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⚙ How?
Develop and present a range of feasible concept sketches for design ideas for (parts of) your product. A great way to generate
these ideas is through a technique called a Morphological Analysis grid. In the analysis you:
● Identify the product components on the left side of your table. Now, generate different ideas for each feature.
● Use drawings and annotations to explain your ideas clearly (use your design specifications!).
● Select at least 3 possible combinations from the chart (just like ordering a sub sandwich from Subway!). Use
colour-coding to make clear which combinations you are considering.
● Reflect on the outcome of your morphological analysis using the following questions:
a. What are the new ideas the process of creating a morphological analysis gave you?
b. What are the new ‘problems’ you now need to solve for your main ideas?
Present your three ideas on one page in your sketchbook with three annotated sketches. Make a design specifications chart to
show how the three ideas fulfil your design specifications.
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Design Folder Sustainable Design - Sewciety - Jane Doe (7DET8)
Reflect on the outcome of your morphological analysis using the following questions:
● What are the new ideas the process of creating a morphological analysis gave you?
- Creating the morphological grid gave me some new ideas of what the tote bag could look like. I’ve had a picture in my
head this whole time, but creating the morphological grid made me open up to new ideas, and I realized that I like some
of them a lot and I might use them for my final design.
● What are the new ‘problems’ you now need to solve for your main ideas?
- I need to figure out how I can dye the fabric so that it is only one color. I don’t know if that’s actually possible since the
blue on my fabric is very dark and the white is, well, white. I think that if I, for example, dye it yellow, the white will turn
yellow but you’ll be able to see the blue through it, so I my choice of colors might be restricted.,
[insert scan & link of your 3 design idea sketches + design spec table
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Design Folder Sustainable Design - Sewciety - Jane Doe (7DET8)
B2: Assessment
Level Level descriptor Typical features of student work
1-2 The student presents one ❏ The ideation process has led to a single coherent idea.
design, which can be interpreted ❏ There is no clear evidence of the success criteria in the design
by others. specification being considered in the ideation process.
3-4 The student presents a few ❏ The ideation process has led to a few feasible but similar ideas.
feasible designs, using an ❏ There is some evidence of the success criteria in the design
appropriate medium(s) o r specification being considered in the ideation process.
annotation, which can be ❏ Annotation (labelling) is inconsistently used to explain design ideas.
interpreted by others.
5-6 The student develops a range of ❏ The ideation process has led to a range of different and feasible ideas.
feasible design ideas, using an ❏ The design ideas are presented in a way that allows some insight into
appropriate medium(s) a nd the thinking of the designer.
annotation, which can be ❏ There is clear evidence of the success criteria in the design specification
interpreted by others. being considered in the ideation process.
❏ Annotation (labelling) is used to explain design ideas.
7-8 The student develops a range of ❏ The ideation process has led to a large range of different and feasible
feasible design ideas, using an ideas.
appropriate medium(s) a nd ❏ The design ideas are presented in a way that allows easy insight into
detailed annotation, which can the thinking of the designer.
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Design Folder Sustainable Design - Sewciety - Jane Doe (7DET8)
be c orrectly interpreted by ❏ There is clear evidence of the success criteria in the design specification
others. driving the ideation process.
❏ Annotation (labelling) is extensively used to explain design ideas.
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