-- Intro to 3D – Final Checklist --

 

 

-- Intro to 3D – Final Checklist --

The three mini rendering assignments (*Not MYP) The Apple The Orange The Table Light   1- Point lighting set-up HDRI Material Experimenting Same object with one point lighting Render with 3 Images Lightsaber Final Model Lightsaber Final Render MYP FINAL PROJECT

Checklist

LEARNING TARGETS:

»  I can create an interactive checklist for my Design Folder
»  I can maintain my Design Folder checklist during the entire design process

EXPECTATIONS:

»  CREATE: Create an interactive checklist for my Design Folder
»  DESIGN FOLDER: During the design process Strike through the steps as you complete them. 
»  DESIGN FOLDER: Give all initial research  post  entries labels of Checklist

Add Checklist & Sidebar Link

Add a Checklist link in the side bar.
Add a Gadgit > HTML/JavaScript
Then copy and paste this code in the Gadgit

CODE:
<div dir="ltr" style="text-align: left;" trbidi="on">
<center>  
<table border="1" cellpadding="3" cellspacing="0" style="width: 138px;">
<tbody>
<tr>        
<td valign="top" width="136">
<div align="center">
<span style="font-family: Arial,Helvetica,sans-serif;">
<span style="font-size: large;"><a href="               PUT YOUR LINK HERE        "><b>CHECKLIST</b>
</a>
</span>
</span>
</div>
</td>      
</tr>
</tbody>
</table>
</center>
</div>
 
THEN . . .
Create a New Post with a label of “Checklist”
Copy/Paste the following in your post . . .
TEXT:

Thingiverse

LEARNING TARGETS:

»  I understand the purpose of www.thingiverse.com and can describe its features and potential
»  I understand the responsibilities and ethics associated with publishing to the internet

 

EXPECTATIONS:

»  WRITE: In your blog, define the purpose of www.thingiverse.com and describe its features and potential
»  WRITE:  Find 5 super cool “things” and document in you blog, including images. 

 

 

Investigation Journal

LEARNING TARGETS:

»  I can document my entire process in my blog
»  I understand the responsibilities and ethics associated with publishing to the internet

 

EXPECTATIONS:

»  CREATE: Every day you investigate your design,  document it in your blog

 

You're daily documentation is very important and as required by MYP.  Document everything, your notes, sketches, images, photos, thoughts, and basically anything that is relevant to your project process. The best way to do this, is to take a screen shot of your work every day and posted in your blog.  Make sure you get the label of InvestigationJournal.

Self Assessment

Criterion A: Inquiring and analyzing
Maximum: 8

Students identify the need for a solution to a problem. At the end of year 5, students should be able to:

1. explain and justify the need for a solution to a problem for a specified client/target audience
2. identify and prioritize primary and secondary research needed to develop a solution to the problem
3. analyze a range of existing products that inspire a solution to the problem
4. develop a detailed design brief, which summarizes the analysis of relevant research.

Achievement level	Criterion A: Inquiring and Analyzing
0	The student does not reach a standard described by any of the descriptors given below.
1-2	The student: states the need for a solution to a problem for a specified client/target audience develops a basic design brief, which states the findings of relevant research.
3-4	The student: outlines the need for a solution to a problem for a specified client/target audience outlines a research plan, which identifies primary and secondary research needed to develop a solution to the problem, with some guidance analyses one existing product that inspires a solution to the problem develops a design brief, which outlines the analysis of relevant research.
5-6	The student: explains the need for a solution to a problem for a specified client/target audience constructs a research plan, which identifies and prioritizes primary and secondary research needed to develop a solution to the problem, with some guidance analyses a range of existing products that inspire a solution to the problem develops a design brief, which explains the analysis of relevant research.
7-8	The student: explains and justifies the need for a solution to a problem for a client/target audience constructs a detailed research plan, which identifies and prioritizes the primary and secondary research needed to develop a solution to the problem independently analyses a range of existing products that inspire a solution to the problem in detail develops a detailed design brief, which summarizes the analysis of relevant research.

LevelAchieved 0-8	Criterion A: Self Assessment Justification

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Criterion B: Developing ideas
Maximum: 8
Students develop a solution. At the end of year 5, students should be able to:

1. develop design specifications, which clearly states the success criteria for the design of a solution
2. develop a range of feasible design ideas, which can be correctly interpreted by others
3. present the chosen design and justify its selection
4. develop accurate and detailed planning drawings/diagrams and outline the requirements for the creation of the chosen solution.

Achievement level	Criterion B: Developing Ideas
0	The student does not reach a standard described by any of the descriptors given below.
1-2	The student: lists some basic design specifications for the design of a solution presents one design, which can be interpreted by others creates incomplete planning drawings/diagrams.
3-4	The student: lists some design specifications, which relate to the success criteria for the design of a solution presents a few feasible designs, using an appropriate medium(s) or annotation, which can be interpreted by others  justifies the selection of the chosen design with reference to the design specification creates planning drawings/diagrams or lists requirements for the creation of the chosen solution.
5-6	The student: develops design specifications, which outline the success criteria for the design of a solution develops a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be interpreted by others presents the chosen design and justifies its selection with reference to the design specification develops accurate planning drawings/diagrams and lists requirements for the creation of the chosen solution.
7-8	The student: develops detailed design specifications, which explain the success criteria for the design of a solution based on the analysis of the research develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others presents the chosen design and justifies fully and critically its selection with detailed reference to the design specification develops accurate and detailed planning drawings/diagrams and outlines requirements for the creation of the chosen solution.

Level Achieved 0-8	Criterion B: Self Assessment Justification

   

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  Criterion C: Creating the solution
Maximum: 8
Students create a solution. At the end of year 5, students should be able to:

1. construct a logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution
2. demonstrate excellent technical skills when making the solution
3. follow the plan to create the solution, which functions as intended
4. fully justify changes made to the chosen design and plan when making the solution
1. present the solution as a whole

 

Achievement level	Criterion C: Creating the solution
0	The student does not reach a standard described by any of the descriptors given below.
1-2	The student: demonstrates minimal technical skills when making the solution creates the solution, which functions poorly and is presented in an incomplete form.
3-4	The student: constructs a plan that contains some production details, resulting in peers having difficulty following the plan demonstrates satisfactory technical skills when making the solution creates the solution, which partially functions and is adequately presented outlines changes made to the chosen design and plan when making the solution.
5-6	The student: constructs a logical plan, which considers time and resources, sufficient for peers to be able to follow to create the solution demonstrates competent technical skills when making the solution creates the solution, which functions as intended and is presented appropriately describes changes made to the chosen design and plan when making the solution.
7-8	The student: constructs a detailed and logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution demonstrates excellent technical skills when making the solution. follows the plan to create the solution, which functions as intended and is presented appropriately fully justifies changes made to the chosen design and plan when making the solution.

Level Achieved 0-8	Criterion C: Self Assessment Justification

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Criterion D: Evaluating
Maximum: 8
Students evaluate the solution. At the end of year 5, students should be able to:

1. design detailed and relevant testing methods, which generate data, to measure the success of the solution
2. critically evaluate the success of the solution against the design specification
3. explain how the solution could be improved
4. explain the impact of the solution on the client/target audience.

Achievement level	Criterion D: Evaluating
0	The student does not reach a standard described by any of the descriptors given below.
1-2	The student: designs a testing method, which is used to measure the success of the solution states the success of the solution.
3-4	The student:  designs a relevant testing method, which generates data, to measure the success of the solution outlines the success of the solution against the design specification based on relevant product testing outlines how the solution could be improved outlines the impact of the solution on the client/target audience.
5-6	The student: designs relevant testing methods, which generate data, to measure the success of the solution explains the success of the solution against the design specification based on relevant product testing describes how the solution could be improved explains the impact of the solution on the client/target audience, with guidance.
7-8	The student: designs detailed and relevant testing methods, which generate data, to measure the success of the solution critically evaluates the success of the solution against the design specification based on authentic product testing explains how the solution could be improved explains the impact of the product on the client/target audience.

Level Achieved 0-8	Criterion D: Self Assessment Justification

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Creation Evaluation

 LEARNING TARGETS:

» I can evaluate the creation process and justify any modifications to the design.
» I can be honest an evaluate my own performance during this stage.

 

EXPECTATIONS:

»  Write a short evaluation of your creation process, a paragraph or two, which evaluates your process
»  Evaluate your own performance during the creation process.

XXXXX

 

 

 

 

 

 

 

Click to Show the Student "Plan" Example

 

XXXXX

 

 

 

Overview

LEARNING TARGETS:

»  I can write a brief introduction for my project.

EXPECTATIONS:

»  WRITE:  Develop a simple overview of the project to  give the viewer an idea of what the project is about.

The Introduction is important, it gives you a chance to introduce the project.  Write a simple introduction 2 –3 paragraphs describing your project.   I would suggest to adding  a small  photo/render of your final projects or work-in-progress.  

*Also you final introduction might be the last thing you write.

The Problem

LEARNING TARGETS:

»  I can identify the problem to be solved, re-write it in my own words, and I understand it.
»  I can formulate and discuss appropriate guiding questions that direct the investigation

 

EXPECTATIONS:

»  Re-write the task or problem in your own words
»  Give all initial research  post  entries labels of Investigate & Problem

 

 

Before you do anything, you must fully understand what the task is , so that you are heading in the right direction.  You don’t want to start creating a project and realize that it is not answering the task and you were assigned. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

How to remove Blogger Picture/Image Shadow and Border

 

From: http://helplogger.blogspot.com/2012/04/how-to-remove-blogger-pictureimage.html

 

If you want to get rid of those annoying shadows and borders around blogger images, then follow the next steps (see the difference in the screenshot below):

If you are using the old Blogger interface:

• Go to Dashboard - Design - Template Designer - Advanced - Add CSS - paste the following code - Press enter after the last character of the last line } - Apply to Blog.

If you are using the new Blogger interface:

• Go to Dashboard - Template - Customize - Advanced - Add CSS - paste the following code - Press enter after the last character of the last line } - Apply to Blog.

.post-body img, .post-body .tr-caption-container, .Profile img, .Image img,
.BlogList .item-thumbnail img {
  padding: none !important;
  border: none !important;
  background: none !important;
  -moz-box-shadow: 0px 0px 0px transparent !important;
  -webkit-box-shadow: 0px 0px 0px transparent !important;
  box-shadow: 0px 0px 0px transparent !important;
}

Now your blogger images should appear without any border or shadow. Cheers!
Update:
If the above method doesn't work for you, do the following:
- Go to Blogger's Dashboard > Design (Layout) > Edit HTML
- Thick the "Expand widget templates" checkbox;
- Search (CTRL + F) for the following code:

  border: 1px solid $(image.border.color);
  -moz-box-shadow: 1px 1px 5px rgba(0, 0, 0, .1);
  -webkit-box-shadow: 1px 1px 5px rgba(0, 0, 0, .1);
  box-shadow: 1px 1px 5px rgba(0, 0, 0, .1);

- Delete it and Save your template.

Bibliography Resource Guide

Websites

Author (if known). “Title of page or document.” Title of website or larger name. Date of document (if known). Name of sponsoring organisation. Date accessed. <http…..>

Eg: “lunar Eclipse.” Science @ NASA. 12 February 2007. NASA. 1 March 2007 <http://science.nasa.gov/headlines/y2007/12feb_lunareclipse.htm>

A book by one Author

Authors last name, first name. Title of book. Place of publication: publisher, date of publication.

Eg: Berlage, Gai Ingham. Women in Baseball: the forgotten history. Westport: Greenwood, 1994.

A book by more than one author

First authors last name, first name. Second author’s first name and second name. Title of book. Place of publication: publisher, date of publication.

Eg: Hutcheon, Linda and Michael Hutcheon. Bodily Charm: Living Opera. Lincoln: U of Nerbraska P, 2000

A magazine or Newspaper Article

Authors last name, first name. “Title of Article.” Title of magazine or Newspaper Date of issue, pages.

Eg: Weintraub, Arlene and Laura Cohen. “A thousand-year plan for Nuclear Waste. “ Business week 6 May 2002: 94-96.

An encyclopaedia Article

Authors last name, first name. “Title of Article.” Title of encyclopaedia, edition

Eg: Mohanty, Jitendra M. “Indian philosophy.” The New Encyclopaedia Britannica: Micropaedia. 15^th ed. 1987.

A personal E-mail

Author of emails last name, first name. “Subject line.” Email to name (person being emailed). Date received.

Eg: Boyle, Anthony T. “Re: Uptopia” Email to Daniel J. Cahill. 21^st June 2007.

An interview

Person’s last name, first name. Type of interview. Date of interview.

Eg: Rowling, J.K. Email interview. 8-12 May 2002

Initial Thoughts & Ideas

LEARNING TARGETS:

»  I can sketch and articulate my own initial thoughts and ideas prior to researching the topic
»  I can use a scanner.

 

EXPECTATIONS:

»  SKETCH: Take out  a clean piece of paper and sketch and/or write-up your initial thoughts and ideas to design.
»  PDB: Scan your sketches and post in your blog.

 

Take out  a clean piece of paper and sketch your ideas and articulate your initial thoughts.   This is very important because your ideas are valuable, and my be completely original; by researching first your ideas my to heavily influenced by other designs. 

*Scan all pages and post in your blog.

 

 

Final Product

Final Product . . .

 

Click to Show the Student "Final Product" Example

Overall Evaluation

LEARNING TARGETS:

»  I can carry out tests to evaluate the product/solution against the design specification.
»  I can evaluate the success of the product /solution in an objective manner based on testing, my own
     views and the views of the intended user. 
»  I can discuss the impact of my product on me, others and/or the environment.
»  I can evaluate the impact of the product / solution on individuals and on society. 
»  I can explain how the product / solution could be improved.
»  I can evaluate my performance at each stage of the design cycle.
»  I can suggest ways in which my performance could be improved

EXPECTATIONS:

»  You to prepare a written report which should addresses the points as detailed below.  (250 word minimum)
          »  Carry out tests to evaluate the product/solution against the design specification.  
          »  Evaluate the success of the product /solution in an objective manner based on testing, your
              own views and the views of the intended user.
          »  Discuss the impact of my product on me, others and/or the environment
          »  Evaluate the impact of the product / solution on individuals and on society.
          »  Explain how the product / solution could be improved.
          »  Evaluate your performance at each stage of the design cycle.
          »  Compared my predicted time plan with the actual and gave reasons for the changes
          »  Suggest ways in which your performance could be improved

Qualifying Initial Investigation

LEARNING TARGETS:

»  I can describe the importance the project has on my personal life as well as on society and/or the environment?
»  I can List four guiding questions that you will seek to answer by studying and responding to the problem/topic you have chosen.

EXPECTATIONS:

»  WRITE: Describe the importance it has on my personal life as well as on society and/or the environment.
»  WRITE:  List four guiding questions that you will seek to answer by studying and responding to the problem/topic you have chosen.
»  DESIGN FOLDER: Give this post entries labels of Investigate & Qualifying

 

Once you have decided on a topic/problem, there are some additional things to think about prior to writing you Design Brief.

 
Answer the questions in paragraph form:

-What importance does it have on my personal life as well as on society and/or the environment?
-List four guiding questions that you will seek to answer by studying and responding to the problem/topic you have chosen.

Research

LEARNING TARGETS:

»  I can research reference images, current designs, inspirational images, blueprints, historical context, scientific findings, or anything  that can aide me in my design.
»  I can identify and acknowledge a range of appropriate sources of information
»  I can format my bibliography using these tools (citationmachine.net , ebiblio.com., easybib.com)

EXPECTATIONS:

»  RESEARCH: Research your topic, reference images, current designs, inspirational images, blueprints, historical context, scientific findings, or anything  that can aide me in my design.
»  BIBLIOGRAPHY: Maintain a bibliography and document all used resources in all stages
»  BIBLIOGRAPHY: Format your bibliography using these tools (citationmachine.net , ebiblio.com., easybib.com)
»  DESIGN FOLDER: Give this post entries labels of Investigate & Research

Collect / research reference images, current designs, inspirational, blueprints etc. Basically find as many references as you need, which is at least 20+.  I call this phase, the “Virtual Cork Board” and have found that the best way to do this is to create a Pinterest page with all your resources.  This is not only a dynamic collection of resources, but it also retains the source information for later documentation.  (Assign a label of ‘Research’)

Bibliography

LEARNING TARGETS:

»  I can identify and acknowledge a range of appropriate sources of information
»  I can format my bibliography using these tools (citationmachine.net , ebiblio.com., easybib.com)

 

EXPECTATIONS:

»  Maintain a bibliography and document all used resources in all stages
»  Format your bibliography using these tools (citationmachine.net , ebiblio.com., easybib.com)

 

 

USE THIS FORMAT:

or format your bibliography using these tools (citationmachine.net , ebiblio.com., easybib.com)

 

Websites

Author (if known). “Title of page or document.” Title of website or larger name. Date of document (if known). Name of sponsoring organisation. Date accessed. <http…..>

Eg: “lunar Eclipse.” Science @ NASA. 12 February 2007. NASA. 1 March 2007 http://science.nasa.gov/headlines/y2007/12feb_lunareclipse.htm

 

A book by one Author

Authors last name, first name. Title of book. Place of publication: publisher, date of publication.

Eg: Berlage, Gai Ingham. Women in Baseball: the forgotten history. Westport: Greenwood, 1994.

 

A book by more than one author

First authors last name, first name. Second author’s first name and second name. Title of book. Place of publication: publisher, date of publication.

Eg: Hutcheon, Linda and Michael Hutcheon. Bodily Charm: Living Opera. Lincoln: U of Nerbraska P, 2000

 

A magazine or Newspaper Article

Authors last name, first name. “Title of Article.” Title of magazine or Newspaper Date of issue, pages.

Eg: Weintraub, Arlene and Laura Cohen. “A thousand-year plan for Nuclear Waste. “ Business week 6 May 2002: 94-96.

 

An encyclopaedia Article

Authors last name, first name. “Title of Article.” Title of encyclopaedia, edition

Eg: Mohanty, Jitendra M. “Indian philosophy.” The New Encyclopaedia Britannica: Micropaedia. 15^th ed. 1987.

 

A personal E-mail

Author of emails last name, first name. “Subject line.” Email to name (person being emailed). Date received.

Eg: Boyle, Anthony T. “Re: Uptopia” Email to Daniel J. Cahill. 21^st June 2007.

 

An interview

Person’s last name, first name. Type of interview. Date of interview.

Eg: Rowling, J.K. Email interview. 8-12 May 2002

 

 

Click to Show the Student "Design Brief" Example

 

XXXX

 

 

Brainstorming

LEARNING TARGETS:

»  I can research reference images, current designs, inspirational images, blueprints, historical context, scientific findings, or anything  that can aide me in my design.
»  I can identify and acknowledge a range of appropriate sources of information
»  I can format my bibliography using these tools (citationmachine.net , ebiblio.com., easybib.com)

 

EXPECTATIONS:

»  RESEARCH: Collect reference images, current advertisements, inspirational, examples etc. (Pinterest, folder)
»  RESEARCH: Collect reference images, current advertisements, inspirational, examples etc. (Pinterest, folder)
»  BIBLIOGRAPHY: Maintain a bibliography and document all used resources in all stages
»  BIBLIOGRAPHY: Format your bibliography using these tools (citationmachine.net , ebiblio.com., easybib.com)
»  DESIGN FOLDER: Give this post entries labels of Investigate & Brainstorming

 

Create a mind map that will help guide you for the prompt / problem.  Create a mind map that explores 3+ design options for the project. Each design branch should fully explore design characteristics and specifications.  I would recommend using Lucid Charts.

 

TIP:

Most firms that hire you, expect you to go above and beyond what they are looking for.  First, it is important to give them exactly what they want, but also to share your expertise.  So if you come up with an idea that might not completely follow their specifications, share it with them.  They might not use it . . . this time . . . but your input as a design is invaluable. 

(Optional) If you come up with a great design that might not fully meet the specifications completely, share it with them anyways.  Create a 4th branch with this optional design. 

 

 

Thumbnail Sketches

LEARNING TARGETS:

»  I can design several thumbnail sketch pages of possible product solutions.

 

EXPECTATIONS:

»  SKETCH: Design thumbnail sketches of possible solutions
»  DESIGN FOLDER: Give this post entries labels of Investigate & Thumbnails

 

SKETCH: Design several thumbnail sketch pages of possible product solutions.  For each possible design, create a page of thumbnail sketches based on each of your designs from your idea map.  (Assign a label of ‘Design’)

Here are some thumbnail examples, some are more elaborate than others.   Don’t be intimidated the examples, these are just supposed to be light sketches. 

Examples

 

 

 

Design Brief

LEARNING TARGETS:

» I can summarize the information I have gathered from research
» I can explain what product I am going to make
» I can explain what I have done to investigate the problem
» I can justify why I have chosen the product/solution
» I can explain how my product/solution will solve the problem

EXPECTATIONS:

» You are to write a 150 – 300 word Design Brief, which should include:
          » An explanation of what you will be producing
          » An explanation of how your product will solve the problem         
          » State who is the target audience»  Give this post  labels of Investigate & DesignBrief

What is the design brief?

The design brief is the student’s response to the challenge and will guide his or her investigation as he or she works towards the development of a design specification. When developing the design brief, students should be formulating and answering questions such as: “What is the expected outcome?” “Who is the target user?” “What are the limitations?” (IB Technology guide 2007)

Write a Design Brief.(A general statement of what you are going to make, why you are going to make it and who it is for.)

Write a Design Brief for this project.

Now you have to put it in perspective, the Design Brief is used to communicate to your team and/or contractors exactly what you want to do.  In most cases someone else will be doing the work and you want them to create exactly your vision.   Hence, you need to write a detailed Design Brief.  Now, I have worked with a number of clients, who didn’t know what they actually wanted and expected me to tell them, but they paid me sit down with them and write it.  In this case you are probably doing all the work yourself and don’t have to communicate to anyone.  So why do we even need a Design Brief?  It is very important that you to know the direction you are going, so you don’t waste your time.  Just writing it down helps iron out some of the kinks and make sense of the project.

A design brief establishes clear expectations between a client and the design team. Basically, you want to state who you are, what you want, when you want it, and who you want it for.

• Project Overview
• Client Name
• Client Contact Info
• Due date for completion
• Budget (not in this case)
• Product/service/brand name
• Key objectives
• target audience

This video from 99Designs will help give you a better understand of real world application of a design brief.  99Designs is a company who contracts designers for other companies.  They are essentially the middleman for a project.  They made this video to help clients effectively write a design brief and specifications to communicate to the designers.  If it is not clear what the client wants, it just makes more work for the company and many result in unsatisfied clients.

Here is another resource on writing a design brief.

Write a  Design Specification.

Keep in mind, I know majority of the Design Specifications, but assume I will not be the person reading your design brief. 

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DESIGN BRIEF EXAMPLE

LA Marathon T-Shirt Design Competition

Design Brief Overview: The LA Marathon celebrates its 25th anniversary on March 21st, 2010 with a brand-new "Stadium to the Sea" course. Starting at Dodger Stadium and ending at the iconic Santa Monica Pier the course is sure to please with landmarks every mile! The City of Los Angeles, Hollywood, West Hollywood, Beverly Hills and Santa Monica are all involved this year so we're looking forward to an outstanding community event!

Brand Name: LA Marathon

Target Audience: Use the LA Marathon's mission statement: "We inspire athletes and connect communities" as well as the brand-new "Stadium to the Sea" course for your t-shirt design inspiration. We're looking for festive, original artwork that represent the spirit of our 2010 race.

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