Unit+2+-+Investigate

=Unit 2 - Investigation=


 * Unit 2 - How do people use their creativity to positively effect their quality of life?**


 * In the investigation phase, students will begin to seek and search out the problems in their personal environments that are a cause of stress or anxieity. Students will better define the scope of the problem by asking themselves:**


 * What is the history of the problem?**
 * What steps have been taken in the past to deal with the issue?**
 * How does the problem effect your life?**
 * What products are already on the market that are meant to solve this issue?**


 * Students will research the problem and create a design brief or personal goal statment explaining:**


 * What am I attempting to create?**
 * How will I go about creating it?**
 * Why is it important to create this as part of the solution to the problem?**
 * Who will benefit from this product?**


 * Students will take their ideas and create a set of specifications (requirements and constraints) that the eventual product must meet. These specification will be the indicators of a successful product. Students will also need to produce some initial ideas on what types of testing methods will be employed to test the product against the specifications.**


 * Any outside research done should be collected and shown in a works cited area complete with full references.**

Investigation Rubric
 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. ||  The student investigates the problem, **selecting and analyzing** information from some **acknowledged** sources.  The student **describes** a test to **evaluate** the product/solution against the design specification. ||  The student investigates the problem, **collecting** information from sources.  The student **lists** some specifications. ||
 * **Achievement level ** || **Descriptor ** ||
 * **5-6 ** ||  The student **explains** the problem, **discussing** its relevance.
 * **3-4 ** ||  The student **describes** the problem, **mentioning** its relevance.
 * **1-2 ** ||  The student **states** the problem.
 * **0 ** ||  The student does not reach a standard described by any of the descriptors given above ||