Unpacking the Major Design Project Project Proposal & Project - - PDF document

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Unpacking the Major Design Project Project Proposal & Project - - PDF document

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Unpacking the Major Design Project Project Proposal & Project Management Some basics! The Board of Studies Teaching and Educational Standards NSW (BOSTES) has specifjed that the folio for the MDP must contain the following: Project

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SLIDE 1

Unpacking the Major Design Project

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SLIDE 2
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SLIDE 3

Project Proposal & Project Management

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SLIDE 4
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SLIDE 5

Design and Technology - HSC 3

Some basics!

The Board of Studies Teaching and Educational Standards NSW (BOSTES) has specifjed that the folio for the MDP must contain the following:

  • Project Proposal and Project Management (15 marks)
  • Project Development and Realisation (35 marks)
  • Evaluation (10 marks)
  • Use the major headings and minor headings so that it will correspond exactly with the

MDP Examination Criteria.

  • Make sure you have progressive evaluation included throughout your folio and use a

difgerent style font or colour to highlight this. Use a colour already in your design...don't use yellow or light blue as it is too hard to read.

  • Ensure the fjrst paragraph on each page grabs attention.

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

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SLIDE 6

Design and Technology - HSC 4

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

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

  • Target Market

– What is the target market for the completed project (if the MDP could be a commercial proposition)

Identification and exploration of the need*

Indicators the HSC markers look for:

  • Determine what the candidate is trying to do.
  • What does the candidate tell you they intend to do?
  • What is the candidate trying to achieve?
  • Has the candidate ofgered you a direction or path to start thinking along?
  • Have directions relevant to the problem been exposed or explored?
  • Has any justifjcation or reasons for directions been given?
  • Has supporting evidence been ofgered to allow exploration of the genuine need?
  • Identifjcation may be achieved through other means, an event, media release....
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SLIDE 7

Design and Technology - HSC 5

Identifjcation & exploration of the need

detailed, genuine, justifying identifjes an states a, with some states a, with limited stated without clarity

15 13 12 10 9 7 6 4 3 1

  • the genuine need is argued

positively, supported with in depth discussion

  • features relating to the need

are clarifjed and explored with specifjc relevance

  • a clear direction for idea

development, evident in the MDP

  • discussion to justify specifjc

choices

  • the need includes features

that relate to solving the problem

  • further discussion or

direction of concepts are not detailed

  • general statement outlining

the path being taken with the MDP

  • ideas being ofgered generally

do relate specifjcally to solving the brief

  • discussion of the related

issues are generalised

  • I'm making a...
  • expressions used are non

specifjc and holistic

  • exploration of any concepts

are general and limited in scope

  • lack or clarity or direction
  • things just 'appear'
  • lack expression
  • confusing in understanding

the intent of the MDP

Example: Can be applied to all projects

  • the need is clearly related

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

  • motivation to create PSE is

discussed

  • PSE may be an improvement

to an existing product

  • stimulus material is
  • fgered "surveys, news

articles statistics "In depth discussion shows why the concept needs to be addressed

  • PSE showcases skills, career

prospects and pathways are presented with support

  • characteristics of the PSE

function or aesthetic appeal are provided

  • identifjes a need to gain

knowledge by developing interests, skills, talents

  • identifjes a solution in an

attempt to fjx a problem

  • modifjcations to the PSE are

suggested to better suit a society e.g. producing the product cheaper

  • presents picture collages,

names and states some of the features highlighted

  • states the suitability of the

PSE and says it needs to be better

  • personal needs and

requirements are cited

  • I'm doing this......to
  • "Help the family"
  • "We need a new one"
  • "Can't fjnd it at the shop"
  • random ideas are presented

with no structure or vision of what needs to be done

  • a need is not well presented

in the folio but evident in the PSE

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SLIDE 8

Design and Technology - HSC 6

  • Parameters of Design
  • Specify the areas to be considered and the parameters of the design

– For example: size, weight, cost, transportability, time etc

  • State what is to be investigated and how it will be investigated

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

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

MDP .

Areas of investigation*

Indicators the HSC markers look for:

  • Determine if the topics proposed for exploration relate to gaining a solution to the specifjc

need outlined by the candidate.

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

will allow them to explore their problem?

  • Clear directions for consideration have been provided. Where are they heading? What

have they considered doing to move their project forward?

  • What methods have been used to show evidence of investigation?
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SLIDE 9

Design and Technology - HSC 7

Areas of investigation

relevant, relate clearly, direction for further action some relevant, evidence, were investigated identfjes, areas, or shows lists areas, may not, or shows evidence names an area

15 13 12 10 9 7 6 4 3 1

  • relevant discussion and

explanations provided

  • related concepts outline

implications

  • many options are presented,

related and clarifjed

  • relevant statements depict

the afgect of the issues

  • some areas are not really

crucial to solving the problem with relevance not clearly linked

  • processes evident in the

project demonstrate that some features have been considered

  • some features that relate to

the project are identifjed

  • some inappropriate

characteristics may be presented, with limited relevance

  • an attempt to apply the

generic Design & Technology features through listing defjnitions

  • names a potential

investigation area

Example: Outdoor Table

  • all the concepts provided

relate to developing the Project

  • each concept is described in

detail and usually clear

  • links are drawn from initial

research that will take place

  • r direction that will be

explored

  • the details ofgered allow the

candidate to continually develop the product

  • exploring surface

alternatives

  • types are suggested, each

test considered, the most appropriate is chosen

  • many other relevant

concepts are explored:

  • fasteners
  • timbers
  • joining techniques
  • nly a few of the many

features ofgered are explored in depth and specifjcally relate to the development of the table

  • possible alternatives to an
  • utdoor fjnish are identifjed

e.g. lacquer, oil, SunGuard paint

  • the paint colour card is

circled or highlighted and a colour and paint type chosen randomly

  • an Internet screen shot of oil

varieties is included and a few are highlighted

  • identifjcation of outdoor

fjnishes may be provided

  • generic syllabus terms are

presented

  • an attempt to fjt the project

to the syllabus word, e.g. style, cost, materials and ergonomics

  • discussion may focus on

these words, but are not related to the project

  • the actual PSE provides

evidence that processes have been undertaken

  • pictures of tables are evident

within the folio

  • associated outline to clarify

the pictures are very brief or non existent

  • point form
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SLIDE 10

Design and Technology - HSC 8

  • State what the product will have to be able to do to make it successful. Here you must

mention functional and aesthetic qualities which are required from the design to make it successful.

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

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

Criteria to evaluate success*

Indicators the HSC markers look for:

  • Strength and relevance of the criteria with respect to solving the problem.
  • Is the proposed problem able to be explored?
  • Does the range presented refmect a quality PSE?
  • Is a reason ofgered why the candidate feels the criteria is relevant or appropriate to a

successful outcome?

  • Some candidates will have quite difgerent expectations to a marker; this does not make

them wrong - they are kids; 1st time designers.

  • Will the ideas ofgered help the candidate achieve a solution?
  • Know your terms analysis, describe, identify and list.
  • Have any methods or tools for measurements been provided?
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SLIDE 11

Design and Technology - HSC 9

Criteria to evaluate success

analyses describes, little analysis briefmy describes, no analysis briefmy describes, some inappropriate lists

15 13 12 10 9 7 6 4 3 1

  • criteria to determine

the success of the PSE are specifjc and include appropriate analysis

  • criteria are ofgered in a logical

sequence with steps for evaluation

  • discussion provides the
  • pportunity to draw out the

relationship of issues relating to the PSE

  • several of the criteria

presented have a direct efgect on the PSE

  • discussion and describes

the cause / efgect of the modifjcation to enhance the design

  • brief characteristics and

features of proposed concepts that would have an efgect on the PSE if applied

  • ideas are presented with no

analysis

  • no further development of

the idea is evident

  • evidence of an attempt to

sketch out basic methods to evaluate

  • some of the information

presented, possibly inappropriate to assess the PSE

  • information us listed under

the heading if criteria to establish success

  • the relationship to the

projects success not evident

  • non specifjc statements

Example: Chair

  • concepts of what makes a

successful joint in a piece of furniture are analysed

  • joint construction
  • stresses from swinging

are movement

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

existing decor, photographs, interviews

  • conclusions are clearly

drawn; are suited to....; so now... 'discussion'

  • durable chairs have strong

joints...as jarrah is tough!..

  • pictures of a strong joint

provided, with some side notes showing little analysis and relationship to criteria

  • style, existing furniture at

home! pine matches pine

  • evidence supporting

appropriateness

  • Mum can easily clean the

surfaces with wipes

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

needed....

  • fjnish looks good
  • fjts in with furniture in our

home

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

all day

  • fmammability of the

upholstery

  • use of waterproof glue in

case it gets wet

  • "Will the chair suit the teak

furniture mum has?"

  • "I'm staining it brown!"
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Design and Technology - HSC 10

  • In this section you must explain how you are going to organise your project.
  • This section is done as an ongoing documentation of how you manage the MDP

.

  • You must provide excellent projection of action and time plans with realistic

expectations.

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

difgerence

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

done. – For example: – Term 3 / Week 3 Must have magazine ready for draft print run for HSC Showcase. – By having a draft print run I was able to check how my magazine would look printed, if the place I was outsourcing would do my work on time, check the quality for colour, bleed runs on the borderless requirements I wanted and also a visual check that my layout 'worked'. This also enabled me to have a product for my schools HSC Showcase which was four weeks before my actual submission to the BOSTES.

Action and Time Plan*

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

evaluation)

  • The action plan should be fmexible to accommodate any future changes as good project

management should allow for a fmexible and adaptive approach.

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

in the action plan including start/fjnish, exams, holidays, assessments etc.

  • The time plan is designed to keep the project on schedule.
  • Plan for proposed and actual.

Finance Plan*

  • This should include what fjnance is available (i.e your budget), estimates of costs, actual

costs and a progressive balance.

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

Project Management*

Indicators the HSC markers look for:

  • To what degree is the product, system or environment fjnished?
  • Does the planning ofger room to explore?
  • A working document, evidence of planning and development.
  • Does any evaluation presented relate to development of the PSE?
  • What plans and level of planning is presented e.g. Is the budget realistic or just numbers
  • n a page? Are they plucked from a sky budget vs. researched prices?
  • Are the ideas presented plans or documentation of events that occurred?
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SLIDE 13

Design and Technology - HSC 11

Action, time and fjnance plans and their application

and evaluates, clear evidence A,T&F and some evidence application formulates and applies, and /

  • r, and / or

some evidence of application not evident

15 13 12 10 9 7 6 4 3 1

  • plans formulated and relate

to enhancing the project's progression

  • the impact of planning is

discussed with respect to the PSE

  • plans aid in the progression
  • f the PSE and have specifjc

relevance / application to the PSE

  • plans are formulated and a

clear efgect is evident

  • discussion of the impacts of

some parts of the planning is basic

  • not all the plans are evenly

evidenced, but PSE completed

  • quality / completed plans

substantiated planning

  • formulates and applies one
  • r all the plans
  • evidence of planning can be

taken from the project

  • and attempt to create plans
  • some evidence of action or

time or fjnance planning

  • some evidence may be

evident in any part of the presented MDP

  • evidence of planning is not

displayed in the MDP

Example: iPad application

  • considerable pre planning

with genuine application of the plans

  • record of changes with many

modifjcations to A, T and F plans

  • clear evaluation of the three

plans

  • reasons for changes are

closely related to the improvement of the PSE

  • this is a real working

document, recording sequencing, additions, and alterations. Inclusions gathered and issues arise that are not previously considered

  • pre planned actions and

time allocation with a clear breakdown of some possible costs

  • evidence is in the fjnal

PSE and also suitably documented

  • prices and time frames

culminates in a form of sequencing

  • simple pre planned actions
  • r a basic budget outlined

as a maximum expense of $100.00

  • alternate software are

considered for purchase, the school package is utilised

  • n-line prices are quoted
  • any or all of the plans are

incomplete or generic

  • some indication of a

product being developed

  • eg. a model, test, prototype,

sketch, annotations

  • PSE may be incomplete, but

evidence of materials being purchased

  • some evidence of a time

action or fjnance statement presented in the early section of the supporting material

  • written evidence not

provided

  • r
  • the project demonstrates

simplistic actions via material/s

  • r
  • funds are spent on some

resources

  • r
  • some action evident in the

PSE

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SLIDE 14
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SLIDE 15

Project Development & Realisation

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SLIDE 16
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SLIDE 17

Design and Technology - HSC 13

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

  • What sections should be written

and

  • What will be better represented using a QR code.
  • Don't include irrelevant information or repetitive material and content..it will only make

markers suspicious!

_____________________ Evidence of Creativity *

  • Creativity is the inventiveness needed to bring into being something from nothing.
  • Here you should exhibit innovation in the use of ideas, materials and techniques.
  • This may be demonstrated in the modifjcation of a previous design or in the development
  • f a totally new concept as a result of practical problem solving.
  • Ideas generation

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

  • Degree of Difgerence

– Demonstrate how your creative ideas are difgerent from existing ideas.

  • Exploration of existing ideas

– Show evidence of what you did to explore existing ideas

Indicators the HSC markers look for:

  • Has project been related to known benchmarks with modifjcations and innovation?
  • Similarities and difgerences to the existing market/benchmarks?
  • Sketching and annotating to evolve and develop the ideas.
  • Creativity is shown/discussed/demonstrated or applied.
  • Real evolution of PSE, prototypes, models and ideas.

_____________________ Consideration of design factors relevant to the Major Design Project*

  • Here you should critically analyse a wide range of design factors (such as fjnance,

ergonomics, safety (WHS), quality, function, aesthetics etc) which are relevant to your MDP .

Indicators the HSC markers look for:

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

Project Development & Realisation

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SLIDE 18

Design and Technology - HSC 14

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

substantial application application some some evidence and / or limited evidence and / or

35 29 28 22 21 15 14 8 7 1

  • evidence of substantial

creativity via ideas, concepts, processes or materials

  • high quality sketches

generated communicating concept / idea development

  • ideas have been explored

and developed in logical progression

  • fjnal design refmects

signifjcant development

  • a good idea or concept

demonstrating application

  • f creativity, refmected in

exploration

  • range of sketches presented

demonstrated in the development section of documentation

  • exploration displays

application of design changes have been undertaken

  • creativity is evident through

a revisited idea or concept

  • some sketches have

been generated showing development

  • some changes are evident

but not necessarily

  • bserved as being positive

in the PSE's development

  • attempts made to show an

idea

  • rough sketches or simple

modifjcations to a picture / existing design

  • very basic changes made to

the picture / ideas

  • diffjculty in seeing creativity

in the MDP

  • no sketches of modifjcations

ideas / concepts

  • the idea presented may

show simplistic modifjcation

Example: Multimedia Eco-friendly house

  • eco friendly ideas are clearly

evident and have specifjc relevance to the intended PSE

  • ideas are extensive and

logical in progression / exploration

  • storage of grey water tanks

are aesthetically positioned, retaining walls, hanging gardens and free range chicken environments

  • demonstrates application of

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

  • produces concepts

including solar recycling, insulation aspects

  • uses 3 difgerent applications

to develop a rendered graphic of part of the house

  • some images created in

Google Sketch Up relating to solar panel positioning or double glazed windows

  • pictures of houses are

provided with eco friendly concepts installed

  • eg a house picture with

solar heating and rainwater tanks

  • a list of some names of eco

concepts

  • solar its cheap, insulation

for a warmer house

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SLIDE 19

Design and Technology - HSC 15

Consideration of design factors relevant to the Major Design Project

analyse a range describes a range describes some

some evidence, most relevant

limited, few relevant

35 29 28 22 21 15 14 8 7 1

  • a logical analysis of a range
  • f factors are explored in

detail

  • conclusions are drawn and

applied to enhance the PSE

  • a clear link to the intent of

the MDP is evident

  • majority of the points raised

are critical to the success of the PSE

  • a description of many

factors are included with appropriate discussion

  • most points are well

described and may include detail about the efgect in relation to the PSE

  • clear application of design

evident in the MDP

  • descriptions of design

features included

  • factors described display

appropriate understanding

  • some factors show

relevance when applied to the PSE

  • some factors are evidenced

in the MDP

  • some application is evident
  • factors tend to be the

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

  • some terms may be cited

with minimal evidence of relevance

  • diffjcult to draw any

relationship to the development of the project

  • no written evidence, but

development in testing or in the PSE

Example: Multimedia Eco-friendly house

  • energy usage vs. cost and

comparisons of usage to peak periods

  • house location to manage

the climatic efgects of summer and winter sun

  • linking shade of verandahs

to sun entry through big windows

  • therefore a results is

explained an impact on the concept is verifjed

  • a range of relevant features

are described in detail, clearly evidenced

  • recycle water because....
  • insulation reduces heating

costs this will save

  • rainwater is collected

in tanks pre installed under the deck used in fjre emergencies, weekly watering and as taoilet fmushing

  • description of some factors

that relate well to the PSE.

  • discussion may not be

detailed in all of the cited factors

  • recycling water conserves

depleting natural resources

  • insulation cuts down on

power costs

  • information is given with

some relevance seen in the PSE

  • recycle saves the planet
  • insulation keeps you warm
  • the house costs a lot of

money

  • generic syllabus terms are

listed, with limited evidence

  • f linking to the PSE
  • related term/s provided eg

style is attempted to be applied to eco house

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SLIDE 20

Design and Technology - HSC 16

  • Document all research done such as:

– Consulting journals, book, past research, magazines etc – Consulting experts - that can be your teachers, Mrs Hampson, Mr Garlato, Mrs Mutch and Mr Le – Seeking out previous designs and solutions – Don't 'pad out' this section, keep it concise!

  • Design Ideas

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

  • Materials

– Describe the experiments and tests you conducted to determine the most appropriate materials for your MDP

  • Tools

– Describe the experiments and tests you conducted to determine the most appropriate techniques (= methods or processes) to use for your MDP

  • Techniques

– Describe the experiments and tests you conducted to determine the most appropriate tools to use for your MDP

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

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

  • Document the overall conclusion from these tests and ensure you have 'Progressive

Evaluation' in this section.

  • Sometimes your experimentation and testing may simply involve asking an expert and

testing that advice, asking a teacher or using prior skills in another course you have studied...Multimedia or Textiles Technology etc back in Year 9-10.

Indicators the HSC markers look for:

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

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

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SLIDE 21

Design and Technology - HSC 17

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

evaluates, a range and testing evaluates, appropriate, & testing evaluates some, and / or testing evaluates and/or, limited, and/or experimentation and / or testing minimal evidence, few relevant

35 29 28 22 21 15 14 8 7 1

  • research is clearly

responsible for the progression and refjnement

  • f the fjnal design presented
  • a wide range of sources are

used to collect data

  • both experiments / tests

documented aid in the quality of the fjnal product

  • research conducted and

documented aids in the development of the PSE

  • sources tend to be confjned

to a few sources eg internet and maybe a newspaper article

  • many of the tests or

experiments can be seen in the PSE

  • some research is evident

and evaluated

  • usually confjned to the

internet only

  • evidence of the application
  • f the results of a test or

experiment may be found in the fjnal PSE

  • you may fjnd some research
  • f a similar nature in the

PSE

  • the results of a decision or

experiment not necessarily documented may be evident in the fjnal product

  • research is provided in the

documentation it may be irrelevant to the fjnished product

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

Example: Eco-friendly house Water usage

  • works through concepts

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

  • introduces solar panels

for water and power, passive heating via sun and methods of insulation

  • evaluates appropriately, with

modifjcations applied and evidenced in the PSE

  • level of discussion,

elaborates use of tools, materials, techniques and testing of design solutions

  • all closely related to the

design solution

  • research of a range of

relevant concepts eg water tanks, watering systems, grey water usuage

  • systems are incorporated

into models and architectural drawings

  • processes evidenced

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

  • looks at alternate water

recycling options, applying some aspects of each method

  • a method is evidenced in

the model and in design drawings

  • some software packages

trialled

  • brochures on water tanks

are evident, considering the

  • utside colour
  • some pictures may also be

included with highlights and some notations about the height / size of the water tanks

  • Google Sketch Up pages

with the tank moved in each presented view without supporting information

  • minimal written evidence

is diffjcult to follow and includes a few images from the internet about eco- houses and / or

  • PSE ofgers evidence that

decisions must have been made to test a design solution and / or

  • evidence of gathering

materials for the MDP

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SLIDE 22

Design and Technology - HSC 18

  • This section is where you document how you applied the conclusions from research,

experimentation and testing to the design and production of the MDP .

  • Direct the marker to that part or parts of the project which has been modifjed as a result
  • f research, experimentation and testing.
  • You should also relate the conclusion/s to the 'criteria to evaluate success' and these

conclusion/s should be used to improve the MDP .

Application of conclusions*

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SLIDE 23

Design and Technology - HSC 19

Application of conclusions

drawn from research, and experimentation and design solution some application, and experimentation, and / or design solution

some selective, and/or, and/

  • r

limited selective, and/or, and/

  • r

minimal, and/or, and/or

35 29 28 22 21 15 14 8 7 1

  • many conclusions are drawn

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

  • a direct relationship to the

testing or experimentation is shown with evidence of application

  • successful outcomes

are applied to the PSE enhancing the design

  • negative results cater for

the opportunity for further investigation or alternate concepts or designs

  • several valid conclusions are

clearly explained allowing for some application to the PSE in possible direction

  • changes made, were a

direct result of conclusions drawn in experimentation and / or testing

  • evidence of some

application of conclusions evident in the MDP

  • some conclusions have

been applied and linked appropriately to the PSE

  • a link to the results of

research and / or testing and / or experiments are evident

  • application of some of these

are evidenced in the PSE

  • displays limited concepts

that may aid project development

  • limited conclusions are

applied to the PSE

  • the relationship between

experimentation and / or testing and / or research is not well defjned or inappropriately applied

  • minimal application is

evident in either the written

  • r PSE form
  • links between research and

/ or experimentation and / or testing appears with minimal support to the intended PSE

  • minimal evidence may be

drawn from the PSE

Example: Boat ramp algae scrubber

  • many relevant ideas

/ concepts are tested appropriately

  • prototypes are constructed

and tested appropriately to further direct the PSE

  • evidence may be collected

with time lapse photography

  • tests are revised and

modifjed to try to enhance the cleaning process

  • nly the best conclusions

are evident in the fjnal product

  • several brushes are

purchased

  • bristle length and

coarseness, shape, joining techniques are tested and photographed

  • choices made are based
  • n the evidence collected
  • ver the testing period
  • size of ramp, brush

bristles, tide movement are photographed

  • charactersistics of ideas

are presented but not always applied to the enhancement of the PSE

  • some selective

application is evident without the link to the research or testing communicated

  • limited statements

supporting issues raised:

  • size of the ramp
  • tide movements
  • bristles on brushes
  • these ideas are

mentioned without an understanding of purpose

  • r potential
  • experiment of photos of

before and after using a brush to scrub the moss

  • fg the ramp
  • a photo of a broom on

the boat ramp and / or

  • states that the scrubber

will clean the ramp and / or

  • brush bristles stifgness

acknowledgment

  • shows a few more photos

with minimal link to the PSE

slide-24
SLIDE 24

Design and Technology - HSC 20

Identification and justification of ideas and resources used*

  • Information for this section is based on the results and research, experimentation and

testing.

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

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

  • Resources include information (from research), materials, tools and techniques,

knowledge and skills form experts, energy, time, fjnance etc.

  • It is in this area that you justify work that has been completed by outside sources. If you

are completing an MDP using a print company, this is where you justify it. Whether it is your Project or your Folio, if you are outsourcing the printing.....this is where you tell the marker and why you outsourced.

Indicators the HSC markers look for:

  • Ideas and resources are presented with appropriate reasons relating to a solution to the

candidates problem.

  • Relevance to the projects outcome and development.
  • Does generic evidence relates to the specifjc problem?
  • Explanations are presented to show why the correct choice was made.
slide-25
SLIDE 25

Design and Technology - HSC 21

Identifjcation and justifjcation of ideas and resources used

justifjes and explains and describes, and / or resources describes, some ideas, and / lists few ideas, and / or

35 29 28 22 21 15 14 8 7 1

  • both the ideas considered

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

  • analysis is understaken

to justify / support their inclusion in the development process

  • the causes or efgect of

using an idea or resource in the design process are documented

  • clear link between the ieads

and resources used to the intent of the PSE

  • characteristics and features

are presented for either ideas or resources used and / or

  • resources identifjed are

evident as being used in the development of PSE

  • brief descriptions are

evident, relating to ideas

  • evidence is seen in the

dvelopment of the PSE and / or

  • resources are used in the

PSE

  • lists a few ideas, evident in

the MDP and / or

  • evidence of a few reaources

in the MDP

Example: Motorbike service stand The MIG welder

  • A TIG welder is not at

school so Dad has one at work and has the skill to produce a high quality fjllet

  • weld. This will ensure the

safe operation of the stand

  • ver a long working life.
  • In my experimentation you

can see the poor quality I could only achieve on the school's arc weld.

  • The products integrity must

be maintained so I have decided to outsource the welding.

  • the ARC welder will be used

because it will produce a quality weld, its fast, strong and I can use it

  • the voltage setting will need

to be considered to allow for the thin wall thickness of the tube to be welded

  • test pieces of thin and thick

wall tube used with cause and efgect cited

  • sketches of ideas showing

stability explaining.....

  • a good description of the

drill press given. This will produce the adjustment holes for changing height

  • Steel is presented as the

product most likely to be used

  • I'm not a good welder but

will practise.

  • The printer was used to

create the folio.

  • a welder will join the stand
  • together. I have seen it

being used at school.

  • steel tube is shiny and its is

strong and it will hold up my motor bike

  • evidence in test samples of

fjnal PSE

  • 'it took a long time to source

materials at Bunnings'

  • I'm going to stick it together

with the weld

  • I have seen Dad use one at

home

slide-26
SLIDE 26

Design and Technology - HSC 22

The Folio must communicate all aspects of the design, production and evaluation process related to your MDP including concept drawings, working technical drawings, models, prototypes, videos, presentation graphics, audio voice overs etc.

  • It is advisable to include at least dimensional drawing (preferably CAD), a rendered

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

  • This is an area that will be demonstrated throughout your Folio...how well have your

communicated your ideas and how well have you presented them....think variety, sketches, overlay sketches, QR codes etc.)

Indicators the HSC markers look for:

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

workshop drawings, cutting list would be necessary.

Use of communication and presentation techniques*

slide-27
SLIDE 27

Design and Technology - HSC 23

Use of communication and presentation techniques

succinctly, range, quality varied, appropriate, concise appropriate limited range minimal

35 29 28 22 21 15 14 8 7 1

  • a wide range of

communication and presentation techniques are used

  • methods implemented are

succinct

  • written / visual

communication methods exhibit quality

  • a variety of communication

techniques are used to present information

  • information is appropriate

and concisely documented

  • techniques used allow for

clarity in interpretation PSE development

  • appropriate communication

techniques are used in the presentation of MDP

  • communication may not be

sequential of fully logical in layout

  • information provided

supports the PSE

  • limited range of

communication techniques are used

  • quality of presentation

techniques limited in scope

  • minimal documentation or

presentation to support the PSE

  • techniques used prevents

understanding of design process undertaken

Example: Architectural model Walkthrough Drawings

  • quality walk through-3D

evidence

  • model is prepared in quality

materials and industry standard

  • relevant and concise

information Australian Standards drawings

  • quality fjnal design prints

for all sections of the design development process

  • detailed and annotated

sketches

  • appropriate 3D scale model
  • printed and themed folio
  • clear information formats eg

mind maps, video, photos

  • walkthrough exhibits

appropriate using skills and techniques

  • CAD / technical drawings
  • interviews / videos for

research

  • model and drawings

relevant

  • model exhibits limited

information about the design process followed and it's link to the MDP proposal

  • confusion between reality

and modelling

  • disjointed folio which is

diffjcult to comprehend the direction in the design process

  • PSE presented with a few

pages of folio content

  • communication is not logical
  • r ordered
  • a model exists with minimal

refmection of the MDP

slide-28
SLIDE 28

Design and Technology - HSC 24

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

development of the MDP .

  • These my be recorded under the above heading, in a diary, in a table, as a list with well

labelled photos, via a series of models or samples or by video.

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

Application of practical skills to the practical project:

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

skilful, high quality work.

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

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

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

them....

Indicators the HSC markers look for:

  • Practical projects depends on the brief or what the student was trying to achieve eg a

stage dress/costume does not need perfect sewing techniques.

  • The range of processes have taken place to produce the PSE.
  • Management, communication and construction techniques are evident in the solution

presented by the student.

  • Evidence in prototypes and modelling and use of programs/software or machines.

Evidence and application of practical skills*

slide-29
SLIDE 29

Design and Technology - HSC 25

Evidence and application of practical skills

evaluates, a range and testing evaluates, appropriate, & testing evaluates some, and / or testing evaluates and/or, limited, and/or experimentation and / minimal evidence, few relevant

35 29 28 22 21 15 14 8 7 1

  • research is clearly

responsible for the progression and refjnement

  • f the fjnal design presented
  • a wide range of sources are

used to collect data

  • both experiments / tests

documented aid in the quality of the fjnal product

  • research conducted and

documented aids in the development of the PSE

  • sources tend to be confjned

to a few sources eg internet and maybe a newspaper article

  • many of the tests or

experiments can be seen in the PSE

  • some research is evident

and evaluated

  • usually confjned to the

internet only

  • evidence of the application
  • f the results of a test or

experiment may be found in the fjnal PSE

  • you may fjnd some research
  • f a similar nature in the

PSE

  • the results of a decision or

experiment not necessarily documented may be evident in the fjnal product

  • research is provided in the

documentation it may be irrelevant to the fjnished product

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

Example: Web page design

  • skills are clearly evident

through software use and the extent of web page developed features

  • these skills are documented

and appropriate in the high quality fjnal PSE

  • website is fully functional,

containing complex features with a seamless, user friendly feel

  • full development concepts

are well supported in the folio

  • detailed knowledge of

technology exhibited

  • embedded sound, graphics,

text, video and You Tube downloads

  • a variety of easy to navigate

links are presented

  • skills exhibited although

sound, lack technical understanding of web page design

  • functional web page with a

variety and features

  • home page is produced with

some navigation capabilities

  • home page lists links

information is cut and paste to create a part of PSE

  • pages works well,

although navigation a little cumbersome

  • web based software used to

produce a page with basic evidence of what skills have adopted in the development

  • f the PSE
  • selected features of the

navigation are unable to link to cited associated sections

  • some links identifjed

exhibits a basic understanding of web page design

  • minimal pieces of

information, tests, research and / or the use of resources to develop an

  • pening web page
  • colour utilised with minimal

functional capacity

  • use of existing web sites

evident in parts

slide-30
SLIDE 30
slide-31
SLIDE 31

Project Evaluation

slide-32
SLIDE 32
slide-33
SLIDE 33

Design and Technology - HSC 27

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

BOSTES Guidelines:

Can a folio or part of a folio be presented electronically?

  • Yes. If a part of the project can be described better using a multimedia tool rather than on

paper, some or all of the following may be included:

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

Note that a paper-based ‘back-up’ should be available in case the technology does not work

  • n the day of marking, for example in the case of a blackout or computer failure.

What are the requirements for folios that have multimedia as well as paper-based folio materials? For folios that contain both paper-based and multimedia material, the paper parts of the folio must comply with the format requirements and the multimedia parts of the folio must not exceed six minutes of viewing time in total. This time limit does not apply to a multimedia product; however it is strongly recommended that a multimedia product does not extend beyond around 10 minutes. In many cases, the skills demonstrated in the fjrst 10 minutes are suffjcient for marking and longer presentations are unnecessary. Can hyperlinks to visual or audio content be included if the folio is submitted in electronic format? If an e-folio is submitted, it should be accompanied by a paper version to ensure that the project can be marked even if there is a failure in the technology, and so markers can easily determine if the folio is within the folio parameters. Any hyperlinks included will be counted as part of the six minutes maximum viewing time. What if the folio includes CAD drawings, video or a photo-story presented on a computer? These are all considered to be part of the multimedia component of the folio and will be included in the six-minute maximum viewing limit.

Project Evaluation

slide-34
SLIDE 34

Design and Technology - HSC 28

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

  • The marker will want to see evidence of clear evaluation of systems, processes and

decisions throughout the MDP

  • To do this you can either make a list in this section of all the times (dates) you made an

evaluation about materials, design, procedures etc. during the project

  • r
  • You can direct the marker via this section to the relevant evaluation on a particular page
  • f the folio under the heading:

Progressive Evaluation

Application of evaluation

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

project to demonstrate that the results of an evaluation have been utilised on the MDP .

  • The project should show evidence that the evaluation has been applied (e.g. if the

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

Indicators the HSC markers look for:

  • Ongoing conclusions and decision-making, solutions are ofgered.
  • Sequential evolution of the project is evident.
  • Problems arise, solutions are ofgered. The story moves on. Evidence of decisions are

seen in the fjnal PSE and holistic evidence is shown.

Recording and application of evaluation proccedures thoughout the design project* ◊

slide-35
SLIDE 35

Design and Technology - HSC 29

Recording and application of evaluation procedures throughout the design project

critically, entire development evaluates some, entire development judges, some, through stages describes, little justifjcation,

  • r exhibits evaluation in

describes, without justifjcation, or provides

10 9 8 7 6 5 4 3 2 1

  • a degree or level of accuracy

in depth of knowledge / understanding of the PSE throughout development

  • components are identifjed

and the relationship between them are drawn out and implications related

  • some aspects within the

PSE development are identifjed and are related to the success of the PSE

  • statements are consistently

presented throughout the development of the PSE

  • some attributes of the PSE

are supported some with some discussion

  • statements tend to be not

well evidenced and appear in some sections for the development of the PSE

  • descriptions of factors that

afgect the PSE are not well linked

  • little justifjcation is provided

and / or

  • evidence can be identifjed in

the PSE

  • description without any

supporting documentation and / or

  • evidence that decisions

were made is identifjed in the PSE

Example: Multimedia animation

  • conclusions to research,

experimentation & testing

  • refmection of progress and

change of direction should be considered Identifjed as:

  • captions at appropriate

locations in the folio which exhibits a higher order of expression

  • voice overs, in a multimedia

presentation, to critically evaluate animation 'takes' could demonstrate a critical analysis of most aspects of the PSE

  • an account of feedback

from a professional, or a mentor, used to infmuence further decisions relating to the development of the level

  • f accuracy and/or depth of

knowledge demonstrated in the application of evaluation

  • provides constructive

judgements based on criteria presented

  • this may be a range of

software options evaluated in terms of suitability for the development of the PSE

  • similar judgements will be

made on other aspects

  • f the PSE (eg, character

forms, scripts, background formats) throughout its entire development)

  • at certain stages of the

development of the PSE a commentary could be presented

  • "this software works best

for me because I created this character in only 30 minutes)

  • r
  • "from the testing of difgerent

styles of fonts I chose Comic Sans because...."

  • Adobe Premiere will be the

best software for me to use because we have it at school, 'products'

  • similar comments will be

connected to other aspects

  • f the PSE
  • r
  • evaluations (judgements

based on criteria) may be evident, on occasion, in the development of the PSE

  • "the combination of

background colours look great"

  • r
  • the PSE refmects some

judgements that would have been made

slide-36
SLIDE 36

Design and Technology - HSC 30

  • Function refer to whether the fjnished project works and how well it works according to

the ‘Criteria to Evaluate Success section in the Project Proposal.

  • Aesthetic refers to whether the project design is pleasing to the eye of yourself and other

people according to the ‘Criteria to Evaluate Success’ section in the Project Proposal

  • In this section you must analyse (= discuss features of various parts) and evaluate (=

advantages/disadvantages, improvements needed) functional and aesthetic aspects

  • f the MDP mentioned in the ‘Criteria to Evaluate Success’ section and state whether

specifjc criteria have been achieved.

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

indicate that the functional and aesthetic aspects are present and analysed.

  • Markers will actually require your project to function as specifjed during the time they are

marking.

Indicators the HSC markers look for:

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

Analysis and evaluation of functional and aesthetic aspects

  • f the design * ◊
slide-37
SLIDE 37

Design and Technology - HSC 31

Analysis and evaluation of functional and aesthetic aspects of design

analyses and critically evaluates functional & aesthetics explains functional and aesthetics describes some functional, and / or aesthetics describes functional, and / or aesthetic names a functional, or aesthetic

10 9 8 7 6 5 4 3 2 1

  • provides clear evidence of

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

  • variety of aspects are

addressed logically linked appropriately to the PSE

  • balanced, well reasoned

information is provided

  • aesthetic and functional

issues provided, relating cause and efgect of cited aspects relating closely to the PSE

  • some characteristics or

features of functional and /

  • r aesthetical aspects of the

PSE

  • further direction or actions

to be taken may not provide a clear link to the PSE

  • characteristics are provided

for an aesthetical

  • r
  • a functional aspect of the

PSE

  • identifjcation of a functional
  • r
  • an aesthetical aspect is

provided

Example: Architectural model of a light-rail station

  • most aspects of the

design are broken down into elements and clear implications given

  • depth of knowledge is

clearly demonstrated

  • example of one aspect in

terms of:

  • Function- 'The included

disable ramp has a gradient

  • f 1:20 which, according to

Australian Standards, will enable wheelchairs, both manual and motorised, to access the platform

  • for the elderly and people

with physical disabilities the hand rail provides confjdence to access the platform, via the ramp, instead of using the steps

  • explanation of 6-10+

functional and aesthetic aspects

  • example: 'A ramp with a

hand rail is included so that people with a range of disabilities can access the platform.'

  • example: 'The colour

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

  • Function
  • The platform has a ramp

for disabled people.

  • The station has toilets

with one for people will need a wheelchair.

  • Aesthetics:
  • The bright colours have

been used to attract young people to use trains.

  • The station building is

modern and is an attractive style.

  • Photographs may describe

functional aspects

  • Function
  • The platform is large

enough to fjt lots of people and a train

  • Aesthetics:
  • Brightly coloured

buildings will appeal to young people.

  • Photographs may describe

a functional aspect.

  • the platform can hold

people waiting for a train

  • attractive colours make the

building look good

  • the presented PSE may

demonstrate a functional aspect

slide-38
SLIDE 38

Design and Technology - HSC 32

  • State whether the fjnished project meets the intended needs and if specifjc criteria,

mentioned in the Project Proposal, have been met.

  • State the possible impact of your MDP on society (i.e. on other people in the community)

and the environment (i.e. the natural and man made surroundings both local and global) Society:

  • Will your project make people fjtter, happier, healthier, more aware, friendlier, safe, less

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

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

greener environment?

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

man on the environment

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

manufacture of your project, afgect the environment?

  • Also consider, what environment will your project be in.

Indicators the HSC markers look for:

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

Final evaluation with respect to the project's impact on the individual, society and the environment * ◊

slide-39
SLIDE 39

33

Final evaluation with respect to the project's impact on the individual society and the environment

critically evaluates the impact explains the impact

describes the impact individual, and /

  • r environment or exhibits evidence...

environment

briefmy describes the impacts, without explanation minimal and / or inaccurate description of the impact...

10 9 8 7 6 5 4 3 2 1

  • identifjes a range of ways

the PSE impacts on the individual, society and the environment

  • draws out the relationships

between them

  • demonstrates an in-depth

and clear understanding of their PSE's impact

  • therefore, because, as a

result of, are the key linking words frequently cited

  • cause and efgect of issues

are developed

  • relationship of the issues to

the PSE are clarifjed

  • characteristics or features
  • f issues afgecting us are

presented on either the individual, society or the environment

  • ne area may be clear or

better presented than others

  • PSE may exhibit evidence

that an issue was explored

  • some characteristics are

presented relating to the impact of the PSE on the individual and / or

  • society

and / or

  • the environment
  • minimal or inaccurate

descriptions are ofgered on any issue

Example: Mountain bike riding instructional vide

  • detailed analysis of

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

  • break down of possible

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

  • present concerns about

changing trends in society where people are not exercising suffjciently and the benefjts of bike riding should be promoted more widely Society/Individuals

  • explanation in general terms

the benefjts of mountain bike riding (improved fjtness, redirect youths' focus from the streets and/

  • r video games)

Environment

  • explanation of the negative

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

  • 'Bike riding will keep you

fjt, keep youth ofg the streets and away from video games' Environment

  • 'Mountain bike riders should

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

  • the video may contain

images of litter in the bush as evidence that impact

  • n the environment was

considered Society/Individuals

  • 'Mountain bike riding is one
  • f the best ways to keep fjt'.

Environment

  • 'Mountain bikes don't cause

any pollution'. Society/Individuals

  • voice overs, on video may

list/name benefjts of riding bikes Environment

  • mention that mountain bike

riding doesn't cayuse any impact to the environment

slide-40
SLIDE 40

Design and Technology - HSC 34

Questions worth answering:

  • Does my solution solve the problem, satisfy the need or respond to the identifjed opportu-

nity?

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

Finally, the HSC marker will answer these two questions: In relation to the student’s Project Proposal:

  • 1. Do I feel that the MDP does perform the intended function?
  • 2. Does it do it well?

Indicators the HSC markers look for:

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

Relationship of the final product, system of environment to the project proposal * ◊

slide-41
SLIDE 41

Design and Technology - HSC 35

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

analyses the relationship...to criteria compares the relationship...to criteria checks the PSE, with little of no explanation checks the PSE, against some criteria, without explanation does not clearly relate the PSE to criteria

10 9 8 7 6 5 4 3 2 1

  • criteria for success are

clearly presented

  • components of each criteria

are identifjed

  • relationships are explored

between the criteria and the completed PSE

  • consideration of the

difgerences and similarities from start to completion of the PSE are presented

  • some issues will be

considered by outlining the implications

  • sketches out in general

terms attempting to show the PSE is related to the proposal

  • identifjed the main concepts
  • fgered in the project

proposal

  • minimal detail to statement
  • some criteria are checked
  • fg as addressed
  • a tick system is common
  • no discussion is ofgered
  • There is not really any

relationship of criteria presented in the proposal to the resulting PSE

Example: Costume jewellery from reused cutlery items

  • clear and direct relationships
  • f the PSE to the criteria

with judgements relating to successes (including unsuccessful attempts)

  • success supported by

professional and / or target marker appraisal

  • details of elements from

criteria for success are examined alongside

  • utcomes of the fjnal

product which could be demonstrated through photographs and videos

  • accurately, honestly, relates

judgements to the criteria

  • provides links between all

criteria and the fjnal product justifying, and explaining, how or why the design has been successful

  • priority of successes from

most to least important may be illustrated and justifjed

  • peer surveying could be

used to make judgements

  • key aspects relating criteria

to the fjnal product could be highlighted in photographs and explained

  • citing of all criteria and

links it to the fjnal product describing its successes

  • explanations will be minimal.
  • 'The jewellery will function

exactly the way it's meant to because it can be worn

  • n both formal and casual
  • ccasions'.
  • broadly checks selective

criteria against the fjnal product outcomes

  • may rename of introduce

criteria not stated in proposal

  • descriptions will be brief,

possibly listing successes

  • product can refmect some
  • f the criteria for success

without supporting documentation

  • success may be listed

without relationships to the project proposal

slide-42
SLIDE 42