June 22, 23, 24

1. Vote for Miss Callie's foundation:

http://publicservicechallenge.com/vote.php?vid=e9ufxWcobKo

2. Then let's continue the trend and help others;-)

Free Rice: http://www.freerice.com/
Free Poverty: http://www.freepoverty.com/
Free Kibble (Dog): http://www.freekibble.com/
Free Kibble (Cat): http://www.freekibblekat.com/
Free Flour: http://www.freeflour.com/
Charitii: http://www.charitii.com/charities.php
Aid to Children: http://www.charitii.com/charities.php
Help Thirst: http://www.helpthirst.com/

June 15

Year 11, Miss Callie has started a foundation (SAES - Students in Action: Education Soweto).

There is a "public service challenge" being offered by Capella University in which the winner will receive $10,000 to support their charity. This prize would go a long way in helping fund this project.

Part of the selection process will be based on how many hits this video has. (Chris Larsen put together this video - Thank you Christopher;-)

Let's show our support by voting for Miss Callie's video: http://publicservicechallenge.com/vote.php?vid=e9ufxWcobKo

VOTE NOW AND VOTE OFTEN

You can vote once in each 24 hour period

Also, please submit any outstanding work today while I will finish grading your Creates.

June 8, 9

Year 11 - Time is up!

If I haven't graded your Create, I will do so today OR you should make an appointment to show it to me this week during break.

Remember that this week we have another "Thursday" holiday, consequently, we are changing Thursday classes to Wednesday. It sounds very complicated, but, of course, it isn't. (lol)

Please finish your Evaluations (Criterion E) today and submit by the end of class.

June 1, 2, 8, 9

Now, onto EVALUATE - Criterion E Maximum 6 points

Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations.

Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved.

To get full marks the student: evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

1.The first task is to receive feedback on your product. Show it to members of the target group and ask them to complete the questionnaire that you created in the Investigation;-).
2. Write a paragraph analyzing the feedback.
3. Evaluate your performance at each stage of the design cycle and suggest ways that you can improve.
4. Write a paragraph in which you evaluate the impact of your product/solution on St. Dominic's (relate this paragraph back to the Area(s) of Interaction that you used in your paragraph).

Learning objective: carry out tests to evaluate the product/solution against the design specification; evaluate their perforance at each stage of the design cyucle and suggest ways in which their perforance could be improved; evaluate the impact of the product/solution on individuals and/or society.

May 25, 26, 27

Good Luck Year 11. See you next week!

May 18, 19, 20

Year 11 - Continue with the Create step. Remember to include a process journal and write a paragraph/s reflecting on your plan and justifying any modifications you made to your plan.

May 11, 12, 13

Year 11 - Where are you on your project?

Have you handed in your PLAN (Criterion C) yet?

Let's take a few minutes to look at a calendar to see what deadlines and committments the next 3 week hold;-)

On to CREATE - Criterion D - Maximum 6 points

Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques. Make a process journal, include printscreens.

Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution.

To get a 6 the student: competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

Learning objective: Use a range of appropriate techniques and equipment competently, follow the plan to produce the product/solution.

May 4, 5, 6

Year 11 - it all starts with a plan;-) Plan - Criterion C Maximum 6 points

According to MYP Technology, "Students are expected to construct a plan to create their chosen product/solution that has a series of logical steps, and that makes effective use of resources and time.

Students are expected to evaluate the plan and justify any modifications to the design."

To get a 5/6: The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.

Ideas: Make use of Gantt charts, consider appropriate resources, consider problem areas and make any necessary adjustments.

Please look at the examples for ideas;-)

Learning objectives:
1. construct a plan to create the product/solution that has a series of logical steps
2. construct a plan to create the product/solution that makes effective use of resources and time
3. evaluate the plan and justify any modifications to the design

April 27, 28, 29

Year 11 - now on to DESIGN, Criterion B, Maximum 6

Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.

Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.

To get a 5/6: The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.

Your task is to:
1)Choose suitable classroom and obtain the approximate dimensions
2)Using 1cm squared graph paper, manually plan several different lab layouts to include dimensions, doors, windows, networking and electrical points.
3)Evaluate each against your Design Specification
4)Choose 1 design and evaluate it fully and critically against the design specification


Learning Objective: generate several feasible designs that meet the design specification; evaluate the designs against the specification; select one design andjustify its choice.

April 20

Year 11, Develop a Design Brief is due today - Please print and submit at the end of class.

3. Formulate a Design Specification

The IBO defines Design Specification as: A detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specification.

To get a 5/6 the student: describes detailed methods for appropraite testing to evaluate the product/solution against the design specification.

Learning Objective: produce a listing of detailed specifications, identify ways of testing a solution on a specific audience or the intended user.

the future of shopping

This is the little video I mentioned Tuesday in class - the future holds many wonders . . .

April 13, 14, 15

Identify the problem is due today by the end of class. Please complete, print and submit;-)

Next, on to Task 2 - Develop a Design Brief

1. Write a sentence or two to introduce this portion of your Investigation.

2. Then follow these learning objectives to success,

-formulate and discuss appropriate questions (at least 5) that guide the investigation - this means that you should create questions and then do research that will help you solve the problem

- identify and acknowledge a range of appropriate sources of information - use in-text referencing and create a bibliography

-collect, analyse, select, organize and evaluate information - this deeper analysis of your research will lead to higher marks

-evaluate your sources of information- who are your sources? are they appropriate? are they experts in the field?

According to the assessment rubric. . .

To get a 1/2: The student investigates the problem, collecting information from sources.

To get a 3/4: The student investigates the problem, selecting and analysing the information from some acknowledged sources.

To get a 5/6: The student critically investigates the problem, evaluating information from a broad range of appropriate acknowledged sources.

Learning objectives: independently identify meaningful questions, carrry out web search, select and organize appropriate sources and evaluate them.

April 7, 8

Year 11 Welcome Back!

This is your final MYP Technology class. Remember you can greatly enhance the score on your MYP Certificate by getting a good grade this term;-)

Our Term 3 project is entitled - Lab Design. Let's check out the Unit of Work before we get started.

Template to help you get started with the Identify the Problem.

Look in the sidebar to locate all the resources that will help you to be successful.

Let's get started Year 11!

March 24

Year 11 - Yesterday's lesson went really well. Your charts looked very professional.

Today, we will look at online storage.

The sites I would like you to look at are: Google Docs, Scribd, and Div Share.

What makes Div Share different from Google Docs and Scribd?

Research all 3, choose 1, sign up, upload a document and share it with me;-)

March 23, 24

Year 11, Here is a different kind of lesson. It's of a more practical value. . .

Microsoft has an interesting lesson plan in which you create a survey, then chart and analyze the data. This will be very helpful to you in your future (IB, university, workplace).

Follow the instructions for the Design A Survey and Evaluate the Data

http://www.microsoft.com/education/DesignSurvey.aspx

This work will be handed in ;-)

March 17 - CONTEST

Year 11 - Project Business Card

We will be submitting entries in a contest to create Miss Callie a business card. If a business card is chosen, the winner will receive a Gift Certificate to Fnac.

Miss Callie has started a charitable organization. Last summer a group of students from SDIS, Mr. Davies and Miss Callie went to South Africa and built a library in the Nandi School.

Miss Callie is in need of a professional looking buisness card.

Include the following information:

Callie Roth Welstead
Chairman
S.A.E.S. Foundation
Students in Action: Education Soweto
email adddress: saesfoundation@gmail.com
website: www.saes.net
final logo (hands around the world -in shared folder)
other logo (saes - in shared folder)- Try to work this in to the design;-)

This is a one-day only opportunity!

March 16

Year 11 - Wow! You worked extremely hard this term and as a little reward you have today to explore the internet at your leisure!!! Have fun!!!!!!!!!!!!!!!!!

March 9, 10

Year 11 - Time's Up!

Projects are due today - Mar 10!

March 2, 4

Year 11, if you have not handed in your product, please do so now.

Now, onto EVALUATE - Criterion E Maximum 6 points

Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations.

Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved.

To get full marks the student: evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

1.The first task is to receive feedback on your product. Show it to members of the target group and ask them to complete the questionnaire that you created in the Investigation;-).
2. Write a paragraph analyzing the feedback.
3. Evaluate your performance at each stage of the design cycle and suggest ways that you can improve.
4. Write a paragraph in which you evaluate the impact of your product/solution on St. Dominic's (relate this paragraph back to the Area(s) of Interaction that you used in your paragraph).

Learning objective: carry out tests to evaluate the product/solution against the design specification; evaluate their perforance at each stage of the design cyucle and suggest ways in which their perforance could be improved; evaluate the impact of the product/solution on individuals and/or society.

PPT Pointers for getting the grade you want

Year 11 if you are creating your teaching aid using PowerPoint, don't forget to save your final work as a PowerPoint Show.

To do this:
1)click on the "Office button"
2)click on "Save As"
3)"PowerPoint 97-2003 Presentation"
a box will open
4)name your game
5)click on "Save As Type"
6)"PowerPoint 97-2003 Show"

It's that easy;-)

Deactivate On Mouse Click

View more presentations from rddietrich.

Year 11 - Check out this little "how-to" explaining how to deactivate the On Mouse Click feature when using PowerPoint.

Media Converter

Convert your YouTube videos easily here: http://www.mediaconverter.org/

February 23, 24

Criterion D: Create Maximum 6

Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques. Make a process journal, include printscreens.

Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution.

To get a 6 the student: competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

Learning objective: Use a range of appropriate techniques and equipment competently, follow the plan to produce the product/solution.

February 9, 10

INVESTIGATE AND DESIGN DUE NOW - PLEASE SUBMIT AT BEGINNING OF CLASS

Year 11 - it all starts with a plan;-) Plan - Criterion C Maximum 6 points

According to MYP Technology, "Students are expected to construct a plan to create their chosen product/solution that has a series of logical steps, and that makes effective use of resources and time.

Students are expected to evaluate the plan and justify any modifications to the design."

To get a 5/6: The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.

Ideas: Make use of Gantt charts, consider appropriate resources, consider problem areas and make any necessary adjustments.

Please look at the examples for ideas;-)

Plan due FEBRUARY 10

Learning objectives:
1. construct a plan to create the product/solution that has a series of logical steps
2. construct a plan to create the product/solution that makes effective use of resources and time
3. evaluate the plan and justify any modifications to the design

Palindrome

A palindrome reads the same backwards as forward.
> This video reads the exact opposite backwards as forward. Not
> only does it read the opposite, the meaning is the exact opposite.
> This is only a 1 minute, 44 second video and it is brilliant.
> Make sure you read as well as listen…forward and backward.
>
> This is a video that was submitted in a contest by a 20-year
> old. The contest was titled "u @ 50" by AARP.
> This video won second place. When they showed it, everyone in
> the room was awe-struck and broke into spontaneous applause.
> So simple and yet so smart. Take a minute and watch it.
>
>
>

February 2, 3

Year 11 - Here is our calendar of due dates.

Please continue working on your 3 designs - they are due tomorrow;-)

February 2

Click on the above image to enlarge it.

Continue with the Designs

FYI (For your information) - Here is an example of a design of a grammar review quiz/game that I made. Click on the above picture to enlarge it and look carefully at the image. Can you understand how this quiz/game will function?

January 27

DESIGN - Criterion B Maximum 6

Next is the Design stage of the Design Cycle.
Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.

Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.

To get a 5/6: The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.

Learning Objective: generate several feasible designs that meet the design specification; evaluate the designs against the specification; select one design andjustify its choice.

January 26

3. Formulate a Design Specification

The IBO defines Design Specification as: A detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specification.

To get a 5/6 the student: describes detailed methods for appropraite testing to evaluate the product/solution against the design specification.

Finish this in class today.

Learning Objective: produce a listing of detailed specifications, identify ways of testing a solution on a specific audience or the intended user.

January 19

Please finish task 1 and task 2 of the Investigation (Criterion A) and submit it today as a draft.

As we previously discussed, I will look them over, make comments for improvements and hand them back. You will then have time to make corrections and resubmit them for a grade.

Learning objectives: independently identify meaningful questions, carrry out web search, select and organize appropriate sources and evaluate them.

January 12, 14

Year 11, now on to task 2 of the Investigation: Develop a design brief.

1. Write a sentence or two to introduce this portion of your Investigation.

2. Then follow these learning objectives to success,

-formulate and discuss appropriate questions (at least 5) that guide the investigation - this means that you should create questions and then do research that will help you solve the problem

- identify and acknowledge a range of appropriate sources of information - use in-text referencing and create a bibliography

-collect, analyse, select, organize and evaluate information - this deeper analysis of your research will lead to higher marks

-evaluate your sources of information- who are your sources? are they appropriate? are they experts in the field?

According to the assessment rubric. . .

To get a 1/2: The student investigates the problem, collecting information from sources.

To get a 3/4: The student investigates the problem, selecting and analysing the information from some acknowledged sources.

To get a 5/6: The student critically investigates the problem, evaluating information from a broad range of appropriate acknowledged sources.

Learning objectives: independently identify meaningful questions, carrry out web search, select and organize appropriate sources and evaluate them.

January 8

Year 11 - Students identify the problem to be solved.
- evaluate the importance of the problem for life, society and the environment
- outline the design brief

What is a design brief? Click here

According to the assessment rubric . . .
To get a 1/2: The student states the problem.
To get a 3/4: The student describes the problem, mentioning its relevance.
To get a 5/6: The student explains the problem, discussing its relevance.

Now, look at this vocabulary: states, describes, explains. How are they different?
Look at these words: mentioning, discussing. How are they different?

MYP definitions:
Describe: To give a detailed account
Explain: To give a clear account including causes and reasons or mechanisms.
Discuss: To give an account including, where possible, a range of arguments for and against the relative importance of various factors and comparisons of alternative hypotheses.

Please complete Identify the Problem (as a draft) and submit it to me at the end of class. I will then have time to give you feedback;-)

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