Design and Technology 2018 HSC exam pack

Students should:

• develop research that links to the project, system or environment being produced
• maximise the development of the design – evidence of the evolution of the product, system or environment should be seen in the creativity, sketching, model making, testing, experiments and refinements and should relate to the solution presented.

In better projects, students were able to:

• clearly identify practical skills that were used
• demonstrate a depth of knowledge to manipulate items within their skillset, as opposed to items that have been downloaded or outsourced – this is specifically evident in apps and architectural presentations
• clearly identify what they did in comparison to what the program pre-generated for them.

Areas for students to improve include:

• ensuring that passwords and the timing out of computers that hold student work are clearly identified on the machine or on the table so that the computers can be rebooted
• not having more than one student project displayed on a single computer, if possible
• ensuring that language, images and any violent content in media presentations are appropriate for a general viewing audience. 

Students should:

• minimise wordiness and maximise evaluating statements
• be succinct and offer information that relates directly to solving the problem they are trying to address, showing the relationship between the proposal and the presented items
• ensure that the folio tells the story of the student’s progression and the creation of a solution to the need they presented within the proposal.

In better projects, students were able to:

• design, research, test and clearly relate the results to determining a solution to the need
• draw conclusions that aid in the development of the solution or were seen in the final product
• use clear and succinct statements, avoiding unnecessary clutter.

Areas for students to improve include:

• understanding that projects will not be nominated for the Shape exhibition if they breach subject rules
• understanding that full pages of small font, minimum line spacing and tiny pictures are a poor way of communicating.

Students should:

• develop an understanding of a wide range of emerging technologies and their impacts
• utilise examples to support their response, ensuring that each example is relevant to the question
• continue to develop their understanding of the key words ‘explain’ and ‘analyse’ to provide greater depth and breadth to their responses
• give ample time to better plan and structure both short answer and extended responses.

Question 11

In better responses, students were able to:

• refer to Figures 1 and 4 only (a)
• outline a different ergonomic benefit based on the provided stimulus for Figures 1 and 4 (a)
• specify an example of a design feature of a workstation (b)
• reference appropriate and relevant technological changes (b)
• relate technological changes to the design features in workstations (b). 

Areas for students to improve include:

• reading the question carefully to avoid unnecessary reference to all stimulus material (a)
• providing reference to the specific ergonomic benefit of the appropriate figures (Figures 1 and 4) (a)
• identifying relevant technological changes or changes in technology (b)
• outlining specific examples related to the workstation (b).

Question 12

In better responses, students were able to:

• provide a comparative description of the differences between the processes of designing a new product and redesigning an existing product
• use relevant examples to highlight the points of difference.

Areas for students to improve include:

• identifying the different features of individual processes for designing a new product and redesigning an existing product
• providing relevant examples of the features of processes for designing a new product and redesigning an existing product that emphasise the points of difference.

Question 13

In better responses, students were able to:

• provide relevant examples of how emerging technologies used in the workplace have negative effects on security for the individual
• relate the relevant examples to the negative impacts and resultant effects on the individual’s security in the workplace – for example, personal data, privacy, robotics and automation.

Areas for students to improve include:

• understanding terminology – for example, not confusing security with safety or ethics
• specifically relating the use of appropriate new and emerging technologies to security for the individual in the workplace
• providing greater depth and breadth to their response.

In better responses, students were able to:

• demonstrate a detailed understanding of how improvements to communication methods have occurred as a direct consequence of new and emerging technologies
• provide relevant examples of communication technologies that have influenced the way individuals in society currently communicate socially and within commercial settings
• logically and coherently provide cause-and-effect statements linked to new and emerging technologies and provide analysis by articulating the resultant implications on communication.

Areas for students to improve include:

• using appropriate and relevant examples to support the arguments formulated in the response
• developing a better understanding of a wider range of current and emerging technologies (other than just smartphones), including the relevant impacts they have on the individual and society
• demonstrating more cohesive and sustained responses by planning prior to commencing each response
• developing a better understanding of the key word ‘analyse’ by drawing out statements and relating their implications to demonstrate a deep understanding of the issues being examined.