Design Folder Sustainable Design - Sewciety - Jane Doe (7DET8)

Criterion B: Developing Ideas

⚙ 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.

[insert scan & link of Morphological grid here]

 
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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?
● What are the new ‘problems’ you now need to solve for your main ideas?

[insert scan & link of your 3 design idea sketches + design spec table

 
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Design Folder Sustainable Design - Sewciety - Jane Doe (7DET8)

 
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Design Folder Sustainable Design - Sewciety - Jane Doe (7DET8)

 
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Design Folder Sustainable Design - Sewciety - Jane Doe (7DET8)

 
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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. 
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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