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6. 2009 HSC Notes from the Marking Centre – Design and technology

2009 HSC Notes from the Marking Centre – Design and Technology

Contents

• Major design project
• Written examination
• Section II
• Section III

Introduction

This document has been produced for the teachers and candidates of the Stage 6 course in Design and Technology. It contains comments on candidate responses to the 2009 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.

This document should be read along with the relevant syllabus, the 2009 Higher School Certificate examination, the marking guidelines and other support documents which have been developed by the Board of Studies to assist in the teaching and learning of Design and Technology.

Teachers and students are advised that, in December 2008, the Board of Studies approved changes to the examination specifications and assessment requirements for a number of courses. These changes will be implemented for the 2010 HSC cohort. Information on a course-by-course basis is available on the Board’s website.

General Comments

Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating the knowledge, understanding and skills they developed through studying the course.

Candidates need to be aware that the marks allocated to the question and the answer space (where this is provided on the examination paper), are a guide to the length of the required response. A longer response will not in itself lead to higher marks. Writing far beyond the indicated space may reduce the time available for answering other questions.

Candidates need to be familiar with the Board’s Glossary of Key Words which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with or contain one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked or verbs may be used which are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.

Major design project

General Comments

Projects presented in 2009 represented a broad range of technologies and showcased a wide range of design, research, planning, evaluative, practical and communication skills.

Some general issues that need to be considered when supporting candidates in the design and development of their major project:

• Note the marking guideline changes, as many candidates included additional material in the design folios from the 2008 marking guidelines.
• Candidates are still presenting far too much irrelevant documentation that is unrelated to their design project. Only information that directly relates to the project should be presented.
• Some projects and folios used or displayed practices that indicate students may not understand OHS requirements. This includes electrical work that is not certified by a qualified electrician, or the mounting of projects on walls or supporting frames in the marking area.
• Most of the major design project is to be completed at school. In addition, any work that is completed outside the school setting or outsourced must be monitored by the school and duly noted in the design folio. Those candidates who outsource the bulk of their project are not able to demonstrate relevant syllabus outcomes. Teachers are asked to keep a log of candidate progress throughout its development and realisation.
• Project testing should be clearly linked to the intent of the design project.
• Design projects that utilise a computer should have a hard copy available for viewing together with appropriate passwords and user names in case a computer ‘times out’ during marking.
• The use of teacher-generated proformas should be avoided, as they generally contain generic information which makes little reference to the candidate’s intended project.

Project proposal and project management

Identification and exploration of the need

Better responses demonstrated the application of critical analysis skills to the investigation of the need and drew conclusions regarding the criteria for evaluation. Any exploration that was cited clearly related to the intended the scope of the possible design solution. The flow from need identification to the development of evaluative criteria provided candidates with focus and direction for the product’s, system’s or environment’s development.

Many responses presented a range of alternative possibilities for their design project and then spent time articulating why they chose the final item. In these instances, very little or no exploration of the need for the design was explored. They simply stated what it was that the candidate wanted to make rather than providing a thorough investigation of a problem, situation, want or need.

Weaker responses tended to simply state what the candidate proposed to make.

Areas of investigation

Better responses included a broad range of relevant areas to be investigated, with supporting discussion as to how and why, in terms of the intended design project. These responses also included a detailed analysis of the range of logical and relevant areas that could possibly be researched and the methodologies to be used to inform the development of the product, system or environment.

Weaker responses cited a few areas which may or may not have been appropriate to the design project, with simplistic statements about the investigation technique.

Criteria to evaluate success

In better responses, candidates employed functional and aesthetic criteria in determining the project’s success, with the better responses closely linking the project proposal and the needs that the design project should meet. Better responses identified and explained a range of additional criteria that specifically related to the project, system or environment.

Weaker responses tended to simply list a limited number of criteria without any explanatory discussion, thus losing the opportunity to address the evaluative criteria in the evaluation section of the design folio.

Action, time and finance plans and their application

In the better responses, candidates presented action, finance and time plans that generally supported the product, system or environmental. It should be noted that these plans should be forward looking. The finance section of these plans generally included what was spent, with some evidence of receipts, rather than a projected costing at the different stages of project development. Finance plans need to include anticipated costs and then the actual costs, with supporting evaluative comments.

Better responses indicated clear and appropriate actions in terms of the design and development process. These were not generic, but were tailored to the specific product, system or environmental needs. Candidates used the action plan to support the assessment of progress and a management tool to help them achieve success.

Many candidates presented timelines that were presented clearly, yet did not give specific details relevant to the project. In weaker responses, candidates completed a generic template after the completion of the project, thereby presenting an obviously false representation. This section of the course clearly presents candidates with the opportunity to be creative in how this information can be communicated. Consideration could be given to using techniques other than the Gantt chart.

Many candidates listed their source of income with a well-justified reason for the amount of money they allocated to their project. Many also provided receipts to demonstrate all expenses. Better responses demonstrated a genuine effort to develop a budget based on available financial resources and likely costs and expenses. Weaker responses were simply a collection of receipts after the event with no real evidence of financial planning or management. Minimal ongoing evaluation was evident with these projects and few offered justification of their financial decisions.

Aspects of development and realisation, investigation and experimentation, prototype development, production, implementation and evaluation should be built into the process of planning. It may be necessary to deviate from this plan and it is then appropriate to document variations that may occur. It is essential, however, that the original documentation written at the start of the project, remains as evidence of its early development.

Project development and realisation

Candidates need to consider the intent of their specific project when determining the best method of communicating the development and realisation. They also need to be careful not to present information that is not directly related to the product, system or environment. To communicate project development, many candidates presented models, scaled and not-to-scale, made from a range of materials and, where appropriate, included photographic evidence or rendered sketches. The development and the results should be clear in the final product, system or environment. Successful projects included a ‘3D’ type folio, where design development was evident in samples of modelled solutions. Lengthy written discussions that include information that is irrelevant to the project or this section of the folio should be avoided.

Better responses critically assessed existing designs and researched those relevant areas that ultimately had a positive impact on the success of the final project. Candidates analysed their findings and conducted relevant tests and experimentation. The ability to convey this information in a succinct fashion was a feature of the best responses.

Weaker responses demonstrated little or no design development, presenting a predetermined project idea with little evidence of source or developmental research. The final design was shown from the outset without any research and investigation into existing designs. They often included irrelevant testing, which unfortunately affected the final project.

Evidence of creativity – ideas generation, degree of difference and exploration of existing ideas

Better responses displayed a range of ideas and showed creativity in their design concepts and thought development process, model production and use of technology. These responses also included analysis of a broad range of existing ideas that assisted in the realisation of the product, system or environment. Weaker responses displayed simplistic ideas of existing products, systems or environments with no evidence of creativity or superficial difference.

Consideration of design factors relevant to the major design project

Better responses selected the most important design factors that related directly to their product, system or environment. These were then discussed, including why and how these factors were important to the project. Candidates addressed these factors by considering them in context rather than listing them in isolation.

It should be noted that not all the factors listed in the syllabus have to be addressed in the product, system or environment. Though the design factors are explicitly listed in the syllabus, weaker responses did not relate these factors directly to their project. They simply listed these factors and wrote a definition of them rather than relating them to the product, system or environment they were developing.

Appropriate research and experimentation of materials, tools, techniques and testing of design solutions.

The best responses referred to the use of relevant and appropriate testing and created a broad range of model solutions to inform the design development. Appropriate testing techniques were selected and then applied to the product, system or environment. From these tests, the results were analysed and decisions were made as to further design development for improvement. Weaker responses tested and experimented unnecessarily or provided extensive irrelevant documentation. Candidates need to carefully consider the reason(s) for testing, the method of testing and the application of the conclusions drawn from the testing.

Research that can be extracted from external and well-respected sources can be referenced or summarised in projects, but should not simply be downloaded or duplicated by candidates.

Application of conclusions

Those candidates who carried out relevant developmental processes provided evidence of their application of the conclusions drawn to their product, system or environment. In most cases, application of research, experimentation and testing was evident in the final product, system or environment. Better responses often included a range of samples that were tested, and provided a short explanation of the results and further direction.

Identification and justification of ideas and resources used

Better responses identified the resources used in the major design project and justified their application and value, while weaker responses just listed the resources used. Many candidates made inappropriate choices.

Use of communication and presentation techniques

This section is one that most candidates addressed successfully. Most made an appropriate choice in effectively communicating their product, system or environment, and the access to a variety of technologies and software.

Evidence and application of practical skills to produce a quality project

Successful projects demonstrated production of work at the highest technical level. This was evident in many products, systems and environments, and in a growing range of technologies. Many of the better responses tended to communicate their construction phase through the use of photographs, which showed them completing various phases. Better projects displayed a wide range of technical skills through the use of multiple materials in prototypes, models or the final product, system or environment. They also showed little use of outsourcing and, when used, it was well documented and justified.

Project evaluation

In better responses, candidates were thorough in relating their evaluation, both ongoing and final, to their project proposal work. A variety of techniques were employed to show where evaluation took place, with many candidates using an additional action and time plan to enter information.

Better responses included photographic evidence of the final product, system or environment in its environment. This clearly demonstrated a clear link between the final product, system or environment and the project proposal that was initially set by the candidate.

Once again, the final evaluation of the product’s, system’s or environment’s impact on society and the environment continues to provide challenges for candidates. The better responses discussed uses of their product, system or environment and its potential.

The use of professional evaluations enhanced the area of addressing functionality in terms of the intent of the project and added an extra dimension to evaluation.

The weaker responses cited simplistic phrases of general evaluation summations.

Recording and application of evaluation procedures throughout the design project

Better projects used referencing notes throughout the folio or attached to their models of design development to emphasise their efforts at evaluation. The presentation of developing models and prototypes communicates clearly to markers that ongoing evaluation has occurred. Many candidates used photographic evidence to support evaluation measures.

Analysis and evaluation of functional and aesthetic aspects of design

Better responses displayed a clear understanding of these aspects. In general, most were relevant and well addressed. In several cases, these aspects were included in the professional statements and linked well to the intent of the product, system or environment.

Final evaluation with respect to the project proposal and the project’s impact on society and the environment

Many candidates found it difficult to evaluate the impact of their project on society. Many responses cited general and non-specific issues. Environmental issues were better addressed, as candidates clearly have a better understanding about environmental issues and can relate these more effectively to the product, systems or environment. Better projects effectively related the candidate’s evaluation criteria directly to their final evaluation.

Relationship of the final product, system or environment to the project proposal

Better responses effectively addressed the criteria cited in the project proposal, providing a clear and detailed summation. Some projects that included a very wide range of criteria in the proposal, tended to include general and non-specific discussion. Most candidates provided a sound personal summation of the process and final products, systems or environments.

Weaker responses failed to draw a parallel between the product, system or environment and the criteria for success established in the project proposal.

Written examination

Section II

Question 11

1. 1. Better responses sketched in general terms a creative strategy that is used in the design process. Typically these tended to focus on cognitive organisers, such as brainstorming, graphic organisers, PMI and creative communication and presentation techniques such as sketching.
      
      Weaker responses simply identified a strategy that could be used in a design process.
   2. Better responses sketched in general terms a distinctly different creative strategy than that referred to in part (a)(i). They also, through the provision of characteristics and features, articulated how the strategy was used in the design process. Some of these responses made direct reference to how the strategy was used, focusing on a particular aspect of the design process.
      
      Weaker responses identified an alternative creative strategy and made some link to the design process.
2. Better responses identified and described the positive and/or negative roles of teams in the context of the creative design process. They clearly identified benefits such as collaboration, breadth of expertise, avoidance of cultural bias and focus through working towards a common goal. Negative issues were identified such as disharmony from poor leadership and conflicting opinions and interests.
   
   Weaker responses identified one or more roles of a team, with some link to the design process.
3. Better responses drew upon a number of examples to articulate their understanding of the relationship between experimentation and testing, and creativity, in the design process. They clearly indicated how experimentation and testing provided an avenue for refinement of creative solutions, or the verification of the suitability of creative concepts. Consequently, these responses articulated how information gained from experimentation and testing helped to clarify design decisions so that improvements or modifications could be made.
   
   Mid-range responses described the interaction between experimentation and testing and creativity, with an emphasis on the description of the experimentation and/or test.
   
   Weaker responses simply outlined where they had used an experiment or test in the process of design.

Section III

Question 12

1. Better responses provided a thorough analysis of the social and economic trends that influence new products. These candidates supported their understanding by drawing upon a number of examples associated with the stimulus. Candidates articulated the relationship between changing social and economic trends and the impact they had on the new methods of carrying out household tasks. Reference was made to a variety of economic trends, such as the impact of the global financial crisis, lower interest rates and the change in disposable incomes. These candidates also explained the current trends that society is experiencing and directly related it to the stimulus. Candidates provided a clear explanation of how designers respond to these trends through product development. Candidates generally responded to this question through two approaches: they based their response on either the end product, or on the developmental stages in the design of new products.
   
   Weaker responses generally outlined a social or economic trend with some link to the visual stimulus provided. Candidates displayed limited understanding of the interaction between social and economic trends and their influence on the development of new products. Many of these candidates provided extensive descriptions of the features and uses of the stimulus examples.
2. Better responses indicated their depth of understanding of the impact that technological change has on the environment. Some recognised the environment as physical, social and economic. They communicated their understanding through an in-depth analysis, drawing upon a variety of recently introduced technologies and their associated environmental impacts. They made direct reference to a variety of environmental consequences associated with the introduction of specific technologies and/or technological change of a holistic nature. These candidates generally supported their analysis by including specific technologies and their implications.
   
   Weaker responses tended to draw upon only the stimulus material in order to structure their answer. Candidates provided an outline of environmental issues, without clearly indicating how technological change was linked to the stated issues.

Question 13

1. Better responses clearly drew out the relationship between the use of the Telematics system and the associated safety and ethical issues. These candidates provided a structured response based around the actual use of Telematics, together with specific safety issues, such as possible distractions and quick response times from emergency services and the effects on the end-user and society in general. These candidates also explained how the designer might address negative safety issues such as the computer/user interaction only being possible when the vehicle was idle. These responses clearly articulated the ethical concerns associated with the introduction, use and marketing of such systems. Such responses also explored society’s views on these issues.
   
   Weaker responses generally identified possible safety issues from the stimulus, but did not discriminate between safety and ethical issues, treating them in a holistic manner. This limited the scope of the response.
2. Better responses were structured around examples of new technologies such as the iPhone and hybrid cars. Candidates explored the impacts of these new technologies on society and the individual user. Examples of impacts included the tendency of society to rely more on technology and less on social interaction, leading to poor communication and health issues including obesity.
   
   Weaker responses identified possible technologies and provided a general example or a generic statement related to an impact on society. These candidates based their answer solely around the technology stated in the stimulus in part (a).

Question 14

1. Better responses demonstrated an understanding of how converged systems met the needs of society. These responses drew upon a number of specific examples in order to support their understanding of the relationship between societal needs and converged systems, such as the stimulus example or other examples such as the iPhone, internet refrigerators, GPS units and printer/scanner/fax devices. Candidates articulated how the needs of society change and consequently converged systems are now accepted by most demographic segments of the mass market. These responses made direct reference to different aspects of society, namely the individual, niche groups, industries, organisations and the global community, in order to support their understanding.
   
   Weaker responses generally consisted of extracts from the stimulus, without providing an explanation or link to societal needs. Some candidates identified a single social need and made some link to a converged system, generally the one in the stimulus. These candidates often based their response on the features of the converged system or described their usage, without indicating how it responded to a social need.
2. Better responses indicated their depth of understanding of social and ethical issues as separate entities, supporting their analytical response by considering a variety of new products including converged systems, the iPhone, hybrid cars, game consoles and those of nanotechnological base. Candidates clearly articulated the relationship between new products and their specific impacts on society, going beyond generic style statements, together with the consequences of these impacts. They also indicated a variety of ethical concerns associated with the release of new products onto the market and the implication of their release. Most of these responses drew upon ethical issues such as right to privacy, equity and access, the exploitation of Third World nations for the production of cheaper products, and the incorporation of built-in obsolescence in product design. These responses also exhibited a thorough understanding of the relationships between social and ethical issues, individually, locally and on a global scale.
   
   Weaker responses identified a product and outlined how it impacted on society. These candidates provided an outline of one social/ethical issue and were generic in nature. Some candidates focused their response on social issues without addressing ethical issues. Other responses were based on a sound description of the functional characteristics of the new product and how society used it.

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