This document provides resources and examples for students completing a design project as part of the MYP Design Cycle. It includes sections on developing a design brief, specification, ideas, and plan as well as evaluating and presenting the final design. Examples are given for each step of the process in the form of student work, templates, and assessment criteria. Guidance is also provided on research, referencing, production plans, and preparing ePortfolios for submission.

1.
MYP Design Cycle
Resource
Table of Contents
E­portfolio: Parameters
UNIT 2: Identity in a developing global society
UNIT 2: Research Links
DSL: MLA REFERENCING GUIDE
Grade Boundaries
Criterion A: Inquiring and Analysing
What is Primary and Secondary Research?
Strand i: Explain and Justify the Need
Average Student Example
Problem ­ Excellent student example M5
Strand ii: Identify and Prioritize Research
Write a logical and prioritized research plan that identifies all your key area to be
investigated.
Research Plan ­ Template
Research Plan ­ Student example using another format
Student Research Plan Example 2
Strand iii: Analyse Existing Products
SWOT Product Analysis (M4) ­ excellent student example

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Strand iv: Develop a Design Brief
M4 Design Brief ­ excellent student example
M5 Excellent Design Brief ­ student example
Example 3: DESIGN BRIEF
Criterion A: Inquiring and analysing
Criterion B: Developing ideas
Strand i: Develop a Design Specification
Testing Methods
Student Example 1: Design Specification
Student Example 2: Design Specification
Strand ii: Develop Design Ideas
Examples of 3D hand drawn design ideas
Architectural Concept Drawings
Fashion
Communication
Strand iii: Present the Chosen Design
Student Example 1: Final Design
Student Example 2 ­ Selecting/Presenting the final design
M5 Student Example 2: Presenting the final design
Good Student Example 3 ­ Presenting final design
Strand iv: Develop Planning Drawing/Diagram
Student Example 1: 1 to 1 scale cardboard model
STUDENT EXAMPLE: Detailed Diagram/Drawing
Student example 2: Card model
Student Example: Detailed Diagram ­ CAD Drawing
Criterion B: Developing ideas
Criterion C: Creating your Product
Strand i: Construct a Logical Plan
Production Plan: Template
Excellent Student Example: Production Plan
Core Steps/ Processes of Making
Strand ii: Demonstrate Technical Skills
Student example : Visually documenting the making Process
Strand iii: Follow the Plan to Make the Solution
Strand iv: Justified Changes Made to Design
Student Example 1: Final Product and Modifications
Student Example 2: Final Product and Modifications
Criterion C: Creating the solution
Criterion D: Evaluating
Strand i: Design Testing Methods
Student Example 1:
Example 2: TESTING METHODS
Comparison Test
Strand ii: Evaluate the Success of the Solution
See Template:
Student Example 1: Evaluating the Product Against the Specifications
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Student Example 2: PRODUCT AGAINST SPECIFICATION
Strand iii: Explain How the Solution Could be Improve
Student Example 1: Possible Improvements to the Programme
Strand iv: Explain the Impact of the Solution
Student Example 1: Impact on the Target Audience
Student Example 2: Impact on the Target Audience
Criterion D: Evaluating
DESIGN COMMAND TERMS
Term Definition
E­portfolio: Parameters
UNIT 2: ​Identity in a developing global society
See below additional facts about the new unit:
Global context and specific
exploration:
Personal and cultural expression: artistry, craft, creation, beauty
Statement of inquiry: Functions of design can help to develop and improve personal
and cultural expression.
Factual: What is a custom? What is a tradition? What is a culture?
Which artefacts, customs and traditions demonstrate cultural
heritage?
How do we preserve our cultural heritage?
Conceptual: How does design improve communication of personal / cultural
heritage?
What is the function of design in personal / cultural heritage?
Debatable: Should we be concerned about losing our cultural identity as we
become global citizens?
Is the right to personal expression more important than cultural
sensitivity?
Students must select one, or more, of the following target audiences/clients:
● Infants, children and teenagers
● People from a different culture
● Visitors, tourists and exchange students
Final solutions may be, but are not limited to, the following ideas:
● A culinary experience which introduces techniques and produce specific to a culture
● An application that allows others to access aspects of a culture
● An interactive storybook which details the evolution of a culture
● A multi­media solution which preserves memories
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● A textile based solution that encapsulates myths or legends
● A toy or game that informs the audience of an aspect of the culture
UNIT 2: Research Links
● Beyond Foods, Festivals and Flags
(​www.ascd.org/ASCD/pdf/journals/ed_lead/el200210_skelton.pdf​)
● What is Cultural Heritage?​ (Khan Academy)
(​https://www.khanacademy.org/humanities/art­history­basics/beginners­art­history/a/
what­is­cultural­heritage​)
● History of Information
(​http://www.historyofinformation.com/index.php​)
● Google Cultural Institute
(​https://www.google.com/culturalinstitute/u/0/home​)
● UNESCO World Heritage List
(​http://whc.unesco.org/en/list/​)
● International Time Capsule Society
(​http://crypt.oglethorpe.edu/international­time­capsule­society/​)
● Quilt of Quilts ­ Share your quilt's story with the world
(​http://www.vam.ac.uk/​)
● Bayeux Tapestry
(​http://www.bayeuxmuseum.com/en/accueil_en.html​)
● From the World to the Museum. Product Design, Cultural Heritage.
(​http://www.museudeldisseny.cat/en/exhibition/world­museum­product­design­cultura
l­heritage​)
● Indian designers reinterpret traditional textile art
(​http://www.bbc.co.uk/news/world­asia­india­32282069​)
● World Cities Culture Forum ­ Themes
(​http://www.worldcitiescultureforum.com/​)
● A History of the World in 100 Objects.
(​http://www.bbc.co.uk/ahistoryoftheworld/about/british­museum­objects/
● UNESCO What is Intangible Cultural Heritage?
(​www.unesco.org/culture/ich/doc/src/01851­EN.pdf​)
● Why we need to protect our cultural heritage sites
(​https://www.globalcitizen.org/en/content/why­we­need­to­protect­our­cultural­heritag
e­sites/​)
● Cultural Preservation through Digital Storytelling
(​https://www.youtube.com/watch?v=AGMzDyFckpo​)
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The ePortfolios can include written, visual and/or audio materials.
The file types and the maximum size that may be submitted are as
follows:
File type: Maximum file size
Text file (DOC, DOCX, PDF, RTF, TXT) 20Mb
Audio file (AAC, M4A, MP3) 15 minutes
Video file (F4V, FLV, M4V, MOV, MP4) 500Mb
Image file (JPG, GIF) 5Mb
Subject specific information
Design
Students complete a portfolio of work in the form of a design project
Submission limits ​(Moderators will not read beyond these limits)
Written work 40 A4 pages
Appendix (unassessed)* 10 A4 pages
*An appendix can be used for ​Criterion A and Criterion D,​ This is a place for
supporting research or raw data which would otherwise impact upon the overall page
count maximum and will not form part of the assessment..(see guidance on how to
prepare an appendix inclusive of a bibliography in Criterion A below)
DSL: MLA REFERENCING GUIDE
In­text citation and a bibliography is something that you need to do in every subject
and in everyday life. It is extremely important that you understand how to do it
properly. There are many different systems, but the IB requires you to use the MLA
system. Below are some guidelines on how to do it properly. If you have any
questions, just ask!
You must acknowledge other writers’ work when you use it in your work, whether
you have used the information from a book, magazine, newspaper or the internet.
Even if someone has told you an idea, you should acknowledge it. Failure to do so
amounts to plagiarism and is a serious offence.
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In any piece of written work you must acknowledge where the information comes
from by referencing it in­text and listing it in a bibliography.
1. ​In­Text Citation​ (within the body of an essay, presentation, etc)
Last name of author & the page(s), where appropriate, are given in the text. ​The
author's name may appear either in the sentence itself or in parentheses following
the quotation or paraphrase, but the page number(s) should always appear in the
parentheses, not in the text of your sentence.
Marzano notes that “only one­third of British workers now work the normal nine to
five day give or take an hour or two at each end” (45).
OR
“Only one­third of British workers now work the normal nine to five day give or take
an hour or two at each end” (Marzano 45).
2. ​Works Cited​ Section (bibliography)
This section starts with the title Works Cited and each entry is sorted alphabetically
using hanging indents.
Book
Author’s Last name, First name(s). ​Title​. City of publication: Publisher, year. Print.
Gleick, James. Chaos: Making a New Science. New York: Penguin, 1987. Print.
If there are two authors:​ The first given name appears in Last name, First name format; the
second author’s name appears in First name Last name format. The other information
remains as above.
Gillespie, Paula, and Neal Lerner. ​The Allyn and Bacon Guide to Peer Tutoring​.
Boston: Allyn, 2000. Print.
Three or more authors:​ The first given name appears in Last name, First name
format followed by et al.
Wysocki, Anne Frances, et al. ​Writing New Media: Theory and Applications for
Expanding the Teaching of Composition​. Logan: Utah State UP, 2004. Print.
Corporate author:​ The name of the corporation then as above.
Corporation. ​Title​. Place of publication: Publisher, year. Print.
American Allergy Association. ​Allergies in Children​. New York: Random, 1998. Print.
Magazine Article
Author’s last name, First name(s). "Title of Article." ​Title of Periodical​ ​DD Mmm.
YYYY​: pages. Medium of publication.
Buchman, Dana. "A Special Education." ​Good Housekeeping​ Mar. 2006: 143­48.
Print.
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Newspaper Article ​(same as a magazine but note the different page style in a
newspaper)
Brubaker, Bill. "New Health Center Targets County's Uninsured Patients."
Washington Post 24 May 2007: LZ01. Print.
Journal Article
Author(s). "Title of Article." ​Title of Journal​ Volume. Issue (Year): pages. Medium of
publication.
Bagchi, Alaknanda. "Conflicting Nationalisms: The Voice of the Subaltern in
Mahasweta Devi's ​Bashai Tudu​." ​Tulsa Studies in Women's Literature​ 15.1
(1996): 41­50. Print.
Article in an Online­only Scholarly Journal
MLA requires a page range for articles that appear in Scholarly Journals. If the
journal you are citing appears exclusively in an online format use the abbreviation ​n.
pag. to indicate no page(s).
Last name, First name. “Article title.” ​Journal title ​Volume number. Issue number
(Year): n. pag. Web. Date of access (DD Mmm. YYYY).
Dolby, Nadine. “Research in Youth Culture and Policy: Current Conditions and
Future
Directions.” ​Social Work and Society: The International Online­Only Journal​ 6.2
(2008):
n. pag. Web. 20 May 2009.
Information from the Internet
Editor, author, or compiler name (if available). “Title of page.” ​Name of Site​. Name of
institution/organization affiliated with the site (sponsor or publisher), date of
resource creation (if available). Medium of publication. Date of access (DD
Mmm. YYYY). <URL break only after slashes>.
The Purdue OWL Family of Sites​. The Writing Lab and OWL at Purdue and Purdue
U, 2008. Web. 23 Apr. 2008. <https://owl.english.purdue.edu/owl/>.
Painting/Sculpture/Photograph
Artist’s last name, first name. ​Title of work​. Date of composition (DD Mmm. YYYY).
Name of the institution that houses the artwork, city of the institution.
Goya, Francisco. ​The Family of Charles IV​. 1800. Museo del Prado, Madrid.
Personal Interview
Interviewee (Last name, First name). Personal interview. DD Mmm. YYYY.
Purdue, Pete. Personal interview. 1 Dec. 2000.
Note: Unknown date/publisher/page number(s)
If it starts a new “sentence” it is capitalized.
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No date: N.d. (starting capital) or n.d.
No publisher: N.p. or n.p.
No page(s): N. pag. or n. pag.
Visit Purdue OWL’s “MLA Formatting and Style Guide” for up to date citation
guidance: ​https://owl.english.purdue.edu/
Maximum recommended page breakdown guidance per strand for
E­portfolio:
Criterion A: Inquiring and analysing Criterion B: Developing ideas
Strand A4 pages
recommended
maximum
Strand A4 pages
recommended
maximum
(i) explain and justify the
need for a solution to a
problem for a specified
client/target audience
1
(i) develop a design
specification which clearly
states the success criteria
for the design of a solution
1­2
(ii) identify and prioritize
the primary and
secondary research
needed to develop a
solution to the problem
1
(ii) develop a range of
feasible design ideas
which can be correctly
interpreted by others
6­7
(iii) analyse a range of
existing products that
inspire a solution to the
problem
2­4
(iii) present the final
chosen design and justify
its selection
1­2
(iv) develop a detailed
design brief which
summarizes the analysis
of relevant research
1­2
(iv) develop accurate and
detailed planning
drawings/diagrams and
outline the requirements
for the creation of the
chosen solution.
3­4
Criterion C: Creating the solution Criterion D: Evaluating
Strand A4 pages
recommend
ed maximum
Strand A4 pages
recommended
maximum
(i) construct a logical plan,
which describes the efficient
1­3
(i) design detailed
and relevant testing
2
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use of time and resources,
sufficient for peers to be able
to follow to create the solution
methods, which
generate data, to
measure the success
of the solution
(ii) demonstrate technical
skills when making the
solution 6 pages total
for these
three strands
(ii) critically evaluate
the success of the
solution against the
design specification
2
(iii) follow the plan to create
the solution, which functions
as intended
(iii) explain how the
solution could be
improved
1
(iv) fully justify changes made
to the chosen design and plan
when making the solution
2 pages or 4
minutes video
(iv) explain the
impact of the solution
on the client/target
audience
1
Grade Boundaries
Here are the grade boundaries to help you understand how each Criterion will
be levelled to help calculate your overall score for the e­portfolio.
1 ­ 5 =
1
6 ­ 9 =
2
10 ­ 14 =
3
15 ­ 18 =
4
19 ­ 23 =
5
24 ­ 27 =
6
28 ­ 32 =
7
Criterion A: Inquiring and Analysing
Develop a Gantt chart to help you keep track of the various strands you will
need to complete for each Criterion (A ­ D).
Gantt Chart
08/01 15/
01
2
2/
0
1
29/01 05/
02
12/
02
19/
02
26
/0
2
0
5/
0
3
12/03
Identify Problem for
Client/Target
Audience
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Produce Research
Plan
Analyse Existing
Products (Product
Analysis)
Develop Design
Brief Summarising
Research
Develop Design
Specification
Develop Range of
Feasible Design
Ideas
Present Final
Product and Justify
Selection
Decide upon a final
design for the
product
Develop accurate
and detailed
planning drawings
for creation of the
solution
Produce a
Production Plan
Create product,
whilst documenting
process with
pictures and noting
changes made.
Design detailed and
relevant testing
methods for finished
product.
Evaluate success of
product based on
design
specifications.
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Explain possible
improvements to
the solution.
Explain impact on
client/target
audience.
What is Primary and Secondary Research?
Table outlines primary and secondary research tasks that you could carry out to gather the answers to
their research questions.
Primary research
(Direct: First­hand research)
Secondary research
(Indirect: Desk research)
All primary research is carried out by the student,
who collects his or her own data.
Examples include:
● conducting interviews, surveys and polls with
a target audience and/or client
● interviewing experts over the telephone
● writing letters or emails asking for specific
information about a product from a client
● observing users interacting within the
situation and making notes
● analysing products that have things in
common with the problem
● investigating the work of other designers of
existing products
Secondary research involves using data collected by
other people.
Examples include:
● analysing data from a website or book
● reading accounts of a problem written by
another person
● analysing articles in magazines, journals and
newspapers
● downloading data from a marketing website
● viewing videos about how to use materials,
tools and processes.
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● conducting market research such as
surveys, questionnaires and interviews
through focus groups
● experimenting with materials, tools and
processes.
Strand i: Explain and Justify the Need
Provide answers for each of the following questions when developing your
Problem:
● What is the nature of the problem?
● Who is it a problem for?
● Where is the problem occurring?
● What is the cause of the problem?
● What effect is the problem having?
● What are the benefits of solving this problem?
2. Use paragraphs to help develop answers for each of the above stated questions.
3. Use secondary or primary research to help you better understand the problem:
● identifying a target user by applying brainstorming or mind­mapping
techniques
● interviewing, surveying and/or polling potential clients
● observing, filming and/or photographing users interacting with a product
● collecting data from experts to confirm there is a real need for a solution to the
problem
4. State the benefits of solving your design problem. You can use your initial
research to help you do this.
5. Make sure not to state the exact solution to the problem!!!
Average Student Example
My mom’s desk is scattered with pens, pencils and other tools, such as glue sticks, scissors,
rulers, tape, hole punchers, staplers, etc., she needs while doing paperwork. Therefore I want to
solve this problem for her, by creating a storage device, which she can put on her desk and use to
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store everything that is momentarily lying across her desk. It shouldn’t take up too much space,
but be big enough to store everything that she needs.
This is a photo of her messy workspace:
This problem is caused, because the containers that she is using momentarily are not big enough
to hold all of her tools/equipment. A custom made storage device for her needs would be perfect
for her.
President of Energy Design and author of "Feng Shui: So Easy a Child Can Do It", writes the
following on the topic of a clean work space increasing work efficiency:
“Whether you are working in a huge corporation or a one­person office, there are several benefits
to uncluttering and organizing:
● Increase productivity and profitability increase
● Keep information confidential and secure
● Reduce mental overload and stress
● Reduce workplace accidents and spills
● Save time and improve effectiveness”
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(http://www.reliableplant.com/Read/16652/reduce­office­clutter­to­increase­productivity,­efficiency
­profitability)
Considering these points, if my mom were to get a custom made storage device, she would be
able to get a lot more done in a lot less time. She would be less stressed looking for her stuff and
what she needs. There would be less accidents or things falling to the floor as she is searching for
a pen. That way she would be done with her work a lot quicker, would be able to complete more
on one day, and be much more relaxed overall.
Problem ­ Excellent student example M5
​Every year, our school, Dwight School London (DSL), welcomes numerous new
students. As an international school, it is expected that many of these students
come from a country where English is not the first language. These new students
are not only thrown into an unfamiliar and new learning environment but also, where
they cannot speak the language fluently. Within our school, as many others, an
excellent programme called the English as an Additional Language (EAL)
programme, also known as English B or ESL, is implemented in order to aid these
students in the school. This programme helps to teach greetings, grammar and
overall, how to speak, understand and write at a basic level of English (​"English as
an Additional Language (EAL) Support Service.")​. This programme has been proven
to be extremely effective, with many students eventually becoming reasonably fluent
in the language.
However, these students still tend to struggle in classes outside of English such as
Chemistry, Physics, Music theory or Technology theory (​McCaffrey, Fiona.​). After
conducting an interview with several teachers from DSL, many teachers agreed that
non­native English Speaking students frequently struggle in their classes due to
language barriers. According to Fiona McCaffrey, a chemistry teacher at DSL, the
language barriers hinder and slow down the comprehension of the material being
taught. Due to this, a very exclusive learning environment is created where the EAL
students are not able to fully participate in the learning and class activities. This
problem significantly affects the ESL students as they are not able to learn to the full
extent in these classes and is a problem for teachers as they have difficulty teaching
these students. Furthermore, this is not only a problem in DSL, but is a nationwide
issue as the number of foreign students in the UK has risen by 20% in the last five
years, according to Nick Morrison of the Guardian. According to a study conducted
by Angela Stevens on SAT test scores of EAL students, EAL students had
significantly lower test scores. In general, this issue has a detrimental effect on
exam scores, teaching ability and most of all, the inclusive learning environment we
strive for.
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Although many factors contribute to exclusion of EAL students in classes, such as
basic language barriers, different thought processes, cultural sensitivities and
previous education, these problems are often very quickly solved by the EAL
programme. However, one of the most significant and biggest causes of the issue,
which is not addressed by the EAL programme, is subject specific terminology.
According to the interview conducted, many teachers in DSL are finding that a lack
of knowledge in subject specific terminology is hindering the progress of EAL
students and that students would be able to learn significantly more if they knew
subject specific terminology. Therefore, I believe a solution to this problem would
evidently be focused on teaching EAL students subject specific terminology.
Strand ii: Identify and Prioritize Research
Write a logical and prioritized research plan that identifies all your key area to be
investigated.
Research Plan ​ ­ Template
Area of Research
What are the main
areas of your
research?
Priority
(Highest 1 ­ 5
Lowest)
Rank your
research areas
according to their
importance to
helping you
design a suitable
product.
Reason
How will it help you
design a product?
Research
Questions
State any
important
questions
you hope to
find answers
for. They
should be
linked to
your areas of
research.
Research
type
Explain what
type of
primary or
secondary
research you
hope to
conduct. Be
very
specific!!!
Aesthetics
(appearance ­
colour, pattern,
decoration…)
1 Highest I will examine
modern day cars to
better understand
how and why they
appeal to a wide
variety of people so
that I can develop
an eye catching
futuristic car.
What are
they
attributes of
a futuristic
vehicle?
I will conduct
an in depth
product
analysis.
Ergonomics​ (how
easy is it to use a
product)
Unique Selling
Point ​(what makes
it stand out from
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other products)
Form ​(​3D ­ it is a
solid object made
up of shapes
joined together)
Function
Material
User
requirements
(needs of the
target audience)
Environmentally
Friendly
Cost/Price
Research Plan ​ ­ Student example using another format
Research plan
Improving second language ­ more advanced
I will be creating a language tool for non­native speakers. The content would be
more advanced words used in different subjects in school. How could this be done to
enhance the learning experience, the encouragement and the language skill itself?
Language: English
Subjects and categories options
Science, Mathematics, Biology, Life skills, Geography, History, Health/Life Science,
English (subject)
Preliminary questions:
­ How can I make the product suitable for a vast target audience?
­ How does the existing language skills affect the outcome of the product?
­ How can I make the product interesting and a game that you want to continue
playing, not just for the sake of your language skills?
­ How many times can you play the game before you know everything?
­ Will I mix “easy” words with “hard” words? Or how would I otherwise make the
game fun and competitive?
­ Where will I find words suitable for my target audience?
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­ What do my target audience find as “fun”?
­ How do people learn a new language the best?
­ How can I bring attention to my product?
­ Will I need special features to attract my target audience and how can this
alter my product?
Ways of gathering information
Primary Research Secondary Research
Develop a questionnaire and send it to
my classmates (target audience)
Look at studies on how people study a
language the best
Ask peers about ideas and tips SAT vocabulary, dictionaries, handout
from Mr. Dickenson, native speakers for
words
Questionnaire to ask students about
how they study a language the best
Internet and research studies
Product analysis ­ compare my idea
with existing products
Book studies
Possible options for target audience
­ Secondary school students
­ Middle school students
­ Elementary school students
­ University
Student Research Plan Example 2
Aspect of
Research
Type of
Source
Source of Data Importance Questions Necessary Data
Function/
Feature
Primary
and
Secondary
­In­depth
interview with
DSL teachers on
which languages
most struggling
students speak.
­Examining
articles on most
Very High Which
languages​,
subjects​ and
terminology
do I need to
include in the
game?
What
additional
I will need information
on which languages I
will need to support
within the game as I
will choose
approximately 2­3
main languages.
Secondly, I will need
information on which
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spoken
languages
­Examining
various websites
on language
specific
terminology
­Interview with
EAL students on
which subjects
they struggle
with
­Product
analysis of
popular
educational
games
features does
it need?
subjects I will need to
include as I will be
focusing on 2­3
subjects. Also, I will
need to know what
terminology I will
actually include in the
game and lastly, I will
need to know what
extra features to
include to make it a
better experience for
the student and
teacher.
Ergonomics
Primary
and
Secondary
­YouTube (Extra
credits, PBS
game show)
­Examining
articles and
reports online on
engaging game
design
­Interview with
the designers of
popular
educational
games.
­Product
analysis of
popular
educational
games
­Articles on UI
design
High What aspects
make the
game
engaging/fun?
How can I
make the UI
comprehensiv
e and
approachable
?
I require information
about specifically,
which aspects or
elements make a
game engaging and
fun. This will help me
to make my game
very fun and
captivating, an
important aspect of
teaching and for the
students to
remember.
Additionally, I require
information on how to
design the User
Interface (UI) so that
it is intuitive, easy to
understand and is
welcoming.
Creation
Secondary Examining
articles on which
are the best
tools for making
these types of
games.
Medium What are the
best tools for
my solution?
I will need information
on which are the
easiest, simplest and
most powerful tools
to create a quiz­like
video game.
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Aesthetics
Primary
and
Secondary
­Reading articles
on what makes
an interface and
game like this,
look nice
­Product
analysis of
popular
educational
games
­Interview with
educational
game designers
Low/Mediu
m
How can I
make my
game look fun
and
approachable
?
I require information
on which colours,
fonts, UI elements,
art styles and designs
come together to
form a light­hearted,
fun and approachable
aesthetic to my
game.
Understanding
the Target
Audience
Primary
and
Secondary
­Reading articles
on various EAL
students within
the country
­Examining and
analysing
statistics of EAL
students exam
results and
amount of EAL
students
­Exploring
statistics of
which languages
are most spoken
and which
subjects student
struggle with
(especially with
terminology)
­Interview with
an EAL student
(Kurt Xu, Ali
Azadpour) on
which subjects
they struggle
with in terms of
terminology and
various other
details
Low Which
subjects to
EAL students
struggle with?
What
functions does
my target
audience
want?
What does my
target
audience want
from my
programme?
With this aspect of
the research, I will
require information
on what my target
audience wants from
my programme. This
includes aspects like
aesthetics, function
and many other
things which I had not
anticipated. In
addition, this will
determine the
amount of support
and different
languages/subjects I
have on my
programme as my
thing. In addition, on
how urgent the
problem is for EAL
students and in
general,
understanding my
target audience.
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20. 20
Strand iii: Analyse Existing Products
3. Create a SWOT product analysis using the table below. Analyse the strengths,
weaknesses, opportunities and threats.
Product design analysis means studying how well a product does its job. This involves answering the
following questions
● What is the ​function and purpose​ of the product?
● What are the different parts of the product and how do they work together?
● How does the product use ​shape, form, ergonomics, safety and aesthetics (colour, texture and
decoration)?
● What materials and ​components ​are used to make the product?
● Which processes were used to make the product?
● Who would buy this product and how much does it​ cost​?
● How well does the product do its job compared with other similar products?
● What is unique about the product and is it ​environmentally friendly​?
Property Example Description
Shape Shape can be 2D or 3D.
Form Form is 3D ­ it is a solid object made up of shapes joined
together.
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21. 21
Colour Colour is used to make a product more interesting and
attractive.
Texture Texture is used to make an object more interesting.
Surfaces are made 3D by the use of grooves, patterns and
applying other materials such as fabrics.
Decoration Decoration may be achieved by the use of different colours,
shapes or materials. A decoration may be pasted onto a
product, or be part of the material itself.
You will need to employ a range of strategies to analyse these products, such as:
● identification of and interaction with similar products when out shopping
● attribute listing of existing products
● SWOT analysis (strengths, weaknesses, opportunities and threats)
● functional analysis
● aesthetic analysis
● graphical disassembly analysis
● performance testing of products
● evaluation of past student projects
● secondary research through product reviews on consumer websites, buying
guides or magazines
● summary of customer reviews on commercial websites.
Simply copy and paste this matrix/table seen below into your Google document
SWOT Product
Analysis
Strengths Weaknesses Opportunities
(how can you
Threats
(how does the
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22. 22
improve the
product)
product
compare with
other
products?)
Ergonomics
(Is the product easy
to use?)
Aesthetics
(colour, shape,
decoration…)
Function
(what is the product
used for?)
Price/Cost
Material
(components)
Form
Safety
Unique Selling
Point ​(what makes
the product stand out
from similar items)
Environmentally
Friendly
Tally chart ​ ­ Template (must be put in your appendix)
After conducting a survey use a tally chart to help you identify the popular answers.
Survey questions asked Results ​(use full sentences to explain what
the results show)
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23. 23
SWOT Product Analysis (M4) ​ ­ excellent student example
A Desk Tidy
designed using
biomimicry.
SWOT Analysis Strengths Weaknesses Opportunities Threats
Ergonomics (Is
the product easy
to use?)
It is quite
straight­forward
, so I think it
would be easy
to use. This is
because the
idea behind it is
easy to
comprehend.
It might be a little
difficult to figure
out a system
which would help
one actually
organize the
pencils and pens.
Make the product
come with applicable
organization and
separation utensils ­
like different boxes
that would fit in with
the grass.
There are other desk
tidy’s that are easier to
organize and use. So
people might prefer to
have something that is
more simple and easy
to use.
Aesthetics
(colour, shape,
decoration…)
It is a very
original design
idea, and it
looks quite
modern and
simple, which is
what is trending
today. It will
indeed add a
green touch to
the desk.
I find it a little too
small for my
liking, and I think
one wouldn’t be
able to store a lot
of bigger
stationery in
there.
Make its area bigger,
so that it fits more
things in between the
grass. Then, less
things will fall out.
There might be other
options that are more
customizable. People
could choose what
colour they want, or
what shape they want.
Function (what is
the product used
for?)
­ It keeps
everything in
one place, so it
is efficient if
you want to
store
­ Pencils and
pens might fall
out, depending
on how they are
placed. So it
wouldn’t be very
By making the
product bigger area ­
wise, less things will
fall out. Also, one
might use the art of
illusion ­ make it more
There might be more
efficient desk tidy’s out
there, which are more
convincing when it
comes to being
functional.
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24. 24
everything
together.
­ The density in
which they are
packed enables
the desk tidy to
hold pencils
and pens more
efficiently.
efficient when it
comes to actually
storing and
organizing the
stationery.
tightly packed at the
middle and make
more loose strands of
grass, to create the
illusion that it is more
spread out and
natural.
Price ­ Since it is a
pretty
modernized
product, it
might be more
expensive, and
since the
average price
of a desk tidy is
£12, I believe
the prices
might go up to
£18. This is a
fairly balanced
price.
Even though it is
balanced, I
believe it is still a
little expensive. In
terms of quality.
I believe that it should
cost up to £12
pounds, like what
normal desk tidies
cost nowadays. That
would make it more
affordable and
expand the audience.
There might be other
similar products out
there that get the same
thing done for less
money. It should not be
all about the design.
Material The material is
based on
grass, and
since it is quite
dense (I
suppose), the
material is quite
ideal for this
idea.
Ironically, since it
is inspired by
grass and plants,
I believe the desk
tidy still uses
wood as it’s base
material. I am not
sure what the
grass is made of,
I assume it is
some type of
plastic or rubber,
like what they
make fake grass
floors from.
Maybe use a more
eco friendly materials,
like Particleboard,
oriented­strand
board, or
medium­density
fiberboard.
Reference:
http://www.mothereart
hliving.com/home­pro
ducts/nuts­­bolts8226
34835583668223931.
aspx
There are other
products that do not
use natural wood or
rubber as their base
material, which is
becoming more modern
nowadays.
Form ­ Shape: It is
uniquely
shaped, which
attracts new
buyers.
­ Structure: It is
structured so
that pencils,
pens, cards,
Structure: It might
be too small,
which means
things might fall
out. It is
structured so that
things can be
kept in between
the grass, but
Structure it so that
more things could fit
in there, and could be
organized easily. For
example, make
different
compartments, so
that whatever is in
these compartments
There are more cleverly
­ organized desk tidy’s
on the market, which
are preferred by many
people, as the main
function of the desk tidy
is to organize pens,
pencils, etc.
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25. 25
etc. can be put
betwixt the
grass, and is
able to stay
there.
things might fall
out anyways,
because there
might not be
enough space.
is assigned a
category.
Environmentally
Friendly
Since it is
based on grass
and plants, it
promotes
loving nature
and
appreciating it.
This is kind of
far­fetched, but it
is assumed that
wood was
chopped. By
using this
material, it
creates the need
for more wood to
be chopped
down.
Also, the
production of the
material that
makes up the
grass might have
been made in a
factory that
causes pollution.
Try using more
environmentally ­
friendly materials, like
‘recycled wood’ or
something else.
Nowadays, it is more
modern to be
eco­friendly and use
more
environment­friendly
materials. There are
other options which use
more nature­friendly
materials
Strand iv: Develop a Design Brief
Write a concise design brief summarising all your research. Pay close attention to the
guidelines seen below.
When writing a design brief
Students should: Students should NOT:
● present information concisely
● explain how and why the information is
relevant to solving the problem
● evaluate the validity of the data
● present their research in an appendix
● cite all sources of information using
appropriate conventions (MLA).
● write large paragraphs of
text
● include statements that
do not relate to solving
the problem
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26. 26
● make statements without
evidence from expert
opinion or data
● include all of their
research within the body
of the project.
M4 Design Brief ​ ­ excellent student example
Relevance: ​From my research and surveys, I have found out that the best solution to my
problem is a desk tidy. From my research, I found out that many people suffer from a messy
desk. This distracts them from finishing their work, makes them worry about lost items on
their desks, and creates frustration. These working conditions are not useful for getting work
done. Therefore, from my product analysis and research, I have found many different
features that customers look for and what makes it easy to use. I will design a desk tidy
using this information.
Product Features: (based on my survey and product analysis, I can see which
functions to apply, to modify or to omit from existing products and add to my own):
● My desk tidy will be able to hold many different sized supplies at once
● My desk tidy must be able to hold many different supplies with different weights (it
must be durable to hold different weighted items)
● It will consist of cool designs and bright colors to attract attention (eye­catching)
● It will be a reasonable price (to be determined at the end)
● It will have a modern and unique form
● It will also have a fun feature (magnetic board, place to hold phone, etc…)
● Size: Medium (so it doesn’t take up too much space, but it has enough room to store
the needed supplies)
● The cost of this product must be very low (£7 MAX)
● Will be influenced by biomimicry
● My product must be created in a very neat and organized way
● It will use colorful and unique fonts (if the design has fonts)
● Cool and smooth textures
● I must decide my final design from many initial designs
● It must be easy and safe to use
● My product must have easy access to all stored materials
● It will be made using available materials (preferably plastic/cardboard/wood)
● The product must be very easy to use and take little time to store wanted items and
retrieve others
● Product must be appealing to my target audience
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27. 27
Rough Process: ​After the inquiry and analysis stage and research, I will create many
different initial designs (adding features discussed or mentioned in my research conducted,
specification, biomimicry influenced ideas and surveys produced). From here I will choose
my final design and create a working drawing, annotating the features thoroughly.Next I will
create a 1:1 scale model and my final prototype. After creating the final product, I will
evaluate by performing my tests mentioned in my specification.
Resources:​From my conducted research and surveys, I have decided the best possible
materials to use while making this product are plastic and cardboard. These materials are
supplied at the school. I can use different online websites to help design my product. I also
will use tools to hand craft some parts to my solution. I may also use the laser cutter for
some parts of my final product.
Timescale: ​The entire project must be completed by December 11th, which is the end of the
term. I will stay organized and create a timetable of what needs to be completed each lesson
to finish on time.
Target User: ​From much research, I can say that my target user is anyone who owns a
desk that is messy, someone with a lot of office supplies and no place to store it, or
someone who needs to organize their workspace.
Outcome: ​Once I have completed my product, I hope it will be used by either myself, as I
have a messy desk, or another person who needs it as well. I hope my product makes it
easy for the user to stay organized in a fun and creative way.
M5 Excellent Design Brief ­ student example
Relevance​ – ​From various research done on the internet to do with statistics of EAL
students and online interviews with several teachers in the school, I can see that the
relevance of this solution is that in today’s society, where there is an increasingly large
amount of EAL students, they are being excluded from the class and are hindered from
learning at their highest potential (Morrison, Nick). In order to solve this problem, I will
create a game in order to help these EAL students learn subject specific terminology in a fun
and easy way.
Product Features: ​(based primarily on research done with product analysis, I can see which
functions to apply, to modify or to omit from existing products)​ ​–
● This game will be in a quiz format, similar to Duolingo and Memrise.
● It will be a prototype and demonstration of what it could be expanded to.
● It will have approximately spanish available for chemistry.
● Will use typing and multiple choice questions.
● There will be revision and test functions.
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28. 28
● Engagement will be based mainly on a progression system.
● Will primarily use a visual format to increase memorability and audio to teach
pronunciation which has high importance in the classroom.
Rough process​ – ​After the inquiry and analysis stage and research, I will plan out several
programme ideas by creating flowcharts and ideas to design the UI. Then, using Adobe
Flash and Photoshop, I will create my game including all functions and aspects in the
specifications. (Davey, Rich)
Resources​ – ​From a lot of advice from others online and various articles stating the best
programmes and resources for this type of game, I will be using the programmes Adobe
Photoshop and Flash in order to create my game as these are the best and easiest tools to
make this type of game. (Davey, Rich)
Timescale​ –​ The entire project must be completed in 10 weeks, due on the 12​th​
of March.
(assigned by the teacher)
Target user​ – From various interviews with teachers within our school, I can confidently say
that the target audience for this product is EAL students within our school, Dwight School
London and the teachers of the subject who would use this programme to help these EAL
students catch up on lessons.
Outcome​ –​ Eventually, I hope that my product will be used within the school and will have
an impact on creating a more inclusive learning environment for EAL students.
Example 3: DESIGN BRIEF
My product to solve this problem is based on an artistic approach to the situation. By
corroborating the information I have gathered from my primary research. It is a necessity to
target all ages and use typography in order to capture the audience attention. Empathy and
emotional appeal is what I am gearing towards portraying in my poster(s), as it is present
within all that were analysed. The product(s) being manufactured are ultimately free, as I am
designing them based on original pictures. Furthermore, I will not be printing these graphic
designs as several of them will be moving gifs, thus reducing the manufacturing costs even
further.
Relevance: My product will be extremely related and relevant to the aspects stated above,
and is needed to be implemented as seems to be an increasingly serious problem. Stated
within the ​APPENDIX my interview with a neurologist, that specialises in epilepsy, I have
gathered that this topic is extremely under noticed and needs to be reviewed
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29. 29
Function: ​The product will serve a powerful message in order to enlighten the general
public about the damages and struggles of people with neurological diseases. Is this mainly
based off of my ​PRODUCT ANALYSIS as targets within their posters share extreme
similarities as mine
Resources: The only resource I will be using to create animations and professional posters
is Photoshop CS6, as within this software, I can able to perform a variety of action in order to
fulfill my needs.
Time Scale: ​The project will last around 10 weeks. I am hoping to finish my research and
investigation by around the 4­5 week mark. This means I will then have a lot of time to then
create and evaluate my product. I feel this is the necessary time needed, proved in the
APPENDIX ​with my gantt chart.
Target User: ​Again referring back to my interview with Ms. Marchisio, I feel my product is
ultimately targeted towards everyone, as this “... is a neurological disease that doesn’t
discriminate.”. This means I will try and create a poster that will appeal to everyone in some
sort of way, either visually or with typography.
Outcome: ​I hope for the outcome to be extremely successful, as I would like to use this as a
proper campaign within the school as well. I feel with the data I have gathered up to this
stage I feel my poster must have:
­ A unique way to attract the audience's attention
­ Factual and informative information about epilepsy
­ An advertising device to help improve awareness on neurological diseases
­ Campaign elements that are be brief, punchy, and to the point
­ That the campaign needs to be eye­catching and attention drawing
­ A message that the concise and uses literary techniques in order to appeal to all
ages the
­ A campaign that is influential to everyone who views it
Criterion A: Inquiring and analysing
Maximum: 8
Students identify the need for a solution to a problem. At the end of year 5, students should be able to:
i. explain and justify the need for a solution to a problem for a specified client/target audience
ii. identify and prioritize primary and secondary research needed to develop a solution to the problem
iii. analyse a range of existing products that inspire a solution to the problem
iv. develop a detailed design brief, which summarizes the analysis of relevant research.
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30. 30
1 ­ 5 =
1
6 ­ 9 =
2
10 ­ 14 =
3
15 ­ 18 =
4
19 ­ 23 =
5
24 ­ 27 =
6
28 ­ 32 =
7
Achievement
Level
Level Descriptor
1 ­ 2 The student:
i. ​states​ the need for a solution to a problem for a specified client/target audience
ii. ​develops​ a basic design brief, which ​states​ the ​findings​ of relevant research.
3 ­ 4 The student:
i. ​outlines​ the need for a solution to a problem for a specified client/target
audience
ii. ​outlines​ a research plan, which​ identifies​ primary and secondary research
needed to ​develop​ a solution to the problem, ​with some guidance
iii. ​analyses one​ existing product that inspires a solution to the problem
iv. ​develops​ a design brief, which ​outlines​ the analysis of relevant research.
5 ­ 6 The student:
i. ​explains​ the need for a solution to a problem for a specified client/target
audience
ii. ​constructs​ a research plan, which​ identifie​s and ​prioritizes​ primary and
secondary research needed to ​develop​ a solution to the problem,​ with some
guidance
iii. ​analyses a range​ ​of ​existing products that inspire a solution to the
problem
iv. ​develops​ a design brief, which ​explains​ the analysis of relevant research.
7 ­ 8 The student:
i. ​explains​ and ​justifies​ the need for a solution to a problem for a client/
target audience
ii. ​constructs​ a ​detailed​ research plan, which ​identifie​s and ​prioritizes
the primary and secondary research needed to​ develop ​a solution to the problem
independently
iii. ​analyses a range of ​existing products that inspire a solution to the
problem in detail
iv. ​develops​ a ​detailed ​design brief, which ​summarizes​ the analysis of relevant
research.
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Criterion B: Developing ideas
Strand i: Develop a Design Specification
Develop a concise specification for your product based on the product features
outlined in your design brief. A specification is not a description of the outcome. It should
demonstrate that students understand the needs of the problem that they have identified.
Every aspect of a specification must be ​specific, measurable, achievable, realistic and
testable (SMART).
Using the table below please ensure all your specification points address the
recommendations stated below.
Aesthetics
Consider appearance, style, colour, shape/form, texture,
pattern, finish, layout.
Cost
Is there a maximum cost? Is this a material cost/time
cost/selling cost?
Customer
Who it is for? What is the target user’s age, gender,
socio­economic background?
Environmental
considerations
Where will the solution be used? How will the design directly
or indirectly affect the environment?
Function
What it must do? What is its purpose? Where will the product
be stored? How easily can it be used/maintained?
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Manufacturing
What resources are available? Are there limitations as to
how this can be created? How much time is needed to create
the design?
Materials
What materials are available? What properties do the
materials need to have?
Safety
What safety factors need to be incorporated into the design?
Size
Are there any specific sizes that need to be considered?
What “human factors” need to be considered? What
anthropometric data needs to be considered?
Testing Methods
An effective and authentic measure of a design solution means that the student has tested
against ​every​ aspect of the design specification. These tests can be classified as follows.
Expert appraisal
A person considered an expert in the use of similar products is presented with the solution,
given time to interact with the solution and then interviewed on aspects of its success. The
expert has particular knowledge and skills that allow him or her to make judgments on the
success of the solution. The expert may be the client.
Comparison Test
A ​comparison test ​involves the gauging how well your design solution compares to an
existing product with similar attributes. Simply discuss the pro’s and con’s of your product
against an existing one.
Field trial
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A ​field trial​ is a test of the performance of a solution under the conditions and situation in
which it will be used. For example, an interactive information point (developed in HTML) for a
museum exhibit may be tested by the exhibit visitors in the museum, structured as a user
trial or user observation.
Performance testing
The performance of a solution is tested under the conditions in which it would normally be
used. Quantitative data is collected through a variety of tests such as:
● destructive tests assessing impact strength or flammability
● cyclic tests
● measurement of physical properties such as weight and size
● timed tests for web pages to load
● ease of navigation through an interactive story, game or website.
User observation
The user is presented with the solution and is set a task to achieve with little or no guidance.
The user’s interaction with the solution is observed and recorded.
User trials
The user is presented with the solution and guided on how to use it. The user is asked
questions as he or she interacts with the solution or is given a survey to complete. User trials
may include focus groups.
The design of interview or survey questions needs to be targeted to draw out responses that
assess the solution against the specification.
Student Example 1: Design Specification
Aspect Goal Test
Function/
Features
The poster will clearly address
the situation of epilepsy, and
portray the message in a clear
and concise manner
The poster will be examined to ensure it addresses
these situations. (Performance Test) Also a survey will
be carried out on how they have been enlightened by
the situation (User Trials).
Students will be able to access
the awareness campaign and
The poster will be examined to ensure it can technically
run on any system. (Performance Test) Also a survey
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34. 34
thus be able to run the file from
anywhere
will be carried out on if they have had any anomalies
(User Trials).
Students and the audience must
be able to inquire about epilepsy
in and through the .gif
The poster will be examined to ensure it can technically
run on any system. (Performance Test) Also a survey
will be carried out on if they have had any anomalies
(User Trials).
Each poster will feature a
created logo
The poster will be examined to ensure it uses my
created logo (Performance Test) Also a survey will be
carried out on the professionalism of the design (User
Trials).
Posters will feature font that is
clearly readable and
understandable that ​connects to
the audience
The poster will be examined to ensure it uses the
specific font (Performance Test) Also a survey will be
carried out on the clarity of the message (User Trials).
I will help enlighten the viewers
about the effects of ​neurological
diseases.
The game will be examined to ensure it has the
necessary information. (Performance Test) Also a
survey will be carried out on how effectively the
information has been processed (User Trials).
The poster will evoke empathy
within the viewer
The poster will be examined to ensure it uses these
holds the necessary literary techniques. (Performance
Test) Also a survey will be carried out on how the
poster has impacted them. (User Trials).
A photoshop file that runs
animation continuously (.gif)
The poster will be examined to ensure it can technically
run on any system. (Performance Test) Also a survey
will be carried out on if they have had any anomalies
(User Trials).
Aesthetics The poster will use extremely
contrasting colours in order to
create tension in the room
The poster will be examined to ensure it meets the
requirements. (Performance Test)
All affiliation should appear at the
bottom of the poster
The poster will be examined to ensure it meets the
requirements. (Performance Test)
The poster must use the
American Typewriter font for the
“hookline” and name of poster.
The logo must be in all caps, and
in a Romanistic font.
The poster will be examined to ensure it uses the
specific font (Performance Test) Also a survey will be
carried out on the clarity of the message (User Trials).
Ergonomics Information on posters should be
clearly visible at distance of
around 4ft
Practical assessment addressing this at the end of the
9 week product
Efficiency The .gif must take no longer than
3 seconds to load and not falter
The game will be timed using an accurate stopwatch to
measure the time it takes for each part. (Performance
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35. 35
due to Photoshop technical
issues
Test) Also a survey will be carried out on if they have
had any anomalies (User Trials).
Makeup of
File/Photo
Each file will be 5Mb or lower Simply a check on the file size within the final stages of
the creation
It can be accessed through a
web browser
The poster will be examined to ensure it meets the
requirements. (Performance Test) Also a survey will be
carried out on if they have had any anomalies (User
Trials)
Target
Audience
The game must be appealing to
students and teachers
A survey will be carried out on the opinions of both the
students and the teachers. (User Trials)
Cost This poster must not cost
anything to produce and
distribute when finished. It will be
a free product.
The cost and use of budget throughout the creation of
the poster will be consistently monitored (Performance
Test).
Student Example 2: Design Specification
Aspect Specification Test
Function/
Features
Students must be able to run the
programme through downloading it and
running it on the computer.
The game will be downloaded and run
on a school computer multiple times to
ensure that it works. (Performance Test)
The game will be a very stripped down
and basic version of an applicable model.
It will only be a prototype depicting
concepts and designs which can be
applied to a final product. ​(This applies
to all specifications)
There will be a list created at the end
which will illustrate a final version, if
created, listing all features of the
prototype which will be applied to the
final version (Performance Test)
The game must have a glossary where all
the meanings and words learnt so far can
be accessed through the main menu.
The game will be played and used
multiple times to ensure it can do this.
(Performance Test)
The game’s primary feature of exercises
in lessons must come in the form of a
multiple choice question.
The game will be played and used
multiple times to ensure it can do this.
(Performance Test)
Questions, although mostly words, must
also have a set of visual and audio
questions.
The game will be examined to ensure it
can do this. (Performance Test)
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In each lesson, the user must be
presented with 5 new words to learn.
The game will be examined to ensure it
can do this. (Performance Test)
In each lesson, there must be ​at least​ 5
different questions with at least one visual
question and one audio question.
The game will be thoroughly examined
and number of questions and types of
questions will be counted (Performance
test)
The game must be available, apart from
English, in Spanish to accommodate
some of the DSL EAL students.
A survey will be carried out with certain
EAL students to see if they understand
the other languages. (User Observation)
The game must support the subject
Chemistry.
The game will be examined to ensure it
can do this. (Performance Test)
The game must have game over screen
at the end of the lesson to say the
number of questions the user got correct,
the number of questions they got wrong
and the overall percentage of correct
answers.
The game will be examined and ran
through in order to ensure that it can
carry out this function multiple times.
(Performance Test)
Every time that the user does a question,
the location of the multiple choice
answers will be in a different place every
time.
The game will be thoroughly examined
multiple times to ensure that this function
works. (Performance Test)
Aesthetics The game must mainly use colours like
light green and light blue for buttons and
the occasional light red for buttons to
stand out more. For the backgrounds, I
will mainly use a very light orange.
The game will be examined to ensure it
has these features. (Performance Test)
Also a survey will be carried out on how
the aesthetics make them feel (User
trials).
The game must use the font blanch for
the logo and name of programme. It
must use the Calibri font for the majority
of text including subtitles, questions and
answers.
The game will be examined to ensure it
uses these fonts. (Performance Test)
Also a survey will be carried out on how
these fonts make them feel (user trials).
Buttons and most panels used in the
game must all be either rectangular with
rounded edges or circular.
The game will be examined to ensure it
uses this shape for buttons.
(Performance Test) Also a survey will
be carried out on how these buttons
make them feel (user trials).
The game must use a large amount of
logos which have a minimal yet colourful
2D art style similar to vector images.
This will be heavily influenced by the art
style of the graphic designer Rob Wilson.
The game will be examined to ensure it
has this art style. (Performance Test)
Also a survey will be carried out on what
feelings this art style conveys, if it is
comprehensive and if they like it (user
trials).
The game must have several animations
for when new questions move into the
screen.
The game will be examined to ensure
that it contains these animations
(Performance Test).
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37. 37
Ergonomics The buttons must be easy to locate and
understand.
Survey will be carried out on ease of
access and navigation (user
observation).
Engagement The game must use simple Spanish to
make it easy to understand.
The game will be examined to ensure
that this feature works (Performance
Test) and a survey will be carried out on
if this helps with engagement. (User
trials).
The game must always have a counter in
the bottom right corner to show how
many questions they have completed and
how many are left.
The game will be examined to ensure
that this feature functions well
(Performance Test) and a survey will be
carried out on the increased
engagement of this factor (User trials).
Sound will be included within some of the
questions to keep the engagement of the
audience.
The game will be examined to ensure
that this feature functions well.
(Performance Test)
Efficiency The game must take no longer than 1
second to load the next question and less
than 15 seconds to start up the
programme.
The game will be timed using an
accurate stopwatch to measure the time
it takes for each part. (Performance
Test)
Makeup of
Programme
The game must be made through the use
of Adobe Flash Professional and through
the use of the programming language
ActionScript.
The methods used for creation will be
monitored and examined constantly
throughout the creation of the game.
(Performance Test)
All buttons, logos and drawings within the
game must be created through the use of
Adobe Photoshop.
The methods used for creation will be
monitored and examined constantly
throughout the creation of the game.
(Performance Test)
All questions must be derived from an
XML file which is applied to dynamic text
fields within Adobe Flash.
The methods used for creation will be
monitored and examined constantly
throughout the creation of the game.
(Performance Test)
The external library of GSAP (GreenSock
Animation Platform), will be used in order
to create animations within my quiz.
The methods used for creation will be
monitored and examined constantly
throughout the creation of the game.
(Performance Test)
Target Audience The game must be appealing to students. A survey will be carried out on the
opinions of students. (User Trials)
Cost This programme must not cost anything
to produce and distribute when finished.
It will be a free product.
The cost and use of budget throughout
the creation of the game will be
consistently monitored (Performance
Test).
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Strand ii: Develop Design Ideas
To find inspiration for developing your design ideas please create a mood board ­
example below.
Step 1:​ Create a border (pencil only) of 10mm around your top and two sides of your A4
paper. Use a measurement of 15 mm for the border at the bottom of the page (landscape)
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1
Step 2: ​Put your name tech group and title: Initial Design Ideas and the date below the
bottom border of your A4 sheet. If you need draught paper use this link
http://www.printfreegraphpaper.com/
Step 3:​ You must sketch 6­8 initial design ideas (pencil only) in total but please put only two
sketches per A4 sheet.​ ​Do not rush this task
1
<​http://wallpoper.com/images/00/39/70/53/textures_00397053.jpg​>
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Created by Michael Bonnick

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Created by Michael Bonnick

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Step 4:​ ​Use the crating technique to develop isometric, orthographic or oblique drawings –
see examples shared. See link Isometric & Oblique:
Isometric:​ ​http://www.youtube.com/watch?v=aqKdUXtJTHg
Oblique:​ ​http://www.youtube.com/watch?v=1XApthNElAA
Orthographic: ​http://www.youtube.com/watch?v=JGusKzEn8Gk
Step 5:​ Annotate each design idea to explain their design features i.e. materials, function…
Step 6:​ Optional: Add colour to your design ideas!
Step 7:​ Seek the opinions of others to help select your best design idea. Make sure to state
why this is so.
Examples of 3D hand drawn design ideas
Annotate all their features to explain how they relate to your specification. You can apply
colour to your design ideas
See examples below!
http://www.youtube.com/watch?v=byBeWLMpAik
Architectural Concept Drawings
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Automotive Design
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Fashion
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Communication
2
2
<​http://fm.cnbc.com/applications/cnbc.com/resources/files/2013/08/27/Samsung%20smartwatch%20pat
ent%20image.jpg​>
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Strand iii: Present the Chosen Design
Choosing your final design:​ ​Create a survey or a list of questions to help you choose your
best design. Simply create questions that will help others to judge the quality of each design
idea. Ask two classmates, friends or family members to help you identify the best idea.
Rate how well the design fulfills each question/area/specification point.​ Use a scale
from 1 (lowest) to 5 (highest). Make sure to combine the total score of each design to see
which one comes out on top!
Template
Initial
Design
Ideas
Does the
design
solve the
problem?
Do you
understand
how it will
work?
Have they
annotated
all the
important
features of
the design?
Does it meet
the key areas
of the
specification?
How do you
rate the
overall
presentation?
Total
score
Design
1
3 3 3 2 5 16
4 2 4 4 4
Design
2
4 5 1 4 4 18
Design
3
2 1 5 3 2 13
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Design
4
5 1 3 4 2 15
Make improvements to your chosen /final design. Annotate your drawing to explain
what areas have been improved.
Student Example 1: Final Design
Write clear/justified reasons why you have chosen this final design. Explain how it
seeks to solve the problem and fulfills all areas of your design brief/specification.
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Student Example 2 ­ Selecting/Presenting the final design
Choosing My Final Design
Initial
Design
Ideas
Does the
design
solve the
problem?
Do you
understand
how it will
work?
Have they
annotated
all the
important
features of
the design?
Does it
meet the
key areas
of the
specificati
on?
How do you rate
the overall
presentation?
Total score
MAX:50
ALL SCORES
OUT OF FIVE
1­Low
5­High
Design
1
5 4 5 4 5 46
5 5 4 5 4
Design
2
3 1 5 4 5 37
4 3 5 4 4
Design
3
2 3 4 5 5 42
5 4 4 5 5
Design
4
4 4 4 5 5 46
5 4 5 5 5
Design
5
4 5 5 5 5 46
5 4 5 4 4
Design
6
5 5 4 5 4 45.5
4 4 5 5 4.5
Which Design Did I Choose and WHY?
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Which Design Did I Use?
I chose to continue this project with​ Design 4​. I have chosen this design for a
variety of logical reasons:
Firstly, I believe that this design has more areas relating to biomimicry than
my other designs. This design has taken influence from the aesthetics as well as the
function areas of biomimicry.
Additionally, I believe this design looks very modern and unique. According to
my research conducted, I have found that the colors I have used are very eye
catching. By using these colors, I will attract more customers.
Relating this Design to my Problem
Another reason I chose this design over the others is because it relates to my
problem. This design relates to my problem because it is a solution to the problem: a
desk organizer (my problem:​ Having an unorganized desk, having too much supplies
to store, or having limited desk space to store what is needed.). ​This desk organizer
keeps an organized desk by storing supplies. The desk is medium sized, so it can fit
in most desk spaces. It also can hold many different items at once.
Relating this Design to my Rating System
This design was chosen by a rating system. I asked 2 classmates their
opinions on my designs. The results ended in a 3 way tie. From here I chose this
design because I believe it fits all the requirements from my problem, specification,
and design brief.
Relating this Design to my Specification/Design Brief
Another reason I chose this design was because it meets all of the points
mentioned in my design brief and specification.
I also believe that this design is very easy and safe to use (which is a point
mentioned in my specification). This design is very unique and can hold any different
items of different weights (which are points in my specification as well). By using this
desk tidy, it will make storing office supplies very easy and safe.
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M5 Student Example 2: Presenting the final design
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I have chosen this design for a variety of logical reasons. First of all, I believe that
the general aesthetic of this particular design is the most alluring and practical in
comparison with the rest of the remaining designs. To me this design is the one
whose intricate designs remains pertinent to the concept behind this project which is
to create a more inclusive community. The design is about a diligent and busy head
that is in constant motion and remaining active in the community. In order to make
the design of the web page more interesting I have made circles scattered around
the page that look as if they are the ideas of what activities would be interesting of
the head. This way, when you hover over each circle, detailed information will be
shown instantly about that specific activity. Moreover, I chose this design to be my
final because I believe it is really simple yet elaborate and contemporary.
Furthermore, everything in this web page is accessible and lucid, everything can be
seen from the home page and everything is explained thoroughly either on that very
same page or 1 click away. Additionally, every single feature this web page has to
offer is conspicuous, easy to see and easy to use making the sharing and emanation
of information easy, fluid, proficient and fast. I believe this design stands out from the
rest as I think it would be the most effective at augmenting the social life of the
elderly whilst still minimizing their time spent on the computer to replace that with
socializing in order to help combat loneliness. This website is compelling but it is also
very simple, this will therefore reduce the amount of time people spend looking at
websites and maximize their time spent bettering their lives. All in all this web design
it the one that displays the most amount of useful information is the clearest and
simplest form possible, making it such an elaborate and attractive place to begin to
turn one’s life upside down.
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Good Student​ Example 3 ­ Presenting final design
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Function/
Features
Aesthetics Ergonomics Engageme
nt
Efficiency Target
Audience
Cost Total Points
Design
1
4 3 3 5 5 5 5 30
Design
2
5 4 5 4 5 4 5 32
Design
3
3 3 3 4 5 3 5 26
Design
4
3 4 4 4 5 3 5 28
There are several aspects which made me choose design 2 as my final design for the
programme. Firstly, although many other designs I have come up with are very innovative,
creative and actually increases engagement in most cases. However, I decided to choose
the simplistic, minimal and comprehensive design (design 2) for the huge reason of
simplicity, engagement and comprehensive design, especially because my target audience
ranges from very young students to older students who are in around M5. Since I am
targeting such a large age group, I thought utilising a very simple and comprehensive design
for the programme would be extremely beneficial for it. In addition, I believe that using a
very complex design as the one seen in design 3 and 1 would only be convoluting and
discouraging to use.
Strand iv: Develop Planning Drawing/Diagram
Develop a detailed diagram/drawing showing the following:
i. measurements where possible (you might have to create a scale model to obtain
this information).
ii. annotations explaining how the product could be made.
iii. all the parts of your product and materials to be used.
Your detail diagram should clearly show how the product will be made by you.
Use a 1:1 scale model (if appropriate) to work out your exact measurements and any
justified modifications to be made. Make sure to apply these changes to your
detailed/working drawing!!!
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Student Example 1: 1 to 1 scale cardboard model
STUDENT EXAMPLE: Detailed Diagram/Drawing
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Student example 2: Card model
Student Example: Detailed Diagram ­ CAD Drawing
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Criterion B: Developing ideas
Maximum: 8
Students develop a solution. At the end of year 5, students should be able to:
i. develop design specifications, which clearly states the success criteria for the design of a solution
ii. develop a range of feasible design ideas, which can be correctly interpreted by others
iii. present the chosen design and justify its selection
iv. develop accurate and detailed planning drawings/diagrams and outline the requirements for the
creation of the chosen solution.
1 ­ 5 =
1
6 ­ 9 =
2
10 ­ 14 =
3
15 ­ 18 =
4
19 ­ 23 =
5
24 ­ 27 =
6
28 ­ 32 =
7
3 ­ 4 The student:
i. ​lists some​ design specifications, which relate to the success criteria for
the design of a solution
ii. ​presents a few​ feasible designs, using an appropriate medium(s) or
annotation, which can be interpreted by others
iii. ​justifies​ the selection of the chosen design with reference to the design
specification
iv. ​creates​ planning drawings/diagrams or ​lists​ requirements for the creation of the
chosen solution.
5 ­ 6 The student:
i. ​develops​ design specifications, which ​outline ​the success criteria for the
design of a solution
ii. ​develops a range of ​feasible design ideas, using an appropriate medium(s) ​and
annotation, which can be interpreted by others
iii. ​presents​ the chosen design and​ justifies​ its selection with reference to
the design specification
iv. ​develops accurate​ planning drawings/diagrams and ​lists​ requirements
for the creation of the chosen solution.
7 ­ 8 The student:
i. ​develops detailed​ design specifications, which ​explain​ the success criteria for the
design of a solution based on the analysis of the research
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57. 57
ii. ​develops a range of​ feasible design ideas, using an appropriate medium(s) ​and
detailed ​annotation, which can be ​correctly​ interpreted by others
iii. ​presents​ the chosen design and ​justifies fully and critically​ its selection
with ​detailed​ reference to the design specification
iv.​ develops accurate and detailed​ planning drawings/diagrams and
outlines​ requirements for the creation of the chosen solution.
Criterion C: Creating your Product
Strand i: Construct a Logical Plan
Develop a plan of making outlining how your final solution will be made.
Ensure it can be easily following.
Production Plan: Template
Steps:
Use full
sentences to
explain each
step of the
making
process. You
can have as
many step as
you want.
Time:
Roughly
how long
will each
step
take?
Equipment/
Software:
What tools,
apps will
you use to
make your
design
solution?
Make sure
to state the
risks that
might be
involved in
the health
and safety
section
Materials:
What
material
will you
use for
this
activity?
Health and
Safety:
Are there
any risks
included in
this
activity?
Quality
Checks: ​What
will you do at
specific
moments
during the
making process
to ensure the
final design
solution is
being made
well?
Justified
changes/
Improvements:
This section will be
filled in after every
step/activity has
been completed.
You will need to
reflect on what you
completed and
note any changes
made to your final
solution.
Step 1:
Measuring
and marking
up material
This
activity
will take
40 mins
I will use a
steel rule,
try square
and a
pencil.
I will use
MDF and
3 mm
thick
acrylic
Must be
careful
when
handling
the acrylic ­
could have
sharp
edges
Double check
measurements
shown on
detailed
diagram before
marking up.
I made an
adjustment to the
length and width of
the sides for the
mobile device
holder to ensure it
can accommodate
a minimum of two
devices.
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Step 2
Step 3
Step 4
Step 5
Step 6
Step 7
Excellent Student Example: Production Plan
Step Process Required
resource
s
Tests Quality Checks Time Reflection/Modifications
1 Carry out
further
research,
especially
primary
research
with
surveys to
EAL
students
within the
school
and
teachers
which I
asked
before, to
interview
in­depth.
Also some
research
on terms I
Google
Forms,
pen,
paper,
computer.
At the
end, I will
do a
summary
of all new
informatio
n learnt
and on all
research.
I will ensure
throughout that the
people I interview
and survey will give
me useful and
reliable
information. In
addition, I will
consistently
evaluate my
sources online to
make sure they are
accurate and
reliable.
3­4 hours One major modification I made to
this step was to instead of doing a
survey, I decided to do an interview
with an EAL student within the
school due to time restrictions and
effectiveness with the method of
research as I believe that instead of
doing a research, a personal
interview with an individual will
provide a better insight into the
problem, how to improve the
functions and design of my
programme and various other
factors. Apart from that, this stage
went vary smoothly and I did not
encounter any problems. In
addition, I was able to find reliable
sources for research.
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59. 59
will
include
and how I
will
organise
it.
2 Learn in
greater
detail,
how to
create the
product.
Look at
many
youtube
tutorials
on how to
make a
quiz­like
game on
flash and
how to
use
actionscri
pt. This
informatio
n and
resources
to learn
can be
found on
tutorial
websites,
wikis,
forums
and above
all,
youtube
tutorials.
Various
Websites
(Youtube,
Code
Tutsplus,
Programm
er’s Stack
Exchange
, etc.)
I will keep
consistent
notes
throughou
t and I will
check my
notes at
the end to
ensure
that I
have
learnt the
sufficient
material.
Throughout, I will
cross­reference
sources in order to
ensure that the
information I am
obtaining is correct
and accurate. In
addition, I will
constantly question
the accuracy and
reliability of all the
websites I use.
Additionally, I will
even test the
methods in flash as
I believe that is the
easiest and
quickest way of
making sure it will
work.
3 hours After looking at various tutorials
on youtube and other tutorials
online such as step­by­step tutorials
which are in­depth a well as various
online forums where members
share many tips and guides on how
to write actionscript. In addition, I
frequently looked at other user’s
code in Actionscript of various quiz
programmes and some guides on
Adobe Flash’s official website.
However, the most useful and
primary tutorial I followed came
from the website Tutsplus with the
link:
http://code.tutsplus.com/tutorials/cr
eate­a­customizable­flash­quiz­appl
ication­­active­8792​ With all of this,
I was able to create, in the end,
some code and grasp a basic
knowledge of Actionscript.
However, I had a very big issue
with formatting the actionscript.
3 Create an
in­depth
and
exhaustiv
e plan of
each
course,
the words
within all
lessons,
translation
s and
explanatio
Pencil,
Pen,
Paper,
Microsoft
Word.
I will look
over my
notes and
plan at
the end to
ensure I
have a
full,
exhaustiv
e plan for
the
creation
I will constantly
check that I am
including all the
elements required
which I listed at the
beginning
including, but not
limited to, words
within lessons,
explanations,
translations,
images, etc.
2 hours Overall, I believe that this process
went very well. It was completed
extremely quickly and efficiently,
finishing approximately 30 minutes
before the estimated time it would
take. In addition, I was able to
modify this step slightly to take it
further. This was to consult my
friend Daniel Herrera, who is a
native Spanish speaker, with my
document in order to ensure that
the spanish translations are correct
and that they are easy to
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60. 60
ns for
each
course,
the
images it
will use
and any
other
details of
the
programm
e.
of my
product.
understand. This, in the end,
helped to make my programme
easier to understand for my target
audience, catered specially for
them.
4 Design all
buttons,
logos,
symbols,
etc.
required
as a
separate
image in
Adobe
Photosho
p.
Adobe
Photosho
p,
Computer.
Ensure
at the end
that all
logos,
symbols
and
designs
have a
consistent
art style
and
meets all
of the
specificati
ons
stated.
I will consistently
ensure that I have
created all things
necessary through
the use of a
checklist of all
symbols, logos and
buttons required
and will check to
make sure that all
things necessary
are all in one
folder.
2­3 hours Overall, this process went very well
and was very quick. With my
previous experience and knowledge
in photoshop, through the use of my
graphics tablet and various tools in
photoshop, I was able to create the
necessary logos, buttons and
symbols using the rectangle
primitive tools, the ellipse tools, etc.
I created the close programme
button, play button, the logo and
several other graphics. Some
modifications I made were from the
original designs of the buttons. In
the end, I decided to change the
design slightly in order to perfectly
match my target audience.
5 Create a
simple
engine
and
system in
Adobe
Flash and
using
actionscri
pt, for the
creation of
the final
program.
Computer,
Adobe
Flash CS
6
Ensure at
the end of
the
creation
that I am
able to
simply
create a
quiz game
from the
engine I
have
created.
Throughout the
process, test the
ease of creation of
quizzes using the
engine and ensure
that the steps
towards the
creation of the
engine is followed
very closely.
3 hours There were a countless amount of
modifications made throughout this
stage which are all mentioned in the
“Final Product and Modifications”
segment. The general and most
significant modification was the
slight change in the layout of the UI.
Often, images, questions and other
elements of the UI were placed in
different parts of the screen.
Overall, although this process
helped to improve the UI of the final
product and include additional
features such as sound, this
process took an extremely long
time, taking approximately over 8
times more time than the initially
estimated time. With countless
obstacles and difficulties which I
encountered in this process, this
made it a very inefficient process,
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61. 61
even though I closely followed the
tutorial mentioned previously.
6 Create
program
using the
engine
created in
step 5,
according
to the
specificati
ons.
Adobe
Flash,
Computer
Ensure at
the end
that the
program
created at
the end
meets all
specificati
ons said
earlier.
Throughout the
process of creation
of the program, I
will ensure that I
am not changing
the engine in any
major ways and will
consistently check
the specifications
2 hours On the contrary to the previous
step 5, this process went extremely
smoothly and very efficiently. I
encountered almost no obstacles
except for when inserting images
and sound. Apart from that, this
step was completed in half the time
initially estimated as I already had
all terms and definitions within the
word document created in step 3.
In addition, with the engine using a
very simple XML file in order to
create the questions and insert
images and audio files. In the end,
however, I did not make any major
changes in this process.
7 Export
final
program
and
distribute
across
school
and
screen
record in
order to
publish on
youtube.
Adobe
Flash,
Computer,
External
Hard drive
or USB
stick.
Ensure at
the end
that all
teachers
which I
created
the
program
for, knows
how to
access it
and use it.
Throughout the
exportation and
distribution
process, I will have
a specific checklist
of which teachers I
need to give the
program to.
0.25 hours This stage was altered drastically
as it was originally supposed to be
the final product. However, due to
time constraints and limitations in
ability and knowledge of Adobe
Flash and Actionscript, I was not
able to implement and create a
finalised version of the product.
Instead, I opted for creating a
prototype in which I demonstrate
how the UI will look, how the
buttons will interact with each other,
an example of the questions and
answers as well as how it will be
built in Flash using ActionScript.
Core Steps/ Processes of Making
Please find below some useful Core Steps and Processes to be incorporated into your
production plan/plan of making
If you are using CAD (Computer aided design) then use these core steps as a guide
1. Use your detailed diagram/drawing to prepare all the parts for laser cutting using Corel
Draw. Make sure to set your work within Corel Draw to 600 mm X 458 mm.
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3
2. Process files for laser cutting ­ Laser cutter
3. Assemble parts using an appropriate adhesive ­ PVA glue or Contact Glue.
4. Finishing ­ if required do you need to apply paint, varnish...
If you are using a variety of tools/equipment then use these core steps as a guide
1. Follow your detailed diagram to accurately measure and mark up your material ­ ​Steel
rule, Try square, Pencil.​.
. 4 5 6
7
2. Cut the material using any of the following tools ­ ​Hegner Jig saw; Coping saw; Tenon
saw​…
3
<​https://i.ytimg.com/vi/Fqbs7fP1xIY/maxresdefault.jpg​>
4
<​http://ecx.images­amazon.com/images/I/41%2B0v84Bk9L._SY300_.jpg​>
5
<​http://www.toolstop.co.uk/components/com_virtuemart/shop_image/product/bd972ee7790b696a28427
52e7346a561.jpg​>
6
<​http://weknowyourdreams.com/images/pencil/pencil­02.jpg​>
7
<​http://www.thebestthings.com/newtools/graphics/cullen_tools_marking_gauge.jpg​>
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8 9 10
3. Forming could be done using the ​Vacuum former​ or ​Foam Cutters ​but first you would
need to create a mold.
11 12
4. To bend acrylic you can use the ​Hot wire/Strip Heater​.
5. Smoothing the edges of the material ­ use a variety of files; glass or wet and dry paper.
8
<​http://www.hegner.co.uk/media/catalog/product/cache/4/image/397x457/f8954eb2a57f68f4c257cba01f
7886d0/i/m/image_5432.jpg​>
9
<​http://s.hswstatic.com/gif/coping­saw­1.jpg​>
10
<​http://ecx.images­amazon.com/images/I/51AwQPjKsgL._SX522_.jpg​>
11
<​http://www.design­technology.org/vacformer.jpg​>
12
<​http://ecx.images­amazon.com/images/I/41%2BW%2BDna­7L._SY355_.jpg​>
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13 14
15
6. Assemble parts using an appropriate adhesive ­ PVA glue or Contact Glue.
16 17 18
7. Finishing ­ if required do you need to apply paint, varnish...
13
<​http://cdn.dick­blick.com/items/349/16/34916­1009­3ww­l.jpg​>
14
<​http://www.transpares.co.uk/media/ecom/prodsm/wet%20and%20dry.jpg​>
15
<​http://www.technologystudent.com/images7/hfile1.gif​>
16
<​http://www.printfile.com/ProductImages/scrapbooking/PVA­glue.gif​>
17
<​http://www.technologystudent.com/images2/tensl1.gif​>
18
<​http://ecx.images­amazon.com/images/I/41R33oFxCwL._SY300_.jpg​>
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19 20
For those of you who plan to combine both CAD and machines/tools you just simply need to
include the appropriate making process that best suits the product you hope to make.
Please note you are expected to produce a plan that can be easily followed by myself or
your peers.
See next page
19
<​http://cdn3.benzinga.com/files/imagecache/1024x768xUP/varnish­250x250_0.jpg​>
20
<​http://belloflostsouls.net/wp­content/uploads/2014/08/paint­cans.png​>
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Strand ii: Demonstrate Technical Skills
Visually document the key stages of making your final prototype/product by taking
regular pictures. ​Make sure to insert the images into your document and add captions
underneath to explain the process or step.
Student example : ​Visually documenting the making Process
Creating the .gif
In order to create a moving .gif, the picture must be different within more than one frame in
order to achieve movement. In my research, I had found that epileptics decreased their
seizures more commonly as rapid eye movement. so in order to do that, I decided to
displace the foreground and background slightly, to create that “twitch motion”.
In the picture above, I have demonstrated how I captured the foreground, using the pen tool
and highlighting what was necessary.
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After that within the path channel, in order to be able to grab the selection and move it, the
path must be converted into an active path, shown by the moving dots surrounding the
selection. This is completed by cmd+left clicking the path channel you want to make active,
this is represent within the second picture.
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I simply just removed the selection using cmd+x, which in essence just temporary stores the
layer. After that (looking at the picture below) I pasted the picture back into the software, but
on a new layer, so it was separately tangible from the others.
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Now I had just slightly displaced both the foreground and background to simulate the
movement, but then needed to fill up the white checkered spaces using three specific tools,
but before I did that, I rasterized (merged) the layers in order to sample sections of the photo
as one.
Strand iii: Follow the Plan to Make the Solution
Students demonstrate that the planning process was sufficiently thorough ​if the final
product matches the planning drawing and no changes were made to the plan, in
whatever form it was presented​. If the drawings/diagrams and the plan match what has
been made, then students have followed the plan.
I​f a student does not follow the plan, it will usually result in the solution not fully meeting the
specification and/or matching the design detailed in the drawings/diagrams.
Strand iv: Justified Changes Made to Design
If any changes were made during the creation process of your final product make sure to
detail and justify any changes.
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If students do not make any changes to their product or plan, this strand does not have to be
addressed with evidence​. However, if any changes are made, students ​must​ address this
strand.
Remember if you have been vigilant in your efforts to note any changes made in the
justification/modification section of your production plan, this can be used as
evidence for this strand​.
Student Example 1: Final Product and Modifications
Modification to my Design
Now that I have made a plan to follow and thought about all the materials, tools I am
going to use and how much time the project is going to take, some features of my
design changed.
1. To start with, I changed the thickness of the circle of the sun which is where
I am going to locate the clock mechanism. This is because the part of the
clock mechanism that has to be drilled through the material is 6cm long.
So, it is going to take a long time to drill a whole about 14cm deep on an
18cm thick material. I thought it would take less time drilling a whole about
2 cm deep on an 8cm thick material
2. Now that I thought about how long it is going to take to create stickers, I
decided make more Number Stickers. Before I made the plan, I thought it
would take the longest time to create the stickers on the vinyl cutter;
however, I realized it actually doesn’t. I was going to only make four
stickers: 12, 3, 6 and 9. But, since it doesn’t take so much time creating
them, I decided to make all twelve stickers. I also realized that while I am
waiting for the stickers to be cut out by the vinyl cutter, I could be using the
time and start working on the next step which is putting the clock
mechanism on to the clock design.
3. The last change I have made is to use spray paint for one or two parts. If I
use paint, I have to paint several coats and dry them. Same goes for spray
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paint; however, if you compare the time on how long it takes to paint and
spray a material once, to spray paint takes less time.
Student Example 2: Final Product and Modifications
Throughout the entire creation process, with many thought processes occurring, but the
biggest factor for modification being the ease, efficiency and overall, if it suited my ability as
Actionscript and Flash were both very new to me in the beginning of the project. All changes
were added to the specifications and were reflected upon in the production plan. Some of
the most significant changes I made to my project included, but were not limited to:
● Change in the layout of the general UI​­There were major changes to the main menu
to suit the prototype and target audience. Many buttons were simplified to make it
easier for the average EAL student to understand it.
● Use of GSAP​­The use of the GSAP library, instead of the standard flash animations,
made the program much more efficient, compact and overall engaging with the
included animations, which were all significant components of my specifications and
what I wanted to achieve with my program from the beginning.
● Use of several different fonts​­Although there were several fonts such as BPReplay
which I planned to primarily use in the first steps of my creation, in the end, I used a
very simple calibri for several reasons. Firstly, it supports latin accents whereas
BPReplay did not and secondly, I believe that calibri is a more familiar sans­serif font,
therefore creating a more relaxed and comfortable learning environment for the user.
● Use of an XML file​­This was simply due to efficiency.
● Inclusion of question counter instead of progress bar­​Since the progress bar was
very difficult to implement, I believed that a question counter would be very simple,
yet would provide the sense of achievement and engagement.
● Inclusion of shuffle feature​­This would make the game replayable and more
interesting, therefore making the questions more interesting/engaging.
● Use of the glossary instead of the layout shown​­Using this instead made sure that it
suited the prototype model of the program.
● Inclusion of a score screen­​The addition of this also increased engagement of the
user and the sense of progression when they improve.
The demonstration video for the final product can be found ​here​.
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Criterion C: Creating the solution
Maximum: 8
Students create a solution. At the end of year 5, students should be able to:
i. construct a logical plan, which describes the efficient use of time and resources, sufficient for peers to
be able to follow to create the solution
ii. demonstrate excellent technical skills when making the solution
iii. follow the plan to create the solution, which functions as intended
iv. fully justify changes made to the chosen design and plan when making the solution
a. present the solution as a whole
1 ­ 5 =
1
6 ­ 9 =
2
10 ­ 14 =
3
15 ­ 18 =
4
19 ­ 23 =
5
24 ­ 27 =
6
28 ­ 32 =
7
Achievement
Level
Level Descriptor
1 ­ 2 The student:
i. ​demonstrates minimal ​technical skills when making the solution
ii. ​creates​ the solution, which functions ​poorly​ and is presented​ in an incomplete
form.
3 ­ 4 The student:
i.​ constructs a plan​ that contains some production details, resulting in peers having
difficulty following the plan
ii. ​demonstrates satisfactory ​technical skills when making the solution
iii. ​creates​ the solution, which ​partially​ functions and is ​adequately​ presented
iv. ​outlines​ changes made to the chosen design and plan when making the solution.
5 ­ 6 The student:
i.​ constructs a logical plan​, which considers time and resources, sufficient for
peers to be able to follow to create the solution
ii.​ demonstrates competent​ technical skills when making the solution
iii. ​creates​ the solution, which functions ​as intended​ and is presented
appropriately
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iv. ​describes​ changes made to the chosen design and plan when making the
solution.
7 ­ 8 The student:
i. ​constructs a detailed and logical plan​, which ​describes ​the efficient use of
time and resources, sufficient for peers to be able to follow to create the solution
ii. ​demonstrates excellent ​technical skills when making the solution.
iii. follows the plan to ​create​ the solution, which functions ​as intended ​and is
presented ​appropriately
iv. fully​ justifies​ changes made to the chosen design and plan when making the
solution.
Criterion D: Evaluating
Strand i: Design Testing Methods
Evaluate the effectiveness of your design solution using a wide range of tests against
the requirements of the design specification ​(including expert appraisal, user trials, field
testing and user observation). See examples below:
Student Example 1:
Expert Appraisal​ ­ From Mr. Nicholas Brown (Programmer and Design Technology
Teacher)
1. Design of the UI (is it easy to understand and is it intuitive? Is it easy to
navigate?)
The UI has a clear and consistent format. The interface is uncluttered and provides
only the necessary information. The colours are contrasting and it is clear which is
the question and which is the answer box. The use of page number and total page
number is a good way of providing feedback to the user on their progress.
It would have been helpful for the chosen answer to change colour to provide
confirmation feedback to the user
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2. The Program’s Objectives/Specifications
If it is how effectively the goals of the program are achieved, then yes, clearly assists
Spanish EAL students access chemistry. It may have been helpful to provide English
translation of question as well to help their learning.
3. The program's engagement (how fun/engaging is it for the player?)
Visually it is pleasant to look at and the transition between questions is fun. The
question content could perhaps have used richer and more varied media (more
images, animations, video etc)
Example 2: TESTING METHODS
“Everyone’s Brain can Glitch”​ ­ Rhett Williams­Lee ​“Become a Purple Day Hero”​ ­ Epilepsy
Australia.
Advantages of my
Product
Disadvantages of my
Product
Modifications
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My product draws the
attention of the audience
more, due to the grunge
style that I have used.
Lack the use of colour,
which could deter
younger members within
my target audience
(11­12 year olds)
Little hints of colour
could have helped to
appeal to audiences of
all ages, due to the
overall contrast of colour
Poster addresses the
situation in a serious and
essential manner, which
is something needed to
address a disease that is
overlooked
The existing product is
more “friendly”, possibly
meaning it could attract a
larger audience.
Trying to merge both
serious and light hearted
(happy) information to
tone down the shock
value of the piece. Such
as cures and first hand
experiences of people
overcoming and battling
epilepsy
My product harnesses
the use of animation not
only to capture the
public, but also to help
people without epilepsy
to empathise with their
problem
The existing product
uses a day to help unite
the audience for a
specific cause, whilst my
product simply
demonstrates we need to
enlighten ourselves
about the disease
Can definitely add in an
aspect that helps unite
people to learn about the
disease together, which
can tie into my slogan
“everyone’s brain can
glitch”
Phrase “Everyone’s brain
can glitch.” helps include
that neurological
diseases such as
epilepsy does not
discriminate, ever.
The existing product
uses the emotional
appeal of the young girl
to help attract the
audience, whilst my
product only emphasises
we need to raise
Possibly having one of
the little boys’ face
showing could improve
emotional appeal to
parent etc.
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awareness for this
disease.
My products purpose is
clear and concise at first
glance
Typography could be
larger, just in case some
people are visually
impaired
Improve the size of font,
especially the
Expert Appraisal ­ Karen Strickland
Hi Rhett,
­ The piece has an immediate impact, with the viewer looking to understand for a
considerable time. this is always the intention of an artist.
­ The image/ GIF is well thought out, which is where the artist steps in and uses an
interesting moment to raise awareness.
­ The animation is interesting, and leaves the viewer sympathising with the what could
be an epileptic first person perspective, or more likely a suggestion of what it is like to
be epileptic.
­ The text with the URL is clear and easy to read at a glance, and allows the viewer to
inquire about the subject extremely easily
­ This is an excellent piece of work, good use of branding, an interesting image, with a
really well thought out
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Comparison Test
Test – comparison with existing product
Existing product
My product
Advantages of my product Disadvantages of my product
My product looks more interesting and
colourful
There are less places to keep the
accessories
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There are more spaces to put larger
objects
The existing product is more organised
My product does not need extra spaces
around the sides (to open the drawer etc.)
The existing product has a mirror which
would be convenient to try on the
accessories
My product would be easier to hold
accessories that are needed to be hanged
(necklaces would not be tangled)
The accessories/holder would be
covered by dust as it is not kept inside
My product displays the accessories more
clearly, as it is not kept inside the
drawers.
The existing product uses mainly of
soft materials which would not scratch
the accessories
From the above table comparing my product and the existing product, it can be seen
that my product has both advantages and disadvantages. Although it can be seen that
most of the disadvantages are based on the quality of the product, such as the mirrors,
problems with dust, scratches, which I think that as a teenager those problems would
not matter as much as adults, as we do not have much of expensive accessories.
Therefore I think that my product already suits with the age of my target audience.
Comparing the product against existing products in the marketplace and noting strengths
and weaknesses
Strand ii: Evaluate the Success of the Solution
When critically evaluating the success of a solution, you must objectively judge the
solution against the specifications. ​This objective evaluation comes from analysing the
data gathered by carrying out the tests designed.
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You must analyse this data and make conclusions that identify strengths and weaknesses of
the solution, along with opportunities for further development.
See Template:
Specification Testing method Evidence from tests
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Student Example 1:​ Evaluating the Product Against the Specifications
Specification Test
Rating of
Completion
How it is met
Students must be
able to run the
programme through
downloading it and
running it on the
computer.
The game will be
downloaded and
run on a school
computer multiple
times to ensure
that it works.
(Performance Test)
5/5 After running it multiple times on
several computers, I can ensure it
functions.
The game will be a
very stripped down
and basic version of
There will be a list
created at the end
which will illustrate
a final version, if
5/5 After the list was created, it was
ensured that this game’s concepts,
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an applicable model.
It will only be a
prototype depicting
concepts and designs
which can be applied
to a final product.
(This applies to all
specifications)
created, listing all
features of the
prototype which will
be applied to the
final version
(Performance Test)
functions and methods could be
applied to a full and final game.
The game must have
a glossary where all
the meanings and
words learnt so far
can be accessed
through the main
menu.
The game will be
played and used
multiple times to
ensure it can do
this. (Performance
Test)
5/5 Running it multiple times, the glossary
can be easily accessed through the
main menu.
The game’s primary
feature of exercises
in lessons must come
in the form of a
multiple choice
question.
The game will be
played and used
multiple times to
ensure it can do
this. (Performance
Test)
5/5 The game was run multiple times to
ensure this.
Questions, although
mostly words, must
also have a set of
visual and audio
questions.
The game will be
examined to
ensure it can do
this. (Performance
Test)
4/5 The game was examined to ensure
this. However, there were only 1
visual and 1 auditory question.
In each lesson, the
user must be
presented with 5 new
words to learn.
The game will be
examined to
ensure it can do
this. (Performance
Test)
5/5 The game was tested multiple times
to confirm this.
In each lesson, there
must be ​at least​ 5
different questions
with at least one
visual question and
one audio question.
The game will be
thoroughly
examined and
number of
questions and
types of questions
will be counted
(Performance test)
5/5 The game, examined, had 6
questions, with 1 visual and 1
auditory.
The game must be
available, apart from
English, in Spanish to
accommodate some
of the DSL EAL
students.
An interview will be
carried out with a
certain EAL student
to see if they
understand the
other languages.
(User Observation)
4/5 According to native Spanish speakers
in the school, it is written to a very
good level.
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The game must
support the subject
Chemistry.
The game will be
examined to
ensure it can do
this. (Performance
Test)
5/5 After rigorous examination, the game
was shown to support Chemistry
terms very well.
The game must have
game over screen at
the end of the lesson
to say the number of
questions the user
got correct, the
number of questions
they got wrong and
the overall
percentage of correct
answers.
The game will be
examined and ran
through in order to
ensure that it can
carry out this
function multiple
times.
(Performance Test)
5/5 After many examinations and tests, it
is proven the game over screen can
show correct answers, wrong
answers and percentage.
Every time that the
user does a question,
the location of the
multiple choice
answers will be in a
different place every
time.
The game will be
thoroughly
examined multiple
times to ensure
that this function
works.
(Performance Test)
5/5 After countless tests, it has been
proven this function works.
The game must
mainly use colours
like light green and
light blue for buttons
and the occasional
light red for buttons to
stand out more. For
the backgrounds, I
will mainly use a very
light orange.
The game will be
examined to
ensure it has these
features.
(Performance Test)
Also a survey will
be carried out on
how the aesthetics
make them feel
(User trials).
4.5/5 After examination, I can see that I
have used these colours for all
specified parts. Also, ⅚ surveyed
students said the colours had a
positive feeling.
The game must use
the font blanch for the
logo and name of
programme. It must
use the Calibri font
for the majority of text
including subtitles,
questions and
answers.
The game will be
examined to
ensure it uses
these fonts.
(Performance Test)
Also a survey will
be carried out on
how these fonts
make them feel
(user trials).
4.5/5 The game was examined to ensure
that it used these fonts. In addition,
the fonts created mostly positive
feelings, except for one user feeling
tired.
Buttons and most
panels used in the
game must all be
either rectangular
with rounded edges
or circular.
The game will be
examined to
ensure it uses this
shape for buttons.
(Performance Test)
Also a survey will
be carried out on
5/5 The game has been examined to use
these specific shapes and all students
answered that the buttons made them
feel comfortable and welcome.
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how these buttons
make them feel
(user trials).
The game must use a
large amount of logos
which have a minimal
yet colourful 2D art
style similar to vector
images. This will be
heavily influenced by
the art style of the
graphic designer Rob
Wilson.
The game will be
examined to
ensure it has this
art style.
(Performance Test)
Also a survey will
be carried out on
what feelings this
art style conveys, if
it is comprehensive
and if they like it
(user trials).
5/5 The game, after examined, is sure to
use this art style. In addition, all
feelings the art style conveyed were
positive towards learning.
The game must have
several animations
for when new
questions move into
the screen.
The game will be
examined to
ensure that it
contains these
animations
(Performance
Test).
5/5 After, examination, it is certain that
the game utilises all of these
animations to further encourage
engagement.
The buttons must be
easy to locate and
understand.
Survey will be
carried out on ease
of access and
navigation (user
observation).
5/5 All students surveyed said the UI was
very easy to navigate.
The game must use
simple Spanish to
make it easy to
understand.
The game will be
examined to
ensure that this
feature works
(Performance Test)
and an interview
will be carried out
on if this helps with
engagement. (User
trials).
5/5 The game, after examination, proves
that the spanish used is simple and
easy to understand. This was proven
by the interview with the native
Spanish speaker.
The game must
always have a
counter in the bottom
right corner to show
how many questions
they have completed
and how many are
left.
The game will be
examined to
ensure that this
feature functions
well (Performance
Test) and a survey
will be carried out
on the increased
engagement of this
factor (User trials).
4.5/5 This function has been assured to
work after many trials. In addition, ⅚
students surveyed said the counter
made the quiz more engaging.
Sound will be
included within some
of the questions to
The game will be
examined to
ensure that this
feature functions
5/5 It has been assured that this function
works every time.
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keep the engagement
of the audience.
well. (Performance
Test)
The game must take
no longer than 1
second to load the
next question and
less than 15 seconds
to start up the
programme.
The game will be
timed using an
accurate stopwatch
to measure the
time it takes for
each part.
(Performance Test)
4/5 After measuring, the average time
for a question to load was
approximately 0.74 seconds and less
than 5 seconds to startup the
program.
The game must be
made through the
use of Adobe Flash
Professional and
through the use of
the programming
language
ActionScript.
The methods used
for creation will be
monitored and
examined
constantly
throughout the
creation of the
game.
(Performance Test)
5/5 Flash was consistently used as
shown in the process pictures.
All buttons, logos and
drawings within the
game must be
created through the
use of Adobe
Photoshop.
The methods used
for creation will be
monitored and
examined
constantly
throughout the
creation of the
game.
(Performance Test)
3/5 Most of the buttons were created
directly in Flash, although many were
created in Photoshop.
All questions must be
derived from an XML
file which is applied
to dynamic text fields
within Adobe Flash.
The methods used
for creation will be
monitored and
examined
constantly
throughout the
creation of the
game.
(Performance Test)
5/5 All questions were taken from XML,
shown by close monitoring of creation
process.
The external library of
GSAP (GreenSock
Animation Platform),
will be used in order
to create animations
within my quiz.
The methods used
for creation will be
monitored and
examined
constantly
throughout the
creation of the
game.
(Performance Test)
5/5 All animations were done with GSAP,
shown from documentation of
process.
The game must be
appealing to
students.
A survey will be
carried out on the
opinions of
students. (User
Trials)
4.5/5 ⅚ students surveyed found the game
appealing.
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This programme
must not cost
anything to produce
and distribute when
finished. It will be a
free product.
The cost and use
of budget
throughout the
creation of the
game will be
consistently
monitored
(Performance
Test).
5/5 The cost and budget was very closely
monitored and this did not cost
anything to produce.
Student Example 2: ​PRODUCT AGAINST SPECIFICATION
Goal Test Rating Evidence
The poster will
clearly address
the situation of
epilepsy, and
portray the
message in a
clear and
concise
manner
The poster will be
examined to ensure
it addresses these
situations.
(Performance Test)
Also a survey will be
carried out on how
they have been
enlightened by the
situation (User
Trials).
4/5 ­ Survey has concluded that 95% of the
audience had understood what the
poster was about.
­ Survey has concluded that 70% of the
audience had wanted to inquire more
about the causes of epilepsy
Students will
be able to
access the
awareness
campaign and
thus be able to
run the file from
anywhere
The poster will be
examined to ensure
it can technically run
on any system.
(Performance Test)
Also a survey will be
carried out on if they
have had any
anomalies (User
Trials).
5/5 ­ Ran the .gif file on all main web
browsers, and OS (Windows, Mac,
Linux)
­ No anomalies or errors reported for this
specifically
Students and
the audience
must be able to
inquire about
epilepsy in and
through the .gif
The poster will be
examined to ensure
it can be accessed
on any system.
(Performance Test)
Also a survey will be
carried out on if they
have had any
anomalies (User
Trials).
5/5 ­ Ran the .gif file on all main web
browsers, and OS (Windows, Mac,
Linux)
­ No anomalies or errors reported for this
specifically
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Each poster
will feature a
created logo
The poster will be
examined to ensure
it uses my created
logo (Performance
Test) Also a survey
will be carried out on
the professionalism
of the design (User
Trials).
5/5 ­ Poster used my logo
­ 75% of participants said my logo was
near to a professional standard
Posters will
feature font
that is clearly
readable and
understandable
that ​connects
to the audience
The poster will be
examined to ensure
it uses the specific
font (Performance
Test) Also a survey
will be carried out on
the clarity of the
message (User
Trials).
5/5 ­ Poster used the specific font of
American Typewriter
­ All users understood the message
within my poster.
I will help
enlighten the
viewers about
the effects of
neurological
diseases.
The poster will be
examined to ensure
it has the necessary
information.
(Performance Test)
Also a survey will be
carried out on how
effectively the
information has
been processed
(User Trials).
4/5 ­ 80% of the audience had stated they
had learnt more about neurological
diseases after viewing my poster
The poster will
evoke empathy
within the
viewer
The poster will be
examined to ensure
it uses these holds
the necessary
literary techniques.
(Performance Test)
Also a survey will be
carried out on how
the poster has
impacted them.
(User Trials).
4/5 ­ Interview with English teacher had
confirmed I had used the proper literary
techniques.
­ 72% of the audience stated they felt
more empathetic for patients with the
disease after viewing my poster s
A photoshop
file that runs
animation
continuously
(.gif)
The poster will be
examined to ensure
it can technically run
on any system.
(Performance Test)
Also a survey will be
carried out on if they
5/5 ­ Tested for 20 minutes to see if there
was any break down or lag, there was
none
­ No anomalies or errors reported for this
specifically
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86. 86
have had any
anomalies (User
Trials).
The poster will
use extremely
contrasting
colours in order
to create
tension in the
room
The poster will be
examined to ensure
it meets the
requirements.
(Performance Test)
5/5 ­ Expert Appraisal had specifically
stated: ​“contrast in colour help improve
dramatic appeal”
All affiliation
should appear
at the bottom of
the poster
The poster will be
examined to ensure
it meets the
requirements.
(Performance Test)
5/5 ­ Poster only has affiliation represented
on the bottom of the page
The poster
must use the
American
Typewriter font
for the
“hookline” and
name of poster.
The logo must
be in all caps,
and in a
Romanistic
font.
The poster will be
examined to ensure
it uses the specific
font (Performance
Test) Also a survey
will be carried out on
the clarity of the
message (User
Trials).
5/5 ­ Poster used the specific font of
American Typewriter
­ All users understood the message
within my poster.
Information on
posters should
be clearly
visible at
distance of
around 4ft
Practical
assessment
addressing this at
the end of the 9
week product
­ Poster visible from 4 ft away
The .gif must
take no longer
than 3 seconds
to load and not
falter due to
Photoshop
technical
issues
The game will be
timed using an
accurate stopwatch
to measure the time
it takes for each
part. (Performance
Test) Also a survey
will be carried out on
if they have had any
anomalies (User
Trials).
5/5 ­ Ran 20 trials on the speed on startup,
in which none exceeded 3 seconds
­ No anomalies or errors reported for this
specifically
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Each file will be
5Mb or lower
Simply a check on
the file size within
the final stages of
the creation
5/5 ­ File size is 320 KB
It can be
accessed
through a web
browser
The poster will be
examined to ensure
it meets the
requirements.
(Performance Test)
Also a survey will be
carried out on if they
have had any
anomalies (User
Trials)
5/5 ­ Poster is able to be accessed through
major Web browsers
­ No anomalies or errors reported for this
specifically
The game must
be appealing to
students and
teachers
A survey will be
carried out on the
opinions of both the
students and the
teachers. (User
Trials)
5/5 ­ 90% of participants stated they had
found the poster interesting
This poster
must not cost
anything to
produce and
distribute when
finished. It will
be a free
product.
The cost and use of
budget throughout
the creation of the
poster will be
consistently
monitored
(Performance Test).
5/5 ­ All images used that were not mine are
royalty free
­ Poster created entirely on my own, thus
being free
Strand iii: Explain How the Solution Could be Improve
Through the objective evaluation of your solution, you should identify weaknesses in
your solutions.​ These weaknesses provide opportunities for further development and will
allow you to consider how you can refine your solution further.
You can suggest these improvements in many forms, including:
● written text—paragraphs or tables
● diagrams and charts
● annotated photographs/screenshots of the prototype
● sketches.
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Student Example 1:​ Possible Improvements to the Programme
Weakness Improvement Application
Made in Adobe Flash (difficult
to modify and to use. Is
currently becoming outdated
software). In addition, I did
not know how to use flash and
therefore, the project took an
excessive amount of time.
Use a different program or programming
language in order to make the program.
Possible programming languages include
javascript, C++, Java and Python.
Python would probably work the best as I
already have a foundation knowledge of
it.
The engagement of the
student will be lost very
quickly because there is
nothing except the game over
screen and the question
numbers which do not do
enough.
Increase engagement with a further
emphasis on progression and creating a
sense of achievement from implementing
a progress bar and/or XP and level up
system.
These will all relate to the currently
programmed question numbers and the
correct answers will determine how much
XP is gained and there will be a certain
animation for each progress of the
progress bar.
It is a moderately slow
program. (scored lowest in
specification comparison.)
Further refine the code in order to make
it more efficient and run more quickly.
A lot of calculations will be simplified and
many ways found which are more
efficient and simpler.
Lack in substance (only
Spanish language and
Chemistry subject, with 5
terms)
Add more terms, more subjects and
more languages which would be
implemented within the further model.
This would be done through the use of
more language experts and native
speakers, as well as further research to
obtain the additional terms, subjects and
languages.
Lack of variety in media types
makes it less engaging (not
enough visual, auditory and
even video questions)
Increase the number of visual, auditory
and video questions in order to create a
more engaging program.
There will be a better implementation
and rework of images and audio instead
of using the XML file as it cannot be
formatted properly.
Not much feedback with many
questions and buttons.
Make all buttons light up when clicked on
to depict that it is the chosen answer.
This will increase engagement and
interest.
Further actionscript code will be taken
and implemented to create and use an
animation of the buttons lighting up.
Teachers are not able to
monitor the student’s work.
Create accounts and make it all online.
Teachers will be able to set work and
courses for the student to complete
within the program.
Moderately complex integration of also
HTML5 and javascript may be necessary
in order to enable this, as well as use the
flash file in order to put it online and
manage accounts.
Cannot tell which answers you
got right and which you got
wrong.
In the game over screen, do a review
and show which answers were wrong
and which answers are the correct ones.
Further using the implemented correct
answers and wrong answers, extend it to
also keep track of which answer they
chose.
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Student Example 1:​ ​Suggested improvements example: Clock
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Strand iv: Explain the Impact of the Solution
To identify or predict the impact that a solution will have on a client or target
audience, ​you must refer to the original problem, the design brief, the specification
and the evaluation.​ ​You should use these aspects to draw conclusions about how well the
design brief has been met. These conclusions may be presented in written form, as a list or
as a table.
The following questions may help you to explain the impact of the solution of the client or
target audience.
● To what extent has the client’s or target audience’s problem been solved?
● How does this solution improve the client’s or target audience’s situation?
● To what extent has the design brief been met?
● Are there any negative effects this solution could have?
Student Example 1:​ Impact on the Target Audience
Firstly, from the expert appraisal, I can tell that I have completed my product to a very high
quality and extent, especially for my initial plans as I far exceeded and outdid my initial plans
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and expectations. This can also be reflected by the opinions, thoughts and analyses of Mr.
Nicholas Brown. He stated that the User Interface, in general, has a very clear and clean
design which is very simple, easy and very intuitive. He has described the user interface as
“consistent,” “​uncluttered and provides only the necessary information,” “clear” and that it
provides valid feedback, making the program very engaging. For the aesthetics, he has
described the program as “ pleasant to look at” and “ transition between questions is fun”.
Regarding the overall achievement of the program in terms of specifications and objectives,
he stated that “yes, clearly assists Spanish EAL students access chemistry.” However, he
did specified several weaknesses with the program. Firstly, he said that lighting up the
chosen answer would have improved the interactivity and feedback, therefore making the
program more engaging. Secondly, he stated that the variety in different media was very
limited as there were only images and audio. However, especially since these weaknesses
were less significant aspects of the program, overall, Mr. Brown expressed that I had
completed my program to a very high quality, considering specifications and objectives. In
addition, referring to the survey’s sent out, one anonymous student stated “without knowing
much about programming, I would say that this program has been designed to an extremely
high quality, with much thought put into the audience, logo, interface, and user experience,”
further supporting the previous allegation. In addition, after rigorously and closely analysing
my final product against my specifications, I have found that the level which I completed my
product at, was approximately 4.74 out of 5 points, after averaging all scores for each
specification. Therefore, the general consensus and fact is that my product has been
created to a great quality and solves the overarching problem to an excellent extent.
By following my specifications, I created a product, which by targeting a very specific
audience of Spanish EAL students, was able to create a more inclusive community and
solve the problem of EAL students who fall behind classes, due to lack of knowledge in
subject­specific terminology. Generally, this problem is solved through the application of this
prototype model to a full­scale, functioning program with the same UI design, similar colour
scheme and same logo. Frequently, it is found that many EAL students are falling behind in
their studies and scoring lower in their exams because they don’t know enough
subject­specific terminology. Although, in EAL classes, the students learn basic English,
subject­specific terminology is often negated. This program solves this issue and helps EAL
students learn these subject­specific terms in a very fun, engaging and relaxing way outside
of class time and this can be proven by data collected, as mentioned in the previous
paragraph.
Looking back to my initial design brief, I can also see that I have completed all of them to a
very high standard. Firstly, with the relevance, the relevance and details of the problem
have only been proven over time throughout the entire process of the project. Secondly,
with function, my final product was able to complete most of these to a very high level. The
quiz’s format was similar to Duolingo and Memrise, it was a prototype which can be
expanded, it had spanish available for chemistry, it uses multiple choice questions, there are
revision and test functions, engagement is based upon the question numbers and it uses a
somewhat visual and auditory format. Although I do not have typing questions, overall I
have completed most of these very well.
Although this program functions as planned, it ​can have some negative effects as well. For
example, the program could very easily distract EAL students from learning and
comprehending the actual classes that they take since they are so focused on understanding
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and recognising the terminology. Also, there could be the issue of the focus being centred
on learning terminology, instead of actual EAL classes and this program does not provide a
way to communicate. However, these are all minor problems so they did not affect or deter
my product from solving the problem.
Student Example 2:​ Impact on the Target Audience
The goal of my inclusive community project, was spread the awareness of the neurological
disease epilepsy, throughout my school, as I felt that is was an extremely overlooked
disease (stated multiple times within my problem and design brief) . By spreading awareness
on this disease specifically through the use of empathy hopefully it will bring on a much more
inclusive change at my school current outlook on disabilities in general, due to the small
amount of disabled children being excluded from school activities.
Looking at my product in comparison to my design brief, I feel I have definitely met the
requirements specified during the beginning of my project, these being:
­ A unique way to attract the audience's attention
­ Factual and informative information about epilepsy
­ An advertising device to help improve awareness on neurological diseases
­ Campaign elements that are be brief, punchy, and to the point
­ That the campaign needs to be eye­catching and attention drawing
­ A message that the concise and uses literary techniques in order to appeal to all
ages the
­ A campaign that is influential to everyone who views it
­ An easy way to read further insight about epilepsy
Within all of these points, I placed my utmost effort in trying to achieve the most professional,
yet effective poster that, made people realise how challenging it can be living with a
neurological disease in a society than sometimes overlooks them.
In terms of negative issues brought by this campaign, the only thing it could possibly lack is
the fact it is not an actual paper copy, thus meaning students can easily disregard the poster
with just a simple click, but in saying that, my poster allows instant insight into the disease if
the students/teachers are eager to know more about it, and I am sure that this poster will
help begin a movement within my school that makes our school even more inclusive of it’s
members.
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Criterion D: Evaluating
Maximum: 8
Students evaluate the solution. At the end of year 5, students should be able to:
i. design detailed and relevant testing methods, which generate data, to measure the success of the
solution
ii. critically evaluate the success of the solution against the design specification
iii. explain how the solution could be improved
iv. explain the impact of the solution on the client/target audience.
1 ­ 5 =
1
6 ­ 9 =
2
10 ­ 14 =
3
15 ­ 18 =
4
19 ­ 23 =
5
24 ­ 27 =
6
28 ­ 32 =
7
Achievement
Level
Level Descriptor
1 ­ 2 The student:
i. ​designs​ a testing ​method​, which is used to measure the success of the solution
ii. ​states​ the success of the solution.
3 ­ 4 The student:
i. ​designs a relevant​ testing ​method​, which generates data, to measure the
success of the solution
ii. ​outlines​ the success of the solution against the design specification based on
relevant​ product testing
iii. ​outlines​ how the solution could be improved
iv. ​outlines​ the impact of the solution on the client/target audience.
5 ­ 6 The student:
i. ​designs relevant​ testing ​methods​, which generate data, to measure the
success of the solution
ii. ​explains​ the success of the solution against the design specification based on
relevant product testing
iii. ​describes​ how the solution could be improved
iv.​ explains​ the impact of the solution on the client/target audience, ​with guidance​.
7 ­ 8 The student:
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i.​ designs detailed and relevant ​testing ​methods​, which generate data, to
measure the success of the solution
ii. critically ​evaluates​ the success of the solution against the design specification
based on ​authentic​ product testing
iii. ​explains​ how the solution could be improved
iv. ​explains​ the impact of the product on the client/target audience.
DESIGN COMMAND TERMS
Term Definition
Analyse​: Break down in order to bring out the essential elements or structure. To identify
Construct: ​Display information in a diagrammatic or logical form.
Create:​ To evolve from one’s own thought or imagination, as a work or an invention.
Define:​ Give the precise meaning of a word, phrase, concept or physical quantity.
Demonstrate:​ Prove or make clear by reasoning or evidence, illustrating with examples or
Describe:​ Give a detailed account or picture of a situation, event, pattern or process.
Design:​ Produce a plan, simulation or model.
Develop: ​To improve incrementally, elaborate or expand in detail. Evolve to a more
advanced
Evaluate:​ Assess the implications and limitations; make judgments about the ideas, works,
Explain:​ Give a detailed account including reasons or causes.
Identify:​ Provide an answer from a number of possibilities. Recognize and state briefly a
Justify:​ Give valid reasons or evidence to support an answer or conclusion.
List:​ Give a sequence of brief answers with no explanation.
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Outline:​ Give a brief account.
Present:​ Offer for display, observation, examination or consideration.
Prioritize:​ Give relative importance to, or put in an order of preference.
State: ​Give a specific name, value or other brief answer without explanation or
Summarize: ​Abstract a general theme or major point(s); parts and relationships, and to
interpret information to reach conclusions; practical application or effective state; solutions or
methods in relation to selected criteria; distinguishing fact or feature; calculation.
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