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!