MYP DESIGN

A.Inquiring and analysing Explain and justify the need for a solution to a problem for a specified client/target audience Identify and prioritize the primary and secondary research needed to develop a solution to the problem Develop a detailed design brief which summarizes the analysis of relevant reseach A schedule design for optional periods of time/objectives. Name of website Title of article/topic Web address Date accessed Nutrition Nutrition and health issues http://www.nutrition.gov/nutrition-and health issues 27th may 2014

GLOBAL CONTEXT: Scientific and technical innovation Explain and justify the need for a solution to a problem for a specified client/target audience You may ask the following questions to identify a problem from the situation. What is the nature of the problem? Who is it a problem for? Where is the problem occurring? What is the cause of the problem? What effect is the problem having? Examine the problem in terms of GC. By demonstrating your understanding of how the GC relates to the design problem. GLOBAL CONTEXT: Scientific and technical innovation

Identify and prioritize the primary and secondary research needed to develop a solution to the problem Primary research (Direct: First-hand research) Secondary research (Indirect: Desk research) All primary research is carried out by the student, who collects his or her own data. Examples include: conducting interviews, check with the store keeper at school to get a better idea as to how data is handled. Discussing with the faculty members what material is ordered during the beginning of the year and through the year. Scanned document that can help in identifying what material is ordered for by faculty members. Secondary research involves using data collected by other people. Analyzing the data collected and working out measures how this could be handled by the client. downloading data from a marketing website A broader research on how the material ordered by the faculty is being used in their relevant departments.

Develop a detailed design brief which summarizes the analysis of relevant research The brief shouldn’t solve the problem at this stage, but instead outline what the student intends to design to solve the problem, provide answers to each of the research questions, and clarify the essential and desirable features of a solution. It should also state any determined values that the design must meet, such as the following. When designing a bird house, the student may have researched the size of desired birds and therefore determined the size of the entry hole to the bird house. When designing a new noodle product, the student may have determined the “base” recipe for making the noodles as part of his or her research. When designing a web page, the student may have identified certain fonts or images that need to be included. When designing a video game, the student may have identified particular sprites that he or she will use to represent the main characters in the game.

B. Developing ideas Develop a design specification which clearly states the success criteria for the design of a solution Develop a range of feasible design ideas which can be correctly interpreted by others Present the final chosen design and justify its selection Develop accurate and detailed planning drawing /diagrams and outline the requirements for the creation of the chosen solution Introductory notes.

C.Creating the solution Construct a logical plan, which describe the efficient use of time and resources, sufficient for peers to be able to follow to create the solution Demonstrate excellent technical skills when making the solution Follow the plan to create the solution, which functions as intended Fully justify changes made to the chosen design and plan when making the solution Present the solution as a whole , either In electronic form, or Through photographs of the solution from different angles, showing details Objectives for instruction and expected results and/or skills developed from learning.

D. Evaluating Design detailed and relevant testing methods, which generate data, to measure the success of the solution Critically evaluate the success of the solution against the design specification Explain how the solution could be improved Explain the impact of the solution on the client/target audience Relative vocabulary list.

Command terms: States: Give a specific name, value or other brief answer without explanation or calculation. Outlines: Give a brief account. Explain: Give a detailed account including reasons or causes. Justify: Give valid reasons or evidence to support an answer or conclusion Prioritize: Give relative importance to, or put in an order of preference. Describe: Give a detailed account or picture of a situation, event, pattern or process.

Globalization and Sustainability QUESTION: How is everything connected? Students will explore: the interconnectedness of human-made systems and communities the relationship between local and global processes; how local experiences mediate the global; reflect on the opportunities and tensions provided by world-interconnectedness. the impact of decision-making on humankind and the environment.

Identities and Relationships QUESTIONS: Who am I? Who are we? Students will explore ideas/concepts about: identity; beliefs and values personal, physical, mental, social and spiritual health. human relationships including families, friends, communities and cultures; what it means to be human.

Orientation in space and time QUESTIONS: What is the meaning of ‘where’ and ‘when’? I will explore my own and others: Personal histories; homes and journeys; Turning points in humankind; discoveries; explorations and migrations of humankind The relationships between, and the interconnectedness of, individuals and civilizations, from personal, local and global perspectives

Personal and Cultural Expression QUESTIONS: What is the nature and purpose of creative expression? Students will explore: the ways in which we discover and express ideas, feelings, about nature, culture, beliefs and values the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Scientific and Technical Innovation QUESTION: How do we understand the worlds in which we live? Students will explore: the natural world and its laws the interaction between people and the natural world how humans use their understanding of scientific principles; the impact of scientific and technological advances on communities and environments the impact of environments on human activity; how humans adapt environments to their needs.

Fairness and development QUESTION: What are the consequences of our common humanity? students will explore: rights and responsibilities the relationship between communities; sharing finite resources with other people and with other living things access to equal opportunities; peace and conflict resolution.

Terminology: Turning points: some thing that can never go back once it has happened Discoveries: new developments and ideas made by people Exploration: the need to see new places and develop ideas Migration: the movement of groups of living things Civilizations: Communities and advancements made to modernize living Perspectives: how people see things differently Identity: what makes you who you are Social Health: your happiness in the relationships you have with people Mental health: positive emotional thinking Spiritual Health: positive values Physical health: sporting/ exercise Humanity= People, how we treat each other. Responsibilities= your role, obligations Communities= groups of people, family Finite resources= limited amount available, valuable. Conflict resolution= how we solve disagreements Natural world: nature Technological advances= improved systems/machines Adapt: how we change to meet a challenge Mediate: talk about World inter-conectiveness: global communities, how we relate to each other Culture: background, religion, how you are bought up, languages. Beliefs: your thought of religion and values Values: your morals Aesthetic: appeal, and beauty people see in nature, art, and life