VCE Product Design and Technologies past exams 2023–2025

Every question from the last three VCE Product Design and Technologies exams, matched to the lesson that teaches it, with class averages from the examiners' reports and worked solutions. VCE Product Design and Technologies (Year 12) lessons.

2025 Exam

• Q1a (1 mark, class average 57%): The type of data the chair user trial collected. Lesson: Evaluating Ethical Designs and Exam Strategy, Investigating Opportunities — The Design Brief, Research and Evaluation Criteria
• Q1b (2 marks, class average 20%): Two ethical research methods for gathering data. Lesson: Investigating Opportunities — The Design Brief, Research and Evaluation Criteria
• Q1c (1 mark): Which chair feature rated higher overall in the second graph. Lesson: Evaluating Ethical Designs and Exam Strategy
• Q1d (3 marks, class average 73%): Synthesise both graphs into one summary of what participants thought of the chair. Lesson: Evaluating Ethical Designs and Exam Strategy
• Q2a (2 marks, class average 75%): Two areas of the chair that could be improved or enhanced, based on the feedback. Lesson: Evaluating Ethical Designs and Exam Strategy
• Q2b (3 marks, class average 60%): Justify one improvement area using evidence from both graphs. Lesson: Evaluating Ethical Designs and Exam Strategy
• Q3 (3 marks, class average 67%): Three annotations on two chair drawings showing features relevant to the end user. Lesson: Ideation and Design Options — Drawing, Modelling and CAD, Investigating Opportunities — The Design Brief, Research and Evaluation Criteria
• Q4 (4 marks, class average 60%): Which ethical considerations shaped the Greentom pram, and how its design responds to them. Lesson: Ethical Design — Sustainability, Social Responsibility and the Circular Economy
• Q5 (4 marks, class average 68%): Weigh up recycled against new plastic for their effect on the environment. Lesson: Materials and Their Properties — Selecting Materials Ethically, Ethical Design — Sustainability, Social Responsibility and the Circular Economy
• Q6 (8 marks, class average 44%): Critique the Greentom pram against three of the 6Rs: Rethink, Reduce and Recycle. Lesson: Ethical Design — Sustainability, Social Responsibility and the Circular Economy
• Q7 (4 marks, class average 27%): Why research and development mattered for the pram, with two areas the designers may have investigated. Lesson: Evaluating Ethical Designs and Exam Strategy, Materials and Their Properties — Selecting Materials Ethically
• Q8 (3 marks, class average 60%): How designers would get information from a prototype, and how it would inform decisions. Lesson: Proof of Concept — Prototyping, Testing and Production Planning
• Q9a (3 marks, class average 50%): Justify why low-volume production suits manufacturing the Greentom pram. Lesson: Managing Production — Processes, Quality and Time
• Q9b (6 marks, class average 46%): Compare two technologies for making the pram and how each lifts productivity at low volume. Lesson: Managing Production — Processes, Quality and Time
• Q10 (2 marks, class average 45%): One way new and emerging technologies could address an ethical consideration for the pram. Lesson: Managing Production — Processes, Quality and Time, Ethical Design — Sustainability, Social Responsibility and the Circular Economy
• Q11 (4 marks, class average 63%): Upsides and downsides of planned obsolescence for pram buyers and for the company. Lesson: Ethical Design — Sustainability, Social Responsibility and the Circular Economy
• Q12 (4 marks, class average 43%): Two methods using digital technologies to investigate market needs for the home weights. Lesson: Investigating Opportunities — The Design Brief, Research and Evaluation Criteria
• Q13a (6 marks, class average 32%): One design element and one design principle in the home weights, and a critique of how they're used. Lesson: Ideation and Design Options — Drawing, Modelling and CAD, Evaluating Ethical Designs and Exam Strategy
• Q13b (3 marks, class average 70%): Judge how the dumbbell's aesthetics could have a positive impact on end users. Lesson: Evaluating Ethical Designs and Exam Strategy
• Q14 (2 marks, class average 75%): Explain one purpose of creating visualisations. Lesson: Ideation and Design Options — Drawing, Modelling and CAD, The Product Design Process — From Need to Product
• Q15a (8 marks, class average 54%): Draw and annotate two kettlebell concepts, each inspired by two of four leaf shapes. Lesson: Ideation and Design Options — Drawing, Modelling and CAD
• Q15b (2 marks, class average 75%): One design consideration in your kettlebell sketches that keeps the design functional. Lesson: Ideation and Design Options — Drawing, Modelling and CAD
• Q16a (6 marks, class average 38%): Discuss how a designer might evaluate kettlebell materials on social and economic grounds. Lesson: Materials and Their Properties — Selecting Materials Ethically
• Q16b (6 marks, class average 38%): Critique two impacts of using AI in producing kettlebells. Lesson: Managing Production — Processes, Quality and Time

2024 Exam

• Q1a (2 marks, class average 85%): Profile of a likely end user for Ecovative's mycelium bricks. Lesson: Investigating Opportunities — The Design Brief, Research and Evaluation Criteria
• Q1b (2 marks): Two constraints the end user in part a could have required of the bricks. Lesson: Investigating Opportunities — The Design Brief, Research and Evaluation Criteria
• Q2 (4 marks, class average 60%): Evaluate the mycelium bricks against the two constraints from Question 1b. Lesson: Evaluating Ethical Designs and Exam Strategy, Investigating Opportunities — The Design Brief, Research and Evaluation Criteria
• Q3a (4 marks, class average 50%): Two features of a circular economy, each weighed up. Lesson: Ethical Design — Sustainability, Social Responsibility and the Circular Economy
• Q3b (3 marks, class average 60%): How the mycelium bricks fit into a circular economy, from waste input to end of life. Lesson: Ethical Design — Sustainability, Social Responsibility and the Circular Economy
• Q4 (4 marks, class average 38%): One creative and one critical thinking technique for the first diamond when developing the bricks. Lesson: The Product Design Process — From Need to Product
• Q5 (4 marks, class average 65%): One example of primary and one of secondary research Ecovative Design may have done. Lesson: Investigating Opportunities — The Design Brief, Research and Evaluation Criteria
• Q6 (8 marks, class average 35%): Critique the mycelium bricks against the economic and social dimensions of the triple bottom line. Lesson: Ethical Design — Sustainability, Social Responsibility and the Circular Economy
• Q7 (4 marks, class average 73%): One positive and one negative impact on consumers of growing mycelium for products at home. Lesson: Materials and Their Properties — Selecting Materials Ethically, Ethical Design — Sustainability, Social Responsibility and the Circular Economy
• Q8 (3 marks, class average 50%): How an information campaign on mycelium products could encourage entrepreneurial activity. Lesson: Evaluating Ethical Designs and Exam Strategy
• Q9 (3 marks, class average 67%): One reason mycelium-based products may be considered ethical. Lesson: Ethical Design — Sustainability, Social Responsibility and the Circular Economy
• Q10a (2 marks, class average 45%): A way to research what apartment dwellers need, drawing on the census figures. Lesson: Investigating Opportunities — The Design Brief, Research and Evaluation Criteria
• Q10b (2 marks, class average 60%): Two ethical rules to follow when collecting research from people. Lesson: Investigating Opportunities — The Design Brief, Research and Evaluation Criteria
• Q11a (6 marks, class average 80%): Describe two multi-functional, space-saving product concepts for apartments, with two functions each. Lesson: Ideation and Design Options — Drawing, Modelling and CAD
• Q11b (12 marks): Draw and annotate two visualisations of one concept from part a for apartment living. Lesson: Ideation and Design Options — Drawing, Modelling and CAD
• Q11c (4 marks, class average 75%): Critique how one visualisation meets end users' needs for multi-function and space saving. Lesson: Ideation and Design Options — Drawing, Modelling and CAD, Evaluating Ethical Designs and Exam Strategy
• Q12 (3 marks, class average 53%): One method of managing time and resources so a quality product is made efficiently. Lesson: Managing Production — Processes, Quality and Time
• Q13a (1 mark, class average 71%): One material property worth considering when designing a product. Lesson: Materials and Their Properties — Selecting Materials Ethically
• Q13b (2 marks, class average 55%): A test you could run on the property named in part a. Lesson: Materials and Their Properties — Selecting Materials Ethically, Proof of Concept — Prototyping, Testing and Production Planning
• Q13c (2 marks, class average 55%): How the test results could help justify a chosen product concept. Lesson: Proof of Concept — Prototyping, Testing and Production Planning
• Q14 (3 marks, class average 37%): One way R&D on Polyamide-11 could contribute to innovation. Lesson: Evaluating Ethical Designs and Exam Strategy, Materials and Their Properties — Selecting Materials Ethically
• Q15a (2 marks, class average 80%): What prototyping is for. Lesson: Proof of Concept — Prototyping, Testing and Production Planning
• Q15b (2 marks, class average 65%): How prototype testing supports the choice of one concept over others. Lesson: Proof of Concept — Prototyping, Testing and Production Planning
• Q16 (6 marks, class average 52%): Critique the impact of the helmet's custom-fit smartphone app on consumers and producers. Lesson: Managing Production — Processes, Quality and Time
• Q17 (2 marks, class average 50%): How the helmet's manufacturing could be an example of flexible and responsive manufacturing. Lesson: Managing Production — Processes, Quality and Time

2023 Exam

• A1 (4 marks, class average 83%): Four constraints or considerations the adaptive mouse's design brief may have included. Lesson: Investigating Opportunities — The Design Brief, Research and Evaluation Criteria
• A2 (4 marks, class average 90%): Profiles of two end users who could benefit from the adaptive mouse, and how it meets each one's needs. Lesson: Investigating Opportunities — The Design Brief, Research and Evaluation Criteria
• A3a (4 marks, class average 65%): One advantage and one disadvantage of using rapid 3D prototyping to make custom mouse covers. Lesson: Managing Production — Processes, Quality and Time, Proof of Concept — Prototyping, Testing and Production Planning
• A3b (4 marks, class average 55%): How customisable mouse covers could make the product more sustainable. Lesson: Ethical Design — Sustainability, Social Responsibility and the Circular Economy
• A4 (3 marks, class average 47%): The type of obsolescence most likely for the adaptive mouse, and one benefit of it. Lesson: Ethical Design — Sustainability, Social Responsibility and the Circular Economy
• A5 (6 marks, class average 58%): Evaluate how the adaptive mouse improves on a standard mouse through innovation and modification. Lesson: Evaluating Ethical Designs and Exam Strategy
• A6a (2 marks, class average 45%): One reason testing matters during the research and development of a new product. Lesson: Evaluating Ethical Designs and Exam Strategy, Materials and Their Properties — Selecting Materials Ethically
• A6b (2 marks, class average 20%): One characteristic that makes recycled plastic suitable for the sunglasses. Lesson: Materials and Their Properties — Selecting Materials Ethically
• A6c (2 marks, class average 45%): One property that makes recycled plastic suitable for the sunglasses. Lesson: Materials and Their Properties — Selecting Materials Ethically
• A7 (4 marks, class average 57%): How Design for Disassembly in the sunglasses could encourage sustainable habits in the user. Lesson: Ethical Design — Sustainability, Social Responsibility and the Circular Economy
• A8 (6 marks, class average 45%): Two end-user design factors behind the mix-and-match sizes of the Dresden glasses. Lesson: Investigating Opportunities — The Design Brief, Research and Evaluation Criteria
• A9 (4 marks, class average 30%): Why a lean manufacturing approach suits the Dresden glasses. Lesson: Managing Production — Processes, Quality and Time
• B1 (2 marks, class average 65%): A checking method for each of two evaluation questions about the theatre prop. Lesson: Investigating Opportunities — The Design Brief, Research and Evaluation Criteria, Evaluating Ethical Designs and Exam Strategy
• B2a (2 marks, class average 60%): One creative-thinking technique for generating ideas for the chosen prop. Lesson: The Product Design Process — From Need to Product, Ideation and Design Options — Drawing, Modelling and CAD
• B2b (2 marks, class average 45%): One critical-thinking technique for developing ideas for the chosen prop. Lesson: The Product Design Process — From Need to Product, Ideation and Design Options — Drawing, Modelling and CAD
• B3 (14 marks, class average 56%): Draw one design option for the chosen prop, judged on aesthetics, annotations, creativity and function. Lesson: Ideation and Design Options — Drawing, Modelling and CAD
• B4 (5 marks, class average 56%): Exploded view of one detail of the prop, annotated with processes and materials. Lesson: Ideation and Design Options — Drawing, Modelling and CAD
• B5a (4 marks, class average 63%): Two risks involved in making the chosen prop, referring to tools, equipment and machinery. Lesson: Proof of Concept — Prototyping, Testing and Production Planning
• B5b (4 marks, class average 50%): How to manage one of the production risks named in part a. Lesson: Proof of Concept — Prototyping, Testing and Production Planning
• B6 (3 marks, class average 47%): One design change to suit scaling up from one-off to low-volume manufacture, and why. Lesson: Managing Production — Processes, Quality and Time
• B7 (3 marks, class average 60%): The benefits of using CAD to design the chosen prop. Lesson: Ideation and Design Options — Drawing, Modelling and CAD
• B8 (3 marks, class average 63%): Instructions for storing the prop for long periods, based on its materials. Lesson: Materials and Their Properties — Selecting Materials Ethically
• B9 (3 marks, class average 60%): One problem end users found, and how the designer could have caught it during the design process. Lesson: Proof of Concept — Prototyping, Testing and Production Planning, The Product Design Process — From Need to Product