May 2, 3

Welcome Back Year 11.  Are you ready for Term 3?  Let's take a few minutes to pull out our diaries and plan the term.

In Term 3 you are going to face another Computer Technology challenge.  Are you up for it?

Let's check out the Unit of Work.

INVESTIGATE - Criterion A -  maximum 6  (Remember there are 3 tasks in the Investigate;-)

1.  Identify the problem:

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.


Learning objective: evaluate the importance of the problem for life, society and the environment andoutline the design brief.

April 11, 13, 14

According to the IBO, "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, 
• provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements,
• 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;-). Show it to your cooperating teacher and request feedback,

2. Write a paragraph analyzing the feedback,

3.  Include excel chart to represent your data and include in your document to add a professional feel, (See September 13 posting as a reminder),

4. Evaluate your performance at each stage of the design cycle and suggest ways that you can improve,

5. Write a paragraph in which you evaluate the impact of your product/solution on OIS (relate this paragraph back to the Area of Interaction that you used in your "Identify the Problem" Investigate).

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.

April 4, 5

Year 11 - Let's finish up.