Embedded Files
Time 4 Design
MYP 1 Criterion A (Use this for the mechanical toy unit)
Below are links to Design Resources for Inquiring and Analysing and templates made available by Brycen Davis and his team. Look through each strand, if you use a template make sure its for your level:
There is a Criterion A Template HERE and subpages below leading to different strands of CRITERION A, including the marking rubric for MYP 1, 3 & 5.
Also see this page for further explanation of Criterion A from the Drawing Unit.
MYP3 - Criterion A: Inquiring and Analysing
At the end of year 3, students should be able to:
i. explain and justify the need for a solution to a problem
ii. construct a research plan, which states and prioritises the primary and secondary research needed to develop a solution to the problem
iii. analyse a group of similar products that inspire a solution to the problem
iv. develop a design brief, which presents the analysis of relevant research
Grade Maximum: 8
Notes for criterion A
When developing the design brief, students should concisely summarise only the useful and relevant information they have found through their research. They will present this information in their own words. Students should not copy and paste information from sources without analysis or indicating relevance.
Strand (i)
The Teacher can provide an open-ended Design Situation for the unit that has a range of possible outcomes. This will allow for students in being successful to meet the higher-grade boundaries of Strand (i).
Mark Band
7-8
i) Explain and justify the need for a solution for a familiar group of people
What Does This Look Like in Students’ Work?
Gives a clear explanation about the problem that needs to be solved using more than one specified strategy (see above), which identifies important details and requirements to a clearly identified client.
He/she justifies why there is a need to solve this problem and how a proposed solution could help solve the problem.
i) explains and justifies the need for a solution to a problem
Strand (ii)
Students are encouraged to formulate a list of questions in order of importance that will help prioritise and guide their research. Students will need to identify:
· the questions that need to be answered to solve the problem
· the relevant data that needs to be collected
· where the data will be sourced from
· whether sources are primary or secondary (See here for more)
· which sources are essential and which are desirable
The nature of and amount of research required will vary depending on the level and the nature of the design problem/challenge. By the end of the course, students should be able to conduct primary, secondary, qualitative and quantitative research.
Go to IBO Design Support Site Table 13: Samples of Primary and Secondary Research
7-8
Mark Band
ii) Construct a research plan, which states and prioritises the primary and secondary research needed to develop a solution to the problem
What Does This Look Like in Students’ Work?
Clearly and independently constructs a personal plan for research in order to design and create a solution to the problem that includes the following:
ii) constructs a research plan which states and prioritises the primary and secondary research needed to develop a solution to the problem independently
· Research question
· Type of research needed (primary and secondary)
· What do I need to know
· Source
· Order of importance
· Date of research
Clearly prioritizes the planned primary and secondary research in order of importance from ‘points that will help most with solving the problem’ down to ‘points that may be less helpful to solving the problem’
RESEARCH!
Strand (iii)
Besides existing solutions, all other research should be attached in the form of an Appendix using a numbered reference for each research point i.e. 1.1, 1.2, 2.1… So it can be referred to in the Design Brief summary (strand iv)
Mark Band
7-8
iii) Analyse a range of existing products
What Does This Look Like in Students’ Work?
Looks at a range of existing products that inspires a solution to the problem and clearly gives a detailed account the different features that could aid development of their own product.
The student demonstrates a clear understanding of the product analysis results through a concise summary.
iii) analyses a group of similar products that inspire a solution to the problem
There may be a wide range of products that solve similar problems to the one assigned to students. Before beginning to develop a specification and designs, students need to identify existing products that solve a similar problem, could partially solve their problem or could give them ideas on how to solve their problem. Students 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.
Note: Methods could include analysis of a graphic or analysis through sketching of parts.
A sample Stop Motion Analysis using access fm can be found HERE
Strand (iv)
When referring to the relevant research from Strand (iii) Appendix to formulate the Design Brief summary, the student must include the reference point number i.e. based on the possible joining methods data gathered in 1.2 of the appendix…
Mark Band
7-8
iv) Develop a design brief, which presents the analysis of relevant research
What Does This Look Like in Students’ Work?
Research date gathered from the research that was described earlier in Appendix is developed in a clear Design Brief summary detailing how the data will be used in the design and development of the solution.
A range of primary and secondary sources have been considered and appropriately cited.
A final Design Brief statement has been presented that clearly states:
· The design problem
· The design goal towards the solution
· Any determined values that the design must meet
· The target audience or client
· Clarify the essential and desirable features of a solution
· What you would consider as a measure of a successful product
iv) develops a design brief, which presentsthe analysis of relevant research, citedappropriately
Criterion A Workbook TEMPLATE HERE (Make a copy, rename the file and change to the UNIT name.)
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