Design E-Portfolio

Identity Through Culture

Personal and 3/9/22 MYP Design

TABLE OF CONTENTS
Criterion A ....................................................................................................................................................................... 3
Justifying the need for a solution.................................................................................................................................. 3
Problem statement .................................................................................................................................................. 3
Need for a solution................................................................................................................................................... 4
Target audience ....................................................................................................................................................... 4
Global context exploration ....................................................................................................................................... 5
Existing product analysis .............................................................................................................................................. 5
Research plan .............................................................................................................................................................. 8
Results of research ....................................................................................................................................................... 9
Design brief.................................................................................................................................................................12
Criterion B ......................................................................................................................................................................13
Design specifications ...................................................................................................................................................13
Initial design ideas.......................................................................................................................................................15
Design 1 ..................................................................................................................................................................15
Design 2 ..................................................................................................................................................................15
Design 3 ..................................................................................................................................................................16
Design 4 ..................................................................................................................................................................16
Developed Design ideas ..............................................................................................................................................17
Design 1 ..................................................................................................................................................................17
Design 2 ..................................................................................................................................................................17
Design 3 ..................................................................................................................................................................18
Justification of chosen design ......................................................................................................................................18
Design Specification Evaluation ...............................................................................................................................18
Feedback.................................................................................................................................................................20
Self-Evaluation ........................................................................................................................................................20
Planning drawings/diagrams of chosen design ............................................................................................................20
Material list for chosen design ....................................................................................................................................21
Manufacturing process ...............................................................................................................................................22
Criterion C ......................................................................................................................................................................22
Plan for production .....................................................................................................................................................22
Health and Safety Precautions .................................................................................................................................25
Peer Feedback on Production Plan ..........................................................................................................................26
Technical skills through process journal.......................................................................................................................26
Lesson 1 ..................................................................................................................................................................26

1
 Lesson 2 ..................................................................................................................................................................27
Lesson 3 ..................................................................................................................................................................28
Lesson 4 ..................................................................................................................................................................29
Lesson 5 ..................................................................................................................................................................30
Final product ...............................................................................................................................................................31
Justification to final design changes ............................................................................................................................32
Criterion D ......................................................................................................................................................................32
Testing methods for evaluating specifications .............................................................................................................32
Results of evaluation ...................................................................................................................................................34
How the final product could be improved?..................................................................................................................36
Improvements to design sketches ...............................................................................................................................37
impact on Target Audience .........................................................................................................................................37
Impact on global context .............................................................................................................................................37
Appendixes .....................................................................................................................................................................38
Appendix A: Surveys from criterion A ..........................................................................................................................38
Appendix B: Research question: At what age do people play the most games? ................ Error! Bookmark not defined.
Appendix C: Survey from Criterion D ...........................................................................................................................39
Appendix D: Sample interview with user who trialed the product ...............................................................................40
Bibliography....................................................................................................................................................................41

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CRITERION A
JUSTIFYING THE NEED FOR A SOLUTION

I BRAINSTORMING PROBLEMS AND SOLUTIONS RELATING TO THE OVERALL TOPIC OF IDENTITY THROUGH CULTURE

PROBLEM STATEMENT
Culture, as defined by Merriam-Webster, is “the beliefs, customs, arts, etc., of a particular society, group, place, or
time.”. It can also be defined as an idea or way of thinking which is embraced by a community. In this modern era of
technology and globalization, many cultures have never been communicated on a global level like this before. Mobile
phones, laptops, emails, videos, and social media all influence my culture so much so that they often lose their meaning
and are misunderstood. Due to this societies and communities
have created bubbles or spheres which protect their own
culture and keep others out. This follows Milton Bennet’s
‘Developmental Model of Intercultural Sensitivity’ where he
states that there are 6 stages of intercultural sensitivity:
Denial, Defense, Minimization, Acceptance, Adaptation, and
Integration (“Developmental Model of Intercultural
II MILTON BENNET'S ' DEVELOPMENTAL MODEL OF Sensitivity”). The terms ‘Ethnocentrism’ and ‘Ethnorelatism’
INTERCULTURAL SENSITIVITY' separate the 6 stages of how much an individual accepts
cultures in their daily lives. I believe that in our modern lives
we have decided to either stand in a stage of Defense or Minimization. We have chosen to look at the world in a
Manichean view and only see it in black and white.

The Government of New York City along with its NYC Human Resources Administration describe cultural diversity in the
US through three metaphors:

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 1. The Melting Pot. This refers to how all ethnicities, cultures, and traditions are thrown together ‘like ingredients
mix in a pot’. This is a negative statement of how everybody's culture mixes, and no diversity is shown as
everyone becomes the same.
2. Salad Bowl. This is slightly different from the Melting Pot as cultures, races, and traditions are not changed when
they are mixed together. This means that the cultures of those in the US are only kept separate from each other
and won’t be able to come together to understand one another.
3. Kaleidoscope. This gives the most accurate description of what happens to cultures in a diverse country as they
build new bridges and interactions with each other when an interaction occurs. This builds a big field of
opportunities when trying to build a culturally diverse and sensitive community as people learn to understand
another’s culture and background through interactions which help improve how people feel about other
cultures.
Although culture could be defined as the beliefs and customs of a society, Pellegrino Riccardi defines culture as “a
system of behavior that helps us act in an accepted or familiar way.” He goes on to state how people often receive
information that is often stereotypical about a certain group of people and perceive it true even though they might not
agree to it or that it is false or even if it fits a whole different group of people. Riccardi also states how when people are
uncomfortable they “tend to focus on the negative” often in situations where something is “weird” or “uncommon” in
their religion they believe it to be unacceptable and unfamiliar. This furthermore suggests that cultural diversity and the
ability to understand and communicate to and with other cultures is important in life.

NEED FOR A SOLUTION

This problem of people not being able to express their cultures without being humiliated is a big issue. It needs to be
addressed because based on the third stage of the ‘Developmental Model of Intercultural Sensitivity’ by Milton Bennet,
we “neglect the importance of cultural differences” (“Developmental Model of Intercultural Sensitivity”) meaning we
don’t find the important to share and understand each other’s cultures and incorporate it into our daily lives.
Organizingengagement.org tells us that “All Lives Matter” the common response to “Black Lives Matter” is an example
of minimization as we are told that everyone is the same and that culture doesn’t define us but rather human traits. The
website goes on to suggest that administrators of schools discouraging racial groups to form as a protest to social norms
but rather encouraging those students to join other student groups is a form of minimization. Due to this newly formed
social norm, individuals don’t feel the need to express their culture or in the worst of cases will not out of fear of
humiliation for relating to a group of people.

Pellegrino Riccardi, in his TEDx Talk in Bergen, told his audience that the best way for a global mindset to be established,
"it’s not about changing cultures, it’s about expanding your culture and merging all the positive aspect of each culture.”
By finding a way to look at the good parts of each culture and then “extend your cultural boundary.” This he states is
how “the world goes around” (Riccardi). By doing this everyone will be able to comfortably express their culture to one
another without issue.

TARGET AUDIENCE
The issue of not expressing culture for fear of humiliation is an issue to all. It affects all age groups and generations, all
ethnicities, and groups from various backgrounds, so much so that it impacts everyone. Therefore, I will focus my project
on a student-based target audience, specifically students between the ages 11 through 18 (grades 6-12). According to
Drexel University “Teaching diversity exposes students to various cultural and social groups, preparing students to
become better citizens in their communities”. For that reason, the MYP and DP school community, which includes the
teachers and other faculty who help encourage the students in the school to be better individuals, will be included in the
target audience.

I believe that this is the target audience I will focus on because the problems, ideas, and solutions that are presented
from this issue can be taught to the students in my school to help them grow as an individual. I believe this will help
create a stronger community where cultures among the students can be communicated without feelings of
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embarrassment or humiliation. As part of the counseling center of the NY State University, they send a letter out to their
students to promote cultural diversity. As they put it ‘culture informs and provides a backbone from which a person
grows. The expression of one’s culture highlights the important parts of one’s identity and values system.’ Because of
what the NY State University says in their student letter, targeting the MYP students in this school and teaching them
will help as many of them are growing up to be motivating leaders and inspiring individuals. To become this inspiring and
motivating leader, the students in this school community must know how to express culture and the need for expressing
culture. They would be able to learn from each other about culture and the importance of communication and
interacting with each other.

GLOBAL CONTEXT EXPLORATION

According to UNESCO Universal Declaration on Cultural Diversity: cultural diversity is the basis of innovation, creativity,
identities, societies, and relationships, so much so that they must be preserved (“UNESCO Universal Declaration on
Cultural Diversity: UNESCO”). For this reason, I will base my design E-Portfolio and the product around the global
contexts of Personal and Cultural Expression, and Identities and Relationships. I will explore these two as they are closely
related to one another. The global context of Personal and Cultural Expression aims to explore how we “discover and
express ideas, feelings, nature, culture, beliefs, and values…” (“MYP Global Contexts”). This context would help students
understand what ways there are to express cultures and ideas, and how beliefs and values can be shared and
communicated with one another. This context, therefore, links closely to the global context of Identities and
relationships as it aims to “explore identity; beliefs and values… human relationships including families, friends,
communities and cultures” (“MYP Global Contexts”). This context would allow for students to understand different
identities based on their cultures improve relationships between different cultures, communities and communicate their
beliefs and values with one another.

EXISTING PRODUCT ANALYSIS

Carrom (Karom) Carrom board along with the game pieces

III CARROM BOARD ALONG WITH THE

GAME PIECES

How this game solves this issue? Cost Aesthetics/Materials

This game solves the issue of not
being able to express culture as
players can understand an
important game as part of Indian
culture and history. The game pieces
and the board can be slightly altered
to allow for the important
history/journey of this game’s
creation to be displayed and shown
and for the students at my school to
understand the importance of this
game.
This game board set which
comes with pieces varies in price
in the country. According to
eBay listings found on
boardgamegeek.com, in Spain
carrom costs 30€ (≈34 US$), in
the UK it costs 47£ (≈63 US$), in
Greece it costs 60€ (≈68 US$)
and in the US costs 35$. As
estimated pricing for an average
carrom board game set, it costs
around 45 US$.
The board can come in a variety of
materials and designs which bring a
unique look to the carrom board. A
cheaper carrom board uses a mix of
woods, plastics, and/or acrylics. The
plastics and acrylics used in the boards
are what sets apart a cheaper board
from a high-standard board. In a
tournament setting, game boards such
as the Synco Champion Carrom board,
or the Surco Carrom board. Each of
these high-grade carrom boards is made
with a birch plywood material.
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Limitations
- Carrom does not include many
variations to represent a culture.
- Carrom requires the board to have
special notations/game lines
which are used during the game.
These lines should not be
interfered with to prevent optimal
gameplay.
User/Customer
This game reaches a wide
audience. Carrom is known in 2
major continents and one major
country including Europe, Asia,
and the US which all have their
committee or federation for this
game. Within these regions,
there are many tournaments
which all include youth/under
18 brackets.
Inspirations for my product idea
- A game that is well known to a wide
range of audiences in many different
regions would be best suited for this
project.
- A price tag of roughly between 30-75
US$ would be best for a similar game.
- Materials such as woods, plastics, and
acrylics are best suited for a board
game.
- The game rules should be known to a
wide range of ages.

Sepak Takraw

IV YOUNG MEN IN MYANMAR PLAY SEPAK TAKRAW, ALSO KNOWN LOCALLY AS CHINLONE, IN
YANGON ON OCTOBER 22, 2015. (TAYLOR)
How this game solves Cost Aesthetics/Materials
this issue?
This game solves this Sepak takraw requires The game is played using minimal materials including a fiber
issue because it minimal costs as this woven hand-sized ball, a net (optional to use other to size
involves a large group game can be played in scaled object), and optionally player attire. The sepak takraw
of players to join in a any location. The costs ball has regulations according to the ISTAF (International
competitive and would include the game Sepak Takraw Federation) which states that the ball can be
cooperative match. ball, the optional net, colored to one liking as long as it does not “inhibit the
This game is a very the optional court, and performance of the players.” (International Sepaktakraw
cultural game as part the optional attire. The Federation). The ball can be made of a variety of materials
of Southeast Asia game ball can range in although tournament-grade requires them to be made of
which would showcase price from anywhere synthetic fibers along with a single woven layer. The ball
a sport of this region. between ≈10-70 US$. could be covered in rubber or other soft material such as
rubber to soften the impact when playing sepak takraw. The
game can look immensely different when played in different
locations. This game can be played in a backyard, park, court,
or any other location which offers the space to play.
Limitations User/Customer Inspirations for my product idea
- Sepak takraw Sepak Takraw is played - The product should aim to be played by any age group.
contains a skill level with two regu (teams) - A game that can be played in any location at any time
that groups people which consist of 3 would be ideal.
into two categories; players and two - The game should require minimal setup and only requires
those who can play substitutes (“Rules and the organization behind the game.
with immense skill, Regulations of Sepak - The objects used during the game should not prevent the
Takraw”). players from achieving their best.

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 and those who
cannot.
- Sepak takraw is a
very physically
intense game that
requires players to
be fit and constantly
active/aware during
the game.
Around the World
How this game solves this
issue?
This game solves the issue of
not being able to express
cultures as it exposes people to
subtle facts about cultures: the
languages they speak, the
clothes they wear, where they
are located, and the customs of
the cultures.
Limitations
- Most questions are self-
explainable and don’t offer
much learning
- Questions don’t dive deeply
into different cultures
- A sports-type game would not be best suited if I want to
target a student-based audience who might not enjoy
sports.
V Around the World board game
Encyclopaedia Britannica Around
the World from GEOtoys
Cost Aesthetics/Materials
Around the World costs This game uses a range of bright and flashy
anywhere between ≈15-30 colors in both its game cards and its board.
US$ although there are no The colors used also relate to an extent the
prices on any website which region/location of the card such as brown for
explicitly give the price of the sand and green for grassy locations. The
board game. materials used to make the game are thick
cardboard for the board, card paper for the
cards, and plastic for the dice. Card faces are
designed with culturally styled patterns such
as geometrical lines and shapes for Africa.
User/Customer Inspirations for my product idea
This game is great for ages 8 - Include cards or alternative which explains
and above. These questions or describes the aspect of the culture given.
not only help improve - Include bright colors to represent the
knowledge in geography, respective culture given.
language, culture, and people
over the world but also allow
for the players to learn about
different parts of the world.
This game is rated for grades
between 2 to 5 although it can
be reasonably played between
grades 2 up to 8 as it can help
with their Individuals and
Societies class within the MYP.
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 RESEARCH PLAN
Priority Research question Relevance
High What games are the most This is very relevant to my research because
influential and culturally it would help me focus my further research
important in history? on similar games to those found answering
this question. I could focus my design
specifications later around aspects similar to
the games which are most culturally
important.
High What are the most played This is super important as it goes further from
games today? the previous question to see which of these
games are the most recognizable to the
target audience. I would then be able to
further differentiate which style or type of
game I could create specifications for.
Medium Who is the main group of This information will help me find what
people targeted in the games people to target for my final product and
aforementioned? what aspects of my product would need to
change to match the target audience. This is
not necessarily a high priority because I
would prefer my product to be presented
within the school community although it will
differentiate whether my product would be
for an older student or younger student.
Medium How much do people feel that This is somewhat an important question to
they cannot express their answer because I would need to find out
culture? whether people can or cannot express their
cultures. This really would not be too
important because I already found that this is
an issue I would need to solve.
High What cultures are people from This is super important to find an answer for
in my school? because I would be able to focus my end
product to be around the cultures which are
most common in my school community.
Low What parts of cultures are most This will help me find which parts of the
sensitive to a school cultures I find in my research would need to
community? be avoided due to either religious issues or
that it would need to be removed to best suit
the target audience.
Low At what age do people play the This is not a priority in my research because
most games? this will only help me find the target audience
and the people, I will need to target to create
a product that helps promote expressing
culture.
Source type needed
This would require mainly secondary
sources and information from the
internet about the games which
shape culture. I could also use
primary sources and ask my peers
which games they know which are
important to their cultures although I
will rely primarily on secondary
sources.
This would be found using a mix of
secondary and primary sources. In a
survey, I would ask
This would be found using secondary
sources and looking at which ages
play games the most. I could look
into a primary source question
although I would mainly use
secondary sources.
This could be found using mostly
primary sources to find the answer to
this question in a school community.
A few secondary resources would
help me find this information in a
wider scope although this would not
be necessary.
This will need to be found with
primary sources asking the students
in my school which cultures they
identify as.
This can be found in secondary
research because I would need to
look at professional articles about
cultural issues and then build a
conclusion on what aspects of each
culture I would need to avoid.
I can find this through a mix of
sources. I can use primary sources to
ask peers and adults of what age do
people play the most games in
general. I can split this question into
two parts, one asking about what age
do people play the most board games
8

High What are the most important This is very important to answer because I
elements of a board game? need to find what parts of a board game are
most needed to build a successful product.
This will help me find what board games I
could specifically look at and maybe get a
more focused idea on what board game I
could look into for the final product if I do a
board game.
Medium What are the standard sizes of This is a bit important to look into as I can
board games? find the right size of board games which I
would need for the final product. This will
also give me an idea of how big my product
will be and how much work will be needed to
build the right-sized pieces and other aspects
of a board game.
Low What colors are most appealing This is not so important because the colors I
for a board game? will use for my final product would be based
upon common color themes in the cultures
from my school.
High What are the materials needed This is super important because it would help
to build/redesign a culturally me find what are the materials needed to
styled board game? build a board game which could be a
possibility for the final product. This would
help me if I were to build a board game for
the final project.
and what age do people play the
most sport-type games?
This can be found with a mix of
primary and secondary sources.
Secondary sources will give me
information about elements of a
board game and primary sources will
give me info on what of these
elements do people think are most
important and what can be
manipulated to be more cultural.
This can be found with secondary
sources such as images and sizes of
different board games and then
finding the average of these using the
formula for averages.
This can be found using secondary
sources such as websites and articles
to find what colors are best suited for
a board game.
This will be found using secondary
sources. Using internet articles and
images of other similar products
solving the solution could help me
answer this question.

RESULTS OF RESEARCH
Question and Answer Sources
What board games are the most influential and culturally important in history?
Francis, Samantha. “Monopoly Launches First Fully Localised Singapore
According to Rebecca Fulleylove on Google Arts & Culture we are introduced to
many board games which have had a lasting impact on the game industry and how Edition.” Weekender, 31 Aug. 2016,

we perceive a game is meant to be made (Fulleylove). Within the list, we are weekender.com.sg/w/style/monopoly-singapore-edition.
introduced to games such as monopoly: a real estate game in which players aim to Pilon, Mary. “The Secret History of Monopoly: The Capitalist Board
grab as much land and be the last to become bankrupt, Scrabble: a word-forming
Game’s Leftwing Origins.” The Guardian, 29 Nov. 2017,
game using single letter pieces and a large 225 tiled board, game of life: a
www.theguardian.com/lifeandstyle/2015/apr/11/secret-history-
simulation of a person’s life through a board game medium, Pictionary: a charades
type game where players try to guess the word their teammate is drawing on a monopoly-capitalist-game-leftwing-origins.

piece of paper. Rollins, Brandon. “The 10 Most Popular Board Games and How They
Games such as these listed above have sold millions Made Gaming Better.” Brandon the Game Dev, 12 Nov. 2019,
of copies worldwide and are instantly recognizable
brandonthegamedev.com/the-10-most-popular-board-games-of-all-
for their influence in the gaming industry. Although
time-and-why-they-made-board-gaming-better.
these games aren’t necessarily culturally important
in history, they can be slightly altered to adhere to
different cultures and regions in the world. For
example, Monopoly Singapore Edition.

What are the most played board games today?

9
 Myers, Katie. “Most Popular Board Games of All Time.” Stadium Talk, 23
TOP GAMES STADIUM TALK THE RICHEST BOARD GAME
ACCORDING GEEK Oct. 2019, www.stadiumtalk.com/s/best-board-games-

TO… f8a9c2dea51741ee.
1 Monopoly Chess Go Vanessa. “Top 10 Best-Selling Board Games Of All Time.” The Richest,
2 Cluedo Checkers/Draughts Chess
19 Nov. 2019, www.therichest.com/lifestyles/best-selling-board-
3 Life! (The Game of Backgammon Backgammon
games-of-all-time.
Life)
4 Candy Land Monopoly Monopoly Lee, Allen. “The 20 Highest Selling Board Games of All Time.” Money

5 Scrabble Scrabble Stratego Inc, 29 Aug. 2019, moneyinc.com/highest-selling-board-games-of-all-

6 Battleship Cluedo Risk time.
7 Sorry! Trivial Pursuit Tactics 2
Soong, Milton. “10 Most Influential Games Ever | BoardGameGeek.”
8 Chutes and Ladders Battleship Dungeons &
Board Game Geek, 25 Feb. 2005,
Dragons Chainmail
9 Chess Candy Land Magic: The boardgamegeek.com/geeklist/6708/10-most-influential-games-ever.

Gathering
10 Risk The Game of Life Acquire

Within these three different lists, we can see that many of the listed names are
repeated such as Monopoly, Chess, Backgammon, Checkers, Risk, Cluedo, and
Scrabble.
Who is the main group of people targeted in the board games aforementioned?
The Editors of Encyclopaedia Britannica. “Monopoly | Definition, Game,
The main target audience for the aforementioned board games are as follows:
Monopoly: Children ages 8 and above up to 18. It was created as a way to teach Rules, Board, History, and Facts.” Encyclopedia Britannica, 4 June

the possibilities of exploitation by landlords for their tenants the issues relating to 2021, www.britannica.com/sports/Monopoly-board-game.
landowning and how buying and investing in the right properties is better than just Lowe, John. “What Monopoly Can Teach Us about Learning and Earning
buying everything which is shown.
Money.” RTE, 6 Apr. 2021,
Scrabble: Ages from 8 up. This game relies on the knowledge and words known by
www.rte.ie/lifestyle/living/2019/0404/1040674-what-monopoly-can-
the players. This game allows for any aged player to learn new words which are
contained in the scrabble dictionary. teach-us-about-learning-and-earning-money.

Pictionary: The main target audience is young children to young adults. This game
uses our imagination of describing words through our actions and our drawing
skills.
How much do people feel that they cannot express their culture?
Kim, Heejung S. “Culture and Self-Expression.” American Psychological
People from different regions around the world have different approaches and
different ways to express their ideas. In the US, freedom of speech is regarded in Association, June 2010,

such a way that speech is important in their daily life. Comparing this to East Asia www.apa.org/science/about/psa/2010/06/sci-brief.
there is a wide difference in approaches. In East Asia, one’s thoughts and self-
discipline outmatch the importance of speech, this goes to a level where speech is
practiced in caution to prevent negative social implications (Kim). This can create
boundaries in how one might not be able to express culture. Say if a person would
come from East Asia to the US they would take speaking very cautiously which
might make them feel obligated to their culture to speak about their culture in
utmost respect or even not at all.
What cultures are people from in my school?
Within our school, we have more than 75 individual nationalities. This makes it
hard to choose a culture to use for the final product. To find the culture which is
most prominent within the target audience I created a survey to ask students
which culture/nationality they identified with. When going over the data collected
I found that the most prominent nationalities within the school are Swiss, Emirati,
German and Austrian.

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What parts of cultures are most sensitive to a school community?
When creating a culturally sensitive school community students and teachers need Slinkman, Anne-Marie. “5 Ways to Help Create a Culturally Sensitive
to be able to understand and respect one another’s cultures. Not only does this Classroom.” The Art of Education University, 18 Oct. 2021,

mean giving respect to another culture but also making sure to avoid cultural theartofeducation.edu/2016/11/28/5-ways-help-create-culturally-
biases, cultural stereotypes, etc. Parts of culture which are sensitive to a school sensitive-classroom.
community might include how a country might have been historically involved in
causing war or other issues in another country or region and how some cultures
might have caused the extinction of others.
At what age do people play the most games?
Booth, Paul. “Who’s at the Table? Board Game Players and
Certain games aim to target a variety of different audiences than others. Some
games might target a wide age group while others might only target those Communities.” Meeple Mountain, 4 Jan. 2021,

between a few years. Sport-type games, such as Sepak Takraw, and simple games www.meeplemountain.com/articles/whos-at-the-table-board-game-
such as tag might target a completely different audience. Board games on the players-and-communities.
other hand are a bit more important for advertisers to choose a target audience as
the game can be directed towards a younger audience or an older one.
According to Paul Booth’s survey on board game players and communities on
meeplemountain.com, the majority of those surveyed (≈850 surveyed) were white
(>85%), male (>60%), between ages 25-44 (>60%) (Booth).
What are the most important elements of a standard board game?
A simple board game definition would be as follows; Board games are defined by a “Board Game Basics. What Are the Components of a Board Game?”
board that can be tracked by the players using their tokens/symbols to represent Speechlanguage-Resources.Com, www.speechlanguage-

their character (“Board Game Basics. What Are the Components of a Board resources.com/board-game-basics.html. Accessed 1 Jan. 2022.
Game?”). Hinebaugh, Jeffrey. A Board Game Education. R&L Education, 2009.
Another important aspect of board games is that they often aim to teach a target
audience a topic or some sort of lesson. Jeffrey P. Hinebaugh listed in his book A
Board Game Education a few categories for what some popular board games
strived to teach an audience about. These categories include the social science and
early education skills (i.e., Candy Land, Chutes and Ladders, Mouse Trap), language
arts (i.e., Scrabble and Boggle), economics (i.e., Monopoly, Life, and Pay Day), logic
and deductive reasoning (i.e., Cluedo, Battleship, and Mastermind), strategy,
planning, and negotiations (i.e., Risk, Stratego, Checkers and Sorry!), creative
thinking, communication and expression (i.e., Scattergories and Pictionary), and
finally advanced game theory and mathematics (i.e., Game Theory and Chess)
(Hinebaugh).
What are the standard sizes of board games and their pieces?
Board games come in many shapes and sizes and are often influencing the sizes of “Board Game Sizes - Game Board Size Standards - PrintNinja.Gom.”
their pieces. Some of the more common board game board sizes range from PrintNinja, 22 June 2021, printninja.com/printing-resource-

anywhere between 35cm to 75 cm which includes Scrabble: 38.1cm by 38.1 cm center/printing-options/custom-game-printing/game-boards/board-

(15in by 15in), Candy Land and Chutes and Ladders: 38.1cm by 50.8cm (15in by game-sizes.
20in), Monopoly and Cluedo: 50.8cm by 50.8cm (20in by 20in), and Risk: 50.8cm
“Guide to Choosing a Size of Chess Set.” Royal Chess Mall, 23 Feb. 2021,
by 76.2cm (20in by 30in). (“Board Game Sizes - Game Board Size Standards - PrintNinja.Com”)
royalchessmall.com/blogs/blog/guide-to-choosing-a-size-of-chess-set.
Some games might have restrictions on how large or small a board can be due to
tournaments or other similar reasons. Chess tournaments regulate the sizes of the Stapczynski, Colin. “Chess Board Dimensions | Basics and Guidelines.”
pieces which would then require larger or smaller size squares for the pieces on Chess.Com, 4 Oct. 2021, www.chess.com/article/view/chess-board-
the board. Minor tournaments in the US require king pieces to be a height dimensions.
between 2.5 inches to 3.185 inches (6.35cm to 8.01cm) and major tournaments
require the kings to be 3.35 inches to 4.5 inches (8.51cm to 11.43cm).

11
 What colors are most appealing for a board game?
Bigman, Alex. “Why All Designers Need to Understand Color Blindness.”
An important aspect to consider when asking the question “what colors are most
appealing for a board game” is about colorblindness. To avoid this issue color 99designs, 23 Jan. 2018, 99designs.com/blog/tips/designers-need-to-

combinations of: “Green & Red; Green & Brown; Blue & Purple; Green & Blue; understand-color-blindness.
Light Green & Yellow; Blue & Grey; Green & Grey; Green & Black” will be avoided Braam, Hailey van. “Red Color Psychology, Symbolism and Meaning.”
(Bigman). Another point to consider is how I want the audience to react when
Color Psychology, 29 Oct. 2021, www.colorpsychology.org/red.
viewing certain colors relating to the objects. Colors like red have a significant
impact on what the audience might make the game out to be, such as a passionate
color or an anger-provoking color (Braam). On the specifics of what color is most
appealing for a board game, this depends on the target audience for this project
(students between the ages 11 through 18 (grades 6-12).) and what colors they
would prefer.
What are the materials needed to build/redesign a culturally styled board game?
Emily. “Board Game Boards – What They Are Made From and Why.” My
A board game board is made primarily of a binding board (same material as book
covers) or either chipboard or thin wood. This board needs to be durable and have Kind of Meeple, 19 June 2020, mykindofmeeple.com/what-are-board-

a resistance to humidity to prevent the warping of the board (Emily). Atop this game-boards-made-of.
wood is layers of textured paper wrapping, printed paper, and a layer of coating.
The layer of textured paper allows for the bland cardboard or other base material
to be covered and prevent damage from humidity and other similar elements. The
printed paper is what the board would look like with designs and color. This type
of board is mainly used for family games and tabletop games which include
Monopoly, Candy Land, Chutes and Ladders, Cluedo, etc. Board games such as
Chess, Checkers, Backgammon, and Sorry! all use a thick wood board and
occasionally carved holes or indents for the pieces.

DESIGN BRIEF
For this E-Portfolio, based on the research conducted, I have decided that for the product I will create a chess set that
incorporates culturally styled pieces/board. This board game will help solve the issue of not being able to express one’s
culture out of fear of embarrassment/shame because the game will show the most important and impressive parts of
cultures that are part of the school community. Within the game set, pieces will be styled with flags, the national animal,
the traditional clothing, and a set of important buildings from two different countries and cultures. This issue needed to
be solved because aiming to improve the school community and helping students express and communicate culture will
help the students learn to share, be better leaders, and will let them advance to a higher stage on the Developmental
Model of Intercultural Sensitivity by Milton Bennet.
Based on the product analysis of similar products to solve this issue, I have found that I need to create a game that can
be played with a wide range of audiences (could extend past my main target audience), the final product should use
brighter colors and the most respective colors of the chosen cultures in the product design and that the final product
should have a rough price tag between 30-75 US$.
The materials I will use are cloths and fabrics relevant to the cultures I will look in-depth into criterion B and develop
design ideas for the final product. Other materials needed for the product would include dense wood and wood glue for
the final board game design. The specific colors for the final product will be concluded through creating multiple designs
incorporating multiple color combinations in the board game.
The main target audience for this E-Portfolio is the MYP and DP students in my school along with the staff who takes
care of us. I chose this group because of the possibilities this project will create for them in their futures. This is because
of the cultural mindedness and cultural sensitivity they will achieve through the understanding of this issue and the
learning of cultures within the school.
My aim/goal for this E-Portfolio is that students will be able to express securely their culture without fear and shame. I
hope that this product will introduce a new way of thinking for students in my school such as that of ‘adaptation’ or
‘integration’ from the ‘Developmental Model of Intercultural Sensitivity. Letting students get the opportunity to

12
incorporate culture into their learning and be able to communicate to others in a culturally sensitive manner. The main
overall take on the aim for the product is that students can have their own cultural identity and accept others.
CRITERION B
DESIGN SPECIFICATIONS
Specification
Aesthetics The product uses culture-inspired
colors relating to the cultures
mentioned in Criterion A.
Cost The product must cost no more
than 60 USD to make which
includes costs for materials and
manufacturing.
Customer The product must be made to
target students from MYP to DP:
ages from 11 to 18 years old.
Ergonomics None of the product pieces nor
the board should interfere with
the board game gameplay.
Environment The product should be made with
recycled wood and other
materials for the pieces and the
board.
Size The product board must be sized
between 31.75cm (12.5in) to
36.8cm (14.5in).
Justification
I justified the need for color choices
based on the culture within
Criterion A research. This is
important because color has an
impact on the way we view a board
game and also culture.
This is important because if the
product costs more than a normal
chessboard, then the target
audience would not be interested in
choosing or playing this chess game
rather than other ones. I addressed
in the research of Criterion A the
pricing of board games of similar
size and material.
This is the target audience that I
justified in Criterion A. If the
product does not appeal to any of
these ages, the product won’t fulfill
its purpose.
This is important because if a piece
of the chessboard game is
uncomfortable to hold or takes up
too much room on the board this
would be an inconvenience and the
players might not be interested in
playing this chess game.
This needs to be addressed since
recycled woods and materials
needed to make the product are
both cheaper and they address an
environmental issue that could
make the product more appealing
to the target audience.
This is important to keep in mind
because if the product is too large,
then the board would not be able to
be accessible to people at any time
due to the inconvenience of size.
Success Criteria
If at least 70% of the
surveyed target audience
say that the product
contains pleasant colors
which relate to the
cultures represented, then
the specification will pass.
If the product costs no
more than 60 USD to
produce, then the
specification will pass.
If a minimum of 70% of
surveyed MYP students
between ages 11-18 rate
the product at least 7/10,
then the specification will
pass.
If none of the product
pieces are larger than the
designated space per chess
board square and a
minimum of 60% say that
the pieces are comfortable
to use, then the
specification will pass.
The product must be made
with a minimum of 75%
reused or recycled
materials for this
specification to pass.
The product chess board
must have individual
square spaces no smaller
than 3.8cm (1.5 inches)
and no larger than 4.5cm
13

The products pieces must be sized
according to the USCF (United
States Chess Federation) Chess
Set regulations for minor chess
tournament sizes.
The full product including the
board and the pieces must weigh
no more than 0.75kg.
Safety The board and pieces must be
sanded to protect against
splinters and sharp edges.
Function The game encourages the
exploration of new or not well-
known cultures to the target
audience.
The board must be able to fold in
half to store the game pieces and
other important game/culture-
related documents/objects.
Material The product must be made using
durable materials to make sure it
does not break during its use.
I addressed how the size of the
pieces is important in the research
of Criterion A. The pieces need to be
this size as they are roughly
standard size for chess pieces.
This is important for convenience
and so the board can be played
anywhere and be brought with
ease.
This is important to make sure no
cuts or splinters occur while using
the game to avoid injury.
This was addressed in the need for
the solution of Criterion A. This
needs to be shown because it will
allow for the game to express
cultures to the target audience.
This is important because the board
will be able to store the pieces
safely and to make sure pieces don’t
get lost.
This is important to address because
if the product is broken, then it
might not be able to reach its
intended purpose.
(1.75 inches) for this
specification to pass.
Product pieces must be no
larger than 7cm for this
specification to pass.
The product must weigh
below 0.75kg which
includes the pieces and the
board for this specification
to pass.
The product must be 100%
sanded and use filleted
edges where the product is
used the most for this
specification to pass.
If 70% of the target
audience surveyed says
they learned something
new about a culture, this
specification will pass.
If the board can be folded
in half and not have pieces
fly out when shaking the
game, then the
specification will pass.
If the product does not
break after placing 1kg
weight on the board, and if
it does not show signs of
major damage after
shaking heavily, then the
specification will pass.
14
INITIAL DESIGN IDEAS
DESIGN 1

DESIGN 2

15
DESIGN 3
Pawn -
Designed after the UAE flag which
includes the colors; red, green,
white, and black
Bishop -
The Dalla is a traditional Arabic
coffee pot which serves Arabic
coffee.
King -
Sheikh Zayed bin Sultan Al
Nahyan is considered the most
important sheikh in the UAE as he
envisioned the growth of the
country and worked to help his
citizens.
DESIGN 4
Pawn -
Designed after the Swiss flag
with colors red and a white
cross.
Bishop -
Designed to look like a Swiss
watch as watches are the heart
of the watch industry with many
major watch companies.
Queen -
There are many Swiss woman
clothing although that the most
recognizable is the silk ribbons
King -
hanging from straw hats.
The king is designed to look like a Swiss man
wearing a hat typically worn alongside the
lederhosen.
Rook -
Designed from the Burj al Arab
which is made to look like the sail
of a ship because the UAE grew
from its historical past diving and
selling pearls on Abras (wood
boats).
Knight -
The national animal of the UAE
are the Arabian Oryx which are
endangered and very important
to the UAE.
Queen -
Made to look like the abaya; the
traditional dress for women in the
UAE.
Rook -
Designed to look like the
Grossmünster in Switzerland. It is
of the four most important
churches in Zürich.
Knight -
Switzerland is known for their
special brown cattle called the
Braunvieh which can be used to
make both milk and meat.
16
DEVELOPED DESIGN IDEAS
DESIGN 1
Foldable board allows the board to be
1/4th the original size of the board allowing
it to be stored in a much more convenient
size (only 13cm length on each side). The
thickness is 2mm which allows for the
board to properly fold without issues.

DBoard
ESIGN made
2 using a thin cardboard to Board can be stored easily within
allow for the board to fold and
backpacks, on shelves, on tabletops
wrapped with thin layer of plastic.
and many more places.
Length and width of the board are
both 31cm.

Chess board folds in half to allow

for the pieces to be stored within
the board. Thickness of the board
is doubled to 8cm.

Metal hinge to help assist in

folding the board and to keep the
halves connected.

Metal lock allows for the chess Chess board materials are wood along
board to lock and stay shut while with a varnish to coat and protect the
closed. wood.

Chess board dimensions are 40 cm by

40 cm and a thickness of 4cm. The
board is hollowed out to allow for it to
store pieces when it is folded.

17
DESIGN 3
Chess board materials are wood along
with a varnish to coat and protect the
wood.
JUSTIFICATION OF CHOSEN DESIGN
DESIGN SPECIFICATION EVALUATION
Meets
Specification
The product uses culture-
inspired colors relating to
the cultures mentioned in
Criterion A.
The product must cost no
more than 60 USD to
make which includes costs
for materials and
manufacturing.
The product must be made
to target students from
MYP to DP: ages from 11 to
18 years old.
None of the product pieces
nor the board should
Dimensions for the board are 45 by
45cm and a thickness of 5cm. This is
larger than the other designs which
would require the pieces to be larger as
well.
Drawer includes small handle which lets
the drawer slide out easily. Single handle
allows for board to be a bit more
symmetrical than if there are two
handles.
Chess board includes drawer which can
be pulled out to store pieces.
Somewhat meets Fails
Design 1 Design 2 Design 3
The board does not include The board does not include The board does not include
colors which relate to colors which relate to colors which relate to
either culture from either culture from either culture from
Criterion. Although Criterion. Although Criterion. Although
because the board is a because the board is a because the board is a
place for the two cultures place for the two cultures place for the two cultures
to meet, it needs to be to meet, it needs to be to meet, it needs to be
neutral therefore it neutral therefore it neutral therefore it
somewhat passes. somewhat passes. somewhat passes.
This specification passes The specification passes The specification
because the card used is because the materials somewhat passes because
inexpensive. needed are minimal wood, the board requires a
two hinges and a lock. decent amount of wood
and a handle.
This specification passes This specification passes This specification passes
because chess is a game because chess is a game because chess is a game
which targets best students which targets best students which targets best students
in the MYP and DP rather in the MYP and DP rather in the MYP and DP rather
than younger ages. than younger ages. than younger ages.
This specification only This specification only The specification passes
somewhat passes because somewhat passes because because the board is a rigid
18
interfere with the board when the board folds it When the board is folded board and does not have
game gameplay. may warp due to it being open it might not open any inconsistencies in the
made using card. fully and have a tilted top. top of the board.
The product should be This specification does not This specification only This specification only
made with recycled wood pass because the board is somewhat passes because somewhat passes because
and other materials for the made using a cardboard or the wood which would be the wood which would be
pieces and the board. an MDF card which would used could be recycled used could be recycled
not be reused. although it would not have although it would not have
been reused. been reused.
The product board must be This specification passes This specification passes This specification
sized between 31.75cm because the board would because the board would somewhat passes because
(12.5in) to 36.8cm (14.5in). be between the required be between the required the board needs to be
sizes. sizes. slightly larger for the pieces
to fit within a drawer.
The products pieces must The specification passes The specification passes The specification passes
be sized according to the because the pieces are because the pieces are because the pieces are
USCF (United States Chess made to fit the board made to fit the board made to fit the board
Federation) Chess Set respectively. respectively. respectively.
regulations for minor chess
tournament sizes.
The product must weigh This specification passes This specification only This specification only
below 0.75kg which because the board is made somewhat passes because somewhat passes because
includes the pieces and the using a cardboard which is the wood is not too heavy the wood is not too heavy
board for this specification lightweight. yet might exceed the yet might exceed the
to pass. weight limit. weight limit.
The board and pieces must This specification passes This specification This specification
be sanded to protect because the board is made somewhat passes because somewhat passes because
against splinters and sharp using a card material which this depends on the quality this depends on the quality
edges. does not have sharp edges. of work at the end of of work at the end of
producing the product. producing the product.
The game encourages the This specification passes This specification passes This specification passes
exploration of new or not because the pieces will be because the pieces will be because the pieces will be
well-known cultures to the able to show the best parts able to show the best parts able to show the best parts
target audience. of two cultures and give of two cultures and give of two cultures and give
people an idea of what to people an idea of what to people an idea of what to
express about their express about their express about their
cultures. cultures. cultures.
The board must be able to The specification does not The specification passes The specification passes
fold in half to store the pass because it cannot because the board would because the board includes
game pieces and other store the pieces for easy be able to fold and store a drawer which would
important game/culture- access and might lead to pieces within the board. store the pieces.
related documents/objects. pieces being lost.
The product must be made The specification does not The product is made using The product is made using
using durable materials to pass because the board is a durable wood. a durable wood.
make sure it does not made using MDF card
break during its use. which is not as durable as
other materials.

19
CLIENT FEEDBACK

From a survey I sent to 9 members of the target audience, I found that most of the surveyed individuals found design 2
the most intriguing. Some feedback I received consisted of how designs with a folding mechanism are more interesting
to look at and that if the pieces can be stored with the board, more people like those. This can be seen as developed
designs 2 and 3 both use some sort of piece storage system and design 2, which folds in half and keeps used space at a
minimum, is the most popular design.

SELF-EVALUATION
Aesthetics Function Ergonomics Feasibility Rating
/20
Developed Looked very basic Folding into ¼ of the Would fit very easily Very feasible in the 11/20
Design 1 and cheap and not full size could well in into a bag or onto a time I have to
something which storing although shelf. Pieces do have complete the project.
would be paired with based on previous to be kept separately Needs minimal
good pieces. experiences with from the board which resources.
1/5 similar boards, they could get them lost. 5/5
crack or break easily. 3/5
2/5
Developed Polished wood would Folding in half allows Could be taken in a Somewhat feasible to 15/20
Design 2 look very pleasing pieces to not be lost backpack with ease complete in the given
along with the metal easily although they and can be stored on time although
of the lock and would shake around shelves easier than hollowing out the
hinges. and possibly break design 3. Pieces are board might be a
4/5 within the board. stored within as well. slight challenge.
4/5 4/5 3/5
Developed Did not like the way The drawer would not Very bulky compared Not so feasible in the 10/20
Design 3 that it was not fully be able to stay in to other designs and time due to the
symmetrical and that place if it was too not easy to take with board requiring to be
it looked a bit too loose and pieces are but it would make for perfectly cut for the
bulky in the designs. not kept securely a good tabletop piece drawer to fit.
3/5 down and would or the coffee table. 3/5
shake. 2/5
2/5

PLANNING DRAWINGS/DIAGRAMS OF CHOSEN DESIGN

I decided to opt for design 2 as it functions as intended and stores the pieces within the board which saves the need to
use a bag to store pieces. On top of this, it locks in place to make sure that the pieces don’t fall out when it is being
carried or stored. The design shows the contrast of the wood to the metal which was what made me decide on this
design compared to the simple cardboard design. What I decided to change was how there was going to be some sort of
fabric or soft material which could soften the shaking around of pieces inside of the board. This would limit piece
breaking.

20
 Each square on the
board is 3.75cm in
both length and
diameter.
Soft fabric
Standard size of stuffed with bits
Space within the
31cm by 31cm of synthetic fiber
board when
which fits pieces to allow for
folded allows for
with bases ranging pieces to not
pieces to be
from 2cm to 3.5cm rattle around in
stored within.
the board.

Wood can either be a mahogany or

The laying walnut as long as it is a dark tone
board is which contrasts to the shine of the
slightly raised brass hinges and lock.
higher than Brass lock will not Simple brass hinge
the wood to include a key but rather allows for smooth
allow for a be a clip sort of folding of the board.
contrast of the mechanism which will Brass is highly resistant
blacks and the loop over the other brass to corrosion and rust
dark wood to part and keep the board which keeps quality the
be seen. shut. quality of the board.
Material list for chosen design

Part Material Length (mm) Width (mm) Height (mm) Quantity

Board Walnut wood 310 310 20 1

Brass lock clip 25 15 x 1

Brass hinge 25 10 x 2

King pieces Walnut wood 32 32 80 2

White fabric 250 170 x 1

(from Thobe)
Green fabric 250 170 x 1
(from lederhosen
hat)
Queen pieces Walnut wood 35 35 70 2

21
 Black fabric 200 150 x 1
(from abaya)
Thin black net for 100 150 x 1
head bow
Bishop pieces Walnut wood 27 27 60 4

Thick card paper 400 450 0.254 1

Knight Pieces Walnut wood 27 27 50 4

Rook Pieces Walnut wood 29 29 50 4

Pawn Pieces Walnut wood 23 23 10 16

Skewer stick x x 50 16

MANUFACTURING PROCESS
Tools and machinery Manufacturing techniques
• Glue gun • Measure the woods and other materials using the ruler, pencil and use the tri
• Wood glue square for precise 90° angles.
• Super glue • Use the wood router to hollow out the board or either use a band saw to cut
• Sandpaper each wall of the board individually and paste using wood glue.
• Sanding machine • Use a hand drill to precisely create holes for screws to insert the hinges and lock.
• Ruler and pencil • Use a lathe to cut chunks of wood to precise sizes for the pieces and use the
• Tri square chisels to individually cut away the wood to form shapes and to add details
• Hand drill • Use a paintbrush and wood polish to protect and bring color to the wood.
• Screwdriver • Use sandpaper to smooth edges and to remove splinters
• Paintbrush
• Wood polish
• Wood router
• Wood saw
• Band saw
• Lathe
• Chisels
• Black paint
• White paint
• Microfiber cloth

CRITERION C
PLAN FOR PRODUCTION
Time frame in lessons (1 hour per lesson)
No. Steps
1 2 3 4 5

22
 Gather the wood
1 Wood
for the board.
Gather the soft
2 fabric to line the Soft fabric
inside of the board.
Gather the stuffing
3 for the inside of the Stuffing
lining for the board.
Gather the
cylindrical pieces of Individual piece
4
wood for the wood
individual pieces.
White cloth (from
thobe), Black cloth
Gather the fabric
(from abaya),
5 needed for the
Green cloth (from
individual pieces.
lederhosen hat),
Thin black net

Gather the brass

Brass hinges,
6 locks and hinges for
brass lock
the board.

Acquire the tools

(mentioned in
needed for the
Criterion B
7 manufacturing
Manufacturing
process (specified
Process)
in Criterion B).
Print the chosen
design from (from Criterion B
8
Criterion B for Chosen Design)
reference.
Create scale based
on the printed
9 Ruler, tri square
Criterion B
(preferably cm).
Mark cutting points
Pen, ruler, tri
10 on wood for the
square
board with a pen.
Trace out the basic
size of the fabric for
11 Pen, ruler
the pieces using a
pen.
Mark basic
contours on
12 Pen, ruler
cylindrical wood for
each piece.
Mark the flags of
the countries on Card paper, pen,
13
the pieces of card ruler, tri square
paper to be
23
 attached to the
wood.
Cut the walls for
Handsaw, jigsaw,
14 the board and the
bandsaw
base of the board.
Cut out the rough
15 size and shape for Lathe, chisels
the pieces.
Clean the rough-cut
16 pieces with a Microfiber cloth
microfiber cloth.
Carve the details
17 into individual Chisels
pieces.
Use the hand drill
to create the holes
for the hinges and
18 Hand drill
lock to be screwed
in (on the cut
pieces of wood).
Sand the board and
the pieces using Sandpaper,
19
sandpaper and the sanding machine
sanding machine.
Clean all cut pieces
for the board and
20 the individual cut Microfiber cloth
pieces with the
microfiber cloth.
Mark the points in
which the hinges
Pen, ruler, tri
21 and locks will be
square
placed (mark on the
cut wood).
Attach the cut
pieces of wood
Wood glue, glue
22 following the
gun
printed design idea
from Criterion B.
Use the wood
router to create an
indent in the sides
23 of the walls of the Wood router
board (once the
board has been
assembled).
Use the wood
Wood polish,
24 polish and brush to
paint brush
bring out the color

24
 in the wood for the
board.
Use the wood
Wood polish,
25 polish for the wood
paint brush
of the pieces.
Mark the points
where the fabric
26 Pen, ruler
will be attached to
the pieces.
Use the glue gun or
Super glue, glue
super glue to attach
27 gun, fabrics listed
the fabrics to the
in Criterion B
pieces.
Attach the first two
adjacent sides of
28 the inside lining Super glue
fabric to the board
with super glue.
Insert the stuffing
to the inside lining
Stuffing, super
29 fabric and glue the
glue
last two sides to the
board.
Repeat the last two
Super glue,
30 steps for the other
stuffing
half of the board.
Mark the sizes of
each square for the Pen, ruler, tri
31
board (on the cut square
wood).
Use the brush and
the two paints
Paint brush, white
32 (white and black) to
paint, black paint
color the squares of
the board.

HEALTH AND SAFETY PRECAUTIONS

SAFETY HAZARD HEALTH AND SAFETY MEASURES
General Safety Precautions –
Wear safety goggles and work gloves.
Turn off the machine whenever not in use, close the lids of all glues and paints when not in use.
Don’t wear loose clothing to avoid getting caught in machines.
Bandsaw, Jigsaw, Keep hands away from blades to avoid injury of cutting a finger
Handsaw Don’t use small wood pieces to cut to avoid pieces flying around the workspace and/or
cutting fingers.
Wood router, lathe, hand Work slowly and carefully to avoid slipping and/or getting a finger caught in the
drill machine.
Wear a dust mask to avoid breathing particles.
Sanding machine Don’t use machines on small wood pieces to avoid pieces flying around the workspace
and/or sanding fingers.
Wear a dust mask to avoid breathing particles.
25
PEER FEEDBACK ON PRODUCTION PLAN
WHAT WENT WELL
PEER 1 You were able to outline the
steps needed to create the
product. The plan includes the
materials needed for each step.
PEER 2 The structure of the plan is good
because it can be followed
easily. The safety section is a
good addition to help in
precautions against injuries
while creating the product.
WHAT COULD I IMPROVE
Include more details so that it
can be followed with ease. If
the steps aren’t clear enough,
then the steps might be
misinterpreted.
The steps could include the
tools needed for the steps
directly in the step
description.
SUMMARY
Your plan is very good. It can be
followed although it needs
improvements to be more
descriptive.
The plan is sufficient although
details can be added for it to be
followed with ease. The
structure was well laid out as it
was a step-by-step process for
product creation.

TECHNICAL SKILLS THROUGH PROCESS JOURNAL

LESSON 1 – STEPS 1-10, 14, 18 , 19
The first lesson on the creation of the product was a
bit challenging. The first issue arose when the
materials of wood listed in the material list from
Criterion B could not be brought in time for the
production plan to take place and if I did have the
materials, I would not have been able to create the
board due to not having the tools listed in the
manufacturing list either. This meant that I had to use
the MDF cardboard from the class instead and opt for
using Exacto knives and metal rulers for getting
precision cuts. During this class, I measured the board
using a ruler and cut both the base of the board and
the walls of the board. I cut double the amount of
each because I want to be able to have double
layered cardboard, so it is less fragile. After cutting
out the board and when holding this board, I found
that it would have been too large for the pieces and
would not be practical to use; therefore, I cut the
board to a smaller size from 31cm to 28cm on either
side. This also meant I had to cut the wall pieces to a
smaller size to match the base of the board. Once this
was done, I cut the base of the board in half to be
able to glue within the next class. This board cut in
half meant that I would be able to fold the board as
planned.

26
LESSON 2 – STEPS 14, 18 , 19,
The second lesson of the production plan was very
productive. The first thing I accomplished during this
lesson was gluing the walls of the board to its other
half to create double-layered walls. I did this using
hot glue as I found through other projects that hot
glue works best in gluing cardboard together rather
than superglue or using a gluestick. As well as gluing
the walls of the board to create a double layer, I did
this to the base of the board to increase its rigidity.

The other step I accomplished during this day was

gluing the walls to the base of the board. I
accomplished this by first gluing the shorter sides of
the board together. This would later allow me to
easily glue the long straights of the board to the base.
After repeating the previous steps for the other half
of the board, I realized that by gluing the longer
halves on the outside, I extended the playing field of
the board by roughly a centimeter. This would mean
that the finished product would look a bit weird. To
overcome this problem I planned on covering the
board in either paint and checkering the board later.
Once I had found a solution that I could test later in
the production plan, I tested the look of folding the
board and I was pleased with what it would look like
and the amount of space it gave within the board.

27
LESSON 3
During the third lesson of the production plan, I
immediately set a goal to finish the board by this
lesson and start the creation of the pieces. This would
mean I would change the production plan slightly
although I felt this would speed up the progress
made towards the creation of the product.

My plan from the last lesson of painting the board to

cover the mistake made changed as between lessons
I found that if I wrapped and glued the board in a
wood-colored paper it would look better. Therefore, I
painted only the inside of the board with black paint
and wrapped the board with brown paper. After
doing this step I experimented by testing whether
using cut squares of grass and sandpaper would look
better on the board than black and white squares. I
was compelled to make this change as it would match
the theme more, based on the fact that it included
Swiss and Emirati-inspired pieces. This meant that
using grass and the sand-themed board would look
more appealing and match the style of the game.

After gluing these cut squares to the board, I started

to work on adding the hinges to the board. This took
a few trials as I tested using both a smaller and larger
sized hinge and testing whether it would be best to
glue the hinge to the outside or inside of the board or
whether to not use a hinge at all to connect the
board. After contemplating the ideas, I decided to
slice gaps between the MDF cardboard and slide the
hinge between these newly formed gaps. This made
it low profile and made it easy to fold and open the
board. After adding the hinges I glued the lock onto
the other end of the board.

After all of these steps, I spent the rest of the class

preparing the pieces as much as I could. But because
of limited supplies and tools, I had to opt for a
polyethylene foam which can be easily cut using an
Exacto knife. I then cut out rough-sized cubes for all
of the pieces I needed to make. This included large
rectangular cubes for the four rooks, four knights,
four bishops, two queens, and two kings. I also cut
out short cylinders which I planned on using for the
pawns.

28
LESSON 4
In lesson 4 I worked solely on the creation of the
pieces. This meant that I had to cut out the individual
pieces and glue them together. A few changes I made
throughout this class included me changing the
pawns from being flags to now being the natural
environment of the nation. This meant that for
Switzerland it became mountains and for the UAE it
became dunes. I cut out 8 of each for each side of the
chess set trying to keep them as similar to each other
as possible.

Another change I made was that of the bishop for

Switzerland. This meant that the planned Swiss watch
was changed to become Swiss cheese as I wanted to
be able to complete the product within the given
time I had left for the plan for production and the
overall project.

29
LESSON 5
In the final lesson, lesson 5, I started and finished
painting all of the pieces on the board. The Swiss
mountains were painted a base layer of black acrylic
paint and dry brushed grey on top to create a
mountainous effect. This was also done to the dunes
but using an orange base layer and dry brushing
yellow on top.

For the Swiss cheese, I painted a base coat of black

and painted a layer of yellow on top not covering the
indentations, being characteristic of the cheese. The
Dalla has painted a base layer of bronze acrylic paint
and dry brushed gold-colored paint on top to give a
shiny, gold, metallic look.

The Burj Al Arab rooks were base painted with white

and dry brushed with blue to give the tint of the
glass. This contrasted to the black base painted
grössmunster which was dry brushed with two tones
of brown to make it look like the browned walls and
roof.

The knights were made to resemble the Arabian oryx

and the Brown Swiss cow. The oryx was painted with
white and detailed with black while the cows were
painted brown and detailed with both white and
black.

The queens and kings were made to resemble the

likeness of the traditional clothing of each nation. All
of these were painted using a light brown but
wrapped uniquely in fabric. The king from the Swiss
side of the chess set was wrapped in white fabric and
was colored using markers to create orange stripes
and brown color to look like a collared shirt. It was
also topped with a standard white hat present in the
queen of the Swiss set. The queen of this Swiss set is
wrapped with first a white fabric and layered with
light blue fabric. This was wrapped to look like the
dirndl and was marked with orange and light blue
markers to bring fine details. The king of the UAE set
was wrapped in white fabric to look like a kandoora
and includes a white wrapped keffiyeh to represent
that it is part of the UAE. The queen is wrapped in a
black fabric including a black headscarf to show the
likeness of the abaya.

30
FINAL PRODUCT

XI UAE PIECES ON THE BOARD

XI PIECES BEING STORED WITHIN THE BOARD

XI UAE AND SWISS CHESS PIECES PREPARED ON

XI SWISS PIECES ON THE BOARD THE BOARD

The final product is seen from figures

VI through XI show both the pieces
and the board which make up the
culture-inspired board game. This
game includes the nations UAE and
Switzerland. The UAE side of the
game includes aspects of UAE
culture including architecture as
seen through the Burj Al Arab;
tangible heritage as seen through
XI UAE AND SWISS CHESS PIECES PREPARED XI UAE AND SWISS CHESS PIECES the gold Dalla (Arabic coffee jug);
ON THE BOARD II PREPARED ON THE BOARD III UAE life and landscape as seen
through the Arabian Oryx and the
dunes; and finally clothing as seen through the Kandoora (Emirati traditional white male clothing) and Abaya (Emirati
traditional black female clothing). These pieces represent and display UAE culture and heritage and more importantly
what there is to be proud of this nation. This can also be said about the Switzerland side of the game, which includes
aspects of culture including architecture as seen through the Grössmunster in Zürich; tangible heritage as seen through
the Swiss cheese; Swiss life and landscape as seen through the brown Swiss cows and the mountains; and finally clothing

31
as seen through the breeches and hat (Swiss traditional male clothing) and the colorful striped dirndl (Swiss traditional
female clothing).

The board is made using two layers of MDF cardboard, wrapped in a layer of thin brown paper to cover the grey, bland
card. The board is then topped with checkers grass and sandpaper which represents the topography of both Swiss and
Emirati nations. This checkered board also matches the brown color of the board. The board folds from a set of hinges
stuffed in between the layers of MDF and glued to keep the hinges in place. This allows for the board to fold and store
the pieces and open them when played with. To make sure that the board stays locked while closed, a lock system is
glued onto the front of the board, thus keeping it locked when folded. The space within the board is wide enough to fit
all the necessary pieces for the game.

JUSTIFICATION TO FINAL DESIGN CHANGES

Because of issues relating to the availability of materials and limited options for materials and tools within the class, the
product I had created changed from being made using wood, to now being made using a wider range of materials. The
first major change was that the board for the product is made using MDF cardboard instead of wood. This change
impacted the process as tools/machinery such as not being able to use a bandsaw or a router as there was no need to
cut cardboard using these tools. Another major change was that the pieces had to be made using polyester foam. This
was done to ensure that the process could be followed within the given time. This means that the plan has to change to
accurately reflect the process used. The tools and machinery will change to only include x-Acto knives, hot glue gun,
paints, and sandpaper. There is no longer a need to have large machines for the creation of the product. Minor changes
to the board game included changes to the pieces such as the pawns from both sets becoming either the Matterhorn
mountain from Switzerland or dunes from the UAE. Other piece changes include the bishop from Switzerland changing
to become Swiss cheese instead of watches.

CRITERION D
TESTING METHODS FOR EVALUATING SPECIFICATIONS
Specification Success Criteria Testing method Justification Type of
data
The product uses If at least 70% of User survey – I will ask This method is the most Qualitative
culture-inspired the surveyed at least 15 MYP suitable for this specification as
colors relating to target audience students, preferably I need to test whether the
the cultures say that the those in my design class target audience finds the
mentioned in product contains to determine whether product visually pleasing.
Criterion A. pleasant colors the product contains
which relate to the culture-inspired colors.
cultures
represented, then
the specification
will pass.
The product must If the product Literature review – I will This is the most suitable testing Qualitative
cost no more than costs no more review the costs for the method as it directly checks the
60 USD to than 60 USD to product including the prices of materials when I built
make which produce, then the materials cost to the product to see how much it
includes costs for specification will determine the overall costs. A literature review would
materials and pass. price of the product. mean I can check the prices of
manufacturing. materials.
The product must If a minimum of User survey – I will send This is the most suitable testing Quantitative
be made to target 70% of surveyed a survey to a minimum method because it gives me
32
students from MYP MYP students of 15 students aged reliable primary data about
to DP: ages from 11 between ages 11- between 11-18 years whether the target audience
to 18 years old. 18 rate the old to test whether the enjoys the product.
product at least target audience enjoys
7/10, then the the product.
specification will
pass.
None of the If none of the Field test/User test – I These are the most suitable Qualitative
product pieces nor product pieces are will test the product by testing methods as they gather
the board should larger than the playing around moving data directly from the target
interfere with the designated space the pieces and testing audience and test the product
board game per chess board whether the pieces using many trials.
gameplay. square and a interfere with
minimum of 60% gameplay. I will also
say that the pieces give the product to a
are comfortable to few people within the
use, then the target audience to test
specification will whether they believe
pass. the pieces interfere or
not.
The product should The product must Literature review – I will This is the most relevant testing Qualitative
be made with be made with a test this by checking the method because it compares
recycled wood and minimum of 75% materials used during this product’s materials and
other materials for reused or recycled the creation of this allows me to find online
the pieces and the materials for this product and to see whether materials are
board. specification to whether it is recyclable, recyclable or not.
pass. reusable, or neither.
The product board The product chess Product test – I will test This is the most relevant testing Qualitative
must be sized board must have this specification by method as it does not require
between 31.75cm individual square using a ruler and tape an audience to be able to test.
(12.5in) to 36.8cm spaces no smaller measure to make sure For this reason, I will test this
(14.5in). than 3.8cm (1.5 that the board is within on my own.
inches) and no the size restraints.
larger than 4.5cm
(1.75 inches) for
this specification
to pass.
The products Product pieces Literature review – I will This testing method is relevant Qualitative
pieces must be must be no larger test this by checking the because it will compare my
sized according to than 7cm for this size of the pieces product against specifications
the USCF (United specification to compared to the sizes set for an international
States Chess pass. specified by the USCF. standard. Primary sources were
Federation) Chess not needed because they would
Set regulations for only check the size of pieces.
minor chess
tournament sizes.
The product must The product must Product test – I will test This testing method is relevant Qualitative
weigh below 0.75kg weigh between 1- this specification by as it does not need to have any
which includes the 1.5kg which using a scale to weigh peer or user review to test a
pieces and the includes the pieces the product. measure of weight.
board for this and the board for
33
specification to this specification
pass. to pass.
The board and If 80% of the User trial – I will test This is the most relevant testing Qualitative
pieces must be target audience this specification by method as it would test the
sanded to protect says that the giving the user a chance product with the help of the
against splinters product is sanded to have a trial with the target audience who would be
and sharp edges. 100%, then the product and to feel able to hold and check the
specification whether any splinters or product where they believe
passes. sharp edges can be felt. they might get hurt or injured.
The game If 70% of the Field test – I will give This testing method is relevant Qualitative
encourages the target audience the product to the as it will check the success of
exploration of new surveyed says they target audience for the product in carrying out a
or not well-known learned something them to see whether message across the target
cultures to the new about a they learn about the audience by the target
target audience. culture, this cultures shown in the audience. This will give me a
specification will set. good answer of whether the
pass. product passes or not.
The board must be If the board can be User trial – I will test This is the most relevant testing Qualitative
able to fold in half folded in half and this by giving the method because it answers
to store the game not have pieces fly product to a target whether the target audience
pieces and other out when shaking audience and asking knows whether the product can
important the game, then the them to close and store be folded and whether the
game/culture- specification will the product. product can withstand being
related pass. folded and shaken.
documents/objects.
The product must If the product does Product test – I will test This is the most relevant testing Qualitative
be made using not break after this specification by method because it tests the
durable materials placing 1kg weight placing a combined product directly and because
to make sure it on the board, and weight of 500g of books the success criteria do not
does not break if it does not show over the board and require an audience or a user to
during its use. signs of major sequentially adding have a trial with the product.
damage after more weight until I
shaking heavily, reach 1kg.
then the
specification will
pass.

RESULTS OF EVALUATION
Completely passes Somewhat passes Does not pass
Specification Results
If at least 70% of the This specification passes because out of 15 individuals within the target audience
surveyed target who were surveyed, an average rating of 7.2/10 was achieved. This means that
audience say that the specification passes because most people agreed that the product includes
the product contains pleasant colors which relate to the cultures presented. When asked why, the
pleasant colors individuals stated that the board squares match the nature of the country, and
which relate to the some said that the pieces include colors that look like the cultures.
cultures
represented, then
the specification will
pass.

34
If the product costs This specification passes because MDF cardboard is not too expensive as a
no more than 60 material. On amazon.com it costs ≈20 USD for 4 square feet of the material. The
USD to produce, polyethylene I used to make this product cost ≈25 USD for a 12 square in a thick
then the sheet of this material. The fabrics I used were from old clothing which I
specification will repurposed for this project. In total, I used one sheet of MDF cardboard and one
pass. sheet of polyethylene foam. This means that I spent around 45USD, not including
prices for glue gun sticks and Exacto knives which are inexpensive.
If a minimum of 70% This specification passes because around 75% of the surveyed individuals within
of surveyed MYP the target audience group rated the product between a 7-10. I also got an
students between average rating of 7.13 meaning that this specification does pass. When asked why
ages 11-18 rate the some individuals stated that the pieces are intriguing for someone in between
product at least grades 6-12.
7/10, then the
specification will
pass.
If none of the This specification only passes somewhat as the pieces used in the board game are
product pieces are generally within the size of the squares for the chess set although 6 pieces are
larger than the slightly larger which in turn impacts the success of the specification. When asking
designated space per individuals in between the target audience, 40% said that the pieces interfere
chess board square with gameplay and made it less comfortable and 27% said it somewhat did both.
and a minimum of This means that the specification only somewhat passes.
60% say that the
pieces are
comfortable to use,
then the
specification will
pass.
The product must be This specification only somewhat passes. This is because the materials used to
made with a make the product include polyethylene foam, cardboard, paper, hot glue, metal
minimum of 75% hinges and lock, and paint. Materials such as cardboard and foam used during the
reused or recycled production of the product can be 100% reused and the metal hinges along with
materials for this them. The only reason why the product does not fully pass is because of the paint
specification to and hot glue which cannot be completely recycled or reused.
pass.
The product chess This specification only somewhat passes because throughout the production of
board must have the product I introduced changes to the product to improve its quality. One of the
individual square changes was making the squares only just larger than 1 in to make the full
spaces no smaller product slightly smaller. Therefore, because I changed the product to make it
than 3.8cm (1.5 more successful in the sense that I wanted it to have a smaller size, this
inches) and no larger specification will only somewhat pass.
than 4.5cm (1.75
inches) for this
specification to pass.
Product pieces must This specification does pass as all of the pieces made for the product are no larger
be no larger than 5 cm when measured using a ruler.
than 7cm for this
specification to pass.
The product must This specification passes as when weighed on a scale, the product weighs only
weigh between 1- 1.1kg including the pieces and board. When the pieces are removed the product
1.5kg which includes weighs 0.8kg.
the pieces and the
35
board for this
specification to pass.
If 80% of the target 87% of the surveyed individuals within the target audience group say that the
audience says that product is 100% sanded. This means that the specification passes. When asking
the product is the individuals who said that the product was not 100% sanded, they said that it
sanded 100%, then was because the pieces looked like they were not fully rounded and that there
the specification were a few sharp corners on the board.
passes.
If 70% of the target This specification only somewhat passes because 40% of the surveyed target
audience surveyed audience said that they learned something new about the culture presented
says they learned within the product. The other 33% said that they did learn something new and
something new the final 27% said that they did not learn anything new. Therefore this only
about a culture, this somewhat passes because a majority said they only somewhat learned something
specification will new about a culture.
pass.
If the board can be This board does fold in half and allows for the storage of its pieces. This can be
folded in half and seen in criterion C where the board holds all the pieces comfortably and gives
not have pieces fly enough room for it not to be cramped and break apart. When testing whether the
out when shaking product, when shaken, lets pieces out, it passes. This is because the product has a
the game, then the good seal between the pieces of MDF cardboard and holds the pieces perfectly.
specification will
pass.
If the product does This product was made with two layers of MDF cardboard which allows for it to
not break after be more durable. This was a significant change compared to the layer of wood
placing 1kg weight which was planned for the product in criterion B although this change did not
on the board, and if hinder the capabilities of the product.
it does not show This specification passes as it can withstand a weight of 1kg on the top of the
signs of major board. This means that the board will be able to have a longer lifespan and
damage after therefore reach its intended purpose. Although this is the case, when shaken
shaking heavily, then when the board was opened, the hinges often shifted and broke apart. This only
the specification will happened when the board was opened so this specification still passes.
pass.

HOW THE FINAL PRODUCT COULD BE IMPROVED?

WEAKNESSES
A main weakness of the final product was that the
product did not 100% give the audience a clear
understanding that they should be able to feel that they
can express their culture. This is because I believe the
two nations/cultures shown are more well-known which
might not demonstrate how one should feel that they
need to express their culture if it is not a well-known
culture.
Another issue found through a user survey for the
product was that the hinges easily broke and did not
perfectly open the board to have a level board. This
meant that the board looked not well made and
occasionally made the product break apart.
IMPROVEMENTS
To improve this limitation, I could change the cultures
shown in the set to a lesser-known culture from my
school community. This would then serve a better
purpose of demonstrating how one should express their
culture and not hide it.
To improve the issue the hinges could be replaced with a
mechanism such as the ones used on the folding laptops.
These work by using pins that are loose on a part that is
kept within a slot which can fold easily. This will improve
the issue of the board not folding open completely.

36
IMPROVEMENTS TO DESIGN SKETCHES

IMPACT ON TARGET AUDIENCE

To test the success and impact on the target audience, a survey was completed by 15 individuals within this target
group. These individuals showed that the product did have an impact on the target audience by somewhat giving an idea
that one should express their culture to solve the issue of not expressing culture. This can be seen as within the survey
question which asked the individual whether they are though the product demonstrates how one should express their
culture, an average score of 5.67 out of 10 was achieved. This means that this product did not fully reach out to the
intended target audience or might have not given a full idea as to why one should express their culture. When asked as
to why the target audience felt this way about the message of the product, many stated that the product did not fully
show why one should express culture by representing two cultures that are prominent within the school community.
When interviewing a member of the target audience, they said that the product overall “gave the impression that there
are parts of a culture which everyone should always be proud of.” This means that the main message does reach some
of the target audience.

IMPACT ON GLOBAL CONTEXT

The product I have created links directly to the global context. This can be seen through its aspects of personal and
cultural expression such as focusing on the issue of being able to express culture without feeling a need to hide or
shadow it. This product meets this as it was aiming to show important cultures within the school community and to
show what there is to be proud of one’s culture and to express it. I showed multiple aspects of two cultures including
architecture, clothing, heritage, and important animals. These all show that no person needs to be afraid of expressing
one’s culture and they should feel that expressing culture can be done in many ways and should be done regularly.

37
APPENDIXES
APPENDIX A: SURVEYS FROM CRITERION A

38
APPENDIX B: ADDITIONAL RESEARCH

XVI QUESTION 27 OF PAUL BOOTH'S SURVEY XVI QUESTION 28 OF PAUL BOOTH'S SURVEY
ABOUT BOARD GAMES ABOUT BOARD GAMES

XVI SURVEY DATA FROM PAUL BOOTH ABOUT FAVORITE

PARTS OF GAMES
XVI QUESTION 28 OF PAUL BOOTH'S SURVEY
ABOUT BOARD GAMES

XVI “GUIDE TO CHOOSING A SIZE OF CHESS SET.” ROYAL CHESS

MALL, 23 FEB. 2021, ROYALCHESSMALL.COM/BLOGS/BLOG/GUIDE-
TO-CHOOSING-A-SIZE-OF-CHESS-SET.

39
APPENDIX C: SURVEY FROM CRITERION D

APPENDIX D: SAMPLE INTERVIEW WITH USER WHO TRIALED THE PRODUCT

Me: Would you like to try the product for the next few days and give me feedback on the product?

User: Yes, what are the aspects I should be looking to give feedback on?

Me: You can look at whether the board has no sharp edges, it is strong and durable, and that it teaches you about the
two cultures within the board game. Could you also tell me after the test whether you believe that because of the
product, you feel that you should express your culture.

User: I can do that.

__________2 DAYS LATER___________

Me: How did you enjoy the product? I hope you were able to find many great aspects of the product.

User: I really enjoyed the product. The styles of the figures are great and the quality and details within the pieces are
amazing. I really like the idea of the product being a chess board but incorporating two different cultures.

Me: Do you have any valuable feedback for it to be improved?

User: Yes. The hinges on the board which allow for it to be folded are quite weak, it fell apart a few times when testing
the product and occasionally the pieces were fragile and broke apart. I had to fix them with some glue.

Me: What else did you believe I could improve on the product?

User: You could try to improve by making the product more relatable to the audience. I felt that the product did not
really reach out to me as the two cultures being Switzerland and UAE, don’t really relate to me.

Me: Do you believe that you feel now that you should express your own culture more often?

User: Yeah, the product did open my eyes to the parts of culture which should be cherished and should be expressed
more often. This product gave me the impression that there are parts of a culture which everyone should always be
proud of.

Me: Thank you so much for the valuable feedback and the great comments on my product.
40
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