Design Process – Cambridge IGCSE Design & Technology (0445)
The IGCSE design process is a systematic, iterative cycle that enables learners to create a product that meets a recognised need while satisfying all Cambridge assessment objectives (AO1‑AO5). The process is divided into clear stages, each linked to specific syllabus content, marking criteria and exam requirements.
1. Assessment Objectives (AOs) & Weightings
| AO | Focus | Typical Weighting in Component 2 |
|---|
| AO1 | Knowledge & understanding of the need, brief and relevant theory | ≈ 15 % |
| AO2 | Investigation – research, health & safety, sustainability, use of technology | ≈ 20 % |
| AO3 | Design – specifications, detailed drawings, communication | ≈ 25 % |
| AO4 | Development & Realisation – idea generation, making, testing, evaluation | ≈ 30 % |
| AO5 | Evaluation & reflection – societal, environmental and future‑development considerations | ≈ 10 % |
2. Marking Criteria for Component 2 (Design & Make Project)
| Criterion | Description (what is assessed) | Linked AO(s) |
|---|
| Identification of Need | Research, observation, clear need statement | AO1 |
| Analysis & Research | Market, material, process, safety, sustainability research; source list | AO2 |
| Design Brief | Purpose, users, constraints, success criteria | AO1, AO3 |
| Specification | Measurable requirements and test methods | AO3 |
| Idea Generation & Selection | ≥ 3 concepts, decision‑making matrix, justification | AO4 |
| Detailed Design & Communication | Technical drawings, CAD models, BOM, production plan, standards | AO3, AO4 |
| Health & Safety & Sustainability | Risk assessment, control measures, hierarchy of controls, environmental analysis | AO2, AO5 |
| Realisation (Make) | Construction, use of tools/technology, process documentation | AO4 |
| Testing & Evaluation | Test results, comparison with specifications, improvement suggestions | AO4, AO5 |
| Reflection & Communication | Portfolio layout, captions, bibliography, self‑evaluation | AO3, AO5 |
3. Core Design Process (Eight Stages)
3.1 Identification of Needs
- Goal: Define the problem or opportunity the product will address.
- Methods:
- Observation of target users and their environment.
- Interviews, questionnaires or surveys with stakeholders.
- Analysis of existing products – strengths, weaknesses, gaps.
- Listing functional, aesthetic, ergonomic and safety requirements.
- Prioritising needs using a matrix (importance vs feasibility).
- AO 1: Demonstrate knowledge of the need and its context.
3.2 Analysis and Research
- Market research – study similar products, patents, trends, price points.
- Material & manufacturing research – compare properties, costs, availability, environmental impact.
- Ergonomic & safety analysis – human‑factors, relevant standards (e.g., EN 71‑1, BS EN ISO 12100).
- Environmental & sustainability review – life‑cycle, recyclability, carbon footprint.
- Key questions to answer:
- What are the strengths and weaknesses of existing solutions?
- Which materials best satisfy the identified needs?
- What manufacturing processes are realistic within the budget and time?
- How will the product affect the environment?
- AO 2: Gather, record and interpret relevant information.
3.3 Design Brief
A concise, structured document that summarises the problem, users, constraints and success criteria.
| Section | What to Include |
|---|
| Title | Short, descriptive name. |
| Purpose | Why the product is required. |
| Target Users | Who will use it; special needs (age, abilities, cultural factors). |
| Key Constraints | Budget, time, resources, legal/regulatory limits. |
| Success Criteria | Measurable outcomes (e.g., durability ≥ 2 years, cost ≤ £20, weight ≤ 300 g). |
- AO 1 & AO 3: State the problem clearly and translate needs into a guiding brief.
3.4 Specification
Converts the brief into measurable, testable statements.
| Specification Item |
Requirement |
Measurement / Test Method |
| Dimensions |
Length ≤ 250 mm, Width ≤ 150 mm, Height ≤ 100 mm |
Caliper (± 0.1 mm) |
| Weight |
Maximum 500 g |
Digital scale (± 1 g) |
| Material Strength |
Tensile strength ≥ 30 MPa |
Tensile test (ASTM D638) |
| Cost |
≤ £15 per unit (materials + labour) |
Cost breakdown spreadsheet |
| Safety |
No sharp edges; complies with EN 71‑1 |
Visual inspection & safety audit |
- AO 3: Produce clear, testable specifications.
3.5 Idea Generation & Selection
- Techniques: brainstorming, mind‑mapping, SCAMPER, morphological chart.
- Produce **at least three distinct concepts** (sketches, CAD models or physical prototypes).
- Develop a decision‑making matrix using the success criteria (cost, ergonomics, sustainability, manufacturability, etc.) to justify the chosen concept.
- AO 4: Evaluate alternatives and justify design decisions.
3.6 Detailed Design & Communication
- Develop the selected concept into:
- Technical drawings (orthographic, isometric, exploded views, sectional views).
- CAD models with accurate dimensions and tolerances.
- Bill of Materials (BOM) and cost breakdown.
- Assembly instructions and production plan.
- Use appropriate technical language, symbols (e.g., safety symbols, material symbols) and standards (ISO, BS).
- AO 3: Communicate ideas effectively using sketches, CAD and technical drawings.
3.7 Health & Safety & Sustainability
- Hazard identification – sharp edges, moving parts, electrical risks, chemicals.
- Control measures – apply the Hierarchy of Controls (elimination, substitution, engineering controls, administrative controls, PPE).
- Include common safety symbols (e.g., “no‑touch”, “high voltage”, “protective eyewear”).
- Sustainability considerations
- Material selection – recycled, renewable, low‑impact.
- Manufacturing – energy‑efficient processes, waste reduction.
- End‑of‑life – reuse, recycle, biodegradable options.
- AO 2 & AO 5: Research legislation, assess environmental impact and propose improvements.
3.8 Use of Technology (CAD/CAM, 3‑D Printing, CNC)
- Explain how CAD improves accuracy, iteration speed and communication.
- Describe the chosen manufacturing technology (e.g., laser cutting, 3‑D printing, CNC milling) and justify its suitability regarding budget, material, time and precision.
- Note limitations (e.g., layer lines in 3‑D printing, tool‑path errors in CNC) and how they are mitigated.
- AO 2: Demonstrate knowledge of relevant technologies.
3.9 Design in Society & Environmental Impact
- Discuss how the product meets societal needs (accessibility, cultural relevance, ethical considerations).
- Analyse the product’s life‑cycle impact – raw material extraction, manufacture, use, disposal.
- Propose ways to minimise carbon footprint (e.g., local sourcing, modular design for repair).
- AO 5: Reflect on wider implications of the design.
3.10 Evaluation & Testing
- Plan tests that directly address each specification item (e.g., dimensional check, strength test, cost verification, safety audit).
- Record results in tables, compare with targets and analyse any deviations.
- Suggest realistic improvements – material change, design modification, process optimisation.
- AO 4 & AO 5: Evaluate the final product against the brief, specifications and societal/environmental criteria.
4. Project Checklist – Component 2 (Design & Make Portfolio)
Use this checklist to ensure every required element is covered for the final portfolio.
| Stage | Key Tasks | Assessment Link (Marking Criterion) |
|---|
| Identification of Need | Research, user observation, clear need statement | Identification of Need |
| Analysis & Research | Market, material, process, safety & sustainability research; source list | Analysis & Research |
| Design Brief | Purpose, users, constraints, success criteria | Design Brief |
| Specification | Measurable requirements, test methods | Specification |
| Idea Generation & Selection | ≥ 3 concepts, decision matrix, justification | Idea Generation & Selection |
| Detailed Design | Technical drawings, CAD models, BOM, production plan | Detailed Design & Communication |
| Health & Safety & Sustainability | Risk assessment, control measures, sustainability analysis | Health & Safety & Sustainability |
| Realisation (Make) | Construction, use of tools & technology, process documentation | Realisation (Make) |
| Testing & Evaluation | Test results, comparison with specifications, improvement suggestions | Testing & Evaluation |
| Reflection & Communication | Portfolio layout, captions, bibliography, self‑evaluation | Reflection & Communication |
5. Specialist Options – Required Content
5.1 Resistant Materials
- Materials covered: metals (mild steel, aluminium), polymers (thermoplastics, thermosets), composites, smart materials (shape‑memory alloys, piezoelectric ceramics).
- Preparation & measurement tools: calipers, micrometres, surface‑plate, hardness testers.
- Shaping processes: sawing, drilling, filing, turning, milling, grinding, forging, casting, injection moulding.
- Joining methods: welding (MIG, TIG), brazing, soldering, adhesive bonding, mechanical fasteners, rivets.
- Finishing techniques: sanding, polishing, painting, anodising, heat‑treatment.
- Typical task example: Design a load‑bearing bracket, calculate bending stress using σ = My/I, select a material that satisfies σ ≤ yield strength and cost ≤ £5.
5.2 Systems & Control
Students study one focus‑area in depth (Structures, Mechanisms or Electronics).
- Structures – material properties for beams, columns, trusses; simple calculations (Euler buckling, shear stress).
- Mechanisms – levers, gears, cams, linkages; calculations of gear ratios, mechanical advantage, speed/torque conversion.
- Electronics – basic circuit symbols, Ohm’s law, series/parallel circuits, switches, relays, sensors, micro‑controllers, simple programming (e.g., Arduino). Include logic gates and truth tables if studying digital control.
- Typical task example: Create a programmable temperature‑controlled fan using a thermistor, transistor driver and Arduino; produce a wiring diagram and flowchart.
5.3 Graphic Products
- Drawing techniques: orthographic, isometric, planometric, perspective, sectional and exploded views; data graphics (charts, diagrams).
- Layout & design principles: typography, colour theory, grid systems, visual hierarchy, branding.
- Reprographics & printing processes: screen printing, offset, digital printing, embossing, die‑cutting.
- ICT skills: Adobe Illustrator/Photoshop, CorelDRAW, CAD for 2‑D graphics, raster vs. vector formats.
- Typical task example: Design a complete brand identity package (logo, business card, poster) and produce print‑ready files with colour specifications (CMYK, Pantone).
6. Linking Stages to Cambridge Assessment Objectives
- AO1 – Knowledge & Understanding: Identification of need, design brief, relevant theory.
- AO2 – Investigation: Market, material, safety, sustainability research; health & safety legislation.
- AO3 – Design: Specification, detailed drawings, CAD, communication of ideas.
- AO4 – Development & Realisation: Idea generation, selection, making, testing, evaluation.
- AO5 – Evaluation & Reflection: Critical evaluation against success criteria, societal & environmental impact, future improvements.
7. Exam Format & Study Tips
Component 1 – Written Paper
- Duration: 1 hour 45 minutes, 70 marks.
- Question types: short answer, structured response, extended response.
- Tip: Practice answering each AO‑specific question type; use the marking scheme to self‑mark.
Component 2 – Design & Make Portfolio
- Word count: approx. 1 500‑2 000 words plus drawings, tables and photographs.
- Maximum 70 marks, allocated according to the ten marking criteria above.
- Tip: Follow the checklist rigorously; keep a dated log of research, design decisions and making stages.
General Study Strategies
- Create a revision notebook that mirrors the eight design stages; use colour‑coded headings (e.g., blue for research, green for design).
- Practice writing specifications – every statement must be measurable and testable.
- Develop a personal “design language”: standard line types, symbols, annotation style and a bibliography format.
- Complete at least one mini‑project for each specialist option to become comfortable with the extra content.
- Use past papers and mark schemes; time yourself and compare answers against the rubric.
- Review health & safety symbols and legislation summaries regularly – they are frequently examined in AO2.
8. Summary
By mastering the full design process—from identifying a need through research, brief, specification, idea generation, detailed design, health & safety, technology use, societal & environmental impact, to testing and reflection—students can meet all Cambridge IGCSE Design & Technology (0445) objectives. Clear, measurable specifications, thorough documentation, and explicit links to the marking criteria are essential for achieving high marks in both the written and portfolio components.