1. Your title
page for
process
section

2. Design Stage 1 : ___________________________
_________________________?
A design project begins with a –problem-.You must try to solve this problem by designing something.
Sometimes the problem is given to you as a question(s) or as a paragraph of writing by your teacher or
other. At other times, you may even choose or determine the design problem for your project.
_________________________-
 The problem is stated as a question(s) or paragraph
______________________-
A number of houses have been broken into on my street. It has been noticed that the number of
strangers walking down our street has increased lately and house residents are becoming concerned
about the security of their houses. The police have advised people to make their houses look as if they
are occupied when they go away for a holiday or even out for the evening. This may deter a potential
thief from breaking into either the house or garage.
The Neighbourhood Watch program has also been introduced recently and this has helped people feel
more secure. However, even though neighbours will keep an eye on your property if you decide to go
out and leave the house empty, they cannot watch twenty four hours a day.
Often even the police ignore house alarms when they are activated because of the high number of false
alarms.

3. Design Stage 2: ___________________
________________________
________________________?
The design brief is a general plan or brainstorm. The „design brief‟ follows the „design problem‟ and
states in general but clearly how you intend to solve the design problem.
____________________________-
 The design brief contains multiple parts
 The Design Problem is summarized
 Key words in the Design Problem are determined, reviewed and clarified
 A General Strategy Statement is given
 A design brief is easily revisable
____________________________-
1. Do not be too specific. A Design Brief is –brief- ! And it is general. If you are too specific, it will be
difficult to make improvements and other changes later.
__________________-
(for the design problem about houses being broken into. See last note)
Design Problem Statement
A number of houses have been broken into on my street. It has been noticed that the number of
strangers walking down our street has increased lately and house residents are becoming concerned
about the security of their houses.
Keywords
Houses, strangers, concerned, security
General Strategy Statement
I am going to design and make a security device that will make my house look occupied when, in fact, it
is empty. Police statistics clearly show that houses are much more likely to be broken into when they are
empty. Consequently, if the house looks occupied it is likely to be safe.
The device will be mobile so that it can be moved from room to room, easy to set up and control and
also cheap to make. It must not be powered by mains voltage and in this way it will be completely safe
to be left „on‟ for a long time and will not be affected by power cuts. It will be activated by anyone
approaching the hose from the front or back. It must deter even profession crooks from entering.

4. Design Stage 2: Creating a Design Brief –Student Page
- For the next week or so, you will continuously complete parts in this handout (So not all parts will be
done now!)
- This page will help you to get a good understanding of what kind of product would be good to make for
your design‟s problem
- Listen to your teacher well and read carefully other handouts that given information about this pages.
This handout is VERY IMPORTANT for the design process. Complete it well!!!
Part 1-Design Problem Statement –
What is your design problem? Can you describe it well? If necessary, talk to someone near and then
write a complete description of your design‟s problem on the space below:
Part 2 –Keywords
To help you understand your design problem better, write the key words from the problems follows: First,
circle any important words in your design problem. Then, make a list of these words in the box below.
Last (optional), you may make a brainstorm of other related words around each of your listed words.
Part 3 –General Strategy Statement
Write here –briefly-a general strategy that you could use to solve your design‟s problem. Remember!
Don‟t be too specific. Otherwise, it will be harder to revise and make other changes later.

5. ___________________________________
_________________________?
The third stage of the design process is a very big and important stage. It involves doing 2 types of
actions. Also, the two actions are completed for two areas of exploration for advancing (improving) the
design brief.
________________________________-
A. ______________________________________-
 One important area of designing is the consideration of possible constraints for the artifact (thing)
you want to makes.
 You must spend a lot of time in multiple stages of your design defining and dealing with
constraints
_______________________________________________________?
In design, a constraint refers to some limitation (restriction or control) that is
placed on one or more conditions of your design. The design constraint can
vary (as you will see below). It could be something that restricts the overall
shape of your design. It could be a requirement for the systems form, fit or
function or could be in the technology to be used, materials to be
incorporated, time taken to develop the system, overall budget, and so on. A
design constraint is normally imposed externally, either by the organisation or by some external
regulation. During system design, it is as important to identify each design constraint as it is to elicit
requirements since the design constraints place an overall boundary around the system design process.
Types of Actions Performed when Dealing with Constraints-
1. _____________________(your design brief) –you must examine your design brief very carefully
and try to locate possible barriers or other concerns (ie. find any constraints)
2. ______________________(other ideas) –you must try to develop or revise your design brief by
making additional ideas that will help to ensure that design brief fits any conditions dictated by
constraints that you found. OR You must find ways to overcome some of your constraints to ensure your
design brief is still possible to use.
________________________–(simple format)
Design Problem (stage 1) –You want to help little children from accidentally eating toys with lead
Design Brief (stage 2) –You decide to make and sell a better toy that does not use any lead …
Analyzing and Synthesis (stage 3)- You identify 2 constraints: time and money.
You only have one month to make the toy. So you decide to choose a more simple toy to make. (a doll
instead of a robot) You do not have a lot of money. So you decided to ask your parents for some ….

6. Designing a Garden Stage3–Analyzing and Synthesizing (Constraints and …)
Overview-
 This handout set will help you to analyze your design brief for possible constraints and to
synthesize possible ideas or ways for managing the constraints.
Review of Problem or Challenge: The dumping area at SAIS is not very beautiful. It has garbage
everywhere. There are no pretty things to look at like flowers or trees.
 This handout will help you to generate ideas for dealing with one important constraint: time of
year
---------------------------------------------------------------------------------------------------------------------------------------
Constraint #1 for Growing a Garden: Time of Year
Instructions –
1. Read through your teacher‟s analysis of the first constraint to be addressed
2. Synthesis Ideas on how to manage your design brief better by addressing this important constraint
Part 1- Analyzing a Constraint
Date - Friday, September 2, 2011
Constraint - Time of Year
Description-
Hi Class. I am very excited about building a garden with you to help make our school more beautiful and
welcoming to all people. I also want to consider and use all of your ideas that you wrote for your design
briefs. However, you need to understand a verybig constraint. Time of Year. It is now September and
many crops are harvested this month. But we are just starting our garden. As a result, we cannot grow
any kind of crop because many may not survive in September or especially later in November when it
gets cold.
So .. we need to choose crops to grow that can be grown right now and finish growing before it gets too
late.,
How are you going to deal with this constraint? Work through the following 2 sections first alone and
then share with your group.
Section A -Types of Appropriate Crops to grow
 Answer any 3 of the questions below (you may use your own as well)
1. What kind of plants would you like to plant?
2. What kind of plants do you think will be possible to plant at this time of year?
3. Is it possible to plant anything now and harvest after winter?
4. _____________________________________ ?
(my own)
5. _____________________________________ ?
(my own)
______________________________________________________________
______________________________________________________________

7. ______________________________________________________________
______________________________________________________________
______________________________________________________________
** Use handout back or other paper if you need more space!
Section B–How to Get these Crops
 Answer any 3 of the questions below (you may use your own as well)
1. Do you know where you can buy crops (Ex. seeds or plants)
at this time? _______________________________
2. How will we pay for all the crops or seeds _______________________________
3. Should we store or plant them right way? _______________________________
4. _____________________________________ ? _______________________________
(my own) _______________________________
5. _____________________________________ ? _______________________________
(my own) _
Section C -Final Notes on Constraint 1
1. Talk about your ideas with your group and then your class
2. After discussion, write some final notes on constraint 1 below
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Part 2-Synthesizing Ideas on Managing the Constraint
 In this section, write down some possible ideas on how you/your group will manage the constraint,
time of year.
 Be sure to discuss it with the class
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

8. Making a School Garden
Synthesizing More Ideas
1. Focus –how to deal with time of year
(constraint 1)
Idea 1 –we could build a whole greenhouse
to control our planting
Idea 2 –we could just plant some small trees
that will just grow bigger
Idea 3 –we could also plant bulbs (ex. tulips
or green onions, trumpet flowers)
Idea 4 –we could plant seeds for some
vegetables-beans, cabbage, lettuce,
spinach

9. 2. Focus –(constraint 2)
Idea 1 –
Idea 2 –
Idea 3 –
3. Focus –(constraint 3)
Idea 1 –
Idea 2 –
Idea 3 –
(etc)

10. Design Stage 3(continued)
B. ____________________________-
Another important area of designing is the _____________________________________that are
critical to the creation of your artifact
There are often many other types of questions that you have to ask and answer to design something
in addition to asking what could hinder or prevent you from carrying out your initial design brief.
Types of Actions Performed when Exploring Other Questions-
1. ________________________(your questions)–you must examine your other questions carefully to
understand what they mean. You also need to decide on a strategy for how you could find an answer to
each question
2. _______________________(answers to your questions) –you must try to find answers to your
question. Then, you can use those answers to develop or revise your design brief more into a more
concrete and workable plan.
_________________________–(simple format)
Design Problem (stage 1) –You want to help little children from accidentally eating toys with lead
Design Brief (stage 2) –You decide to make and sell a better toy that does not use any lead …
Analyzing and Synthesis (stage 3) You have considered all constraints like time and money. But you
wonder other things. Which group members are going to do what to make the doll? What name will you
give the doll? Are you going to package the doll in some special way to keep it from getting dirty?
You decide that Member 1 and Member 2 will do all the sewing since Member 3 has agreed to go
shopping and buy all the necessary parts. Also, all members will paint the doll together. Member 2 is
also going to sew together a dress for the doll since Member 2 is the most skilled at sewing.
Last, you decide to buy some pretty paper and just wrap the doll as a present. You will give your doll to
a grade 2 student on her birthday!

11. Analyzing and Synthesizing –My Questions –Our Questions
Directions-
Alone Part-
1. Write down at least 5 other important questions you have about designing the garden
2. Write down a possible strategy for finding an answer to your question (ex. just thinking, checking a book,
checking the Internet, asking someone, debating with someone…etc)
3. Try to answer the question using your strategy. Remember, your answer is often just an idea canbe
changed later!
Together Part-
1. Share your questions and answers with the class. Be ready to change your answer or even question upon
getting feedback from others.
2. Listen to other students‟ questions and answers. Give them feedback. Also, add any important questions
and answers that you hear.
My Questions / Our My Strategies My Answers
Questions

12. 2 Missing Handouts after Computer Crash-
- perimeter and area math handout
- final summary class note on our garden constraints
* see me for these if you need them until I fix this problem. Sorry!

16. ______________________– Help Handout- DAY 1
___________________________? It is a brief retelling of the contents of a passage (reading) IN
YOUR OWN WORDS.. Strictly speaking, you simply paraphrase the entire reading. It is not your job to
give your opinion on anything. That would be a different kind of paper--a summary-response, a critique,
or a position paper. While it is hard to give concrete guidelines for length, many good summaries
are about 1/3 the length of the original.
__________________________________-
1. READ For the _________________________ (thesis)
 Read one time and take general notes on important parts of the reading such as the subject, the
writer, the setting and
the most important points
 After you read, study your notes and think about what you read and what you write
 In 1-2 sentences, write down what the WHOLE reading is about (ie. write down the main idea)
(Hint: Often (but NOT ALWAYS!), the speaker will tell the main idea in the first part of the reading
 USE PART 1 of the SUMMARY ORGANIZER HANDOUT FOR THIS STEP
2. READ for the _____________________________ Read again and AGAIN (AND
AGAIN !…)
 As you read again, notice the speaker will (normally) write about one particular idea or subject matter
and then go onto another idea. Each idea will have a slightly different content. Often there will be a
separate paragraph or separate paragraphs for each idea (but not always!). At the same time, all ideas
will relate to the MAIN IDEA. These ideas are called SUPPORTING IDEAS.
 Try to “pick out” each supporting idea (there may be as little as one idea OR as many as four or five
in each story)
 Write down ONLY 1-2 sentences for each supporting idea
 USE PART 2 of the SUMMARY ORGANIZER HANDOUT FOR THIS STEP
MODEL OF SUMMARY PARAGRAPH – DAY 1
Sentences 1-2  - ____________________________
Sentences 3-4  - ____________________________
Sentences 5-6  - ____________________________
… ETC (until the last supporting idea)

17. EXAMPLE SUMMARY – DAY 1
This reading is on how people in Nigeria cheat in school.  MAIN IDEA
It is very easy to get good grades in school in Nigeria.  SUPPORTING IDEA 1
Furthermore, students can “rent” smart students to write
the exams or other papers for them.  SUPPORTING IDEA 2

18. The Importance of Weeding
To me weeding ranks right up there with housework: it's one of those
chores that just never go away. As soon as you clear out a patch of
weeds, it seems to grow right back, like a gecko's tail. After a while
you begin to wonder if it really is all that important to do. After all,
some books and garden manuals actually say some weeds are
beneficial such as "green manure" and "living mulches"
Green manure is the name given to plants/crops put in (or allowed in) a garden that will
later be removed out. These plants are usually those that provide nutrients to the soil and
are usually planted in off years when you don't put any food crops in the bed. Green
manure plants include things like fava beans and buckwheat. They are also great for
attracting pollinators.
Living mulches, on the other hand, are plants you stick in the ground in and among your
food plants, like clover. In theory they stay low, shading the soil from the harsh rays of the
sun and the sharp patter of raindrops. Additionally, they are supposed to smother out
"weeds." I tried some of the clover last year...it did very well, grew quite tall, and took
over a section of the garden. Hm...seems like it became just another weed.
So where do you do with weeds? Remove them all? Keep some? If so, which ones?
Maybe it all comes down to the species of plant. Clovers, after all, do help provide
nutrients to the soil. Many other "Weeds," on the other hand, steal the nutrients and water
from your crops, reducing your yield, sometimes monumentally. Does the clover not do
this, too? Enquiring minds want to know.
After Discussion Questions-
1. What are weeds?
2. Are all weeds beneficial or harmful? Explain well.
3. Should there be weeds in our garden. Explain well.

19. Activity 2 – After you Weed…
* You have just done some weeding to hopefully make our garden healthier! Yeah!
* But was your weeding really helpful or perhaps harmful (are the weeds you pulled out really bad or are
they good!)
--> Now, you will try to identify your weeds and evaluate your actions and current state of our garden
Instructions-
1. Take some masking tape and write numbers along it until you get to the total number of weed
types that you collected.
2. Label each type of weed using the masking tape piece with a number.
3. Create a big chart using the following headings below.
Weed Number What It Looks Like What is it? (give name Will I keep more of it?
and describe below)
… etc
Then, write now each weed number in the first column of your chart.
4. Using the sites below (or other ones is okay too), try to find each weed‟s name by matching it one
picture from any sites.
i. - http://www.turf.uiuc.edu/weed_web/index.htm
ii. - http://www.msuturfweeds.net/id-tool/grasses/
iii. http://weeds.cropsci.illinois.edu/weedid.htm
5. Record the name of each weed and a little description if you can. Then tell whether you will keep
it or not. Be sure to explain well your reasoning for this part.

20. Evaluation (And Maintenance)
Good designers check their
finished products to make
sure that they are working
well. As well, they see if
they still can make their
product better by adding upgrades and other
improvements. This stage is known as
evaluation.
In addition, designers sometimes need to do
things to keep their product in good working
condition. Otherwise, product‟s condition or
state can worsen. Such actions are called
maintenance. Maintenance is another
important action to do along side evaluation.
There are many ways to evaluate and also
maintain a product.

21. Some important criteria to consider
1. Have general discussion with others on
your opinions
2. Give out questionnaires or surveys
3. Continue to analyze and synthesize
your constraints and other ideas
4. Consider possible new constraints and
ideas

22. Evaluation (and Maintenance) – Activity 1
 You have finished manufacturing your garden some time ago
 You have also been learning a lot of knowledge about things in your garden However, it is
important to still reflect, check & maintain or improve your garden
 You will do these things in today‟s activity
Instructions –
1. Complete the chart below by yourself
2. Share what you wrote with a partner and/or with your group and then class
3. As you share, add more ideas to your chart
4. At the end of the activity you will make a list of “Next Steps” to improve or maintain your garden
Good Points on Our Design Bad Points on Our Design Things We Need or Could
do to Maintain or Improve
Design Photos

23. Next Steps to Consider
Next Step How to Accomplish the Step