professional posters
is Photoshop CS6, as within this software, I can able to perform a variety of action in order to
fulfill my needs.
Time Scale: The project will last around 10 weeks. I am hoping to finish my research and
investigation by around the 45 week mark. This means I will then have a lot of time to then
create and evaluate my product. I feel this is the necessary time needed, proved in the
APPENDIX with my gantt chart.
Target User: Again referring back to my interview with Ms. Marchisio, I feel my product is
ultimately targeted towards everyone, as this “... is a neurological disease that doesn’t
discriminate.”. This means I will try and create a poster that will appeal to everyone in some
sort of way, either visually or with typography.
Outcome: I hope for the outcome to be extremely successful, as I would like to use this as a
proper campaign within the school as well. I feel with the data I have gathered up to this
stage I feel my poster must have:
A unique way to attract the audience's attention Factual and informative information about epilepsy An advertising device to help improve awareness on neurological diseases Campaign elements that are be brief, punchy, and to the point That the campaign needs to be eyecatching and attention drawing A message that the concise and uses literary techniques in order to appeal to all
ages the A campaign that is influential to everyone who views it
Criterion A: Inquiring and analysing Maximum: 8 Students identify the need for a solution to a problem. At the end of year 5, students should be able to: i. explain and justify the need for a solution to a problem for a specified client/target audience ii. identify and prioritize primary and secondary research needed to develop a solution to the problem iii. analyse a range of existing products that inspire a solution to the problem iv. develop a detailed design brief, which summarizes the analysis of relevant research.
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1 5 = 1
6 9 = 2
10 14 = 3
15 18 = 4
19 23 = 5
24 27 = 6
28 32 = 7
Achievement Level
Level Descriptor
1 2 The student: i. states the need for a solution to a problem for a specified client/target audience ii. develops a basic design brief, which states the findings of relevant research.
3 4 The student: i. outlines the need for a solution to a problem for a specified client/target audience ii. outlines a research plan, which identifies primary and secondary research needed to develop a solution to the problem, with some guidance iii. analyses one existing product that inspires a solution to the problem iv. develops a design brief, which outlines the analysis of relevant research.
5 6 The student: i. explains the need for a solution to a problem for a specified client/target audience ii. constructs a research plan, which identifies and prioritizes primary and secondary research needed to develop a solution to the problem, with some guidance iii. analyses a range of existing products that inspire a solution to the problem iv. develops a design brief, which explains the analysis of relevant research.
7 8 The student: i. explains and justifies the need for a solution to a problem for a client/ target audience ii. constructs a detailed research plan, which identifies and prioritizes the primary and secondary research needed to develop a solution to the problem independently iii. analyses a range of existing products that inspire a solution to the problem in detail iv. develops a detailed design brief, which summarizes the analysis of relevant research.
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Criterion B: Developing ideas
Strand i: Develop a Design Specification Develop a concise specification for your product based on the product features outlined in your design brief. A specification is not a description of the outcome. It should demonstrate that students understand the needs of the problem that they have identified. Every aspect of a specification must be specific, measurable, achievable, realistic and testable (SMART).
Using the table below please ensure all your specification points address the recommendations stated below.
Aesthetics Consider appearance, style, colour, shape/form, texture, pattern, finish, layout.
Cost Is there a maximum cost? Is this a material cost/time cost/selling cost?
Customer Who it is for? What is the target user’s age, gender, socioeconomic background?
Environmental considerations
Where will the solution be used? How will the design directly or indirectly affect the environment?
Function What it must do? What is its purpose? Where will the product be stored? How easily can it be used/maintained?
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Manufacturing What resources are available? Are there limitations as to how this can be created? How much time is needed to create the design?
Materials What materials are available? What properties do the materials need to have?
Safety What safety factors need to be incorporated into the design?
Size Are there any specific sizes that need to be considered? What “human factors” need to be considered? What anthropometric data needs to be considered?
Testing Methods
An effective and authentic measure of a design solution means that the student has tested against every aspect of the design specification. These tests can be classified as follows.
Expert appraisal
A person considered an expert in the use of similar products is presented with the solution, given time to interact with the solution and then interviewed on aspects of its success. The expert has particular knowledge and skills that allow him or her to make judgments on the success of the solution. The expert may be the client.
Comparison Test
A comparison test involves the gauging how well your design solution compares to an existing product with similar attributes. Simply discuss the pro’s and con’s of your product against an existing one.
Field trial
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A field trial is a test of the performance of a solution under the conditions and situation in which it will be used. For example, an interactive information point (developed in HTML) for a museum exhibit may be tested by the exhibit visitors in the museum, structured as a user trial or user observation.
Performance testing
The performance of a solution is tested under the conditions in which it would normally be used. Quantitative data is collected through a variety of tests such as:
destructive tests assessing impact strength or flammability cyclic tests measurement of physical properties such as weight and size timed tests for web pages to load ease of navigation through an interactive story, game or website.
User observation
The user is presented with the solution and is set a task to achieve with little or no guidance. The user’s interaction with the solution is observed and recorded.
User trials
The user is presented with the solution and guided on how to use it. The user is asked questions as he or she interacts with the solution or is given a survey to complete. User trials may include focus groups.
The design of interview or survey questions needs to be targeted to draw out responses that assess the solution against the specification.
Student Example 1: Design Specification
Aspect Goal Test
Function/ Features
The poster will clearly address the situation of epilepsy, and portray the message in a clear and concise manner
The poster will be examined to ensure it addresses these situations. (Performance Test) Also a survey will be carried out on how they have been enlightened by the situation (User Trials).
Students will be able to access the awareness campaign and
The poster will be examined to ensure it can technically run on any system. (Performance Test) Also a survey
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thus be able to run the file from anywhere
will be carried out on if they have had any anomalies (User Trials).
Students and the audience must be able to inquire about epilepsy in and through the .gif
The poster will be examined to ensure it can technically run on any system. (Performance Test) Also a survey will be carried out on if they have had any anomalies (User Trials).
Each poster will feature a created logo
The poster will be examined to ensure it uses my created logo (Performance Test) Also a survey will be carried out on the professionalism of the design (User Trials).
Posters will feature font that is clearly readable and understandable that connects to the audience
The poster will be examined to ensure it uses the specific font (Performance Test) Also a survey will be carried out on the clarity of the message (User Trials).
I will help enlighten the viewers about the effects of neurological diseases.
The game will be examined to ensure it has the necessary information. (Performance Test) Also a survey will be carried out on how effectively the information has been processed (User Trials).
The poster will evoke empathy within the viewer
The poster will be examined to ensure it uses these holds the necessary literary techniques. (Performance Test) Also a survey will be carried out on how the poster has impacted them. (User Trials).
A photoshop file that runs animation continuously (.gif)
The poster will be examined to ensure it can technically run on any system. (Performance Test) Also a survey will be carried out on if they have had any anomalies (User Trials).
Aesthetics The poster will use extremely contrasting colours in order to create tension in the room
The poster will be examined to ensure it meets the requirements. (Performance Test)
All affiliation should appear at the bottom of the poster
The poster will be examined to ensure it meets the requirements. (Performance Test)
The poster must use the American Typewriter font for the “hookline” and name of poster. The logo must be in all caps, and in a Romanistic font.
The poster will be examined to ensure it uses the specific font (Performance Test) Also a survey will be carried out on the clarity of the message (User Trials).
Ergonomics Information on posters should be clearly visible at distance of around 4ft
Practical assessment addressing this at the end of the 9 week product
Efficiency The .gif must take no longer than 3 seconds to load and not falter
The game will be timed using an accurate stopwatch to measure the time it takes for each part. (Performance
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due to Photoshop technical issues
Test) Also a survey will be carried out on if they have had any anomalies (User Trials).
Makeup of File/Photo
Each file will be 5Mb or lower Simply a check on the file size within the final stages of the creation
It can be accessed through a web browser
The poster will be examined to ensure it meets the requirements. (Performance Test) Also a survey will be carried out on if they have had any anomalies (User Trials)
Target Audience
The game must be appealing to students and teachers
A survey will be carried out on the opinions of both the students and the teachers. (User Trials)
Cost This poster must not cost anything to produce and distribute when finished. It will be a free product.
The cost and use of budget throughout the creation of the poster will be consistently monitored (Performance Test).
Student Example 2: Design Specification
Aspect Specification Test Function/ Features
Students must be able to run the programme through downloading it and running it on the computer.
The game will be downloaded and run on a school computer multiple times to ensure that it works. (Performance Test)
The game will be a very stripped down and basic version of an applicable model. It will only be a prototype depicting concepts and designs which can be applied to a final product. (This applies to all specifications)
There will be a list created at the end which will illustrate a final version, if created, listing all features of the prototype which will be applied to the final version (Performance Test)
The game must have a glossary where all the meanings and words learnt so far can be accessed through the main menu.
The game will be played and used multiple times to ensure it can do this. (Performance Test)
The game’s primary feature of exercises in lessons must come in the form of a multiple choice question.
The game will be played and used multiple times to ensure it can do this. (Performance Test)
Questions, although mostly words, must also have a set of visual and audio questions.
The game will be examined to ensure it can do this. (Performance Test)
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In each lesson, the user must be presented with 5 new words to learn.
The game will be examined to ensure it can do this. (Performance Test)
In each lesson, there must be at least 5 different questions with at least one visual question and one audio question.
The game will be thoroughly examined and number of questions and types of questions will be counted (Performance test)
The game must be available, apart from English, in Spanish to accommodate some of the DSL EAL students.
A survey will be carried out with certain EAL students to see if they understand the other languages. (User Observation)
The game must support the subject Chemistry.
The game will be examined to ensure it can do this. (Performance Test)
The game must have game over screen at the end of the lesson to say the number of questions the user got correct, the number of questions they got wrong and the overall percentage of correct answers.
The game will be examined and ran through in order to ensure that it can carry out this function multiple times. (Performance Test)
Every time that the user does a question, the location of the multiple choice answers will be in a different place every time.
The game will be thoroughly examined multiple times to ensure that this function works. (Performance Test)
Aesthetics The game must mainly use colours like light green and light blue for buttons and the occasional light red for buttons to stand out more. For the backgrounds, I will mainly use a very light orange.
The game will be examined to ensure it has these features. (Performance Test) Also a survey will be carried out on how the aesthetics make them feel (User trials).
The game must use the font blanch for the logo and name of programme. It must use the Calibri font for the majority of text including subtitles, questions and answers.
The game will be examined to ensure it uses these fonts. (Performance Test) Also a survey will be carried out on how these fonts make them feel (user trials).
Buttons and most panels used in the game must all be either rectangular with rounded edges or circular.
The game will be examined to ensure it uses this shape for buttons. (Performance Test) Also a survey will be carried out on how these buttons make them feel (user trials).
The game must use a large amount of logos which have a minimal yet colourful 2D art style similar to vector images. This will be heavily influenced by the art style of the graphic designer Rob Wilson.
The game will be examined to ensure it has this art style. (Performance Test) Also a survey will be carried out on what feelings this art style conveys, if it is comprehensive and if they like it (user trials).
The game must have several animations for when new questions move into the screen.
The game will be examined to ensure that it contains these animations (Performance Test).
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Ergonomics The buttons must be easy to locate and understand.
Survey will be carried out on ease of access and navigation (user observation).
Engagement The game must use simple Spanish to make it easy to understand.
The game will be examined to ensure that this feature works (Performance Test) and a survey will be carried out on if this helps with engagement. (User trials).
The game must always have a counter in the bottom right corner to show how many questions they have completed and how many are left.
The game will be examined to ensure that this feature functions well (Performance Test) and a survey will be carried out on the increased engagement of this factor (User trials).
Sound will be included within some of the questions to keep the engagement of the audience.
The game will be examined to ensure that this feature functions well. (Performance Test)
Efficiency The game must take no longer than 1 second to load the next question and less than 15 seconds to start up the programme.
The game will be timed using an accurate stopwatch to measure the time it takes for each part. (Performance Test)
Makeup of Programme
The game must be made through the use of Adobe Flash Professional and through the use of the programming language ActionScript.
The methods used for creation will be monitored and examined constantly throughout the creation of the game. (Performance Test)
All buttons, logos and drawings within the game must be created through the use of Adobe Photoshop.
The methods used for creation will be monitored and examined constantly throughout the creation of the game. (Performance Test)
All questions must be derived from an XML file which is applied to dynamic text fields within Adobe Flash.
The methods used for creation will be monitored and examined constantly throughout the creation of the game. (Performance Test)
The external library of GSAP (GreenSock Animation Platform), will be used in order to create animations within my quiz.
The methods used for creation will be monitored and examined constantly throughout the creation of the game. (Performance Test)
Target Audience The game must be appealing to students. A survey will be carried out on the opinions of students. (User Trials)
Cost This programme must not cost anything to produce and distribute when finished. It will be a free product.
The cost and use of budget throughout the creation of the game will be consistently monitored (Performance Test).
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Strand ii: Develop Design Ideas
To find inspiration for developing your design ideas please create a mood board example below.
Step 1: Create a border (pencil only) of 10mm around your top and two sides of your A4 paper. Use a measurement of 15 mm for the border at the bottom of the page (landscape)
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1
Step 2: Put your name tech group and title: Initial Design Ideas and the date below the bottom border of your A4 sheet. If you need draught paper use this link http://www.printfreegraphpaper.com/ Step 3: You must sketch 68 initial design ideas (pencil only) in total but please put only two sketches per A4 sheet. Do not rush this task
1 <http://wallpoper.com/images/00/39/70/53/textures_00397053.jpg>
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Step 4: Use the crating technique to develop isometric, orthographic or oblique drawings – see examples shared. See link Isometric & Oblique: Isometric: http://www.youtube.com/watch?v=aqKdUXtJTHg Oblique: http://www.youtube.com/watch?v=1XApthNElAA Orthographic: http://www.youtube.com/watch?v=JGusKzEn8Gk Step 5: Annotate each design idea to explain their design features i.e. materials, function… Step 6: Optional: Add colour to your design ideas! Step 7: Seek the opinions of others to help select your best design idea. Make sure to state why this is so.
Examples of 3D hand drawn design ideas Annotate all their features to explain how they relate to your specification. You can apply colour to your design ideas See examples below! http://www.youtube.com/watch?v=byBeWLMpAik
Architectural Concept Drawings
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Automotive Design
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Fashion
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Communication
2
2 <http://fm.cnbc.com/applications/cnbc.com/resources/files/2013/08/27/Samsung%20smartwatch%20patent%20image.jpg>
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Strand iii: Present the Chosen Design Choosing your final design: Create a survey or a list of questions to help you choose your best design. Simply create questions that will help others to judge the quality of each design idea. Ask two classmates, friends or family members to help you identify the best idea.
Rate how well the design fulfills each question/area/specification point. Use a scale from 1 (lowest) to 5 (highest). Make sure to combine the total score of each design to see which one comes out on top!
Template
Initial Design Ideas
Does the design solve the problem?
Do you understand how it will work?
Have they annotated all the important features of the design?
Does it meet the key areas of the specification?
How do you rate the overall presentation?
Total score
Design 1
3 3 3 2 5 16
4 2 4 4 4
Design 2
4 5 1 4 4 18
Design 3
2 1 5 3 2 13
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Design 4
5 1 3 4 2 15
Make improvements to your chosen /final design. Annotate your drawing to explain what areas have been improved.
Student Example 1: Final Design
Write clear/justified reasons why you have chosen this final design. Explain how it seeks to solve the problem and fulfills all areas of your design brief/specification.
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Student Example 2 Selecting/Presenting the final design Choosing My Final Design
Initial Design Ideas
Does the design
solve the problem?
Do you understand how it will work?
Have they annotated all the
important features of the design?
Does it meet the key areas of the
specification?
How do you rate the overall
presentation?
Total score
MAX:50
ALL SCORES OUT OF FIVE
1Low 5High
Design 1
5 4 5 4 5 46
5 5 4 5 4
Design 2
3 1 5 4 5 37
4 3 5 4 4
Design 3
2 3 4 5 5 42
5 4 4 5 5
Design 4
4 4 4 5 5 46
5 4 5 5 5
Design 5
4 5 5 5 5 46
5 4 5 4 4
Design 6
5 5 4 5 4 45.5
4 4 5 5 4.5
Which Design Did I Choose and WHY?
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Which Design Did I Use? I chose to continue this project with Design 4. I have chosen this design for a
variety of logical reasons: Firstly, I believe that this design has more areas relating to biomimicry than
my other designs. This design has taken influence from the aesthetics as well as the function areas of biomimicry.
Additionally, I believe this design looks very modern and unique. According to my research conducted, I have found that the colors I have used are very eye catching. By using these colors, I will attract more customers. Relating this Design to my Problem
Another reason I chose this design over the others is because it relates to my problem. This design relates to my problem because it is a solution to the problem: a desk organizer (my problem: Having an unorganized desk, having too much supplies to store, or having limited desk space to store what is needed.). This desk organizer keeps an organized desk by storing supplies. The desk is medium sized, so it can fit in most desk spaces. It also can hold many different items at once. Relating this Design to my Rating System
This design was chosen by a rating system. I asked 2 classmates their opinions on my designs. The results ended in a 3 way tie. From here I chose this design because I believe it fits all the requirements from my problem, specification, and design brief. Relating this Design to my Specification/Design Brief
Another reason I chose this design was because it meets all of the points mentioned in my design brief and specification.
I also believe that this design is very easy and safe to use (which is a point mentioned in my specification). This design is very unique and can hold any different items of different weights (which are points in my specification as well). By using this desk tidy, it will make storing office supplies very easy and safe.
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M5 Student Example 2: Presenting the final design
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I have chosen this design for a variety of logical reasons. First of all, I believe that the general aesthetic of this particular design is the most alluring and practical in comparison with the rest of the remaining designs. To me this design is the one whose intricate designs remains pertinent to the concept behind this project which is to create a more inclusive community. The design is about a diligent and busy head that is in constant motion and remaining active in the community. In order to make the design of the web page more interesting I have made circles scattered around the page that look as if they are the ideas of what activities would be interesting of the head. This way, when you hover over each circle, detailed information will be shown instantly about that specific activity. Moreover, I chose this design to be my final because I believe it is really simple yet elaborate and contemporary. Furthermore, everything in this web page is accessible and lucid, everything can be seen from the home page and everything is explained thoroughly either on that very same page or 1 click away. Additionally, every single feature this web page has to offer is conspicuous, easy to see and easy to use making the sharing and emanation of information easy, fluid, proficient and fast. I believe this design stands out from the rest as I think it would be the most effective at augmenting the social life of the elderly whilst still minimizing their time spent on the computer to replace that with socializing in order to help combat loneliness. This website is compelling but it is also very simple, this will therefore reduce the amount of time people spend looking at websites and maximize their time spent bettering their lives. All in all this web design it the one that displays the most amount of useful information is the clearest and simplest form possible, making it such an elaborate and attractive place to begin to turn one’s life upside down.
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Good Student Example 3 Presenting final design
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Function/ Features
Aesthetics Ergonomics Engagement
Efficiency Target Audience
Cost Total Points
Design 1
4 3 3 5 5 5 5 30
Design 2
5 4 5 4 5 4 5 32
Design 3
3 3 3 4 5 3 5 26
Design 4
3 4 4 4 5 3 5 28
There are several aspects which made me choose design 2 as my final design for the programme. Firstly, although many other designs I have come up with are very innovative, creative and actually increases engagement in most cases. However, I decided to choose the simplistic, minimal and comprehensive design (design 2) for the huge reason of simplicity, engagement and comprehensive design, especially because my target audience ranges from very young students to older students who are in around M5. Since I am targeting such a large age group, I thought utilising a very simple and comprehensive design for the programme would be extremely beneficial for it. In addition, I believe that using a very complex design as the one seen in design 3 and 1 would only be convoluting and discouraging to use.
Strand iv: Develop Planning Drawing/Diagram Develop a detailed diagram/drawing showing the following:
i. measurements where possible (you might have to create a scale model to obtain this information). ii. annotations explaining how the product could be made. iii. all the parts of your product and materials to be used.
Your detail diagram should clearly show how the product will be made by you. Use a 1:1 scale model (if appropriate) to work out your exact measurements and any justified modifications to be made. Make sure to apply these changes to your detailed/working drawing!!!
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Student Example 1: 1 to 1 scale cardboard model
STUDENT EXAMPLE: Detailed Diagram/Drawing
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Student example 2: Card model
Student Example: Detailed Diagram CAD Drawing
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Criterion B: Developing ideas Maximum: 8 Students develop a solution. At the end of year 5, students should be able to: i. develop design specifications, which clearly states the success criteria for the design of a solution ii. develop a range of feasible design ideas, which can be correctly interpreted by others iii. present the chosen design and justify its selection iv. develop accurate and detailed planning drawings/diagrams and outline the requirements for the creation of the chosen solution.
1 5 = 1
6 9 = 2
10 14 = 3
15 18 = 4
19 23 = 5
24 27 = 6
28 32 = 7
3 4 The student: i. lists some design specifications, which relate to the success criteria for the design of a solution ii. presents a few feasible designs, using an appropriate medium(s) or annotation, which can be interpreted by others iii. justifies the selection of the chosen design with reference to the design specification iv. creates planning drawings/diagrams or lists requirements for the creation of the chosen solution.
5 6 The student: i. develops design specifications, which outline the success criteria for the design of a solution ii. develops a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be interpreted by others iii. presents the chosen design and justifies its selection with reference to the design specification iv. develops accurate planning drawings/diagrams and lists requirements for the creation of the chosen solution.
7 8 The student: i. develops detailed design specifications, which explain the success criteria for the design of a solution based on the analysis of the research
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ii. develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others iii. presents the chosen design and justifies fully and critically its selection with detailed reference to the design specification iv. develops accurate and detailed planning drawings/diagrams and outlines requirements for the creation of the chosen solution.
Criterion C: Creating your Product
Strand i: Construct a Logical Plan Develop a plan of making outlining how your final solution will be made. Ensure it can be easily following.
Production Plan: Template
Steps: Use full sentences to explain each step of the making process. You can have as many step as you want.
Time: Roughly how long will each step take?
Equipment/ Software: What tools, apps will you use to make your design solution? Make sure to state the risks that might be involved in the health and safety section
Materials: What material will you use for this activity?
Health and Safety: Are there any risks included in this activity?
Quality Checks: What will you do at specific moments during the making process to ensure the final design solution is being made well?
Justified changes/ Improvements: This section will be filled in after every step/activity has been completed. You will need to reflect on what you completed and note any changes made to your final solution.
Step 1: Measuring and marking up material
This activity will take 40 mins
I will use a steel rule, try square and a pencil.
I will use MDF and 3 mm thick acrylic
Must be careful when handling the acrylic could have sharp edges
Double check measurements shown on detailed diagram before marking up.
I made an adjustment to the length and width of the sides for the mobile device holder to ensure it can accommodate a minimum of two devices.
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Step 2
Step 3
Step 4
Step 5
Step 6
Step 7
Excellent Student Example: Production Plan
Step Process Required resources
Tests Quality Checks Time Reflection/Modifications
1 Carry out further research, especially primary research with surveys to EAL students within the school and teachers which I asked before, to interview indepth. Also some research on terms I
Google Forms, pen, paper, computer.
At the end, I will do a summary of all new information learnt and on all research.
I will ensure throughout that the people I interview and survey will give me useful and reliable information. In addition, I will consistently evaluate my sources online to make sure they are accurate and reliable.
34 hours One major modification I made to this step was to instead of doing a survey, I decided to do an interview with an EAL student within the school due to time restrictions and effectiveness with the method of research as I believe that instead of doing a research, a personal interview with an individual will provide a better insight into the problem, how to improve the functions and design of my programme and various other factors. Apart from that, this stage went vary smoothly and I did not encounter any problems. In addition, I was able to find reliable sources for research.
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will include and how I will organise it.
2 Learn in greater detail, how to create the product. Look at many youtube tutorials on how to make a quizlike game on flash and how to use actionscript. This information and resources to learn can be found on tutorial websites, wikis, forums and above all, youtube tutorials.
Various Websites (Youtube, Code Tutsplus, Programmer’s Stack Exchange, etc.)
I will keep consistent notes throughout and I will check my notes at the end to ensure that I have learnt the sufficient material.
Throughout, I will crossreference sources in order to ensure that the information I am obtaining is correct and accurate. In addition, I will constantly question the accuracy and reliability of all the websites I use. Additionally, I will even test the methods in flash as I believe that is the easiest and quickest way of making sure it will work.
3 hours After looking at various tutorials on youtube and other tutorials online such as stepbystep tutorials which are indepth a well as various online forums where members share many tips and guides on how to write actionscript. In addition, I frequently looked at other user’s code in Actionscript of various quiz programmes and some guides on Adobe Flash’s official website. However, the most useful and primary tutorial I followed came from the website Tutsplus with the link: http://code.tutsplus.com/tutorials/createacustomizableflashquizapplicationactive8792 With all of this, I was able to create, in the end, some code and grasp a basic knowledge of Actionscript. However, I had a very big issue with formatting the actionscript.
3 Create an indepth and exhaustive plan of each course, the words within all lessons, translations and explanatio
Pencil, Pen, Paper, Microsoft Word.
I will look over my notes and plan at the end to ensure I have a full, exhaustive plan for the creation
I will constantly check that I am including all the elements required which I listed at the beginning including, but not limited to, words within lessons, explanations, translations, images, etc.
2 hours Overall, I believe that this process went very well. It was completed extremely quickly and efficiently, finishing approximately 30 minutes before the estimated time it would take. In addition, I was able to modify this step slightly to take it further. This was to consult my friend Daniel Herrera, who is a native Spanish speaker, with my document in order to ensure that the spanish translations are correct and that they are easy to
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ns for each course, the images it will use and any other details of the programme.
of my product.
understand. This, in the end, helped to make my programme easier to understand for my target audience, catered specially for them.
4 Design all buttons, logos, symbols, etc. required as a separate image in Adobe Photoshop.
Adobe Photoshop, Computer.
Ensure at the end that all logos, symbols and designs have a consistent art style and meets all of the specifications stated.
I will consistently ensure that I have created all things necessary through the use of a checklist of all symbols, logos and buttons required and will check to make sure that all things necessary are all in one folder.
23 hours Overall, this process went very well and was very quick. With my previous experience and knowledge in photoshop, through the use of my graphics tablet and various tools in photoshop, I was able to create the necessary logos, buttons and symbols using the rectangle primitive tools, the ellipse tools, etc. I created the close programme button, play button, the logo and several other graphics. Some modifications I made were from the original designs of the buttons. In the end, I decided to change the design slightly in order to perfectly match my target audience.
5 Create a simple engine and system in Adobe Flash and using actionscript, for the creation of the final program.
Computer, Adobe Flash CS 6
Ensure at the end of the creation that I am able to simply create a quiz game from the engine I have created.
Throughout the process, test the ease of creation of quizzes using the engine and ensure that the steps towards the creation of the engine is followed very closely.
3 hours There were a countless amount of modifications made throughout this stage which are all mentioned in the “Final Product and Modifications” segment. The general and most significant modification was the slight change in the layout of the UI. Often, images, questions and other elements of the UI were placed in different parts of the screen. Overall, although this process helped to improve the UI of the final product and include additional features such as sound, this process took an extremely long time, taking approximately over 8 times more time than the initially estimated time. With countless obstacles and difficulties which I encountered in this process, this made it a very inefficient process,
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even though I closely followed the tutorial mentioned previously.
6 Create program using the engine created in step 5, according to the specifications.
Adobe Flash, Computer
Ensure at the end that the program created at the end meets all specifications said earlier.
Throughout the process of creation of the program, I will ensure that I am not changing the engine in any major ways and will consistently check the specifications
2 hours On the contrary to the previous step 5, this process went extremely smoothly and very efficiently. I encountered almost no obstacles except for when inserting images and sound. Apart from that, this step was completed in half the time initially estimated as I already had all terms and definitions within the word document created in step 3. In addition, with the engine using a very simple XML file in order to create the questions and insert images and audio files. In the end, however, I did not make any major changes in this process.
7 Export final program and distribute across school and screen record in order to publish on youtube.
Adobe Flash, Computer, External Hard drive or USB stick.
Ensure at the end that all teachers which I created the program for, knows how to access it and use it.
Throughout the exportation and distribution process, I will have a specific checklist of which teachers I need to give the program to.
0.25 hours This stage was altered drastically as it was originally supposed to be the final product. However, due to time constraints and limitations in ability and knowledge of Adobe Flash and Actionscript, I was not able to implement and create a finalised version of the product. Instead, I opted for creating a prototype in which I demonstrate how the UI will look, how the buttons will interact with each other, an example of the questions and answers as well as how it will be built in Flash using ActionScript.
Core Steps/ Processes of Making
Please find below some useful Core Steps and Processes to be incorporated into your production plan/plan of making
If you are using CAD (Computer aided design) then use these core steps as a guide
1. Use your detailed diagram/drawing to prepare all the parts for laser cutting using Corel Draw. Make sure to set your work within Corel Draw to 600 mm X 458 mm.
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2. Process files for laser cutting Laser cutter
3. Assemble parts using an appropriate adhesive PVA glue or Contact Glue.
4. Finishing if required do you need to apply paint, varnish...
If you are using a variety of tools/equipment then use these core steps as a guide 1. Follow your detailed diagram to accurately measure and mark up your material Steel rule, Try square, Pencil..
. 4 5 6
7
2. Cut the material using any of the following tools Hegner Jig saw; Coping saw; Tenon saw…
3 <https://i.ytimg.com/vi/Fqbs7fP1xIY/maxresdefault.jpg> 4 <http://ecx.imagesamazon.com/images/I/41%2B0v84Bk9L._SY300_.jpg> 5 <http://www.toolstop.co.uk/components/com_virtuemart/shop_image/product/bd972ee7790b696a2842752e7346a561.jpg> 6 <http://weknowyourdreams.com/images/pencil/pencil02.jpg> 7 <http://www.thebestthings.com/newtools/graphics/cullen_tools_marking_gauge.jpg>
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8 9 10
3. Forming could be done using the Vacuum former or Foam Cutters but first you would need to create a mold.
11 12
4. To bend acrylic you can use the Hot wire/Strip Heater.
5. Smoothing the edges of the material use a variety of files; glass or wet and dry paper.
8 <http://www.hegner.co.uk/media/catalog/product/cache/4/image/397x457/f8954eb2a57f68f4c257cba01f7886d0/i/m/image_5432.jpg> 9 <http://s.hswstatic.com/gif/copingsaw1.jpg> 10 <http://ecx.imagesamazon.com/images/I/51AwQPjKsgL._SX522_.jpg> 11 <http://www.designtechnology.org/vacformer.jpg> 12 <http://ecx.imagesamazon.com/images/I/41%2BW%2BDna7L._SY355_.jpg>
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13 14
15
6. Assemble parts using an appropriate adhesive PVA glue or Contact Glue.
16 17 18
7. Finishing if required do you need to apply paint, varnish...
13 <http://cdn.dickblick.com/items/349/16/3491610093wwl.jpg> 14 <http://www.transpares.co.uk/media/ecom/prodsm/wet%20and%20dry.jpg> 15 <http://www.technologystudent.com/images7/hfile1.gif> 16 <http://www.printfile.com/ProductImages/scrapbooking/PVAglue.gif> 17 <http://www.technologystudent.com/images2/tensl1.gif> 18 <http://ecx.imagesamazon.com/images/I/41R33oFxCwL._SY300_.jpg>
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19 20
For those of you who plan to combine both CAD and machines/tools you just simply need to include the appropriate making process that best suits the product you hope to make.
Please note you are expected to produce a plan that can be easily followed by myself or your peers.
See next page
19 <http://cdn3.benzinga.com/files/imagecache/1024x768xUP/varnish250x250_0.jpg> 20 <http://belloflostsouls.net/wpcontent/uploads/2014/08/paintcans.png>
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Strand ii: Demonstrate Technical Skills Visually document the key stages of making your final prototype/product by taking regular pictures. Make sure to insert the images into your document and add captions underneath to explain the process or step.
Student example : Visually documenting the making Process Creating the .gif
In order to create a moving .gif, the picture must be different within more than one frame in
order to achieve movement. In my research, I had found that epileptics decreased their
seizures more commonly as rapid eye movement. so in order to do that, I decided to
displace the foreground and background slightly, to create that “twitch motion”.
In the picture above, I have demonstrated how I captured the foreground, using the pen tool
and highlighting what was necessary.
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After that within the path channel, in order to be able to grab the selection and move it, the
path must be converted into an active path, shown by the moving dots surrounding the
selection. This is completed by cmd+left clicking the path channel you want to make active,
this is represent within the second picture.
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I simply just removed the selection using cmd+x, which in essence just temporary stores the
layer. After that (looking at the picture below) I pasted the picture back into the software, but
on a new layer, so it was separately tangible from the others.
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Now I had just slightly displaced both the foreground and background to simulate the
movement, but then needed to fill up the white checkered spaces using three specific tools,
but before I did that, I rasterized (merged) the layers in order to sample sections of the photo
as one.
Strand iii: Follow the Plan to Make the Solution
Students demonstrate that the planning process was sufficiently thorough if the final product matches the planning drawing and no changes were made to the plan, in whatever form it was presented. If the drawings/diagrams and the plan match what has been made, then students have followed the plan.
If a student does not follow the plan, it will usually result in the solution not fully meeting the specification and/or matching the design detailed in the drawings/diagrams.
Strand iv: Justified Changes Made to Design If any changes were made during the creation process of your final product make sure to detail and justify any changes.
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If students do not make any changes to their product or plan, this strand does not have to be addressed with evidence. However, if any changes are made, students must address this strand.
Remember if you have been vigilant in your efforts to note any changes made in the justification/modification section of your production plan, this can be used as evidence for this strand.
Student Example 1: Final Product and Modifications
Modification to my Design
Now that I have made a plan to follow and thought about all the materials, tools I am
going to use and how much time the project is going to take, some features of my design changed.
1. To start with, I changed the thickness of the circle of the sun which is where
I am going to locate the clock mechanism. This is because the part of the clock mechanism that has to be drilled through the material is 6cm long. So, it is going to take a long time to drill a whole about 14cm deep on an 18cm thick material. I thought it would take less time drilling a whole about 2 cm deep on an 8cm thick material
2. Now that I thought about how long it is going to take to create stickers, I decided make more Number Stickers. Before I made the plan, I thought it would take the longest time to create the stickers on the vinyl cutter; however, I realized it actually doesn’t. I was going to only make four stickers: 12, 3, 6 and 9. But, since it doesn’t take so much time creating them, I decided to make all twelve stickers. I also realized that while I am waiting for the stickers to be cut out by the vinyl cutter, I could be using the time and start working on the next step which is putting the clock mechanism on to the clock design.
3. The last change I have made is to use spray paint for one or two parts. If I use paint, I have to paint several coats and dry them. Same goes for spray
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paint; however, if you compare the time on how long it takes to paint and spray a material once, to spray paint takes less time.
Student Example 2: Final Product and Modifications Throughout the entire creation process, with many thought processes occurring, but the biggest factor for modification being the ease, efficiency and overall, if it suited my ability as Actionscript and Flash were both very new to me in the beginning of the project. All changes were added to the specifications and were reflected upon in the production plan. Some of the most significant changes I made to my project included, but were not limited to:
Change in the layout of the general UIThere were major changes to the main menu to suit the prototype and target audience. Many buttons were simplified to make it easier for the average EAL student to understand it.
Use of GSAPThe use of the GSAP library, instead of the standard flash animations, made the program much more efficient, compact and overall engaging with the included animations, which were all significant components of my specifications and what I wanted to achieve with my program from the beginning.
Use of several different fontsAlthough there were several fonts such as BPReplay which I planned to primarily use in the first steps of my creation, in the end, I used a very simple calibri for several reasons. Firstly, it supports latin accents whereas BPReplay did not and secondly, I believe that calibri is a more familiar sansserif font, therefore creating a more relaxed and comfortable learning environment for the user.
Use of an XML fileThis was simply due to efficiency. Inclusion of question counter instead of progress barSince the progress bar was
very difficult to implement, I believed that a question counter would be very simple, yet would provide the sense of achievement and engagement.
Inclusion of shuffle featureThis would make the game replayable and more interesting, therefore making the questions more interesting/engaging.
Use of the glossary instead of the layout shownUsing this instead made sure that it suited the prototype model of the program.
Inclusion of a score screenThe addition of this also increased engagement of the user and the sense of progression when they improve.
The demonstration video for the final product can be found here.
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Criterion C: Creating the solution Maximum: 8 Students create a solution. At the end of year 5, students should be able to: i. construct a logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution ii. demonstrate excellent technical skills when making the solution iii. follow the plan to create the solution, which functions as intended iv. fully justify changes made to the chosen design and plan when making the solution
a. present the solution as a whole
1 5 = 1
6 9 = 2
10 14 = 3
15 18 = 4
19 23 = 5
24 27 = 6
28 32 = 7
Achievement Level
Level Descriptor
1 2 The student: i. demonstrates minimal technical skills when making the solution ii. creates the solution, which functions poorly and is presented in an incomplete form.
3 4 The student: i. constructs a plan that contains some production details, resulting in peers having difficulty following the plan ii. demonstrates satisfactory technical skills when making the solution iii. creates the solution, which partially functions and is adequately presented iv. outlines changes made to the chosen design and plan when making the solution.
5 6 The student: i. constructs a logical plan, which considers time and resources, sufficient for peers to be able to follow to create the solution ii. demonstrates competent technical skills when making the solution iii. creates the solution, which functions as intended and is presented appropriately
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iv. describes changes made to the chosen design and plan when making the solution.
7 8 The student: i. constructs a detailed and logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution ii. demonstrates excellent technical skills when making the solution. iii. follows the plan to create the solution, which functions as intended and is presented appropriately iv. fully justifies changes made to the chosen design and plan when making the solution.
Criterion D: Evaluating
Strand i: Design Testing Methods Evaluate the effectiveness of your design solution using a wide range of tests against the requirements of the design specification (including expert appraisal, user trials, field testing and user observation). See examples below: Student Example 1:
Expert Appraisal From Mr. Nicholas Brown (Programmer and Design Technology Teacher)
1. Design of the UI (is it easy to understand and is it intuitive? Is it easy to navigate?)
The UI has a clear and consistent format. The interface is uncluttered and provides only the necessary information. The colours are contrasting and it is clear which is the question and which is the answer box. The use of page number and total page number is a good way of providing feedback to the user on their progress.
It would have been helpful for the chosen answer to change colour to provide confirmation feedback to the user
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2. The Program’s Objectives/Specifications
If it is how effectively the goals of the program are achieved, then yes, clearly assists Spanish EAL students access chemistry. It may have been helpful to provide English translation of question as well to help their learning.
3. The program's engagement (how fun/engaging is it for the player?)
Visually it is pleasant to look at and the transition between questions is fun. The question content could perhaps have used richer and more varied media (more images, animations, video etc)
Example 2: TESTING METHODS
“Everyone’s Brain can Glitch” Rhett WilliamsLee “Become a Purple Day Hero” Epilepsy
Australia.
Advantages of my Product
Disadvantages of my Product
Modifications
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My product draws the attention of the audience more, due to the grunge style that I have used.
Lack the use of colour, which could deter younger members within my target audience (1112 year olds)
Little hints of colour could have helped to appeal to audiences of all ages, due to the overall contrast of colour
Poster addresses the situation in a serious and essential manner, which is something needed to address a disease that is overlooked
The existing product is more “friendly”, possibly meaning it could attract a larger audience.
Trying to merge both serious and light hearted (happy) information to tone down the shock value of the piece. Such as cures and first hand experiences of people overcoming and battling epilepsy
My product harnesses the use of animation not only to capture the public, but also to help people without epilepsy to empathise with their problem
The existing product uses a day to help unite the audience for a specific cause, whilst my product simply demonstrates we need to enlighten ourselves about the disease
Can definitely add in an aspect that helps unite people to learn about the disease together, which can tie into my slogan “everyone’s brain can glitch”
Phrase “Everyone’s brain can glitch.” helps include that neurological diseases such as epilepsy does not discriminate, ever.
The existing product uses the emotional appeal of the young girl to help attract the audience, whilst my product only emphasises we need to raise
Possibly having one of the little boys’ face showing could improve emotional appeal to parent etc.
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awareness for this disease.
My products purpose is clear and concise at first glance
Typography could be larger, just in case some people are visually impaired
Improve the size of font, especially the
Expert Appraisal Karen Strickland Hi Rhett,
The piece has an immediate impact, with the viewer looking to understand for a considerable time. this is always the intention of an artist.
The image/ GIF is well thought out, which is where the artist steps in and uses an
interesting moment to raise awareness.
The animation is interesting, and leaves the viewer sympathising with the what could be an epileptic first person perspective, or more likely a suggestion of what it is like to be epileptic.
The text with the URL is clear and easy to read at a glance, and allows the viewer to
inquire about the subject extremely easily
This is an excellent piece of work, good use of branding, an interesting image, with a really well thought out
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Comparison Test
Test – comparison with existing product
Existing product
My product
Advantages of my product Disadvantages of my product
My product looks more interesting and colourful
There are less places to keep the accessories
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There are more spaces to put larger objects
The existing product is more organised
My product does not need extra spaces around the sides (to open the drawer etc.)
The existing product has a mirror which would be convenient to try on the accessories
My product would be easier to hold accessories that are needed to be hanged (necklaces would not be tangled)
The accessories/holder would be covered by dust as it is not kept inside
My product displays the accessories more clearly, as it is not kept inside the drawers.
The existing product uses mainly of soft materials which would not scratch the accessories
From the above table comparing my product and the existing product, it can be seen that my product has both advantages and disadvantages. Although it can be seen that most of the disadvantages are based on the quality of the product, such as the mirrors, problems with dust, scratches, which I think that as a teenager those problems would not matter as much as adults, as we do not have much of expensive accessories. Therefore I think that my product already suits with the age of my target audience.
Comparing the product against existing products in the marketplace and noting strengths
and weaknesses
Strand ii: Evaluate the Success of the Solution When critically evaluating the success of a solution, you must objectively judge the solution against the specifications. This objective evaluation comes from analysing the data gathered by carrying out the tests designed.
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You must analyse this data and make conclusions that identify strengths and weaknesses of the solution, along with opportunities for further development.
See Template:
Specification Testing method Evidence from tests
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Student Example 1: Evaluating the Product Against the Specifications Specification Test
Rating of Completion
How it is met
Students must be able to run the programme through downloading it and running it on the computer.
The game will be downloaded and run on a school computer multiple times to ensure that it works. (Performance Test)
5/5 After running it multiple times on several computers, I can ensure it functions.
The game will be a very stripped down and basic version of
There will be a list created at the end which will illustrate a final version, if
5/5 After the list was created, it was ensured that this game’s concepts,
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an applicable model. It will only be a prototype depicting concepts and designs which can be applied to a final product. (This applies to all specifications)
created, listing all features of the prototype which will be applied to the final version (Performance Test)
functions and methods could be applied to a full and final game.
The game must have a glossary where all the meanings and words learnt so far can be accessed through the main menu.
The game will be played and used multiple times to ensure it can do this. (Performance Test)
5/5 Running it multiple times, the glossary can be easily accessed through the main menu.
The game’s primary feature of exercises in lessons must come in the form of a multiple choice question.
The game will be played and used multiple times to ensure it can do this. (Performance Test)
5/5 The game was run multiple times to ensure this.
Questions, although mostly words, must also have a set of visual and audio questions.
The game will be examined to ensure it can do this. (Performance Test)
4/5 The game was examined to ensure this. However, there were only 1 visual and 1 auditory question.
In each lesson, the user must be presented with 5 new words to learn.
The game will be examined to ensure it can do this. (Performance Test)
5/5 The game was tested multiple times to confirm this.
In each lesson, there must be at least 5 different questions with at least one visual question and one audio question.
The game will be thoroughly examined and number of questions and types of questions will be counted (Performance test)
5/5 The game, examined, had 6 questions, with 1 visual and 1 auditory.
The game must be available, apart from English, in Spanish to accommodate some of the DSL EAL students.
An interview will be carried out with a certain EAL student to see if they understand the other languages. (User Observation)
4/5 According to native Spanish speakers in the school, it is written to a very good level.
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The game must support the subject Chemistry.
The game will be examined to ensure it can do this. (Performance Test)
5/5 After rigorous examination, the game was shown to support Chemistry terms very well.
The game must have game over screen at the end of the lesson to say the number of questions the user got correct, the number of questions they got wrong and the overall percentage of correct answers.
The game will be examined and ran through in order to ensure that it can carry out this function multiple times. (Performance Test)
5/5 After many examinations and tests, it is proven the game over screen can show correct answers, wrong answers and percentage.
Every time that the user does a question, the location of the multiple choice answers will be in a different place every time.
The game will be thoroughly examined multiple times to ensure that this function works. (Performance Test)
5/5 After countless tests, it has been proven this function works.
The game must mainly use colours like light green and light blue for buttons and the occasional light red for buttons to stand out more. For the backgrounds, I will mainly use a very light orange.
The game will be examined to ensure it has these features. (Performance Test) Also a survey will be carried out on how the aesthetics make them feel (User trials).
4.5/5 After examination, I can see that I have used these colours for all specified parts. Also, ⅚ surveyed students said the colours had a positive feeling.
The game must use the font blanch for the logo and name of programme. It must use the Calibri font for the majority of text including subtitles, questions and answers.
The game will be examined to ensure it uses these fonts. (Performance Test) Also a survey will be carried out on how these fonts make them feel (user trials).
4.5/5 The game was examined to ensure that it used these fonts. In addition, the fonts created mostly positive feelings, except for one user feeling tired.
Buttons and most panels used in the game must all be either rectangular with rounded edges or circular.
The game will be examined to ensure it uses this shape for buttons. (Performance Test) Also a survey will be carried out on
5/5 The game has been examined to use these specific shapes and all students answered that the buttons made them feel comfortable and welcome.
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how these buttons make them feel (user trials).
The game must use a large amount of logos which have a minimal yet colourful 2D art style similar to vector images. This will be heavily influenced by the art style of the graphic designer Rob Wilson.
The game will be examined to ensure it has this art style. (Performance Test) Also a survey will be carried out on what feelings this art style conveys, if it is comprehensive and if they like it (user trials).
5/5 The game, after examined, is sure to use this art style. In addition, all feelings the art style conveyed were positive towards learning.
The game must have several animations for when new questions move into the screen.
The game will be examined to ensure that it contains these animations (Performance Test).
5/5 After, examination, it is certain that the game utilises all of these animations to further encourage engagement.
The buttons must be easy to locate and understand.
Survey will be carried out on ease of access and navigation (user observation).
5/5 All students surveyed said the UI was very easy to navigate.
The game must use simple Spanish to make it easy to understand.
The game will be examined to ensure that this feature works (Performance Test) and an interview will be carried out on if this helps with engagement. (User trials).
5/5 The game, after examination, proves that the spanish used is simple and easy to understand. This was proven by the interview with the native Spanish speaker.
The game must always have a counter in the bottom right corner to show how many questions they have completed and how many are left.
The game will be examined to ensure that this feature functions well (Performance Test) and a survey will be carried out on the increased engagement of this factor (User trials).
4.5/5 This function has been assured to work after many trials. In addition, ⅚ students surveyed said the counter made the quiz more engaging.
Sound will be included within some of the questions to
The game will be examined to ensure that this feature functions
5/5 It has been assured that this function works every time.
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keep the engagement of the audience.
well. (Performance Test)
The game must take no longer than 1 second to load the next question and less than 15 seconds to start up the programme.
The game will be timed using an accurate stopwatch to measure the time it takes for each part. (Performance Test)
4/5 After measuring, the average time for a question to load was approximately 0.74 seconds and less than 5 seconds to startup the program.
The game must be made through the use of Adobe Flash Professional and through the use of the programming language ActionScript.
The methods used for creation will be monitored and examined constantly throughout the creation of the game. (Performance Test)
5/5 Flash was consistently used as shown in the process pictures.
All buttons, logos and drawings within the game must be created through the use of Adobe Photoshop.
The methods used for creation will be monitored and examined constantly throughout the creation of the game. (Performance Test)
3/5 Most of the buttons were created directly in Flash, although many were created in Photoshop.
All questions must be derived from an XML file which is applied to dynamic text fields within Adobe Flash.
The methods used for creation will be monitored and examined constantly throughout the creation of the game. (Performance Test)
5/5 All questions were taken from XML, shown by close monitoring of creation process.
The external library of GSAP (GreenSock Animation Platform), will be used in order to create animations within my quiz.
The methods used for creation will be monitored and examined constantly throughout the creation of the game. (Performance Test)
5/5 All animations were done with GSAP, shown from documentation of process.
The game must be appealing to students.
A survey will be carried out on the opinions of students. (User Trials)
4.5/5 ⅚ students surveyed found the game appealing.
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This programme must not cost anything to produce and distribute when finished. It will be a free product.
The cost and use of budget throughout the creation of the game will be consistently monitored (Performance Test).
5/5 The cost and budget was very closely monitored and this did not cost anything to produce.
Student Example 2: PRODUCT AGAINST SPECIFICATION Goal Test Rating Evidence
The poster will clearly address the situation of epilepsy, and portray the message in a clear and concise manner
The poster will be examined to ensure it addresses these situations. (Performance Test) Also a survey will be carried out on how they have been enlightened by the situation (User Trials).
4/5 Survey has concluded that 95% of the audience had understood what the poster was about.
Survey has concluded that 70% of the
audience had wanted to inquire more about the causes of epilepsy
Students will be able to access the awareness campaign and thus be able to run the file from anywhere
The poster will be examined to ensure it can technically run on any system. (Performance Test) Also a survey will be carried out on if they have had any anomalies (User Trials).
5/5 Ran the .gif file on all main web browsers, and OS (Windows, Mac, Linux)
No anomalies or errors reported for this
specifically
Students and the audience must be able to inquire about epilepsy in and through the .gif
The poster will be examined to ensure it can be accessed on any system. (Performance Test) Also a survey will be carried out on if they have had any anomalies (User Trials).
5/5 Ran the .gif file on all main web browsers, and OS (Windows, Mac, Linux)
No anomalies or errors reported for this
specifically
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Each poster will feature a created logo
The poster will be examined to ensure it uses my created logo (Performance Test) Also a survey will be carried out on the professionalism of the design (User Trials).
5/5 Poster used my logo
75% of participants said my logo was near to a professional standard
Posters will feature font that is clearly readable and understandable that connects to the audience
The poster will be examined to ensure it uses the specific font (Performance Test) Also a survey will be carried out on the clarity of the message (User Trials).
5/5 Poster used the specific font of American Typewriter
All users understood the message
within my poster.
I will help enlighten the viewers about the effects of neurological diseases.
The poster will be examined to ensure it has the necessary information. (Performance Test) Also a survey will be carried out on how effectively the information has been processed (User Trials).
4/5 80% of the audience had stated they had learnt more about neurological diseases after viewing my poster
The poster will evoke empathy within the viewer
The poster will be examined to ensure it uses these holds the necessary literary techniques. (Performance Test) Also a survey will be carried out on how the poster has impacted them. (User Trials).
4/5 Interview with English teacher had confirmed I had used the proper literary techniques.
72% of the audience stated they felt
more empathetic for patients with the disease after viewing my poster s
A photoshop file that runs animation continuously (.gif)
The poster will be examined to ensure it can technically run on any system. (Performance Test) Also a survey will be carried out on if they
5/5 Tested for 20 minutes to see if there was any break down or lag, there was none
No anomalies or errors reported for this
specifically
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have had any anomalies (User Trials).
The poster will use extremely contrasting colours in order to create tension in the room
The poster will be examined to ensure it meets the requirements. (Performance Test)
5/5 Expert Appraisal had specifically stated: “contrast in colour help improve dramatic appeal”
All affiliation should appear at the bottom of the poster
The poster will be examined to ensure it meets the requirements. (Performance Test)
5/5 Poster only has affiliation represented on the bottom of the page
The poster must use the American Typewriter font for the “hookline” and name of poster. The logo must be in all caps, and in a Romanistic font.
The poster will be examined to ensure it uses the specific font (Performance Test) Also a survey will be carried out on the clarity of the message (User Trials).
5/5 Poster used the specific font of American Typewriter
All users understood the message
within my poster.
Information on posters should be clearly visible at distance of around 4ft
Practical assessment addressing this at the end of the 9 week product
Poster visible from 4 ft away
The .gif must take no longer than 3 seconds to load and not falter due to Photoshop technical issues
The game will be timed using an accurate stopwatch to measure the time it takes for each part. (Performance Test) Also a survey will be carried out on if they have had any anomalies (User Trials).
5/5 Ran 20 trials on the speed on startup, in which none exceeded 3 seconds
No anomalies or errors reported for this
specifically
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Each file will be 5Mb or lower
Simply a check on the file size within the final stages of the creation
5/5 File size is 320 KB
It can be accessed through a web browser
The poster will be examined to ensure it meets the requirements. (Performance Test) Also a survey will be carried out on if they have had any anomalies (User Trials)
5/5 Poster is able to be accessed through major Web browsers
No anomalies or errors reported for this
specifically
The game must be appealing to students and teachers
A survey will be carried out on the opinions of both the students and the teachers. (User Trials)
5/5 90% of participants stated they had found the poster interesting
This poster must not cost anything to produce and distribute when finished. It will be a free product.
The cost and use of budget throughout the creation of the poster will be consistently monitored (Performance Test).
5/5 All images used that were not mine are royalty free
Poster created entirely on my own, thus
being free
Strand iii: Explain How the Solution Could be Improve Through the objective evaluation of your solution, you should identify weaknesses in your solutions. These weaknesses provide opportunities for further development and will allow you to consider how you can refine your solution further.
You can suggest these improvements in many forms, including:
written text—paragraphs or tables diagrams and charts annotated photographs/screenshots of the prototype sketches.
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Student Example 1: Possible Improvements to the Programme
Weakness Improvement Application
Made in Adobe Flash (difficult to modify and to use. Is currently becoming outdated software). In addition, I did not know how to use flash and therefore, the project took an excessive amount of time.
Use a different program or programming language in order to make the program.
Possible programming languages include javascript, C++, Java and Python. Python would probably work the best as I already have a foundation knowledge of it.
The engagement of the student will be lost very quickly because there is nothing except the game over screen and the question numbers which do not do enough.
Increase engagement with a further emphasis on progression and creating a sense of achievement from implementing a progress bar and/or XP and level up system.
These will all relate to the currently programmed question numbers and the correct answers will determine how much XP is gained and there will be a certain animation for each progress of the progress bar.
It is a moderately slow program. (scored lowest in specification comparison.)
Further refine the code in order to make it more efficient and run more quickly.
A lot of calculations will be simplified and many ways found which are more efficient and simpler.
Lack in substance (only Spanish language and Chemistry subject, with 5 terms)
Add more terms, more subjects and more languages which would be implemented within the further model.
This would be done through the use of more language experts and native speakers, as well as further research to obtain the additional terms, subjects and languages.
Lack of variety in media types makes it less engaging (not enough visual, auditory and even video questions)
Increase the number of visual, auditory and video questions in order to create a more engaging program.
There will be a better implementation and rework of images and audio instead of using the XML file as it cannot be formatted properly.
Not much feedback with many questions and buttons.
Make all buttons light up when clicked on to depict that it is the chosen answer. This will increase engagement and interest.
Further actionscript code will be taken and implemented to create and use an animation of the buttons lighting up.
Teachers are not able to monitor the student’s work.
Create accounts and make it all online. Teachers will be able to set work and courses for the student to complete within the program.
Moderately complex integration of also HTML5 and javascript may be necessary in order to enable this, as well as use the flash file in order to put it online and manage accounts.
Cannot tell which answers you got right and which you got wrong.
In the game over screen, do a review and show which answers were wrong and which answers are the correct ones.
Further using the implemented correct answers and wrong answers, extend it to also keep track of which answer they chose.
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Student Example 1: Suggested improvements example: Clock
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Strand iv: Explain the Impact of the Solution To identify or predict the impact that a solution will have on a client or target audience, you must refer to the original problem, the design brief, the specification and the evaluation. You should use these aspects to draw conclusions about how well the design brief has been met. These conclusions may be presented in written form, as a list or as a table.
The following questions may help you to explain the impact of the solution of the client or target audience.
To what extent has the client’s or target audience’s problem been solved? How does this solution improve the client’s or target audience’s situation? To what extent has the design brief been met? Are there any negative effects this solution could have?
Student Example 1: Impact on the Target Audience Firstly, from the expert appraisal, I can tell that I have completed my product to a very high
quality and extent, especially for my initial plans as I far exceeded and outdid my initial plans
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and expectations. This can also be reflected by the opinions, thoughts and analyses of Mr. Nicholas Brown. He stated that the User Interface, in general, has a very clear and clean design which is very simple, easy and very intuitive. He has described the user interface as “consistent,” “uncluttered and provides only the necessary information,” “clear” and that it provides valid feedback, making the program very engaging. For the aesthetics, he has described the program as “ pleasant to look at” and “ transition between questions is fun”. Regarding the overall achievement of the program in terms of specifications and objectives, he stated that “yes, clearly assists Spanish EAL students access chemistry.” However, he did specified several weaknesses with the program. Firstly, he said that lighting up the chosen answer would have improved the interactivity and feedback, therefore making the program more engaging. Secondly, he stated that the variety in different media was very limited as there were only images and audio. However, especially since these weaknesses were less significant aspects of the program, overall, Mr. Brown expressed that I had completed my program to a very high quality, considering specifications and objectives. In addition, referring to the survey’s sent out, one anonymous student stated “without knowing much about programming, I would say that this program has been designed to an extremely high quality, with much thought put into the audience, logo, interface, and user experience,” further supporting the previous allegation. In addition, after rigorously and closely analysing my final product against my specifications, I have found that the level which I completed my product at, was approximately 4.74 out of 5 points, after averaging all scores for each specification. Therefore, the general consensus and fact is that my product has been created to a great quality and solves the overarching problem to an excellent extent.
By following my specifications, I created a product, which by targeting a very specific audience of Spanish EAL students, was able to create a more inclusive community and solve the problem of EAL students who fall behind classes, due to lack of knowledge in subjectspecific terminology. Generally, this problem is solved through the application of this prototype model to a fullscale, functioning program with the same UI design, similar colour scheme and same logo. Frequently, it is found that many EAL students are falling behind in their studies and scoring lower in their exams because they don’t know enough subjectspecific terminology. Although, in EAL classes, the students learn basic English, subjectspecific terminology is often negated. This program solves this issue and helps EAL students learn these subjectspecific terms in a very fun, engaging and relaxing way outside of class time and this can be proven by data collected, as mentioned in the previous paragraph.
Looking back to my initial design brief, I can also see that I have completed all of them to a very high standard. Firstly, with the relevance, the relevance and details of the problem have only been proven over time throughout the entire process of the project. Secondly, with function, my final product was able to complete most of these to a very high level. The quiz’s format was similar to Duolingo and Memrise, it was a prototype which can be expanded, it had spanish available for chemistry, it uses multiple choice questions, there are revision and test functions, engagement is based upon the question numbers and it uses a somewhat visual and auditory format. Although I do not have typing questions, overall I have completed most of these very well.
Although this program functions as planned, it can have some negative effects as well. For example, the program could very easily distract EAL students from learning and comprehending the actual classes that they take since they are so focused on understanding
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and recognising the terminology. Also, there could be the issue of the focus being centred on learning terminology, instead of actual EAL classes and this program does not provide a way to communicate. However, these are all minor problems so they did not affect or deter my product from solving the problem.
Student Example 2: Impact on the Target Audience The goal of my inclusive community project, was spread the awareness of the neurological disease epilepsy, throughout my school, as I felt that is was an extremely overlooked disease (stated multiple times within my problem and design brief) . By spreading awareness on this disease specifically through the use of empathy hopefully it will bring on a much more inclusive change at my school current outlook on disabilities in general, due to the small amount of disabled children being excluded from school activities. Looking at my product in comparison to my design brief, I feel I have definitely met the requirements specified during the beginning of my project, these being:
A unique way to attract the audience's attention Factual and informative information about epilepsy An advertising device to help improve awareness on neurological diseases Campaign elements that are be brief, punchy, and to the point That the campaign needs to be eyecatching and attention drawing A message that the concise and uses literary techniques in order to appeal to all
ages the A campaign that is influential to everyone who views it An easy way to read further insight about epilepsy
Within all of these points, I placed my utmost effort in trying to achieve the most professional, yet effective poster that, made people realise how challenging it can be living with a neurological disease in a society than sometimes overlooks them. In terms of negative issues brought by this campaign, the only thing it could possibly lack is the fact it is not an actual paper copy, thus meaning students can easily disregard the poster with just a simple click, but in saying that, my poster allows instant insight into the disease if the students/teachers are eager to know more about it, and I am sure that this poster will help begin a movement within my school that makes our school even more inclusive of it’s members.
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Criterion D: Evaluating Maximum: 8 Students evaluate the solution. At the end of year 5, students should be able to: i. design detailed and relevant testing methods, which generate data, to measure the success of the solution ii. critically evaluate the success of the solution against the design specification iii. explain how the solution could be improved iv. explain the impact of the solution on the client/target audience.
1 5 = 1
6 9 = 2
10 14 = 3
15 18 = 4
19 23 = 5
24 27 = 6
28 32 = 7
Achievement Level
Level Descriptor
1 2 The student: i. designs a testing method, which is used to measure the success of the solution ii. states the success of the solution.
3 4 The student: i. designs a relevant testing method, which generates data, to measure the success of the solution ii. outlines the success of the solution against the design specification based on relevant product testing iii. outlines how the solution could be improved iv. outlines the impact of the solution on the client/target audience.
5 6 The student: i. designs relevant testing methods, which generate data, to measure the success of the solution ii. explains the success of the solution against the design specification based on relevant product testing iii. describes how the solution could be improved iv. explains the impact of the solution on the client/target audience, with guidance.
7 8 The student:
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i. designs detailed and relevant testing methods, which generate data, to measure the success of the solution ii. critically evaluates the success of the solution against the design specification based on authentic product testing iii. explains how the solution could be improved iv. explains the impact of the product on the client/target audience.
DESIGN COMMAND TERMS
Term Definition Analyse: Break down in order to bring out the essential elements or structure. To identify Construct: Display information in a diagrammatic or logical form. Create: To evolve from one’s own thought or imagination, as a work or an invention. Define: Give the precise meaning of a word, phrase, concept or physical quantity. Demonstrate: Prove or make clear by reasoning or evidence, illustrating with examples or Describe: Give a detailed account or picture of a situation, event, pattern or process. Design: Produce a plan, simulation or model. Develop: To improve incrementally, elaborate or expand in detail. Evolve to a more advanced Evaluate: Assess the implications and limitations; make judgments about the ideas, works, Explain: Give a detailed account including reasons or causes. Identify: Provide an answer from a number of possibilities. Recognize and state briefly a Justify: Give valid reasons or evidence to support an answer or conclusion. List: Give a sequence of brief answers with no explanation.
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Outline: Give a brief account. Present: Offer for display, observation, examination or consideration. Prioritize: Give relative importance to, or put in an order of preference. State: Give a specific name, value or other brief answer without explanation or Summarize: Abstract a general theme or major point(s); parts and relationships, and to interpret information to reach conclusions; practical application or effective state; solutions or methods in relation to selected criteria; distinguishing fact or feature; calculation.
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