Today’s activity grade 11 unit 2 lesson 2
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The document outlines a daily activity that involves importing new music files, trimming the files, adding three different effects to the files, and fading one track out while fading another track in.
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Unit 1 Intro
Students are required to create an effective poster advertisement to advertise an upcoming school event, International Evening in December, to their peers, families, and teachers. The poster must satisfy the end-users' (Miss Daykin and Miss Barton) requirements and convey the theme of the event through manipulation of form, which includes elements like images, text, shapes, and colors. To be successful, the poster must communicate important information to the target audience—the ISM community of students, parents, and teachers—through consideration of its function, form, and collaboration with end-users.
Deadline g11 unit 2 full
Your Evaluation Stage needs to be finished and submitted by Monday 19th May along with your completed word document containing all Stages. Final Assessment of your work will then take place and your end of year grades calculated based on Unit 1 and 2 marks and group work participation. This will be included in your final end of year report.
G11 Unit 1 Intro
This document introduces a unit that asks students to research a technological innovation for health or well-being and create an informative short film about it. The key concept is creativity, and related concepts are function and innovation. Students will choose a technology to research, investigate its health benefits and functions, and creatively produce a video to educate their target audience on the technology. They can select the target audience and end user, such as students in a particular class, to ensure the video meets their needs.
Intro and investigation
The document discusses a school design project where students will create a poster to advertise a school talent show event. It outlines the steps of the design cycle they will follow, including investigating the problem by researching poster design and the event, planning their poster, designing and creating their poster, and then evaluating it. Their poster will help promote their school event and raise money, reflecting their role in both the school and wider community.
New design cycle intro
The document discusses changes to the design cycle at the school. It now has 4 stages - inquiring and analyzing, developing ideas, creating a solution, and evaluating. More time will be spent on each stage and more work is expected. Assessment criteria for each stage are also outlined, providing details on what will be graded. A high grade now requires high quality work that demonstrates all tasks for a given level, with reflection throughout the design cycle. Simply completing tasks is not enough - work must show depth, detail, and genuine reflection.
Lesson 6 Design Cycle
The document outlines the design cycle process and provides examples of how it was used. The design cycle involves 4 steps: 1) inquiring and analyzing to define the problem, 2) developing ideas to brainstorm solutions, 3) creating the solution by implementing a plan, and 4) evaluating the solution's success. It then gives examples of how Mythbusters used each step to design and test a duct tape bridge.
Advantages and Disadvantages of Tehnology
The document outlines the advantages and disadvantages of technology. It lists easy access to information, improved entertainment, encouraging innovation and creativity, improved housing and lifestyle, and improved communication as advantages. Disadvantages include increased loneliness, job loss, changes in perspectives and culture, difficulties regulating technology which could enable corruption, and potential negative impacts on in-person education experiences.
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Unit 1 Intro
Students are required to create an effective poster advertisement to advertise an upcoming school event, International Evening in December, to their peers, families, and teachers. The poster must satisfy the end-users' (Miss Daykin and Miss Barton) requirements and convey the theme of the event through manipulation of form, which includes elements like images, text, shapes, and colors. To be successful, the poster must communicate important information to the target audience—the ISM community of students, parents, and teachers—through consideration of its function, form, and collaboration with end-users.
Deadline g11 unit 2 full
Your Evaluation Stage needs to be finished and submitted by Monday 19th May along with your completed word document containing all Stages. Final Assessment of your work will then take place and your end of year grades calculated based on Unit 1 and 2 marks and group work participation. This will be included in your final end of year report.
G11 Unit 1 Intro
This document introduces a unit that asks students to research a technological innovation for health or well-being and create an informative short film about it. The key concept is creativity, and related concepts are function and innovation. Students will choose a technology to research, investigate its health benefits and functions, and creatively produce a video to educate their target audience on the technology. They can select the target audience and end user, such as students in a particular class, to ensure the video meets their needs.
Intro and investigation
The document discusses a school design project where students will create a poster to advertise a school talent show event. It outlines the steps of the design cycle they will follow, including investigating the problem by researching poster design and the event, planning their poster, designing and creating their poster, and then evaluating it. Their poster will help promote their school event and raise money, reflecting their role in both the school and wider community.
New design cycle intro
The document discusses changes to the design cycle at the school. It now has 4 stages - inquiring and analyzing, developing ideas, creating a solution, and evaluating. More time will be spent on each stage and more work is expected. Assessment criteria for each stage are also outlined, providing details on what will be graded. A high grade now requires high quality work that demonstrates all tasks for a given level, with reflection throughout the design cycle. Simply completing tasks is not enough - work must show depth, detail, and genuine reflection.
Lesson 6 Design Cycle
The document outlines the design cycle process and provides examples of how it was used. The design cycle involves 4 steps: 1) inquiring and analyzing to define the problem, 2) developing ideas to brainstorm solutions, 3) creating the solution by implementing a plan, and 4) evaluating the solution's success. It then gives examples of how Mythbusters used each step to design and test a duct tape bridge.
Advantages and Disadvantages of Tehnology
The document outlines the advantages and disadvantages of technology. It lists easy access to information, improved entertainment, encouraging innovation and creativity, improved housing and lifestyle, and improved communication as advantages. Disadvantages include increased loneliness, job loss, changes in perspectives and culture, difficulties regulating technology which could enable corruption, and potential negative impacts on in-person education experiences.
Whyisyourproductneeded 170119081244
This document provides guidance on justifying the need for a school project or unit of work. It instructs the reader to consider who will benefit from the project, how they will benefit, and why the described benefits are important. The reader is told to explain how the skills and knowledge gained will be useful in the future. The document emphasizes that the introduction should show an understanding of why the unit of work is necessary and needed, and justify all the reasons the final products are needed and will provide benefits.
Design specification intro
This document outlines the importance of creating an effective design specification. It directly influences the design ideas, final product, and project grades. The specification demonstrates applying research knowledge from earlier stages. Like the personal project, the specification is crucial and dictates what must be done based on informed decisions from research. An effective specification comes from good research, while poor research leads to a poor specification. The specification should consider demands that must be achieved, limits to avoid, and wishes that are ideals but not required for success.
Why is your short film needed?
This document provides guidance on justifying why a short film project is needed by addressing several key questions: who will benefit from the project and how, why the described benefits are important, whether the skills and knowledge gained will be useful in the future, and reasons why the films are necessary. The introduction to the project should demonstrate an understanding of why the work is required and provide clear reasons why the films are needed by linking responses back to explaining and justifying the value and purpose of the task.
G11 Unit 1 Intro - updated
This document introduces a unit on creativity and innovation in technological health innovations. The key concept is creativity and related concepts are function and innovation. Students will research the benefits of a technological health innovation, and use their creativity and innovation to produce a short educational video about the innovation's health benefits and function for a target audience. The focus of the unit is on understanding filmmaking techniques to effectively create the short video. Students will choose the technological health innovation and target audience to research and create their video about.
G11unit1intro 140907051733-phpapp02
This document introduces a unit that asks students to research a technological innovation for health or well-being and create an informative short film about it. The key concept is creativity, and related concepts are function and innovation. Students will choose a technology to investigate, research its health benefits and functions, and creatively produce a video to educate their target audience on the innovation. They are encouraged to determine the intended audience and get feedback from end users such as teachers.
Newdesigncycleintro 140901083345-phpapp02
The document discusses changes to the design cycle process and assessment criteria. It outlines the four stages of the new design cycle as inquiring and analyzing, developing ideas, creating a solution, and evaluating. It provides details on what is included in each stage and assessment criteria. A high grade now requires more than just completing tasks - it demands high quality work with sufficient detail in each task as well as deeper reflection throughout the design cycle process.
Unit question
This document provides background information and guiding questions for a student project analyzing the relationship between health and technology, focusing on x-rays. It begins with an introduction outlining the unit question and focus on technology's effects on human health. Next, it provides context on the role of technology in society and comparisons of technology to a teacher. The document then lists guiding questions for the student's research and explains their choice to analyze x-rays. Finally, it shares information collected on how x-rays function, their relationship to health, their medical benefits, and design features to include or avoid in the student's video project.
Website project
This document discusses the factors that contribute to making a good website. It identifies key elements such as color schemes, themes, fonts, usability, and contact information. It also provides examples of both good and bad website designs. The document outlines a design brief, specification, limits, and demands for creating a website about human catastrophes. The intended purpose is to inform the community and the target audience is younger users.
Criterion e
This document provides guidance for evaluating a project against its original specifications and goals. It instructs students to review their specifications from the beginning of the project and compare the final outcome to determine if the project achieved its intended objectives. Students are asked to assess their own work based on pre-defined achievement levels and predict if their self-assessment will match their supervisor's evaluation.
Pp criteria & objectives[1]
This document provides guidance on selecting sources for a student project. It emphasizes selecting a variety of relevant sources, including experts in the field, published media, surveys, and carefully selected websites. Students are advised to evaluate sources for reliability based on the author's credentials, where it was published, its objectivity and bias, quality, and appropriate quantity of information. A checklist is provided to help students consider various source types and record their source selection process in their process journal. The goal is to achieve a high standard when selecting sources to complete their project.
Process journal g10
The document provides instructions for students to follow during the Create Stage of a design project. Students should follow the specification and design prototype, set up the correct page size, and use appropriate software. They also need to maintain a process journal with regular diary entries documenting their progress step-by-step along with screenshots, and reflecting on their progress. Finally, the deadline for posters is October 24th and when finished, students should save their poster, upload it along with their process journal to the required platforms, and evaluate their performance.
Form period thursday 3 oct
The document provides guidance for a student's personal project process journal deadline on Thursday October 17th. It outlines the criteria and objectives the journal will be assessed on, including applying information to make decisions and create solutions related to the project's goal. The student is instructed to have a minimum of 20 pages in their journal. It also provides examples of different types of information sources the student should use, such as experts, published media, surveys, and websites. The student is asked to make a list of questions to guide their investigation and determine if sources have helped answer those questions. Lastly, the document lists ideas that should be considered and recorded in the journal, such as interpreting information to make decisions, finding information to learn new skills,
Poster lauravanstrraaten
The document lists dates and times for a school play at the International School of Milan. It includes Wednesday the 11th at 2pm, Thursday the 12th at 5pm, and Friday the 13th at 7:30pm. The play, "Our Day Out" by playwright Willy Russell, will be held at the ISM High School located at Via G. Bellini 1 in Milan.
Use of process journal and define the goal
This document provides guidance for students on the process of developing an independent project for the International Baccalaureate Diploma Programme. It instructs students to review slides in their process journal that relate to approaches to learning, areas of interaction, and expectations for different subject groups. Students are asked to reflect on these areas in written form. The document then outlines specific tasks for brainstorming project ideas, meeting with supervisors, developing goals and specifications to evaluate their project, and identifying necessary resources and skills.
Worksheet for Analysis of a Poster
This document provides a worksheet to analyze visual, verbal, and overall effectiveness of a poster. It includes questions about visual elements like colors, shapes, symbols; verbal elements like text amount and readability; and overall impact like intended audience and clear communication of message. The goal is to evaluate the poster's effectiveness as a work of art, means of communication, and advertisement.
Design brief g11 unit 1
The document provides guidance on creating a design brief for addressing a new problem statement. It instructs to gather necessary information from various sources and learn required skills. The design brief should also include goals, target audience, constraints, and criteria. It should describe how the solution will be created and tested with examples of similar products and images for reference.
Research g11 unit 1
This document provides guidance on conducting research for a written project. It recommends developing a list of guiding questions to focus the research on key topics. A variety of sources should be used, including websites, books, videos, television, newspapers, magazines, and interviews. All sources must be evaluated for bias, validity, and reliability. Finally, sources must be properly cited in a bibliography with relevant publication details.
Investigate intro g11 unit 1
The document outlines the investigation stage of a design cycle which consists of: introducing the unit, researching the problem, creating a design brief and specification, a test plan, and evaluating performance. It then provides more details on writing an introduction, including clearly stating the problem, considering what needs to be achieved like educating an audience and promoting a technology, and reflecting on how those things can be achieved. The introduction should also relate the problem personally and to society, and link it to the area of interaction being studied.
Design brief
This document provides guidance on creating a design brief to address a new problem statement. It instructs the writer to outline how they will gather necessary information from various sources and learn required skills. The design brief should also include the goal of the design, its target audience, any constraints, and the criteria a good design should meet such as being informative and captivating. Examples should be included to illustrate similar existing products and their desirable characteristics.
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Whyisyourproductneeded 170119081244
This document provides guidance on justifying the need for a school project or unit of work. It instructs the reader to consider who will benefit from the project, how they will benefit, and why the described benefits are important. The reader is told to explain how the skills and knowledge gained will be useful in the future. The document emphasizes that the introduction should show an understanding of why the unit of work is necessary and needed, and justify all the reasons the final products are needed and will provide benefits.
Design specification intro
This document outlines the importance of creating an effective design specification. It directly influences the design ideas, final product, and project grades. The specification demonstrates applying research knowledge from earlier stages. Like the personal project, the specification is crucial and dictates what must be done based on informed decisions from research. An effective specification comes from good research, while poor research leads to a poor specification. The specification should consider demands that must be achieved, limits to avoid, and wishes that are ideals but not required for success.
Why is your short film needed?
This document provides guidance on justifying why a short film project is needed by addressing several key questions: who will benefit from the project and how, why the described benefits are important, whether the skills and knowledge gained will be useful in the future, and reasons why the films are necessary. The introduction to the project should demonstrate an understanding of why the work is required and provide clear reasons why the films are needed by linking responses back to explaining and justifying the value and purpose of the task.
G11 Unit 1 Intro - updated
This document introduces a unit on creativity and innovation in technological health innovations. The key concept is creativity and related concepts are function and innovation. Students will research the benefits of a technological health innovation, and use their creativity and innovation to produce a short educational video about the innovation's health benefits and function for a target audience. The focus of the unit is on understanding filmmaking techniques to effectively create the short video. Students will choose the technological health innovation and target audience to research and create their video about.
G11unit1intro 140907051733-phpapp02
This document introduces a unit that asks students to research a technological innovation for health or well-being and create an informative short film about it. The key concept is creativity, and related concepts are function and innovation. Students will choose a technology to investigate, research its health benefits and functions, and creatively produce a video to educate their target audience on the innovation. They are encouraged to determine the intended audience and get feedback from end users such as teachers.
Newdesigncycleintro 140901083345-phpapp02
The document discusses changes to the design cycle process and assessment criteria. It outlines the four stages of the new design cycle as inquiring and analyzing, developing ideas, creating a solution, and evaluating. It provides details on what is included in each stage and assessment criteria. A high grade now requires more than just completing tasks - it demands high quality work with sufficient detail in each task as well as deeper reflection throughout the design cycle process.
Unit question
This document provides background information and guiding questions for a student project analyzing the relationship between health and technology, focusing on x-rays. It begins with an introduction outlining the unit question and focus on technology's effects on human health. Next, it provides context on the role of technology in society and comparisons of technology to a teacher. The document then lists guiding questions for the student's research and explains their choice to analyze x-rays. Finally, it shares information collected on how x-rays function, their relationship to health, their medical benefits, and design features to include or avoid in the student's video project.
Website project
This document discusses the factors that contribute to making a good website. It identifies key elements such as color schemes, themes, fonts, usability, and contact information. It also provides examples of both good and bad website designs. The document outlines a design brief, specification, limits, and demands for creating a website about human catastrophes. The intended purpose is to inform the community and the target audience is younger users.
Criterion e
This document provides guidance for evaluating a project against its original specifications and goals. It instructs students to review their specifications from the beginning of the project and compare the final outcome to determine if the project achieved its intended objectives. Students are asked to assess their own work based on pre-defined achievement levels and predict if their self-assessment will match their supervisor's evaluation.
Pp criteria & objectives[1]
This document provides guidance on selecting sources for a student project. It emphasizes selecting a variety of relevant sources, including experts in the field, published media, surveys, and carefully selected websites. Students are advised to evaluate sources for reliability based on the author's credentials, where it was published, its objectivity and bias, quality, and appropriate quantity of information. A checklist is provided to help students consider various source types and record their source selection process in their process journal. The goal is to achieve a high standard when selecting sources to complete their project.
Process journal g10
The document provides instructions for students to follow during the Create Stage of a design project. Students should follow the specification and design prototype, set up the correct page size, and use appropriate software. They also need to maintain a process journal with regular diary entries documenting their progress step-by-step along with screenshots, and reflecting on their progress. Finally, the deadline for posters is October 24th and when finished, students should save their poster, upload it along with their process journal to the required platforms, and evaluate their performance.
Form period thursday 3 oct
The document provides guidance for a student's personal project process journal deadline on Thursday October 17th. It outlines the criteria and objectives the journal will be assessed on, including applying information to make decisions and create solutions related to the project's goal. The student is instructed to have a minimum of 20 pages in their journal. It also provides examples of different types of information sources the student should use, such as experts, published media, surveys, and websites. The student is asked to make a list of questions to guide their investigation and determine if sources have helped answer those questions. Lastly, the document lists ideas that should be considered and recorded in the journal, such as interpreting information to make decisions, finding information to learn new skills,
Poster lauravanstrraaten
The document lists dates and times for a school play at the International School of Milan. It includes Wednesday the 11th at 2pm, Thursday the 12th at 5pm, and Friday the 13th at 7:30pm. The play, "Our Day Out" by playwright Willy Russell, will be held at the ISM High School located at Via G. Bellini 1 in Milan.
Use of process journal and define the goal
This document provides guidance for students on the process of developing an independent project for the International Baccalaureate Diploma Programme. It instructs students to review slides in their process journal that relate to approaches to learning, areas of interaction, and expectations for different subject groups. Students are asked to reflect on these areas in written form. The document then outlines specific tasks for brainstorming project ideas, meeting with supervisors, developing goals and specifications to evaluate their project, and identifying necessary resources and skills.
Worksheet for Analysis of a Poster
This document provides a worksheet to analyze visual, verbal, and overall effectiveness of a poster. It includes questions about visual elements like colors, shapes, symbols; verbal elements like text amount and readability; and overall impact like intended audience and clear communication of message. The goal is to evaluate the poster's effectiveness as a work of art, means of communication, and advertisement.
Design brief g11 unit 1
The document provides guidance on creating a design brief for addressing a new problem statement. It instructs to gather necessary information from various sources and learn required skills. The design brief should also include goals, target audience, constraints, and criteria. It should describe how the solution will be created and tested with examples of similar products and images for reference.
Research g11 unit 1
This document provides guidance on conducting research for a written project. It recommends developing a list of guiding questions to focus the research on key topics. A variety of sources should be used, including websites, books, videos, television, newspapers, magazines, and interviews. All sources must be evaluated for bias, validity, and reliability. Finally, sources must be properly cited in a bibliography with relevant publication details.
Investigate intro g11 unit 1
The document outlines the investigation stage of a design cycle which consists of: introducing the unit, researching the problem, creating a design brief and specification, a test plan, and evaluating performance. It then provides more details on writing an introduction, including clearly stating the problem, considering what needs to be achieved like educating an audience and promoting a technology, and reflecting on how those things can be achieved. The introduction should also relate the problem personally and to society, and link it to the area of interaction being studied.
Design brief
This document provides guidance on creating a design brief to address a new problem statement. It instructs the writer to outline how they will gather necessary information from various sources and learn required skills. The design brief should also include the goal of the design, its target audience, any constraints, and the criteria a good design should meet such as being informative and captivating. Examples should be included to illustrate similar existing products and their desirable characteristics.
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Today’s activity grade 11 unit 2 lesson 2
- 1. Today’s Activity 1. Import a couple of the new music files from the student area. 2. Trim them 3. Add three different effects 4. Fade one track out and another track in.