Digital Design Year 9

Green Technology Unit Criterion A: Inquiring and Analysing Summative

Teacher(s)	Victor, Opondo	Subject group and discipline	Design (DD)
Unit title	Green Technology	MYP year	MYP 4	Unit duration (hrs)

Inquiry: Establishing the purpose of the unit

Key concept	Related concept(s)	Global context
Change	innovation	Globalisation & sustainability
Statement of inquiry
The success of innovations is pegged on sustainable changes.
Inquiry questions
Factual— Is Renewable Energy Sustainable? Conceptual— To what extent have the changes in innovation impacted the environment? Effects of information technology on Environment Debatable— Will our environmental problems be addressed if we fully use renewable energy in all our systems? Focus area: Human activities that have impact on the environment.

Challenge

As human beings scramble for finite resources to satisfy their unlimited needs, they have impacted negatively on the environment through industrialization and population growth which has led to numerous environmental degradation through; Air Pollution, Water Pollution, Soil Pollution, Technological invention and poor waste management. All of these problems pose as the recipe for Global Warming which has remained a global phenomenon to the entire universe. These problems can be solved easily by introducing new or existing information technology solutions that will remain environmental friendly with positive impact to the ailing environment. The digital solutions can be used to transform, educate, advocate and create alerts by providing platforms to nurture, restore and protect our mother nature through green technology.

Your task is to identify an environmental related problem/challenge locally or internationally that can be addressed or solved using an IT based solution that support green technology in totality. The problem should be clearly described and the client's or target audience's current way of addressing the situation described. The problem description should include the current limitations the client is facing and detailed explanation of why you think an IT solution will be the best.

Criterion A: Inquiring and analysing

Maximum: 8

Students identify the need for a solution to a problem. At the end of year 4, students should be able to:

i. Explain and justify the need for a solution to a problem for a specified client/target

audience : 1 page. discuss the environmental problems and how long it has persisted, show how it has affected the client

and community, show how the client is in dire need for solution, justify by giving examples on why such a problem needs a quick

IT solution.

ii. Identify and prioritize primary and secondary research needed to develop a solution to the problem:
2 pages. A table of research plan indicating questions relevant from primary and secondary sources.
A summary of the feedback from research.

Task	Priority	Why is it important	Sources	Completion date

iii. Analyse a range of existing products that inspire a solution to the problem:
4 pages: analyze 5 applications relevant to the IT tools you chose by using a table.

Application	Advantages	Limitation

analyze 5 existing products created to solve similar environmental problems . (paragraph)

iv. Develop a detailed design brief, which summarizes the analysis of relevant research.
2 pages.

- write a detailed design brief that outlines, the client/target audience opinion, the experts opinion, and your personal opinion. discuss the IT tool you will use, discuss the key features of the tool, specifications and its benefits to the client based on your research.

Capture; key concept- Change, related concept- Innovation and global context-Globalisation & sustainability

Sample Criterion A Document

1. In-Text Citation.

In - Text Citation allows the reader to know what ideas, opinion and facts are the author's and what came from the source. The citation also refers the reader/ examiner to the reference page at the end for full citation.

In APA style, in-text citation are composed of author's last name, date/year of publication and the page number. (Truner, 2003,p.34).If you include a page range, use two ps followed by a period (Wafula, 2015, pp.34-35). The sentence period comes at the end of closing parenthesis.

Additional information

1. one author stated "..................",(Tally, 2003, p.6).

2. Two authors said, "...................",(Tally,& Deifan,2003, p.7).

3. Three to five authors ".............", (Tally, Daifan,&Mohamed, 2003, pp. 45-46).

4. Six or more authors, ".............",(Tally et al,2003, p. 17).

5. Unknown author use short title (" hip hop art", 2006, p. 7).

6. No date no page (" hip hop art", n.d, para.1).

Read more on this link In-Text citation

2. Appendix/appendices.

An appendix (one item) OR appendices (more than one item) is information that is NOT ESSENTIAL to explain your findings in the essay or report that you have written. However, this information may support your analysis and justification of your conclusions. For example the interview questions and answers.

Therefore, you will need to know that:

● Appendices are used when the incorporation of material in the body of the work would make it poorly structured or too long and detailed.

( Interviews, questionnaires, surveys and their answers can be placed in appendix)

● Appendices may be used for helpful, supporting or essential material that would otherwise clutter, break up or be distracting to the text. ( images, photocopies, drawings, sketches,...)

● Other people’s work in the appendix will be referred to (e.g. see Appendix 3), not quoted (e.g. using short or long quotes) from the appendix.

Criterion D: Evaluating

Example material from the MYP

Objective D: Evaluating

(i) Design detailed and relevant testing methods that generate data to measure the success of the solution.

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

design a wide range of effective tests to evaluate the solution against the requirements of the design specification (including expert appraisal, user trials, field testing and user observation)

Testing methodsAn effective and authentic measure of a design solution means that you tested against every aspect of the design specification. These tests can be classified as follows:

User observation

The user is presented with the solution and is set a task to achieve with little or no guidance. The user’s interaction with the solution is observed and recorded.

User trials

The user is presented with the solution and guided on how to use it. The user is asked questions as he or she interacts with the solution or is given a survey to complete. User trials may include focus groups.

The design of interview or survey questions needs to be targeted to draw out responses that assess the solution against the specification.

Expert appraisal

A person considered an expert in the use of similar products is presented with the solution, given time to interact with the solution and then interviewed on aspects of its success. The expert has particular knowledge and skills that allow him or her to make judgments on the success of the solution. The expert may be the client.

Field trial

A field trial is a test of the performance of a solution under the conditions and situation in which it will be used. For example, an interactive information point (developed in HTML) for a museum exhibit may be tested by the exhibit visitors in the museum, structured as a user trial or user observation.

Performance testing

The performance of a solution is tested under the conditions in which it would normally be used. Quantitative data is collected through a variety of tests such as:

destructive tests assessing impact strength or flammability
cyclic tests
measurement of physical properties such as weight and size
timed tests for web pages to load
ease of navigation through an interactive story, game or website.

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Collecting dataBoth types of data collected through testing are considered primary sources of data.
Qualitative data deals with quality and is data gathered as descriptions. This data tends to be subjective and can be converted to a numerical value, eg “I like the overall shape of the solution, it fits my hand well, I would give it a 9 out of 10 for comfort” or “The layout of the webpage looks intuitive, it looks easy to navigate and the use of negative space makes it clear. I would rate the clarity of the page as 8 out of 10.”
Tests that can be used to obtain qualitative data include:

using a questionnaire to find out if the target audience likes the look of a product
surveying students to find out which parts of a video game they found too easy and which were too difficult
interviewing an expert after he or she has interacted with a solution
performing a user trial by giving a toy to children to play with and observing reactions.

Quantitative data deals with quantity and is gathered as definite values, typically a numerical value. This data is objective and can be measured, eg “All information in the database has to be a maximum of 3 clicks away” or “The overall cost of the materials can be no more than €45.”
Tests that can be used to obtain quantitative data include:

timing users who are tasked with finding a particular piece of information on a website
measuring a product to ensure it is the correct size and within weight limits
beta-testing interactive media to find bugs
running performance tests to determine the strength of a product
checking the capacity of a storage device
counting the number of hits on a website over a set period of time.

Test - comparison with existing product

My product

From the surveys, I can conclude that my product met most of my design specification. My product has three sections for putting different writing utensils and all sections are at least 11cm deep. Every section can stored more than 20 pencils and I have a drawer that can put more than 3 erasers. My product is made out of plywood and is joined well using glue and nails. I finished my product in time (10 create classes). For my fourth design specification (The design theme must be aesthetically pleasing to a female teenager around 14 to 16 years old, the colour theme will be plain solid colour), 6 people said it looks excellent and 5 said it looks good. Some like its simplicity and they said that the colour theme and popsicle sticks make the product looks pretty. However some also say that it is a little bit too plain and not very attractive.

What most students like about my product is its function and how it can stored many stationary. They also like the design: circular form and decorations (popsicle stick).
What they said can be improved id the drawer because it looks a bit small and it didn’t fit well, therefore it is hard to pull out. They also said I should make each sections less deep and wider because it is quite hard to pull the pencils out. They also said to change the colour theme from white to yellow or add more colour in the front (because it is too simple).

Feedback from users example

(ii) Critically evaluate the success of the solution against the design specification

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

carry out a wide range of effective tests to generate qualitative and quantitative data
explain the accuracy of the data gathered throughout testing
present the analysis of the data in a clear and concise way
evaluate the success of the solution against the requirements of the design specification
explain weakenesses and limitations of the solution based on the analysis of data collected throughout objective and subjective testing against the requirements of the design specification

When critically evaluating the success of a solution, you must objectively judge the solution against the specifications. This objective evaluation comes from analysing the data gathered by carrying out the tests designed.
You must analyse this data and make conclusions that identify strengths and weaknesses of the solution, along with opportunities for further development.

Specification	Testing method	Evidence from tests
-----------------------	-----------------------	----------------------- -----------------------
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Testing against the design specifications template
Test against design specifications

Specifications	Yes/No	How is it met?
Must have at least 3 sections for putting different types of writing utensils	5/5	There are three sections for putting different types of writing utensils: one big section and two small sections
Must have enough space for storing at least 20 pencils	5/5	One of the small sections of my product can store 40 pencils
Must have 1 drawer for storing erasers that can store at least 3 small erasers	5/5	My drawer can stored 4 erasers
The design theme must be aesthetically pleasing to a female teenager around 14 to 16 years old. The color theme will be plain solid color	3/5	According to the survey results, 6 people said the design is excellent and 5 said it is good. Some say that the product is too plain
The depth of each section must be at least 11 cm drop	5/5	The long section is 11cm deep and the small ones are 14cm deep
Must be made out of wood	5/5	The product is made of plywood
Must be joined well using glues and screws/nails	5/5	The product is joined using latex glue and nails (from nail gun)
Must be completed within the time given (the create part)	5/5	The product is completed within the given time below

Recording the results of tests against the design specifications example

(iii) Explain how the solution could be improved

By the end of year 5 students should be able to:

explain, in detail, how the identified weakenesses and limitations of the solution could be improved
create annotated sketches and adapt the design specification to show how the solution could be improved

How can students identify how the solution could be improved?Through the objective evaluation of your solution, you should have identified weaknesses in your solutions. These weaknesses provide opportunities for further development and allow you to consider how you would refine your solution further.
Students can suggest these improvements in many forms, including:

written text—paragraphs or tables

diagrams and charts

annotated photographs/screenshots of the prototype

sketches

Amended drawings/diagrams/storyboards etc. Adding the name of the places in the pictures (Applies to both model and final)	This was suggested by the ministry of tourism and it is a valid improvement. This would be beneficial to my product because it would provide tourists with some information on what these places are called and it would help them later for further inquiries into Phnom Penh. It is also a good idea in general because it also advertises certain areas of Phnom Penh.
Adding the Cambodian tourism website (Applies to both the model and full size display)	This was also suggested by the ministry and is a good idea as well. This will provide tourist with easy contact information. Most airports have Wi-Fi in them, thus, they are able to check out the website easily and find out more if they wish to. This is also smart.
Add some facts or other information about Phnom Penh such as transport (Applies to both the model and full size display)	This would allow the tourists to see more about Phnom Penh without having to do further inquiries. This is helpful for them because they can decide just by seeing the booth. It may also provide for something more to look at in the booth because my booth is rather simple.
Size of the lotus needs to be bigger (Applies to model)	The lotus on the model was a little too small that it would not look very good on the full size display. Therefore, it would be better to have a bigger lotus because it would look more impressive and would be a better central attraction. The lotus was small because of the sizes of paper used to create it. These sizes could be made bigger.

Presenting possible improvements to a solution examples

Strengths	Weakeness	Improvements
Tastes of the dishes The taste of both the dishes were excellent according to all of my target audiences. The pasta had a creamy flavour with juicy mushrooms, mock chicken which adds to the texture and soft spinach which balances out the dish. The salad had a wide range of vegetables which when eaten provide a crunchy experience for our tasters, but when combined with the sour of the lemon and thickness of the feta cheese, it tastes very sublime. Nutrients in the dishesThe nutrients in the dish ranged from protein, carbohydrates, vitamins, minerals to dairy products. Even though the dish was for a vegetarian, it provided a sufficient amount of nutrition which is what an athlete needs in order to perform. Organization and Time-managementWe organized the cooking fairly and equally so that we could be efficient when cooking the dishes as well as have time to clean up as we go. This really benefitted us at the end because we finished just on time, even though we encountered a few problems during the end. When we faced any problems, we immediately fixed them and got on with the cooking to save time and also finish on time.	Appearance and texture of the pasta dish The appearance and texture of the pasta was not that great as we would have liked it to be. The design clearly wanted our pasta to be surrounding the sauce, but a minor mistake made us change the appearance so I am disappointed. The texture, consequently, was also ruined due to our poor quality sauce which was too thick. We were hoping to fix that mistake from the first time, but unfortunately, it did not work out the second time either. Cooking errors We did not identify some things correctly such as when the water was actually boiling because we accidentally put the pasta in non-boiling water so we need to be more focussed to fix that.	If I had a chance to redo this dish, I would definitely have done this twice and used the first time as a learning experience to fix all my mistakes and not repeat them again such as the thickness of the pasta cream sauce. I will also try and practice basic skills such as boiling at home beforehand so I can perform it correctly in school. I think I just need to cook more to get more experience with these sort of things which will lead to a perfect dish. Since pasta is eaten quite often, maybe next I would try and create my own dish that will excite my target audience a bit and give them something different to what they usually have.

Presenting possible improvement to a solution example MYPdesign56

Figure 72 - Suggested improvements example: Clock

(iv) Explain the impact of the solution on the client/target audience