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It specifies research quantity and types, such as primary research through interviews, surveys, observations, or environmental analysis, and how to present a research summary. 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They should be people with whom the student can work with throughout the NEA. The role of the user/client is to influence the decisions made throughout the project. This may include when the student is designing, developing, testing, and evaluating. Each is an opportunity for real people to provide their preferences, requirements, or priorities in order to influence the final outcome.  \n1.1b Outline a design problem from the context provided and identify a need for a product that could solve the problem.  \nStudents should identify a need for a problem they can solve. The teacher is permitted to support students in order that this problem is of a suitable level of demand. It must relate to the chosen contextual challenge. The problem, which will be formalised into a design brief in 1.2 evidence, should represent a problem that is not too open and broad that it cannot be solved, but not too closed that the solution either already exists or is clearly stated in the wording of the brief.  \n© Pearson Education Ltd 2023 . Copying permitted for purchasing institution only. This material is not copyright free.  \nVersion 2  \nGCSE Design and Technology – NEA Guide  \n1.1c Investigate existing products to inform the product specification for the prototype, from past and present designers.  \nThe investigation evidenced by the student will inform the writing of a list of specification criteria, against which design ideas will be generated. Students will need to analyse relevant existing products associated with the problem and contextual challenge and do so with a set of key terms to focus their analysis. These could include:  \nStudents may choose to include research into past or present designers and will benefit from a teachers guidance as to the relevance of their intentions for this research activity. This activity done well is useful when it relates to the problem and supports students to write specification criteria. Without this link to the context, evidence of this nature is typically not credit worthy.  \n1.1d Carry out a range of research strategies to gather relevant information…  \nIncluding existing products, user research and (only if appropriate) past and present designer research, it will be suitably demanding for students to have:  \n• Produced a total of 4-5 detailed pieces of relevant research.  \n• Carried out and evidenced primary research activities such as an interview, a group survey, the observation of a task being carried out, or an environment analysis.  \n• Ensured material and sustainability research are not specific yet and are only early-stage activities relating to a yet to be designed solution.  \nA research summary is a useful way to draw together the various insights students have gathered, into a single reflective statement.  \nAdvice for scaled outcome projects  \nIf the student has committed to a project where the making will be a scaled outcome (e.g. architecture), research should relate to scale model approaches. This will lead to the writing of technical and measurable specification criteria associated with a scaled outcome, and a brief which states the intention to work to a scale.  \n© Pearson Education Ltd 2023 . Copying permitted for purchasing institution only. This material is not copyright free.  \nVersion 2  \nGCSE Design and Technology – NEA Guide  \nHow this assessment grid differentiates student evidence of Investigation  \nStudent evidence for investi","cbCainV8C2XfI7GS","https://ap.wps.com/l/cbCainV8C2XfI7GS","pdf",410032,"English","# 1- Investigate\n## 1.1 Investigation of needs and research (AO1 8 marks)\n## 1.1a Identify the needs of the end user\n## 1.1b Outline a design problem and identify a need\n## 1.1c Investigate existing products\n## 1.1d Carry out a range of research strategies\n## Advice for scaled outcome projects\n## Differentiation of investigation evidence\n## How to avoid double crediting","[{\"question\":\"What must students do to identify the needs of the end user?\",\"answer\":\"Students should identify an end user/client or a group of users linked to the contextual challenge. The user’s role should influence decisions throughout the project, including design, development, testing, and evaluation.\"},{\"question\":\"How should students outline the design problem and create the basis for a design brief?\",\"answer\":\"Students must identify a need for a problem that can be solved and that relates to the chosen contextual challenge. The problem will be formalised into a design brief in the next section, and should be neither too open nor too closed to allow a valid solution pathway.\"},{\"question\":\"What makes investigation evidence higher quality, and how can students avoid double crediting?\",\"answer\":\"Higher quality evidence is relevant to the contextual challenge and includes authentic user/client engagement or credible roleplay. Evidence should support iteration rather than premature identification of a solution. To avoid double crediting, research occurring after design ideas are reviewed must be handled appropriately so it is not duplicated across phases.\"}]","GCSE Design and Technology - NEA Guide - Part 1 - Investigate | PDF",1792466823]