MYP
- Introduction
- overview
- design cycle
  - Introduction
  - investigate
  - design
  - plan
  - create
  - evaluate
- AoI
- assessment
- descriptors
curriculum
- Grade 6
- Grade 7
  - overview
  - logo
  - toy
  - animation
- Grade 8
  - overview
  - T-shirt
  - Game Design
  - catapult
- Grade 9
  - overview
  - poster
  - flash
- Grade 10
resources
- colour
- design notes
- glossary
- research
- planning tips
  - Gantt chart
  - Basics
  - links
- Grade
  - Grade 6
  - Grade 7
  - Grade 8
  - Grade 9
  - Grade 10
software
- Dreamweaver
- flash
- Illustrator
- InDesign
- Photoshop
- Premier
- ProDesktop
- Reason
gallery
- Grade 6
- Grade 7
- Grade 8
- Grade 9
- Grade 10

Criterion A: INVESTIGATION (MAXIMUM 6)

Investigation is an essential stage in the design cycle. You are expected to identify the problem, develop a design brief and formulate a design specification. You are expected to acknowledge the sources of information and document these appropriately.

Objectives:

MYP 1 / Grade 6	MYP 2 / Grade 7	MYP 3 / Grade 8	MYP 4-5 / Grade 9-10
At the end of the first year, students should be able to:	At the end of the second year, students should be able to:	At the end of the third year, students should be able to:	At the end of the course, students should be able to:
Students identify the problem to be solved
• consider the problem within a wider context1	• consider the importance of the problem for life, society and/or the environment		• evaluate the importance of the problem for life, society and the environment
• understand the concept of a design brief and adapt a given design brief to the problem or, with guidance, start to develop a design brief.	• outline a simple design brief.
Students develop the design brief
• ask useful questions about the investigation3	• ask relevant questions at the different stages of the investigation		• formulate and discuss appropriate questions that guide the investigation
• with guidance, identify appropriate sources of information and acknowledge these using the MLA format	• identify appropriate sources of information and acknowledge these using using the MLA format		• identify and acknowledge a range of appropriate sources of information
• with guidance, use different systematic methods to collect and select information, and to organize it logically	• collect and select information,organize it logically and, with guidance, begin to evaluate it	• collect and select information, organize it logically and, with guidance, begin to analyse it	• collect, analyse, select, organize and evaluate information
• understand the importance of questioning the value of sources of information.		• consider, with guidance, the value of sources of information.	• evaluate the sources of information.
Students formulate a design specification
• understand the concept and importance of the design specification and, with guidance, list the requirements that must be met by the product/solution	• list, with guidance, the specific requirements that must be met by the product/	• list, with limited guidance, the specific requirements that must be met by the product/solution	• list the specific requirements that must be met by the product/solution
			• design tests to evaluate the product/solution against the design specification.

Students should first understand that the role of technology is to provide solutions to problems and, with guidance from the teacher, they should be given opportunities to explore different types of problems that are relevant to them and/or their environment. Students should be given opportunities to identify problems that could be solved using technology before discussing the implications for life, society and/or the environment. The research questions should be based on the nature and type of materials, the tools, techniques and equipment and whether there are similar existing products.

Assessment Rubric:

	MYP1 / Grade 6	MYP 2 / Grade 7	MYP 3 /Grade 8	MYP 4-5 / Grade 9-10
0	The student does not reach a standard described by any of the descriptors given below.
1-2	The student investigates the problem, collecting information from sources.	The student investigates the problem, collecting information from sources. The student lists some specifications.		The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications.
3-4	The student states the problem in the form of a design brief. The student investigates the problem, selecting information from some acknowledged sources. The student lists some specifications that must be met by the product/solution	The student states the problem as a design brief. The student investigates the problem, selecting information from some acknowledged sources. The student lists a range of specifications that must be met by the product/solution.		The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analysing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification.
5-6	The student creates a design brief. The student describes the problem. The student investigates the problem, logically organizing information from a broad range of acknowledged sources. The student lists a range of specifications that must be met by the product/solution	The student describes the problem. The student investigates the problem, analysing information from a broad range of appropriate, acknowledged sources. The student lists a full list of specifications that must be met by the product/solution.	The student describes the problem, considering its relevance. The student investigates the problem, analysing information from a broad range of appropriate, acknowledged sources. The student lists a full list of specifications that must be met by the product/solution	The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification

During investigation you will always do some of the following:

try to recognize the extent of the use of technology in your surroundings, and in the world
research historical and cultural developments in technology
analyse specific situations and needs
analyse the environmental and social impact of technological processes and products
explore simple and complex technological objects and processes
consider attitudes and values relating to technological change
consider the implications of the areas of interaction.

Some questions you may want to ask: (Note you will not need to ask all theses questions for each project)

What did you choose to do? Why?
What did you find out about the history of the topic?
What did you find out about the future of the topic?
Why is the topic relevant?
How easy was it to find information about your topic?
What were the best sources of information?
What were the worst sources of information? Account for the difference.
Have you explored every avenue of research? (eg Internet, Periodicals, Books, Reference
text, Videos, Images, etc.)
Have you kept a record of the sources you analysed for later referencing?
Make comments upon the reliability of sources.
Have you displayed sufficient knowledge of the subject before moving onto the planning phase?

By the end of Grade 10, you should be able to:

identify problems or needs ( does it affect an individual or many people?)
formulate questions ( who, how, why, when, what? )
create a design specification
use appropriate resources (libraries, Internet, experts, CD's, magazines, community,)
collect, select and organize materials (what? where? how will the data be stored?)
make observations and record information ( notes, sketches, photocopies, recording..)
compare and contrast information
interpret information ( what is available, can it be used?)
search for solutions or designs which could be adapted
research the potential social significance of the product/solution.(will a solution be useful to others?)