How can our schools be more environmentally friendly when providing school lunches? GREEN DESIGN Research project: Assessment Criteria – Planning (P) Define the problem, formulate a design brief or research question, select variables or specifications Research (R) – Strategies, data collection, data processing and analysis What do I need to research? What strategies will I use? How will I communicate my detailed material? [Sample] Project background Schools in Hong Kong are concerned about … What is available for student lunches …. What resources are used in order to produce school lunches … In Australia the “OzHarvest Food Rescue” have shown studies where “24 to 35% of school lunches end up in the bin”. Taken from: (3/11/11) Design brief / Research Question: DESIGN GOAL TARGET MARKET MAJOR CONSTRAINTS SUCCESS CRITERIA Due: 12th December, 2013 My research question is:

Aspect 1Aspect 2Aspect 3 Defining the problemFormulating a brief or research question Selecting variables or specifications Complete / 2 Students identify a focused problem that studies a design need. The problem is fully explained. Evidence collected and shown as well as a feasibility study including time, cost, facilities and resources. Design brief is stated clearly and is at the correct level and explained thoroughly. Nature of product and target market explained. Constraints of design recognised and success criteria is established. Student analyses the brief and considers relevant specification points for the project. Uses variables that can be measured against the designs. Reflects and develops revised specification points. Partial / 1 Identifies a problem area or design need. The explanation lacks detail and consideration of tasks and time required is not descriptive enough. Student states a design brief but there is limited detail in terms of constraints and success criteria. Student creates a specification but does not develop it or consider the effects of variables. Not at all / 0 Does not identify a suitable problem and only states those introductions led by the teacher. Does not state an adequate design brief or it is inappropriate for the school and project area. Does not consider the various specification points. Doesn’t develop from an initial list of priorities. Not at all / 6 Comments: Planning (P) Planning Defining the problem Identification of problems or need Brainstorm and analyse all areas of the problem or need, include a moodboard which graphically represents the problem Mind map of any problems associated with the issue Evidence of the issue (research and data to prove need) Feasibility study and task analysis – shows links to cost, time, facilities, resources and scope Correct referencing Fomulating the brief and research question State and justify the design brief, finishing with a design goal of what you intend to make Clear target market Major constraints listed and explain how it relates to your project Success criteria created Correct referencing Selecting variables and specification points Analyse your design brief Initial specification points linked to your design brief Specification points are justified, explained and measureable Reflect and add revision of specification points Correct referencing Po Leung Kuk Choi Kai Yau School - Internal Assessment Criteria – Planning – SL_HL Student:Teacher: Miss GeeDate: Investigation/Project:Topics/option:Hours:

Aspect 1Aspect 2Aspect 3 StrategiesData collectionData processing and analysis Complete / 2 Identifies a range of suitable resources and strategies for research. Has very clear priorities for research that link well with the brief or research question. Collects a wide range of appropriate research material. The research balances both qualitative and quantitative and secondary and primary research methods. Represents information in many different forms. Processes research material astutely with detailed analysis. Final analysis allows for the development of ideas. Analysis supports the usefulness of the study and links this to the design brief or question. Good recognition of any errors. Transforms all data appropriately. Partial / 1 Identifies some suitable resources and strategies for research Research is planned and links to the design brief or research question. Collects some appropriate research material. Some different methods of research used and some information represented appropriately. Processes research material appropriately however analysis is limited. The analysis doesn’t always link closely to the design brief and these errors are not always monitored. Only some data transformed usefully. Not at all / 0 Does not identify suitable resources and strategies. Any strategies are teacher led. Does not collect any appropriate research material. Processes research material inappropriately. Not at all / 6 Comments: Research (R) Checklist – Research Strategies A written research plan with priorities of what you will research Primary and secondary sources of data Identified both qualitative and quantitative data Correct referencing where appropriate Data collection Research and data is focused and appropriate to project Balance between qualitative and quantitative Presented research in a variety of forms (graphs, tables, diagrams, drawings and photographs Research and data includes labelling and explanations of outcomes Data processing and analysis You have processed raw data and presented in an astute (clear) manner You have transformed data into a suitable form for analysis (graph, table etc) Your written analysis is detailed and explains how your design brief can be answered You have analysed the relevance and usefulness of your data You have identified any errors or uncertainties you encountered throughout your research/ data You have assessed and commented on the reliability of your data You have used correct referencing Po Leung Kuk Choi Kai Yau School - Internal Assessment Criteria – Research – SL_HL Student:Teacher: Miss GeeDate: Investigation/Project:Topics/option:Hours: