2.1.1 The design process represents a design thinking model and is comprised of five sections.

Guidance: You should be able to outline each stage of the design process (empathize; defining the project; ideation and modelling; designing a solution; presenting a solution).

The Internal Assessment (IA) follows the design process, and is organized into 5 sections.

As a design student, you are expected to apply your knowledge and understanding to a design 

• Criterion A: Empathize

• Criterion B: Defining the project

• Criterion C: Ideation and modelling

• Criterion D: Designing a solution

• Criterion E: Presenting a solution

2.1.2 Research is an ongoing activity throughout the design process, critical to identifying design opportunities, understanding user needs and generating feasible real-world solutions to problems.

Guidance: You should be able to distinguish between primary and secondary sources, qualitative and quantitative data and how they are used to identify design opportunities, develop an understanding of users and generate ideas for solutions to problems.

Research is a fundamental component of the design process. It is an essential tool for identifying design opportunities, understanding user needs, and generating feasible solutions to real-world problems. 

It is essential to view research as an iterative process that continues throughout the design journey. By consistently engaging with users and gathering relevant information, designers can enhance their creative output and ensure that their work remains relevant and impactful.

2.1.3 Primary research involves the collection of first-hand data relevant to the design context.

Guidance: You should be able to apply primary research methods to gather first-hand data (user observations, interviews, surveys, questionnaires, focus groups, material testing and product analysis) and analyse the data to establish user requirements and design specifications, develop a persona and suggest further developments of a solution.

Primary research is a fundamental component of the design process, involving the direct collection of data relevant to the design context. This approach allows designers to gather fresh, specific information that directly addresses their project's unique requirements.

Methods of Primary Research

Refer to the links for more details

• A2.1.4 UCD research methods

• B1.1.2 UCD research methods

• B1.1.5 Task analysis

• B1.1.2 UCD research methods

• C3.1.2 Stakeholders

• B1.1.2 UCD research methods

• Resource: Designing successful surveys

• B1.1.2 UCD research methods

• A3.1 Material classification and properties

• B3.1 Material Selection

• C3.1.4 Testing

• B1.1.4 Usability objectives

• B1.1.5 Task analysis

• C3.1.1 ACCESSFM

• C3.1.3 SWOT analysis

• C3.1.5 Product Analysis

2.1.4 Secondary research involves the collection of data provided by a third party and is used to support or validate primary research.

Guidance: You should be able to analyse secondary data sources (internet-based research, government data and statistics research, university research and literature search) to establish user requirements and design specifications, develop a persona and suggest further developments for a solution.

Secondary research is an important part of the design process that involves gathering information from existing sources. This type of research helps support and confirm what we learn from our own direct research (primary research). It's like fact-checking and expanding our knowledge using reliable sources.

In simpler terms, secondary research means:

• Looking at information others have already collected

• Using this information to better understand user needs

• Helping to create detailed design plans

• Developing user profiles (personas)

• Coming up with ideas for improving our design

For product design, here are some examples of secondary research actions:

• B3.1.4 Material selection 

• Resource: Research Ethics

2.1.5 When empathizing with the user, designers develop a persona used to represent a group of end-users they are solving a problem for.

Guidance: You should be able to identify issues, problems and challenges using user-centred research methods and techniques, and to identify user needs for specific user groups to understand their experience, motivations and interactions with products and environments.

• A2.1.5 User Personae and Scenarios

• B1.1.3 User Personae

2.1.6 Designers engage in user observation, mapping the user’s journey as they carry out a task. They use a storyboard to identify the steps in the design process and design opportunities.

Guidance: You should be able to map a user’s journey using a storyboard and identify pain points within that journey that provide design opportunities.

• B1.1.5 Task analysis

2.1.7 Product analysis is a tool used by designers to gain insight into the function, performance and features of an existing product.

Guidance: You should be able to analyse a range of products that either provides a solution to a problem or can inspire a solution to a problem.

Refer to the links for more details.

• B1.1.4 Usability objectives

• B1.1.5 Task analysis

• C3.1.1 ACCESSFM

• C3.1.3 SWOT analysis

• C3.1.5 Product Analysis

2.1.8 The first step in solving a problem is to define it.

Guidance: You should be able to explain the nature of a problem by writing a problem statement that clearly defines your design intentions.

• A2.1.4 UCD research methods

• B1.1.2 UCD research methods

• B1.1.4 Usability objectives

• B1.1.5 Task analysis

• B2.1 Redesign

Key Considerations:

• User-Centric Focus: The problem statement must prioritize the needs and perspectives of the intended user.

• Conciseness and Clarity: Express the problem in a clear, concise, and easily understandable manner.

• Flexibility and Adaptability: Be prepared to refine the problem statement throughout the design process. As new insights are gathered through research, the designer may need to adjust the problem statement to better reflect the realities of the project.

Elements of an effective problem statement:

• Synthesize Research Findings: Integrates both quantitative (numerical) and qualitative (descriptive) data from research.

• Establish Context: Clearly defines the background and circumstances surrounding the problem.

• Articulate User Needs and Impact: Precisely identifies the user's needs and the potential impact of the design solution on their lives.

2.1.9 Defining clear design specifications leads to clear parameters for the development of a solution.

Guidance: You should be able to construct design specifications based on primary and secondary research that communicate the essential and desirable success criteria of the redesigned product.

Criterion Bii : provide design specifications that explain the requirements for the product with relevant and detailed reference to the research.

The required evidence for this strand is:

• a design specification that captures both essential and desirable requirements, ensuring that the redesigned product meets the needs of the intended user.

The evidence for achievement against this strand should be presented in approximately three A4 pages or the equivalent.

• B1.1.4 Usability objectives

• B1.1.5 Task analysis

Key Considerations:

The design specification is like  a blueprint for the project, outlining the essential features and characteristics of the final design. It's derived from thorough research and a well-defined problem statement.

• Prioritize Essential Features: Focus on the most crucial aspects of the design that must be included to effectively address the user's needs.

• Justify Choices: Support design decisions with evidence from research, citing sources to demonstrate the validity of the choices.

• Capture All Requirements: The specification should cover all critical aspects of the design, ensuring the final product meets the success criteria.

Categories for specifications 

The following categories should be included; Additional ones are also possible:

• Attributes: Desired qualities or characteristics

• Components: Individual parts or elements

• Constraints: Limitations or restrictions

• Environment: Context or surroundings

• Functions: Intended operations or actions

• User needs: Specific functionality, usability, ergonomics, and performance requirements

• Safety: Avoiding potential hazards, harm or injury, and legal requirements

• Aesthetics: Visual appeal, colour, shape, texture and style

• Manufacture requirements: Material selection, production techniques and assembly requirements

2.1.10 The ideation and modelling stage involves developing distinct ways to solve a particular problem that demonstrate different approaches to develop a solution.

Guidance: You should be able to apply ideation techniques to develop a range of diverse and appropriate ideas that address a problem statement and address a design specification.

The design process involves generating a diverse set of feasible ideas and ultimately arriving at a refined design solution.

• A2.2 Prototyping techniques

• A2.2.1 Low and high fidelity models

• B2.2 Modeling and Prototyping

Ideation

This stage focuses on exploring a range of potential solutions through techniques such as sketching, drawing, and creating digital or physical models. These representations can range from informal, quick sketches to highly detailed models.

Effective ideation requires careful consideration of:

• Key Opportunities: Explore and address the key opportunities identified during user research and problem definition.

• Design Specifications: Ensure that each idea aligns with the established design specifications and performance requirements.

Modeling

Models serve as valuable tools for visualizing and testing design concepts.

• Fidelity Levels: Models can vary in their level of detail. Low-fidelity models are useful for exploring general concepts and testing basic principles. High-fidelity models closely resemble the final product and allow for more realistic testing and evaluation.

2.1.11 Iterative analyses and evaluation of design ideas lead to improved design ideas.

Guidance: You should be able to compare your ideas with the design specification and user needs as they refine their solutions.

Strategies to Develop and Improve Iteration

2.1.12 When developing a solution, designers use an iterative model, test, refine cycle until all major design specifications and user requirements are satisfied.

Guidance: You should be able to demonstrate iterative development of a design using the model, test, refine cycle.

Strategies for iteration

Prototype Quickly

• Use materials you have: paper, cardboard, digital tools

• Create fast, rough versions of your design

• Don't worry about perfection - focus on getting ideas out

Get Real Feedback

• Show your prototype to peers, your teacher, and your user.

• Ask specific questions:

  • What works well?

  • What's confusing?

  • How could this be improved?

Make Small, Focused Improvements

• Choose 1-2 key things to improve each time

• Don't try to fix everything at once

• Example: First iteration might improve comfort, next might focus on functionality

Document Your Process

• Take photos of each prototype

• Note what changed and why

• Keep a record or journal of your process - you will need to show evidence of your iteration

Practical Testing Techniques

Side-by-Side Comparison

• Create two versions of your design

• Test which one works better

User Scenario Testing

• Ask someone to use your design as if in a real situation

• Observe where they struggle

Feedback Survey

• Create a simple 3-5 question survey

• Get quantitative and qualitative feedback

Performance testing

• Create solid models in CAD and apply FEA to model performance

• Test materials or structures to evaluate their physical, chemical, or mechanical properties

2.1.13 Models, prototypes and mock-ups of solutions are created to test their effectiveness and to gather feedback for further refinement and development.

Guidance: You should be able to create feasible models of an intended solution at appropriate levels of fidelity that generate performance data when tested with end-users.

• A2.2.1 Low and high fidelity models

A range of modelling and testing strategies should be employed to develop and refine ideas, ensuring the product meets both design specifications and user needs. 

Many of these strategies are similar to those in the previous step, however the focus is on refining the design as much as possible. In this step, the designer should focus on using a range of models, testing, and user feedback to refine the idea even further.

Key Points to Remember

• Modelling is a crucial step in translating ideas into tangible solutions

• Both low and high-fidelity models play important roles in the design process

• User feedback is essential for refining and improving designs

• The process is cyclical, with each iteration bringing the design closer to the ideal solution

2.1.14 The physical details of a new product need to be communicated for it to be manufactured.

Guidance: You should be able to create detailed drawings of components and assembled products that communicate dimensions, scale and assembly details.

B2.2.1 Types and purposes of drawings

2.1.15 When presenting a solution, it is important to communicate clearly the need for the solution, and the key features that demonstrate how it solves a given problem.

Guidance: You should be able to create virtual representations of a solution, highlighting key usability features, and explain how it meets the design specifications and achieves the design intentions as a proposed solution or as an improvement to an existing product

The final stage of the design process involves presenting an annotated solution with its key features. This solution should represent the best version of the redesigned product, including appropriate enhancements

• B2.2.1 Types and purposes of drawings

Ei: Presentation of the Solution

Present the intended solution as though to a third-party manufacturer, using appropriate visual communication methods that can be created by hand or CAD. This should showcase the product’s features and may include perspective, exploded, assembly, orthographic, net development, cutaway views, and FEA, etc.

Eii: Description of the solution

Describe how the solution compares with the original product that was identified at the start of the project for redesign.

1. What ergonomic considerations are important to be able to engage successfully with the design process? (A1.1)

2. How do design technology students ensure they engage with user-centred research methods? (A2.1)

3. To what extent are the goals of the design process aligned with the goals of a user-centred design (UCD) process? (B1.1)

4. To what extent does the model, test, refine cycle require full engagement with modelling and prototyping at several levels of fidelity? (B2.2)

5. Which aspects of the design process require engagement with material selection? (B3.1)

6. How do the requirements of the design process ensure students are addressing the responsibility of the designer? (C1.1)

7. Why is product analysis and evaluation important in the design process? (C3.1)

8. To what extent does the design process require the exploration of design for manufacture strategies? (C4.1)

Linking questions are questions that help you connect different parts of your design technology studies. They can show how ideas and skills are related to each other.

Why are linking questions important?

Linking questions can help you:

• Understand the big picture: See how different parts of design technology fit together.

• Learn more: Connect new information to what you already know.

• Show your knowledge: Demonstrate your understanding of design technology in a deeper way.

How can you use linking questions?

• Connect subtopics: Find relationships between different parts of the course

• Use your skills: Show how you can apply design technology skills in different areas.

• Think about the nature of design technology: Consider the big ideas and principles that guide design technology.

• Apply to the real world: See how design technology can be used in real-life situations.