Instructions:

You have two choices here

1. Check the Gantt chart example in the resources and fill in the template with all key dates and processes (strands) for the entire unit

2. Plan the creation stage with detail given to the tools required and process. Include any safety concern or procedures

Instructions:

In this project, your target audience is the vision impaired. Your areas of focus are SDG 4 & 10, Quality Education & Reduced Inequalities . Use the template provided on Seesaw to detail a 'Problem Statement'.

Instructions:

Now that you know what problem you would like to solve, it's time to think about research. Here are some examples of questions you might want to consider in your inquiry and how they can be prioritized and categorized into primary and secondary research. (HINT good exemplar in the "resources" link)

Content Research...

1. What educational toys will be engaging to my audience? (Primary & Secondary)
2. What information do I need to gather for my design? (Primary & Secondary)

Skills Research...

1. What skills do I need to learn before understanding 3D printing and/or Laser cutting? (Primary & Secondary)?
2. What safety precautions are in place that require skill building

Instructions:

Look at existing products that you think will engage your target market. Here is a good search to help:

For a younger audience

http://www.wonderbaby.org/articles/toy-guide-for-blind-children

For an older audience

https://www.acb.org/useful-products-blind-and-visually-impaired-persons

Add an image at the top of the template provided and conduct a SWOT analysis.

Now that you have completed your research, let's make sure you are on the right track to create a successful product or solution.

Instructions:

1. Review the comments on Seesaw so far. Is there anything you could do to improve?
   • 0 - 3: Comment detailing major issues
   • 4 - 6: Comment for small improvements and liked
   • 7 - 8: Liked
2. Ask the teacher for any clarification and improve your work.

Instructions:

What design specifications will make your end product or solution successful? Write your ideas down in the imperative form (i.e. it must do..., it has to include…).

Specifications to choose from:

Here is a LINK to some generic specifications with descriptions and at the bottom of the doc some generally used testing methods (evaluation)

Here are some specific ideas for Specifications you may like to choose from:

1. The toy is educational
2. The product uses a safe finish
3. The toy includes no choking hazard
4. The product is painted or colored in order to be attractive
5. The product is primarily made of either wood or plastic (both?)
6. The toy is fun to play with
7. The toy will aid the learning of a student
8. The toy is designed for young children (aged between ?)
9. The product does not promote anything negative
10. The product does not use toxic materials
11. The toy is completely safe for use by a child
12. The product has more than 2 parts to it.
13. The product is aesthetically pleasing to look at.
14. The product is durable
15. The product is easy use and to play with

Instructions:

Concept sketching is an integral part of the design process. Based on your design specifications and the opportunities you identified during your SWOT analysis of existing products, begin to sketch out at least 3 different ideas and share them with peers.

One method to test whether or not the product you are planning will work well for your clients would be to let children of a similar age look at your concepts for constructive feedback

Instructions:

Share the 3 concept sketches with your peers and play musical chairs gallery walk to determine how effectively others think that these products meet the design specifications you have developed.

Instructions:

Now that you have chosen your final idea you will need to develop drawings of parts (CAD or sketch) along with a cutting list as you move into the design lab. If you intend to use either the 3D printer or the laser cutter you must have CAD models.

NOTE:

Model your design using the foam-board. This will help you determine correct sizes, see if your product is an appropriate size, if all the parts fit well, look at how you will join pieces together, engage your client, aesthetics....etc

Now that you have completed your design, reflect on your progress with this self assessment.

Instructions:

Complete the questions below using the template provided:

1. During this term I was successful at...
2. The MYP Design Cycle strands addressed were...
   • Strands A1 - A4
   • Strands B1 - B4
3. One area for improvement could be...
4. Three steps I could to take to be more successful are:
   • a)
   • b)
   • c)
5. Based on the rubrics and exemplars provided, I would predict the following grades:
   • Criterion A:
   • Criterion B:

Instructions: NOTE this should have been completed at the start of the unit

As we begin this unit, let's look at a way of charting our progress that might be useful to plan your time. Copy the Gantt chart from the 'Resources' and look through the stages (strands) that you would have to complete from this unit in order to achieve the outcome

Instructions:

While you are creating your product, you will show evidence of the process, to demonstrate the technical skills you are learning. This can later serve as a road-map to create similar products or solutions.

WRITE, PHOTOGRAPH and/or RECORD the following:

1. STEPS TAKEN: Simple documentation of what step you are taking in the process (i.e. concept sketching).
2. ~ TIME: Approximate (~) time taken to complete the step.
3. RESOURCES: What resources were needed to complete the step (i.e. A4 paper, pencil and ruler)
4. PROCESS: Brief description of the process you went through.
5. PROGRESS / CHANGES: Document actual time and any changes you made to the process.

Instructions:

Present your final design and document whether or not you met your key dates or had to change your plans. This can also be a link to your final product or solution.

Instructions:

During the design cycle, it is rare that everything goes to plan. Measurements need to be adjusted, unforeseen events interfere with key dates.

Document any challenges that you encountered while making your product or solution and describe what changes you made to your design and plan as a result.

Example:

Challenges: I couldn't get the product finished in time for my due date because I missed 2 classes due to a sports tournament abroad.

Justification for any changes made to your design and plan: My plan had to be adjusted by pushing back my key date by 1 day since I had to use academic prep time to finish sanding my product. My design changed a little bit because I didn't have time to paint my product.

Now that you have completed your product or solution, help out a peer in reviewing their work. Use the template provided to give them constructive feedback.

Instructions:

Complete the questions below using the template provided:

1. During this term, (write peer name here) was successful at __________.
2. The MYP Design Cycle strands addressed were...
   • Strands A1 - A4
   • Strands B1 - B4
   • Strands C1 - C4
3. One area for improvement could be...
4. Three steps (write peer name here) could to take to be more successful are:
   • a)
   • b)
   • c)
5. Based on the rubrics and exemplars provided, I would predict the following grades:
   • Criterion A:
   • Criterion B:
   • Criterion C:

Instructions: #NOTE D1 to D4 can be addressed in a video reflection activity uploaded to SeeSaw

Go back to the design specifications that you created in B1. Look at the testing methods that you considered using to test if those specifications would be successful. Design and carry out those methods.

Typical testing methods include:

• Survey of people’s opinion’s - what questions would be asked, set up the form or template (subjective)
• Timing how long an operation takes - what data would be collected and how to record it (objective)
• Checklist for Visually or aurally inspecting final product - Spreadsheet with list of what is to be observed etc (subjective)
• Observation of users to see how quickly they learn to use the new system, how often they need help or make errors (subjective)
• Stress-testing: Use the product or solution in ways that would be expected in real-life operation (objective or subjective)
• Inspection: Weigh it or measure it - Specification table with tolerances (objective)
• Comparison: Comparing the product with existing products in the marketplace noting strengths and weaknesses (objective or subjective)

Instructions:

Go back to the design specifications that you created in B1. Paste these specifications into the first column in the template provided. Based on the tests you conducted in D1, paste in the link to the results of this testing in the Testing Results column. Evaluate the success of the testing. Were your design specifications met?

Instructions:

Identify improvements that you believe your product or solution would benefit from to positively impact your target audience. Detail the reason or cause that you believe justify that improvement.

Instructions:

Think about how your product or solution impacted your target audience. Include reasons or causes.