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Design Stage 1 : ___________________________ _________________________? A design project begins with a –problem-.You must try to solve this problem by designing something. Sometimes the problem is given to you as a question(s) or as a paragraph of writing by your teacher or other. At other times, you may even choose or determine the design problem for your project. _________________________-

The problem is stated as a question(s) or paragraph ______________________- A number of houses have been broken into on my street. It has been noticed that the number of strangers walking down our street has increased lately and house residents are becoming concerned about the security of their houses. The police have advised people to make their houses look as if they are occupied when they go away for a holiday or even out for the evening. This may deter a potential thief from breaking into either the house or garage. The Neighbourhood Watch program has also been introduced recently and this has helped people feel more secure. However, even though neighbours will keep an eye on your property if you decide to go out and leave the house empty, they cannot watch twenty four hours a day. Often even the police ignore house alarms when they are activated because of the high number of false alarms.

Design Stage 2: ___________________ ________________________ ________________________? The design brief is a general plan or brainstorm. The „design brief‟ follows the „design problem‟ and states in general but clearly how you intend to solve the design problem. ____________________________-

The design brief contains multiple parts

The Design Problem is summarized

Key words in the Design Problem are determined, reviewed and clarified

A General Strategy Statement is given

A design brief is easily revisable

____________________________- 1. Do not be too specific. A Design Brief is –brief- ! And it is general. If you are too specific, it will be difficult to make improvements and other changes later. __________________- (for the design problem about houses being broken into. See last note) Design Problem Statement A number of houses have been broken into on my street. It has been noticed that the number of strangers walking down our street has increased lately and house residents are becoming concerned about the security of their houses. Keywords Houses, strangers, concerned, security General Strategy Statement I am going to design and make a security device that will make my house look occupied when, in fact, it is empty. Police statistics clearly show that houses are much more likely to be broken into when they are empty. Consequently, if the house looks occupied it is likely to be safe. The device will be mobile so that it can be moved from room to room, easy to set up and control and also cheap to make. It must not be powered by mains voltage and in this way it will be completely safe to be left „on‟ for a long time and will not be affected by power cuts. It will be activated by anyone approaching the hose from the front or back. It must deter even profession crooks from entering.

Design Stage 2: Creating a Design Brief –Student Page - For the next week or so, you will continuously complete parts in this handout (So not all parts will be done now!) - This page will help you to get a good understanding of what kind of product would be good to make for your design‟s problem - Listen to your teacher well and read carefully other handouts that given information about this pages. This handout is VERY IMPORTANT for the design process. Complete it well!!! Part 1-Design Problem Statement – What is your design problem? Can you describe it well? If necessary, talk to someone near and then write a complete description of your design‟s problem on the space below: Part 2 –Keywords To help you understand your design problem better, write the key words from the problems follows: First, circle any important words in your design problem. Then, make a list of these words in the box below. Last (optional), you may make a brainstorm of other related words around each of your listed words. Part 3 –General Strategy Statement Write here –briefly-a general strategy that you could use to solve your design‟s problem. Remember! Don‟t be too specific. Otherwise, it will be harder to revise and make other changes later.

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The third stage of the design process is a very big and important stage. It involves doing 2 types of actions. Also, the two actions are completed for two areas of exploration for advancing (improving) the design brief. ________________________________- A. ______________________________________-

One important area of designing is the consideration of possible constraints for the artifact (thing) you want to makes.

You must spend a lot of time in multiple stages of your design defining and dealing with constraints

_______________________________________________________? In design, a constraint refers to some limitation (restriction or control) that is placed on one or more conditions of your design. The design constraint can vary (as you will see below). It could be something that restricts the overall shape of your design. It could be a requirement for the systems form, fit or function or could be in the technology to be used, materials to be incorporated, time taken to develop the system, overall budget, and so on. A design constraint is normally imposed externally, either by the organisation or by some external regulation. During system design, it is as important to identify each design constraint as it is to elicit requirements since the design constraints place an overall boundary around the system design process. Types of Actions Performed when Dealing with Constraints- 1. _____________________(your design brief) –you must examine your design brief very carefully and try to locate possible barriers or other concerns (ie. find any constraints) 2. ______________________(other ideas) –you must try to develop or revise your design brief by making additional ideas that will help to ensure that design brief fits any conditions dictated by constraints that you found. OR You must find ways to overcome some of your constraints to ensure your design brief is still possible to use. ________________________–(simple format) Design Problem (stage 1) –You want to help little children from accidentally eating toys with lead Design Brief (stage 2) –You decide to make and sell a better toy that does not use any lead … Analyzing and Synthesis (stage 3)- You identify 2 constraints: time and money. You only have one month to make the toy. So you decide to choose a more simple toy to make. (a doll instead of a robot) You do not have a lot of money. So you decided to ask your parents for some ….

Designing a Garden Stage3–Analyzing and Synthesizing (Constraints and …) Overview-

This handout set will help you to analyze your design brief for possible constraints and to synthesize possible ideas or ways for managing the constraints.

Review of Problem or Challenge: The dumping area at SAIS is not very beautiful. It has garbage everywhere. There are no pretty things to look at like flowers or trees.

This handout will help you to generate ideas for dealing with one important constraint: time of year

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Constraint #1 for Growing a Garden: Time of Year Instructions – 1. Read through your teacher‟s analysis of the first constraint to be addressed 2. Synthesis Ideas on how to manage your design brief better by addressing this important constraint

Part 1- Analyzing a Constraint Date - Friday, September 2, 2011 Constraint - Time of Year Description- Hi Class. I am very excited about building a garden with you to help make our school more beautiful and welcoming to all people. I also want to consider and use all of your ideas that you wrote for your design briefs. However, you need to understand a verybig constraint. Time of Year. It is now September and many crops are harvested this month. But we are just starting our garden. As a result, we cannot grow any kind of crop because many may not survive in September or especially later in November when it gets cold. So .. we need to choose crops to grow that can be grown right now and finish growing before it gets too late., How are you going to deal with this constraint? Work through the following 2 sections first alone and then share with your group. Section A -Types of Appropriate Crops to grow

Answer any 3 of the questions below (you may use your own as well) 1. What kind of plants would you like to plant? 2. What kind of plants do you think will be possible to plant at this time of year? 3. Is it possible to plant anything now and harvest after winter? 4. _____________________________________ ? (my own) 5. _____________________________________ ? (my own) ______________________________________________________________ ______________________________________________________________

______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ** Use handout back or other paper if you need more space! Section B–How to Get these Crops

Answer any 3 of the questions below (you may use your own as well) 1. Do you know where you can buy crops (Ex. seeds or plants) at this time? 2. How will we pay for all the crops or seeds 3. Should we store or plant them right way? 4. _____________________________________ ? (my own) 5. _____________________________________ ? (my own) Section C -Final Notes on Constraint 1 1. Talk about your ideas with your group and then your class 2. After discussion, write some final notes on constraint 1 below ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________

Part 2-Synthesizing Ideas on Managing the Constraint

In this section, write down some possible ideas on how you/your group will manage the constraint, time of year.

Be sure to discuss it with the class ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________

_______________________________ ______________________________________________________________ _______________________________ _______________________________ ________________________________

Making a School Garden Synthesizing More Ideas 1. Focus –how to deal with time of year (constraint 1) Idea 1 –we could build a whole greenhouse to control our planting Idea 2 –we could just plant some small trees that will just grow bigger Idea 3 –we could also plant bulbs (ex. tulips or green onions, trumpet flowers) Idea 4 –we could plant seeds for some vegetables-beans, cabbage, lettuce, spinach

2. Focus –(constraint 2) Idea 1 – Idea 2 – Idea 3 – 3. Focus –(constraint 3) Idea 1 – Idea 2 – Idea 3 – (etc)

Design Stage 3(continued) B. ____________________________- Another important area of designing is the _____________________________________that are

critical to the creation of your artifact

There are often many other types of questions that you have to ask and answer to design something in addition to asking what could hinder or prevent you from carrying out your initial design brief. Types of Actions Performed when Exploring Other Questions- 1. ________________________(your questions)–you must examine your other questions carefully to understand what they mean. You also need to decide on a strategy for how you could find an answer to each question 2. _______________________(answers to your questions) –you must try to find answers to your question. Then, you can use those answers to develop or revise your design brief more into a more concrete and workable plan. _________________________–(simple format) Design Problem (stage 1) –You want to help little children from accidentally eating toys with lead Design Brief (stage 2) –You decide to make and sell a better toy that does not use any lead … Analyzing and Synthesis (stage 3) You have considered all constraints like time and money. But you wonder other things. Which group members are going to do what to make the doll? What name will you give the doll? Are you going to package the doll in some special way to keep it from getting dirty? You decide that Member 1 and Member 2 will do all the sewing since Member 3 has agreed to go shopping and buy all the necessary parts. Also, all members will paint the doll together. Member 2 is also going to sew together a dress for the doll since Member 2 is the most skilled at sewing. Last, you decide to buy some pretty paper and just wrap the doll as a present. You will give your doll to a grade 2 student on her birthday!

Analyzing and Synthesizing –My Questions –Our Questions Directions- Alone Part- 1. Write down at least 5 other important questions you have about designing the garden

2. Write down a possible strategy for finding an answer to your question (ex. just thinking, checking a book, checking the Internet, asking someone, debating with someone…etc)

3. Try to answer the question using your strategy. Remember, your answer is often just an idea canbe changed later! Together Part- 1. Share your questions and answers with the class. Be ready to change your answer or even question upon getting feedback from others.

2. Listen to other students‟ questions and answers. Give them feedback. Also, add any important questions and answers that you hear.

My Questions / Our Questions

My Strategies My Answers

2 Missing Handouts after Computer Crash- - perimeter and area math handout - final summary class note on our garden constraints * see me for these if you need them until I fix this problem. Sorry!

______________________– Help Handout- DAY 1

___________________________? It is a brief retelling of the contents of a passage (reading) IN

YOUR OWN WORDS.. Strictly speaking, you simply paraphrase the entire reading. It is not your job to give your opinion on anything. That would be a different kind of paper--a summary-response, a critique, or a position paper. While it is hard to give concrete guidelines for length, many good summaries are about 1/3 the length of the original.

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1. READ For the _________________________ (thesis)

Read one time and take general notes on important parts of the reading such as the subject, the writer, the setting and

the most important points

After you read, study your notes and think about what you read and what you write

In 1-2 sentences, write down what the WHOLE reading is about (ie. write down the main idea)

(Hint: Often (but NOT ALWAYS!), the speaker will tell the main idea in the first part of the reading

USE PART 1 of the SUMMARY ORGANIZER HANDOUT FOR THIS STEP

2. READ for the _____________________________ Read again and AGAIN (AND

AGAIN !…)

As you read again, notice the speaker will (normally) write about one particular idea or subject matter and then go onto another idea. Each idea will have a slightly different content. Often there will be a separate paragraph or separate paragraphs for each idea (but not always!). At the same time, all ideas will relate to the MAIN IDEA. These ideas are called SUPPORTING IDEAS.

Try to “pick out” each supporting idea (there may be as little as one idea OR as many as four or five in each story)

Write down ONLY 1-2 sentences for each supporting idea

USE PART 2 of the SUMMARY ORGANIZER HANDOUT FOR THIS STEP

MODEL OF SUMMARY PARAGRAPH – DAY 1

Sentences 1-2 - ____________________________

Sentences 3-4 - ____________________________

Sentences 5-6 - ____________________________

… ETC (until the last supporting idea)

EXAMPLE SUMMARY – DAY 1

This reading is on how people in Nigeria cheat in school.

It is very easy to get good grades in school in Nigeria.

Furthermore, students can “rent” smart students to write

the exams or other papers for them.

MAIN IDEA

SUPPORTING IDEA 1

SUPPORTING IDEA 2

The Importance of Weeding To me weeding ranks right up there with housework: it's one of those chores that just never go away. As soon as you clear out a patch of weeds, it seems to grow right back, like a gecko's tail. After a while you begin to wonder if it really is all that important to do. After all, some books and garden manuals actually say some weeds are beneficial such as "green manure" and "living mulches"

Green manure is the name given to plants/crops put in (or allowed in) a garden that will later be removed out. These plants are usually those that provide nutrients to the soil and are usually planted in off years when you don't put any food crops in the bed. Green manure plants include things like fava beans and buckwheat. They are also great for attracting pollinators. Living mulches, on the other hand, are plants you stick in the ground in and among your food plants, like clover. In theory they stay low, shading the soil from the harsh rays of the sun and the sharp patter of raindrops. Additionally, they are supposed to smother out "weeds." I tried some of the clover last year...it did very well, grew quite tall, and took over a section of the garden. Hm...seems like it became just another weed. So where do you do with weeds? Remove them all? Keep some? If so, which ones? Maybe it all comes down to the species of plant. Clovers, after all, do help provide nutrients to the soil. Many other "Weeds," on the other hand, steal the nutrients and water from your crops, reducing your yield, sometimes monumentally. Does the clover not do this, too? Enquiring minds want to know.

After Discussion Questions-

1. What are weeds? 2. Are all weeds beneficial or harmful? Explain well. 3. Should there be weeds in our garden. Explain well.

Activity 2 – After you Weed… * You have just done some weeding to hopefully make our garden healthier! Yeah! * But was your weeding really helpful or perhaps harmful (are the weeds you pulled out really bad or are they good!) --> Now, you will try to identify your weeds and evaluate your actions and current state of our garden Instructions-

1. Take some masking tape and write numbers along it until you get to the total number of weed types that you collected.

2. Label each type of weed using the masking tape piece with a number. 3. Create a big chart using the following headings below.

Weed Number What It Looks Like What is it? (give name and describe below)

Will I keep more of it?

… etc Then, write now each weed number in the first column of your chart.

4. Using the sites below (or other ones is okay too), try to find each weed‟s name by matching it one picture from any sites. i. - http://www.turf.uiuc.edu/weed_web/index.htm ii. - http://www.msuturfweeds.net/id-tool/grasses/ iii. http://weeds.cropsci.illinois.edu/weedid.htm

5. Record the name of each weed and a little description if you can. Then tell whether you will keep it or not. Be sure to explain well your reasoning for this part.

Evaluation (And Maintenance)

Good designers check their finished products to make sure that they are working well. As well, they see if they still can make their product better by adding upgrades and other improvements. This stage is known as evaluation.

In addition, designers sometimes need to do things to keep their product in good working condition. Otherwise, product‟s condition or state can worsen. Such actions are called maintenance. Maintenance is another important action to do along side evaluation.

There are many ways to evaluate and also maintain a product.

Some important criteria to consider

1. Have general discussion with others on

your opinions

2. Give out questionnaires or surveys

3. Continue to analyze and synthesize

your constraints and other ideas

4. Consider possible new constraints and

ideas

Evaluation (and Maintenance) – Activity 1

You have finished manufacturing your garden some time ago

You have also been learning a lot of knowledge about things in your garden However, it is

important to still reflect, check & maintain or improve your garden

You will do these things in today‟s activity

Instructions –

1. Complete the chart below by yourself

2. Share what you wrote with a partner and/or with your group and then class

3. As you share, add more ideas to your chart

4. At the end of the activity you will make a list of “Next Steps” to improve or maintain your garden

Good Points on Our Design

Bad Points on Our Design Things We Need or Could do to Maintain or Improve

Design Photos

Next Steps to Consider

Next Step How to Accomplish the Step