Plan

PLAN

Design the Model
• generate a range of designs that attempt to meet the design specifications
• compare the designs against the design specifications and
identify the pros and cons of each design
• select one program design and justify its choice and possible improvements.

Plan the Model
• devise, with guidance, a series of logical steps to create the product/solution
• construct a plan to create the product/solution that makes effective use of resources and time
• analyze the plan and explain the need for any modifications to the design.

Assessment Rubric

Achievement level
Criterion C: PLAN
0 The student does not reach a standard described by any of the descriptors given below.

1–2 The student produces a plan. The plan makes reference to resources and time. Describes, with guidance, the steps needed to create the product. With guidance, evaluate the plan and identify modification

3–4 With some guidance, the student produces a plan that contains some detail of the steps. The plan shows some details in term of resources and time. The student attempts to analyse the plan against the design specifications.

5–6 The student produces a plan that contains a number of logical steps. The plan shows effective use of time and
resources. The student identifies key aspects and safety hazards with the plan. The student analyses the plan against the design specification with regards to modification

Design

Requirement
I dentify a communication method.
Develop three design on the communication method.
For each design analyse it against the design specification.
Select the best design and justify the selection.


Achievement level
Criterion B: DESIGN
Acknowledging resources is required for level 5-6
0 The student does not reach a standard described by any of the descriptors given below.
1–2 The student generates one design. Designs compared against the design specification. Selects one. Attempt of pros and cons of each design identified.
3–4 The student generates a few designs. Designs compared against the design specification. Selects one. Attempt of pros and cons of each design identified.
5–6 The student generates designs. Designs that meet the design specification. Compares designs against design
specification. Select one and justifies with a description the choice against the design specification. Pros and cons of each design are identified

Investigate 7/1/2011-21/1/2011

Investigate

• Research the history of communicating information and produce a timeline of landmark developments
• Research current methods of communication employed at sea
• Research current methods of communication employed by lifeguards
• Research methods or systems from other areas ( e.g. tic-tac, sign language ) which could be adapted or replicated
• Investigate different number systems ( binary, octal, etc. ) to ascertain how many instructions could be generated for certain methods of communication
• Research alternative methods of communicating information other than visual or audible
• Investigate different methods of 2-Way communication
• Find contact details of beach guard service at Pirates
• Record research findings in your Process Journal


Assessment
INVESTIGATE Identify the problem to be solved • consider the importance of communication.
• Present a brief outline of a current system of communications in sea.
Develop the design brief • ask relevant questions at the different stages of the investigation.
• identify appropriate sources of information and acknowledge these using a recognized convention (newspaper, interviews, users)
• collect and select information, organize it logically and, with guidance, begin to analyze it
• consider, with guidance, the value of sources of information.
Formulate a design specification for the Model • list, with limited guidance, the specific requirements that must be met by the product/solution
• design, with limited guidance, tests to evaluate the product/solution against the design specification.

Rubric

Level of
Achievement

Criterion A: INVESTIGATE
0 The student does not reach a standard described by any of the descriptors given below.
1–2 The problem
The student identifies the problem to be solved. The student writes a simple design brief.

The design brief
The student states and selects useful questions to guide the investigation, with guidance, few resources are identified with guidance, information is collected or selected, organized and presented.

The design specification
The student, with guidance, identifies a method for testing to the product/solution again the design specification. The student, with guidance, is able to list some of the specific requirements met by the product/solution. The Jobs of team member is identified.

3–4 The problem
The student id importance of the problem.

The design brief
The student states and selects appropriate questions to guide the investigation, most resources are identified. Detailed information is collected, selected, organized and presented.

The design specification
The student, with some guidance, outlines a method for testing to compare the product/solution against the design
specification. The student, with some guidance, is able to list many of the specific requirements met by the
product/solution. The Jobs of team members is clearly identified.

5–6 The problem
The student identifies the problem to be solved. The student outlines a simple design brief. The student describes the importance of the problem

The design brief
The student states and selects appropriate questions to guide the investigation, large list of resources are identified and acknowledged. Extensive information is collected, selected organized and presented.

The design specification
The student, with limited guidance, describes a method for testing to evaluate the product/solution against the

Design specification.
The student, with limited guidance, is able to list the specific requirements met by the product/solution. The
Jobs of team members is clearly identified with detail.

Investigate 7/1/2011-21/1/2011

Investigate

• Research the history of communicating information and produce a timeline of landmark developments
• Research current methods of communication employed at sea
• Research current methods of communication employed by lifeguards
• Research methods or systems from other areas ( e.g. tic-tac, sign language ) which could be adapted or replicated
• Investigate different number systems ( binary, octal, etc. ) to ascertain how many instructions could be generated for certain methods of communication
• Research alternative methods of communicating information other than visual or audible
• Investigate different methods of 2-Way communication
• Find contact details of beach guard service at Pirates
• Record research findings in your Process Journal

Assessments

Identify the problem to be solved	• consider the importance of communication. • Present a brief outline of a current system of communications in sea.
Develop the design brief	• ask relevant questions at the different stages of the investigation.  • identify appropriate sources of information and acknowledge these using a recognized convention (newspaper, interviews, users) • collect and select information, organize it logically and, with guidance, begin to analyze it • consider, with guidance, the value of sources of information.
Formulate a design specification for the Model	• list, with limited guidance, the specific requirements that must be met by the product/solution • design, with limited guidance, tests to evaluate the product/solution against the design specification.

 Assessment Rubric

Level of Achievement	Descriptor
0	The student has not reached a standard described by any of the descriptors given below.
1–2	The student demonstrates some knowledge and ability when identifying and applying technological research skills. There are signs of critical thinking and analysis in the work. Some thought has been given to the significance of the product/solution for people and/or the environment. The student’s use and acknowledgement of relevant sources are adequate.
3–4	The student demonstrates clear and consistent application of technological research skills. Personal comments, original thought about the need, and some analysis of the significance of the product/solution for people and/or the environment are evident. Effective use and acknowledgement of sources are demonstrated.
5–6	The student demonstrates excellent foresight when identifying and applying technological research skills. There is a high degree of questioning and critical analysis, and the appropriate use of sources is consistent. There is clear evidence that the student takes the sources into account in his/her investigation. A clear understanding of the potential significance of the product/solution is manifest

 

Introduction Activity-FIND OUT

Find out about Pirates Beach.

What are the kind of activities (concerning the sea) which are done on the beach?
What are the economic implications of these activities?
Are there any safety issues?

Present your finding in a video format that will take less than 10 MB in size.

This work is to be done within one lesson.

Print out the Story Board and update your Process Journal.

Term 2 2011 Unit Communicating Information

This term we shall do a Unit Entitled Communicating Information.

The guiding question will be
How do we ensure safety throught the development of communication sytems?

The area of interaction is Human Ingenuity.
How and why do we create a communication systems for safety ?
What are the consequences of our creation of Communication Systems?

Approaches To Learning
Thinking Skills
Research Skills

The AK strand is Global Economic.
How can we use technology to enhance our resources effectively?

PROBLEM
Pirates is considered both one of the best and dangerous windsurfing, snookering beaches in the region. How can we better communicate to people, once in the sea, about changes in weather and sea conditions?


CHALLENGE
Create a new method of communication that could be used by beach guards or the general public. The system should be cheap to produce, easy to learn but complex enough to communicate a range of instructions. The system can be visual, audible, sensory, or a combination of these