Course Info

Overview – MYP TECHNOLOGY Grade 9/10

Knowledge Content
Although we split Technology into two lesson areas: Design and Technology, and Information Technology each area is linked leading to a balanced covering of the following content areas:

  • systems
  • information
  • materials

Skills Content – Problem Solving Methods through the Design Cycle
The Technology courses at Egham are essentially concerned with solving problems in an effort to stimulate students’ ingenuity and to encourage them to combine innovative ideas with real practical skills so that they can solve real world problems, starting with the small and aiming for the large.

– Design Cyclespiral.gif

Students use the design cycle to: investigate, design, plan, create and finally evaluate their solution to a given problem. All students are taught in understanding that for most problems this cycle would continue, as such forming a spiral (Fig 1.) to eventually lead to a satisfactory solution.

IT Integration
This subject area is valuable for reinforcing and integrating skills learned in other disciplines, especially in the presentation and handling of data and the processes involved in the design and manufacture of a product. At the same time, it fosters awareness of the social and ethical implications of technological development.

 

Projects
Cover a wide range of topics and areas from producing programmable robot buggies; to their own graphics designs based on revolutionary figures and much more. Please see the separate subject guides or the Grade 9/10 weblog for further information at www.techbribe.com. Or email a specific classroom teacher: krasmussen@acs-england.co.ukwbelcher@acs-england.co.uk, jgauthier@acs-england.co.uk or aperkins@acs-england.co.uk.

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MYP DESIGN TECHNOLOGY – Grade 9/10

Design and Technology is based on a model of learning, which incorporates knowledge, research, skills and design principles in problem-solving contexts. Grades 9 and 10 complete 2 projects per semester. The grade 9 design and make a small wooden toy/ puzzle and a Graphics project (architectural / interior design) eco- house. Grade 10, design and make a simple radio and a programmable robot buggy. The design cycle is at the core of the programme and it is expected that students will use the process in all technology-related learning. The five elements of the design cycle are: Investigate, Plan, Create, and Evaluate: –

A Investigate

– Identify problems or needs

– Formulate questions and a design specification

– Use appropriate sources

– Collect, select and organize information and materials

– Compare and contrast information

– Interpret information

– Search for solutions or designs which could be adapted

– Research the potential social significance of the product/solution

B Design

– Judge, test and choose resources

– Experiment and seek alternatives

– Develop and synthesize ideas

– Evaluate the designs against the specification

– Finalize a design.

C Plan

– Identify priorities

– Predict outcomes

– Create and communicate a logical sequence of work

– Plan the use of time and resources

D Create a Product / Solution

– Develop skills in operating tools, working with materials.

– Use tools and equipment safely and efficiently

– Follow a design specification

– Follow design plan

– Monitor the quality of work

– Use appropriate techniques, materials and equipment

– Consider modifications to the design specification

– Decide on the presentation of product / solution and techniques used

E Evaluate

– Judge the effectiveness of the product / solution as compared to the original need

– Judge the quality of the product / solution as compared to the original need

– Assess the efficiency of the process

– Suggest ways to improve the product / solution

– Reflect on the social significance of the product / solution

– Make a self-assessment

– Consider the information revealed through product testing or performance evaluation by others

Self / Peer Evaluation
Students evaluate their own work intelligently, by using the MYP Grade Description for the 5 areas. Paying close attention to the appropriate criteria and working to improve the areas that need attention. They also evaluate others work constructively, making positive suggestions to improve designs.

Examinations and Assessment
Students will compile their own portfolio of evidence of their work on A3. Emphasis will be placed on presenting portfolio work to a high standard and self/peer evaluation.

Resources:
Various tools, machinery, wood, plastic, metal, IT equipment, electronic components

Credits:
One half credit per year.

How the students/parents can get help from the teacher:
Mondays, Tuesdays, and Thursdays after school by appointment

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MYP INFORMATION TECHNOLOGY Grade 9/10

Information Technology and Global Awareness

Teachers/Facilitators: Alan Perkins, James Gauthier and Kristi Rasmussen

Email: aperkins@acs-england.co.uk, jgauthier@acs-enlgand.co.uk or krasmussen@acs-england.co.uk

Location: Maple and/or Magnolia US Computer Lab

Dear Students and Parents,

Welcome to the academic year of 2008-2009! As with all of the classes that I have taught over the last twelve years, I have high expectations that the next months will be rewarding and enjoyable for everyone.

Life Skills vs. Information Technology Skills

As our students face the future, it is important to give them the skills they will need to succeed in the world once they leave ACS Egham. Technology is a ubiquitous element in our student’s lives and they gain new computer skills each day through their own curiosity and societal pressures. However, as their collection of skills grows we must ask the question: -“How can these skills be used appropriately, effectively, and ethically”?

Even though technology brings us many benefits and often streamlines complicated tasks – we must ensure that our students have the life skills to facilitate these benefits to their fullest rather than allowing technology to be a negative influence. Using a computer is really only 25% of this class. The other 75% is based on life skills that you will need as part of lifelong learning and work. This includes planning out a project, sticking to a schedule, meeting deadlines and making the necessary sacrifices to do so. We are going to be drawing and writing in this class. There will be days of lecture, days of action, and days of tutorials.

The computer is only a tool that enables students to create their own visions. It is not what makes their vision. That has to come from them. They think it up and they’ll need to figure out how to make the computer do what they want.

Student Expectations:

  • ORGANISATION
  • TO BE PRO-ACTIVE
  • INDEPENDENT LEARNING
  • CRITICAL THINKING – To QUESTION WHY?

Technology and Global Awareness:

The globalisation and diversity of our world becomes more of an issue each day. The massive amount of information available to our students, via the Internet and other network resources, dramatically affects our student’s world-view.

The developments in IT have brought worldwide discourse and communication as well as the democratization of information and ideas. For the first time recently, during the Hezbollah-Israeli conflict, civilians from both sides were able to discuss and exchange ideas about the escalating situation through weblogs even while their cities and towns were being assaulted. This course is designed to encourage students to become aware of global issues and empower them to become informed, involved, and active through the use of IT.

Projects:

Each semester will feature one or two projects depending on their depth of study; over the two year period the students will cover a variety of skills and activities that fulfil all areas of the MYP cycle. Below is a list of the projects developed to run over this period, the department always strives to keep the curriculum current and projects maybe changed, adapted or changed.

Project 1: Graphic Design – Revolutionary Figures as Pop-Culture Icons

A young person is seen walking through Covent Garden wearing a bold red T-shirt with an image of Che Guevara printed on the front in stark black. Is this young person a supporter of communist Cuba or a unified Latin America? Or was this shirt bought in a trendy store without thought to the truth behind the image? What is the truth behind the image? These are the questions that are posed to the students as they set off on their own journey of inquiry about a revolutionary figure and how this person can become, through the use of IT, a pop-culture icon.

The final project of this unit will be to represent their revolutionary figure as a pop culture icon through imagery and design on an article of clothing or other wearable, fabric object. Their creation will be guided by the question, “What main idea or message do you want to convey through your product?” They will then evaluate their product by conducting a survey of how well this message was conveyed. The unit will be concluded with a presentation of their design process, product evaluation, and demonstration of critical thinking.

Project 2: Animation / Game Design – Games for Change

Recently MTV and Reebok sponsored the creation of video game about the current situation in Darfur, Sudan in order to bring awareness to MTV viewers and other youth. The challenge was taken on by a group of students from the University of Southern California led by Susana Ruiz. Darfur is Dying was released in April 2006 and has sparked a new video game genre: Games for Change. Some of the video games are educational, others are used as tools to aid those inside the conflict, while others are used to bring awareness and raise funds for support.

Students will be asked to create their very own “Game for Change”. They will design a simple adventure game using the program, GameMaker or a multimedia animation advertising other students “Game for Change” using Adobe Flash.

The adventure to be created will involve a current issue or conflict of the student’s choice. The life skill objective of this project is to gain knowledge about current events and the computer skills objective is to learn the basics of how to design a non-linear, interactive product. We will continue on with the Games for Change theme but will begin to look at the underlying workings of creating a non-linear, interactive product through the use of web design technology.

Project 3: Multimedia / Film Studies

To create and present a 2-3 minute “short” movie based upon an adapted narrative piece. Note this work will be integrated with both Drama and Language subjects due to it’s cross curricular nature.

Whoo-hoo! The students are going to make movies! But, man, have you ever really thought about what goes into making a movie? It’s A LOT of work! And very little of it has anything to do with kung-fu kicks, blowing up cars, and pouty-lipped women. Instead, most of it takes place before you turn on the camera and when you edit it on the computer. In this class, some of the things students will learn are how use AV equipment, how to place lights, how to create a scene composition, and how to breathe life into your movie through the editing process.

Project 4: Collaborative Web Design – Publicising an Event to Raise Awareness

The World Wide Web is now in its second generation and has become more than a place to simply find information, but it is now a place for everyone to discuss and publicise their own opinions and work. This project will be whole class-based and usually is linked with Foscars; students will be allocated roles within creating a whole class website to publicise the event taking into account all stakeholders and other areas including considering privacy, copyright and other ethical issues.

The website should enable and show the project build-up all the way through to showing through text, image, sound and video what the event is about.

Learning Styles:techbribe.gif

Throughout Grades 9 and 10, students will participate in using a variety of web- tools to enable and facilitate their learning. These will include a course weblog, online tools including Mindmeister mind-mapping and FirstClass.

Assessment/Grading:

 

Project 1

Project 2

Investigate

6

6

Design

6

6

Plan

6

6

Create

6

6

Evaluate

6

6

Personal Engagement

6

6

Total

36

36

Overall MYP score

7

7

Please see class rubrics for overall grading criteria and any other specific criteria will be given with each separate project handout. There will usually be two full projects within each semester.

Communication:

Please do not hesitate to contact me, James Gauthier or Kristi Rasmussen at anytime via email at:  aperkins@acs-england.co.uk, jgauthier@acs-england.co.uk or krasmussen@acs-england.co.uk. It is critical to keep an open line of communication between parents, teachers, and students in order to promote their academic success. Please also remember to check the weblog for project progress and further information.