Criterion C: Creating the Solution.

Criterion C: Creating the Solution

(i) Construct a logical plan that describes the efficient use of time and 

resources, sufficient for peers to be able to follow to create the solution. pages 1- 2

By the end of year 4 you should be able to:

• construct a series of logical steps to create the solution, using charts, diagrams and text that include aspects of quality control and quality assurance
• construct a plan to create the solution that makes effective use of resources and time
• construct a clear and concise plan that peers will be able to follow to create the solution

Step	Description of the tasks	Duration	Resources required	Place/Venue
1	Create background.  I will design my background to show the color scheme of the client's organisation of blue and yellow colors.	1 hour	Animation software: animaker.com	In class
2	Create props to show the different furniture; counter, fridge, cashier desk and shelves	50 min	animaker.com	In class
3
4
5
6

Objective C strand 1

In objective C, your role switches from designer to prototype-developer or manufacturer. Objective C 
focuses on the realization or creation of a solution to a problem.
One of the most difficult aspects of design is to take an idea from paper and create a product that someone can interact with: a solution to a problem. In objective B, you developed planning drawings and/or diagrams to clearly depict what you are making. In this first strand of objective C, you detail how they will make your solution.
By constructing a logical plan that details the steps required to make a solution, you will demonstrate your knowledge and understanding about how solutions can be made.

What are resources?

Resources can be categorized in two ways: materials and tools.
It is simple to identify tangible materials such as hardwood or nylon; however, it can become more problematic to determine digital materials. When identifying digital materials, you should consider text, fonts, images, audio, video, animation, sprites and icons.
For digital design, tools include both software and hardware (input, processing and output devices). For product design, tools include: hand tools, machinery, CAD (Computer Aided Design) software, EDA Electronic Design Automation software (EDA) (e.g. Fritzing) and CAM hardware (e.g. Fritzing Fab).

Quality control and assurance

Quality assurance covers all materials from design to documentation. It includes the regulation of quality of raw materials, assemblies, products and components, services related to production and management, and inspection processes.
Quality control manifests itself in the development checking and testing of systems to ensure that products or services are designed and made to meet or exceed specifications.

Examples of plans

Step-by-step plan

Step	Process (including quality control, health and safety considerations)	Tools	Materials	Time to complete
1
2

                                                            

      Step-by-step plan template

                                                                                               

   
Gantt chart/slippage chart
A Gantt chart is a project-management tool used to provide an overview of a process. A Gantt chart divides the manufacture of a product into small tasks. It indicates the time estimated for each of these tasks and the resources required. It does not provide a detailed set of instructions, but instead is an overview to self-assess progress with a project. You should indicate when each task is complete.

Gantt chart example

• Gantt charts using Excel and free online software

A slippage chart goes one step further than the Gantt chart in that it has room below each task to mark when it was completed (in green), allowing you to identify when they are behind in their plans and take action to get back on schedule.

Slippage chart example

The following questions can help you consider your planning.

• Does your plan contain a sequence of logical steps?
• Is the use of resources explained clearly?
• Have you made sure you have enough time to complete your product?
• Have you given time for practising or learning a new skill?
• Have you allowed extra time in case something goes wrong?
• Have you considered alternative ways of creating the solution?
• Have you planned for testing at appropriate times in the manufacturing process?

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(ii) Demonstrate excellent technical skill when making the solution

At the end of year 4 you should be able to: ( strand 2 and 3. 6 Pages)

• develop manipulative skills to effectively use a wide range of tools, techniques and equipment
• use a wide range of tools and equipment proficiently to create high-quality solutions
• ensure a safe working environment for themselves and others

To determine the correct level of technical skill which you are operating at, teachers need to consider the complexity of skill demonstrated as well as the level of guidance that the teacher needs to provide in order for you to complete the task.
When determining the complexity of skill demonstrated by you, a number of indicators will be considered.

• Accuracy of the solution: Have all parts been made as detailed in the plan? Have all parts been made accurately?
• Final aesthetic quality of the solution: Has the student given appropriate attention to detail, considering the final overall look and feel of the solution?
• Assembly of the solution: Do all components fit together or combine as detailed in the plan?

When determining the level of guidance and support needed, teachers will consider that you:

• can be given initial guidance and demonstrations by the teacher
• can practise the processes as required
• must work independently when making the solution, if they are to achieve the higher levels
• should demonstrate safe working practices.

For digital design, the level of technical skill demonstrated can be shown through the functionality of the assembled solution. For product design, the level of technical skill demonstrated can usually be shown through the functionality and the final finish of the assembled solution.

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(iii) Follow the plan to create the solution, which functions as intended

By the end of year 4 you should be able to:

• independently follow the plan to produce the solution, which functions as intended
• manage time effectively to produce the solution to the deadline stated in the plan

You will demonstrate that the planning process was sufficiently thorough if the final product matches the planning drawing and no changes were made to the plan, in whatever form it was presented. If the drawings/diagrams and the plan match what has been made, then you have followed the plan.
If a you do not follow the plan, it will usually result in the solution not fully meeting the specification and/or matching the design detailed in the drawings/diagrams.

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(iv) Fully justify changes made to the chosen design and plan when making the solution

By the end of year 4 you should be able to: Pages 2 or 3 minutes Video.

• justify, through the use of drawings/diagrams, any changes made to the design while making the solution and how they affected the plan

As you implement your plans, you will often come to a point where you will have to modify the plan or the design. You will need to ensure that you detail and justify any changes that you make during the creation process.
If you do not make any changes to your product or plan, this strand does not have to be addressed with evidence. However, if any changes are made, you must address this strand.

There are two main changes and modifications I have made to my original idea: The hole on the edge of the small wooden pieces (used for the numbers) used to help lift the pieces was originally a square of dimensions 15mm x15mm. Nevertheless, I have found a better solution that is easier to create and is more practical. I will instead create a circle of radius 10mm. This will be done using a bench drill which is easier and faster than cutting it in a square shape using a saw, especially since I will be creating 20 pieces of these. In the original plan, the snake was supposed to be painted on the top 600 x 420mm wooden piece, with the holes for the number pieces being in it. Nevertheless, I have found a better solution which is to cut out the snake (with the dimensions listed in the ‘Parts list’ page) and create the holes in the snake itself. This would not only make the product more attractive, it would additionally make its creation more practical and easier since it would be easier to rotate the snake than the whole board when creating the holes.

Changes made to design example: Educational toy

On the home page… The link has moved from the very bottom to almost near the top, I had done this for aesthetical reasons. The quote, instead of having it centered, it is now flushed right, this was because I needed to create more of a visual balance. Other than that, it appears the same in the design as it does in the final product.  Design  Solution                                                                   Changes made to design example: Website

Changes made to design example: Making a box

Modification to my Design Now that I have made a plan to follow and thought about all the materials, tools I am going to use and how much time the project is going to take, some features of my design changed. To start with, I changed the thickness of the circle of the sun which is where I am going to locate the clock mechanism. This is because the part of the clock mechanism that has to be drilled through the material is 6cm long. So, it is going to take a long time to drill a whole about 14cm deep on an 18cm thick material. I thought it would take less time drilling a whole about 2 cm deep on an 8cm thick material Now that I thought about how long it is going to take to create stickers, I decided make more Number Stickers. Before I made the plan, I thought it would take the longest time to create the stickers on the vinyl cutter; however, I realized it actually doesn’t. I was going to only make four stickers: 12, 3, 6 and 9. But, since it doesn’t take so much time creating them, I decided to make all twelve stickers. I also realized that while I am waiting for the stickers to be cut out by the vinyl cutter, I could be using the time and start working on the next step which is putting the clock mechanism on to the clock design. The last change I have made is to use spray paint for one or two parts. If I use paint, I have to paint several coats and dry them. Same goes for spray paint; however, if you compare the time on how long it takes to paint and spray a material once, to spray paint takes less time.                                                                                          Modifications to a design example

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(iv)(a) Present the solution as a whole

At the end of year 5 you should be able to:

• present the solution in an appropriate format that shows all details of construction

A digital design product will be presented as either an executable file or readable file.

Task strands/Objectives.

- Construct a detailed and logical plan, which describes the efficient use of time and resources, 
sufficient for peers to be able to follow to create the solution. The plan should be detailed.

- Create the product that demonstrates excellent technical skills usage. Be proficient and produce 
an outstanding product that meets the design specs. It's expected that a dated process journal is kept 
with detailed screenshots showing the progress of your creating stage.

- In this stage, there should be clear evidence that the plan is followed consistently, the final product 
should meets the design specifications and should be a close as possible to your chosen 
design, and that the solution functions as intended and is presented appropriately.

-fully justify changes made to the chosen design and plan when making the solution 
a. present the solution as a whole.

It's expected that a dated process journal is kept with detailed screenshots justifying any 
improvements in your product development progress. The screenshots will normally show 
how a particular complex techniques are applied before and after.

N/B:
1.

Step	Description of the tasks	Duration	Resources required	Place/Venue
1	Create background.  I will design my background to show the color scheme of the client's business of blue and yellow colors.	1 hour	Animation software: animaker.com	In class
2	Create props to show the differnt furniture; counter, fridge, cashier desk and sheleves	50 min	animaker.com	In class
3
4
5
6

- Gantt Chart.- Summarizes your design plan.

Gantt charts illustrate the start and finish dates of the terminal elements and summary elements 

of a project.

Sample Gantt Chart

2. Process Journal

- screenshots.

-Date

-Time

-Duration

-Detailed description and annotation.

Task:
Your challange during the break, is to continue with your Criterion C: Creating the Product at home and document your progress in 
in your dated Process Journal. Your product is due for submission on the first week of November

Assessment Criteria

Criterion C: Creating the solution
0	The student does not reach a standard described by any of the descriptors below.
1 — 2	The student demonstrates minimal technical skills when making the solution, creates the solution, which functions poorly and is presented in an incomplete form.
3 — 4	The student constructs a plan that contains some production details, resulting in peers having difficulty following the plan, demonstrates satisfactory technical skills when making the solution, creates the solution, which partially functions and is adequately presented, outlines changes made to the chosen design and plan when making the solution.
5 — 6	The student constructs a logical plan, which considers time and resources, sufficient for peers to be able to follow to create the solution, demonstrates competent technical skills when making the solution, creates the solution, which functions as intended and is presented appropriately, describes changes made to the chosen design and plan when making the solution.
7 — 8	The student constructs a detailed and logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution, demonstrates excellent technical skills when making the solution., follows the plan to create the solution, which functions as intended and is presented appropriately, fully justifies changes made to the chosen design and plan when making the solution.

Criterion B: Developing Ideas.

Criterion B: Developing Ideas

In this stage you will be expected to:

i.              develop design specifications, which clearly states the success criteria for the design of a solution

-      The design specs should be measurable with a clear way on how the specs will be tested. 
pages 1-2

i) What is a design specification?A specification is a set of constraints, requirements and considerations for a solution: what the solution
 must or must not have to be successful.

 A specification is not a description of the outcome. It should demonstrate 
that you understand the needs of the problem that you have identified. 
Every aspect of a specification must be specific, measurable, achievable, 
realistic and testable / Time bound (SMART).

The specification should be directly connected to your design brief. 
Writing a specification can be a difficult job if the design brief is not well 
researched and written. If a solution or design fails to meet an aspect of 
the specification, it can be considered that it has not met the criteria for 
success.

You will need to refer back to your specification throughout the project,
 particularly when developing ideas and evaluating the solution.

Example: Game Product

Specification	Test
Game will be less than 1 MB in size	Install it in a computer  the size in properties
Played by two players (Multiplayer game)	Allow two players to play simultaneously
The game 3 levels that will advance in complexity.	Play the game at each level time the duration it takes to complete a level and record the complexities.

ii.            develop a range of feasible design ideas, which can be correctly interpreted by others. 
Pages 6 - 7

-      Develop a range of good quality designs and measure each of them against the design specs.

- Your description for each design should be detailed and clear and use captions on images or diagrams which are not clear.

• develop and use a wide variety of techniques to generate a wide range of distinctly different designs through 2D modelling that are easily interpreted by others
• annotate designs with sufficient detail to explain how they meet the requirements of the design specification and to explain design thinking
• evaluate designs against the specification to identify the most feasible solutions
• develop the most feasible solutions to create a final design through modelling that fully meets the requirements of the design specification

- For both digital and product design, a natural starting place when designing is with a pencil and sheet of paper, developing rough sketches of potential solutions. 

You should focus on getting the basic building blocks of ideas sketched out in short, concentrated bursts.  These initial ideas should focus on generating a range of different solutions to the problem. You should then identify which initial ideas should be developed further. This could be done through a range of strategies, including:

• further, more detailed sketches that start to develop ideas with direct reference to the specification

• detailed annotation that allows students to explore and communicate their own thinking through annotation.

A range is not quantifiable. The number of ideas you create depends on the complexity of the problem, age, level of experience and time. When students ask how many ideas they should generate, the simple answer is: as many as it takes to solve the problem and to develop a design that meets all of the design specifications.

When developing your design ideas, you must always be working towards the goal of designing a solution to the problem, for which the requirements have been defined through the design specification.

Therefore, you must work towards developing at least one design to meet the specification.
You should develop, or refine, every detail, including:

·         the exact size and shape of individual components

·         the required and/or available materials

·         how the components fit together to create the whole

·         the required and/or available tools and equipment

·         aesthetics (colour, texture, shape, form, line, balance, finish)

·         how the user will interact with the solution

·         aspects relating to safety and accessibility.

What is a feasible idea?          
A feasible idea is an idea you could successfully make independently in the given time, with your skills, and with the resources at your disposal.

Why is "annotation" important?

Annotation is vital for you to communicate the thinking behind your ideas and how that thinking develops. This is why annotation is so important. Simply sketching ideas will not clearly communicate them, as other people looking at these ideas may not interpret them correctly. 

Examples of Game design Storyboards.

               

          
Animation

Website

Apps

iii.           present the chosen design and justify its selection. Pages 1- 2

-      State the chosen design.

-      Provide detailed justification why the design was chosen.

-      Suggest possible improvements to the chosen design.

-      If possible show the chosen design with the improvements included as a final design.

iv.           develop accurate and detailed planning drawings/diagrams and outline the requirements for the creation of the chosen solution. Pages 3 -4

a) Table of requirements.
b) Flowchart
c) Site Map

A. Table of requirements based on design specs/ .

Step	Task	Requirement/ Description	Resources/materials
1.	Signup to Wix	-  Signup an account onwww.wix.com        - Remember user name and password.        - Choose the domain name:www.victorwamurwa.wix.com      - Type the Title of the website;  My Culture My Choice.	-internet - Wix web builder - computer
2.	Login to Wix          account	-          Use the username and password to login. -          Scroll through the templates and layouts. -          Select a layout with Blue and Yellow colors	- internet - Wix web builder - computer

B. Flowchart Symbols

checkout the following link for more on flow chart. http://www.smartdraw.com/flowchart/.of interest when interacting with the site above is the a) flowchart examples and b) flowchart symbols.

Take a case example of someone developing a database to:

i) capture records of books in the library

ii) register library users

iii) handle borrowing and returning of books

Example for flow chart of a game

Example of flow chart

Example of flow chart of apps

.

                                      Sample flowcharts.

1. website        flowchart

                            Animation / Video

Games

Apps/ CookBook

Magazine

C. Sitemap/ Layout                                                              

Sitemaps on the other hand explain the layout of your project. It would explain the various tables and the interconnection among the tables in the case of a database. 

It explains the various pages and how they are linked in the case of a website, and so is the case for any other application.

Take a case example of the following website:
http://www.beachcampwatamu.com/

Example of a sitemap of a website

1. Magazines

2. Website

3. Apps

4. Games

5. Magazines

6. Video/ Animation

Criterion B Progress. Polling.

Assessment Criteria

Achievement level	Level descriptor
0	The student does not reach a standard described by any of the descriptors below.
1–2	The student:       i.        lists some basic design specifications for the design of a solution      ii.        presents one design, which can be interpreted by others    iii.        creates incomplete planning drawings/diagrams.
3–4	The student:       i.        lists some design specifications, which relate to the success criteria for the design of a solution      ii.        presents a few feasible designs, using an appropriate medium(s) or annotation, which can be interpreted by others    iii.        justifies the selection of the chosen design with reference to the design specification     iv.        creates planning drawings/diagrams or lists requirements for the creation of the chosen solution.
5–6	The student: i.              develops design specifications, which outline the success criteria for the design of a solution ii.             develops a range of feasible design ideas, using an appropriate medium(s) andannotation, which can be interpreted by others iii.           presents the chosen design and justifies its selection with reference to the design specification iv.            develops accurate planning drawings/diagrams and lists requirements for the creation of the chosen solution.
7–8	The student: i.              develops detailed design specifications, which explain the success criteria for the design of a solution based on the analysis of the research ii.             develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others iii.           presents the chosen design and justifies fully and critically its selection withdetailed reference to the design specification iv.            develops accurate and detailed planning drawings/diagrams and outlinesrequirements