VEX IQ Robotics

VEQ IQ Project

Timeline

Criterion A

Lesson One (04/02 & 05/02)  ~ A i. explains and justifies the need for a solution to a problem

Tasks:

1. create a new summative assessment google doc for this project, format doc and share access with teacher

2. in your own words, explain the problem

3. identify the key stakeholders

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ATL Skills:

• Communication

• Self-management 

• Critical thinking

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Extension Work:

• conduct research and explore the topic and share your findings

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Criterion Ai Differentiation

• The student (states --> outlines --> explains --> explains & justifies) the need for a solution to a problem for a specified client/target audience​

 

Lesson Two (06/02 & 07/02) ~ A ii. constructs a research plan, which states and prioritizes the primary and secondary research needed to develop a solution to the problem independently

Tasks:

1. Create a research plan table

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ATL Skills:

• Communication

• Self-management 

• Research - Information literacy and Media literacy

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Extension Work:

• MLA referencing

• conduct some preliminary research and explore the topics and share your findings

• use MYP DESIGN command terms when creating research questions (left column):​

  • Define - Give the precise meaning of a word, phrase, concept, or physical quantity & state the scope or boundaries of something

  • Explain - Give a detailed account including reasons or causes & make clear through description and reasoning

  • Identify - Recognize patterns, facts, or details & name and provide basic information about something

  • List - Provide a series of brief answers with no explanation & present information in a sequential format

  • Outline - Give a brief account or summary & present essential features without details

  • Present - Show for others to view and evaluate & offer for observation, examination, or consideration

  • Summarize - Abstract the main points or ideas & present a brief statement of the main points

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Criterion Aii Differentiation​

• The student (outlines a --> constructs a --> constructs a detailed) research plan, which identifies primary and secondary research needed to develop a solution to the problem, (with some guidance --> independently)

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Lesson Three (10/02 & 11/02) ~ A iii. analyses a group of similar products that inspire a solution to the problem

Task: Aiii Robotics Research (secondary) - Fields to Research:

• Types of robots:

  • Industrial robots (e.g., manufacturing), service robots (e.g., cleaning), social robots (e.g., healthcare).

  • Autonomous technologies:

  • Internet of Things (IoT), autonomous vehicles, drones, virtual assistants.

• Characteristics of robots:

  • Sensory inputs for spatial/environmental awareness.

  • Machine learning for logical reasoning with inputs.

  • Interaction with physical environments through movement or remote control.

• Robotics in education:

  • Using VEX IQ Robotics to build and program robots that solve real-world problems.

• Case Studies and Real-Life Examples

  • Kawasaki Robotics: Their case studies highlight successful automation projects across various industries, such as robotic palletizing in breweries and flexible robotic welding solutions that enhance production efficiency.

  • Panasonic's Tomato Harvesting Robot: Developed to address labor shortages in agriculture, this robot automates the harvesting process, showcasing the potential of robotics in food production.

• Key Thinkers and Researchers:

  • Marvin Minsky: A pioneer in AI who co-founded the MIT Media Lab and contributed significantly to robotics and cognitive science.

  • Rodney Brooks: Known for his work on behavior-based robotics and co-founder of iRobot (makers of the Roomba).​​

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Research Questions:

PART 1: QUICK RESEARCH (20 mins) Choose TWO of these robot types to research:

1. Helper Robots (like Roomba, hospital delivery robots)

2. Educational Robots (like VEX IQ, LEGO Mindstorms)

3. Industrial Robots (like factory assembly robots, warehouse robots)

For each robot you choose, find and record:

• What problem does it solve?

• What are its main features?

• How does it sense its environment?

• What makes it successful at its job?

 

PART 2: ANALYSIS (20 mins) Create a comparison table analyzing your two chosen robots:

• Compare their features

• Compare their strengths and limitations

• What design elements could inspire your own solution?

• What would you improve?

 

PART 3: INSPIRATION FOR SOLUTIONS (20 mins) Based on your research:

1. Identify three features from existing robots that could help solve your problem

2. Explain why each feature would be useful

3. Sketch a basic design showing how you might combine these features

4. List what you would need to modify or improve

 

Suggested Research Sources:

• Company websites (VEX Robotics, iRobot, etc.)

• YouTube videos of robots in action

• Robot manufacturer case studies

• News articles about robot applications

 

ATL Skills:​

• Critical thinking

• Creative thinking

• Self-Organistaion

 

Differentiation Aiii:

• The student analyses (one --> a range) of existing products that inspire a solution to the (problem --> problem in detail)

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Lesson Four (13/02 & 14/02) ~ A iii. analyses a group of similar products that inspire a solution to the problem

Tasks: Aiii AI Research (secondary & primary) - Fields to Research:

• Types of AI:

  • Narrow AI (e.g., chatbots or recommendation systems) vs. General AI (future potential).

  • Applications of AI in education:

  • Adaptive learning systems that personalize student experiences.

  • AI tools like ChatGPT for writing assistance or problem-solving.

• Ethical dilemmas in AI:

  • Transparency in design and use of AI tools.

  • Challenges with laws, regulations, and governance for AI technologies.

• Case Studies and Real-Life Examples

  • University of Alicante: Developed an AI application called "Help Me See" to assist visually impaired students in navigating campus environments through computer vision technology.

  • Ivy Tech Community College: Implemented an AI-driven program that identified at-risk students early in the semester, resulting in significant improvements in retention rates.

• Key Thinkers and Researchers:

  • Geoffrey Hinton: A pioneer in deep learning and neural networks, Hinton's research has been fundamental to modern AI applications.

  • Yoshua Bengio: Known for his work on artificial neural networks, Bengio is a key figure in advancing machine learning techniques.

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Resources:

• claude.ai

• gemini.ai

• chatgpt.ai

• deepseek.ai

• perplexity.ai

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Research and analyze existing AI applications to help inspire your own AI solution

PART 1: AI EXPLORATION (20 mins)

Choose TWO AI applications to research from these categories:

1. Educational AI (like adaptive learning systems, study assistants)

2. Accessibility AI (like "Help Me See" for visual impairment)

3. Everyday AI (like recommendation systems, chatbots)

 

For each AI application, find and record:

• What problem does it solve?

• How does it work? (basic explanation)

• Who uses it and why?

• What makes it successful or unique?

 

Research Methods (use at least two):

• AI assistants (ChatGPT, Claude, etc.)

• Google search

• News articles

• Company websites

• YouTube videos/demonstrations

• Ask your teachers about AI tools they use

 

PART 2: ANALYSIS (20 mins) Create a comparison table analyzing your chosen AI applications:

• Main features of each

• Benefits and limitations

• Ethical considerations

• What could be improved?

• How do users interact with it?

 

PART 3: INSPIRATION FOR SOLUTIONS (20 mins) Based on your research:

1. Identify a problem in school that AI could help solve

2. List which features from existing AI would be most helpful

3. Draw a simple diagram showing how your AI solution would work

4. Explain what would make your solution better than what exists now

 

Suggested Focus Questions:

• How does the AI understand what users want?

• What makes it trustworthy or reliable?

• What problems might it cause?

• How does it protect user privacy?

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ATL Skills:​​

• Critical thinking

• Creative thinking

• Self-Organistaion

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Differentiation Aiii:

• The student analyses (one --> a range) of existing products that inspire a solution to the (problem --> problem in detail)​​​​

 

Lesson Five (17/02 & 18/02) ~ A iii. analyses a group of similar products that inspire a solution to the problem

Task:​ Aiii Multimedia Research (secondary) - ​

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RESEARCH TASK: EXPLORING MULTIMEDIA TO INSPIRE SOLUTIONS

Goal: Research and analyze existing multimedia applications to help inspire your own solution

 

PART 1: DEFINE MULTIMEDIA AND LIST EXAMPLES (5 mins)

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PART 2: MULTIMEDIA EXPLORATION (10-20 mins) Choose TWO types of multimedia to research from:

1. Content Creation Tools (like Canva, iMovie, Adobe Spark)

2. Digital Storytelling Examples (blogs, vlogs, podcasts)

 

For each multimedia type, find and record:

• What is it used for?

• How do people create with it?

• What makes it effective?

• What skills are needed to use it?

 

PART 3: ANALYSIS (10-20 mins) Create a comparison table analyzing your choices:

• Main features and capabilities

• Ease of use

• Quality of output

• Limitations or challenges

• Cost (if any)

• Learning curve

• How it helps tell stories

 

PART 4: INSPIRATION and INSIGHTS (10-20 mins)
Choose ONE of these interesting examples to research and learn from:

Fun with Digital Promise

• Look at how schools use videos and photos to tell their stories

• Find one example of a school's digital story that you like

• Explain what makes it interesting and engaging

• How could you use similar ideas in your project?

Mayer's Cool Multimedia Tips

• Research these 3 basic tips for good multimedia:

  • Use pictures AND words together

  • Keep it simple and clear

  • Make it interesting but not distracting

• Which tip do you think is most important for your project?

• How will you use these tips?

Howard Gardner's Different Ways of Learning

• People learn in different ways (through pictures, music, movement, etc.)

• Pick two different learning styles

• Explain how your multimedia project could help both types of learners

• What features would you include for each?

 

Your Task:

1. Write 3-4 sentences about your chosen topic

2. Answer these questions:

   • What did you learn that surprised you?

   • How will this help make your project better?

   • What's one specific idea you want to try in your project?

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ATL Skills:

• Communication

• Creative thinking

• Self-Organisation

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​Differentiation Aiii:

• • The student analyses (one --> a range) of existing products that inspire a solution to the (problem --> problem in detail)

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Lesson Six (19/02 & 20/02) ~ A iii. analyses a group of similar products that inspire a solution to the problem

Task:

1. Form pairs

2. Choose one topic:

   • Explain Howard Gardner's Multiple Intelligences

   • Explain Mayer's Multimedia Learning Principles

   • Explain Digital Promise Projects

3. Choose multimedia format and tech tool to create/edit

4. Review Design Specifications:

• Length - 2-3 minutes maximum

• Content Must Include - Clear explanation of chosen topic & at least one real-world example

• Technical Must-Haves:

  • Quality visual elements (images/graphics)

  • Clear audio (if using sound)

  • Readable text

  • Smooth transitions

• Choose ONE Format:

  • Video

  • Infographic

  • Podcast

  • Slide presentation

• Quality Checklist - Follows Mayer's principles

  • 1. Multimedia Principle

    • People learn better from words and pictures together than from words alone.

    • ✅ Example: A science lesson on the water cycle is easier to understand with a diagram and explanation rather than just a block of text.

  • 2. Modality Principle

    • People learn better when information is presented using narration and visuals rather than text and visuals.

    • ✅ Example: A math tutorial with a teacher explaining a concept while showing animations is better than just reading on-screen text.

  • 3. Redundancy Principle

    • People learn better from graphics and narration than from graphics, narration, and on-screen text at the same time.

    • ✅ Example: A history video with pictures and a spoken explanation works better than one with pictures, narration, and the same text on the screen.

  • 4. Coherence Principle

    • People learn better when unnecessary words, pictures, and sounds are removed.

    • ✅ Example: A slideshow about climate change should only include relevant images and text—not flashy effects or background music that distracts.

  • 5. Contiguity Principle

    • People learn better when related text and pictures are placed close together.

    • ✅ Example: A geography textbook should place the labels directly on a map instead of having a separate key far away from the image.

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ATL Skills:​

• Communication

• Collaboration

• Critical thinking

• Creative thinking​​​​

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Lesson Seven (21/02 & 24/02) ~ A iii. analyses a group of similar products that inspire a solution to the problem

Learning Objective: Students will present, analyze, and provide constructive feedback on multimedia artifacts while gathering insights for their own design solutions.

 

Task:

1. Multimedia Presentations (30-35 mins)

   • Each group presents (3-4 minutes per group)

   • Use presentation score sheet (below)

   • Quick clarifying questions after each presentation

2. Reflection and Feedback (15-20 mins)

   • Reflection Questions (see below)​

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Score Sheet 1(very bad) - 5(excellent)

• Present Artifact & Names of Creators

• Content (___/5)

  • Topic clearly explained

  • Real-world example included

  • Within 2-3 minute limit

• Technical Quality (___/5)

  • Clear visuals/audio

  • Readable text

  • Smooth flow/transitions

• Format Execution (___/5)

  • Effective use of chosen format: (Video/Infographic/Podcast/Slides)

  • Follows presentation principles

  • Professional finish

Total Score: ___/15

 

Comments:

• Strengths:

• Areas for improvement:

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Reflection / Analysis

• For Your Own Work:

  • What was the strongest aspect of your presentation?

  • What technical challenges did you face and how did you overcome them?

  • What would you do differently next time?

  • How did audience feedback help you see your work differently?

• For Other Groups' work:

  • Which solution surprised you the most and why?

  • What common patterns did you notice across presentations?

  • What specific ideas could you adapt for your own solution?

  • What technical approaches did you learn about?

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ATL Skills:​

• Communication

• Collaboration

• Critical thinking

• Creative thinking​​

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Lesson Eight (25/02 & 26/02) ~ A iii. analyses a group of similar products that inspire a solution to the problem

Learning Objective: Students analyze different coding approaches and begin to understand when to use AI assistance and when to code independently.

 

Task:

1. Students explore CodeHS Hour of Code https://codehs.com/hourofcode/ activities and select one basic programming activity (5-10 mins)

   • Teacher demonstrates how to navigate CodeHS platform

   • Students browse and choose from activities like "Karel the Dog" or "Basic JavaScript Graphics"

2. Students complete the chosen activity independently (20-30 mins)

   • Document their problem-solving process

   • Take screenshots of their code and results

   • Note any challenges they faced

3. Reflection (10-20 mins)

   • Briefly explain the CodeHS Hour of Code course you completed

   • What coding concepts did you learn?

   • Where did you get stuck?

   • How might AI assistance have helped?

 

ATL Skills:

• Critical thinking: Analyzing coding problems

• Creative thinking: Finding multiple solutions

• Self-management: Time management during coding

• Research: Exploring coding resources

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Lesson Nine (27/02 & 28/02) ~ A iii. analyses a group of similar products that inspire a solution to the problem

Learning Objective: Students experience AI-assisted coding and analyze how it compares to independent coding approaches.

 

Task:

1. Students select a new CodeHS PYTHON learning activity https://codehs.com/lms/assignments/431130  (5-10 mins)

2. Students complete the learning activity(s) using AI support (30-40 mins)

   • Use AI tools to help understand and solve coding challenges

   • Document each instance of AI assistance

   • Take screenshots showing before and after AI help

   • Note how AI changed their approach

3. Reflection (5-10 mins)

   • Briefly explain the CodeHS Hour of Code course you completed with AI help

   • Compare coding with and without AI - what was different?

   • When was AI most helpful? When was it least helpful?

   • What did you learn about balancing AI assistance with independent coding?

 

ATL Skills:

• Critical thinking: Evaluating when to use AI

• Creative thinking: Combining AI suggestions with original solutions

• Self-management: Making informed choices about AI use

• Research: Learning to effectively prompt AI tools

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Lesson Ten (03/03 & 04/03) ~ A iv. develops a design brief, which presents the analysis of relevant research

Learning Objective: Students will develop a comprehensive design brief that synthesizes and analyzes their research findings.

 

Task:

1. Research Summary (15-20 mins)

   • Organize collected research into main themes/categories

   • Create a clear overview of key findings

   • Link findings to the original problem statement

   • Identify patterns and important insights

2. Research Analysis (15-20 mins)

   • Which research findings are most relevant to solving your design problem? Why?

   • Are there any gaps in your research that need further investigation? What are they?

   • How do different sources or perspectives compare? Are there any contradictions?

   • What conclusions can you draw from analyzing your research?

   • How might these conclusions influence your design solution?

3. Design Brief Development (20-25 mins)

   • Write a clear problem statement

   • Summarize key research findings

   • Outline proposed solution direction

   • Define success criteria based on research

   • Identify constraints and considerations

 

Reflection Questions for Quality Check

• Does your design brief clearly explain the problem and why it matters?

• Have you included evidence from your research to support your proposed direction?

• Are your success criteria specific and measurable?

• Have you considered all important constraints (time, materials, technology, etc.)?

• How does your design brief demonstrate your understanding of the research you've conducted?

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ATL Skills:

• Research: Information and Media literacy

• Critical thinking: Analyzing and evaluating information

• Communication: Clear and structured writing

• Organization: Synthesizing information effectively

 

Differentiation:

The student develops a (basic design brief --> design brief --> detailed design brief), which (states the findings --> outlines the analysis --> explains the analysis --> summarizes the analysis) of relevant research

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Lesson Eleven (05/03 & 06/03) ~ A i. explains and justifies the need for a solution to a problem

Learning Objective: Students will refine their problem definition and justify the need for a solution based on their research findings.

 

Tasks:

#1 Problem Statement Refinement (10-20 mins)

• What makes this problem significant? Who does it affect and how?

• How did your research change or deepen your understanding of the problem?

• What specific evidence from your research shows this is a real problem worth solving?

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#2 Target Audience/Client Analysis (10-20 mins)

• Who are the specific people or groups most affected by this problem?

 

#3 Solution Justification (10-20 mins)

• What statistics or data points from your research best illustrate the scale or severity of this problem?

• Why is now the right time to address this problem? Has something changed recently?

• What makes this problem particularly challenging or interesting to solve?

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#4 Evidence and Impact Connection (10-20 min)

• Which specific examples from your research demonstrate the real-world impact of this problem?

• How can you connect your research findings to show both the problem's cause and effect?

• What contrasting evidence shows the difference between situations where this problem exists versus where it doesn't?

 

Reflection for Quality Check

• Have you provided specific evidence rather than just general statements about why this problem matters?

• Does your justification clearly connect the problem to real people and real impacts?

• Have you explained not just what the problem is, but why solving it matters?

• Is your justification compelling enough that someone unfamiliar with the problem would understand its importance?

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ATL Skills:

• Communication: Clear articulation of ideas

• Self-management: Organization and reflection

• Research: Synthesizing information effectively

• Critical thinking: Analyzing impact and needs

• Creative thinking: Connecting ideas and evidence

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Differentiation: The student (states --> outlines --> explains --> explains & justifies) the need for a solution to a problem by:

• Basic: States the problem and target audience with some research support

• Core: Outlines the problem and target audience, connecting to research findings

• Extension: Explains the problem's impact and provides detailed evidence of need

• Advanced: Explains and justifies with comprehensive research, examples, and clear impact analysis

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Lesson Twelve (07/03) ~ review and submit

Learning Objective: Students will review, refine, and finalize all components of Criterion A for assessment submission.

 

Task:

1. Criterion A Review Checklist (15-20 mins)

   • Review each component systematically:

     • A i: Problem explanation and justification

     • A ii: Research plan development

     • A iii: Analysis of similar solutions/products

     • A iv: Design brief and research analysis

   • Complete self-assessment checklist for each section

   • Identify areas needing improvement

2. Peer Review and Feedback (15-20 mins)

   • Partner with a classmate to review work

   • Provide specific feedback on each criterion

   • Focus on completeness and clarity

   • Suggest specific improvements

3. Final Refinement and Preparation (20-25 mins)

   • Make improvements based on feedback

   • Ensure all sections connect logically

   • Check formatting and citations

   • Prepare final submission package

 

ATL Skills:

• Critical thinking: Self-assessment and evaluation

• Communication: Giving and receiving feedback

• Self-management: Meeting deadlines and organization

• Reflection: Reviewing and improving work

 

Differentiation: The student develops (basic --> detailed --> comprehensive) documentation that:

• Basic: Reviews and completes all sections with basic improvements

• Core: Makes meaningful improvements with clear connections between sections

• Extension: Creates polished, well-integrated documentation with thorough justification and analysis

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Criterion A Due Date = 7th March

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Criterion B

Lesson One (11/03 & 12/03) - B i. develops a design specification which outlines the success criteria for the design of a solution based on the data collected

Learning Objective: Students will develop detailed, measurable design specifications that directly connect to their research findings.

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Tasks:

#1 Understanding Design Specifications (5-10 min)

• Review the purpose of design specifications (what they are, why they matter)

• Examine examples of strong vs. weak specifications

• Identify characteristics of effective specifications (specific, measurable, achievable)

 

#2 Create Project Document (5-10 min)

• Create a new Criterion B Summative Assessment Document

• Share access with teacher

 

#3 Identify the key elements for the solution - PROJECT DELIVERABLES (10-20 min)​

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Multimedia Presentation that contains:

 

Robotics Portfolio - Create a report about your robotics experiences that includes:

• Pictures and descriptions of your robots

• What happened at each robotics event

• Problems you faced and how you solved them

• What you learned and would do differently next time

 

Coding Project Collection - Create a portfolio showing:

• Part 1: Programs you coded completely by yourself

• Part 2: Similar programs where you used AI to help

• Part 3: Your thoughts on when it's better to code alone vs. use AI help

 

AI Guide & AI Use - Create an interactive presentation that shows:

• How to use AI responsibly in school

• Real examples from students

• Fun activities to learn about AI rules

• Tips for different school subjects

• What you should and shouldn't do with AI

• How to use AI while still doing your own work

• Ideas to help teachers and students use AI properly

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#4 Develop Design Specifications (10-20min)

• Based on your chosen project (Multimedia Presentation, Robotics Portfolio, Coding Project, or AI Framework):

• Create 6-8 specific, measurable specifications that your solution must meet

• Ensure each specification addresses: functionality, usability, aesthetics, and technical requirements

• Write specifications as clear statements (The solution must/should...)

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#5 Testing and Success Criteria (10-20 min)

For each specification, define:

• How will this specification be tested/measured?

• Who will test/evaluate it? (self, peers, teacher, target users)

• What constitutes success for each specification?

• What tools or methods will be used to verify it meets requirements?

 

#6 Research Connection (15-20 min)

For each specification:

• Cite specific research that influenced this requirement

• Explain how your research findings justify this specification

• Connect to user/stakeholder needs identified in your research

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DESIGN SPECIFICATION EXAMPLE:

Robotics Portfolio Specifications

Content Requirements

Must include at least 3 different robotics events or challenges
Must have at least 2 clear photos of each robot design
Must describe at least 2 problems faced for each event and how they were solved
Must include what was learned from each event

Organization

Must have a clear title page with your name and class
Must organize information by robotics event/challenge
Must include proper headings for each section
Must have page numbers

Visual Design

Must use consistent fonts throughout (1-2 font styles maximum)
Must include labels on all photos and diagrams
Must use color to highlight important information

Testing Plan

Test with 2-3 classmates who weren't in your robotics group
They should be able to understand what happened at each event
They should learn something new about robotics from your portfolio

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Coding Project Collection Specifications

Content Requirements

Must include at least 3 coding examples you did by yourself
Must include the same 3 examples done with AI help
Must explain what's different between your code and AI code
Must include a comparison chart showing when to use each method

Organization

Must arrange examples side-by-side for easy comparison
Must label each code sample clearly (independent vs. AI-assisted)
Must include comments in your code explaining how it works

Visual Design

Must use consistent color coding for different parts of code
Must have clear headers for each section
Must be easy to read (proper spacing and font size)

Testing Plan

Have a classmate try to understand your code examples
Test whether your comparison helps them decide when to use AI

 

 

AI Guide & Use Presentation Specifications

Content Requirements

Must include at least 5 tips for responsible AI use
Must show 3 examples of good AI use and 3 examples of bad AI use
Must include at least 1 interactive element (quiz, activity, scenario)
Must cover at least 3 different school subjects

Organization

Must have a clear introduction explaining what AI is
Must group similar information together
Must have a conclusion with key takeaways
Must progress from basic to more advanced ideas

Design Elements

Must be colorful and engaging
Must include at least 5 images or icons
Must have text that is easy to read (size and contrast)
Must work on both computers and tablets

Testing Plan

Show your presentation to 3 classmates
They should be able to answer questions about responsible AI use
They should find at least one idea useful for their own schoolwork

 

ATL Skills:​

• Critical thinking

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Differentiation:

• entry level - list requirements and simple testing method

• Extension - expand the links to research section

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Lesson Two (13/03 & 14/03) - B ii. presents a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be correctly interpreted by others

Learning Objective: Students will generate and present a range of feasible design ideas for their chosen project using appropriate annotation so others can understand their concepts.

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TASK:

#1 Brainstorming (20-30 minutes)

• Rapid sketching (1-minute sketches, aim for quantity)

• Mind mapping (starting with central project type, branching out)

• "How might we..." prompts based on research findings

• SCAMPER method (Substitute, Combine, Adapt, Modify, Put to other use, Eliminate, Reverse)

 

#2 Research Connection Check (20-30 minutes)

• How does this address needs identified in your research?

• Which design specifications does this idea meet?

• What evidence from your research supports this approach?

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#3 Idea Organization (10-20 minutes)

• Group similar ideas together

• Eliminate ideas that don't connect to research or meet specifications

• Select 5-8 most promising ideas to develop further in future lessons

• Organize ideas in a clear format for future reference

 

ATL Skills:

• Creative thinking: Generating multiple approaches to the design challenge

• Critical thinking: Connecting ideas to research evidence

• Research: Drawing upon previously collected information to inform design

• Communication: Expressing ideas clearly through sketches and notes

 

Differentiation:

• Basic: Generate 5+ initial ideas with simple connections to research

• Core: Generate 8+ ideas with clear connections to research findings

• Extension: Generate 10+ diverse ideas with explicit connections to multiple research sources

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Lesson Three (17/03 & 18/03) - B ii. presents a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be correctly interpreted by others

Learning Objective: Students will organize their project content into a structured mind map and develop one high-quality, annotated design idea.

 

Part 1: Content & Structure Mapping with an online mind mapping tool (20-30 minutes)

Create a comprehensive mind map showing all required content for chosen project:

• Main sections and subsections

• Key information to include in each section

• Logical flow and connections between sections

• Priority/hierarchy of information

 

 

Instructions for students:

• Start with your project type in the center

• Branch out to create main sections based on project requirements

• Add subsections under each main branch

• Use color-coding to show connections or categories

• Add notes about specific content for each section

• Consider user journey/flow through the information

 

Part 2: Developing One Quality Design Idea (20-30 minutes)

Select one promising idea from previous lesson
Create a detailed sketch/mockup with comprehensive annotations explaining:

• What each element is

• How it functions/works

• Why it was included (connect to research/specifications)

• Materials, colors, dimensions, or technical aspects

• User interaction points

 

 

Instructions for students:

• Choose your strongest idea that connects well to research

• Create a detailed visual representation

• Use arrows or lines pointing to specific elements

• Write clear explanations for each annotation

• Include design decisions and their reasoning

• Ensure annotations cover both functional and visual aspects

 

Sharing & Feedback (5-10 minutes)

• Partner with another student

• Take turns explaining your content map and annotated design

• Check if partner can understand your design based on annotations

• Collect feedback for improvements

 

ATL Skills:

• Organization: Structuring information logically

• Communication: Using visual and written methods to convey ideas

• Critical thinking: Making design decisions based on project requirements

• Creative thinking: Developing detailed solutions

 

Differentiation:

• Basic: Simple content map with 3-4 main sections; basic annotations covering main elements

• Core: Detailed content map with clear hierarchy; annotations explaining both what and why

• Extension: Comprehensive content map showing multiple connections; annotations that connect explicitly to research and address potential challenges

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Lesson Four (19/03 & 20/03) ~ B ii. presents a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be correctly interpreted by others

Learning Objective: Students will create and annotate two additional high-quality design ideas, building on skills from the previous lesson.

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Developing Two Quality Design Ideas
Instructions for First Design (20-30 minutes)

• Choose a different promising idea from your brainstorming session

• Create a detailed visual representation showing:

  • Overall layout and structure

  • Key features and components

  • Visual style elements

Add comprehensive annotations explaining:

• What each element is

• How it functions/works

• Why it was included (connect to research/specifications)

• Materials, colors, dimensions, or technical aspects

• User interaction points

 

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Instructions for Second Design (20-30 minutes)

• Select a third promising idea that offers a different approach

• Create another detailed visual representation

• Use arrows or lines pointing to specific elements

• Write clear explanations for each annotation

• Include design decisions and their reasoning

• Ensure annotations cover both functional and visual aspects

• Consider how this design differs from your previous two designs

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ATL Skills:

• Organization: Creating clear, well-structured designs

• Communication: Using visual and written methods to convey ideas

• Critical thinking: Making and explaining design decisions

• Creative thinking: Developing multiple solutions to the same problem

• Self-management: Managing time effectively between two design tasks

 

Differentiation:

• Basic: Two simple designs with basic annotations covering main elements

• Core: Two detailed designs with annotations explaining both what and why

• Extension: Two comprehensive designs with annotations that connect explicitly to research, address potential challenges, and consider alternative approaches

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Lesson Five (21/03 & 24/03) - B ii. presents a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be correctly interpreted by others

Learning Objective: Students will evaluate their design ideas against specifications, select their best concept, and present it with justification.

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Part 1: Design Comparison and Evaluation (20-30 minutes)

Review all three annotated designs from previous lessons by creating a simple decision matrix scoring each design (1-5 points) on:

 

• Meeting content requirements

• Organization/structure

• Visual appeal

• Feasibility to create

• Connection to research

• Alignment with design specifications

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Part 2: Best Design Selection and Justification (20-30 minutes)
Select the Best Design and PRESENT & JUSTIFY

Write a detailed justification for your selected design including:

• Why this design is superior to your alternatives

• How it specifically meets each design specification (provide evidence)

• How it addresses needs identified in your research

• Any challenges you anticipate and how you'll address them

• What makes this design both creative and practical

 

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ATL Skills:

• Critical thinking: Evaluating options against specific criteria

• Communication: Presenting ideas with clear justification

• Self-management: Making decisions based on evidence

• Research: Connecting design choices to earlier findings

 

Differentiation:

• Basic: Simple justification connecting design to basic specifications

• Core: Detailed justification referencing multiple specifications and research

• Extension: Comprehensive justification with evidence-based reasoning, addressing potential challenges, and explaining how this design could be further developed​

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Lesson Six (25/03 & 26/03)- A & B Review, Reflect & Resubmit work

Learning Objective: Students will present their best design idea to peers, collect structured feedback, and reflect on potential improvements.

PART 1 (5-10min): Create a simple visual display (digital) & prepare a 2-3 minute verbal explanation

 

Part 2 (30-40min) : Peer Feedback Session
Gallery Walk Format (choose one)
Option A: Rotating Pairs

Students pair up

• 5 minutes per presentation (2-3 min presentation, 2-3 min feedback)

• Rotate to new partners every 5 minutes

• Each student presents to at least 3 peers

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Structured Feedback Guidelines - Peers should provide feedback on:

• Strengths of the design

• How well it meets project requirements

• Suggestions for improvement

• Questions or areas needing clarification

• Creative aspects they appreciate

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PART 3 (20-30min) Group Formation

Based on skills and interests class will form 4 mixed gender groups for the group project

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ATL Skills:

• Communication: Presenting ideas clearly and concisely

• Social: Giving and receiving constructive feedback

• Critical thinking: Evaluating feedback for relevance and value

• Self-management: Being receptive to suggestions for improvement

 

Differentiation:

• Basic: Students collect basic feedback and identify 1-2 simple improvements

• Core: Students collect detailed feedback and plan 2-3 specific improvements

• Extension: Students collect comprehensive feedback, prioritize improvements, and begin planning implementation strategies

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Lesson Seven (27/03 & 28/03) - B iii. presents the chosen design and outlines the reasons for its selection with reference to the design specification

Learning Objective: Students will collaboratively evaluate individual designs, select a group best idea, assign project roles, and justify their decisions.

 

Part 1: Comparing Individual Best Ideas (20-30 minutes)
Design Showcase (10-15 minutes)

• Each group member presents their best design idea to the group (2-3 minutes each)

• Highlight key features and how it meets design specifications

• Share insights from previous peer feedback

 

Collaborative Evaluation (10-15 minutes)

• As a group, create a comparison chart of all designs showing:

• Strongest features of each design

• How each design meets the specifications

• Unique aspects worth incorporating

• Potential challenges of each approach

 

 

Part 2: Selecting the Group Best Idea (10-20 minutes)
Decision-Making Process (5-10 minutes)

• Discuss which design(s) best meet project requirements

• Consider combining strengths from multiple designs

• Use consensus-building strategies to agree on final direction

• Sketch or outline the group's best idea

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Justification Development (5-10 minutes)

• Document reasons for selecting/combining the chosen design(s)

• Connect decision to design specifications and research

• Note any modifications or improvements to original design(s)

 

Part 3: Role Assignment & Planning (10-20 minutes)

Identify necessary roles for the project (e.g., Multimedia, Coder, Robotics and AI expert

Group members select/negotiate roles based on:

• Individual strengths and interests

• Project needs

• Equal distribution of workload

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ATL Skills:

• Social: Collaborating effectively to reach consensus

• Communication: Negotiating and advocating for ideas

• Critical thinking: Evaluating options objectively

• Self-management: Taking responsibility for assigned tasks

 

Differentiation:

• Basic: Simple role assignments with straightforward justification

• Core: Detailed role assignments with responsibilities and justification linked to design specifications

• Extension: Comprehensive planning with role assignments, milestone deadlines, and contingency plans​

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Lesson Eight (31/03 & 01/04) -  B iv. develops accurate planning drawings/diagrams and outlines requirements for the creation of the chosen solution.

Tasks:

1. Drawings

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ATL Skills:

• Communication

• Collaboration

• Self-management 

• Research - Information literacy and Media literacy

• Critical thinking

• Creative thinking

• Transfer

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Differentiation:

• incomplete planning drawings/diagrams

• creates planning drawings/diagrams or lists requirements

• accurate planning drawings/diagrams and lists requirements

• accurate and detailed planning drawings/diagrams and outlines requirements

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Lesson Nine (02/04 & 03/04) - B iv. develops accurate planning drawings/diagrams and outlines requirements for the creation of the chosen solution.

Tasks:

1. Outline requirements

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ATL Skills:​​

• Self-management 

• Critical thinking

• Creative thinking

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Differentiation:

• incomplete planning drawings/diagrams

• creates planning drawings/diagrams or lists requirements

• accurate planning drawings/diagrams and lists requirements

• accurate and detailed planning drawings/diagrams and outlines requirements

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Lesson Ten (04/04 & 07/04) Criterion B tidy up

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Lesson Eleven (08/04 & 09/04) Criterion B tidy up and submit

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Lesson Twelve (10/04) update & submit

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Criterion B Due Date = 10th April

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