Country Poster Design Folder Final

IB Design Technology
Design Folio
Essential Question:
Why Do I Want To Go There?
Name: Class:
Ms. Tomlin and Mr. Wang

Thurgood Marshall Academy
Table of Contents
Essential Question .................................................... 3
The Task .................................................................... 3
The Class Blog ........................................................... 3
Areas of Interaction (AoI) ......................................... 3
Objectives ................................................................. 3
Assessment ............................................................... 3
Guiding Question ...................................................... 4
Timeline .................................................................... 4
The Design Brief ........................................................ 5
Research ................................................................... 6
Specification ............................................................. 7
Initial Designs ............................................................ 8
Classwork .................................................................. 9
Final Design ............................................................. 10
Final Product Evaluation ......................................... 11
Adobe Photoshop and Illustrator Cheats ............... 15
IB Learner Profile .................................................... 19
IB Learner Profile .................................................... 20
Criterion A – Investigate ......................................... 21
Criterion B – Design ................................................ 22
Criterion C – Plan .................................................... 23
Criterion D – Create ................................................ 24
Criterion E – Evaluate ............................................. 25
Criterion F – Attitudes in Technology ..................... 26
Scoring Overview .................................................... 26
Scoring Overview .................................................... 27
Country Poster. IB Design Technology. Ms. Tomlin & Mr. Wang Page 2
Essential Question
Why do I want to go there?
The Task
Working individually, students will be designing a poster for a national tourism office. The goal of
the poster is to encourage visitors to travel to the country and to promote the country’s culture.
Assigned Country: _________________________________________________________
The Class Blog

http://tmatech.blogspot.com/
Areas of Interaction (AoI)

Human Ingenuity Desktop publishing, Marketing &
Advertising
Objectives
 Use of the design cycle
 Undertake meaningful and relevant research
 Gain experience utilizing Adobe applications
 Create, incorporate and manipulate digital images
 Manage time & resources
 Critically evaluate own work
Assessment
 Create a Design Folio following the Design Cycle
 Maintain a design blog
 Provide several possible solutions and justify final choice
 Create solution to appropriate standard
 Test and evaluate solution
 Justify any changes
INVESTIGATE
Guiding Question
Explain in your own words the design task that you have been asked to solve. Be sure to include your
assigned country.
Complete as Blog Entry # 4.3 – Design Task

Due Week of February 1, 2010 My Due Date is: _________________________________
PLAN
Timeline
What was accomplished this session, tools used, problems
Date Time Spent
encountered and how they were overcome.
The Design Brief
The design brief is the formal starting point of the design, states the expectations and design problem.
It does not provide the solution.
Here is an example:
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 main 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 house from the front or back.
It must deter even professional crooks from taking an interest in our house and even convince
people in the street that the house is occupied.
It should include the following elements:
1. Always start the design brief with “I am going to design and make .....”. This is followed by a
general description of the type of device you feel will answer the design problem.
2. Do not be too specific. The brief should be a general description that allows you flexibility
regarding the type of product you intend to make. For example, if you are designing an
automatic animal feeder it may be a good idea not to say the type of animal it is for, at least
not at this stage in the project.
3. Do not be specific about materials. It may be wise to avoid stating the exact materials it will
be manufactured from (eg. pine, steel, etc...). Instead describe the materials to be used as
strong, tough, flexible, natural, man-made, recycled, water-proof or similar general
descriptions.
4. Mention points such as – general size, what it will do (it’s functions), general properties of
the materials needed, who it is for (e.g. children), and other points you feel are important.
Write a Design Brief for your project.
Complete as Blog Entry # 4.4 – Design Brief
INVESTIGATE
Research
Blog Entry # 4.1 – Country Research
Due End of Class Week of February 1, 2010 My Due Date is: _________________________________
Use credible on-line sources to research your assigned country. Answer the following as:
1. Name of Country:
2. Web Addresses of all Sources (copy and paste)
3. Basic Facts
a. Capital City:
b. Population:
c. Monetary Unit/Currency:
d. Official Language(s):
4. Current Leader
Name:
Photo:
5. Flag:
6. Map of Country:
Blog Entry # 4.2 – Image Research

Due End of Class Week of February 1, 2010 My Due Date is: _________________________________
Post the nine required images listed in the Design Specification (see next page).
INVESTIGATE
Specification
A Specification is a list of key points that your design must take into account. The
specification is written after the design brief has been analyzed and research has been
carried out.
What design considerations must you include in this particular project?
Required Design Elements
Your poster will be designed according to the following guidelines:
 Dimensions:
Width = 17.5 inches or Width = 11.5 inches
Height = 11.5 inches Height = 17.5 inches
 Background color must be used, though it should only be visible for a smaller portion
of the poster.
 Required Text:
o Name of Country
o Capital City
o Name of Current Leader
o Official Language(s)
o Name of Currency
o Your Name (in one of the corners of the poster)
 Required Images:
o Flag
o Map with Neighboring Countries and your
Country Highlighted
o Current Leader
o Monument, Attraction or Historical Site of Interest to Tourists
o Currency
o Minimum of four other images related to the country (examples: more
monuments, more tourist attractions, famous people from the country, native
food, national bird, national flower, scenic images from the country, etc
 Required Adobe Photoshop and Illustrator Effects:
o Extracted Photos
o Rotated Photos and/or Text
o Layering of Photos and Text (Using “Arrange”)
o Text that uses various Colors, Sizes (Using “Create Outlines” & “Ungroup”)
Due Date: End of your Technology class period the week of March 1, 2010
DESIGN
Initial Designs
Create sketches, in color, of your poster. Indicate where each required image and text will be
located.
Due Prior to Class Week of February 8, 2010 My Due Date is: _________________________________
YOU WILL NOT RECEIVE A LAPTOP IN CLASS WITHOUT THIS COMPLETED!
DESIGN
Classwork
Blog Entry # 4.5 – Week 2
At the end of class, post what you have completed thus far. (See Adding an Illustrator File
to Your Blog below for assistance)
Blog Entry # 4.6 – Week 3

At the end of class, post what you have completed thus far. (See Adding an Illustrator File
to Your Blog below for assistance)
Adding an Illustrator File to Your Blog

Follow the directions below to save your work from Illustrator in an acceptable format for your blog.
1. Make sure the file is already saved regularly (as an Adobe Illustrator file .ai)
2. Select File > Export… Type a file name with the word BLOG added. Make sure Save as Type
is set to JPEG before clicking Save.
3. Proceed to www.blogger.com, sign in, and a posting as usual. When adding the image, be sure
to select the file with the JPEG icon shown below.
Final Design
Blog Entry # 4.7 – Final Poster
Due Week of March 1, 2010 My Due Date is: _________________________________
Post the completed poster.

(See Adding an Illustrator File to Your Blog on previous page for assistance)
Email
1. Open up the poster in Adobe Illustrator.

2. Select File > Save As…
3. Type File name: Lastname Countryname
Make sure Save as Type is set to PDF before clicking Save.
4. Change the Adobe PDF Preset to [High Quality Print]. Select “Save PDF”
5. Open your Gmail account.
Compose an email to your teacher (misstomlin@gmail.com or mrewang@gmail.com).
Subject – Completed Country Project
Attach the PDF file to an email and submit.
Blog Entry # 4.8 – Bibliography

Create a bibliography for all sources of information used.

Use the website: http://www.bibme.org/
Blog Entry # 4.9 – Final Design

Justify your choice of final design and explain how you have met the Design Specification.
What font will you use and why?
Why is this design better than the others?
Explain your layout choices.
EVALUATION
Final Product Evaluation
Evaluation is perhaps the most important part of the Design Cycle. You need to evaluate
the final product, evaluate each stage of the Design Cycle and evaluate against the Areas
of Interaction.
How could you improve your poster design?

Evaluation of: FINAL PRODUCT
Give specific examples of changes.
Evaluation of
Design Cycle: Beyond the information required for Blog Entry #4.1, what
additional information about your country did you research?
INVESTIGATION
Evaluation of
Compare your sketch to your final poster. Identify at least one
Design Cycle:
change that was made and explain why.
DESIGN & PLAN
EVALUATION
Evaluation of Identify at least one problem you encountered. What steps did
you take to overcome it?
Design Cycle:
Identify at least one new technology skill you learned during this
CREATE project. Describe how you will use these skills in other classes?
Evaluation of Design Which Learner Profile quality was your greatest strength
Cycle: during this project? Explain.
ATTITUDES IN Which Learner Profile quality was your greatest challenge
TECHNOLOGY during this project? Explain.
Did you work to the best of your ability? Explain.
EVALUATION
The poster you created is intended to attract visitors

to the country. Assume the person looking at your
Evaluation of Areas of poster knew nothing about the country other than
Interaction: what your poster shows. What type of tourist would
visit the country because of your poster and what are
Human Ingenuity their interests? What type of tourist would not be
interested in visiting the country because of your
poster and why?
Adobe Photoshop and Illustrator Cheats
Removing the Background from a photo (PHOTOSHOP)
1. From the Start menu, choose All Programs and then Adobe Photoshop CS2. If the Welcome
Screen appears, close it.
2. Go to File > Open… to open the image to be extracted.
3. From the Filter menu, choose Extract… The window below will open.
Edge Highlighter
Fill
Eraser
Zoom
4. Choose the Edge Highlighter Tool (along the left side) and set the Brush Size (along the
right side) to a reasonable size. Check the Smart Highlighting box (along the right side).
5. Using the mouse, highlight around the edges of the image to be kept. Green highlighting marks
must appear around the entire object. If you make a mistake use the Eraser to remove it, then
switch back to the Highlighter and continue.
6. When the parts of the picture you want to keep are completely surrounded by the highlighter
marks, switch to the Fill tool and click inside the part of the picture you want to keep. The
blue colored sections of the photo will be kept and the rest erased! Click Preview to check
the photo. If it is correct, click OK to remove the background. This may take a few seconds to
finish.
7. The new photo should look similar to the one below. The areas with the checkerboard pattern
will be transparent (clear). Check the edges of the photo using the Zoom tool. If any of the
edges are missing, use the History Brush tool to fill in the missing parts.
History
Brush
Zoom
8. Go to File > Save As… Type in a file name that is different than the original name.
Setting Up the Poster (Illustrator)

1. From the Start menu, choose All Programs and then Adobe Illustrator CS2. If the
Welcome Screen appears, close it.
2. Go to File > New…
Change Name: Country Poster
Units: Inches
Width: 17 in
Height: 11in
Choose the desired Orientation
Changing the Background Color (Illustrator)

1. With the Illustrator document already open, select Object
> Crop Area > Make.
2. Select Object > Crop Area > Release.
3. Choose the color for the background from the
swatches on the right.
4. Choose Object > Lock > Selection.
Adding an Image (Illustrator)
1. With the Illustrator document already open, select File > Place… and find the picture file.
Resizing an Image (Illustrator)

1. Right-click on the object. Choose Transform >
Scale…
2. Change the Uniform Scale %. (Less than 100%
results in a smaller image.)
Moving an Image(Illustrator)
1. With the Selection tool chosen, click on the image and drag the image.
Rotating an Image (Illustrator)

1. With the image already selected, right-click on the object. Choose
Transform > Rotate…
2. Click the Preview box. Change the Angle. (Positive angles rotate counterclockwise.
Negative angles rotate clockwise.) Click OK when done.
Changing the Order of Overlapping Images
(Illustrator)
(In the example at the right, the cereal bowl should be in front of
the Obama cartoon.)
1. Using the Select tool, highlight the picture that should be

in front (the cereal bowl, in this example).
2. Right-click on the object. Choose
Transform > Arrange > Bring to Front.
Adding Fun Text (Illustrator)

1. Start up Adobe Illustrator CS2. Open your poster.
2. Select the Text Tool and drag out a box where the text
will be located.
3. Click inside the text box and type your text. Highlight the text. Change the Font Size.
4. To change the font, highlight the text and then right-click. Select font and choose your font.
5. Using the Selection Tool, click on the text so that is surrounded by a blue box. Go to the
Type menu and select Create Outlines. Now, each letter should be outlined in blue.
6. Go to the Object menu and select Ungroup. Now each letter can be select individually.
7. Use the Selection Tool to highlight the first letter. Use the Free Transform Tool to rotate
and change the size of the letter.
8. To change the color of a letter, select the letter and then choose one of the color swatches.
9. To add an outline (Stroke) to a letter, choose the color and thickness of the letter.
IB Learner Profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common
humanity and shared guardianship of the planet, help to create a better and more peaceful world.
IB learners strive to be:
Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct
inquiry and research and show independence in learning. They actively enjoy
learning and this love of learning will be sustained throughout their lives.
Knowledgeable They explore concepts, ideas and issues that have local and global significance. In
so doing, they acquire in-depth knowledge and develop understanding across a
broad and balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively to
recognize and approach complex problems, and make reasoned, ethical decisions.
Communicators They understand and express ideas and information confidently and creatively in
more than one language and in a variety of modes of communication. They work
effectively and willingly in collaboration with others.
Principled They act with integrity and honesty, with a strong sense of fairness, justice and
respect for the dignity of the individual, groups and communities. They take
responsibility for their own actions and the consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal histories, and are
open to the perspectives, values and traditions of other individuals and
communities. They are accustomed to seeking and evaluating a range of point of
view, and are willing to grow from the experience.
Caring They show empathy, compassion and respect towards the needs and feelings of
others. They have a personal commitment to service, and act to make a positive
difference to the lives of others and to the environment.
Risk-takers They approach unfamiliar situations and uncertainty with courage and
forethought, and have the independence of spirit to explore new roles, ideas and
strategies. They are brave and articulate in defending their beliefs.
Balanced They understand the importance of intellectual, physical and emotional balance to
achieve personal well-being for themselves and others.
Reflective They give thoughtful consideration to their own learning and experience. They are
able to assess and understand their strengths and limitations in order to support
their learning and personal development.
RUBRICS
Criterion A – Investigate
Maximum: 6
Investigation is an essential stage in the design cycle. Students are expected to identify the problem,
develop a design brief and formulate a design specification. Students are expected to acknowledge
the sources of information and document these appropriately.
Achievement Level Level Descriptor
0 The student does not reach a standard described by any of the

descriptors given below.
The student states the problem. The student investigates the

1–2 problem, collecting information from sources. The student lists
some specifications.
The student describes the problem, mentioning its relevance. The

3–4 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.
The student explains the problem, discussing its relevance. The

student critically investigates the problem, evaluating information
5–6 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.
Scoring
Criteria A: out of 6
RUBRICS
Criterion B – Design
Maximum: 6
Students are expected to generate several feasible designs that meet the design specification and to
evaluate these against the design specification.
Students are then expected to select one design, justify their choice and evaluate this in detail
against the design specification.

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.
The student generates a range of feasible designs, each evaluated

5–6 against the design specification. The student justifies the chosen
design and evaluates it fully and critically against the design
specification.
Scoring
Criteria B: out of 6
RUBRICS
Criterion C – Plan
Maximum: 6
Students are expected to construct a plan to create their chosen product/solution that has a series
of logical steps, and that makes effective use of resources and time.
Students are expected to evaluate the plan and justify any modifications to the design.

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.
The student produces a plan that contains a number of detailed,

5–6 logical steps that describe the use of resources and time. The
student critically evaluates the plan and justifies any modifications
to the design.
Scoring
Criteria C: out of 6
RUBRICS
Criterion D – Create
Maximum: 6
Students are expected to document, with a series of photographs or a video and a dated record, the
process of making their product/solution, including when and how they use tools, materials and
techniques. Students are expected to follow their plan, to evaluate the plan and to justify any
changes they make to the plan while they are creating the product/solution.
Students will sometimes embark upon a very ambitious project, or they may encounter unforeseen
circumstances. In some circumstances a product/solution that is incomplete or does not function
fully can still achieve one of the levels awarded for this criterion.

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.
The student competently uses appropriate techniques and

5–6 equipment. The student follows the plan and justifies any
modifications made, resulting in a product/solution of appropriate
quality using the resources available.
Scoring
Criteria D: out of 6
RUBRICS
Criterion E – Evaluate
Maximum: 6
Students are expected to evaluate the product/solution against the design specification in an
objective manner based on testing, and to evaluate its impact on life, society and/or the
environment. They are expected to explain how the product/solution could be improved as a result
of these evaluations.
Students are expected to evaluate their own performance at each stage of the design cycle and to
suggest ways in which their performance could be improved.

The student evaluates the product/solution or his or her own

1–2 performance. The student makes some attempt to test the
product/solution.
3–4 The student evaluates the product/solution and his or her own
performance and suggests ways in which these could be improved.
The student tests the product/solution to evaluate it against the
design specification.
The student evaluates the success of the product/solution in an

objective manner based on the results of testing, and the views of
the intended users. The student provides an evaluation of his or
5–6 her own performance at each stage of the design cycle and
suggests improvements. The student provides an appropriate
evaluation of the impact of the product/solution on life, society
and/or the environment.
Scoring
Criteria E: out of 6
RUBRICS
Criterion F – Attitudes in Technology
Maximum: 6
This criterion refers to students’ attitudes when working in technology. It focuses on an overall
assessment of two aspects:
 personal engagement (motivation, independence, general positive attitude)

 attitudes towards safety, cooperation and respect for others.
By their very nature these qualities are difficult to quantify and assess, and assessment should
therefore take into account the context in which the unit of work was undertaken.

1–2 The student occasionally displays a satisfactory standard in one of

the aspects listed above.
3–4
The student frequently displays a satisfactory standard in both of
the aspects listed above.
5–6 The student consistently displays a satisfactory standard in both

of the aspects listed above.
Scoring
Criteria F: out of 6
Scoring Overview
Criterion A Investigate out of 6
Criterion B Design out of 6
Criterion C Plan out of 6
Criterion D Create out of 6
Criterion E Evaluate out of 6
Criterion F Attitudes in Technology out of 6
Point Total (out of 36)
Overall Grade Points
1 0-5
2 6-9
3 10-15
4 16-21
5 22-26
6 27-31
7 32-36

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IB Design Technology

Ms. Tomlin and Mr. Wang

Essential Question .................................................... 3

The Task .................................................................... 3

The Class Blog ........................................................... 3

Areas of Interaction (AoI) ......................................... 3

Guiding Question ...................................................... 4

The Design Brief ........................................................ 5

Initial Designs ............................................................ 8

Final Design ............................................................. 10

Final Product Evaluation ......................................... 11

Adobe Photoshop and Illustrator Cheats ............... 15

IB Learner Profile .................................................... 19

IB Learner Profile .................................................... 20

Criterion A – Investigate ......................................... 21

Criterion B – Design ................................................ 22

Criterion C – Plan .................................................... 23

Criterion D – Create ................................................ 24

Criterion E – Evaluate ............................................. 25

Criterion F – Attitudes in Technology ..................... 26

Scoring Overview .................................................... 26

Scoring Overview .................................................... 27

Assigned Country: _________________________________________________________

The Class Blog

Areas of Interaction (AoI)

Complete as Blog Entry # 4.3 – Design Task

It should include the following elements:

Write a Design Brief for your project.

Complete as Blog Entry # 4.4 – Design Brief

2. Web Addresses of all Sources (copy and paste)

Blog Entry # 4.2 – Image Research

What design considerations must you include in this particular project?

Required Design Elements

Your poster will be designed according to the following guidelines:

YOU WILL NOT RECEIVE A LAPTOP IN CLASS WITHOUT THIS COMPLETED!

Blog Entry # 4.6 – Week 3

Adding an Illustrator File to Your Blog

Post the completed poster.

1. Open up the poster in Adobe Illustrator.

Blog Entry # 4.8 – Bibliography

Create a bibliography for all sources of information used.

Blog Entry # 4.9 – Final Design

How could you improve your poster design?

The poster you created is intended to attract visitors

Removing the Background from a photo (PHOTOSHOP)

Setting Up the Poster (Illustrator)

Changing the Background Color (Illustrator)

Resizing an Image (Illustrator)

Rotating an Image (Illustrator)

1. Using the Select tool, highlight the picture that should be

Adding Fun Text (Illustrator)

IB learners strive to be:

Achievement Level Level Descriptor

0 The student does not reach a standard described by any of the

The student states the problem. The student investigates the

The student describes the problem, mentioning its relevance. The

The student explains the problem, discussing its relevance. The

Achievement Level Level Descriptor

0 The student does not reach a standard described by any of the

The student generates a range of feasible designs, each evaluated

Achievement Level Level Descriptor

0 The student does not reach a standard described by any of the

3–4 The student produces a plan that contains a number of logical