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MYP Design Guidebook

“Design is where Science and Art break even.” (Robin Mathew) “Design is not just what it looks like and feels like. Design is how it works.” (Steve Jobs)

This guide belongs to: ____________________________________ Class: MP __________

Design Guide for students and parents initiator is R. Anderson (BISS), adapted and further developed by S. Ille, BIS Aug 2013Adapted version for the ISE by M. Riou, and Mr Schoffelen Sept 2014

Table of Contents

About This Book...............................................................................................................................5

The Nature of Design.......................................................................................................................6

Projects in Design.............................................................................................................................8

How You Will Be Assessed..............................................................................................................9

Formative Assessments...............................................................................................................9

Summative assessments..............................................................................................................9

The Design Cycle...........................................................................................................................10

Criterion A – Inquiring and analysing..........................................................................................12

Criterion B – Developing ideas...................................................................................................13

Criterion C – Creating the Solution.............................................................................................14

Criterion D - Evaluating...............................................................................................................15

Inquiry Stage (part of criterion A)...................................................................................................16

Developing ideas Stage (criterion B)..............................................................................................18

Plan Stage (Criterion B).................................................................................................................19

Create Stage (criterion C)..............................................................................................................21

Evaluate Stage (criterion D)...........................................................................................................22

How to present your work...............................................................................................................24

Handing in your work......................................................................................................................25

Expectations: Rules and attitude in the design class.....................................................................26

Medium, programs and application examples................................................................................27

Digital Design.................................................................................................................................28

MYP Glossary of Terms & Acronyms.............................................................................................30

Statement.......................................................................................................................................32

The ISE Design Guidebook of 33

About This BookWe are happy to give you this guidebook, “it’s a, how to be successful in Design kind of book”. A book which hopefully will answer a couple of questions you may have, and will help you (and your parents) to understand the subject Design and the rules, and expectations that apply for it.

“MYP design challenges all students to apply practical and creative thinking skills to solve design problems; encourages students to explore the role of design in both historical and contemporary contexts; and raises students’ awareness of their responsibilities when making design decisions and taking action.”

The ISE Design Guidebook Page 5 of 33

The Nature of DesignDesign, and the resulting development of new technologies, has given rise to profound changes in society: transforming how we access and process information; how we adapt our environment; how we communicate with others; how we are able to solve problems; how we work and live.

Design is the link between innovation and creativity, taking thoughts and exploring the possibilities and limitations associated with products or systems, allowing you to redefine and manage the generation of further thought through prototyping, experimentation and adaptation. It is human-centred and focuses on the needs, wants and limitations of the end user.

Competent design is not only within the reach of a small set of uniquely skilled individuals, but can be achieved by you all. The use of well-established design principles and processes increases the probability that a design will be successful. To do this, designers use a wide variety of principles which, taken together, make up what is known as the design cycle.

Designers adapt their approach to different design situations, but they have a common understanding of the process necessary to form valid and suitable solutions.

A designer has a role and responsibility to the community and the environment. Their decisions can have a huge impact and, therefore, their ethics and morals can and should be questioned regularly.

A designer should have the ability to maintain an unbiased view of a situation and evaluate a situation objectively, highlighting the strengths and weaknesses of a common product or system.

Good communication is a key trait of any good designer through visual and oral presentation.

Designing requires an individual to be imaginative and creative, while having a substantial knowledge base of important factors that will aid or constrain the process. Decisions made need to be supported by adequate and appropriate research and investigation. Designers must adopt an approach that allows them to think creatively, while conforming to the requirements of a design specification.

Both the ideas of design and the process of design can only occur in a human context. Design is carried out by a community of people from a wide variety of backgrounds and traditions, and this has clearly influenced the way design has progressed at different times. It is important to understand, however, that to design is to be involved in a community of inquiry with certain common beliefs, methodologies, understandings and processes.

MYP design challenges all students to apply practical and creative thinking skills to solve design problems; encourages students to explore the role of design in both historical and contemporary contexts; and raises students’ awareness of their responsibilities when making design decisions and taking action.

Inquiry and problem-solving are at the heart of the subject group. MYP design requires the use of the design cycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, the creation of solutions, and the testing and evaluation of the solution. In MYP design, a solution can be defined as a model, prototype, product or system that students have developed and created independently.


A well-planned design programme enables students to develop not only practical skills but also strategies for creative and critical thinking.

The MYP expects all students to become actively involved in, and to focus on, the whole design process rather than on the final product/solution.

(as published by the IBO)


Projects in DesignIn design, we mainly work with projects. Each unit (project) consists of one or more tasks that are designed to develop the students skills which are based upon a challenge in which students have to apply these skills or other skills acquired in past projects.

Skills involve Manual skills with different resistant materials like wood, plastics metal etc. and also drawing and sketching skills as also computer based skills, like Photoshop, illustrator, Sketchup etc. and last but not least research skills.

The students aim in Design is that of an inquirer : someone who will asks questions to oneself and others, becoming someone who is constantly looking for improvement, change, and innovation.

It can happen that some project will cover only a few of the criteria, but most will be assessed on ALL the criteria. Some projects are also made in collaboration with other subjects (interdisciplinary projects) in the school. We call them interdisciplinary units and students get to develop skills in a wider range. Which means that work can be assessed in more than one subject for the same project.


How You Will Be AssessedFormative AssessmentsFormative assessments are considered part of the learning process, meaning that they do not measure your final achievement, but they allow you to get feedback and improve before a summative assessment.

Often, the parts of the units where you get familiar with skills (drawing, using Adobe Illustrator, using the workshop machines, etc.) are formative. You can try some tutorials or exercises and get feedback before you get to use these skills in a design challenge that will be assessed against the criteria.

Summative assessmentsCriteria are designed with rubrics, which define what level of skills students should achieve through their unit/school year. Note that the template given below is for year 5 students. Between year 1 and year 4, criteria rubrics can be adapted to the specific task and requirement. In year 5, the rubrics are given by the IBO and have to be implemented exactly in order for the students to all reach similar standards.


The Design Cycle

Criterion A “Inquiry and analysis” – From the challenge, problem or situation you need first to define your task through a brainstorm of inquiry questions. These are questions that help you justify the need for a solution to the problem. You then go out and research this by identifying sources that can help you and analyzing a range of existing products. You finish with a summary of your research and useful relevant information in your own words that answers the challenge and is called the design brief.


Criterion B “Developing ideas” - This is where you develop, sketch and describe your solutions. You have to produce a range of feasible design ideas, in order to be able to choose a final design. You compare your ideas to the design specifications and develop an idea through to a final design, which you will choose and justify the reasons for your choice. Your final design needs to be accurately developed into a detailed building plan of construction including technical drawing showing detailed measurements.

Criterion C “Creating the solution” - You finalize the preparation by constructing a logical procedural plan making effective use of resources(material) and time, :outlining each and every step is essential. Using a Gantt Chart or a storyboard is often helpful to illustrate your procedural plan. This also includes the steps in which you actually make your project and keep a detailed record with pictures (process journal, blog entries, etc.). You meticulously follow the plan and record every modification and explain the reason for these modifications. You are also requested to demonstrate excellent technical skills when making the solution.

Criterion D “Evaluate” - You have to design detailed and relevant testing methods which allows you to collect data. You have to test your product to against the specifications, evaluates its success and explain the impact of the solution on the target audience. Finally, you should explain how the solution can be improved.

Plan: Notice that the planning elements are divided over two criteria. (“Developing Ideas” and “Creating the solution”) According to the Merriam-Webster, the definition of plan covers two levels :

1. Applies to Criterion Bdrawing or diagram drawn on a plane: asa. a top or horizontal view of an objectb. a large-scale map of a small area

2. Applies to Criterion Ca. a method for achieving an endb. an often customary method of doing something : procedurec. a detailed formulation of a program of action


Criterion A – Inquiring and analysing

1. Explain and justify the need for a solution to a problem.2. How will you do your research? Primary and secondary.3. Analyse a range of existing products.4. Develop a detailed design brief:5. Concisely summarize the useful and relevant information in your own words.

Achievement level Level descriptor

1-2

The student: states the need for a solution to a problem for a specified client/target audience; develops a basic design brief, which states the findings of relevant research.

3-4

The student: outlines the need for a solution to a problem for a specified client/target audience; outlines a research plan, which identifies primary and secondary research needed

to develop a solution to the problem, with some guidance; analyses one existing product that inspires a solution to the problem; develops a design brief, which outlines the analysis of relevant research.

5-6

The student: explains the need for a solution to a problem for a specified client/target audience; constructs a research plan, which identifies and prioritizes primary and secondary

research needed to develop a solution to the problem, with some guidance; analyses a range of existing products that inspire a solution to the problem; develops a design brief, which explains the analysis of relevant research.

7-8

The student: explains and justifies the need for a solution to a problem for a client/target

audience; constructs a detailed research plan, which identifies and prioritizes the primary

and secondary research needed to develop a solution to the problem independently; analyses a range of existing products that inspire a solution to the problem in detail; develops a detailed design brief, which summarizes the analysis of relevant

research.

Design brief: The student’s response to the challenge, showing how they intend to solve the problem they have been presented with. This will guide their investigation as they work to develop a more detailed design specification.


Criterion B – Developing ideas

1. Develop design specifications.2. Develop a range of feasible design ideas.3. Present the chosen design and justify its selection.4. Develop accurate and detailed planning drawings/diagrams.


1-2

The student: lists some basic design specifications for the design of a solution; presents one design, which can be interpreted by others; creates incomplete planning drawings/diagrams.

3-4

The student: lists some design specifications, which relate to the success criteria for the design of

a solution; presents a few feasible designs, using an appropriate medium(s) or annotation,

which can be interpreted by others; justifies the selection of the chosen design with reference to the design specification; creates planning drawings/diagrams or lists requirements for the creation of the

chosen solution.

5-6

The student: develops design specifications, which outline the success criteria for the design of a

solution; develops a range of feasible design ideas, using an appropriate medium(s) and

annotation, which can be interpreted by others; presents the chosen design and justifies its selection with reference to the design

specification; develops accurate planning drawings/diagrams and lists requirements for the

creation of the chosen solution.

7-8

The student: develops detailed design specifications, which explain the success criteria for the

design of a solution based on the analysis of the research; develops a range of feasible design ideas, using an appropriate medium(s) and

detailed annotation, which can be correctly interpreted by others; presents the chosen design and justifies fully and critically its selection with

detailed reference to the design specification; develops accurate and detailed planning drawings/diagrams and outlines

requirements for the creation of the chosen solution.

Design specification: A detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specification.


Criterion C – Creating the Solution

1. Construct a logical plan: efficient use of time and resources!2. Demonstrate excellent technical skills when making the solution. 3. You must follow the plan.4. You fully justify changes.5. You present the solution as a whole.


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 D - Evaluating

1. Design detailed and relevant testing methods, which generate data.2. Evaluate the success of the solution against the design specifications.3. Explain how the solution could be improved.4. Explain the impact of the solution on the client/target audience.


1-2The student: designs a testing method, which is used to measure the success of the solution; states the success of the solution.

3-4

The student: designs a relevant testing method, which generates data, to measure the success

of the solution; outlines the success of the solution against the design specification based on

relevant product testing; outlines how the solution could be improved; outlines the impact of the solution on the client/target audience.

5-6

The student: designs relevant testing methods, which generate data, to measure the success

of the solution; explains the success of the solution against the design specification based on

relevant product testing; describes how the solution could be improved; explains the impact of the solution on the client/target audience, with guidance.

7-8

The student: designs detailed and relevant testing methods, which generate data, to measure

the success of the solution; critically evaluates the success of the solution against the design specification

based on authentic product testing; explains how the solution could be improved; explains the impact of the product on the client/target audience.


Inquiry Stage (part of criterion A)“The challenge” (or “The situation”)…is a statement of the task you have been presented with (It is often a letter that explains the task in the context of a client).

A good way is to start with a mind map showing the areas needed for consideration in your project. Things like Materials, Tools, Environment, Target Market, Safety Issues, Aesthetics, Function, Style, Finishes etc.

Start with the essential questionsYour response to the challenge should at least answer: WHAT, FOR, WHO, WHY and HOW.

Your mind map would be the best way for a visual structured thought process to determine primary and secondary information.

Research and Information Seeking StrategiesWhere you are going to get the information to answer your essential questions, and how you are going to get it? You need to have at least a minimum of four sources of information. You need a bibliography of a broad range of appropriate and acknowledged sources to get top points.

Research and answers to the essential questionsIn your investigation you need to show the answers for the essential questions:

What: You could analyze existing samples of solutions, what is good, what is to be improved?

Who for: What is the target group of your project? Kindergarten, senior citizens, peers? What is specific about the company/organization/client you are designing your product for?

Why: What problem is your product going to solve? Clear bullet point list here!

How: What materials, tools and working processes will you need? Do you know all of them? Do you need to learn more about something, ‘google’ it?

Research of existent products that could inspire your creationIn your research, you need to find and analyze some existent products and try to explain if and how they could be useful to solve your design problem


Example Source Link to the assignment Am I going to use it?

Unknown. "Electric Exam: A Homemade Quiz Board." Electric Exam: A Homemade Quiz Board. N.p., n.d. Web. 15 May 2014.http://www.darkstar.cc/discovery/electricexam.htm

This is a game of association which could be good for character analysis/association in reading questions from “The Giver”.

I like the white board because you can change the questions easily. However, the same spots on the question side are always associated to the same spots on the answer side so it could become predictable.

yes

Bibliography(http://www.easybib.com/ is a good site to use and check)

This shouldn’t need any explanation. Your bibliography should be alphabetically arranged and in the correct format. Use the explanations you have been given for your personal project.

Conclusion of your inquiryHow did your Investigation go? Have you done everything required? Are there areas you could improve upon? Are you meeting the design situation constraints? Are you considering the user, the society and/or the environment in your research? How?


Developing ideas Stage (criterion B) The ‘Design Specifications’This is the most important part of the investigate stage. It is like a conclusion to your research.

The design specifications are detailed descriptions of the conditions, requirements and restrictions with which the design must comply. Create your design specifications in the form of a checklist so that you are able to use that checklist to evaluate your designs and your final product later in the project.

No Design Specification Achieved? Comments1 Has to fit the style of my client O O O

2 Has to be made of MDF O O O

Design Ideas Visual presentation: Show multiple (at least 3-4) different design ideas that solve your challenge (more for the higher range in the criteria). Use appropriate, visual ways to show your ideas. Like perspective or ‘straight’ orthographic sketches. Since your designs are a ‘visual discussion’, its often better hand drawn than using a drawing program. You will need to annotate all these sketches to help explain your different designs, keep your annotations short and to the point. You could also consider to make a ‘rapid prototype’, take pictures and annotate them so that your thinking and the features of your design become clear.

http://technicalillustrators.org/ is an interesting site showing professional samples

http://www.technologystudent.com/designpro/despro1.htm is a good site for basic, clear information about Designing

Choose your best design: Use your design specification checklist to evaluate all your design ideas against each specification to find out which of your ideas is the best and achieves top marks.

The final design must be evaluated in further detail against each specification (you can for example include an interview showing the opinion of somebody else) and you have to explain why this one is the most appropriate choice of design to achieve top marks.


http://www.technologystudent.com/designpro/despro1.htm

http://technicalillustrators.org/

Plan Stage (Criterion B) A clear technical drawing; often an orthographic drawing is the best option.

Material choices need to be clear, show material thickness in your drawings. If your object is small enough, make a 1:1 scale drawing.

Gantt ChartUse a spreadsheet format with dates on one axis and steps or tasks on the other axis. Describe exactly when you think you are going to complete each stage of the construction.

A ‘Gantt Chart’ is a great time planning tool. It might not be detailed enough to plan your construction.

See examples: Use ‘Gantt chart’ as search word!

http://www.gantt-chart.biz/gantt-charting-made-easy/ gives detailed information!

Plan of ConstructionSince your technical drawing shows all details about your product, you can now plan the step by step making of it. Create a Flow Chart or a storyboard. You lay out the whole construction process. Depending on your project choose which one to use.

Outline the important construction steps in enough detail.

How long is each part of your project going to take?

Include dates, then you can judge if you are keeping up.

What tools will you need? (Hand and Machine)

What materials will you require?

What processes do you need to consider?

Include quality control and back loops.

Include extra time in case something goes wrong!

Plan EvaluationIs the plan accurate?

Have you evaluated the plan critically? That means in detail and not just a quick assessment: Would somebody else be able to make your product by following your plan?

If you came across possible improvements while you wrote up your plan it is important that you document that and justify those improvements or modifications.


Plan layoutDuring the creation part you need to write your process journal. It might be time saving if you create a layout of your plan that makes it possible to include later the process journal you need to make to document your progress while building your project. A flowchart could cover one side of a page and your process journal can then be written on the other side later. With that method you can easily compare plan and reality of making your product and safe time!


Create Stage (criterion C)

Plan ConstructionYou actually make your project using all the steps you have outlined in your plan. Your project must be of a high quality. It must be made to the best of your ability and the resources and equipment we have in the school.

Process JournalThis is written up in diary format preferably right after every lesson of making your project. Be brief but to the point.

Materials and tools used.

Any modifications; mistakes made.

improvements / changes

How you overcame any difficulties.

Is your progress according to plan, why so?

It can be a rough document for the time being, the contents is important, be sure to include pictures / screenshots!

Document your work with pictures: show yourself in action!

Either have your own camera, use a school camera or use your phone if you can download images in school!

Take photographs and also screenshots when using specific software to document what you did!


Evaluate Stage (criterion D)

3 main elements: 1) Evaluate your product + suggest improvements.2) Evaluate your performance + suggest improvements.3) Evaluate the possible impact of your product/solution for society.

http://www.surveymonkey.com

At times using a ‘tool’ like the ones available on ‘surveymonkey’ might work well for an evaluation.

Check if this is the best possibility for evaluating some or all aspects of your product.

Test your product to see if it works.

Testing to Evaluate the Product Explain how you will evaluate your product once it is finished. What tests will show you that your product is successful? Describe tests in detail. Are you testing for visual design, for strength, for practicability, for ergonomics, for efficient

use of materials, for safety?

Think scientifically and define the variables: What height for a drop test? Why?

Take photographs of your project in action. Test the product with the intended users (in mind). Can they use the product easily? Can

they use it correctly?

Can you document your testing with a video/still pictures? Is the sound clear? Voice understandable? (depending on your product).

http://www.youtube.com/watch?v=eZNwQhXwZjk check this one out as a sample of an evaluation of a product.

Interview some users and see what their views are of the product.

Good sources to check when you are designing a survey:

http://www.sciencebuddies.org/science-fair-projects/project_ideas/Soc_survey.shtml

http://www.smartgirl.org/speakout/how-to-write-a-survey-advanced.html

Do they like it? Why? What?

Does the product fulfill its purpose? What do they like best about it? What do they like least about it and why?

Suggestions for improvements?






http://www.youtube.com/watch?v=eZNwQhXwZjk

http://www.surveymonkey.com/

What are the (possible) effects of your product For The user For Society and/or the environment

Analyze the success of your product Using the design specification checklist you made during the investigation:

Have you addressed and written about each specification? How well did it meet your specifications? Are all the measurements correct? Is the shape different than planned? What are the positive effects of your product? Explain? Does it have any negative effects? How could you make your project better next time? Do you now have a better understanding and can you add specifications you did not

consider during the investigation?

Evaluating and assessing your performance: Have you commented on your own performance at each stage of the Design Cycle? Have you suggested all the improvements you can?

Elements to consider:

Did you have difficulties with the hand tools? Did you have difficulties with the machine tools, with software you used? What were the new practices, tools, machines…. you learned about? Did you follow safe practices? Did you cooperate with your fellow students?

Use a table layout using bullet point style descriptions this will make it clear and fast and easy to understand.


How to present your workBefore you hand in any work be aware of the following:

That the Academic Honesty Policy of the school applies to all work handed-in by students

The overview of this policy is available on the school website under:

Secondary School > Curriculum > Policies

First On The List For Organization And Presentation

Make sure at all times that you Identify your work. Put your full name and class on it. Make it also a habit to name your digital work by including your name and class.

For a complete design project, there are 3 things you need to hand in:

1. Your well organized and good looking design folder, complete with all the 4 stages enclosed clearly. These sections should follow each other in a clear and logical sequence:

Criterion A – Inquiry and analysis (Define and Investigate the challenge)

Criterion B – Develop ideas (Designs and Plan Views/ Drawings/Diagrams)

Criterion C – Create the solution (Procedural Plan and record of process)

Criterion D – Evaluating (Test, Analysis and Evaluation)

Name all files correctly, otherwise grading might not be possible.

2. The record of your process. (Also part of Criterion C)

For example, a process journal or blog entries as part of the create stage has to give a clear account in a diary style about your practical work.

Keep it brief by including sketches, screenshots, and/or pictures.

Describe modifications and changes (mistakes maybe) that have happened.

Often an annotated picture for a work step is enough!

Refer back to the ‘Plan stage’ and ‘Design stage’; did your work go according to your plan?

3. Your actual product (What you made, But Certainly pictures of it)

Make sure that the pictures are clear and show several angles of the work to give a good impression of the result. And don´t forget to also put your name on your product.


Handing in your work.Each piece of work (written work) including the pictures of your product will be handed-in on the managebac-dropbox of your class, or through the following email address ( when in agreement with the teacher):

[email protected]

You always have to title your email with the following information:

<Student name>_<Group>_<Project title>_<Criterion>

And also any attached file with the following information:

<Student name>_<Group>_<Project title>_<Criterion>

For example:

JackSparrow_MYP5B_TheQuestProject_Evaluating


mailto:[email protected]

Expectations: Rules and attitude in the design classRules in the Design class are essential for the productive work and SAFETY of every student. If the rules are not followed, they jeopardize the students and classmates chances of success. Therefore, if the specific rules are not respected by a student, this student will lose his right to use the specific medium in the technology class (laptop, internet, workshop machines, rulers, etc.).

Did you do all your homework all the time?

Did you come to class well prepared?

Did you have a positive attitude and are independent in your working?

Were you working safely all the time?

Team work Did you get on well with others?

Did you co-operate, especially in a workshop or computer lab environment?

Do you listen and consider other students’ ideas?

Do you help your classmates? Do you encourage their ideas and their work?


Medium, programs and application examplesMultiple mediums can be used to present a challenge solution. Here are some ideas of possible outcomes that are offered in the school :

Product DesignMost of the time, these are the possible outcome of a product design. If you have another idea, talk to your teacher about it!

Model (to scale version of the object designed)

Actual size object (not always possible, depending on the size of the object. If it is too big, consider a model)

The use of various machines in the workshop and material is possible. You can use the machines as shown by your teacher and only if the teacher gives you the permission.

One of the technology teachers has to be present for you to use the machines and the materials.

The machines and tools must be used according to the rules and safety instructions (see previous section in this booklet).

Most of the following material can be used only when permission has been obtained by the teacher for each student, These materials can only be used for school work :

Wood

Styrofoam

Fabric

Metal sheet

Metal wires

Electrical wires

Glue

Cardboard

Paper etc..

Students are encouraged to recycle materials as much as possible and are welcome to bring some material from home when needed and . If the student is thinking of a specific material that would be needed to convey his or her design and is not available as such, he or she should discuss it with the teachers during the planning of the solution.


Digital Design You always need to observe copyright carefully. Try and get permission to use it. (Copyright holders are often willing to give you permission when it concerns schoolwork). Without permission do not use their products!

Here is a list of the digital programs and applications available on the design computers (there are 28 computers available in the Design room). Some of these programs and applications are not available on the library and the rest of the school computers. For each program, we are giving you one or many alternatives (similar programs or programs which offer similar options, which you can use at home or on your own device). This list can change along the school year. Tip, there are a lot of online software programs you can use without actually downloading them.

In this table, OS stands for Open Source : an open source program is free and often available through internet. Some of the open source programs require a free subscription. Programs that are not specified OS often need to be paid for.

Program/Application Description Alternative(s)

Word Text Pages (MAC)

Excel Spread sheets : Finance, data recording and interpreting, mathematics

Numbers (MAC)

PowerPoint Presentation Tool Prezi (OS, Online), Keynote(MAC)

Adobe Illustrator CS6 Graphic Design

Adobe Photoshop CS6 Image Design Gimp (OS, online)

Adobe Dreamweaver CS6 HTML Web design, programming, coding

Code Academy (OS, online), W3School (OS, online)

Google SketchUp (free version) (OS)

Technical and 3D Drawing Tool AutoCad drawing, Google SketchUp Make,

Windows Movie Maker Video iMovie(MAC),

Application

In some situations, the application can be suitable to design a product but not to create it. For examples, initiation to programing in class could be done through Scratch(OS) or Wix(OS) but it would not be acceptable for a student to produce a solution with these application as they require simple skills and do not allow the student to show excellent technical skills, as it is required by the criteria. Here is a list of examples of applications that can be used for the design and the plan, but not for a final product :

Scratch (OS) (basic programing)

Wix (OS) (basic programing)


Google SketchUp 3D Warehouse (resource of pre-created components to introduce in a SketchUp design)

Easel.ly (infographic tool)

Hype (HTML5 animations and widget

Combination of product and digital design :Some design challenges can allow you to design a solution that is digital or an actual tangible product. In most of those cases, you will be given the choice of outcome or of the process that you use to get to this outcome. In all cases, you will have to choose a process and/or a product in which you can demonstrate excellent technical skills when making the solution and present the solution as a whole (a part of the solution only is not acceptable, unless specified so in the task description).


MYP Glossary of Terms & AcronymsTerm/Acronym Description

Assessment To mark or grade something, for example your work

AOI Areas of Interaction: 1) Human Ingenuity , 2) Approaches to learning, 3) Health and Social Education, 4) Community and Service.

Analyse To examine critically, so as to bring out the essential elements of something

To look at and discuss your work or information. Give your own views.

Brainstorm A graphical representation of your initial thoughts and ideas, done in a short time, to be analysed later.

CAD/CAM Computer Aided Design/Computer Aided Machining, Software for designing a product and

driving a machine, the machine then able to manipulate materials.

Create Stage of the Design Cycle where you make something through artistic effort

Criterion / Criteria Explains how you as a student are graded in each stage of your work

Design Stage of Design Cycle; To develop ideas that help you solve problems or situations

Design Brief Your answer to the challenge, your investigation. A description of your product.

Design Cycle The process that a design project goes through from beginning to end (4 steps in Design).

Design Ideas A drawing(s) of what you might create and description of it.

Design Specification A precise list of specific details of what you are creating, when, with which materials, why, for whom….

Essential Questions Important questions that need to be answered during the research stage.

Evaluate To judge or determine the significance, worth, or quality of;

assess: e.g.: to evaluate the results of an experiment.

Gantt Chart A planning tool, used to create an overview.

A spread-sheet showing details of time and tasks or steps of your project

Investigate First stage of Design Cycle; to make a detailed inquiry or systematic examination

Interview Type of research where facts and information is obtained from others

Product Something made by a human or a machine


Term/Acronym Description

Process Journal A precise diary or reflection of what you have done; has to include visuals!

Questionnaire A set of questions used to help find out people’s opinions on a design

Stage A small part of a larger task (similar to a step)

Testing Evaluating or assessing a design. Seeing if it works or how well it works.


Statement

(student)

I _______________________________________________________ MP _______

have read and understood the requirements to take part in the Design class.

Student’s signature: ______________________________

Date: _______ / _______ / _______

(Parent)

I _______________________________________________________

have read and understood the requirements to take part in the Design class.

Parent’s signature: ______________________________


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