Unpacking the Major Design Projectweb3.singleton-h.schools.nsw.edu.au › HSC Seminar Day 2016 › Pres… · • State the qualities which are most important and those that are least

Unpacking theMajor Design Project

Project Proposal&

Project Management

Design and Technology - HSC 3

Some basics!

The Board of Studies Teaching and Educational Standards NSW (BOSTES) has specified that the folio for the MDP must contain the following:• Project Proposal and Project Management (15 marks)• Project Development and Realisation (35 marks)• Evaluation (10 marks)

• Use the major headings and minor headings so that it will correspond exactly with the MDP Examination Criteria.

• Make sure you have progressive evaluation included throughout your folio and use a different style font or colour to highlight this. Use a colour already in your design...don't use yellow or light blue as it is too hard to read.

• Ensure the first paragraph on each page grabs attention.

_____________________

* This is a new page/heading in your MDP◊ Replace the word 'MDP' with the name of your project.§ Replace the word 'project' with the name of your project.¥ Replace the word 'product, system or environment' with the name of your project.

_____________________


• Explain exactly what your MDP is.• Motivation• State the motivation and the purpose of the MDP

– Who will use the project and what will it be used for on completion? – How will it be used and how long is it intended to last?

• TargetMarket – What is the target market for the completed project (if the MDP could be a

commercial proposition)

Ident i f icat ion and explorat ion of the need*

Indicators the HSC markers look for:• Determine what the candidate is trying to do.• What does the candidate tell you they intend to do?• What is the candidate trying to achieve?• Has the candidate offered you a direction or path to start thinking along?• Have directions relevant to the problem been exposed or explored?• Has any justification or reasons for directions been given?• Has supporting evidence been offered to allow exploration of the genuineneed?• Identification may be achieved through other means, an event, media release....


Identification & exploration of the needdetailed, genuine, justifying identifies an states a, with some states a, with limited stated without clarity

1513 1210 97 64 31• the genuine need is argued

positively, supported with in depth discussion

• features relating to the need are clarified and explored with specific relevance

• a clear direction for idea development, evident in the MDP

• discussion to justify specific choices

• the need includes features that relate to solving the problem

• further discussion or direction of concepts are not detailed

• general statement outlining the path being taken with the MDP

• ideas being offered generally do relate specifically to solving the brief

• discussion of the related issues are generalised

• I'm making a...

• expressions used are non specific and holistic

• exploration of any concepts are general and limited in scope

• lack or clarity or direction

• things just 'appear'

• lack expression

• confusing in understanding the intent of the MDP

Example: Can be applied to all projects• the need is clearly related

to societal issue e.g... 'recycling'

• motivation to create PSE is discussed

• PSE may be an improvement to an existing product

• stimulus material is offered "surveys, news articles statistics "In depth discussion shows why the concept needs to be addressed

• PSE showcases skills, career prospects and pathways are presented with support

• characteristics of the PSE function or aesthetic appeal are provided

• identifies a need to gain knowledge by developing interests, skills, talents

• identifies a solution in an attempt to fix a problem

• modifications to the PSE are suggested to better suit a society e.g. producing the product cheaper

• presents picture collages, names and states some of the features highlighted

• states the suitability of the PSE and says it needs to be better

• personal needs and requirements are cited

• I'm doing this......to

• "Help the family"

• "We need a new one"

• "Can't find it at the shop"

• random ideas are presented with no structure or vision of what needs to be done

• a need is not well presented in the folio but evident in the PSE


• ParametersofDesign• Specify the areas to be considered and the parameters of the design

– For example: size, weight, cost, transportability, time etc• State what is to be investigated and how it will be investigated

– What are the possibilities? – Can it be made from a variety of materials? – Can it be used for other applications?

• In this section, ensure you focus on the design problem and provide direction for your MDP.

Areas of invest igat ion*

Indicators the HSC markers look for:• Determine if the topics proposed for exploration relate to gaining a solution to the specific

need outlined by the candidate.• Relevance of information vs. padding. Do you feel the candidate is proposing ideas that

will allow them to explore their problem?• Clear directions for consideration have been provided. Where are they heading? What

have they considered doing to move their project forward?• What methods have been used to show evidence of investigation?


Areas of investigationrelevant, relate clearly, direction for further action

some relevant, evidence, were investigated

identfies, areas, or shows lists areas, may not, or shows evidence

names an area

1513 1210 97 64 31• relevant discussion and

explanations provided

• related concepts outline implications

• many options are presented, related and clarified

• relevant statements depict the affect of the issues

• some areas are not really crucial to solving the problem with relevance not clearly linked

• processes evident in the project demonstrate that some features have been considered

• some features that relate to the project are identified

• some inappropriate characteristics may be presented, with limited relevance

• an attempt to apply the generic Design & Technology features through listing definitions

• names a potential investigation area

Example: Outdoor Table• all the concepts provided

relate to developing the Project

• each concept is described in detail and usually clear

• links are drawn from initial research that will take place or direction that will be explored

• the details offered allow the candidate to continually develop the product

• exploring surface alternatives

• types are suggested, each test considered, the most appropriate is chosen

• many other relevant concepts are explored:

• fasteners• timbers• joining techniques

• only a few of the many features offered are explored in depth and specifically relate to the development of the table

• possible alternatives to an outdoor finish are identified e.g. lacquer, oil, SunGuard paint

• the paint colour card is circled or highlighted and a colour and paint type chosen randomly

• an Internet screen shot of oil varieties is included and a few are highlighted

• identification of outdoor finishes may be provided

• generic syllabus terms are presented

• an attempt to fit the project to the syllabus word, e.g. style, cost, materials and ergonomics

• discussion may focus on these words, but are not related to the project

• the actual PSE provides evidence that processes have been undertaken

• pictures of tables are evident within the folio

• associated outline to clarify the pictures are very brief or non existent

• point form


• State what the product will have to be able to do to make it successful. Here you must mention functional and aesthetic qualities which are required from the design to make it successful.

• Your Criteria is what you will use to experiment and testing in the next section.• State the qualities which are most important and those that are least important.• State how you are going to determine whether the completed project has been successful

– Ask an expert to give an evaluation, ask your friends, survey the general public or ask the people who the project was designed for.

Cri ter ia to evaluate success*

Indicators the HSC markers look for:• Strength and relevance of the criteria with respect to solving the problem.• Is the proposed problem able to be explored?• Does the range presented reflect a quality PSE?• Is a reason offered why the candidate feels the criteria is relevant or appropriate to a

successful outcome?• Some candidates will have quite different expectations to a marker; this does not make

them wrong - they are kids; 1st time designers.• Will the ideas offered help the candidate achieve a solution?• Know your terms analysis, describe, identify and list.• Have any methods or tools for measurements been provided?


Criteria to evaluate successanalyses describes, little analysis briefly describes, no analysis briefly describes, some

inappropriatelists

1513 1210 97 64 31• criteria to determine

the success of the PSE are specific and include appropriate analysis

• criteria are offered in a logical sequence with steps for evaluation

• discussion provides the opportunity to draw out the relationship of issues relating to the PSE

• several of the criteria presented have a direct effect on the PSE

• discussion and describes the cause / effect of the modification to enhance the design

• brief characteristics and features of proposed concepts that would have an effect on the PSE if applied

• ideas are presented with no analysis

• no further development of the idea is evident

• evidence of an attempt to sketch out basic methods to evaluate

• some of the information presented, possibly inappropriate to assess the PSE

• information us listed under the heading if criteria to establish success

• the relationship to the projects success not evident

• non specific statements

Example: Chair• concepts of what makes a

successful joint in a piece of furniture are analysed

• joint construction• stresses from swinging

are movement• 'timber species• adhesives• comfort v's ergonomics• aesthetics, style,

existing decor, photographs, interviews

• conclusions are clearly drawn; are suited to....; so now... 'discussion'

• durable chairs have strong joints...as jarrah is tough!..

• pictures of a strong joint provided, with some side notes showing little analysis and relationship to criteria

• style, existing furniture at home! pine matches pine

• evidence supporting appropriateness

• Mum can easily clean the surfaces with wipes

• Brief discussion around: • it's a long lasting chair• strong joints are

needed....• finish looks good• fits in with furniture in our

home

• Brief discussion around:• it's comfortable to sit in

all day• flammability of the

upholstery• use of waterproof glue in

case it gets wet

• "Will the chair suit the teak furniture mum has?"

• "I'm staining it brown!"


• In this section you must explain how you are going to organise your project.• This section is done as an ongoing documentation of how you manage the MDP.• You must provide excellent projection of action and time plans with realistic

expectations.• Demonstrate proposed and actual with ongoing evaluation explaining why there was a

difference• Establish clear goals or benchmarks on when certain aspects of your MDP had to be

done. – For example: – Term 3 / Week 3 Must have magazine ready for draft print run for HSC Showcase. – By having a draft print run I was able to check how my magazine would look printed, if the

place I was outsourcing would do my work on time, check the quality for colour, bleed runs on the borderless requirements I wanted and also a visual check that my layout 'worked'. This also enabled me to have a product for my schools HSC Showcase which was four weeks before my actual submission to the BOSTES.

Action and Time Plan*

• ActionPlan:• This is a list or table of steps you plan to follow to complete the project.• The action plan should include steps from start to finish (i.e from initial design to final

evaluation)• The action plan should be flexible to accommodate any future changes as good project

management should allow for a flexible and adaptive approach.

• TimePlan• This is a list or table showing the anticipated dates of completion of each step mentioned

in the action plan including start/finish, exams, holidays, assessments etc.• The time plan is designed to keep the project on schedule.• Plan for proposed and actual.

Finance Plan*

• This should include what finance is available (i.e your budget), estimates of costs, actual costs and a progressive balance.

• The finance plan should NOT be a number of receipts collected and totalled at the end.• Document the finance plan as an ongoing exercise.

Project Management*

Indicators the HSC markers look for:• To what degree is the product, system or environment finished?• Does the planning offer room to explore?• A working document, evidence of planning and development.• Does any evaluation presented relate to development of the PSE?• What plans and level of planning is presented e.g. Is the budget realistic or just numbers

on a page? Are they plucked from a sky budget vs. researched prices?• Are the ideas presented plans or documentation of events that occurred?


Action, time and finance plans and their applicationand evaluates, clear evidence A,T&F and some evidence

application formulates and applies, and / or, and / or

some evidence of application not evident

1513 1210 97 64 31• plans formulated and relate

to enhancing the project's progression

• the impact of planning is discussed with respect to the PSE

• plans aid in the progression of the PSE and have specific relevance / application to the PSE

• plans are formulated and a clear effect is evident

• discussion of the impacts of some parts of the planning is basic

• not all the plans are evenly evidenced, but PSE completed

• quality / completed plans substantiated planning

• formulates and applies one or all the plans

• evidence of planning can be taken from the project

• and attempt to create plans

• some evidence of action or time or finance planning

• some evidence may be evident in any part of the presented MDP

• evidence of planning is not displayed in the MDP

Example: iPad application• considerable pre planning

with genuine application of the plans

• record of changes with many modifications to A, T and F plans

• clear evaluation of the three plans

• reasons for changes are closely related to the improvement of the PSE

• this is a real working document, recording sequencing, additions, and alterations. Inclusions gathered and issues arise that are not previously considered

• pre planned actions and time allocation with a clear breakdown of some possible costs

• evidence is in the final PSE and also suitably documented

• prices and time frames culminates in a form of sequencing

• simple pre planned actions or a basic budget outlined as a maximum expense of $100.00

• alternate software are considered for purchase, the school package is utilised

• on-line prices are quoted

• any or all of the plans are incomplete or generic

• some indication of a product being developed eg. a model, test, prototype, sketch, annotations

• PSE may be incomplete, but evidence of materials being purchased

• some evidence of a time action or finance statement presented in the early section of the supporting material

• written evidence not provided

or• the project demonstrates

simplistic actions via material/s

or• funds are spent on some

resourcesor• some action evident in the

PSE

Project Development&

Realisation


Make sure your Folio is 'user friendly', consider point form where appropriate and use spacing between your lines of information to make it easier to read and digest information.Consider:• What sections should be written

and• What will be better represented using a QR code.

• Don't include irrelevant information or repetitive material and content..it will only make markers suspicious!

_____________________

Evidence of Creativity *

• Creativity is the inventiveness needed to bring into being something from nothing.• Here you should exhibit innovation in the use of ideas, materials and techniques.• This may be demonstrated in the modification of a previous design or in the development

of a totally new concept as a result of practical problem solving.

• Ideasgeneration – Explain why the idea is creative and how the idea was generated

• DegreeofDifference – Demonstrate how your creative ideas are different from existing ideas.

• Explorationofexistingideas – Show evidence of what you did to explore existing ideas

Indicators the HSC markers look for:• Has project been related to known benchmarks with modifications and innovation?• Similarities and differences to the existing market/benchmarks?• Sketching and annotating to evolve and develop the ideas.• Creativity is shown/discussed/demonstrated or applied.• Real evolution of PSE, prototypes, models and ideas.

_____________________

Consideration of design factors relevant to the Major Design Project*

• Here you should critically analyse a wide range of design factors (such as finance, ergonomics, safety (WHS), quality, function, aesthetics etc) which are relevant to your MDP.

Indicators the HSC markers look for:• Generic syllabus list of DT terms if used must be specific to project.• Links the relevance to obtaining a solution.• Variety or range of concepts presented.• Presents, explores, reveals and relates the factors.• Relative and important factors are considered.

Project Development & Real isat ion


Evidence of creativity -ideas generation, degree of difference and exploration of existing ideassubstantial application application some some evidence and / or limited evidence and / or

3529 2822 2115 148 71• evidence of substantial

creativity via ideas, concepts, processes or materials

• high quality sketches generated communicating concept / idea development

• ideas have been explored and developed in logical progression

• final design reflects significant development

• a good idea or concept demonstrating application of creativity, reflected in exploration

• range of sketches presented demonstrated in the development section of documentation

• exploration displays application of design changes have been undertaken

• creativity is evident through a revisited idea or concept

• some sketches have been generated showing development

• some changes are evident but not necessarily observed as being positive in the PSE's development

• attempts made to show an idea

• rough sketches or simple modifications to a picture / existing design

• very basic changes made to the picture / ideas

• difficulty in seeing creativity in the MDP

• no sketches of modifications ideas / concepts

• the idea presented may show simplistic modification

Example: Multimedia Eco-friendly house• eco friendly ideas are clearly

evident and have specific relevance to the intended PSE

• ideas are extensive and logical in progression / exploration

• storage of grey water tanks are aesthetically positioned, retaining walls, hanging gardens and free range chicken environments

• demonstrates application of ICT skills, using architectural software to develop creative ideas / concepts / features relevant to the direction of the PSE

• produces concepts including solar recycling, insulation aspects

• uses 3 different applications to develop a rendered graphic of part of the house

• some images created in Google Sketch Up relating to solar panel positioning or double glazed windows

• pictures of houses are provided with eco friendly concepts installed

• eg a house picture with solar heating and rainwater tanks

• a list of some names of eco concepts

• solar its cheap, insulation for a warmer house


Consideration of design factors relevant to the Major Design Projectanalyse a range describes a range describes some some evidence, most relevant limited, few relevant

3529 2822 2115 148 71• a logical analysis of a range

of factors are explored in detail

• conclusions are drawn and applied to enhance the PSE

• a clear link to the intent of the MDP is evident

• majority of the points raised are critical to the success of the PSE

• a description of many factors are included with appropriate discussion

• most points are well described and may include detail about the effect in relation to the PSE

• clear application of design evident in the MDP

• descriptions of design features included

• factors described display appropriate understanding

• some factors show relevance when applied to the PSE

• some factors are evidenced in the MDP

• some application is evident

• factors tend to be the generic descriptions and tend to be not directly related to the PSE

• some terms may be cited with minimal evidence of relevance

• difficult to draw any relationship to the development of the project

• no written evidence, but development in testing or in the PSE

Example: Multimedia Eco-friendly house• energy usage vs. cost and

comparisons of usage to peak periods

• house location to manage the climatic effects of summer and winter sun

• linking shade of verandahs to sun entry through big windows

• therefore a results is explained an impact on the concept is verified

• a range of relevant features are described in detail, clearly evidenced

• recycle water because....

• insulation reduces heating costs this will save

• rainwater is collected in tanks pre installed under the deck used in fire emergencies, weekly watering and as taoilet flushing

• description of some factors that relate well to the PSE.

• discussion may not be detailed in all of the cited factors

• recycling water conserves depleting natural resources

• insulation cuts down on power costs

• information is given with some relevance seen in the PSE

• recycle saves the planet

• insulation keeps you warm

• the house costs a lot of money

• generic syllabus terms are listed, with limited evidence of linking to the PSE

• related term/s provided eg style is attempted to be applied to eco house


• Document all research done such as: – Consulting journals, book, past research, magazines etc – Consulting experts - that can be your teachers, Mrs Hampson, Mr Garlato, Mrs

Mutch and Mr Le – Seeking out previous designs and solutions – Don't 'pad out' this section, keep it concise!

• DesignIdeas – show how you researched, experimented and tested your design ideas.

• Materials – Describe the experiments and tests you conducted to determine the most

appropriate materials for your MDP

• Tools – Describe the experiments and tests you conducted to determine the most

appropriate techniques (= methods or processes) to use for your MDP

• Techniques – Describe the experiments and tests you conducted to determine the most

appropriate tools to use for your MDP

• All testing is against your criteria that you established back in your Project Proposal• Document all experimentation and testing, record all your results and make sure that you

write down all conclusions from all tests under these headings: – Aim – Method – Result – Conclusion

• Document the overall conclusion from these tests and ensure you have 'Progressive Evaluation' in this section.

• Sometimes your experimentation and testing may simply involve asking an expert and testing that advice, asking a teacher or using prior skills in another course you have studied...Multimedia or Textiles Technology etc back in Year 9-10.

Indicators the HSC markers look for:• Varied types and sources of research presented.• Appropriate testing to aid evolution and solution to the problem.• Evidence presented aids development and production of the PSE• Relevant research conducted.• True evaluation of testing and research to develop the PSE.• Clear and concise presentation of findings.• The related testing may enhance the practical skills.• The design solution has been tested throughout its evolution.

Appropr iate research and exper imentat ion of mater ia ls , tools , techniques and test ing of design solut ions*


Appropriate research and experimentation of materials, tools, techniques and testing of design solutionsevaluates, a range and testing evaluates, appropriate, & testing evaluates some, and / or testing evaluates and/or, limited, and/or

experimentation and / or testingminimal evidence, few relevant

3529 2822 2115 148 71• research is clearly

responsible for the progression and refinement of the final design presented

• a wide range of sources are used to collect data

• both experiments / tests documented aid in the quality of the final product

• research conducted and documented aids in the development of the PSE

• sources tend to be confined to a few sources eg internet and maybe a newspaper article

• many of the tests or experiments can be seen in the PSE

• some research is evident and evaluated

• usually confined to the internet only

• evidence of the application of the results of a test or experiment may be found in the final PSE

• you may find some research of a similar nature in the PSE

• the results of a decision or experiment not necessarily documented may be evident in the final product

• research is provided in the documentation it may be irrelevant to the finished product

• tests are usually non related• find evidence in the PSE

Example: Eco-friendly house Water usage• works through concepts

such as: location, heating, cooling, windows and verandah size / location

• introduces solar panels for water and power, passive heating via sun and methods of insulation

• evaluates appropriately, with modifications applied and evidenced in the PSE

• level of discussion, elaborates use of tools, materials, techniques and testing of design solutions

• all closely related to the design solution

• research of a range of relevant concepts eg water tanks, watering systems, grey water usuage

• systems are incorporated into models and architectural drawings

• processes evidenced with application of tools, materials and techniques relating to the design process

• looks at alternate water recycling options, applying some aspects of each method

• a method is evidenced in the model and in design drawings

• some software packages trialled

• brochures on water tanks are evident, considering the outside colour

• some pictures may also be included with highlights and some notations about the height / size of the water tanks

• Google Sketch Up pages with the tank moved in each presented view without supporting information

• minimal written evidence is difficult to follow and includes a few images from the internet about eco-houses

and / or• PSE offers evidence that

decisions must have been made to test a design solution

and / or• evidence of gathering

materials for the MDP


• This section is where you document how you applied the conclusions from research, experimentation and testing to the design and production of the MDP.

• Direct the marker to that part or parts of the project which has been modified as a result of research, experimentation and testing.

• You should also relate the conclusion/s to the 'criteria to evaluate success' and these conclusion/s should be used to improve the MDP.

Appl icat ion of conclusions*


Application of conclusionsdrawn from research, and experimentation and design solution

some application, and experimentation, and / or design solution

some selective, and/or, and/or

limited selective, and/or, and/or

minimal, and/or, and/or

3529 2822 2115 148 71• many conclusions are drawn

from a variety of sources and cover a range of design issues and concepts

• a direct relationship to the testing or experimentation is shown with evidence of application

• successful outcomes are applied to the PSE enhancing the design

• negative results cater for the opportunity for further investigation or alternate concepts or designs

• several valid conclusions are clearly explained allowing for some application to the PSE in possible direction

• changes made, were a direct result of conclusions drawn in experimentation and / or testing

• evidence of some application of conclusions evident in the MDP

• some conclusions have been applied and linked appropriately to the PSE

• a link to the results of research and / or testing and / or experiments are evident

• application of some of these are evidenced in the PSE

• displays limited concepts that may aid project development

• limited conclusions are applied to the PSE

• the relationship between experimentation and / or testing and / or research is not well defined or inappropriately applied

• minimal application is evident in either the written or PSE form

• links between research and / or experimentation and / or testing appears with minimal support to the intended PSE

• minimal evidence may be drawn from the PSE

Example: Boat ramp algae scrubber• many relevant ideas

/ concepts are tested appropriately

• prototypes are constructed and tested appropriately to further direct the PSE

• evidence may be collected with time lapse photography

• tests are revised and modified to try to enhance the cleaning process

• only the best conclusions are evident in the final product

• several brushes are purchased

• bristle length and coarseness, shape, joining techniques are tested and photographed

• choices made are based on the evidence collected over the testing period

• size of ramp, brush bristles, tide movement are photographed

• charactersistics of ideas are presented but not always applied to the enhancement of the PSE

• some selective application is evident without the link to the research or testing communicated

• limited statements supporting issues raised:• size of the ramp• tide movements• bristles on brushes

• these ideas are mentioned without an understanding of purpose or potential

• experiment of photos of before and after using a brush to scrub the moss off the ramp

• a photo of a broom on the boat ramp

and / or• states that the scrubber

will clean the ramp

and / or• brush bristles stiffness

acknowledgment

• shows a few more photos with minimal link to the PSE


Ident i f icat ion and just i f icat ion of ideas and resources used*• Information for this section is based on the results and research, experimentation and

testing.• This section must be completed for both resources and ideas and is done as an ongoing

entry throughout the MDP, and should include: – descriptions of the resources/ideas – possible alternative resources/ideas – the selected resources/ideas – justification (=reasons) why the resources/ideas were selected

• Resources include information (from research), materials, tools and techniques, knowledge and skills form experts, energy, time, finance etc.

• It is in this area that you justify work that has been completed by outside sources. If you are completing an MDP using a print company, this is where you justify it. Whether it is your Project or your Folio, if you are outsourcing the printing.....this is where you tell the marker and why you outsourced.

Indicators the HSC markers look for:• Ideas and resources are presented with appropriate reasons relating to a solution to the

candidates problem.• Relevance to the projects outcome and development.• Does generic evidence relates to the specific problem?• Explanations are presented to show why the correct choice was made.


Identification and justification of ideas and resources usedjustifies and explains and describes, and / or resources describes, some ideas, and / lists few ideas, and / or

3529 2822 2115 148 71• both the ideas considered

and resources used in the development of the PSE are learly related

• analysis is understaken to justify / support their inclusion in the development process

• the causes or effect of using an idea or resource in the design process are documented

• clear link between the ieads and resources used to the intent of the PSE

• characteristics and features are presented for either ideas or resources used

and/or

• resources identified are evident as being used in the development of PSE

• brief descriptions are evident, relating to ideas

• evidence is seen in the dvelopment of the PSE

and/or

• resources are used in the PSE

• lists a few ideas, evident in the MDP

and/or

• evidence of a few reaources in the MDP

Example: Motorbike service stand The MIG welder• A TIG welder is not at

school so Dad has one at work and has the skill to produce a high quality fillet weld. This will ensure the safe operation of the stand over a long working life.

• In my experimentation you can see the poor quality I could only achieve on the school's arc weld.

• The products integrity must be maintained so I have decided to outsource the welding.

• the ARC welder will be used because it will produce a quality weld, its fast, strong and I can use it

• the voltage setting will need to be considered to allow for the thin wall thickness of the tube to be welded

• test pieces of thin and thick wall tube used with cause and effect cited

• sketches of ideas showing stability explaining.....

• a good description of the drill press given. This will produce the adjustment holes for changing height

• Steel is presented as the product most likely to be used

• I'm not a good welder but will practise.

• The printer was used to create the folio.

• a welder will join the stand together. I have seen it being used at school.

• steel tube is shiny and its is strong and it will hold up my motor bike

• evidence in test samples of final PSE

• 'it took a long time to source materials at Bunnings'

• I'm going to stick it together with the weld

• I have seen Dad use one at home


The Folio must communicate all aspects of the design, production and evaluation process related to your MDP including concept drawings, working technical drawings, models, prototypes, videos, presentation graphics, audio voice overs etc.• It is advisable to include at least dimensional drawing (preferably CAD), a rendered

presentation drawing and freehand concept sketches. This is dependant on what type of project you are completing...Timber Project is VERY different to a Media Project.

• This is an area that will be demonstrated throughout your Folio...how well have your communicated your ideas and how well have you presented them....think variety, sketches, overlay sketches, QR codes etc.)

Indicators the HSC markers look for:• Does the MDP show clarity and is it succinct?• Presentation and story easy to follow and understand.• Does it contribute to the level of practical skills demonstrated?• Documentation should be related to the PSE presented, eg for a piece of furnitire -

workshop drawings, cutting list would be necessary.

Use of communicat ion and presentat ion techniques*


Use of communication and presentation techniquessuccinctly, range, quality varied, appropriate, concise appropriate limited range minimal

3529 2822 2115 148 71• a wide range of

communication and presentation techniques are used

• methods implemented are succinct

• written / visual communication methods exhibit quality

• a variety of communication techniques are used to present information

• information is appropriate and concisely documented

• techniques used allow for clarity in interpretation PSE development

• appropriate communication techniques are used in the presentation of MDP

• communication may not be sequential of fully logical in layout

• information provided supports the PSE

• limited range of communication techniques are used

• quality of presentation techniques limited in scope

• minimal documentation or presentation to support the PSE

• techniques used prevents understanding of design process undertaken

Example: Architectural model Walkthrough Drawings• quality walk through-3D

evidence

• model is prepared in quality materials and industry standard

• relevant and concise information Australian Standards drawings

• quality final design prints for all sections of the design development process

• detailed and annotated sketches

• appropriate 3D scale model

• printed and themed folio

• clear information formats eg mind maps, video, photos

• walkthrough exhibits appropriate using skills and techniques

• CAD / technical drawings

• interviews / videos for research

• model and drawings relevant

• model exhibits limited information about the design process followed and it's link to the MDP proposal

• confusion between reality and modelling

• disjointed folio which is difficult to comprehend the direction in the design process

• PSE presented with a few pages of folio content

• communication is not logical or ordered

• a model exists with minimal reflection of the MDP


• The Folio should have a record of the application of the skills you have utilised during the development of the MDP.

• These my be recorded under the above heading, in a diary, in a table, as a list with well labelled photos, via a series of models or samples or by video.

• The MDP should reflect well-documented and high quality practical skills.

Applicationofpracticalskillstothepracticalproject:• It is advisable to direct the marker to particular aspects of your MDP which demonstrate

skilful, high quality work.• For example, if you have stated that one skill you used was the application of a high

quality gloss finish to your project, the marker will inspect the MDP to check whether you have been successful in achieving such a finish.

Remember• You must 'show off your design ideas and skills via your Folio and Project.'...impress

them....

Indicators the HSC markers look for:• Practical projects depends on the brief or what the student was trying to achieve eg a

stage dress/costume does not need perfect sewing techniques.• The range of processes have taken place to produce the PSE.• Management, communication and construction techniques are evident in the solution

presented by the student.• Evidence in prototypes and modelling and use of programs/software or machines.

Evidence and appl icat ion of pract ical ski l ls*


Evidence and application of practical skillsevaluates, a range and testing

evaluates, appropriate, & testing

evaluates some, and / or testing

evaluates and/or, limited, and/or experimentation and /

minimal evidence, few relevant

35 29 28 22 21 15 14 8 7 1• research is clearly

responsible for theprogression and refinementof the final design presented

• a wide range of sources areused to collect data

• both experiments / testsdocumented aid in thequality of the final product

• research conducted anddocumented aids in thedevelopment of the PSE

• sources tend to be confinedto a few sources eg internetand maybe a newspaperarticle

• many of the tests orexperiments can be seen inthe PSE

• some research is evidentand evaluated

• usually confined to theinternet only

• evidence of the applicationof the results of a test orexperiment may be found inthe final PSE

• you may find some researchof a similar nature in thePSE

• the results of a decision orexperiment not necessarilydocumented may be evidentin the final product

• research is provided in thedocumentation it may beirrelevant to the finishedproduct

• tests are usually non related• find evidence in the PSE

Example: Web page design• skills are clearly evident

through software use andthe extent of web pagedeveloped features

• these skills are documentedand appropriate in the highquality final PSE

• website is fully functional,containing complex featureswith a seamless, userfriendly feel

• full development conceptsare well supported in thefolio

• detailed knowledge oftechnology exhibited

• embedded sound, graphics,text, video and You Tubedownloads

• a variety of easy to navigatelinks are presented

• skills exhibited althoughsound, lack technicalunderstanding of web pagedesign

• functional web page with avariety and features

• home page is produced withsome navigation capabilities

• home page lists linksinformation is cut and pasteto create a part of PSE

• pages works well,although navigation a littlecumbersome

• web based software used toproduce a page with basicevidence of what skills haveadopted in the developmentof the PSE

• selected features of thenavigation are unable to linkto cited associated sections

• some links identifiedexhibits a basicunderstanding of web pagedesign

• minimal pieces ofinformation, tests, researchand / or the use ofresources to develop anopening web page

• colour utilised with minimalfunctional capacity

• use of existing web sitesevident in parts

Project Evaluation


In this section, you are required to provide evidence of continual evaluation throughout the development and realisation of the Major Design Project. This also includes linking back to the original criteria developed in the Project Proposal and Project Management section to evaluate the success of the project.Your elements of Project Evaluation can be voice recorded over the production of your project using QR technology. This would be an innovative way of demonstrating the use of emerging technology and I would suggest you also say that!! Highlight to the markers why you are using QR code. Remember you are allowed a total of SIXMINUTES of viewing time.

BOSTES Guidelines:Canafolioorpartofafoliobepresentedelectronically?Yes. If a part of the project can be described better using a multimedia tool rather than on paper, some or all of the following may be included:

• a short video of an operating system• hyperlinks, as a single layer, to a description of a technology that will inform markers• links to other websites or URLs only where a direct reference is appropriate.

Note that a paper-based ‘back-up’ should be available in case the technology does not work on the day of marking, for example in the case of a blackout or computer failure.

Whataretherequirementsforfoliosthathavemultimediaaswellaspaper-basedfoliomaterials?For folios that contain both paper-based and multimedia material, the paper parts of the folio must comply with the format requirements and the multimedia parts of the folio must not exceed six minutes of viewing time in total.

This time limit does not apply to a multimedia product; however it is strongly recommended that a multimedia product does not extend beyond around 10 minutes. In many cases, the skills demonstrated in the first 10 minutes are sufficient for marking and longer presentations are unnecessary.

Canhyperlinkstovisualoraudiocontentbeincludedifthefolioissubmittedinelectronicformat?If an e-folio is submitted, it should be accompanied by a paper version to ensure that the project can be marked even if there is a failure in the technology, and so markers can easily determine if the folio is within the folio parameters.

Any hyperlinks included will be counted as part of the six minutes maximum viewing time.

WhatifthefolioincludesCADdrawings,videooraphoto-storypresentedonacomputer?These are all considered to be part of the multimedia component of the folio and will be included in the six-minute maximum viewing limit.

Project Evaluat ion


Evaluation should occur at every stage of the MDP - systems, processes and decisions throughout the MDP. This section is worth 10 marks in your HSC MDP.

• The marker will want to see evidence of clear evaluation of systems, processes and decisions throughout the MDP

• To do this you can either make a list in this section of all the times (dates) you made an evaluation about materials, design, procedures etc. during the project

or• You can direct the marker via this section to the relevant evaluation on a particular page

of the folio under the heading:

ProgressiveEvaluation

Applicationofevaluation• Use this section of your folio to direct the marker to a particular aspect of your practical

project to demonstrate that the results of an evaluation have been utilised on the MDP.• The project should show evidence that the evaluation has been applied (e.g. if the

progressive evaluation found that a part needed to be added to your project to improve appearance, then that must be visible on the project)

Indicators the HSC markers look for:• Ongoing conclusions and decision-making, solutions are offered.• Sequential evolution of the project is evident.• Problems arise, solutions are offered. The story moves on. Evidence of decisions are

seen in the final PSE and holistic evidence is shown.

Recording and appl icat ion of evaluat ion proccedures thoughout the design project* ◊


Recording and application of evaluation procedures throughout the design projectcritically, entire development evaluates some, entire

developmentjudges, some, through stages describes, little justification,

or exhibits evaluation indescribes, without justification, or provides

109 87 65 43 21• a degree or level of accuracy

in depth of knowledge / understanding of the PSE throughout development

• components are identified and the relationship between them are drawn out and implications related

• some aspects within the PSE development are identified and are related to the success of the PSE

• statements are consistently presented throughout the development of the PSE

• some attributes of the PSE are supported some with some discussion

• statements tend to be not well evidenced and appear in some sections for the development of the PSE

• descriptions of factors that affect the PSE are not well linked

• little justification is provided

and/or

• evidence can be identified in the PSE

• description without any supporting documentation

and/or

• evidence that decisions were made is identified in the PSE

Example:Multimedia animation• conclusions to research,

experimentation & testing• reflection of progress and

change of direction should be considered

Identified as:• captions at appropriate

locations in the folio which exhibits a higher order of expression

• voice overs, in a multimedia presentation, to critically evaluate animation 'takes' could demonstrate a critical analysis of most aspects of the PSE

• an account of feedback from a professional, or a mentor, used to influence further decisions relating to the development of the level of accuracy and/or depth of knowledge demonstrated in the application of evaluation

• provides constructive judgements based on criteria presented

• this may be a range of software options evaluated in terms of suitability for the development of the PSE

• similar judgements will be made on other aspects of the PSE (eg, character forms, scripts, background formats) throughout its entire development)

• at certain stages of the development of the PSE a commentary could be presented

• "this software works best for me because I created this character in only 30 minutes)

or

• "from the testing of different styles of fonts I chose Comic Sans because...."

• Adobe Premiere will be the best software for me to use because we have it at school, 'products'

• similar comments will be connected to other aspects of the PSE

or

• evaluations (judgements based on criteria) may be evident, on occasion, in the development of the PSE

• "the combination of background colours look great"

or• the PSE reflects some

judgements that would have been made


• Function refer to whether the finished project works and how well it works according to the ‘Criteria to Evaluate Success section in the Project Proposal.

• Aesthetic refers to whether the project design is pleasing to the eye of yourself and other people according to the ‘Criteria to Evaluate Success’ section in the Project Proposal

• In this section you must analyse (= discuss features of various parts) and evaluate (= advantages/disadvantages, improvements needed) functional and aesthetic aspects of the MDP mentioned in the ‘Criteria to Evaluate Success’ section and state whether specific criteria have been achieved.

• Consider both positive and negative aspects.• Use this section of the folio to direct the marker to a particular aspect of your MDP to

indicate that the functional and aesthetic aspects are present and analysed.• Markers will actually require your project to function as specified during the time they are

marking.

Indicators the HSC markers look for:• Attributes relate to solving the problem originally presented.• Evidence in the PSE and the ongoing evaluations• Are functaional and asesthetic issues presented?• Honest comments about the PSE.

Analys is and evaluat ion of funct ional and aesthet ic aspects of the design * ◊


Analysis and evaluation of functional and aesthetic aspects of designanalyses and critically evaluates functional & aesthetics

explains functional and aesthetics

describes some functional, and / or aesthetics

describes functional, and / or aesthetic

names a functional, or aesthetic

109 87 65 43 21• provides clear evidence of

a high depth of knowledge and understanding of both aesthetic and functional aspects of the PSE

• variety of aspects are addressed logically linked appropriately to the PSE

• balanced, well reasoned information is provided

• aesthetic and functional issues provided, relating cause and effect of cited aspects relating closely to the PSE

• some characteristics or features of functional and / or aesthetical aspects of the PSE

• further direction or actions to be taken may not provide a clear link to the PSE

• characteristics are provided for an aesthetical

or• a functional aspect of the

PSE

• identification of a functional

or• an aesthetical aspect is

provided

Example: Architectural model of a light-rail station• most aspects of the

design are broken down into elements and clear implications given

• depth of knowledge is clearly demonstrated

• example of one aspect in terms of:

• Function- 'The included disable ramp has a gradient of 1:20 which, according to Australian Standards, will enable wheelchairs, both manual and motorised, to access the platform

• for the elderly and people with physical disabilities the hand rail provides confidence to access the platform, via the ramp, instead of using the steps

• explanation of 6-10+ functional and aesthetic aspects

• example: 'A ramp with a hand rail is included so that people with a range of disabilities can access the platform.'

• example: 'The colour scheme os the station will encourage young people to use trains instead of driving, therefore, less young people will drive cars, in so reducing pollution and the risk of car crashes'

• Function• The platform has a ramp

for disabled people.• The station has toilets

with one for people will need a wheelchair.

• Aesthetics:• The bright colours have

been used to attract young people to use trains.

• The station building is modern and is an attractive style.

• Photographs may describe functional aspects

• Function• The platform is large

enough to fit lots of people and a train

• Aesthetics:• Brightly coloured

buildings will appeal to young people.

• Photographs may describe a functional aspect.

• the platform can hold people waiting for a train

• attractive colours make the building look good

• the presented PSE may demonstrate a functional aspect


• State whether the finished project meets the intended needs and if specific criteria, mentioned in the Project Proposal, have been met.

• State the possible impact of your MDP on society (i.e. on other people in the community) and the environment (i.e. the natural and man made surroundings both local and global)

Society:• Will your project make people fitter, happier, healthier, more aware, friendlier, safe, less

stressed, prettier, have to do less work, more content, freer, have more self esteem, more skilful, have more freedom if handicapped etc.

Environment:• Will your project make the environment cleaner, more or less polluted, ore self-sustaining?• Will your project make people more aware and more conscious of preserving a cleaner,

greener environment?• Will your project help sustain or promote plants and animals thus help limit the impact of

man on the environment• Will any resources (such as oils, dyes, glues, chemicals etc.), which were used in the

manufacture of your project, affect the environment?• Also consider, what environment will your project be in.

Indicators the HSC markers look for:• Showing an awareness of the direct implications as well as the wider.• Realistic and genuine impact the PSE makes.• Make sure all three areas are addressed.

Final evaluat ion with respect to the project 's impact on the indiv idual , society and the environment * ◊

33

Final evaluation with respect to the project's impact on the individual society and the environmentcritically evaluates the impact explains the impact describes the impact individual, and /

or environment or exhibits evidence...environment

briefly describes the impacts, without explanation

minimal and / or inaccurate description of the impact...

109 87 65 43 21• identifies a range of ways

the PSE impacts on the individual, society and the environment

• draws out the relationships between them

• demonstrates an in-depth and clear understanding of their PSE's impact

• therefore, because, as a result of, are the key linking words frequently cited

• cause and effect of issues are developed

• relationship of the issues to the PSE are clarified

• characteristics or features of issues affecting us are presented on either the individual, society or the environment

• one area may be clear or better presented than others

• PSE may exhibit evidence that an issue was explored

• some characteristics are presented relating to the impact of the PSE on the individual

and/or• society

and/or• the environment

• minimal or inaccurate descriptions are offered on any issue

Example: Mountain bike riding instructional vide• detailed analysis of

benefits of riding mountain bikes correctly (fitness, safety, social interaction and interaction with the environment) drawn from in-depth knowledge of sport

• break down of possible negative impacts to the environment caused by mountain bike riding in the bush. Implications are counteracted by a promotion of respect and awareness conveyed in the voice over sections of the video

• present concerns about changing trends in society where people are not exercising sufficiently and the benefits of bike riding should be promoted more widely

Society/Individuals• explanation in general terms

the benefits of mountain bike riding (improved fitness, redirect youths' focus from the streets and/or video games)

Environment• explanation of the negative

impacts of biking in the bush (leaving rubbish behind and damaging vegetation), but draws from a fairly narrow view

Society/Individuals• 'Bike riding will keep you

fit, keep youth off the streets and away from video games'

Environment• 'Mountain bike riders should

take their rubbish with them and not drop it around the bush

• the video may contain images of litter in the bush as evidence that impact on the environment was considered

Society/Individuals• 'Mountain bike riding is one

of the best ways to keep fit'.

Environment• 'Mountain bikes don't cause

any pollution'.

Society/Individuals• voice overs, on video may

list/name benefits of riding bikes

Environment• mention that mountain bike

riding doesn't cayuse any impact to the environment


Questions worth answering:• Does my solution solve the problem, satisfy the need or respond to the identified opportu-

nity?• What are its strengths and weaknesses?• How well did I manage my project?• What would I like to change? Why?• What do other people think of my solution?

Finally,theHSCmarkerwillanswerthesetwoquestions:In relation to the student’s Project Proposal:1.Do I feel that the MDP does perform the intended function?2.Does it do it well?

Indicators the HSC markers look for:• An evolving design showing a solution to the problem.• What you see is what the candidate started out to do?• Relevance of decisions made or alternatives are addressed.• Ties are made between the original concept and the final solution presented.• 6 minute video can say a lot without having written words.• Presenting the PSE in a situation being used. Testing is evident.

Relat ionship of the f inal product , system of environment to the project proposal * ◊


Relationship of the final product, system or environment to the project proposalanalyses the relationship...to criteria

compares the relationship...to criteria

checks the PSE, with little of no explanation

checks the PSE, against some criteria, without explanation

does not clearly relate the PSE to criteria

109 87 65 43 21• criteria for success are

clearly presented

• components of each criteria are identified

• relationships are explored between the criteria and the completed PSE

• consideration of the differences and similarities from start to completion of the PSE are presented

• some issues will be considered by outlining the implications

• sketches out in general terms attempting to show the PSE is related to the proposal

• identified the main concepts offered in the project proposal

• minimal detail to statement

• some criteria are checked off as addressed

• a tick system is common

• no discussion is offered

• There is not really any relationship of criteria presented in the proposal to the resulting PSE

Example: Costume jewellery from reused cutlery items• clear and direct relationships

of the PSE to the criteria with judgements relating to successes (including unsuccessful attempts)

• success supported by professional and / or target marker appraisal

• details of elements from criteria for success are examined alongside outcomes of the final product which could be demonstrated through photographs and videos

• accurately, honestly, relates judgements to the criteria

• provides links between all criteria and the final product justifying, and explaining, how or why the design has been successful

• priority of successes from most to least important may be illustrated and justified

• peer surveying could be used to make judgements

• key aspects relating criteria to the final product could be highlighted in photographs and explained

• citing of all criteria and links it to the final product describing its successes

• explanations will be minimal.

• 'The jewellery will function exactly the way it's meant to because it can be worn on both formal and casual occasions'.

• broadly checks selective criteria against the final product outcomes

• may rename of introduce criteria not stated in proposal

• descriptions will be brief, possibly listing successes

• product can reflect some of the criteria for success without supporting documentation

• success may be listed without relationships to the project proposal

Documents

Unpacking the Major Design Projectweb3.singleton-h.schools.nsw.edu.au › HSC Seminar Day 2016 › Pres… · • State the qualities which are most important and those that are least