Take cover!
You will make a catapult which will fit onto an A3 piece of paper and fire a steel ball (projectile) obout 2cm in diameter. You will need to attack a castle and accurately hit the castle walls with your projectile.
In order to create your device you need to have a detailed design specification. You usually develop a design specification during the investigation stage. We will work together as a class to try and create the perfect design specification:
The Design Specification:
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. From MYP documentation 2006
After your research you can develop a Design Specification. This will tell you:
- The Audience- Who you are designing for (who will see/buy/use the product)
- Objective - What the successful design must do: This is a description of what the solution will accomplish. It could indicate how well the solution is expected to work or under what conditions it will work - usually taken from the design brief
- Production - see first paragraph at the top of this page above
- What it should look like (Size/colours/etc)
- What it should be made from
- Tools needed to make the product
- Time needed to complete the product
- Usage - How it will be used
Design specification example below: Always write a possitive specification, the design / it will...... Not I will try and.....
- The design will be made for the general public.
- It will be sold in the charity shop
- It will generate income for the charity
- It will be a message pad holder
- It will have an easily recognizable wildlife theme
- It will have a simple shape
- It will have simple lines
- It will lie flat
- It will be possible to hang it up
- It will hold at least 20 pieces of A6 recycled paper
- It will be made from 170 x 220mm mdf
- It will be made in portrait
- It will be used in the home to write reminder notes
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On the left is an example! Do not copy!!! |
The design specification will ensure that your designing gets off to a good start. As you develop your design ideas, it is important to check your ideas against the specification to avoid losing sight of what the product has to do.
Task 1: The class design specification. You will need this as you develop your designs.
Working in pairs, Create a design specification. We will then work together as a class to make the perfect specification.
Task 2: Evaluate your work during this stage (investigation).
Possible questions to ask yourself:
- How well did you work during this time?
DESIGN
Task 3: The design
- Develop a design for your catapult.
- Get into a group of 2 or 3.
- Look at your design specification and your individual designs. In your groups decide on a final design for your group. You can use the internet for help. Your homework task should also help you during this stage.
- Draw a clear design for your catapult
Task 4: Evaluate your work during this stage (investigation).
Possible questions to ask yourself:
- How well did you work during this time?
PLANNING
Planning is a very important part of the Design Cycle
There is a lot to do when you start to make your catapult. You need to work out what order to things in and how long it will take. Some stages may be difficult. What will you do if there is a problem? What happens if you run out of one type of wood? When will you check the quality of your work?
In your groupd decide on:
Task 5: The materials: What you need
- Make a list of all the parts you need
- What type of wood, paint, glue will you use for each component? Annotate the diagrams to include type of wood, required finnish etc.
- What tools will you need?
Task 6: The main stages of production.
You need to put the things you need to do in order in each of the stages.
write down each persons job in your group.
Task 7: Evaluate your work during this stage (investigation).
Possible questions to ask yourself:
- How well did you work during this time?
Create:
This is the stage that we will be assessing using the MYP Rubric. Look at the objectives below:
- MYP Interim Objectives for Grade 8 (MYP3)
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- use appropriate techniques and equipment competently
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- ensure a safe working environment for yourself and others.
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- follow the plan to produce the product/solution with minimal guidance
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- review the plan and explain any changes to the plan (when necessary).
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- Create a product/solution of appropriate quality.
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And the create part of the rubric:
create |
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0 |
The student does not reach a standard described by any of the descriptors given below |
1-2 |
The student considers the plan and creates at least part of a product/solution. |
3-4 |
The student uses appropriate techniques and equipment. The student follows and reviews the plan and mentions any modifications made, resulting in a product/solution of good quality. |
5-6 |
The student competently uses appropriate techniques and equipment. The student follows and reviews the plan and explains any modifications made, resulting in a product/solution of appropriate quality using the resources available. |
Task 8: A process Journal
You will be assessed on your process journal!
You should:
- Create your own process journal
- document, the building of the catapult with a series of photographs or a video
- You should use dated headings while recording the process of making your catapult,
- including when and how you use tools,
- materials and
- techniques.
- You should follow your plan and describe any changes you make to the plan while you are creating the catapult
- You should follow your design and describe any changes you make to your design while you are creating the catapult
- You should evaluate your work during this stage
Evaluation:
Objectives: During the Evaluate stage you should…..
- MYP Interim Objectives for Grade 8 (MYP3)
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Task specific clarification |
- carry out tests to compare your design against the design specification
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- Compare your final design against the specification
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- consider the success (and/or failure) of the product/solution in an objective manner based on testing, their own views and the views of the intended user
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- consider the success (and/or failure) of your design in an objective manner based on:
- testing
- your own views and
- the views of your class mates
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- consider the impact of the product/solution on individuals and/or on society
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These were the original key questions; Why and how do we create? What are the consequences?
Describe how these questions relate to your catapult design
Write an evaluation of your catapult project while answering these two key questions.
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- explain how the product/solution could be improved
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- explain how your catapult could be improved.
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- reflect on their performance at each stage of the design cycle•
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- Reflect on your performance during the create stage - discuss how well you worked in your group. Also include your evaluations from the previous stages (investigation, design, plan)
- identify the parts you found difficult and suggest ways in which your performance could be improved.
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- identify the parts they found difficult and suggest ways in which their performance could be improved.
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Task 8: Evaluation report
Look at the task specific objectives above and create an evaluation report. Your evaluation sould be at least 500 words long!
Use the rubric below in order to assess your achievement.
evaluate |
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0 |
The student does not reach a standard described by any of the descriptors given below. |
1-2 |
The student considers the success the product/solution or his or her own performance. |
3-4 |
The student considers the success of the product/solution and his or her own performance and suggests ways in which these could be improved. The student tests the product/solution to compare it against the design specification. |
5-6 |
The student considers the success of the product/solution based on the results of testing, their own views and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment. |
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