Free VCE Year 11 Product Design and Technologies Flashcard Review
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How does the study design distinguish collaboration from teamwork?
Collaboration is shared work: working together on the same activity and completing it collectively (brainstorming, analysing a problem, reaching consensus). Teamwork is members completing their own tasks towards a common goal and combining them.
Name the five activity types within the Double Diamond design approach and say where each sits.
Investigating and defining (first diamond); generating and designing (second); evaluating (both: existing products in the first, concepts, processes and the finished product in the second); planning and managing (both); producing and implementing (second).
Define critical, creative and speculative thinking as used in VCE Product Design and Technologies.
Critical: evaluating, reasoning and comparing to refine ideas (convergent). Creative: ideation that broadens imaginative ideas (divergent). Speculative: synthesising research to hypothesise, propose and recommend future-focused ideas and weigh their ethical consequences.
Why does design thinking matter when responding to a design brief?
A brief defines a need without prescribing the solution. Divergent thinking broadens possible responses; convergent thinking evaluates and refines them. Speculative thinking explores possible futures and consequences; it does not prove future performance.
What are the four elements of a design brief?
Need or opportunity; profile of the end user(s); function; project scope (constraints and considerations written with reference to the factors that influence product design).
What is the difference between a constraint and a consideration in the project scope?
A constraint is a requirement treated as fixed within the agreed brief; permitted changes need agreement and documentation. A consideration is weighed in developing the response. The same factor, such as sustainability or comfort, can become a constraint when a specific requirement is agreed.
List the factors that influence product design.
Need or opportunity; function; end users; aesthetics; market needs and opportunities; product lifecycle; technologies (materials, tools and processes); ethical considerations including sustainability.
What is the purpose of evaluation criteria, and how are they developed?
To inform, evaluate, critique and justify the chosen product concept; to evaluate the processes used to design and make the product; and to evaluate the finished product. Develop them from the project scope: turn each constraint or consideration into a question with a method of checking and a success threshold.
Distinguish primary from secondary sources and qualitative from quantitative data.
Primary: data you collect yourself (interviews, surveys, observation, measurement, product testing). Secondary: data produced by others (reviews, specifications, standards, articles). Quantitative: numerical and countable. Qualitative: descriptive words, feelings and reasons.
Name four practices of ethical research with people.
Use the school-approved informed consent/assent process, including parent or guardian permission where required; make participation voluntary and explain withdrawal and data-removal limits. Protect privacy and store data securely; minimise harm; record and report honestly.
Which four forms of intellectual property are emphasised in the syllabus, and what details help acknowledge a source?
Copyright, patents, trade marks and registered designs; this is not an exhaustive list of IP protection. Useful citation details include author or organisation, title, date, source or URL, and access date for online sources, following the required referencing style. Attribution does not itself grant permission to copy.
What is the purpose of visualisations, design options and working drawings?
Visualisations: many quick annotated sketches to explore ideas. Design options: a few resolved, distinct alternatives drawn to be evaluated against criteria. Working drawings: dimensioned, scaled drawings (orthographic, assembly, patterns, flats) precise enough to make the product.
What are the four activities of the second diamond?
Generating and designing (physical product concepts through prototyping, testing and trialling), producing and implementing, evaluating, and planning and managing.
Why does the study design direct Unit 1 and 2 students to low-fidelity or virtual prototypes?
They confirm parts of a concept cheaply in cardboard, foam, scrap, a toile or CAD before expensive materials and machine time are committed, leaving time to test processes.
How does a prototype differ from the final proof of concept?
A prototype tests part or all of a concept in low fidelity; the final proof of concept is the chosen concept as a working model and/or scaled sample, ready for production.
What does reaching a final proof of concept signal?
A working model and/or scaled sample of the chosen concept provides evidence of readiness for production. It does not eliminate every uncertainty or replace testing of the finished product.
Give two quantitative and two qualitative data types from a test or trial.
Quantitative: test mass (kg), force (N), deflection or slip (mm), angle (°), cycles to failure, cost. Qualitative: end-user comments on comfort, ease of use or appearance.
Name the four components of a scheduled production plan.
Timeline of production steps with estimated times and quality measures; materials and costings list; tools and processes; risk assessments and safety control measures.
What is a quality measure in a production plan?
A checkable standard for a step, for example holes within ±0.5 mm, edges sanded to 180 grit or a 10 mm seam allowance.
List the hierarchy of controls from most to least effective.
Eliminate the hazard where practicable; otherwise reduce risk through substitution, isolation and engineering controls, supplemented by administrative controls and suitable PPE. Controls must suit the actual hazard and be checked for effectiveness.