Year 9 : EXCHANGE UNIT: HOW DO I DECIDE?

Teacher(s)	Victor / Serem	Subject group and discipline	Design
Unit title	How Do I Decide?	MYP year	4	Unit duration (hrs)	20
Strands	Economics for Development:  Understand the connections between economic activity and quality of life.

Inquiry: Establishing the purpose of the unit

Key concept		Related concept(s)	Global context
Development		Form, Function	Globalization and Sustainability; societal decision-making
Statement of inquiry
The development of sustainable solutions to everyday problems requires understanding of the connection between economic activity and the quality of life.
Inquiry questions
Factual: What is the role of data organisation in developing a balanced society? What factors does a Designer consider to develop sustainable solutions? Conceptual: How do we know a particular form of data organisation is suitable for sustainable society?  Is there any ideal factor that decides the nature of a sustainable society? How do we know if society is ideally sustainable? Debatable: Is it possible to build an ideal sustainable society? Does technology always enhance performance? Can digital products be sustainable?
Objectives	Summative assessment: The student produces an ePortfolio folder (containing spreadsheet showing different Excel functions, formulas, and charts used to manipulate, store and analyse data) that follows the design cycle to develop a solution (or range of solutions), which illustrates data organisation and management.
A: Inquiring and analysing C: Creating the solution D: Evaluating	Outline of summative assessment task(s) including assessment criteria: Criterion A i.        Explain and justify the need for a solution to a problem for a specified client/target audience ii.      Identify and prioritize primary and secondary research needed to develop a solution to the problem iii.    Analyse a range of existing products that inspire a solution to the problem iv.    Develop a detailed design brief, which summarizes the analysis of relevant research. Criterion C I.       Construct a logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution. Demonstrate excellent technical skills when making the solution Follow the plan to create the solution, which functions as intended Fully justify changes made to the chosen design and plan when making the solution Criterion D i.        Design detailed and relevant testing methods, which generate data, to measure the success of the solution ii.      Critically evaluate the success of the solution against the design specification iii.    Explain how the solution could be improved iv.     Explain the impact of the solution on the    client target audience.		Relationship between summative assessment task(s) and statement of inquiry: Within Criterion A, the student selects a target audience/client and will analyse and inquire into: ·         The identification of primary and secondary research on the need for a solution and a IT tool to enhance organization. ·         Existing products that illustrate data management ·         Students will create a design brief, which reflects the analysis of their research with reference to the global context and statement of inquiry. Within Criterion C the student produces: ·         A plan that incorporates evidence of resources and details of the necessary skills required to create the solution. ·         Students will demonstrate excellent technical skills*(formulas, functions, charts and predictions) by following the plan to create, refine and present a final product Within Criterion D the student will: ·         Design authentic tests for the solution ·         Use the design specification to critically evaluate the success of the solution ·         Explain how they could improve the product ·         Explain the impact the product has made on the selected client/target audience.
Approaches to learning (ATL)
Skill categories Skill clusters Specific skill Learning activities Thinking Critical-thinking skills Recognize and evaluate propositions Analyze a range of existing products that inspire a solution to the problem Communication Communication skills Structure information in summaries, essays and reports Develop a detailed design brief which summarizes the analysis of relevant research Communication Communication skills Write for different purposes Fully justify changes made to the chosen design and plan when making the solution Self management Organization skills Plan short-and long-term assignments; meet deadlines Plan strategies and take action to achieve personal and academic goals Plan the creation of the chosen design / solution Design detailed and relevant testing methods, which generate data, to measure the success of the solution Thinking Critical-thinking skills Draw reasonable conclusions and generalizations Critically evaluate the success of the solution against the design specification Or In order for students to be able to use communicate skills, they should be able to write a plan when making the solution for different purposes and justify the changes made. EXCEL WORKSHEET

GROUP DISCUSSION ON CRITERION B

G1. What strands or learning engagements are in Criterion B? 5 marks.


G2. Why do designers need Criterion B while working on Criterion C? 5 Marks


G3. What is needed while designing storyboards or designs? 5 Marks



G4. Can a designer create a final digital product without Criterion B? Why? 5 Marks.

QUADRATIC EQUATIONS

ALGEBRA:

QUADRATIC EQUATIONS.

Are equations where the highest exponent of variable  x is a square e.g x²

The Standard Form of a Quadratic Equation looks like this:

 

• a, b and c are known values. a can't be 0.

• "x" is the variable or unknown (we don't know it yet).

Here are some examples:

2x2 + 5x + 3 = 0		In this one a=2, b=5 and c=3
x2 − 3x = 0		This one is a little more tricky: Is this equation a quadratic equation? what is the value of ; a=?      b=?           c=?
5x − 3 = 0		Is this equation a quadratic equation?  what is the value of ; a=?      b=?           c=? SOLVING QUADRATIC EQUATIONS BY FACTORIZATION.   Product = C Sum = b When C is Positive (+) then two number all positive (+) or all negative (-). When C is negative, one number is a +and the other a - EXAMPLES: 1.        x² − 12x + 36  product = 36 , (-6 x- 6) Sum =  - 12 , (-6 + -6)               can be factored as (x − 6)(x − 6). (Roots) 2 .            2x² +5x + 3  product = 6, (3 x 2) Sum =  5,  (3+ 2) can be factored as? G 1) Factorize: x2 + 5x + 6  G 2)Factorize:  t2 + 2t - 24 G 3)Factorize: 2x2 + 6x + 4  G 4) Factorize: 4n2 + 12n + 9  Read more: http://www.mathwarehouse.com/sheets/algebra-2/quadratic-equation-worksheets/factoring-quadratic-equations-worksheet.php#ixzz5DWCr8DQa Problem 3.   Factorize the following equations in your groups.    G1)   x² − 3x + 2 G2)   x² + 7x + 12    G3)   x² + 3x − 10   G4)   x² − x − 30 (x + 5)(x − 6) x = −5  or  2. x = −5  or  6.    G1)   2x² + 7x + 3 G2)   3x² + x − 2 (2x + 1)(x + 3) (3x − 2)(x + 1) x = − 1 2   or  −3. x =  2 3   or  −1.    G3)   x² + 12x + 36 G4)   x² − 2x + 1 (x + 6)² A double root. A double root.

Unit 3: Criterion A: Inquiring and Analysing

Green Technology Unit Criterion A: Inquiring and Analysing Summative

Teacher(s)	Victor, Ben	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).