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Touchtable Tuesday, 27 October 2009

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Courtesy of a colleague from the Science Department, do take a look at this amazing video about an interesting piece of technology: the touchtable.

Source: http://www.pbs.org/kcet/wiredscience/video/231-touchtable.html

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MYP Technology Glossary Tuesday, 18 August 2009

Posted by D in myp comp apps 10, myp comp apps 9, myp comp studies g1, myp comp studies g2.
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Please download this extract from the official MYP Technology Guide. It contains a glossary that includes all the essential concepts each and every MYP Technology student needs to know in order to succeed.

Download the PDF document myptech_glossary.pdf.

History of the Internet Video Wednesday, 28 January 2009

Posted by D in miscellaneous, myp comp studies g1, myp comp studies g2.
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Watch this video — it’s really useful. If you are a Computer Studies student, it is strongly recommended.

Standard Definition Video


High Definition Video


Original source: http://www.lonja.de/motion/mo_history_internet.html

MYP Assessment Criteria Monday, 12 January 2009

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MYP Technology: Assessment Criteria

The following assessment criteria have been established by the IBO for Technology in the MYP.

Criterion A Investigate Maximum 6
Criterion B Design Maximum 6
Criterion C Plan Maximum 6
Criterion D Create Maximum 6
Criterion E Evaluate Maximum 6
Criterion F Attitudes in technology Maximum 6
Grade Boundaries
1 0-5
2 6-9
3 10-15
4 16-21
5 22-26
6 27-31
7 32-36

For each assessment criterion, a number of band descriptors are defined.

These describe a range of achievement levels with the lowest represented as 0.

The criteria are equally weighted.

The descriptors concentrate on positive achievement, although failure to achieve may be included in the description for the lower levels.

Detailed descriptions of the assessment criteria and band descriptors follow.

Criterion A: Investigate
Maximum 6

Investigation
is an essential stage in the design cycle. Students are expected to identify the problem, develop a design brief and formulate a design specification. Students are expected to acknowledge the sources of information and document these appropriately.

Achievement 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 specifications.

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 brief: The student’s response to the challenge, showing how they intend to solve the problem they have been presented with. This will guide their investigation as they work to develop a more detailed design specification.

Design specification: A
detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specification.

Criterion B: Design
Maximum 6

Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.

Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.

Achievement 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.

Criterion C: Plan
Maximum 6

Students are expected to construct a plan to create their chosen product/solution that has a series of logical steps, and that makes effective use of resources and time.

Students are expected to evaluate the plan and justify any modifications to the design.

Achievement 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.

Criterion D: Create
Maximum 6

Students are expected to document, with a series of photographs or a video and a
dated record, the process of making their product/solution, including when and how they use tools, materials and techniques. Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution.

Students will sometimes embark upon a very ambitious project, or they may encounter unforeseen circumstances. In some circumstances a product/solution that is incomplete or does not function fully can still achieve one of the levels awarded for this criterion.

Achievement 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.

Appropriate quality: This is the best product/solution that the student can produce, taking into account the resources available, the skills and techniques they have used, their educational development, how the product/solution addresses the identified need, and aspects of safety and ergonomics.

Criterion E: Evaluate
Maximum 6

Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations.

Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved.

Achievement 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.

Product testing: A stage in the design process where versions of products (for example, prototypes) are tested against the need, applied to the context and presented to the end-user or target audience.

Criterion F: Attitudes in technology
Maximum 6

This criterion refers to students’ attitudes when working in technology. It focuses on an overall assessment of two aspects:

  • personal engagement (motivation, independence, general positive attitude)
  • attitudes towards safety, cooperation and respect for others.

By their very nature these qualities are difficult to quantify and assess, and assessment should therefore take into account the context in which the unit of work was undertaken.

Achievement level

Descriptor

0

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

1–2

The student occasionally displays a satisfactory standard in one of the aspects listed above.

3–4

The student frequently displays a satisfactory standard in both of the aspects listed above.

5–6

The student consistently displays a satisfactory standard in both of the aspects listed above.

Spam & Click Sunday, 23 November 2008

Posted by D in myp comp apps 10, myp comp studies g1, myp comp studies g2.
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There’s an interesting article on spam here. It’s called “Spam War” by David Reid. It may be useful to some of you who are dealing with this topic.

Besides, http://bbcworldnews.com/click is a good resource for technology news. You can catch it on tv or online.

Design Stage Monday, 10 November 2008

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Design Section of the MYP Computer Technology Subject

Mode / ‘Media’

  1. Brainstorm mode (media, i.e. web site, movie, etc. – note that you do not mention any specific software application yet)
  2. Compare each possible mode against your Design Specs.
  3. Choose the best mode > the one that meets all your Design Specs. and allows you to finish on time

Designs / ‘Layouts’

  1. For the chosen mode, generate 3 or 4 designs (for movie, you need a storyboard instead of the following elements)
    1. layout
    2. colours
    3. fonts
    4. sizes
    5. etc.
    6. how each specification will be included in each design
  2. Compare each design against the design specifications
  3. Choose one design that meets all the Design Specs. and allows you to finish on time

Desktop Publishing Software Monday, 10 November 2008

Posted by D in myp comp apps 10, myp comp apps 9, myp comp studies g1, myp comp studies g2.
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For those of you considering creating a brochure, booklet, leaflet, or any form of printed (paper) product, you may consider the following software applications:

Antivirus? Thursday, 30 October 2008

Posted by D in myp comp apps 10, myp comp studies g1, myp comp studies g2, tech support.
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A couple of articles you may want to read if you want to know more about computer virii (“viruses”).

Both from Australian PC Authority web site.

Can you trust antivirus rankings?

The antivirus software that I’m currently using at home is Bitdefender (Internet Security and Antivirus). AVG free seems to be the better solution when it comes to free alternatives, if you’re on a budget.

Windows 7 Thursday, 30 October 2008

Posted by D in miscellaneous, tech support.
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Another joke from Redmond. Read on if, for some weird reason, you want to know about the future of Windows.

This reminds so much about Windows 98 Second Edition! I never understood why I had to pay for an update as though it’s an huge upgrade…

Anyway, over to the links:

Read this article from Australian PC Authority Magazine website.

More on Windows 7 from Paul Thurrot’s Windows Supersite.

One website has a positive bias toward Windows 7, or is it trying to be unbiased?

The other one is negatively biased against Windows 7.