Rr2v Calculator Project
A project plan
Work Breakdown Structure (WBS) of a Rr2v Calculator
Materials needed:
I. Ruler
II. 3.2 mega pixels camera
III. Recording system
IV. Cables
V. Calculator
Gantt Diagram
Project Stakeholders Roles
The below role definitions will be applied to the resources that are assigned to the project:
Project Sponsor
This will be the person who sponsors the project. He will be the one owning the budget which will be spelled out for the enhancement of the project. The main stakeholder and addressee for the project deliverables.
Project Owner He is responsible of defining project policies and determining any issue related to these policies to the team mates. He responsible for any decision made by the team. There will be a direct link so as to ensure that there is a good flow of information amongst everyone involved in the project. He will be expected to fully explain his project to the project manager to ensure that the right design is achieved.
Project Manager The project manager will be responsible for all the management policies involved in the project. He will be expected to provide a project charter, work plan and mange it as well, responsible for allotting work to the responsible experts as well as ensuring that the materials and the resources needed are well distributed. He will also be responsible of supervising those responsible for the project completion so as to ensure that the approximated time for every activity is honored. He will be sorely responsible for the project
Steering Committee This committee will be responsible of handling those matters that are beyond the project managers’ capability. He will also be monitoring the project advancement. He will also be responsible of providing necessary support whenever difficulties arise during the project advancement.
Abstract
As the children attain the age of 7 years, they start their middle childhood years that are normally associated with a progress that is often rapid in all developmental and skill areas. Between seven and eleven years they acquire physical and social skills that they apply in their ordinary games. They learn a lot about getting along with their peers, but the most crucial thing that they acquire in this stage is the base of their education. The paper shows how interaction design has been applied to develop an Rr2v calculator that will be used by 7-11 year old children in developing their skills in learning mathematics.
Executive Summary
The paper shows how the Rr2v calculator will be used by 7-11 years old children in developing their skills in learning mathematics (Glover, 1998). Mathematics is a subject which requires the child to offer his concentration fully to the teacher during class work. It also demands a lot of practice from the child so as to retain the concept taught to him in mind for a long time. As a result, children may find this as a intricate subject which is so demanding and may at times develop a negative attitude towards this subject. Many have fallen victim of poor grades in schools since they really do not love what is taught in this subject (Kitson, 1997). This issue has attracted the concern of many amongst them being scientists who have tried to invent calculators which can be used by the students so as to help them have an easy time when per taking their calculation. In a way this act has still not helped much since these students still miss the concept required in this subject. Either because they have a low memory or they were not attentive enough when the teacher was teaching in class. The children between this age brackets are always interested in relating with others and therefore they will be in a position to embrace this device. Moist o their time, they keep themselves busy, full of enthusiasm and active, characters that reflect how well the device will be put into practice. They keep themselves very busy trying too much too much to develop new things. Children at the age of eight years recognize failure and are normally sensitive to criticism (Wray, 1995). This assures that the concentration that these kids will be having will be very high while using this device. Children between seven and eleven years enjoy spending a great deal of their time having discussions. For this reason they will maximize their opportunity of having the Rr2v calculator. Nevertheless, Rr2v calculator should be made carefully in a way that it cannot injure the children. This is because these children are very active (Peirce, 2008). They are normally prone to so many accidents.
Technical parameters
• 1 optically input for the flow meter, two or three channels, 5 or 12 V
• 1 optically input for the disconnected switch, one switching contact
• 1 optotriac switch, a motor contractor, 250Volts / 6A
• 2 optotriac piece connectors for high or low flow, 250 volts / 2A
• I2C displays, temperature, keyboard and other modules
• Outputs of electro calculators summation of the price
• EEPROM memory for the data of the configuration and summation electronic devices
• DIN 66348 interface – length up to 1000 metres, industrial bus RS485.
• The Communications protocol EPSI
Attentions / warnings
Like any device this calculator has some limitations and warning in accordance to its usage. There is need to always first read all the instructions and to ensure that the device is well connected to avoid shock occurrences and fire. The main points we should highly consider and giving enough attention towards are:
Do not place this calculator under high temperatures or in direct sunlight. This is because the high temperature may result to having the calculator internal wires becoming inoculated.
Do not open the calculator system without the help of a maintenance technician, it might cause shock.
Incase of an accident and water or any liquid gets in the system, make sure to cut off the power immediately. You should ensure that the calculator is not powered on until a maintenance technician has attended to it.
Ensure that the battery is fully charged this will guarantee that this device will provide quality work.
In case one is not sure of how to go about operating the calculator, he should confirm this information from the user’s manual that will be provide upon purchasing this calculator .
Before purchasing this calculator ensure that the warrant card is provided and that the calculator has never been used by any other person. This will be confirmed that whenever you put on the calculator the login details are not feed in. In case a person purchase a calculator which do not have warrant card, the company will not be responsible for any losses.
Below is the CPN diagram of the device (Kaptelinin, 1996)
Rr2v calculator Interaction Design model (Sharp, 2007).
The functional model of interaction design of the Rr2v calculator (Wong, 2009).
Interaction Design and the Rr2v Calculator
Interaction design brings about growth in way of life whether it’s through economic or cultural functions. The Rr2v calculator will entail determining how children age 7-11 interact with the device while trying to solve mathematical equations and communication. It gives the parents what the child has learnt in school thus easier means of revision. The Rr2v calculator will determine the value that it will have toward the child and the quality of service it will bring out when obtaining end results.
Technology is transforming every aspect of our lives with interaction through networking that is bringing linkage between machine in order to operate effectively thus a teacher is able to know what each kid is doing while still seated in his / her chair. Network will converge and will bring interaction between one object to another. Through interaction design, the experiences will be shaped when they take place at any given moment.
The nowadays world is filled with twelve or more computer chips for each and every man, woman, and child in the world. For instance, by the time four year old leave school, the world will have obtained ten thousand of chips for every human being alive. Interaction design will influence the kind of life a child lives. The main comparison between physical products and communication services is the experience and not things. Thus, when the child is well aware of how to operate the Rr2v calculator, the experience will guarantee proper solving of problems. Interaction design deals with processes that are immaterial and services that are capable of adapting to individuals needs and preferences. Through development of this Rr2v calculator, new models will be introduced to the children to deliver these services and experiences. Each individual in the developed world is specializing to bring new vital subjects and roles that will enhance technology in the market. Interaction design is in a position to drive innovation, shape agenda, for this key strategic Rr2v calculator. The Rr2v calculator will be designed to satisfy the needs and the desires of a child age between 7-11 years old who will be using the calculator; while other discipline that is recording and video conferencing that will help in tutoring the child.
The goal oriented design is concerned with major role that the Rr2v calculator will play in satisfying the need that every child has an access to the calculator, thus effectively solving problems brought forth. The need to take this new approach that will enhance a quicker problem solution. Cognitive friction is where tough problems are treated significantly well with the design helping in solving it. This can be achieved by performing queries that are to be treated like human when some are kind of complex, and sometimes we cannot always understand what they mean. This design should specifically be goal oriented, and in our case, it should be an interactive design that will help child of age between 7-11 years old get to use the Rr2v calculator in solving math problems and also help to record the work the child is doing. There is also visual representation that will help the child to interact with the interface that includes diagrams, charts, icons, and other graphical things.
The goal-oriented objective will help the child to acquire knowledge through physical form, color, physical perception, and desire in order to create a mental picture that every child by observing it will be able to determine what thing is being dealt with. The physical perception entails identifying, organizing, and interpreting of sensory information in order to fabricate mental representation, which sensors the body transformation signals that they have acquired in class and then encoded into neural signals. Perception is achieved through learning, memory, and expectation. All recordings and visual representations obtained in video conferencing are all derived to bring the goal-oriented design.
Research Method
The use of questionnaire is the type of the methodology that will be used. It will enhance bringing a broader picture of how the use of this calculator will be efficient and effective in performing mathematical questions. The questionnaire were distributed among the parents and teachers in different schools to get the view of how the calculator that has a recorder and video conferencing system will help the child between age 7-11 year in solving and revising mathematical work taught in class.
The questionnaire involved questions regarding how effective will the calculator be towards a child, how well will the calculator be utilized in educating the child, how we can make each child his own calculator and also can this calculator be the substitute of video games which some parents use to teach their children. According to the responses obtained from different teachers and parents in a survey of seven different schools nearly all teachers had supported use of that calculator. While parents had different views some had their questionnaire complaining of their children being lazy and would like them follow their footsteps of following their traditional way of life. While others had full support the system saying that it will help them know what they learned in school also it will relieve the problem of employing a tutor.
Risks Faced during Manufacture
My project was influenced by the state which I found in most school in the African countries. For this reason I had the children from these countries as my targeted users. Despite this being a good idea, I was faced with a lot of challenge. One of the challenges that highly affected me was time factor. I was very much determined to have this calculator within a span of 1 year 9 months. This was because I did not want my target users to have graduated to the next age bracket and class without having a more definite calculating system which also come with graphical records and the other features. I tried to harmonize resources provider who were responsible to provide the edifice materials like the recorder and the wiring systems needed for the calculator to be functional. In my plan I had underestimated the cost that this calculator would cost me. The total cost needed happened to be more than the cash I had estimated. This was another reason my service providers used for their delayed delivery of the materials needed for the calculator construction.
This factor highly affected the time taken for the calculator assembled. Another factor which highly affected me and my team which worked with me closely to have this calculator manufactured was the factor of having indistinguishable responsibilities and roles among the whole team. There were also a lot of misunderstanding amongst my team members; some of them undermined their mates, poor communication amongst the whole team. As a result a lot of rework were experienced due to some calculators which had not achieved the quality characteristics expected when the assembling processes was over (Fey, 1992). These problems highly affected my progress since without proper management and dedicated work mates, there will be no much progress made. This was the same case with my team. We did very less in much time. As a result, we ended up missing the initial targeted users. We later found out that after my calculator was finally complete and ready for use, the pupils who challenged me to go in a lab and set up this model had moved from one class to the other and most had moved from the age bracket of 7- 11 yrs .As a result new pupils had moved in to this age bracket and surprisingly enough, the new target users had different requirements and characteristics compared to my aimed pupils. I noted that the pupils had added new characteristics which forced me to go back to my drawing board to change my design to fit in the new generation needs. Due to the fact that the expected budget cost shooting up with an unexpected rate, I was forced to cut down some of the lists in the budget list so as to have this whole project successful.
Finally, when this calculator sample were assembled , I decided to introduce to the students , teachers and their parents as well so that they would help me to review how effective they were in referrers to the school curriculum of the users. I depended on the comments which this team would offer as their views. I stopped the production of other calculator since I was not assured whether they would like it or ask for some changes here and there. The feedback cycle was very slow. They took to much time which results in delay in introducing the calculator in the market.
Conclusion
The new Rr2v calculator has evolved to one that has more capabilities that can perform many functions with more speed. The children will therefore be in a position to solve Mathematical questions and to solve them correctly with massive aid of this device. When this device is completed, there should be no excuse for not owning a Rr2v calculator due to the considerable price range for any particular budget, and also extensive availability of this device with full range of sizes and styles.
This advancement will enable the children to learn different ways of performing mathematical questions thus playing a big part in excelling in math. The use of this calculator in classroom will not be restricted. The overall advantage and objective is to help the students to advance in technology.
References
Booth, Andrew D., and Kathleen H. V. Booth (1956). Automatic digital calculators,. [2d ed. London: Butterworths Scientific Publications.
Fey, James Taylor, and Christian R. Hirsch (1992). Calculators in mathematics education. Reston, Va.: National Council of Teachers of Mathematics.
Fielker, David (1987). Calculators. Derby, [England: Association of Teachers of Mathematics.
Garrett, Jesse James (2003). The elements of user experience: user-centered design for the web. New York: American Institute of Graphic Arts.
Glover, Jo., and Susan Young (1998). Primary Music Later Years.. London: RoutledgeFalmer.
Haney, Jan P., and Ken Frank (1985). Calculators. Milwaukee: Raintree Publishers.
Heim, Steven G., 2008. The resonant interface: HCI foundations for interaction design. Boston: Pearson/Addison Wesley.
Kaptelinin, Victor, and Bonnie A., Nardi (2006). Acting with technology activity theory and interaction design. Cambridge, Mass.: MIT Press.
Kitson, Neil (1997). Teaching in the primary school a learning relationship. London: Routledge.
Peirce, Elizabeth (2008). Activity assemblies to promote peace: 40+ ideas for multi-faith assemblies for 5-11 years. London: Routledge.
Sharp, Helen, and Yvonne Rogers (2007). Interaction design beyond human-computer interaction. 2nd ed. Chichester: Wiley.
Sharp, Helen, Yvonne Rogers, and Jenny Preece (2007). Interaction design: beyond human-computer interaction. 2nd ed. Chichester: Wiley.
Smoothey, Marion, and Ann Baum (1995). Calculators. New York: Marshall Cavendish.
Wong, Ban P. (2009). Nano-CMOS design for manufacturability robust circuit and physical design for sub-65 nm technology nodes. Hoboken, NJ: Wiley
Wray, David (1995). English 7-11: developing primary teaching skills. London: Routledge.
Appendices
Work Breakdown Structure (WBS) of a Rr2v Calculator
Below is the CPN diagram of the device
Gantt Diagram
