Name of the Student: Date: Subject: Digital Design

Unit Title: Math Magic Duration: Year: MYP Year-1 Sec:

Key Concept: Logic Related Concepts: Function

Global Context: Fairness and Development

System logic that are designed to meet an individual’s ergonomic requirements can increase their ability to function within the world.
SOI:

Summative Criteria: A & B Inquiry and Analysing & Developing ideas

Invigilator’s Signature:

Instructions for Students:

All the answers need to be done in the word document.
1.
Read the tasks carefully along with the task clarification.
2.
All the answers need to be done in the word / ppt document (e-Portfolio).
3.
4. Bibliography must be included at the end of the sheet.

ATL Skills Assessed

1. Thinking - Critical Thinking

2. Social - Collaboration

Criterion A (8) Criterion B (8)

Teacher’s Feedback:

Teacher’s Signature:

Task specific Rubrics

Criterion A

Achievement Level Original Task Specific clarification

0 The student does not reach a standard described by any of the ⮚ Student did not submit any document or PPT.

descriptors below

1-2 The student: The Student:

i. states the need for a solution to a problem for a specified client/target ⮚ Explains need for python code and mathematics

audience
formula for client
ii. develops a basic design brief, which states the findings of relevant
⮚ Develops a basic design brief to build python code
research.
based on research.

3-4 The student: The Student:

i. outlines the need for a solution to a problem for a specified client/target ⮚ Outline the identified problem related to

audience
calculation.
ii. outlines a research plan, which identifies primary and secondary
⮚ Explains need for python code and mathematics
research needed to develop a solution to the problem, with some
formula for client
guidance

iii. analyses one existing product that inspires a solution to the problem ⮚ Outline a research plan

iv. develops a design brief, which outlines the analysis of relevant

⮚ Students will explain one existing methods of

research.
calculation

⮚ Develops a basic design brief to build python code

based on research.

5-6 The student: The Student:

i. explains the need for a solution to a problem for a specified ⮚ Outline the identified problem related to

Page 1 of 7
 client/target audience calculation.

ii. constructs a research plan, which identifies and prioritizes primary ⮚ Explains need for python code and mathematics

and secondary research needed to develop a solution to the problem,

formula for client
with some guidance
⮚ Outline a research plan
iii. analyses a range of existing products that inspire a solution to the

problem ⮚ Students will explain three existing methods of

iv. develops a design brief, which explains the analysis of relevant calculation.
research.
⮚ Students will outline the main ideas for the identified

problem..

⮚ Develops a basic design brief to build python code

based on research.

7-8 The student: The Student:

i. explains and justifies the need for a solution to a problem for a client/ ⮚ Outline the identified problem related to

target audience
calculation.
ii. constructs a detailed research plan, which identifies and prioritizes
⮚ Explains need for python code and mathematics
the primary and secondary research needed to develop a solution to the
formula for client
problem independently

iii. analyses a range of existing products that inspire a solution to the ⮚ Outline a detailed research plan

problem in detail
⮚ Students will explain three existing methods of

iv. develops a detailed design brief, which summarizes the analysis of

calculation.
relevant research.
⮚ Students will outline the main ideas for the identified

problem..

⮚ Develops a basic design brief to build python code

based on research.

Criterion B

Achievement Level Original Task Specific clarification

0 The student does not reach a standard described by any of the descriptors ⮚ Students have not submitted any data.

below.

1-2 The student: The Student:

i. lists some basic design specifications for the design of a solution ⮚ Lists some design specifications to make the python

ii. presents one design, which can be interpreted by others

code calculator
iii. creates incomplete planning drawings/diagrams.
⮚ Constructs incomplete Flow chart

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 3-4 The student: The Student:

i. lists some design specifications, which relate to the success criteria for the ⮚ Lists some design specifications to make the python

design of a solution
code calculator
ii. presents a few feasible designs, using an appropriate medium(s) or
⮚ Builds formula to address the problem of building
annotation, which can be interpreted by others
python calculator.
iii. justifies the selection of the chosen design with reference to the design

specification ⮚ Constructs Flow chart

iv. creates planning drawings/diagrams or lists requirements for the creation

of the chosen solution.

5-6 The student: The Student:

i. develops design specifications, which outline the success criteria for the ⮚ Lists design specifications to make the python code

design of a solution
calculator
ii. develops a range of feasible design ideas, using an appropriate medium(s)
⮚ Builds the correct formula to address the problem of
and annotation, which can be interpreted by others
building python calculator.
iii. presents the chosen design and justifies its selection with reference to

the design specification ⮚ Constructs Flow chart

iv. develops accurate planning drawings/diagrams and lists requirements

for the creation of the chosen solution.

7-8 The student: The Student:

i. develops detailed design specifications, which explain the success criteria ⮚ Lists design specifications to make the python code

for the design of a solution based on the analysis of the research

calculator
ii. develops a range of feasible design ideas, using an appropriate medium(s)
⮚ Builds the correct formula to address the problem of
and detailed annotation, which can be correctly interpreted by others
building python calculator.
iii. presents the chosen design and justifies fully and critically its selection

with detailed reference to the design specification ⮚ Constructs Flow chart and explains each and every step

iv. develops accurate and detailed planning drawings/diagrams and with giving proper justification

outlines requirements for the creation of the chosen solution.

Task

Criteria A

Explain and Justify need for solution

1. Identification of a problem – Situation in which Maths can be used.

Problems with Math Manual Calculations

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2. Answer the following questions

· What is the nature of the problem?

· Who is it a problem for?

· Where is the problem occurring?

· What is the cause of the problem?

· What effect is the problem having?

· What is the global context?

Identify and prioritize the research

Research Question Source of Research Priority

(High/Medium/Low)
(Primary, Secondary)

Write Answers for the above research questions.

Analyse existing Methods

Produce SWOT Analysis for 3 or more existing methods

· Method Number 1: Manual Calculation

STRENGTHS WEAKNESS

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

OPPORTUNITIES THREATS

1. 1.

2. 2.

3. 3.

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 4. 4.

5. 5.

Method Number 2: Calculator Device

STRENGTHS WEAKNESS

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

OPPORTUNITIES THREATS

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

Method Number 3: Excel

STRENGTHS WEAKNESS

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

OPPORTUNITIES THREATS

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

Method Number 4: Programming

STRENGTHS WEAKNESS

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

OPPORTUNITIES THREATS

1. 1.

2. 2.

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 3. 3.

4. 4.

5. 5.

Develop a Design Brief

1. Present summary of research(250-300 words)

2. Write a design brief

Reflection of Criteria A:

Criteria B

1. Construct the SMART Table to present design specifications.

Goal: Python Code- Geometric Calculator

Specific What do I want to accomplish?

Why do I want to accomplish this?

What are the requirements?

Measurable How will I measure my progress?

How will I know when will the goal accomplish?

Achievable How can the goal be accomplished?

What are the logical steps I should take?

Relevant Is it worthwhile goal?

Is this the right time?

Do I have the necessary resources to accomplish this goal?

Time-bound How long will it take to accomplish this goal?

When is the completion of this goal due?

When I am going to work on this goal?

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2. Construct Flowchart
Reflection of Criteria B:
Self Reflection:
1. Thinking - Critical Thinking
2. Social - Collaboration
Beginner
You are starting to think past simply finding
answers. Every now and then you use
information to change your mind or to find what
is causing problems.
Beginner
You are starting to recognize basic facts and
evidence from source materials given to you and
are trying to see how different pieces of
information fit together.
Beginner
You are starting understand how to be an active
member of a group, however you need to be
more accepting of the ideas of others and be
more willing to contribute your own ideas.
Beginner
You are starting understand how to be an active
member of a group, however you need to be
more accepting of the ideas of others and be
more willing to contribute your own ideas.
Student's Self-Assessment of ATL skill Achievement.
Students Comment: Explain why you placed yourself for the skills listed above.
Critical Thinking Skills
Learner Practitioner Expert
You are sometimes able to make conclusions or
You usually make logical conclusions. You can use You make creative and logical conclusions. You
find problems. You can use information and
information to find solutions. You know other ways offer solutions to problems and potential
find solutions. You think other ways of thinking
of thinking have value. problems. You highly value novel solutions.
might have value.
Learner Practitioner Expert
You are able to evaluate basic facts and You easily evaluate facts and evidence from source You easily evaluate facts and evidence from a
evidence from source materials given to you materials and can occasionally find additional variety of sources of your own choosing and
and can make some conclusions based upon information. You are able to synthesize information then synthesize the information in order to re-
those materials with some guidance. from these sources and draw reasonable conclusions. evaluate your own or other’s conclusions.
Collaboration
Learner Practitioner Expert
You sometimes contribute to the success of the
group, however, at times, you still need to be You make solid contributions and actively seek the You make valuable contributions and actively
reminded to share your own ideas or ask ideas of others. seek and reflect on the ideas of others.
others for theirs.
Learner Practitioner Expert
You sometimes contribute to the success of the
group, however, at times, you still need to be You make solid contributions and actively seek the You make valuable contributions and actively
reminded to share your own ideas or ask ideas of others. seek and reflect on the ideas of others.
others for theirs.
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