Exemplar for Internal Assessment Resource Technology Level 1. Resource title: Personal Storage Item: Develop a Conceptual Design

Transcription

1 Exemplar for Internal Assessment Resource Technology Level 1 Resource title: Personal Storage Item: Develop a Conceptual Design This exemplar supports assessment against: Achievement Standard Demonstrate the use of Design Ideas to Produce a Conceptual Design for an Outcome Grade Exemplar The moderators have found generic work suitable to exemplify the grades but may not match an A or B assessment resource. Date version published by Ministry of Education December 2010 To support internal assessment from 2011

2 Commentary: The commentary regarding levels of achievement have been aligned to Explanatory Note 2 (EN2) of this Standard which gives definitions for each level of achievement as a series of bullet points. The comments relate to the relevant bullet point of the level of achievement being exemplified.

3 Pages Grade Boundary: Low Excellence Refer to Cricket Practice Gear pdf. General Comment: Some evidence of what is required for a Low Excellence. It was not intended that this standard would be assessed through this project and therefore there was not an exact point at the conceptual design stage where the potential fitness of the outcome was justified (a requirement for Excellence). However, the previous development work does provide some justification for the developing design ideas. Pg 9, 17-15, 41-50, 74 Pg 51 Pg 51-54, 56-58, 61, 62, 63, 65, 67, 69, 70, 71, Pg 55, 59, 60, 61, Creating design ideas informed by research and analysis of existing outcomes Researching existing outcomes to inform own ideas (Low E). Testing design ideas through functional modeling Analysing the product and making a decision about needing outcome to be one colour would need more decision making re what colour to move beyond achieved (High A). Testing, refining and evaluating design ideas through functional modeling and ongoing research Evaluating conceptual drawings (Low E). Trialling and evaluating the mechanism (Low E) interpreting stakeholder feedback to inform decision making Interpreting stakeholder feedback to inform decision making Michael s feedback about the two different mechanisms was used to inform decision making (Low E). Pg 52 Producing a conceptual design for an outcome If the outcome was to be something that was be used by others (besides Michael) then this product could be considered to be a conceptual design it clearly models the proposed outcome (Low E). Drawings presented as a conceptual design to show how the outcome will be structured and how it will work (Low E).

4 Pg 55 Pg 56 Determining the outcome s potential fitness for purpose Showing how the mechanism would enable the balls to go down the tubing (ie potential fitness for purpose) (High A) Showing how the outcome could be adjusted (ie potential fitness for purpose) (High A).

5 Pages Grade Boundary: Low Excellence Refer to What s in store pdf. General Comment: Overall, this includes evidence of that expected for a Low Excellence. However to achieve this standard, the client needs to be part of the process. Mum is not a stakeholder (because the conceptual design for the outcome is not for her). Creating design ideas informed by research and analysis of existing outcomes In depth analysis of existing ideas on p 3-11 (Low E) Design ideas are being informed by research (Low M) and analysis of existing idea (Low E). Testing, refining and evaluating design ideas through functional modeling and ongoing research Thinking through design ideas (functional modeling) (Low E). Drawings (functional modeling) (Low E). 3-dimensional mock-ups of the desk tidy (functional modeling) (Low E) 3-dimensional model of the cylindrical support system (functional modeling) (Low E). Using stakeholder feedback to inform decision making Examples of wider stakeholder (possibly) feedback to inform decision making (this would be high M if the stakeholder (Mum) had been the actual client) Feedback seen to be informing design ideas (High M) Note: Should have been from the actual client (not Mum) Interpreting stakeholder feedback to inform decision making Concluding that the client would be looking for a modern style (Low E) Interpreting stakeholder feedback to decide which design ideas to continue with (Low E) Using findings from functional modeling to review design ideas Proposed adjustments to make the conceptual design more fit for purpose functional modelling to test specifically for such things as size, aesthetics and adjustable legs may have meant the modifications could have been carried out at an earlier stage (Low M) Producing a conceptual design for an outcome Model of conceptual design using other materials (discussions about suitable materials in earlier work) (Low E) Justifying the potential fitness for purpose of the outcome Why potential fitness for purpose in terms of why plastic is suitable (Low E) Potential fitness for purpose in terms of why colour is suitable not strongly justified (Low E)

6 Potential fitness for purpose in terms of why it should be a modern style admits not strongly so (Low E) Potential fitness for purpose in terms of how the items fit (Low E) Potential fitness for purpose in terms of why placement of branding is suitable (Low E)

7 Pages Grade Boundary: Achieved Refer to Safety Issues in Sport pdf. AS 90045, AS 90046, AS Student 3. Pg Pg 29 Pg 30 Pg 30 Pg Pg 37, 38 Demonstrate the use of design ideas to produce a conceptual design for an outcome. Generating design ideas. Generating concept designs (Low A). Testing design ideas through functional modeling. Testing design ideas with stakeholders through functional modeling (Low A). Personal analysis of functional models of design ideas (Low A). Using stakeholder feedback to inform decision making Stakeholder feedback re design ideas informs decision making (Low A). Using findings from functional modeling to select design ideas. Selecting design ideas as a result of feedback from functional modeling (Low A). Producing a conceptual design for an outcome. Developing the conceptual design the PowerPoint itself on Resources for Technology page. The PowerPoint is a conceptual design of the outcome. Determining the outcome s potential fitness for purpose. Gives some indication that the conceptual design could be potentially fit for purpose (Low A).

8 Pages Grade Boundary: Low Achieved Refer to Safety Issues in Sport pdf. AS 90045, AS 90046, AS Student 3. General Comment: The requirements of Achieved have been touched on. The brief should have been more clearly defined. It is unclear as to how it is intended the conceptual design will be used to raise awareness of safety issues in ice hockey. Pg Generating design ideas Generating concept designs (Low A). Creating design ideas informed by research and analysis of existing outcomes Research to inform the content of the outcome (Low M). Pg 29 Pg 30 Pg 30 Pg Pg 37, 38 Testing design ideas through functional modeling Testing design ideas with stakeholders through functional modeling (Low A). Personal analysis of functional models of design ideas (Low A). Using stakeholder feedback to inform decision making Stakeholder feedback re design ideas informs decision making (Low A). Using findings from functional modeling to select design ideas Selecting design ideas as a result of feedback from functional modeling (Low A). Producing a conceptual design for an outcome Developing the conceptual design (The PowerPoint is a conceptual design of the outcome). Determining the outcome s potential fitness for purpose Gives some indication that the conceptual design could be potentially fit for purpose (Low A).

9 Page Grade Boundary: High Not Achieved Refer to Year 10 Technology pdf - AS 90045, AS 90046, AS Student 1. General Comment: This student could well have met the requirements of this standard if: the client was a real person who was accessible (eg his mum, himself, a teacher at school) functional modelling was more apparent. The scale model, the joint sample and the drawings does not strongly allow for design concepts to be explored and evaluated. Pg 9, 10 Pg 2,3,4,5, 8 Generating design ideas Idea goes some way to considering the things that need to be stored. Consideration could also be given to the décor of Arnie s home office, the size of her desk, her ideas etc. Creating design ideas informed by research and analysis of existing outcomes Existing outcomes have been analysed but would have been more informative if Arnie s Sarnies needs had been considered. Sizes of stationery were researched to help create design ideas. The size of the Arnie s desk top items could have been researched. Pg 14 Testing design ideas through functional modeling This scale model (functional modelling) is in a different material to that proposed. Testing is through feedback only. Pg 16 Modelling the proposed joint (Functional modelling). Comments are on its aesthetics but it was not tested for strength (this would need to have been done in the actual material to be used) Modelling the headboard through a drawing only (functional modelling). Modelling the front piece through a drawing only (functional modelling) Pg 11,12, 17,19, 20 Pg 15 Using stakeholder feedback to inform decision making Feedback to inform decision making should have been received from Arnie s Sarnies. Feedback of design ideas was received from someone who was considered to be a stakeholder because they were a woman (they could perhaps be considered to be a wider stakeholder as they could have some influence). Using findings from functional modeling to select design ideas A very broad statement about findings from functional modelling.

10 Pg 16 Changes made to design as a result of producing a scale model. Rejecting the head board design Pg 22 Pg 23 Making a decision about where the logo should go. Producing a conceptual design for an outcome A scale model (in another material) has been produced. A full size model would have allowed the items to be placed. Using the black acrylic (chosen material) to show what the logo would look like and showing such things as a jointing sample done with the acrylic would add to the conceptual design. Final design 2 helps to explain how things will fit. Determining the outcome s potential fitness for purpose This discussion helps to explain potential fitness for purpose. The conceptual design itself and the lack of feedback from the actual client herself make the potential for fitness difficult to see.