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3.1 Section A (20%) – Reading

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Question 28

The model that was meant to look unfinished

An original exposition about an invented design workshop.

A prototype does not have to pretend that every decision has already been made. During a workshop, we were asked to design a handle for a wheeled exhibition case. One group produced a smooth silver model that looked ready for use. People admired its finish, but the handle was fixed at one height, so the model could not help us decide where the handle should go.

Another group brought a wooden crossbar that could be moved between three slots. It was held in place with tape, and its measurements were written in chalk. Different users tried each position and marked the one they found easiest to reach. The model looked temporary because it was temporary. That allowed it to change whenever the evidence suggested a better position.

Later versions answered different questions. A padded grip helped users compare shapes, while a weighted case allowed them to try the handle as they pulled the case. No single model settled everything. Each one made a particular uncertainty easier to examine.

This is not an argument for careless construction. A model made to test strength must be strong enough for that test, and a model made to compare finishes must show those finishes properly. Roughness has no value by itself. The materials and level of detail should match the decision that has to be made.

“It looks finished” can sound like praise. At the wrong stage, however, it may be a warning that appearance has arrived before evidence. A useful prototype does not merely display confidence; it creates an opportunity to find out whether that confidence is justified.

How does the writer explain that the usefulness of a prototype depends on the question it is made to answer?

[4]
Markscheme

3.1 Section A (20%) – Reading Questions

  1. GCSE
  2. /English Language
  3. /3.1 Section A (20%) – Reading

528 exam-style questions on WJEC GCSE English Language 3.1 Section A (20%) – Reading, covering 3.1.1 Understanding description, narration and exposition texts, 3.1.2 Range of continuous and non-continuous texts, 3.1.3 Short and extended response question types, and 3.1.4 Editing task at word, sentence and text level. Each one has a worked solution and a mark scheme showing where the marks go.

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