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    F2 - Project

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    15 views7 pages

    F2 - Project

    Uploaded by

    nicholas.beckitt.01

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 7

    Sandgate District SHS Digital Solutions

    Year 11
    F2 Project – Digital Solution

    Assessment Objectives
    This assessment instrument is used to determine student achievement in the following objectives:

    1. Recognise and describe programming elements and useability principles

    2. Symbolise and explain information, ideas and interrelationships related to


    programming problems

    3. Analyse problems and information related to a selected technology context

    4. Determine user-experience and programming requirements, and self-


    determined and prescribed criteria of a programming problem

    5. Synthesise information and ideas to determine possible digital solutions

    6. Generate user interface and programmed components of the prototype digital


    solution

    7. Evaluate impacts, components and solutions against criteria to make refinements


    and justified recommendations

    8. Make decisions about and use mode-appropriate features, language and


    conventions for particular purposes and contexts. 180517
    Sandgate District State High School

    Student name: Student number:

    Teacher name: Mr Smith

    Date handed out: 23/4/24 Date due: 24/5/24

    Subject Digital Solutions

    Technique Project – digital solution

    Unit Unit 1: Creating with code

    Topic Topic 1: Understanding digital problems


    Topic 2: User experiences and interfaces
    Topic 3: Algorithms and programming techniques
    Topic 4: Programmed solutions

    [Insert session number]

    Conditions

    Duration Handout: 23/4/24


    Draft: 10/5/24
    Due: 24/5/24

    Mode Multimodal Length  4 – 6 A3 pages


     2 – 4 minute demonstration
    of the functionality of the
    user interface, data and
    coded components of the
    digital solution by video
    recording
     2 – 3 A4 pages of Code
    with annotations

    Individual/ Individual Other


    group

    Resources Computers, internet


    available

    Context

    The Australian Curriculum states Year 2 students need to learn about 2D and 3D shapes. The goal is
    for students to be able to ”describe the features of three-dimensional objects”. This includes
    ”identifying geometric features such as the number of faces, corners or edges”.

    Task

    Prepare a digital solution as a learning resource for use in a classroom VR lab. Your audience will be
    Year 2 students studying the maths concept of 3D shapes. You will generate a solution using Unity
    and C# as your programming language tools.
    To complete this task, you must:

     recognise and describe


    o appropriate programming development tools
    o useability principles and user-interface components
    o existing solutions to similar problems

     symbolise using mind maps and one or more constructed sketches, annotated diagrams,
    images or screenshots of - user interfaces
    o programming features communicated by algorithms

     explain
    o user experiences
    o useability principles and accessibility features
    o programming features

     analyse the problem and information to identify


    o boundary or scope of the problem
    o constraints and limitations of the environment
    o programming and user-interface relationships
    o user experience
    o potential algorithmic implementations
    o possible personal, social and economic impacts - possible solutions

     determine
    o requirements from the user perspective for the user experience
    o programming requirements
    o prescribed criteria

     synthesise information and ideas to select the best approach for user interface(s) and coded
    components of the proposed solution

     generate a prototype solution including user interface and algorithms

     evaluate against criteria the


    o personal, social and economic impacts and considerations to identify risks
    o user-interface prototype
    o accuracy and efficiency of the algorithms
    o low-fidelity non-coded prototype digital solution

     evaluate impacts, components and solutions against criteria to make refinements and
    justified recommendations

     make refinements and justified recommendations for current and future improvements

     communicate
    o information and ideas to inform a technical audience
    o The technical feasibility of developing the prototype solution, including the technical
    aspects of the development process, e.g. algorithms, selection and justification of
    development tools, user interface sketches, user-experience requirements.
    Stimulus

    In Queensland state schools, students are typically introduced to the concept of shape from Prep, and
    in Year 2 are required to explore different 2D and 3D shapes using digital technologies. There are a
    number of resources on this topic available online, for example:

    https://www.scootle.edu.au/ec/search?accContentId=ACMMG043

    However, a local primary school is interested in creating their own resources. They have asked you to
    create a learning resource for their Year 2 class that will help the students demonstrate their
    understanding of shapes.

    Here is some essential information about the class:

     They have already learnt about shapes in class, but would like to use a digital resource to
    reinforce what has been learnt
     There are 25 students in the class
     They have access to a VR classroom that has 10 Meta Quest 2 headsets
     They are able to book this room for a maximum of one hour at a time
     The Australian Curriculum states that Year 2 students need to learn about 2D and 3D
    shapes. The goal is for students to be able to ”describe the features of three-dimensional
    objects”. This includes ”identifying geometric features such as the number of faces, corners
    or edges”.

    Here are some students from this class with additional needs:

    Herbert: Oscar: Sophia:

    English as a Second Language Red/Green colour blind Hearing Impaired Student


    (ESL) Student with limited
    English

    Checkpoints

    Term 2 Week 3: Submit exploration of solutions, identification of algorithms and all user interface sketches

    Term 2 Week 4: Complete draft submission and implementation ascertainment

    Term 2 Week 6: Final submission


    Criterion Marks Allocated Result

    Retrieving and comprehending


    8
    Assessment objectives 1, 2

    Analysing
    8
    Assessment objectives 3, 4

    Synthesising and evaluating


    10
    Assessment objectives 5, 6, 7

    Communicating
    4
    Assessment objective 8

    Total 30

    Authentication strategies

     You will be provided class time for task completion.

     You will provide documentation of your progress at indicated checkpoints .

     Your teacher will collect copies of your response and monitor at key junctures.

     You must acknowledge all sources.

     You must submit a declaration of authenticity.

    Scaffolding

    Your response must include:


     Headings that organise and communicate the iterative phases of the Digital Solutions
    problem-solving process
     A3 pages that demonstrate all phases of the problem-solving process
     Communicate knowledge and understanding by way of annotated sketches, diagrams,
    images or screenshots
     A video in mp4 file format
     Demonstrating the functionality of the prototype interactive learning object’s user interface
    and coded components
     A4 pages of code with annotations of analysis, synthesis and evaluation related to the code
    element or problem
     Referencing of sources, using the school’s referencing style
     Written and visual features, as well as grammatically accurate language conventions, to
    communicate decision-making.

    The presentation of this project is multimodal. A multimodal presentation is the dynamic convergence
    of two or more communication modes within the same response and where all modes are attended to
    as part of meaning-making. Multimodal presentations can be delivered via different media or
    technologies. A variety of technologies are used to create or present the response.

    Replication of a written document into an electronic or digital format does not constitute a multimodal
    presentation.

    There is no requirement for this presentation to be performed or conducted in front of the class or the
    teacher. For example, a multimodal presentation might be pre-recorded and presented to the teacher
    electronically. Each student may choose the mode/s and method of their presentation. These may
    need to be negotiated with the teacher.

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