I am going to be creating an educational board game that will help students from grade 7-8 to thoroughly understand chemistry terms and apply those concepts in real-life situations.
I have done secondary research and looked at how to transform my unorganized ideas for my board game and turning it into an actual board game with the game mechanics. According to Evato Tuts+, I should base it off of the main topic, which is Grade 7-8 Chemistry. Then I should think of myself as a player of my game and visualize how or what my game should look like. Another approach could be adding or removing game elements from the games I analyzed, so I could think and play from another perspective, helping me identify certain needs and requirements (it would highlight the more important game elements) for my own game. The next step would be to flesh out my ideas, which is to make further connections with real-life events or situations (it could possibly be the theme of my board game) and writing it all down to make all my ideas clear. For example, if the board game topic is somehow related to California, a connection with Hollywood in Los Angeles might be made. The theme and the background story could then relate to actors or the entertainment industry. Lastly, I would need to go through the “content development” stage before drafting out my ideas/making prototypes. Here, I would be thinking of the components (cards, tokens, dice, etc) that I would include in my game. I have also done research on features that I could add to my board game to make it fun and compiled a list of chemistry related real-life scenarios that I could use on my board game. Fun features that I could add include more hands-on features (physical interaction between players and the game itself) such as spinners as well as multiple twists and turns to the plot/story which would build tension and excitement for the players. This could be a new storyline that the players can choose or “stop grids” that forces players to stop for a round. The research would allow me to be more prepared for the next few steps of the creation process to ensure that I know what I am going to do.
The most important aspect that I took away from the research was the client consultations (primary research). I now understand the learning styles of the selected group of clients (they generally prefer lots of visuals, hands-on tasks, and getting to move around a little) that I interviewed. I asked about their learning needs (specific “special learning” requirements), which have included topics from grade 7 and 8 science that students struggle with. They thought that the hardest topics were separation techniques, diffusion and osmosis and parts of cells/cellular functions (not chemistry related, just for reference for real-life situations). Finally, I asked the student’s opinion on different features that I could possibly include in my board game. My board game is going to be made targeted to these students, so it is important to know what they lack, their preferences and their expectations for the game so I can create a high-quality educational board game.
The grade 8s had Design Day recently, introducing the new design unit combining maths and design. We started the day by looking at the general constraints for this project and understanding what we’re supposed to do. Next, we started researching and investigating in groups, looking at how to make packages and how the packages work (structure and form) to fit certain purposes. We also had a chance to make our own boxes to put our snacks in.
We deconstructed existing packages and analyzed its properties according to our restraints and Design challenge. The package that I deconstructed was the iPad Air box. The package was made from two rectangular prisms, one with larger dimensions and the other with smaller dimensions so the smaller one could fit in the larger one easily. I am guessing that the reason why whoever designed this package chose to put the package in this form because it is more sturdy and secure, especially when holding something fragile and valuable (the iPad). Depending on the object I’m going to package and its properties, I need to consider the different ways to put together the box(es) without using adhesives. For example, I can have two parts, one with longer dimensions than the other one, I can have handles for people to carry the package around or have tabs sticking out of the package.
Additionally, the iPad Air box had two layers for each rectangular prism (the base/top). The layer on the inside is made from cardboard, also the actual net that makes the form of the rectangular prism. The other layer is plastic and paper combined, which is made from thinner cardstock paper. Both have their own purposes, one is to keep a firm and sturdy form for the box to put the iPad Air (somewhat heavy) and the other is to provide the visuals: the decorations, tags and safety warnings. Even though the other layer may seem excessive and a bit unnecessary looking from the environmental perspective, but it is definitely useful because it offers protection for the cardboard layer on the inside. My goal is to try to use minimal materials to create my box, so I probably wouldn’t consider using two layers.
I’ve also done a little research on making packages for irregular shape objects and how to do so. It turns out to be easier than I thought. As long as you can all the measurements accurately, you can make a net of the package with sufficient quality. Therefore, I will try to look further into this in criterion B and my goal is to make a package that is original and creative.
Lastly, with the knowledge I have from geometry, I can create packages with the least environmental impact, reducing our carbon footprint. The total materials I use for my package can be measured with surface area. If the surface area of the materials is low, then I will not need to use a lot of materials to make the package. Fewer materials mean less waste and it decreases the carbon footprint of both the designer and people using the package.
Here are some pictures of my box for my snack that I made without using adhesives:
Investigating in existing packages:
Today, we had our second Design Day session. We were taught techniques that make a good movie and application of those techniques.
Firstly, we came up with examples of the techniques that helped create a high-quality movie. We have explored a few movies with the setting in Hong Kong and we also looked into storytelling. The main task of the day was to make a 30 seconds-60 seconds long video. It was about saving the school from being removed because of the MTR construction. (See video bellow)
By exploring how to make a good movie, I figured that scripting and planning ahead were things that we should always do when making a movie. Our movie was 30 seconds over the time limit. It was more storytelling than “saving CDNIS” and introducing the school. I think our group worked efficiently, we all contributed ideas and cooperated well when working on this task. Time management of our group was okay and can be improved. We spent slightly too much time on filming and rushed through the editing part. On top of all, I think we need to work on shrinking and limiting our ideas and instead, really focus on the purpose.
Things I’ve learned:
1. Making shot lists. (what is it, why we need to do that…)
2. Aspects to consider when creating a movie. (techniques that make a successful movie)
3. “Story is King” and the story spine.
The image above is my personal logo that I created for this Design unit. This project wasn’t as simple and as straightforward as I thought it would be, it required many skills (such as time management, organization and creativity). The grade sevens needed to make a logo that could represent their identity. We created our logos during English class. We first learned what makes an effective logo, then we brainstormed different identities and characteristics of ourselves, finally we made the logo on Adobe Illustrator.
My logo turned out to be great. I enjoyed making my logo and experiencing the MYP Design process for the first time. I started from struggling on what I should do to having my current logo. Some parts in this process were quite challenging, like recording the creation process with screenshots and captions of problems that I went through. On the other hand, creating the logo on Adobe Illustrator was actually quite easy for me, since I had previous experience with using Illustrator.
How about you? What do you think about my logo? Do you have any suggestions for me to improve? Do you think my logo represents my identity and my characteristics? Please comment down below, thank you!
Today, we had our first ever Design Day in grade 7. It’s a completely new thing to me. Our first design unit was connected to language A, where we need to create a logo that could represent each individual (personal identity).
We learnt about the Design Cycle in the MYP, the Pen Tool in Adobe Illustrator, some of the basics of logo creation, etc. Designing something has a certain process (inquiry and analysing, developing ideas, creating a solution and evaluating) that should be followed, we need to go through each step to ensure we are successful. Design takes up patience, because you need to experiment with different things and also face unexpected problems that needs to be solved. An effective logo should be timeless, simple and easy to remember. I collaborated with my friends and sought help from some of the teachers and my friends. I think that it’s a better way to learn by having someone demonstrating and explaining it to me, then I experiment and do it myself.
I thought that I was a great communicator and also a thinker today. When I was having trouble doing the exercises, I first tried to think and experiment around to see how I could connect the curved lines. When I still couldn’t figure it out, I asked my friend to help me out and teach me how to do it.
Here are 2 of my exercises using the pen tool:
The 2 images above are my exhibition logo that I’ve created, 1 is the plan, the other is the final product. We creat this logo by using Adobe Illustrator, which is a completely new software for most of us. All of us started with nothing, to a draft plan and finally to a unique logo. Adobe Illustrator is definitely a useful tool for many things in our lives, such as graphic designs, images and company logos. During the creation, many people had different problems. Problems with drawing, using the complicated tool bars, saving, adding photos, shaping, sizing and many more. I had problems with moving my drawings to the big square, some of the images didn’t show up because it was sent backwards, then I had to recreate some of my drawings. It was frustrating at some points and I wanted to just delete everything and started over again. In the process of creating this logo, I collaborated with my friend, Andrea. We helped each other and gave each other advices on improving the logo.
The picture above is a mask that I created during the STP unit. Every student in the grade designed their own mask with a different type of power, which resulted in different consequences and affections of relationships. Before creating the mask, we completed a draft plan of exactly how the mask was going to look like, so then we wouldn’t mess up or have tons of mistakes when actually making the masks. We also needed to use some of the principles and elements of art to help us make our masks.
I chose to do a mask that had the ability to hide the wearer’s emotions because everyone has some experiences that they don’t want to share with others, no matter if its a sad or happy thing. If people can hide their emotions, then no one would know how you feel inside and they can’t tell how or what you’re thinking.
My mask has the power and ability to hide the wearer’s emotions. I used bright coloured feathers to represent happiness and excitement, a pale face with pinkish blush(you can’t really see clearly from the picture) to represent embarrassment and nervousness, blue jewels and tear drop gems(again, can’t see it really well) to represent sadness, a thick and black brow to represent anger and frustration, stretched chin for surprised and a mouth wide open for scared. My mask can help improve relationships but can also make relationships between people worser.
This mask activity was one of my favourite task in the whole unit. I think my mask is very creative and unique. Next time I think I should improve on time management, because I took too long to complete my mask and also to find and gather all the material needed for creating my mask before starting it.
Click HERE for my mask explanation document for more detailed information on my mask!