Table Of Content
Finally, Criterion B‘s design specifications may be calling out for requirements that require excellent technical skills. Regardless, make sure to keep in mind the design specifications when determining how you want your students to demonstrate excellent technical skills when making the solution. Why take lots of photos throughout the building process? Because students will more easily know if they followed the plan to create the solution (Strand C.3 requirement). They will also be better set up to expertly and accurately justify any changes made to the plan (Strand C.4 requirement).
Photographic Documentation for Physical Product Designs
Students make a plan to build the prototype of their best idea–the solution to the problem. They develop this plan with their peers in mind. They also consider any relevant design specifications in this planning strand. Efficient, clear, and precise communication is essential.
Follow NIBS and WBDG
Drawings will only be released to DoD personnel. Always check back for the latest drawing revisions. Either form (2005 or 2007) is a standard available to those who want to use it.
IA Criterion C:
The plan’s language can be a mixture of text, symbols, images, and sketches. Think about the instructions you’d receive to build a set of shelves. What about folding an origami crane or building a model airplane? Good plans are a coherent mix of step-by-step instructions with clear illustrations. A flow chart or a PERT chart could be used to show logical steps. WBDG is a gateway to up-to-date information on integrated 'whole building' design techniques and technologies.
Residential Citywide Design Guidelines
Creates the solution, which functions poorly and is presented in an incomplete form. Feature papers represent the most advanced research with significant potential for high impact in the field. A FeaturePaper should be a substantial original Article that involves several techniques or approaches, provides an outlook forfuture research directions and describes possible research applications. Define the criteria that will be used to assess the success of the project. Outline the specific requirements that the project must meet.
How to Get 8 for Criterion C
Change orders officially record an amendment to the original construction contract. Safety should always be fundamental to creating physical products. Pointy scissors, hot glue guns, and hacksaws can be dangerous! However, unless you are assessing safety as part of Strand C.2 – Demonstrate Excellent Technical Skills, do not include it as an academic accountability component. Emphasize safety during Criterion C as part of your ATLs (Approaches to Learning) or under your classroom rules. What works to communicate a how-to the best way?
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Assessing Criterion C is done across all four strands. It’s important to provide feedback early so that any misconceptions can be cleared up to ensure future success. Strands C.2 and/or C.3 can wind up being a series of process photos for physical product designs. Ensure students know how to use their device cameras and have some skills in image editing.
When creating digital designs to demonstrate excellent technical skills, students can submit screenshots of their work. For some projects, students take screenshots of a digital build over time to show a progression of development to demonstrate excellent technical skills. As with the design specifications in Criterion B, if students are unsure about their building plan, they may try to generalize the building steps to make their product. It is best to assume that there will be changes to the plan once the building starts. Forecasting changes to the plan are not an invitation to write vague steps in this strand so that the plan may be “correct” to fit the actual build. These requirements apply to projects of all scales, ranging from a single parcel to large subdivisions.
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Based on all the good work the student has done up to this point, they should write a plan as specific as possible and not fret over possible future changes. It is generally prepared by the client or the party higher by the client and then it will be provided as a guide for the designer to follow. All the special requirement that shall be followed by the designer is given in the criteria.
The criteria should be used to guide the development of the product, and each stakeholder should have a clear understanding of their role in the project, as well as the expectations that have been set for them. For a more comprehensive process capture of the excellent technical skills, chunk the photography sessions during the build. Do this by setting up the student document (usually a Google document) with sections in a table to insert the photos. Even with adults working in fields such as construction changes occur. For example, a change order is a common document in the construction of homes and office buildings.
They are as ready as ever to show what they know to be an effective solution to the problem. This setup is essentially an advance organizer to provide students with organizational cues.
Lists the changes made to the chosen design and plan when making the solution. States one change made to the chosen design and plan when making the solution. Explains changes made to the chosen design and plan when making the solution. Demonstrates excellent technical skills when making the solution. Starting with a very specific written plan leads to success in Criterion C. It’s okay if a plan changes.
Make sure to document all changes that are made to the criteria, as well as the rationale behind those changes. This documentation will be important for future reference. The criteria should be revisited regularly to ensure that the project is on track and that any changes that have been made are in line with the original goals.
Design criteria are an essential part of any engineering project. They provide a clear set of expectations and guidelines to follow and can help ensure the successful completion of the project. By taking the time to create well-defined design criteria and using them to guide the development of the product, you can help ensure that your project is a success. A common problem in Strand C.4 can arise from the lack of details in the step writing in Strand C.1. A plan that lacks specifics inevitably results in an inability to sufficiently identify changes to the plan. Students with a limited vocabulary and/or limited English may not generate sufficient details in C.1 and can suffer from the challenges of needing to be specific. With this in mind, try to give detailed formative feedback no later than the end of Strand C.1 to help ensure future success for students in Criterion C.
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