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Inventing a Product Using the Design Cycle

Module by: Daniel Flynn. E-mail the author

Summary: This is a project in which students grades 9-12 will invent or modify an existing product for public consumers. Students will create this product using the design cycle to systematically produce a product through an investigation, design, plan and a full evaluation.

Before you begin

You are a part of a research and design team at company XYZ, and your task is to invent or modify an existing product that will help your company make profits for the long term. Please consider that the product must be in line with a company that wants to sell products to the public, in other words, please don’t make a product that will be unrealistic or not plausible. As a part of the MYP year 4 and 5, you must investigate and choose a software program that will best suit the needs of your project. Remember you are only creating the product as graphic not an actual physical product itself.

Investigation

AOI- What is it and why? Details are required.

State the problem. Remember you are to create a business product based on your AOI.

__________________________________________________________________________

Research- Document research on the following:

For CT- What computer program will you use? Why? What tools will you need to make this product? What resources will you need and why (think about using online tutorials, or other learning materials)? These need to be logged in, and must include details

Create a test for the product. This is a test to see if your product will work. This must be created by you and implemented by you. Please make this clear and make sure that it tests against the product.

Design Specifications: List the specs of the product (e.g. the product will be blue; it will be 10cm tall, etc)

Develop a design brief. This is a stamen to what you are going to make (product) and why. This is a crucial part of the investigation phase of this project.

Design

You will now create three sketches of what you will like the product to be like in the end. The designs will be matched against the product and will be adjusted in your work journal when changes are made to the design. Make sure you draw dimensions and measure properly as this will also be important to your overall product creation. Use graph paper for this task.

Plan

You will create a plan of tasks that you have to do to get your product complete. You will do a task analysis that will outline what you need to do step by step.

Table 1
Number Task Resource needed(tools and/or methods that you will use) Time needed (estimate)
1      
2      
3      

Expand table as needed. You will need to specify each task at hand.

Create

You will now create your product using all your previous criterion.

You will have to log in your changes to any plans and design modifications that you have.

Log in plan changes here:

Table 2
What are you changing in your Plan Why are you changing your plan?
   
   
   
   
   

Log in your design changes here

Table 3
What changes are you going to the design Why are you going to make these changes
   
   
   
   

Evaluate

You are now going to evaluate your product against the design cycle.

Test results –Please log in your test results here: You will use the results from the interviews that you conducted with teachers, friends or other classmates, create a chart to record your results.

From the results answer the following questions:

What do the results of the interview tell you?

Where do you think that you can improve upon next time for your product?

What were your strengths in creating the product?

One overall question:

How has the design cycle (Investigate, Design, Plan) helped you create your product? You need to be specific with this question, think about where you need improvement and what you were good at with the design cycle.

Assessment Criterion

Use this to mark the project against the design cycle if you are in a MYP program. If you are not in the MYP program than you may assess this anyway you see fit.

Investigation

Assessment Criteria – Year 5

Level

Descriptor

0

The student does not reach a standard described by any of the descriptors given below.

1–2

The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specification.

3–4

The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analysing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification.

5–6

The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

Design

Table 4
Achievement level Level descriptor
0 The student does not reach a standard described by any of the descriptors given below.
1–2 The student generates one design, and makes some attempt to justify this against the design specification.
3–4 The student generates a few designs, justifying the choice of one design and fully evaluating this against the design specification.
5–6 The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.

Plan

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors

given below.

1–2

The student produces a plan that contains some details of the steps and/or

the resources required.

3–4

The student produces a plan that contains a number of logical steps that

include resources and time. The student makes some

attempt to evaluate

the plan.

5–6

The student produces a plan that contains a number of detailed, logical

steps that describe the use of resources and time. The student critically

evaluates the plan and justifies any modifications to the design.

Create

Table 5
Achievement level Level descriptor
0 The student does not reach a standard described by any of the descriptors given below.
1–2 The student considers the plan and creates at least part of a product/ solution.
3–4 The student uses appropriate techniques and equipment. The student follows the plan and mentions any modifications made, resulting in a product/solution of good quality.
5–6 The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.
 

Evaluate

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors given below.

1–2

The student evaluates the product/solution or his or her own performance. The student makes some attempt to test the product/solution.

3–4

The student evaluates the product/solution and his or her own performance and suggests ways in which these could be improved. The student tests the product/solution to evaluate it against the design specification.

5–6

The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

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