DP Internal Assesment

Link to Design Topic Content: textbook, video lectures, vocabulary, command terms, etc.

Criterion B

In Criterion B you will go through an organized and well labeled process of divergent ideation and then convergent modeling and iterative testing, in order to decide on a product that will solve your users' problem.

You should start with sketching ideas which are presented with annotated drawings. Feedback from users is used to develop your ideas and refine your models (graphic, physical and CAD).

A selection system should be used to pick a design idea for prototype creation.

A 300 word justification for your design choice needs to be written.

A final CAD drawing of the chosen design needs to be included.

Criterion B1 Guidance

Criterion B1 Guidance.mp4

Use this video for some helpful hints on Criterion B1

Criterion B2 Guidance

Criterion B2 Guidance.mp4

Use this video for some helpful hints on Criterion B2

Criterion B3 Guidance

Criterion B3 Guidance.mp4

Use this video for some helpful hints on Criterion B3

How to Draw Orthographic Drawings Link

How to Sketch in General: Link

Exemplar of a "Napkin" sketch with design annotations

Includes

Key with color code
Color coded annotations
Design specification numbers
Figure and "Idea" number
User Feedback

Criterion B Example Divergent thinking.

As students explore solutions to the problem, they should engage in divergent thinking to develop a range of distinct ideas—ways to solve the problem that are different from each other. They must first engage with divergent thinking as they develop solutions, with the mindset that there are unlimited possibilities to create ideas. They should generate as many ideas as possible to create choices as they develop their designs further.

Criterion B Example Convergent thinking

Once the student has generated a number of choices, they can start to eliminate ideas that are not considered feasible or cannot be developed further to meet the design specification. They need to engage with convergent thinking.

Convergent thinking is where students start to make choices, based on the requirements of the design specification, and refine their ideas to further develop them to meet the requirements.

Criterion B Examples: Iterative testing

Students are expected to use an iterative design methodology to develop and refine ideas based on the development and testing of concept models.

As part of an iterative design process, students must follow a design, model, test, evaluate, refine cycle.

The type of model needs to be considered appropriate to the purpose of the model, that is, which aspects of the specification the model is to be tested against. Models can be shared and used by clients, target users and experts to gather both qualitative and quantitative feedback, which then needs to be analysed to drive forward design development.

Finite Element Analysis (FEA)

It is a good idea to do some Finite Element Analysis tests on your products as part of your iterative testing. The results can also be applied to your justification for why you chose a particular design.

Criterion B Example: Iterative Testing

Students can consider, but are not limited to:

graphical modelling used to communicate designs, including:

sketches
formal drawing techniques
perspective drawing
isometric projection
orthographic drawing
scale drawing
part and assembly drawings

physical modelling to interact with designs, including:

scale model
aesthetic model
mock-up
prototype
instrumented models

CAD to rapidly create virtual models and calculations, including:

surface modelling
solid modelling
virtual prototyping, including simulation (electronics, structures, mechanisms)
mathematical modelling
finite element analysis

rapid prototyping to relatively quickly and accurately create physical models, including:

fused deposition modelling (FDM)

Criterion B Justification

The student needs to select one idea for criterion C: Development of a detailed design. The student must select the most appropriate idea, validate the idea against the design specifications, and then refine the idea to enable manufacture.

Any further iterative development of the idea is included as part of criterion B, and this further development provides evidence across all strands. Ultimately, by the end of criterion B, all aspects of the chosen design idea must be resolved.

The student should present the chosen idea in a presentation drawing, annotating the drawing to highlight the key features.

The student should focus the extended text (300 words) to justify the selection of the most appropriate idea. The justification can be derived from the iterative design development, concept model testing, user/expert feedback and its feasibility to solve the problem and meet the requirements detailed in the design specification.

The student can use, but is not limited to, a combination of the following methods to justify the selection of their chosen idea.

Comparing the ideas to the requirements of the design specification: The student could use a scoring system to evaluate the ideas against each other. It is important for students to include written comments that provide details and reasoning behind the decisions made on the scoring. This effectively compares the ideas to consider the relative advantage of one design over another.
Self-evaluation, expert appraisal, user feedback: The student could engage with potential users and/or experts in the problem area. There may be situations where the student needs to gain feedback on their designs from both primary and secondary users; those who are part of the target market (those who purchase) and the target audience (those who use).
Feasibility: The student could consider feasibility in terms of effectiveness in solving the problem; the possibility of manufacture; access to facilities, tools, materials and other resources; environmental impact; originality; the time available, and so on.

Criterion B3 Examples

High Performing Example

Medium Performing Example

Low Performing Example

Page updated

Report abuse