Australian International Academy

Kellyville

Assessment Task
Cover Sheet
2019
Name:
Year Level: 9 Date:
Subject: Design / Technology Word Count:
Task Name: Designing a Network

Unit Name: Automated Systems

Student Checklist and Declaration:

 Every student must complete and tick each section before submitting their work.
 This process is in accordance with the School’s Academic Honesty and Assessment Policies.

I confirm that this is my own work and is the final version.

I have acknowledged each use of the words or ideas of another person, whether written,
oral or visual.
I have completed and submitted all work requirements for this tasks.
All work has been submitted online via Managebac.

Teacher Declaration:
I confirm that, to the best of my knowledge, the individual oral commentary submitted is
the authentic work of the candidate.
TEACHER NAME:

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Assessment Task Sheet
Australian International Academy, Kellyville
NAME: _____________________________ NOTIFICATION DATE: 06 / 02 / 2019
YEAR LEVEL: 9 SUBJECT: Design / Technology UNIT: Automated Systems
TASK NAME: Designing a Network
DUE DATE: 19 / 06 / 2019 tbc
UNIT INFORMATION
KEY CONCEPT: Connections
RELATED CONCEPTS: Adaptation, Ergonomics
GLOBAL CONTEXTS Fairness and development
STATEMENT OF INQUIRY:

OUTLINE OF TASK
Goal:
Systems that are designed to meet an individual’s ergonomic requirements can increase their ability to function
within the world (GC: Fairness and development)

Role:
Networking and internet access have become part of everyone’s lifestyle as everyone wants to be connected.
Many people see the frontend and think that they are connected through either Facebook, instagram, twitter,
Whatsapp, Skype, Viber, etc… but behind the scene there is a backend that has a series of very complicated
interconnected computers that allows this type of connection.

Audience:
Classmates

Situation:
Design a Network System
Product, Performance, and Purpose
Design of the network (options: 3D Drawing, Physical Model or 2D Drawing)

Standards and Criteria for Success

Your final product must contain the following:

 Criterion A to D Reports
 Design of the network (options: 3D Drawing, Physical Model or 2D Drawing)

The project requires you to go through the MYP Technology design cycle of Inquiring and Analysing, Developing
Ideas, Creating the Solution and Evaluating as follows:

Inquiring and Analysing

1. Paragraph explaining and justifying the need
2. Indentifying and prioritizing the research.
3. Analysing existing products.
4. Develop a design brief

Developing Ideas
1. Developing a design specification.
2. Developing design ideas.
3. Presenting the chosen design.
4. Developing planning drawings/diagrams.

Creating the Solution

1. Constructing a logical plan.
2. Demonstrating technical skills.
3. Following the plan to make the solutions.

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 4. Justifying changes made to the design.

Evaluating
1. Designing testing methods.
2. Evaluating the success of the solution.
3. Explaining how the solution could be improved.
4. Explaining the impact of the solution.

NSW BOSTES Outcomes:

5.1.2 selects, maintains and appropriately uses hardware for a range of tasks
5.2.1 describes and applies problem-solving processes when creating solutions
5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging problems
5.2.3 critically analyses decision-making processes in a range of information and software solutions
5.3.2 acquires and manipulates data and information in an ethical manner
5.5.2 communicates ideas, processes and solutions to a targeted audience
5.5.3 describes and compares key roles and responsibilities of people in the field of information and software
technology

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MYP Criteria:
Task 1 – Inquiring and analysing Due Date: Week 4 Term 1
Maximum 8

Investigation is an essential stage in the design cycle. Students are expected to identify the problem,
develop a design brief and formulate a design specification. Students are expected to acknowledge the sources
of information and document these appropriately.

Achievement level Descriptor

0 The student does not reach a standard described by any of the
descriptors below.
The student:
i. states the need for a solution to a problem for a specified
client/target
1–2
audience
ii. develops a basic design brief, which states the findings of
relevant
research.
The student:
i. outlines the need for a solution to a problem for a specified
client/target
audience
ii. outlines a research plan, which identifies primary and secondary
3–4
research needed to develop a solution to the problem, with some
guidance
iii. analyses one existing product that inspires a solution to the
problem
iv. develops a design brief, which outlines the analysis of relevant
research.
The student:
i. explains the need for a solution to a problem for a specified
client/target
audience
ii. constructs a research plan, which identifies and prioritizes
primary and
5–6
secondary research needed to develop a solution to the problem, with
some guidance
iii. analyses a range of existing products that inspire a solution
to the
problem
iv. develops a design brief, which explains the analysis of relevant
research.
The student:
i. explains and justifies the need for a solution to a problem for
a client/
target audience
ii. constructs a detailed research plan, which identifies and
prioritizes
the primary and secondary research needed to develop a solution to
7-8 the
problem independently
iii. analyses a range of existing products that inspire a solution
to the
problem in detail
iv. develops a detailed design brief, which summarizes the analysis
of
relevant research.

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Task 2 – Developing Ideas Due Date: Week 7 Term 1
Maximum 8
Students are expected to generate several feasible designs that meet the design specification and to
evaluate these against the design specification.
Students are then expected to select one design, justify their choice and evaluate this in detail against
the design specification.
Achievement level Descriptor
The student does not reach a standard described by any of the
0
descriptors below.
The student:
i. lists some basic design specifications for the design of a
1–2 solution
ii. presents one design, which can be interpreted by others
iii. creates incomplete planning drawings/diagrams.
The student:
i. lists some design specifications, which relate to the success
criteria for
the design of a solution
ii. presents a few feasible designs, using an appropriate medium(s)
or
3–4 annotation, which can be interpreted by others
iii. justifies the selection of the chosen design with reference to
the design
specification
iv. creates planning drawings/diagrams or lists requirements for
the
creation of the chosen solution.
The student:
i. develops design specifications, which outline the success
criteria for the
design of a solution
ii. develops a range of feasible design ideas, using an appropriate
medium(s) and annotation, which can be interpreted by others
5–6
iii. presents the chosen design and justifies its selection with
reference to
the design specification
iv. develops accurate planning drawings/diagrams and lists
requirements
for the creation of the chosen solution.
The student:
7-8 i. develops detailed design specifications, which explain the
success

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 criteria for the design of a solution based on the analysis of the
research
ii. develops a range of feasible design ideas, using an appropriate
medium(s) and detailed annotation, which can be correctly
interpreted
by others
iii. presents the chosen design and justifies fully and critically
its selection
with detailed reference to the design specification
iv. develops accurate and detailed planning drawings/diagrams and
outlines requirements for the creation of the chosen solution.

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Task 3 – Creating the Solution Due Date: Last IST Class – Week 4 Term 2
Maximum 8
Students are expected to construct a plan to create their chosen product/solution that has a series of
logical steps, and that makes effective use of resources and time.
Students are expected to evaluate the plan and justify any modifications to the design.
Achievement level Descriptor
0 The student does not reach a standard described by any of the
descriptors below.
The student:
i. demonstrates minimal technical skills when making the solution
1–2
ii. creates the solution, which functions poorly and is presented
in an
incomplete form.
The student:
i. constructs a plan that contains some production details,
resulting in
peers having difficulty following the plan
ii. demonstrates satisfactory technical skills when making the
3–4 solution
iii. creates the solution, which partially functions and is
adequately
presented
iv. outlines changes made to the chosen design and plan when making
the
solution.
The student:
i. constructs a logical plan, which considers time and resources,
sufficient
for peers to be able to follow to create the solution
ii. demonstrates competent technical skills when making the
solution
5–6
iii. creates the solution, which functions as intended and is
presented
appropriately
iv. describes changes made to the chosen design and plan when
making the
solution.
The student:
i. constructs a detailed and logical plan, which describes the
efficient
use of time and resources, sufficient for peers to be able to
follow to
create the solution
ii. demonstrates excellent technical skills when making the
7-8
solution.
iii. follows the plan to create the solution, which functions as
intended and
is presented appropriately
iv. fully justifies changes made to the chosen design and plan when
making
the solution.

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Task 4 – Evaluating Due Date: Last IST Class – Week 6 Term 2
Maximum 8
Students are expected to document, with a series of photographs or a video and a dated record, the process
of making their product/solution, including when and how they use tools, materials and techniques. Students
are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan
while they are creating the product/solution.
Students will sometimes embark upon a very ambitious project, or they may encounter unforeseen
circumstances. In some circumstances a product/solution that is incomplete or does not function fully can
still achieve one of the levels awarded for this criterion.
Achievement level Descriptor
The student does not reach a standard described by any of the
0
descriptors given below.

The student:
i. designs a testing method, which is used to measure the success
1–2
of the
solution
ii. states the success of the solution.
The student:
i. designs a relevant testing method, which generates data, to
measure
the success of the solution
3–4 ii. outlines the success of the solution against the design
specification
based on relevant product testing
iii. outlines how the solution could be improved
iv. outlines the impact of the solution on the client/target
audience.
The student:
i. designs relevant testing methods, which generate data, to
measure the
success of the solution
ii. explains the success of the solution against the design
5–6
specification
based on relevant product testing
iii. describes how the solution could be improved
iv. explains the impact of the solution on the client/target
audience, with
guidance
The student:
i. designs detailed and relevant testing methods, which generate
data,
to measure the success of the solution
ii. critically evaluates the success of the solution against the
7-8
design
specification based on authentic product testing
iii. explains how the solution could be improved
iv. explains the impact of the product on the client/target
audience
Appropriate quality: This is the best product/solution that the student can produce, taking into account
the resources available, the skills and techniques they have used, their educational development, how
the product/solution addresses the identified need, and aspects of safety and ergonomics.

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MYP Criteria:
Checklist:
Paragraph explaining and justifying the need
Indentifying and prioritizing the research.
Report 1
Analysing existing products.
Develop a design brief
Developing a design specification.
Developing design ideas.
Report 2
Presenting the chosen design.
Developing planning drawings/diagrams.
Constructing a logical plan.
Report 3 Demonstrating technical skills.
Justifying changes made to the design.
Product Following the plan to make the solutions.
Designing testing methods.
Evaluating the success of the solution.
Report 4 Explaining how the solution could be
improved.
Explaining the impact of the solution.

Evaluation:
Report 1
Strengths Weaknesses

Report 2
Strengths Weaknesses

Report 3
Strengths Weaknesses

Product
Strengths Weaknesses

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 Report 4
Strengths Weaknesses

ATL SELF REFLECTION:

Communication
Skill demonstration: Yes/No Yes/No
Use a variety of speaking techniques to communicate with a variety of audiences
Use appropriate forms of writing for different purposes and audiences
Use a variety of media to communicate with a range of audiences
Negotiate ideas and knowledge with peers and teachers
Read a variety of sources critically and for comprehension
Make inferences and draw conclusions
Use and interpret a range of discipline-specific terms and symbols
Take effective notes in class and make effective summary notes for studying
Use a variety of speaking techniques to communicate with a variety of audiences
Use appropriate forms of writing for different purposes and audiences
Use a variety of media to communicate with a range of audiences

Research:
Skill demonstration: Yes/No Yes/No
Collect, record, verify, analyze and interpret data
Access information to be informed and inform others
Make connections between various sources of information
Find and use appropriate sources
Present information in a variety of formats and platforms
Understand and implement intellectual property rights
Identify primary and secondary resources
Create references and citations and construct a bibliography according to recognized
conventions

ATL skills comment:

What ATL skills did you use to complete this task?
How can you improve in future?
What were your strengths / weaknesses with regards to the requirements for each of the
ATL?
Explain below.

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Teacher: …………………………………… Student: ……………………………………

LEVEL OF ACHIEVEMENT = TOTAL: 32

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