Design and Technology 2022 HSC exam pack

Students should:

• reflect the original need for the project consistently throughout the process of design and development, and in all decision making
• develop the proposal for the product, system or environment to be produced rather than explore other possible projects
• develop time and action along with finance plans during the proposal and process, not after the completion of the project
• present the proposal and management section as a plan for future direction
• use the words in the marking headings personalised to your project to create your time and action plan
• develop criteria for success in the Project Proposal and Project Management section, and develop consideration of design factors in the Project Development and Realisation section.

In better projects, students were able to:

• clearly articulate the purpose of their design solution and use this to guide their decision making throughout the folio
• develop criteria for success that was used throughout the process of design and development to guide and evaluate the development of the project.

Areas for students to improve include:

• showing a clear understanding in relation to what they are trying to achieve
• ensuring the text in mind maps, annotations and Gantt charts is clear to read
• making all font size 12-point Times New Roman or equivalent
• making time and action plans specific to the project.

Students should:

• research and test in areas relevant to the intended product, system or environment
• show the development of the design or concept through sketching, model making, testing and experiments in the evidence of creativity section
• show how refinement of ideas leads to the solution presented
• include evidence of the development of the product, system or environment.

In better projects, students were able to:

• demonstrate the development of ideas with relevant research, sketching, prototypes, testing and evaluation
• use a variety of suitable materials to prototype ideas
• use easily sourced, low cost and sustainable materials like cardboard or calico to show initial concepts and then develop these into more robust materials as the design approached its solution
• show testing of the final design solution in its intended environment and/or with its intended target market.

Areas for students to improve include:

• having initial idea generation to provide options for progressing the design
• showing evidence of how the project was produced
• showing the links between idea generation and the selected design solution
• using some of the 6-minute video to communicate parts of design development and decision making, and demonstrate the project in use
• using the 6-minute video to add information rather than duplicating what is in the folio
• using 12-point Times New Roman font or equivalent
• making all sketches clearly visible with a dark pencil, pen or equivalent
• displaying all tests and prototypes for marking.

Students should:

• use language that shows reflection and analysis rather than telling the story of the project development
• be succinct, offering information that relates directly to solving the problem or meeting the need
• show the relationship between the proposal and the presented design solution.

In better projects, students were able to:

• complete all four evaluation components
• include succinct reflections and analysis in the 6-minute video
• seek expert or target market evaluations where appropriate and analyse these
• analyse specific impacts of the project on the environment rather than providing generalised statements
• critically evaluate both performance and functionality through real testing of the design solution.

Areas for students to improve include:

• adding future directions from ongoing evaluations
• providing more evidence of evaluations through testing and experimentation
• providing evaluations that genuinely analyse the process and completed product, system or environment.

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• have a clear understanding of key words in the question and recognise the intent of the question and its requirements
• engage with any stimulus material provided and refer to it in the response
• communicate ideas and information using relevant examples
• expect to interpret data/graphs/tables and assess information for accuracy, reliability and/or validity
• review the response to ensure that it addresses the question requirements.

Question 11

In better responses, students were able to:

• outline how testing and experimentation improved design quality
• include examples such as testing identifies flaws or errors, provides timely opportunity for improvement/adjustment/change.

Areas for students to improve include:

• using specific examples that relate to design
• identifying how changes will improve a design.

Question 12

In better responses, students were able to:

• identify and name specific technology used by designers for communication, for example, google translate, online platforms such as twitter
• make clear reference to design practice
• describe how the use of technology can eliminate communication barriers to improve efficiency and productivity of design practice.

Areas for students to improve include:

• identifying, through examples, how technological change in communication can improve a design project or practice and/or how technology will assist a designer
• using a specific technology to support the response.

Question 13

In better responses, students were able to:

• support the response by referencing the drink bottles shown in the question
• show the relationship between the drink bottle and long-term environmental impacts such as waste, landfill, pollution and harm to natural habitats if not disposed of correctly
• identify positive impacts of recycling/reusing/repurposing on the environment, encouraging responsible consumer practice to produce less waste, and therefore reducing negative impacts.

Areas for students to improve include:

• providing more than general information on environmental issues
• supporting responses with relevant examples
• relating the response to the stimulus provided.

Question 14

In better responses, students were able to:

• provide relevant examples of the changing nature of work occurring as a result of automation, robotics and computer-controlled machines that are used in mass production
• demonstrate comprehensive understanding by provide multiple effects of mass production on workplace practices
   
• relate cause and effect of mass production on workplace practices. For example, upskilling, job loss/change leading to unemployment, and well-being.

Areas for students to improve include:

• providing detail on changes to workplace practices to make the response more comprehensive
• using cause and effect statements including ‘therefore’, ‘as a consequence of’, ‘this leads to’ to make the connection between mass production and workplace practice changes evident.

In better responses, students were able to:

• make reference to the stimulus provided
• clearly and logically address cause, effect and impacts of two energy systems on both society and the environment
• highlight both short and long term social and environmental impacts
• form multiple relationships between environmental and social effects
• extend arguments with reference to additional alternate energy systems, for example, tidal and hydro energy systems
• establish an extensive analysis of varied impacts of alternate energy systems on society, including financial costs, health complications and new job opportunities
• establish an extensive analysis of the possible impacts of alternate energy sources on the environment including waste, loss of land/habitats, land degradation, finite resource reduction.

Areas for students to improve include:

• developing a cohesive response by using connective terms, full sentences, and paragraphs
• using cause and effect statements including ‘as a consequence’, ‘furthermore’ and ‘as a result of’ to draw out implications of alternate energy systems
• using the specified examples in the question, for example, wind, solar, nuclear and/or hydrogen power
• elaborating and providing more detail on the impacts of energy systems on society and the environment, rather than sketching or generally describing features or attributes of an energy system
• referencing both social and environmental impacts.