Computer Simulation

Answer the question below in MS word.
a) What is computer simulation?
b) Investigate and list down at least five different types of simulation programs you know
c) What are some benefits of using simualtion programs?
d) Questions to respond to on any one simulation program you have used:

Was the simulation program realistic?

Does the simulation represent a real life or fantasy situation?

How realistic is it?

Did the same things always happen - was there a pattern?

What are the variables, can you think of any others which might make the simulation more accurate?

Was there more than one solution to the problem?

What were the good points/bad points?

What did you find out?

e) Can simulation programs be created and used for activism? Discuss.
Simulations
http://puzzling.caret.cam.ac.uk/game.php?game=foodchain%20
http://puzzling.caret.cam.ac.uk/game.php?game=parachute
http://www.morphases.com/editor/
http://www.mathsonline.co.uk/nonmembers/gamesroom/sims/archi/data.html
http://www.epa.gov/recyclecity/gameintro.htm
http://devvirtualschool.ncsl.org.uk/
http://www.forgefx.com/demos.htm

Create Stage: Digital Activism

The create process of your product/ IT solution should now start. Ensure that your Plan is followed and any deviations documented. While creating always refer to your design specs and the choosen design.

The process journal should be used frequently to document progress in this stage.

Appropriate quality: Ensure that the best possible product / solution is produced, taking into account the resources available, the skills and techniques used. Also, show how the product/solution addresses the identified need.

Assessment Criteria
0
The student does not reach a standard described by any of the descriptors given below.
1-2
The student considers the plan and creates at least part of a product/ solution.

3-4
The student uses appropriate techniques and equipment. The student follows the plan and mentions any modifications made, resulting in a product/solution of good quality.

5-6
The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

Graphics

Read the notes in following links below on Graphics. You can make important notes where possible.

http://teach-ict.com/gcse/software/graphics/miniweb/index.htm


Attempt the following Activity

http://teach-ict.com/gcse/software/graphics/tasks/worksheet3.pdf


Look at the examples of image manipulation below prepare;

http://www.thephotoargus.com/inspiration/40-masterful-examples-of-photo-manipulation/

What do you think of these images?

Which softwares are used for image manipulation?

Are able to manipulate any image using any of the software?

Search for any cases where manipulation of images have been used for advertisements?

Resources

http://pixlr.com/editor/

http://funmorph.com/

Plan Stage: Digital Activism

In your plan you should have;

Your steps for the creation of the product.

A resource List

Time plan

Evaluation / Modification of your plan: NB. This will be done after the create stage.

Assessment Criteria
0
The student does not reach a standard described by any of the descriptors
given below.

1-2
The student produces a plan that contains some details of the steps and/or
the resources required.

3-4
The student produces a plan that contains a number of logical steps that
include resources and time. The student makes some attempt to evaluate
the plan.

5-6
The student produces a plan that contains a number of detailed, logical
steps that describe the use of resources and time. The student critically
evaluates the plan and justifies any modifications to the design.

Sample students' Plan:
http://myp-tech.wikispaces.com/file/view/tech_05_C_en.pdf

You can use tomsplanner
http://www.tomsplanner.com/

Design Stage for Digital Activism Unit

For this stage you will develop three designs; The designs can be drawn on paper or designed using an appropriate software but submitted in hardcopy.

Each of the three designs should be measured against the design specifications with a brief personal self evaluation.

The final design should be fully Justified.

Assessment Criteria
0
The student does not reach a standard described by any of the descriptors
given below.
1-2
The student generates one design, and makes some attempt to justify
this against the design specification.
3-4
The student generates a few designs, justifying the choice of one design
and fully evaluating this against the design specification.
5-6
The student generates a range of feasible designs, each evaluated
against the design specification. The student justifies the chosen design
and evaluates it fully and critically against the design specification.

Note:
Please refer to the previous posting for students' designs posted.

Design Stage Student samples

Student steady hand game project

http://myp-tech.wikispaces.com/file/view/tech_05_B_en.pdf

Battery lighting unit

http://myp-tech.wikispaces.com/file/view/tech_07_B_en.pdf

Investigate Stage: Digital Activism Unit

The final investigate stage should not exceed 6 pages of font 12 Times New Roman. All responses should be in paragraphs with sub-headings for identification. APA in-text citation and APA format of referencing should be applied. The process journal must be used throughout the design cycle.

Challenge
Your challenge is to identify a client in the community with a problem that requires highlighting, educating, or creating awareness.

You will have the following in your investigation:

• Description of the problem.



• Design Brief.



• Secondary research on the technology of choice



• Primary research



• Design specification



• Test strategy



• Bibliography

Investigate Assessment criteria

Level 0
The student does not reach a standard described by any of the descriptors given below.

Level 1–2
The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications.

Level 3–4
The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analysing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification.

Level 5–6
The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

Resources
http://myp-tech.wikispaces.com/file/view/Sample06_Investigation_en.pdf
http://www.popularmechanics.com/technology/gadgets/news/4206983