design technology guide - city university of new york

Design technology guideFirst assessment 2016

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Diploma ProgrammeDesign technology guide

IB mission statementThe International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Design technology guide

Contents

Introduction 1

Purpose of this document 1

The Diploma Programme 2

Nature of design 6

Nature of design technology 9

Aims 15

Assessment objectives 16

Syllabus 17

Syllabus outline 17

Approaches to the teaching of design technology 18

Syllabus content 22

Assessment 86

Assessment in the Diploma Programme 86

Assessment outline—SL 88

Assessment outline—HL 89

External assessment 90

Internal assessment 92

Group 4 project 112

Appendices 117

Glossary of command terms 117

Bibliography 120

Design technology guide 11

Introduction

Purpose of this document

This publication is intended to guide the planning, teaching and assessment of the subject in schools. Subject teachers are the primary audience, although it is expected that teachers will use the guide to inform students and parents about the subject.

This guide can be found on the subject page of the online curriculum centre (OCC) at http://occ.ibo.org, a password-protected IB website designed to support IB teachers. It can also be purchased from the IB store at http://store.ibo.org.

Additional resourcesAdditional publications such as specimen papers and markschemes, teacher support materials, subject reports and grade descriptors can also be found on the OCC. Past examination papers as well as markschemes can be purchased from the IB store.

Teachers are encouraged to check the OCC for additional resources created or used by other teachers. Teachers can provide details of useful resources, for example: websites, books, videos, journals or teaching ideas.

AcknowledgmentThe IB wishes to thank the educators and associated schools for generously contributing time and resources to the production of this guide.

First assessment 2016

Design technology guide22

Introduction

The Diploma Programme

The Diploma Programme is a rigorous pre-university course of study designed for students in the 16 to 19 age range. It is a broad-based two-year course that aims to encourage students to be knowledgeable and inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students to develop intercultural understanding, open-mindedness, and the attitudes necessary for them to respect and evaluate a range of points of view.

The Diploma Programme modelThe course is presented as six academic areas enclosing a central core (see figure 1). It encourages the concurrent study of a broad range of academic areas. Students study two modern languages (or a modern language and a classical language); a humanities or social science subject; a science; mathematics; and one of the creative arts. It is this comprehensive range of subjects that makes the Diploma Programme a demanding course of study designed to prepare students effectively for university entrance. In each of the academic areas students have flexibility in making their choices, which means they can choose subjects that particularly interest them and that they may wish to study further at university.

Figure 1Diploma Programme model



Choosing the right combinationStudents are required to choose one subject from each of the six academic areas, although they can, instead of an arts subject, choose two subjects from another area. Normally, three subjects (and not more than four) are taken at higher level (HL), and the others are taken at standard level (SL). The IB recommends 240 teaching hours for HL subjects and 150 hours for SL. Subjects at HL are studied in greater depth and breadth than at SL.

At both levels, many skills are developed, especially those of critical thinking and analysis. At the end of the course, students’ abilities are measured by means of external assessment. Many subjects contain some element of coursework assessed by teachers.

The core of the Diploma Programme modelAll Diploma Programme students participate in the three course elements that make up the core of the model.

Theory of knowledge (TOK) is a course that is fundamentally about critical thinking and inquiry into the process of knowing rather than about learning a specific body of knowledge. The TOK course examines the nature of knowledge and how we know what we claim to know. It does this by encouraging students to analyse knowledge claims and explore questions about the construction of knowledge. The task of TOK is to emphasize connections between areas of shared knowledge and link them to personal knowledge in such a way that an individual becomes more aware of his or her own perspectives and how they might differ from others.

Creativity, activity, service (CAS) is at the heart of the Diploma Programme. The emphasis in CAS is on helping students to develop their own identities, in accordance with the ethical principles embodied in the IB mission statement and the IB learner profile. It involves students in a range of activities alongside their academic studies throughout the Diploma Programme. The three strands of CAS are creativity (arts and other experiences that involve creative thinking), activity (physical exertion contributing to a healthy lifestyle) and service (an unpaid and voluntary exchange that has a learning benefit for the student). Possibly, more than any other component in the Diploma Programme, CAS contributes to the IB’s mission to create a better and more peaceful world through intercultural understanding and respect.

The extended essay, including the world studies extended essay, offers the opportunity for IB students to investigate a topic of special interest, in the form of a 4,000-word piece of independent research. The area of research undertaken is chosen from one of the students’ Diploma Programme subjects, or in the case of the interdisciplinary world studies essay, two subjects, and acquaints them with the independent research and writing skills expected at university. This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject or subjects chosen. It is intended to promote high-level research and writing skills, intellectual discovery and creativity. As an authentic learning experience it provides students with an opportunity to engage in personal research on a topic of choice, under the guidance of a supervisor.



Approaches to teaching and approaches to learningApproaches to teaching and learning across the Diploma Programme refer to deliberate strategies, skills and attitudes which permeate the teaching and learning environment. These approaches and tools, intrinsically linked with the learner profile attributes, enhance student learning and assist student preparation for the Diploma Programme assessment and beyond. The aims of approaches to teaching and learning in the Diploma Programme are to:

• empower teachers as teachers of learners as well as teachers of content

• empower teachers to create clearer strategies for facilitating learning experiences in which students are more meaningfully engaged in structured inquiry and greater critical and creative thinking

• promote both the aims of individual subjects (making them more than course aspirations) and linking previously isolated knowledge (concurrency of learning)

• encourage students to develop an explicit variety of skills that will equip them to continue to be actively engaged in learning after they leave school, and to help them not only obtain university admission through better grades but also prepare for success during tertiary education and beyond

• enhance further the coherence and relevance of the students’ Diploma Programme experience

• allow schools to identify the distinctive nature of an IB Diploma Programme education, with its blend of idealism and practicality.

The five approaches to learning (developing thinking skills, social skills, communication skills, self-management skills and research skills) along with the six approaches to teaching (teaching that is inquiry-based, conceptually focused, contextualized, collaborative, differentiated and informed by assessment) encompass the key values and principles that underpin IB pedagogy.

The IB mission statement and the IB learner profileThe Diploma Programme aims to develop in students the knowledge, skills and attitudes they will need to fulfill the aims of the IB, as expressed in the organization’s mission statement and the learner profile. Teaching and learning in the Diploma Programme represent the reality in daily practice of the organization’s educational philosophy.

Academic honestyAcademic honesty in the Diploma Programme is a set of values and behaviours informed by the attributes of the learner profile. In teaching, learning and assessment, academic honesty serves to promote personal integrity, engender respect for the integrity of others and their work, and ensure that all students have an equal opportunity to demonstrate the knowledge and skills they acquire during their studies.

All coursework—including work submitted for assessment—is to be authentic, based on the student’s individual and original ideas with the ideas and work of others fully acknowledged. Assessment tasks that require teachers to provide guidance to students or that require students to work collaboratively must be completed in full compliance with the detailed guidelines provided by the IB for the relevant subjects.

For further information on academic honesty in the IB and the Diploma Programme, please consult the IB publications Academic honesty (2011), The Diploma Programme: From principles into practice (2009) and General regulations: Diploma Programme (2011). Specific information regarding academic honesty as it pertains to external and internal assessment components of this Diploma Programme subject can be found in this guide.



Acknowledging the ideas or work of another personCoordinators and teachers are reminded that candidates must acknowledge all sources used in work submitted for assessment. The following is intended as a clarification of this requirement.

Diploma Programme candidates submit work for assessment in a variety of media that may include audio-visual material, text, graphs, images and/or data published in print or electronic sources. If a candidate uses the work or ideas of another person, the candidate must acknowledge the source using a standard style of referencing in a consistent manner. A candidate’s failure to acknowledge a source will be investigated by the IB as a potential breach of regulations that may result in a penalty imposed by the IB final award committee.

The IB does not prescribe which style(s) of referencing or in-text citation should be used by candidates; this is left to the discretion of appropriate faculty/staff in the candidate’s school. The wide range of subjects, three response languages and the diversity of referencing styles make it impractical and restrictive to insist on particular styles. In practice, certain styles may prove most commonly used, but schools are free to choose a style that is appropriate for the subject concerned and the language in which candidates’ work is written. Regardless of the reference style adopted by the school for a given subject, it is expected that the minimum information given includes: name of author, date of publication, title of source, and page numbers as applicable.

Candidates are expected to use a standard style and use it consistently so that credit is given to all sources used, including sources that have been paraphrased or summarized. When writing text, candidates must clearly distinguish between their words and those of others by the use of quotation marks (or other method, such as indentation) followed by an appropriate citation that denotes an entry in the bibliography. If an electronic source is cited, the date of access must be indicated. Candidates are not expected to show faultless expertise in referencing, but are expected to demonstrate that all sources have been acknowledged. Candidates must be advised that audio-visual material, text, graphs, images and/or data published in print or in electronic sources that is not their own must also attribute the source. Again, an appropriate style of referencing/citation must be used.

Learning diversity and learning support requirementsSchools must ensure that equal access arrangements and reasonable adjustments are provided to candidates with learning support requirements that are in line with the IB documents Candidates with assessment access requirements and Learning diversity in the International Baccalaureate programmes: Special educational needs within the International Baccalaureate programmes.


Introduction

Nature of design

1. What is design?1.1 Design is a process that links innovation and creativity.

1.2 Design provides a structured process based on well-established design principles to resolve authentic problems.

1.3 Design involves generating ideas, exploring the possibilities and constraints to find solutions.

1.4 Design is a cyclical and iterative process.

1.5 Design is human-centred and focuses on the needs, wants and limitations of the end user.

1.6 Competent design can be achieved by all and is not restricted to uniquely skilled individuals. The use of well-established design principles and processes increases the probability that a design will be successful.

1.7 Designers use a wide variety of concepts, principles and strategies, which, taken together, make up what is known as design methodology. Designers adapt their approach to different design contexts, but they have a common understanding of the process necessary to form valid and suitable solutions.

1.8 Competent design requires imagination and creativity together with substantial factual, procedural and conceptual knowledge.

1.9 In-depth investigation of the nature of a problem is required to establish clear parameters for a design specification. This determines the scope of a solution and is necessary for good decision-making.

1.10 Designers must adopt an approach that allows them to think creatively within the constraints of a design specification. The ability to create unique and original solutions to a proposed problem is advantageous.

1.11 Designers need to critically explore the latest advances in technology to determine whether they can be used to develop the best solution to a problem. Traditional methods can be more appropriate and user-friendly.

1.12 Design is a collaborative endeavour requiring diverse teams of experts to realize a tangible solution.

1.13 Modelling is central to design. This involves cognitive, graphical, physical, aesthetic, mechanical, and digital modelling.

1.14 The growth in computing power has made modelling much more powerful. The generation of digital prototypes allows dynamic modelling of complex situations. Simulations involving large amounts of data, large numbers of variables and complex calculations speed up the design process and extend possible solutions.

1.15 A designer should maintain an unbiased view of a situation and evaluate a context objectively, highlighting the strengths, weaknesses and opportunities of a product, service or system.

1.16 Designers have a responsibility to the community and the environment. Their decisions often have major impact on both and they must always be aware of the ethical and moral dimensions of their work.

Nature of design


1.17 Design is carried out by a community of people from a wide variety of backgrounds and traditions, and this has clearly influenced the way design has progressed at different times. However, it is important to understand that design is universal and has common understandings, methodologies, and goals.

1.18 Designers must consider how users will interact with, use and misuse the products they design.

1.19 Designers should be aware that with the advancement of technology, there are now issues surrounding security and safety of personal data that need to be addressed in the majority of contexts.

1.20 Design permeates every aspect of human experience. Individuals make design decisions in all areas of their work, home and leisure.

2. The role of science and technology in design2.1 Both science and technology have a fundamental relationship with design. Technology preceded

science, but now most technological developments are based on scientific understanding.

2.2 Traditional technology comprised useful artifacts often with little understanding of the science underpinning their production and use. In contrast, modern technology involves the application of scientific discoveries to produce useful artifacts.

2.3 The application of scientific discovery to solve a problem enables designers to create new technologies.

2.4 These new technologies can be utilized by scientists to make new scientific discoveries.

2.5 Designers use new and existing technologies to create new products, services and systems.

2.6 The rapid pace of scientific discovery has impacted the rate that designers can develop new technologies. New technologies allow new products to be developed, which solve long-standing problems, improve on existing solutions and fill gaps in markets.

2.7 Often, by solving one problem and designing new technologies, there are unforeseen consequences, which bring new problems.

2.8 Technology is designed in response to changes in human needs. Many societies have benefited from the design of technologies to provide resources, such as electricity and fresh water supplies, clothing, food and transport.

2.9 The technologies that sustain the digital revolution are only one facet of technology. Design remains involved in developing technology to satisfy basic human needs and make people’s lives easier.

2.10 The concept of sustainability is becoming a greater priority for designers. The development of sustainable technologies is a response to environmental and social pressures relating to climate change, energy and resource depletion.

3. Characteristics of a good designerThe following characteristics frame a profile of both professional and aspiring designers. They reflect the desirable abilities, skill sets and mindset of all designers.

Designers can/are able to:

3.1 problem solve/troubleshoot in any context or situation, across a variety of design disciplines

3.2 realize innovative products, services, systems and technologies by learning through failure, extensive trialling, constant evaluation and redevelopment, perseverance and determination

3.3 seek, establish and verify broad concepts and general principles that underlie design methodology

Nature of design


3.4 conduct thorough research, synthesize evidence and apply the findings to the development of innovative products, services, systems and technologies

3.5 carefully observe human interactions and situations, identify and monitor short- and long-term trends and ask pertinent questions to explore design opportunities

3.6 assess the risks associated with the design and use of technology as well as any associated moral, social, ethical or environmental issues

3.7 think creatively and develop ideas beyond the confines of existing concepts, principles and modes of thinking

3.8 empathize with individuals or groups to ascertain and identify needs or design opportunities

3.9 collaborate, inspire and enthuse through effective communication using a variety of appropriate modes and media

3.10 appreciate the influence of others within the field of design including historical and current leaders, movements and organizations.


Introduction

Nature of design technology

Design, and the resultant development of new technologies, has given rise to profound changes in society: transforming how we access and process information; how we adapt our environment; how we communicate with others; how we are able to solve problems; how we work and live.

Technology emerged before science, and materials were used to produce useful and decorative artifacts long before there was an understanding of why materials had different properties that could be used for different purposes. In the modern world the reverse is the case, and designers need to have an understanding of the possibilities offered by science to realize the full potential of what they can design in terms of new technologies, products and systems.

Design is the link between innovation and creativity, taking thoughts and exploring the possibilities and constraints associated with products or systems, allowing them to redefine and manage the generation of further thought through prototyping, experimentation and adaptation. It is human-centred and focuses on the needs, wants and limitations of the end user.

Competent design is within the reach of all. Through the practice and application of well-established design principles and methodologies, individuals can increase the likelihood that a design will be successful. These principles taken together make up what is known as the design cycle.

Designing requires an individual to be imaginative and creative, while having a substantial knowledge base of important factors that will aid or constrain the process. Decision-making needs to be supported by adequate and appropriate research and investigation. Designers must think “out of the box” to develop innovative solutions, while thinking “in the box” to conform to requirements set by clients or research.

Both the ideas of design and the process of design can only occur in a human context. Design involves multidisciplinary teams and stakeholders with different backgrounds and traditions. It is important to understand, however, that to design is to be involved in a community of inquiry with certain common beliefs, methodologies, understandings and processes. Design is multidisciplinary and draws from many areas including the natural and social sciences, mathematics and arts.

Diploma Programme design technology aims to develop internationally minded people whose enhanced understanding of design and the technological world can facilitate our shared guardianship of the planet and create a better world.

It focuses on analysis, design development, synthesis and evaluation. The creative tension between theory and practice is what characterizes design technology within the Diploma Programme sciences group.

Inquiry and problem-solving are at the heart of the subject. Diploma Programme design technology requires the use of the design cycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, and the testing and evaluation of the solution. In Diploma Programme design technology, a solution can be defined as a model, prototype, product or system that students have developed independently.

Diploma Programme design technology achieves a high level of design literacy by enabling students to develop critical-thinking and design skills, which they can apply in a practical context. While designing may take various forms, it will involve the selective application of knowledge within an ethical framework.

A well-planned design programme enables students to develop not only practical skills but also strategies for creative and critical thinking.



The design cycleEach and every designer approaches a problem in a different way. Depending on the designers’ specialism, they tend to have their own methodology, but there are some general activities common to all designers. The design cycle model is a fundamental concept underpinning the design process and central to a student’s understanding of design activities.

Marketing strategies (HL)

Commercial production (HL)

Analysis of a design

opportunity

Testing and evaluation

Development of a detailed design

Conceptual design

Market and user research

Design specification

Design opportunity

Explains how the solution can be improved

Evaluation against design specifications

Evaluation against marketing specifications

Marketing specification

Development of ideas

Concept modelling

Development of a solution

Selection of materials and components

Selection of manufacturing techniques

Detailed design proposal

Detailed plan for manufacture

Design brief

Figure 2The Diploma Programme design cycle

The design cycle diagram (figure 2) represents the Diploma Programme design technology methodology of how designers develop products. The process is divided into the following four stages.

• Analysis of a design opportunity

• Conceptual design

• Development of a detailed design

• Testing and evaluation

This incremental process allows the designer to go from identifying a design opportunity to the testing and evaluation of a solution. This process leads to invention.



At higher level (HL), the following two additional stages are added.

• Commercial production

• Marketing strategies

The student must take his or her invention and plan to develop it into an innovation, that is get the product to diffuse into the marketplace. The two new stages are designed to extend the students’ skills and ability to create innovations.

Design technology and the international dimensionTechnology itself is an international endeavour; the exchange of information and ideas around the world has been both a cause and an effect of the development of technology. This exchange is not a new phenomenon but it has accelerated in recent times with the development of information and communication technologies. Indeed, the idea that technology is a modern invention is a myth—people began developing technologies when they first started fashioning tools from stones, making fire to process their food, and shaping material to keep themselves warm. Teachers are encouraged to emphasize this contribution in their teaching of various topics, perhaps through an analysis of the principles of early technologies and the use of timeline websites. The design technology method in its widest sense, with its emphasis on creativity, innovation, open-mindedness and freedom of thought, transcends politics, religion and nationality. Where appropriate within certain topics, the syllabus details sections in the group 4 guides contain links illustrating the international aspects of technology.

On an organizational level, many international bodies now exist to analyse and promote technology. International bodies such as the International Labour Organization, the United Nations Industrial Development Organization, the United Nations Framework Convention on Climate Change, the United Nations Conference on Trade and Development and many others monitor, plan and provide information about global technology issues. The rapid profusion of these international organizations attests to the global nature of technology: both the internationalization of the design and development of technology, and the global effects of technologies, for example, climate change. Students are encouraged to access the extensive websites of these international organizations to enhance their appreciation of the international dimensions of technology.

Some topics in the guide are specifically written to bring out this global dimension. On a practical level, the group 4 project mirrors real design methodology by encouraging collaboration between schools across the regions.

The power of technology to transform societies is unparalleled. It has the potential to produce great universal benefits or to reinforce inequalities and cause harm to people and the environment. In line with the IB mission statement, students need to be aware of the moral responsibility of designers to ensure that appropriate technologies are available to all communities on an equitable basis and that they have the technological capacity to use this for developing sustainable societies.

Students’ attention should be drawn to sections of the syllabus with links to international-mindedness. Examples of issues relating to international-mindedness are given within sub-topics in the syllabus content.



Distinction between SL and HLDesign technology students at standard level (SL) and higher level (HL) undertake a common core and have four common assessment criteria used for their internal assessment (IA). They are presented with a syllabus that encourages the development of certain skills, attributes and attitudes, as described in the “Assessment objectives” section of this guide.

While the skills and activities of design technology are common to students at both SL and HL, students at HL are required to study additional topics and are required to meet two additional assessment criteria for internal assessment. The distinction between SL and HL is one of breadth and depth.

Prior learningPast experience shows that students will be able to study design technology at SL successfully with no background in, or previous knowledge of, the subject. Their approach to study, characterized by the specific IB learner profile attributes—inquirers, thinkers and communicators—will be significant here.

However, for most students considering the study of design technology at HL some previous exposure to design would be beneficial. Specific topic details are not specified but students who have undertaken the IB Middle Years Programme (MYP) would be well prepared. Other national design technology education qualifications or a school-based design technology course would also be suitable preparation for study of design technology at HL.

Links to the Middle Years ProgrammeDiploma Programme design technology builds on experiences of inquiry that students have gained in their time in the IB Primary Years Programme (PYP) and MYP. PYP teaching and learning experiences challenge students to be curious, ask questions, explore and interact with the environment physically, socially and intellectually to construct meaning and refine their understanding. Even when there is no design component in the PYP, the use of structured inquiry is a precursor to the problem-solving and inquiry-based approach of MYP design.

The inquiry-based approach of MYP design courses thoroughly prepare students for Diploma Programme design technology. The MYP design objectives and assessment criteria provide a clear and smooth transition from the MYP to Diploma Programme. The alignment between the design methodology expressed through the MYP design cycle is further developed in Diploma Programme design technology with problem-solving through invention at the heart of SL; and this is further extended towards innovation at HL. As such, students continuing on to Diploma Programme design technology from MYP have gained a wealth of experience using the MYP design cycle and will have developed critical-thinking and design skills, which they will be able to apply to solve more complex problems.



Inquiring and analysing

Evaluating

Creating the solution

Developing ideas

Identify and prioritize the research

Analyse existing products

Explain and justify the need

Explain the impact of the solution

Explain how the solution could be improved

Evaluate the success of the solution

Design testing methods

Develop a design brief

Develop a design specification

Develop design ideas

Present the chosen design

Develop planning drawings/diagrams

Construct a logical plan

Demonstrate technical skills

Follow the plan to make the solution

Justify changes made to the design

MYP design cycle

Commerical production


opportunity


Development of a detailed

design

Conceptual design



Design opportunity






Concept modelling






Design brief

DP design cycle (SL)

Marketing strategies (HL)

Commercial production (HL)


opportunity


Development of a detailed

design

Conceptual design



Design opportunity






Concept modelling






Design brief

DP design cycle (HL)



Design technology and theory of knowledgeThe theory of knowledge (TOK) course (first assessment 2015) engages students in reflection on the nature of knowledge and on how we know what we claim to know. The course identifies eight ways of knowing: reason, emotion, language, sense perception, intuition, imagination, faith and memory. Students explore these means of producing knowledge within the context of various areas of knowledge: the natural sciences, the social sciences, the arts, ethics, history, mathematics, religious knowledge systems and indigenous knowledge systems. The course also requires students to make comparisons between the different areas of knowledge; reflecting on how knowledge is arrived at in the various disciplines, what the disciplines have in common, and the differences between them.

TOK lessons can support students in their study of design technology, just as the study of design technology can support students in their TOK course. TOK provides a space for students to engage in stimulating wider discussions about questions such as the extent to which technology is both an enabler and limiter of knowledge. It also provides an opportunity for students to reflect on the methodologies of design technology, and how these compare to the methodologies of other areas of knowledge.

In this way there are rich opportunities for students to make links between their design technology and TOK courses. One way in which design technology teachers can help students to make these links to TOK is by drawing students’ attention to knowledge questions which arise from their subject content. Knowledge questions are open-ended questions about knowledge, and include questions such as:

• How does knowledge in design technology progress? How does that compare to how knowledge progresses in other areas of knowledge?

• Are intuitively appealing explanations more likely to be true than explanations supported by other means?

• What is the role of imagination in design technology?

• Are the methods used in design technology closer to the methods used in the arts or the methods used in the natural sciences?

• What is the relationship between facts/data and theories, and how does this differ in different areas of knowledge?

• What is the impact of culture in the production and distribution of knowledge in various areas of knowledge?

• To what extent does the methodology of an investigation limit or determine the possible outcomes?

Suggestions for TOK discussions and examples of relevant knowledge questions are provided throughout this guide, within the sub-topics in the syllabus content. Teachers can also find suggestions of interesting knowledge questions for discussion in the “Areas of knowledge” and “Knowledge frameworks” sections of the Theory of knowledge guide. Students should be encouraged to raise and discuss such knowledge questions in both their design technology and TOK classes.


Introduction

Aims

Design technology aimsThrough studying design technology, students should become aware of how designers work and communicate with each other. While the design methodology may take on a wide variety of forms, it is the emphasis on a practical approach through design work that characterizes this subject.

The aims of the subject state in a general way what the teacher may expect to teach or do, and what a student may expect to experience or learn.

The aims enable students, through the overarching theme of the nature of design, to develop:

1. a sense of curiosity as they acquire the skills necessary for independent and lifelong learning and action through inquiry into the technological world around them

2. an ability to explore concepts, ideas and issues with personal, local and global significance to acquire in-depth knowledge and understanding of design and technology

3. initiative in applying thinking skills critically and creatively to identify and resolve complex social and technological problems through reasoned ethical decision-making

4. an ability to understand and express ideas confidently and creatively using a variety of communication techniques through collaboration with others

5. a propensity to act with integrity and honesty, and take responsibility for their own actions in designing technological solutions to problems

6. an understanding and appreciation of cultures in terms of global technological development, seeking and evaluating a range of perspectives

7. a willingness to approach unfamiliar situations in an informed manner and explore new roles, ideas and strategies so they can articulate and defend their proposals with confidence

8. an understanding of the contribution of design and technology to the promotion of intellectual, physical and emotional balance and the achievement of personal and social well-being

9. empathy, compassion and respect for the needs and feelings of others in order to make a positive difference to the lives of others and to the environment

10. skills that enable them to reflect on the impacts of design and technology on society and the environment in order to develop their own learning and enhance solutions to technological problems.


Introduction

Assessment objectives

The assessment objectives for design technology reflect those parts of the aims that will be formally assessed either internally or externally. Wherever appropriate, the assessment will draw upon environmental and technological contexts and identify the social, moral and economic effects of technology.

It is the intention of the design technology course that students are able to fulfill the following assessment objectives.

1. Demonstrate knowledge and understanding of:

a. facts, concepts, principles and terminology

b. design methodology and technology

c. methods of communicating and presenting technological information.

2. Apply and use:

a. facts, concepts, principles and terminology

b. design methodology and technology

c. methods of communicating and presenting technological information.

3. Construct, analyse and evaluate:

a. design briefs, problems, specifications and plans

b. methods, techniques and products

c. data, information and technological explanations.

4. Demonstrate the appropriate research, experimentation, modelling and personal skills necessary to carry out innovative, insightful, ethical and effective designing.


Syllabus

Syllabus outline

Syllabus componentTeaching hours

SL HL

Core1. Human factors and ergonomics

2. Resource management and sustainable production

3. Modelling

4. Final production

5. Innovation and design

6. Classic design

9012

22

12

23

13

8

Additional higher level (AHL)7. User-centred design (UCD)

8. Sustainability

9. Innovation and markets

10. Commercial production

5412

14

13

15

Practical workDesign project

Group 4 project

Teacher-directed activities

6040

10

10

9660

10

26

Total teaching hours 150 240

The recommended teaching time is 240 hours to complete HL courses and 150 hours to complete SL courses as stated in the document General regulations: Diploma Programme (2011) (page 4 article 8.2).


Syllabus

Approaches to the teaching of design technology

Format of the syllabusThe format of the syllabus section of the group 4 guides gives prominence and focus to the teaching and learning aspects.

TopicsTopics are numbered for ease of reference (for example, “Topic 2: Resource management and sustainable production”).

Sub-topicsSub-topics are numbered as follows, “2.1 Resources and reserves”. Further information and guidance about possible teaching times are contained in the teacher support material.

Each sub-topic begins with an essential idea. The essential idea is an enduring interpretation that is considered part of the general understanding of design.

Below the essential idea the sub-topic is presented in three columns.

The first column is the “Nature of design”. This gives specific examples in context illustrating some aspects of the nature of design. These are linked directly to specific references in the “Nature of design” section of the guide to support teachers in their understanding of the general theme to be addressed.

The second column lists concepts and principles, which are the main general ideas to be taught, and “Guidance” gives information about the limits and constraints and the depth of treatment required.

The third column gives suggestions to teachers about relevant references to international-mindedness. It also gives examples of TOK knowledge questions (see Theory of knowledge guide published 2013) that can be used to focus students’ thoughts on the preparation of the TOK prescribed essay. The “Utilization” section may link the sub-topic to other parts of the subject syllabus and other Diploma Programme subject guides. Finally, the “Aims” section refers to how design technology aims are being addressed in the sub-topic.



Format of the guideTopic 1: <Title>

Essential idea: This lists the essential idea for each sub-topic.

1.1 Sub-topic

Nature of design:

This section relates the sub-topic to the overarching theme of nature of design.

Concepts and principles:

• This section will provide specifics of the content requirements for each sub-topic.

Guidance:

• This section will provide constraints to the requirements for the concepts and principles.

International-mindedness:

• Ideas that teachers can easily integrate into the delivery of their lessons.

Theory of knowledge:

• Examples of TOK knowledge questions.

Utilization: (including syllabus and cross-curricular links)

• Links to other topics within the Design technology guide and to other Diploma Programme courses.

Aims:

• Links to the design technology aims.

Design technology practical skillsI hear and I forget. I see and I remember. I do and I understand.

Confucius

Integral to the experience of students in any of the group 4 courses is their experience in the classroom, workshop, laboratory or in the field. Practical activities allow students to interact directly with natural materials, and primary and secondary data sources. These experiences provide the students with the opportunity to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings. Practical activities can be used to introduce a topic, investigate a phenomenon or allow students to consider and examine questions and curiosities.

By providing students with the opportunity for hands-on experimentation, they are carrying out some of the same processes that designers undertake.

It is important that students are involved in an inquiry-based practical programme that allows for the development of design thinking. It is not enough for students just to be able follow directions and to simply replicate a given procedure, they must be provided with the opportunities for genuine inquiry. Developing inquiry skills will give students the ability to construct an explanation based on reliable evidence and logical reasoning. Once developed, these higher-order thinking skills will enable students to be lifelong learners and design literate.



A school’s practical scheme of work should allow students to experience the full breadth and depth of the course. This practical scheme of work must also prepare students to undertake the design project that is required for the internal assessment. The development of students’ manipulative skills should involve them being able to follow instructions accurately and demonstrate the safe, competent and methodical use of a range of techniques and equipment, which can then be applied to a range of design contexts.

Mathematical requirementsAll Diploma Programme design technology students should be able to:

• perform the basic arithmetic functions: addition, subtraction, multiplication and division

• carry out calculations involving means, decimals, fractions, percentages, ratios, approximations and reciprocals

• use standard notation (for example, 3.6 × 106)

• use direct and inverse proportion

• solve simple algebraic equations

• plot and interpret graphs (with suitable scales and axes) including two variables that show linear and non-linear relationships

• interpret graphs, including the significance of gradients, changes in gradients, intercepts and areas

• interpret data presented in various forms (for example, bar charts, histograms and pie charts).

Use of information and communication technologyInformation and communication technology (ICT) involves the use of computers, its applications and communication facilities in teaching and learning activities. Therefore, the use of ICT goes beyond Diploma Programme design technology and extends to all the teaching and learning in all subjects across the curriculum. The effective use of ICT is included in approaches to learning (ATL) and, as such, schools must ensure that a whole-school approach is in place to allow students to develop information and technological literacy and become competent users of information and communication technologies such as computers and computer numerical control (CNC) machinery.

Depending upon the school resources, ICT should be used whenever appropriate:

• as a means of expanding students’ knowledge of the world in which they live

• as a channel for developing concepts and skills

• as a powerful communication tool.

Planning your courseThe syllabus as provided in the subject guide is not intended to be a teaching order. Instead it provides detail of what must be covered by the end of the course. A school should develop a scheme of work that best works for their students. For example, the scheme of work could be developed to match available resources, to take into account student prior learning and experience, or in conjunction with other local requirements.



HL teachers may choose to teach the core and AHL topics at the same time or teach them in a spiral fashion, by teaching the core topics in year one of the course and revisiting the core topics through the delivery of the AHL topics in year two of the course.

However the course is planned, adequate time must be provided for examination revision. Time must also be given for students to reflect on their learning experience and their growth as learners.

The IB learner profileThe design technology course is closely linked to the IB learner profile. By following the course, students will have engaged with the attributes of the IB learner profile. For example, the requirements of the internal assessment provide opportunities for students to develop every aspect of the profile. For each attribute of the learner profile, a number of references are given below.

Learner profile attribute

Inquirers Aims 1, 2 and 8

Practical work and internal assessment

Knowledgeable Aims 1, 2, 4 and 10


Thinkers Aims 2, 3, 4, 7 and 10


Communicators Aims 2, 4 and 7; external assessment

Practical work and internal assessment; group 4 project

Principled Aims 5, 6 and 9

Practical work and internal assessment: ethical behaviour/practice (Ethical practice poster, Animal experimentation policy); academic honesty

Open-minded Aims 2, 3, 6, 7, 8 and 9


Caring Aims 6, 8 and 9

Practical work and internal assessment; group 4 project; ethical behaviour/practice (Ethical practice poster, Animal experimentation policy)

Risk-takers Aims 1, 3 and 7


Balanced Aims 5, 6, 8, 9 and 10


Reflective Aims 1, 5, 6, 8, 9 and 10



Syllabus

Syllabus content

Syllabus component

Recommended teaching hours

SL HL

Core 90

1 Human factors and ergonomics

• Anthropometrics

• Psychological factors

• Physiological factors

12

2 Resource management and sustainable production

• Resources and reserves

• Waste mitigation strategies

• Energy utilization, storage and distribution

• Clean technology

• Green design

• Eco-design

22

3 Modelling • Conceptual modelling

• Graphical modelling

• Physical modelling

• Computer-aided design (CAD)

• Rapid prototyping

12

4 Final production • Properties of materials

• Metals and metallic alloys

• Timber

• Glass

• Plastics

• Textiles

• Composites

• Scales of production

• Manufacturing processes

• Production systems

• Robots in automated production

23

Syllabus content


Syllabus component

Recommended teaching hours

SL HL

5 Innovation and design

• Invention

• Innovation

• Strategies for innovation

• Stakeholders in invention and innovation

• Product life cycle

• Rogers’ characteristics of innovation and consumers

• Innovation, design and marketing specifications

13

6 Classic design • Characteristics of classic design

• Classic design, function and form8

Additional higher level (AHL) 54

7 User-centred design

• User-centred design (UCD)

• Usability

• Strategies for user research

• Strategies for UCD

• Beyond usability—designing for pleasure and emotion

12

8 Sustainability • Sustainable development

• Sustainable consumption

• Sustainable design

• Sustainable innovation

14

9 Innovation and markets

• Corporate strategies

• Market sectors and segments

• Marketing mix

• Market research

• Branding

13

10 Commercial production

• Just in time (JIT) and just in case (JIC)

• Lean production

• Computer-integrated manufacturing (CIM)

• Quality management

• Economic viability

15

24 Design technology guide2424

Sylla

bus

core

Topi

c 1:

Hum

an fa

ctor

s an

d er

gono

mic

s 12

hou

rs

Esse

ntia

l ide

a: D

esig

ners

con

side

r thr

ee h

uman

fact

ors

to e

nsur

e pr

oduc

ts m

eet e

rgon

omic

nee

ds.

1.1a

Ant

hrop

omet

rics

Nat

ure

of d

esig

n:

Des

ign

is h

uman

cen

tred

and

, the

refo

re, d

esig

ners

ne

ed to

ens

ure

that

the

prod

ucts

they

des

ign

are

the

right

siz

e fo

r the

use

r and

ther

efor

e co

mfo

rtab

le

to u

se. D

esig

ners

hav

e ac

cess

to d

ata

and

draw

ings

, w

hich

sta

te m

easu

rem

ents

of h

uman

bei

ngs

of a

ll ag

es a

nd s

izes

. Des

igne

rs n

eed

to c

onsi

der h

ow u

sers

w

ill in

tera

ct w

ith th

e pr

oduc

t or s

ervi

ce. U

se a

nd

mis

use

is a

n im

port

ant c

onsi

dera

tion.

(1.5

, 1.1

8, 1

.20)

Conc

ept a

nd p

rinc

iple

s:

•A

nthr

opom

etric

dat

a: s

tatic

and

dyn

amic

dat

a,

stru

ctur

al a

nd fu

nctio

nal d

ata

•Pr

imar

y da

ta v

ersu

s se

cond

ary

data

•Pe

rcen

tiles

and

per

cent

ile ra

nges

•Ra

nge

of s

izes

ver

sus

adju

stab

ility

•Cl

eara

nce,

reac

h an

d ad

just

abili

ty

Gui

danc

e:

•Co

llect

ing

anth

ropo

met

ric d

ata

cons

ider

ing

relia

bilit

y an

d lim

itatio

ns

•In

terp

retin

g pe

rcen

tile

tabl

es fo

r use

r po

pula

tions

•D

esig

n co

ntex

ts w

here

diff

eren

t per

cent

ile

rang

es a

re u

sed

Inte

rnat

iona

l-m

inde

dnes

s:

•A

wid

e se

lect

ion

of a

nthr

opom

etric

dat

a is

pu

blis

hed

and

regi

onal

ized

, for

exa

mpl

e,

Asi

an d

ata

vers

us w

este

rn E

urop

ean

data

. The

de

sign

er m

ust w

ork

with

dat

a ap

prop

riate

to th

e ta

rget

mar

ket.

Theo

ry o

f kno

wle

dge:

•D

o th

e m

etho

ds o

f dat

a co

llect

ion

used

in

desi

gn te

chno

logy

hav

e m

ore

in c

omm

on w

ith

disc

iplin

es in

the

hum

an s

cien

ces

or th

e na

tura

l sc

ienc

es?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

c 7

Aim

s:

•A

im 6

: Ant

hrop

omet

ric d

ata

sets

can

var

y si

gnifi

cant

ly b

etw

een

popu

latio

ns. P

artic

ular

ly

in th

e fa

shio

n in

dust

ry, t

he v

aria

nce

in th

ese

data

set

s im

pact

s th

e si

ze ra

nge

of c

loth

es fo

r pa

rtic

ular

mar

kets

.

Topic 1: Human factors and ergonomics


1.1b

Psy

chol

ogic

al fa

ctor

s

Nat

ure

of d

esig

n:

Hum

an b

eing

s va

ry p

sych

olog

ical

ly in

com

plex

w

ays.

Any

att

empt

by

desi

gner

s to

cla

ssify

peo

ple

into

gro

ups

mer

ely

resu

lts in

a s

tate

men

t of b

road

pr

inci

ples

that

may

or m

ay n

ot b

e re

leva

nt to

the

indi

vidu

al. D

esig

n pe

rmea

tes

ever

y as

pect

of h

uman

ex

perie

nce

and

data

per

tain

ing

to w

hat c

anno

t be

see

n su

ch a

s to

uch,

tast

e, a

nd s

mel

l are

oft

en

expr

essi

ons

of o

pini

on ra

ther

than

che

ckab

le fa

ct. (

1.5,

1.

18, 1

.20,

2.9

)

Conc

epts

and

pri

ncip

les:

•Ps

ycho

logi

cal f

acto

r dat

a

•H

uman

info

rmat

ion

proc

essi

ng s

yste

ms

•Ef

fect

of e

nviro

nmen

tal f

acto

rs

•A

lert

ness

•Pe

rcep

tion

Gui

danc

e:

•D

ata

in re

latio

n to

ligh

t, sm

ell,

soun

d, ta

ste,

te

mpe

ratu

re a

nd te

xtur

e as

qua

litat

ive

or

quan

titat

ive

(ord

inal

/inte

rval

)

•M

etho

ds o

f col

lect

ing

psyc

holo

gica

l fac

tor d

ata

•Re

pres

entin

g th

e hu

man

info

rmat

ion

proc

essi

ng

syst

em u

sing

flow

dia

gram

s

•A

pply

ing

the

hum

an in

form

atio

n pr

oces

sing

sy

stem

to a

com

mon

task

•Ev

alua

ting

effe

cts

and

reas

ons

for a

bre

akdo

wn

in th

e hu

man

info

rmat

ion

proc

essi

ng s

yste

m

•U

ser r

espo

nses

to e

nviro

nmen

tal f

acto

rs

•H

ow e

nviro

nmen

tal f

acto

rs in

duce

diff

eren

t le

vels

of a

lert

ness

•Th

e im

port

ance

of o

ptim

izin

g en

viro

nmen

tal

fact

ors

to m

axim

ize

wor

kpla

ce p

erfo

rman

ce

•A

sses

sing

the

impa

ct o

f per

cept

ion

in re

latio

n to

the

accu

racy

and

relia

bilit

y of

psy

chol

ogic

al

fact

or d

ata

Inte

rnat

iona

l-m

inde

dnes

s:

•Th

e or

igin

of p

sych

olog

y (a

s a

mai

nly

wes

tern

aca

dem

ic s

ubje

ct) a

long

with

rece

nt

neur

olog

ical

insi

ghts

on

a gl

obal

sca

le n

eed

to b

e ta

ken

into

acc

ount

in a

pply

ing

any

psyc

holo

gica

l fac

tors

to g

loba

l des

ign

prob

lem

s.

Theo

ry o

f kno

wle

dge:

•H

ow m

ight

the

colle

ctio

n an

d in

terp

reta

tion

of

data

be

affe

cted

by

the

limita

tions

of o

ur s

ense

pe

rcep

tion?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

c 7

•Bi

olog

y op

tion

A

•Ps

ycho

logy

par

t 1: c

ore

Aim

s:

•A

im 3

: The

ana

lysi

s of

the

hum

an in

form

atio

n pr

oces

sing

sys

tem

requ

ires

a de

sign

er to

cr

itica

lly a

naly

se a

rang

e of

cau

ses

and

effe

cts

to id

entif

y w

here

a p

oten

tial b

reak

dow

n co

uld

occu

r and

the

effe

ct it

may

hav

e.

Topic 1: Human factors and ergonomics


1.1c

Phy

siol

ogic

al fa

ctor

s

Nat

ure

of d

esig

n:

Des

igne

rs s

tudy

phy

sica

l cha

ract

eris

tics

to o

ptim

ize

the

user

’s sa

fety

, hea

lth, c

omfo

rt a

nd p

erfo

rman

ce.

(1.5

, 1.1

8, 1

.20,

2.9

)

Conc

epts

and

pri

ncip

les:

•Ph

ysio

logi

cal f

acto

r dat

a

•Co

mfo

rt a

nd fa

tigue

•Bi

omec

hani

cs

Gui

danc

e:

•Ty

pes

of p

hysi

olog

ical

fact

or d

ata

avai

labl

e to

de

sign

ers

and

how

they

are

col

lect

ed

•H

ow d

ata

rela

ted

to c

omfo

rt a

nd fa

tigue

info

rms

desi

gn d

ecis

ions

•Th

e im

port

ance

of b

iom

echa

nics

to th

e de

sign

of

diff

eren

t pro

duct

s co

nsid

erin

g m

uscl

e st

reng

th, a

ge, u

ser i

nter

face

and

torq

ue

Inte

rnat

iona

l-m

inde

dnes

s:

•It

is im

port

ant t

hat t

he p

hysi

olog

ical

fact

or d

ata

are

eith

er re

gion

al/n

atio

nal d

ata

or g

reat

car

e is

ta

ken

whe

n ap

plyi

ng d

ata

from

one

sou

rce

to a

po

tent

ially

inap

prop

riate

targ

et m

arke

t.

Theo

ry o

f kno

wle

dge:

•Th

is to

pic

is a

bout

hum

an fa

ctor

s. H

ow

do e

thic

al li

mita

tions

aff

ect t

he s

ort o

f in

vest

igat

ions

that

can

take

pla

ce w

here

hum

an

subj

ects

are

invo

lved

?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

c 7

•Bi

olog

y to

pics

6 a

nd 1

1

•Ph

ysic

s to

pic

2

•Sp

orts

exe

rcis

e an

d he

alth

topi

cs 1

, 2 a

nd 4

Aim

s:

•A

im 8

: Und

erst

andi

ng c

ompl

ex b

iom

echa

nics

an

d de

sign

ing

prod

ucts

to e

nabl

e fu

ll fu

nctio

nalit

y of

bod

y pa

rts

can

retu

rn

inde

pend

ence

and

per

sona

l and

soc

ial w

ell-

bein

g to

an

indi

vidu

al.

27Design technology guide 2727

Sylla

bus

core

Topi

c 2:

Res

ourc

e m

anag

emen

t and

sust

aina

ble

prod

uctio

n 22

hou

rs

Esse

ntia

l id

ea: R

esou

rce

man

agem

ent

and

sust

aina

ble

prod

ucti

on c

aref

ully

con

side

r th

ree

key

issu

es—

cons

umpt

ion

of r

aw m

ater

ials

, con

sum

ptio

n of

ene

rgy,

and

pr

oduc

tion

of w

aste

—in

rela

tion

to m

anag

ing

reso

urce

s an

d re

serv

es e

ffec

tivel

y an

d m

akin

g pr

oduc

tion

mor

e su

stai

nabl

e.

2.1

Reso

urce

s an

d re

serv

es

Nat

ure

of d

esig

n:

As

non-

rene

wab

le re

sour

ces

run

out,

desi

gner

s ne

ed to

dev

elop

inno

vativ

e so

lutio

ns to

mee

t bas

ic

hum

an n

eeds

for e

nerg

y, fo

od a

nd ra

w m

ater

ials

. The

de

velo

pmen

t of r

enew

able

and

sus

tain

able

reso

urce

s is

one

of t

he m

ajor

cha

lleng

es o

f the

21s

t cen

tury

for

desi

gner

s. (2

.9)

Conc

epts

and

pri

ncip

les:

•Re

new

able

and

non

-ren

ewab

le re

sour

ces

•Re

serv

es

•Re

new

abili

ty

Gui

danc

e:

•Th

e ec

onom

ic a

nd p

oliti

cal i

mpo

rtan

ce o

f m

ater

ial a

nd la

nd re

sour

ces

and

rese

rves

co

nsid

erin

g se

t-up

cos

t, ef

ficie

ncy

of c

onve

rsio

n,

sust

aina

ble

and

cons

tant

sup

ply,

soc

ial i

mpa

ct,

envi

ronm

enta

l im

pact

and

dec

omm

issi

onin

g

•Co

mpa

rison

of r

enew

able

and

non

-ren

ewab

le

reso

urce

s

•Po

sitiv

e or

neg

ativ

e im

pact

that

a d

evel

opm

ent

may

hav

e on

the

envi

ronm

ent

Inte

rnat

iona

l-m

inde

dnes

s:

•Th

e im

pact

of m

ultin

atio

nal c

ompa

nies

whe

n ob

tain

ing

reso

urce

s in

diff

eren

t cou

ntrie

s/re

gion

s ca

n be

a s

igni

fican

t iss

ue fo

r the

loca

l po

pula

tion

and

have

maj

or s

ocia

l, et

hica

l and

en

viro

nmen

tal i

mpl

icat

ions

.

Theo

ry o

f kno

wle

dge:

•To

wha

t ext

ent s

houl

d po

tent

ial d

amag

e to

the

envi

ronm

ent l

imit

our p

ursu

it of

kno

wle

dge?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 4

, 8 a

nd 1

0

•Bi

olog

y to

pic

4

•Bu

sine

ss m

anag

emen

t top

ic 5

•Ec

onom

ics

topi

c 1

•En

viro

nmen

tal s

yste

ms

and

soci

etie

s to

pics

1

and

8

•Ph

ysic

s to

pic

8

Topic 2: Resource management and sustainable production


2.1

Reso

urce

s an

d re

serv

es

Aim

s:

•A

im 3

: Muc

h of

the

deve

lopm

ent o

f new

re

sour

ces

is th

e pr

oduc

t of c

reat

ing

sust

aina

ble

solu

tions

to e

xist

ing

prob

lem

s.

•A

im 1

0: T

he le

gacy

of t

he in

dust

rial r

evol

utio

n is

now

bei

ng fe

lt as

we

face

reso

urce

dep

letio

n.

The

chal

leng

e fo

r des

igne

rs is

to c

ontin

ue

to d

evel

op p

rodu

cts

that

mee

t the

nee

ds o

f hu

man

s, w

hile

con

serv

ing

the

envi

ronm

ent f

or

futu

re g

ener

atio

ns.



Esse

ntia

l ide

a: W

aste

miti

gatio

n st

rate

gies

can

redu

ce o

r elim

inat

e th

e vo

lum

e of

mat

eria

l dis

pose

d to

land

fill.

2.2

Was

te m

itig

atio

n st

rate

gies

Nat

ure

of d

esig

n:

The

abun

danc

e of

reso

urce

s an

d ra

w m

ater

ials

in th

e in

dust

rial a

ge le

d to

the

deve

lopm

ent o

f a th

row

away

so

ciet

y, a

nd a

s re

sour

ces

run

out,

the

man

y fa

cets

of

sust

aina

bilit

y be

com

e a

mor

e im

port

ant f

ocus

for

desi

gner

s. T

he re

sult

of th

e th

row

away

soc

iety

is la

rge

amou

nts

of m

ater

ials

foun

d in

land

fill,

whi

ch c

an b

e co

nsid

ered

as

a ne

w s

ourc

e to

min

e re

sour

ces

from

. (2

.7)

Conc

epts

and

pri

ncip

les:

•Re

-use

•Re

cycl

e

•Re

pair

•Re

cond

ition

•Re

-eng

inee

r

•Po

llutio

n/w

aste

•M

etho

dolo

gies

for w

aste

redu

ctio

n an

d de

sign

ing

out w

aste

•D

emat

eria

lizat

ion

•Pr

oduc

t rec

over

y st

rate

gies

at e

nd o

f life

/di

spos

al

•Ci

rcul

ar e

cono

my—

the

use

of w

aste

as

a re

sour

ce w

ithin

a c

lose

d lo

op s

yste

m

Gui

danc

e:

•U

se a

nd re

cove

ry o

f sta

ndar

d pa

rts

at th

e en

d of

pr

oduc

t life

•Re

cove

ry o

f raw

mat

eria

ls

•Re

duct

ion

of to

tal m

ater

ial a

nd e

nerg

y th

roug

hput

of a

pro

duct

or s

ervi

ce, a

nd th

e lim

itatio

n of

its

envi

ronm

enta

l im

pact

thro

ugh:

re

duct

ion

of ra

w m

ater

ials

at t

he p

rodu

ctio

n st

age;

ene

rgy

and

mat

eria

l inp

uts

at th

e us

er

stag

e; w

aste

at t

he d

ispo

sal s

tage

Inte

rnat

iona

l-m

inde

dnes

s:

•Th

e ex

port

of h

ighl

y to

xic

was

te fr

om

one

coun

try

to a

noth

er is

an

issu

e fo

r all

stak

ehol

ders

.

Theo

ry o

f kno

wle

dge:

•Th

e ci

rcul

ar e

cono

my

can

be s

een

as a

n ex

ampl

e of

a p

arad

igm

shi

ft in

des

ign.

Doe

s kn

owle

dge

deve

lop

thro

ugh

para

digm

shi

fts

in a

ll ar

eas

of

know

ledg

e?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 4

, 8 a

nd 1

0

•En

viro

nmen

tal s

yste

ms

and

soci

etie

s to

pic

8

Aim

s:

•A

im 2

: The

exp

lora

tion

of p

ossi

ble

solu

tions

to

elim

inat

e w

aste

in o

ur s

ocie

ty h

as g

iven

rise

to

idea

s de

velo

ped

as p

art o

f the

circ

ular

eco

nom

y.

By re

desi

gnin

g pr

oduc

ts a

nd p

roce

sses

, the

w

aste

from

one

pro

duct

can

bec

ome

the

raw

m

ater

ial o

f ano

ther

.



2.2

Was

te m

itig

atio

n st

rate

gies

•H

ow d

emat

eria

lizat

ion

can

impr

ove

prod

uct

effic

ienc

y by

sav

ing,

reus

ing

or re

cycl

ing

mat

eria

ls a

nd c

ompo

nent

s

•Th

e im

pact

s of

dem

ater

ializ

atio

n on

eac

h st

age

of th

e pr

oduc

t life

cyc

le in

clud

ing:

mat

eria

l ex

trac

tion;

eco

-des

ign;

cle

aner

pro

duct

ion;

en

viro

nmen

tally

con

scio

us c

onsu

mpt

ion

patt

erns

; rec

yclin

g of

was

te

•Po

tent

ial r

esul

ts o

f suc

cess

ful d

emat

eria

lizat

ion



Esse

ntia

l ide

a: T

here

are

sev

eral

fact

ors

to b

e co

nsid

ered

with

resp

ect t

o en

ergy

and

des

ign.

2.3

Ener

gy u

tiliz

atio

n, s

tora

ge a

nd d

istr

ibut

ion

Nat

ure

of d

esig

n:

Effic

ient

ene

rgy

use

is a

n im

port

ant c

onsi

dera

tion

for d

esig

ners

in to

day’

s so

ciet

y. E

nerg

y co

nser

vatio

n an

d ef

ficie

nt e

nerg

y us

e ar

e pi

vota

l in

our i

mpa

ct

on th

e en

viro

nmen

t. A

des

igne

r’s g

oal i

s to

redu

ce

the

amou

nt o

f ene

rgy

requ

ired

to p

rovi

de p

rodu

cts

or s

ervi

ces

usin

g ne

wer

tech

nolo

gies

or c

reat

ive

impl

emen

tatio

n of

sys

tem

s to

redu

ce u

sage

. For

ex

ampl

e, d

rivin

g le

ss is

an

exam

ple

of e

nerg

y co

nser

vatio

n, w

hile

driv

ing

the

sam

e am

ount

but

with

a

high

er m

ileag

e ca

r is

ener

gy e

ffic

ient

. (1.

11, 1

.16,

2.1

0)

Conc

epts

and

pri

ncip

les:

•Em

bodi

ed e

nerg

y

•D

istr

ibut

ing

ener

gy: n

atio

nal a

nd in

tern

atio

nal

grid

sys

tem

s

•Lo

cal c

ombi

ned

heat

and

pow

er (C

HP)

•Sy

stem

s fo

r ind

ivid

ual e

nerg

y ge

nera

tion

•Q

uant

ifica

tion

and

miti

gatio

n of

car

bon

emis

sion

s

•Ba

tter

ies,

cap

acito

rs a

nd c

apac

ities

con

side

ring

rela

tive

cost

, eff

icie

ncy,

env

ironm

enta

l im

pact

an

d re

liabi

lity

Gui

danc

e:

•To

tal e

nerg

y co

nsum

ed in

pro

duct

ion

(cra

dle

to

[fact

ory]

gat

e) a

nd th

roug

hout

the

lifec

ycle

of a

pr

oduc

t (cr

adle

to g

rave

)

•Ba

tter

ies

are

limite

d to

hyd

roge

n fu

el c

ells

, lit

hium

, NiC

ad, l

ead

acid

, and

LiP

o ba

tter

ies

Inte

rnat

iona

l-m

inde

dnes

s:

•Th

ere

are

inst

ance

s of

ene

rgy

sour

ces

(for

exam

ple,

oil

and

elec

tric

ity) c

ross

ing

natio

nal

boun

darie

s th

roug

h cr

oss-

bord

er n

etw

orks

le

adin

g to

issu

es o

f ene

rgy

secu

rity.

Theo

ry o

f kno

wle

dge:

•Th

e Su

n is

the

sour

ce o

f all

ener

gy a

nd e

ssen

tial

for h

uman

exi

sten

ce. I

s th

ere

som

e kn

owle

dge

com

mon

to a

ll ar

eas

of k

now

ledg

e an

d w

ays

of

know

ing?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 8

and

10

•Bi

olog

y to

pic

4

•Ch

emis

try

optio

n C

•En

viro

nmen

tal s

yste

ms

and

soci

etie

s to

pic

2

•Ph

ysic

s to

pics

5, 8

and

11

Aim

s:

•A

im 1

: As

we

deve

lop

new

ele

ctro

nic

prod

ucts

, el

ectr

ical

ene

rgy

pow

er s

ourc

es re

mai

n an

ev

er-im

port

ant i

ssue

. The

abi

lity

to c

once

ntra

te

elec

tric

al e

nerg

y in

to e

ver-

decr

easi

ng v

olum

e an

d w

eigh

t is

the

chal

leng

e fo

r des

igne

rs o

f el

ectr

onic

pro

duct

s.



Esse

ntia

l ide

a: C

lean

tech

nolo

gy s

eeks

to re

duce

was

te/p

ollu

tion

from

pro

duct

ion

proc

esse

s th

roug

h ra

dica

l or i

ncre

men

tal d

evel

opm

ent o

f a p

rodu

ctio

n sy

stem

.

2.4

Clea

n te

chno

logy

Nat

ure

of d

esig

n:

Clea

n te

chno

logy

is fo

und

in a

bro

ad ra

nge

of

indu

strie

s, in

clud

ing

wat

er, e

nerg

y, m

anuf

actu

ring,

ad

vanc

ed m

ater

ials

and

tran

spor

tatio

n. A

s ou

r Ear

th’s

reso

urce

s ar

e sl

owly

dep

lete

d, d

eman

d fo

r ene

rgy

wor

ldw

ide

shou

ld b

e on

eve

ry d

esig

ner’s

min

d w

hen

gene

ratin

g pr

oduc

ts, s

yste

ms

and

serv

ices

. Th

e co

nver

genc

e of

env

ironm

enta

l, te

chno

logi

cal,

econ

omic

and

soc

ial f

acto

rs w

ill p

rodu

ce m

ore

ener

gy-e

ffic

ient

tech

nolo

gies

that

will

be

less

relia

nt

on o

bsol

ete,

pol

lutin

g te

chno

logi

es. (

1.11

, 1.1

6, 2

.10)

Conc

epts

and

pri

ncip

les:

•D

river

s fo

r cle

anin

g up

man

ufac

turin

g:

prom

otin

g po

sitiv

e im

pact

s; en

surin

g ne

utra

l im

pact

or m

inim

izin

g ne

gativ

e im

pact

s th

roug

h co

nser

ving

nat

ural

reso

urce

s; re

duci

ng p

ollu

tion

and

use

of e

nerg

y; re

duci

ng w

asta

ge o

f ene

rgy

and

reso

urce

s

•In

tern

atio

nal l

egis

latio

n an

d ta

rget

s fo

r red

ucin

g po

llutio

n an

d w

aste

•En

d-of

-pip

e te

chno

logi

es

•In

crem

enta

l and

radi

cal s

olut

ions

•Sy

stem

leve

l sol

utio

ns

Gui

danc

e:

•Th

e ro

le o

f leg

isla

tion

to p

rovi

de im

petu

s fo

r m

anuf

actu

rers

to c

lean

up

man

ufac

turin

g pr

oces

ses

•A

dvan

tage

s an

d di

sadv

anta

ges

of in

crem

enta

l an

d ra

dica

l sol

utio

ns

•H

ow m

anuf

actu

rers

reac

t to

legi

slat

ion

•H

ow le

gisl

atio

n ca

n be

mon

itorin

g an

d po

licin

g

Inte

rnat

iona

l-m

inde

dnes

s:

•Th

e de

velo

pmen

t of c

lean

tech

nolo

gy s

trat

egie

s fo

r red

ucin

g po

llutio

n an

d w

aste

can

pos

itive

ly

impa

ct lo

cal,

natio

nal a

nd g

loba

l env

ironm

ents

.

Theo

ry o

f kno

wle

dge:

•In

tern

atio

nal t

arge

ts m

ay b

e se

en to

impo

se th

e vi

ew o

f a c

erta

in c

ultu

re o

nto

anot

her.

Can

one

grou

p of

peo

ple

know

wha

t is

best

for o

ther

s?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 4

, 8 a

nd 1

0

•Ch

emis

try

optio

n C

•En

viro

nmen

tal s

yste

ms

and

soci

etie

s to

pics

1

and

4

Aim

s:

•A

im 5

: The

legi

slat

ion

for r

educ

ing

pollu

tion

ofte

n fo

cuse

s on

the

outp

ut a

nd, t

here

fore

, end

-of

-pip

e te

chno

logi

es. B

y im

plem

entin

g id

eas

from

the

circ

ular

eco

nom

y, p

ollu

tion

is n

egat

ed

and

was

te e

limin

ated

.



Esse

ntia

l ide

a: G

reen

des

ign

inte

grat

es e

nviro

nmen

tal c

onsi

dera

tions

into

the

desi

gn o

f a p

rodu

ct w

ithou

t com

prom

isin

g its

inte

grity

.

2.5

Gre

en d

esig

n

Nat

ure

of d

esig

n:

The

star

ting

poin

t for

man

y gr

een

prod

ucts

is to

im

prov

e an

exi

stin

g pr

oduc

t by

rede

sign

ing

aspe

cts

of it

to a

ddre

ss e

nviro

nmen

tal o

bjec

tives

. The

ite

rativ

e de

velo

pmen

t of t

hese

pro

duct

s ca

n be

in

crem

enta

l or r

adic

al d

epen

ding

on

how

eff

ectiv

ely

new

tech

nolo

gies

can

add

ress

the

envi

ronm

enta

l ob

ject

ives

. Whe

n ne

wer

tech

nolo

gies

are

dev

elop

ed,

the

prod

uct c

an re

-ent

er th

e de

velo

pmen

t pha

se fo

r fu

rthe

r im

prov

emen

t. (1

.4)

Conc

epts

and

pri

ncip

les:

•St

rate

gies

for g

reen

des

ign

(incr

emen

tal a

nd ra

dica

l)

•G

reen

legi

slat

ion

•Ti

mes

cale

to im

plem

ent g

reen

des

ign

•D

river

s fo

r gre

en d

esig

n (c

onsu

mer

pre

ssur

e an

d le

gisl

atio

n)

•D

esig

n ob

ject

ives

for g

reen

pro

duct

s

•St

rate

gies

for d

esig

ning

gre

en p

rodu

cts

•Th

e pr

even

tion

prin

cipl

e

•Th

e pr

ecau

tiona

ry p

rinci

ple

Gui

danc

e:

•H

ow s

trat

egie

s fo

r gre

en d

esig

n of

ten

invo

lve

a fo

cus

on o

ne o

r tw

o en

viro

nmen

tal o

bjec

tives

w

hen

desi

gnin

g or

re-d

esig

ning

pro

duct

s

•H

ow g

reen

legi

slat

ion

enco

urag

es in

crem

enta

l ra

ther

than

radi

cal c

hang

es

•H

ow e

nviro

nmen

tal l

egis

latio

n ha

s en

cour

aged

th

e de

sign

of p

rodu

cts

that

tack

le s

peci

fic

envi

ronm

enta

l iss

ues

•H

ow d

esig

n ob

ject

ives

for g

reen

pro

duct

s ad

dres

s th

ree

broa

d en

viro

nmen

tal c

ateg

orie

s—m

ater

ials

, ene

rgy

and

pollu

tion/

was

te

•Ev

alua

ting

prod

ucts

in te

rms

of: c

onsu

mpt

ion

of ra

w m

ater

ials

; pac

kagi

ng; i

ncor

pora

tion

of

toxi

c ch

emic

als;

ener

gy in

pro

duct

ion

and

use;

en

d-of

-life

dis

posa

l; pr

oduc

tion

met

hods

; and

at

mos

pher

ic p

ollu

tant

s

Inte

rnat

iona

l-m

inde

dnes

s:

•Th

e ab

ility

and

will

of d

iffer

ent c

ount

ries

to

enac

t env

ironm

enta

l leg

isla

tion

varie

s gr

eatly

.

Theo

ry o

f kno

wle

dge:

•G

reen

issu

es a

re a

n ar

ea w

here

exp

erts

so

met

imes

dis

agre

e. O

n w

hat b

asis

mig

ht w

e de

cide

bet

wee

n th

e ju

dgm

ents

of e

xper

ts if

th

ey d

isag

ree?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 4

, 5 a

nd 8

•En

viro

nmen

tal s

yste

ms

and

soci

etie

s to

pic

1

•Vi

sual

art

s

Aim

s:

•A

im 9

: The

pur

pose

of g

reen

des

ign

is to

ens

ure

a su

stai

nabl

e fu

ture

for a

ll.



Esse

ntia

l ide

a: E

co-d

esig

n co

nsid

ers

the

desi

gn o

f a p

rodu

ct th

roug

hout

its

life

cycl

e (fr

om c

radl

e to

gra

ve) u

sing

life

cycl

e an

alys

is.

2.6

Eco-

desi

gn

Nat

ure

of d

esig

n:

Cons

ider

atio

n of

the

envi

ronm

enta

l im

pact

of a

ny

prod

uct,

serv

ice

or s

yste

m d

urin

g its

life

cyc

le s

houl

d be

inst

igat

ed a

t the

ear

liest

sta

ge o

f des

ign

and

cont

inue

thro

ugh

to d

ispo

sal.

Des

igne

rs s

houl

d ha

ve

a fir

m u

nder

stan

ding

of t

heir

resp

onsi

bilit

y to

redu

ce

the

ecol

ogic

al im

pact

on

the

plan

et. E

co-d

esig

n co

ncep

ts c

urre

ntly

hav

e a

grea

t inf

luen

ce o

n m

any

aspe

cts

of d

esig

n. (1

.16)

Conc

epts

and

pri

ncip

les:

•Ti

mes

cale

for i

mpl

emen

ting

eco-

desi

gn

•Th

e “c

radl

e to

gra

ve” a

nd “c

radl

e to

cra

dle”

ph

iloso

phy

•Li

fe c

ycle

ana

lysi

s (L

CA)

•LC

A s

tage

s: pr

e-pr

oduc

tion;

pro

duct

ion;

di

strib

utio

n in

clud

ing

pack

agin

g; u

tiliz

atio

n an

d di

spos

al

•En

viro

nmen

tal c

onsi

dera

tions

•En

viro

nmen

tal i

mpa

ct a

sses

smen

t mat

rix

•Pr

oduc

t life

cyc

le s

tage

s: th

e ro

le o

f the

des

igne

r, m

anuf

actu

rer a

nd u

ser

•Th

e m

ajor

con

side

ratio

ns o

f the

Uni

ted

Nat

ions

En

viro

nmen

tal P

rogr

amm

e M

anua

l on

Eco-

desi

gn

•“D

esig

n fo

r the

env

ironm

ent”

sof

twar

e

•Co

nver

ging

tech

nolo

gies

Gui

danc

e:

•H

ow d

esig

ners

use

LCA

to a

sses

s an

d ba

lanc

e en

viro

nmen

tal i

mpa

ct o

ver a

pro

duct

’s lif

e cy

cle

•Be

nefit

s of

org

aniz

ing

the

life

cycl

e st

ages

an

d th

e en

viro

nmen

tal c

onsi

dera

tions

into

an

envi

ronm

enta

l im

pact

ass

essm

ent m

atrix

in

whi

ch e

lem

ents

diff

er in

impo

rtan

ce a

ccor

ding

to

the

part

icul

ar d

esig

n co

ntex

t

Inte

rnat

iona

l-m

inde

dnes

s:

•Th

e di

ffer

ing

stag

es o

f eco

nom

ic d

evel

opm

ent

of d

iffer

ent c

ount

ries/

regi

ons

and

thei

r pas

t and

fu

ture

con

trib

utio

ns to

glo

bal e

mis

sion

s is

an

issu

e.

Theo

ry o

f kno

wle

dge:

•Th

ere

is n

o w

aste

in n

atur

e. S

houl

d ar

eas

of

know

ledg

e lo

ok a

t nat

ural

pro

cess

es b

eyon

d hu

man

end

eavo

ur?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 4

, 5 a

nd 8

•En

viro

nmen

tal s

yste

ms

and

soci

etie

s to

pic

1

•Vi

sual

art

s

Aim

s:

•A

im 3

: The

sm

art p

hone

is a

n in

nova

tive

exam

ple

of c

onve

rgin

g te

chno

logi

es th

at

com

bine

s m

ultip

le te

chno

logi

es in

to o

ne

spac

e-sa

ving

dev

ice.

The

resu

ltant

redu

ctio

n of

m

ater

ials

, and

ene

rgy

used

in p

rodu

ctio

n an

d di

strib

utio

n ha

s en

viro

nmen

tal b

enef

its.



2.6

Eco-

desi

gn

•H

ow L

CA e

nabl

es d

ata

to b

e co

mpa

red

and

acts

as

a u

sefu

l too

l for

com

mun

icat

ing

with

clie

nts/

outs

ide

agen

cies

•H

ow L

CA c

an b

e us

ed to

iden

tify

pote

ntia

l co

nflic

ts b

etw

een

clie

nts/

outs

ide

agen

cies

, w

hich

nee

d to

be

reso

lved

thro

ugh

prio

ritiz

atio

n

•Co

nsid

er c

ompl

exity

, tim

e an

d ex

pens

e of

LCA

•Th

e us

e of

che

cklis

ts to

gui

de th

e de

sign

team

du

ring

a pr

oduc

t’s d

esig

n de

velo

pmen

t sta

ges

•H

ow “d

esig

n fo

r the

env

ironm

ent”

sof

twar

e is

us

ed to

ass

ist d

esig

ners

in th

e as

sess

men

t of

envi

ronm

enta

l im

plic

atio

ns a

nd p

artic

ular

face

ts

of a

des

ign

•A

dvan

tage

s an

d di

sadv

anta

ges

of c

onve

rgin

g te

chno

logy


Sylla

bus

core

Topi

c 3:

Mod

ellin

g 12

hou

rs

Esse

ntia

l ide

a: A

con

cept

ual m

odel

orig

inat

es in

the

min

d an

d its

prim

ary

purp

ose

is to

out

line

the

prin

cipl

es, p

roce

sses

and

bas

ic fu

nctio

ns o

f a d

esig

n or

sys

tem

.

3.1

Conc

eptu

al m

odel

ling

Nat

ure

of d

esig

n:

Des

igne

rs u

se c

once

ptua

l mod

ellin

g to

ass

ist t

heir

unde

rsta

ndin

g by

sim

ulat

ing

the

subj

ect m

atte

r th

ey re

pres

ent.

Des

igne

rs s

houl

d co

nsid

er s

yste

ms,

se

rvic

es a

nd p

rodu

cts

in re

latio

n to

wha

t the

y sh

ould

do

, how

they

sho

uld

beha

ve, w

hat t

hey

look

like

and

w

heth

er th

ey w

ill b

e un

ders

tood

by

the

user

s in

the

man

ner i

nten

ded.

(1.2

, 1.3

, 1.8

)

Conc

epts

and

pri

ncip

les:

•Th

e ro

le o

f con

cept

ual m

odel

ling

in d

esig

n

•Co

ncep

tual

mod

ellin

g to

ols

and

skill

s

Gui

danc

e:

•H

ow c

once

ptua

l mod

els

are

used

to

com

mun

icat

e w

ith o

nese

lf an

d ot

hers

•H

ow c

once

ptua

l mod

els

vary

in re

latio

n to

the

cont

ext

•H

ow th

e de

sign

er v

isua

lizes

con

cept

s, d

esig

n th

inki

ng a

nd le

arni

ng

•A

dvan

tage

s an

d di

sadv

anta

ges

of u

sing

co

ncep

tual

mod

ellin

g

Theo

ry o

f kno

wle

dge:

•In

the

cons

truc

tion

of a

mod

el, h

ow c

an w

e kn

ow w

hich

asp

ects

of t

he w

orld

to in

clud

e an

d w

hich

to ig

nore

?

Uti

lizat

ion:

•D

esig

n te

chno

logy

inte

rnal

ass

essm

ent

•Ch

emis

try

topi

c 6

•En

viro

nmen

tal s

yste

ms

and

soci

etie

s to

pic

1

•Vi

sual

art

s

Aim

s:

•A

im 7

: The

sta

rtin

g po

int f

or s

olvi

ng a

pro

blem

sp

rings

from

an

idea

dev

elop

ed in

the

min

d. A

de

taile

d ex

plor

atio

n of

the

idea

is v

ital t

o ta

ke it

fr

om th

e in

tang

ible

to th

e ta

ngib

le, a

long

with

th

e ab

ility

to a

rtic

ulat

e th

e id

ea to

oth

ers.

Topic 3: Modelling


Esse

ntia

l ide

a: G

raph

ical

mod

els

are

used

to c

omm

unic

ate

desi

gn id

eas.

3.2

Gra

phic

al m

odel

ling

Nat

ure

of d

esig

n:

Gra

phic

al m

odel

s ca

n ta

ke m

any

form

s, b

ut th

eir

prim

e fu

nctio

n is

alw

ays

the

sam

e—to

sim

plify

the

data

and

pre

sent

it in

suc

h a

way

that

und

erst

andi

ng

of w

hat i

s be

ing

pres

ente

d ai

ds fu

rthe

r dev

elop

men

t or

dis

cuss

ion.

Des

igne

rs u

tiliz

e gr

aphi

cal m

odel

ling

as a

tool

to e

xplo

re c

reat

ive

solu

tions

and

refin

e id

eas

from

the

tech

nica

lly im

poss

ible

to th

e te

chni

cally

po

ssib

le, w

iden

ing

the

cons

trai

nts

of w

hat i

s fe

asib

le.

(1.13

, 3.7

)

Conc

epts

and

pri

ncip

les:

•2D

and

3D

gra

phic

al m

odel

s

•Pe

rspe

ctiv

e, p

roje

ctio

n an

d sc

ale

draw

ings

•Sk

etch

ing

vers

us fo

rmal

dra

win

g te

chni

ques

•Pa

rt a

nd a

ssem

bly

draw

ings

Gui

danc

e:

•H

ow g

raph

ical

mod

els

are

used

to c

omm

unic

ate

with

one

self

and

othe

rs

•H

ow th

e ch

oice

of g

raph

ical

mod

els

varie

s in

re

latio

n to

the

cont

ext

•A

dvan

tage

s an

d di

sadv

anta

ges

of u

sing

di

ffer

ent g

raph

ical

mod

els

Theo

ry o

f kno

wle

dge:

•A

re th

ere

aspe

cts

of th

e w

orld

that

are

not

am

enab

le to

mod

ellin

g?

•To

wha

t ext

ent d

oes

grap

hica

l com

mun

icat

ion

shap

e an

d lim

it ou

r kno

wle

dge?

Uti

lizat

ion:

•D

esig

n te

chno

logy

inte

rnal

ass

essm

ent

•Vi

sual

art

s

Aim

s:

•A

im 2

: The

dev

elop

men

t of i

deas

thro

ugh

grap

hica

l mod

els

allo

ws

desi

gner

s to

exp

lore

an

d de

epen

thei

r und

erst

andi

ng o

f a p

robl

em

and

cont

ext o

f use

.

Topic 3: Modelling


Esse

ntia

l ide

a: A

phy

sica

l mod

el is

a th

ree-

dim

ensi

onal

, tan

gibl

e re

pres

enta

tion

of a

des

ign

or s

yste

m.

3.3

Phys

ical

mod

ellin

g

Nat

ure

of d

esig

n:

Des

igne

rs u

se p

hysi

cal m

odel

s to

vis

ualiz

e in

form

atio

n ab

out t

he c

onte

xt th

at th

e m

odel

repr

esen

ts. I

t is

very

co

mm

on fo

r phy

sica

l mod

els

of la

rge

obje

cts

to b

e sc

aled

dow

n an

d sm

alle

r obj

ects

sca

led

up fo

r eas

e of

vi

sual

izat

ion.

The

prim

ary

goal

of p

hysi

cal m

odel

ling

is

to te

st a

spec

ts o

f a p

rodu

ct a

gain

st u

ser r

equi

rem

ents

. Th

orou

gh te

stin

g at

the

desi

gn d

evel

opm

ent s

tage

en

sure

s th

at a

n ap

prop

riate

pro

duct

is d

evel

oped

. (1

.2, 1

.13, 3

.2)

Conc

epts

and

pri

ncip

les:

•Sc

ale

mod

els

•A

esth

etic

mod

els

•M

ock-

ups

•Pr

otot

ypes

•In

stru

men

ted

mod

els

Gui

danc

e:

•A

pplic

atio

ns o

f phy

sica

l mod

els

•U

se o

f ins

trum

ente

d m

odel

s to

mea

sure

the

leve

l of a

pro

duct

’s pe

rfor

man

ce a

nd fa

cilit

ate

ongo

ing

form

ativ

e ev

alua

tion

and

test

ing

•A

dvan

tage

s an

d di

sadv

anta

ges

of u

sing

phy

sica

l m

odel

s

Theo

ry o

f kno

wle

dge:

•M

odel

s th

at o

nly

show

asp

ects

of r

ealit

y ar

e w

idel

y us

ed in

des

ign.

How

can

they

lead

to n

ew

know

ledg

e?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 1

, 5 a

nd 7

•D

esig

n te

chno

logy

inte

rnal

ass

essm

ent

•Vi

sual

art

s

Aim

s:

•A

im 4

: Phy

sica

l mod

ellin

g no

t onl

y al

low

s de

sign

ers

to e

xplo

re a

nd te

st th

eir i

deas

, but

to

also

pre

sent

them

to o

ther

s. E

ngag

ing

clie

nts,

fo

cus

grou

ps a

nd e

xper

ts to

inte

ract

with

ph

ysic

al m

odel

s of

pro

duct

s al

low

s de

sign

ers

to g

ain

valu

able

feed

back

that

ena

ble

them

to

impr

ove

the

desi

gn a

nd p

rodu

ct-u

ser i

nter

face

.

Topic 3: Modelling


Esse

ntia

l ide

a: A

com

pute

r-ai

ded

desi

gn is

the

gene

ratio

n, c

reat

ion,

dev

elop

men

t and

ana

lysi

s of

a d

esig

n or

sys

tem

usi

ng c

ompu

ter s

oftw

are.

3.4

Com

pute

r-ai

ded

desi

gn (C

AD

)

Nat

ure

of d

esig

n:

As

tech

nolo

gies

impr

ove

and

the

soft

war

e be

com

es

mor

e po

wer

ful,

so d

o th

e op

port

uniti

es fo

r des

igne

rs

to c

reat

e ne

w a

nd e

xciti

ng p

rodu

cts,

ser

vice

s an

d sy

stem

s. G

reat

er fr

eedo

m in

cus

tom

izat

ion

and

pers

onal

izat

ion

of p

rodu

cts

has

a si

gnifi

cant

impa

ct

on th

e en

d us

er. T

he a

bilit

y to

virt

ually

pro

toty

pe,

visu

aliz

e an

d sh

are

desi

gns

enha

nces

the

who

le

desi

gn c

ycle

from

dat

a an

alys

is th

roug

h to

fina

l de

sign

s. (1

.14)

Conc

epts

and

pri

ncip

les:

•Ty

pes

of C

AD

sof

twar

e

•Su

rfac

e an

d so

lid m

odel

s

•D

ata

mod

ellin

g in

clud

ing

stat

istic

al m

odel

ling

•Vi

rtua

l pro

toty

ping

•Bo

ttom

-up

and

top-

dow

n m

odel

ling

•D

igita

l hum

ans:

mot

ion

capt

ure,

hap

tic

tech

nolo

gy, v

irtua

l rea

lity

(VR)

, and

ani

mat

ion

•Fi

nite

ele

men

t ana

lysi

s (F

EA)

Gui

danc

e:

•A

dvan

tage

s an

d di

sadv

anta

ges

of u

sing

co

mpu

ter-

aide

d m

odel

ling

•H

ow d

ata

mod

els

stru

ctur

e da

ta th

roug

h da

taba

se m

odel

s

•D

esig

n of

info

rmat

ion

syst

ems

to e

nabl

e th

e ex

chan

ge d

ata

•H

ow h

aptic

tech

nolo

gy, m

otio

n ca

ptur

e, V

R an

d an

imat

ion

can

be u

sed

to s

imul

ate

desi

gn

scen

ario

s an

d co

ntex

ts

•Co

mpa

rison

of F

EA w

ith te

stin

g ph

ysic

al m

odel

s

•U

se o

f FEA

sys

tem

s w

hen

desi

gnin

g an

d de

velo

ping

pro

duct

s

Inte

rnat

iona

l-m

inde

dnes

s:

•Im

prov

ed c

omm

unic

atio

n te

chno

logi

es a

llow

de

sign

s to

be

deve

lope

d co

llabo

rativ

ely

by

diff

eren

t glo

bal t

eam

s on

a 2

4/7

basi

s.

Theo

ry o

f kno

wle

dge:

•H

ow is

new

kno

wle

dge

acqu

ired

thro

ugh

the

use

of d

igita

l mod

els?

•D

oes

tech

nolo

gy a

llow

us

to g

ain

know

ledg

e th

at o

ur h

uman

sen

ses

are

unab

le to

gai

n?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 4

, 7 a

nd 1

0

•D

esig

n te

chno

logy

inte

rnal

ass

essm

ent

•Vi

sual

art

s

Aim

s:

•A

im 1

0: T

he u

se o

f CA

D to

sim

ulat

e th

e co

nditi

ons

in w

hich

a p

rodu

ct w

ill b

e us

ed

allo

ws

the

desi

gner

to g

ain

valu

able

dat

a at

low

co

st. F

or e

xam

ple,

sim

ulat

ing

the

flow

of a

ir ac

ross

a c

ar e

xter

ior n

egat

es th

e ne

ed fo

r a c

ar

and

win

d tu

nnel

.

Topic 3: Modelling


Esse

ntia

l ide

a: R

apid

pro

toty

ping

is th

e pr

oduc

tion

of a

phy

sica

l mod

el o

f a d

esig

n us

ing

thre

e-di

men

sion

al C

AD

dat

a.

3.5

Rapi

d pr

otot

ypin

g

Nat

ure

of d

esig

n:

The

grow

th in

com

putin

g po

wer

has

had

a m

ajor

im

pact

on

mod

ellin

g w

ith c

ompu

ter-

aide

d m

anuf

actu

re. R

apid

sof

twar

e an

d ha

rdw

are

deve

lopm

ents

allo

w n

ew o

ppor

tuni

ties

and

exci

ting

new

tech

nolo

gies

to c

reat

e dy

nam

ic m

odel

ling

of

ever

-gre

ater

com

plex

ity. M

odel

s ca

n be

sim

ulat

ed b

y de

sign

ers

usin

g so

ftw

are,

test

ed a

nd tr

ialle

d vi

rtua

lly

befo

re s

endi

ng to

a v

arie

ty o

f per

iphe

ral m

achi

nes

for

prot

otyp

e m

anuf

actu

re in

an

ever

-incr

easi

ng ra

nge

of

mat

eria

ls. T

he e

ase

of s

endi

ng th

is d

igita

l dat

a ac

ross

co

ntin

ents

for m

anuf

actu

re o

f pro

toty

pes

has

maj

or

impl

icat

ions

for d

ata

and

desi

gn p

rote

ctio

n. (1

.19)

Conc

epts

and

pri

ncip

les:

•St

ereo

litho

grap

hy

•La

min

ated

obj

ect m

anuf

actu

ring

(LO

M)

•Fu

sed

depo

sitio

n m

odel

ling

(FD

M)

•Se

lect

ive

lase

r sin

terin

g (S

LS)

Gui

danc

e:

•D

iffer

ent t

ypes

of 3

D p

rintin

g te

chni

ques

•A

dvan

tage

s an

d di

sadv

anta

ges

of ra

pid

prot

otyp

ing

tech

niqu

es

Inte

rnat

iona

l-m

inde

dnes

s:

•Th

e hi

gh c

ost o

f som

e ne

w p

roce

sses

doe

s no

t al

low

for t

heir

rapi

d di

ssem

inat

ion

glob

ally

.

Theo

ry o

f kno

wle

dge:

•W

hich

way

s of

kno

win

g do

we

use

to in

terp

ret

indi

rect

evi

denc

e ga

ther

ed th

roug

h th

e us

e of

te

chno

logy

?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 4

, 7 a

nd 1

0

•D

esig

n te

chno

logy

inte

rnal

ass

essm

ent

Aim

s:

•A

im 1

0: T

he in

crea

sing

eff

ectiv

enes

s of

rapi

d pr

otot

ypin

g te

chni

ques

in te

rms

of b

oth

cost

an

d sp

eed

enab

les

desi

gner

s to

cre

ate

com

plex

ph

ysic

al m

odel

s fo

r tes

ting.


Sylla

bus

core

Topi

c 4:

Fin

al p

rodu

ctio

n 23

hou

rs

Esse

ntia

l ide

a: M

ater

ials

are

sel

ecte

d fo

r man

ufac

turin

g pr

oduc

ts b

ased

prim

arily

on

thei

r pro

pert

ies.

4.1

Prop

erti

es o

f mat

eria

ls

Nat

ure

of d

esig

n:

The

rapi

d pa

ce o

f sci

entif

ic d

isco

very

and

new

te

chno

logi

es h

as h

ad a

maj

or im

pact

on

mat

eria

l sc

ienc

e, g

ivin

g de

sign

ers

man

y m

ore

mat

eria

ls

from

whi

ch to

cho

ose

for t

heir

prod

ucts

. The

se n

ew

mat

eria

ls h

ave

give

n sc

ope

for “

smar

t” n

ew p

rodu

cts

or e

nhan

ced

clas

sic

desi

gns.

Cho

osin

g th

e rig

ht

mat

eria

l is

a co

mpl

ex a

nd d

iffic

ult t

ask

with

phy

sica

l, ae

sthe

tic, m

echa

nica

l and

app

ropr

iate

pro

pert

ies

to c

onsi

der.

Envi

ronm

enta

l, m

oral

and

eth

ical

issu

es

surr

ound

ing

choi

ce o

f mat

eria

ls fo

r use

in a

ny p

rodu

ct,

serv

ice

or s

yste

m a

lso

need

to b

e co

nsid

ered

. (2.

1)

Conc

epts

and

pri

ncip

les:

•Ph

ysic

al p

rope

rtie

s: m

ass,

wei

ght,

volu

me,

de

nsity

, ele

ctric

al re

sist

ivity

, the

rmal

co

nduc

tivity

, the

rmal

exp

ansi

on a

nd h

ardn

ess

•M

echa

nica

l pro

pert

ies:

tens

ile a

nd c

ompr

essi

ve

stre

ngth

, stif

fnes

s, to

ughn

ess,

duct

ility

, ela

stic

ity,

plas

ticity

, You

ng’s

mod

ulus

, str

ess a

nd st

rain

•A

esth

etic

cha

ract

eris

tics:

tast

e, s

mel

l, ap

pear

ance

and

text

ure

•Pr

oper

ties

of s

mar

t mat

eria

ls: p

iezo

elec

tric

ity,

shap

e m

emor

y, p

hoto

chro

mic

ity,

mag

neto

-rhe

osta

tic, e

lect

ro-r

heos

tatic

and

th

erm

oele

ctric

ity

Gui

danc

e:

•D

esig

n co

ntex

ts w

here

phy

sica

l pro

pert

ies,

m

echa

nica

l pro

pert

ies

and/

or a

esth

etic

ch

arac

teris

tics

are

impo

rtan

t

•D

esig

n co

ntex

ts w

here

pro

pert

ies

of s

mar

t m

ater

ials

are

exp

loite

d

•U

sing

str

ess/

stra

in g

raph

s an

d m

ater

ial s

elec

tion

char

ts to

iden

tify

appr

opria

te m

ater

ials

Inte

rnat

iona

l-m

inde

dnes

s:

•Sm

art m

ater

ials

are

like

ly to

be

deve

lope

d in

sp

ecifi

c re

gion

s/co

untr

ies

and

thei

r ben

efits

can

be

lim

ited

glob

ally

in th

e sh

ort t

erm

.

Theo

ry o

f kno

wle

dge:

•Th

roug

h sp

ecia

lized

voc

abul

arie

s, is

it th

e ca

se

that

sha

ping

of k

now

ledg

e is

mor

e dr

amat

ic in

so

me

area

s of

kno

wle

dge

than

oth

ers?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 2

, 3, 8

and

10

•D

esig

n te

chno

logy

inte

rnal

ass

essm

ent

•Bi

olog

y to

pic

2

•Ch

emis

try

optio

n A

•Ph

ysic

s to

pic

7

•Vi

sual

art

s

Topic 4: Final production


4.1

Prop

erti

es o

f mat

eria

ls

Aim

s:

•A

im 2

: Mat

eria

ls a

re o

ften

dev

elop

ed b

y m

ater

ials

eng

inee

rs to

hav

e sp

ecifi

c pr

oper

ties.

Th

e de

velo

pmen

t of n

ew m

ater

ials

allo

ws

desi

gner

s to

cre

ate

new

pro

duct

s, w

hich

sol

ve

old

prob

lem

s in

new

way

s. F

or e

xam

ple,

the

expl

osio

n of

pla

stic

mat

eria

ls fo

llow

ing

the

seco

nd w

orld

war

ena

bled

pro

duct

s to

be

mad

e w

ithou

t usi

ng v

alua

ble

met

als.



Esse

ntia

l ide

a: M

ater

ials

are

cla

ssifi

ed in

to s

ix b

asic

gro

ups

base

d on

thei

r diff

eren

t pro

pert

ies.

4.2a

Met

als

and

met

allic

allo

ys

Nat

ure

of d

esig

n:

Typi

cally

har

d an

d sh

iny

with

goo

d el

ectr

ical

and

th

erm

al c

ondu

ctiv

ity, m

etal

s ar

e a

very

use

ful r

esou

rce

for t

he m

anuf

actu

ring

indu

stry

. Mos

t pur

e m

etal

s ar

e ei

ther

too

soft

, brit

tle o

r che

mic

ally

reac

tive

for p

ract

ical

use

and

so

unde

rsta

ndin

g ho

w to

m

anip

ulat

e th

ese

mat

eria

ls is

vita

l to

the

succ

ess

of

any

appl

icat

ion.

(2.2

)

Conc

epts

and

pri

ncip

les:

•Ex

trac

ting

met

al fr

om o

re

•G

rain

siz

e

•M

odify

ing

phys

ical

pro

pert

ies

by a

lloyi

ng, w

ork

hard

enin

g an

d te

mpe

ring

•D

esig

n cr

iteria

for s

uper

allo

ys

•Re

cove

ry a

nd d

ispo

sal o

f met

als

and

met

allic

al

loys

Gui

danc

e:

•A

n ov

ervi

ew o

f the

met

al e

xtra

ctio

n pr

oces

s is

su

ffic

ient

•Su

per a

lloy

desi

gn c

riter

ia in

clud

e cr

eep

and

oxid

atio

n re

sist

ance

•Co

ntex

ts w

here

diff

eren

t met

als

and

met

allic

al

loys

are

use

d

Inte

rnat

iona

l-m

inde

dnes

s:

•Ex

trac

tion

take

s pl

ace

loca

lly w

ith a

dded

val

ue

ofte

n oc

curr

ing

in a

noth

er c

ount

ry.

Theo

ry o

f kno

wle

dge:

•H

ow d

oes

clas

sific

atio

n an

d ca

tego

rizat

ion

help

an

d hi

nder

the

purs

uit o

f kno

wle

dge?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 2

and

10

•Ch

emis

try

topi

c 4

and

optio

n A

Aim

s:

•A

im 5

: Des

ign

for d

isas

sem

bly

is a

n im

port

ant

aspe

ct o

f sus

tain

able

des

ign.

Val

uabl

e m

etal

s,

such

as

gold

and

cop

per,

are

bein

g re

cove

red

from

mill

ions

of m

obile

pho

nes

that

hav

e go

ne o

ut o

f use

follo

win

g th

e en

d of

pro

duct

lif

e. S

ome

lapt

ops

and

mob

ile p

hone

s ca

n be

di

sass

embl

ed v

ery

quic

kly

with

out t

ools

to a

llow

m

ater

ials

to b

e re

cove

red

easi

ly.



4.2b

Tim

ber

Nat

ure

of d

esig

n:

Tim

ber i

s a

maj

or b

uild

ing

mat

eria

l tha

t is

rene

wab

le

and

uses

the

Sun’

s en

ergy

to re

new

itse

lf in

a

cont

inuo

us c

ycle

. Whi

le ti

mbe

r man

ufac

ture

use

s le

ss e

nerg

y an

d re

sults

in le

ss a

ir an

d w

ater

pol

lutio

n th

an s

teel

or c

oncr

ete,

con

side

ratio

n ne

eds

to b

e gi

ven

to d

efor

esta

tion

and

the

pote

ntia

l neg

ativ

e en

viro

nmen

tal i

mpa

ct th

e us

e of

tim

ber c

an h

ave

on

com

mun

ities

and

wild

life.

(3.6

)

Conc

epts

and

pri

ncip

les:

•Ch

arac

teris

tics

of n

atur

al ti

mbe

r: ha

rdw

ood

and

soft

woo

d

•Ch

arac

teris

tics

of m

an-m

ade

timbe

rs

•Tr

eatin

g an

d fin

ishi

ng ti

mbe

rs

•Re

cove

ry a

nd d

ispo

sal o

f tim

bers

Gui

danc

e:

•Ch

arac

teris

tics

incl

ude

tens

ile s

tren

gth,

re

sist

ance

to d

amp

envi

ronm

ents

, lon

gevi

ty,

aest

hetic

pro

pert

ies

•D

esig

n co

ntex

ts in

whi

ch d

iffer

ent t

imbe

rs

wou

ld b

e us

ed

Inte

rnat

iona

l-m

inde

dnes

s:

•Th

e de

man

d fo

r hig

h-qu

ality

har

dwoo

ds re

sults

in

the

depl

etio

n of

anc

ient

fore

sts

in s

ome

regi

ons/

coun

trie

s im

pact

ing

on th

e en

viro

nmen

t in

mul

tiple

way

s.

Theo

ry o

f kno

wle

dge:

•D

esig

ners

are

mov

ing

from

exp

loita

tion

of re

sour

ces

tow

ards

con

serv

atio

n an

d su

stai

nabi

lity.

Is th

e en

viro

nmen

t at t

he s

ervi

ce

of m

an?

Util

izat

ion:

•D

esig

n te

chno

logy

topi

cs 2

and

10

Aim

s:

•A

im 9

: Des

igne

rs h

ave

grea

t inf

luen

ce o

ver t

he

mat

eria

ls th

at th

ey s

peci

fy fo

r pro

duct

s. T

he

mov

e to

war

ds u

sing

tim

ber f

rom

sus

tain

ably

m

anag

ed fo

rest

ry g

ives

con

sum

ers

conf

iden

ce

that

rare

spe

cies

foun

d in

rain

fore

sts

have

an

oppo

rtun

ity to

reco

ver.



4.2c

Gla

ss

Nat

ure

of d

esig

n:

The

rapi

d pa

ce o

f tec

hnol

ogic

al d

isco

verie

s is

ve

ry e

vide

nt in

the

man

ufac

ture

and

use

of g

lass

in

ele

ctro

nic

devi

ces.

Diff

eren

t pro

pert

ies

have

be

en p

rese

nted

in g

lass

for a

esth

etic

or s

afet

y co

nsid

erat

ions

for m

any

year

s bu

t the

futu

re o

f gla

ss

seem

s to

be

inte

ract

ivity

alo

ngsi

de e

lect

roni

c sy

stem

s.

The

stru

ctur

e of

gla

ss is

not

wel

l und

erst

ood,

but

as

mor

e is

lear

ned,

its

use

is b

ecom

ing

incr

easi

ngly

pr

omin

ent i

n bu

ildin

g m

ater

ials

and

str

uctu

ral

appl

icat

ions

. (2.

2)

Conc

epts

and

pri

ncip

les:

•Ch

arac

teris

tics

of g

lass

•A

pplic

atio

ns o

f gla

ss

•Re

cove

ry a

nd d

ispo

sal o

f gla

ss

Gui

danc

e:

•Ch

arac

teris

tics

incl

ude

tran

spar

ency

, col

our a

nd

stre

ngth

•D

esig

n co

ntex

ts in

whi

ch d

iffer

ent t

ypes

of g

lass

ar

e us

ed

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 2

and

10

•Ch

emis

try

optio

n A

Aim

s:

•A

im 6

: The

ear

liest

foun

d ex

ampl

es o

f gla

ss

obje

cts

com

e fr

om th

e th

ird m

illen

nium

BCE

, an

d up

unt

il th

e 18

50s

glas

s w

as c

onsi

dere

d a

luxu

ry it

em. S

ince

then

, gla

ss h

as p

erm

eate

d an

d re

volu

tioni

zed

man

y as

pect

s of

hum

an li

fe

and

cultu

re in

div

erse

fiel

ds s

uch

as th

e ar

ts,

arch

itect

ure,

ele

ctro

nics

and

com

mun

icat

ion

tech

nolo

gies

.



4.2d

Pla

stic

s

Nat

ure

of d

esig

n:

Mos

t pla

stic

s ar

e pr

oduc

ed fr

om p

etro

chem

ical

s.

Mot

ivat

ed b

y th

e fin

itene

ss o

f oil

rese

rves

and

thre

at

of g

loba

l war

min

g, b

io-p

last

ics

are

bein

g de

velo

ped.

Th

ese

plas

tics

degr

ade

upon

exp

osur

e to

sun

light

, w

ater

or d

ampn

ess,

bac

teria

, enz

ymes

, win

d er

osio

n an

d in

som

e ca

ses

pest

or i

nsec

t att

ack,

but

in m

ost

case

s th

is d

oes

not l

ead

to fu

ll br

eakd

own

of th

e pl

astic

. Whe

n se

lect

ing

mat

eria

ls, d

esig

ners

mus

t co

nsid

er th

e m

oral

, eth

ical

and

env

ironm

enta

l im

plic

atio

ns o

f the

ir de

cisi

ons.

(3.6

)

Conc

epts

and

pri

ncip

les:

•Ra

w m

ater

ials

for p

last

ics

•St

ruct

ure

of th

erm

opla

stic

s

•St

ruct

ure

of th

erm

oset

ting

plas

tics

•Te

mpe

ratu

re a

nd re

cycl

ing

ther

mop

last

ics

•Re

cove

ry a

nd d

ispo

sal o

f pla

stic

s

Gui

danc

e:

•Pr

oper

ties

of P

P, P

E, H

IPS,

ABS

, PET

and

PVC

•Pr

oper

ties

of p

olyu

reth

ane,

ure

a-fo

rmal

dehy

de,

mel

amin

e re

sin

and

epox

y re

sin

•D

esig

n co

ntex

ts in

whi

ch d

iffer

ent t

ypes

of

plas

tics

are

used

Inte

rnat

iona

l-m

inde

dnes

s:

•Th

e ra

w m

ater

ial f

or p

last

ics

(mai

nly

oil)

is

extr

acte

d in

a c

ount

ry, e

xpor

ted

to o

ther

co

untr

ies

whe

re c

onve

rsio

n to

pla

stic

s ta

kes

plac

e an

d th

ese

are

re-e

xpor

ted

at c

onsi

dera

ble

adde

d va

lue.

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 2

and

10

•Ch

emis

try

optio

n A

Aim

s:

•A

im 3

: Ear

ly p

last

ics

used

from

160

0 BC

E th

roug

h to

190

0 CE

wer

e ru

bber

bas

ed.

Prom

pted

by

the

need

for n

ew m

ater

ials

fo

llow

ing

the

first

wor

ld w

ar, t

he in

vent

ion

of

Bake

lite

and

poly

ethy

lene

in th

e fir

st h

alf o

f th

e 20

th c

entu

ry s

park

ed a

mas

sive

gro

wth

of

plas

tic m

ater

ials

and

as

we

iden

tify

the

need

for

new

mat

eria

ls w

ith p

artic

ular

pro

pert

ies,

the

deve

lopm

ent o

f new

pla

stic

s co

ntin

ues.



4.2e

Tex

tile

s

Nat

ure

of d

esig

n:

The

cont

inui

ng e

volu

tion

of th

e te

xtile

s in

dust

ry

prov

ides

a w

ide

spre

ad o

f app

licat

ions

from

hig

h-pe

rfor

man

ce te

chni

cal t

extil

es to

the

mor

e tr

aditi

onal

cl

othi

ng m

arke

t. M

ore

rece

nt d

evel

opm

ents

in th

is

indu

stry

requ

ire d

esig

ners

to c

ombi

ne tr

aditi

onal

te

xtile

sci

ence

and

new

tech

nolo

gies

lead

ing

to

exci

ting

appl

icat

ions

in s

mar

t tex

tiles

, spo

rtsw

ear,

aero

spac

e an

d ot

her p

oten

tial a

reas

. (2.

2)

Conc

epts

and

pri

ncip

les:

•Ra

w m

ater

ials

for t

extil

es

•Pr

oper

ties

of n

atur

al fi

bres

•Pr

oper

ties

of s

ynth

etic

fibr

es

•Co

nver

sion

of f

ibre

s to

yar

ns

•Co

nver

sion

of y

arns

into

fabr

ics:

wea

ving

, kn

ittin

g, la

cem

akin

g, a

nd fe

lting

•Re

cove

ry a

nd d

ispo

sal o

f tex

tiles

Gui

danc

e:

•Pr

oper

ties

of w

ool,

cott

on a

nd s

ilk

•Pr

oper

ties

of n

ylon

, pol

yest

er a

nd L

ycra

®

•Co

nsid

er a

bsor

benc

y, s

tren

gth,

ela

stic

ity a

nd th

e ef

fect

of t

empe

ratu

re

•D

esig

n co

ntex

ts in

whi

ch d

iffer

ent t

ypes

of

text

iles

are

used

Inte

rnat

iona

l-m

inde

dnes

s:

•Th

e ec

onom

ics

and

polit

ics

of th

e pr

oduc

tion

and

sale

of c

loth

ing

by m

ultin

atio

nals

can

be

a m

ajor

eth

ical

issu

e fo

r con

sum

ers

and

the

wor

kfor

ce.

Theo

ry o

f kno

wle

dge:

•D

esig

ners

use

nat

ural

and

man

-mad

e pr

oduc

ts.

Do

som

e ar

eas

of k

now

ledg

e se

e an

intr

insi

c di

ffer

ence

bet

wee

n th

ese?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 2

and

10

Aim

s:

•A

im 5

: The

re a

re m

any

ethi

cal c

onsi

dera

tions

at

tach

ed to

the

prod

uctio

n of

nat

ural

fibr

es. T

he

stro

nges

t nat

ural

silk

kno

wn

to m

an is

har

vest

ed

from

silk

spi

ders

and

not

orio

usly

diff

icul

t to

obta

in, a

nd la

bour

inte

nsiv

e. In

an

effo

rt to

pr

oduc

e hi

gher

yie

lds,

sci

entis

ts h

ave

alte

red

the

geno

me

of g

oats

so

that

they

pro

duce

the

sam

e si

lk p

rote

ins

in th

eir m

ilk.



4.2f

Com

posi

tes

Nat

ure

of d

esig

n:

Com

posi

tes

are

an im

port

ant m

ater

ial i

n an

inte

nsel

y co

mpe

titiv

e gl

obal

mar

ket.

New

mat

eria

ls a

nd

tech

nolo

gies

are

bei

ng p

rodu

ced

freq

uent

ly fo

r th

e de

sign

and

rapi

d m

anuf

actu

re o

f hig

h-qu

ality

co

mpo

site

pro

duct

s. C

ompo

site

s ar

e re

plac

ing

mor

e tr

aditi

onal

mat

eria

ls a

s th

ey c

an b

e cr

eate

d w

ith

prop

ertie

s sp

ecifi

cally

des

igne

d fo

r the

inte

nded

ap

plic

atio

n. C

arbo

n fib

re h

as p

laye

d an

impo

rtan

t par

t in

wei

ght r

educ

tion

for v

ehic

les

and

airc

raft

. (2.

2)

Conc

epts

and

pri

ncip

les:

•Fo

rm: f

ibre

s/sh

eet/

part

icle

s an

d m

atrix

•Pr

oces

s: w

eavi

ng, m

ould

ing,

pul

trus

ion

and

lam

inat

ion

•Co

mpo

sitio

n an

d st

ruct

ure

of c

ompo

site

s: co

ncre

te, e

ngin

eere

d w

ood,

ply

woo

d,

part

icle

boar

d, fi

breg

lass

, Kev

lar®

, car

bon-

rein

forc

ed p

last

ic, l

amin

ated

ven

eer l

umbe

r (L

VL)

Gui

danc

e:

•Fi

bres

/she

ets/

part

icle

s: te

xtile

s, g

lass

, pla

stic

s an

d ca

rbon

•M

atrix

: the

rmop

last

ics,

ther

mos

ettin

g pl

astic

s,

cera

mic

s, m

etal

s

•A

dvan

tage

s an

d di

sadv

anta

ges

of c

ompo

site

m

ater

ials

•D

esig

n co

ntex

ts in

whi

ch d

iffer

ent t

ypes

of

com

posi

te m

ater

ials

are

use

d

Inte

rnat

iona

l-m

inde

dnes

s:

•M

any

com

posi

te m

ater

ials

are

exp

ensi

ve to

pr

oduc

e an

d th

eir d

isse

min

atio

n gl

obal

ly is

lim

ited.

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 2

, 5 a

nd 1

0

•Ch

emis

try

optio

n A

Aim

s:

•A

im 1

: As

desi

gner

s de

velo

p ne

w p

rodu

cts,

th

ey s

houl

d al

way

s be

aw

are

of th

e m

ater

ials

av

aila

ble.

In a

n ef

fort

to in

crea

se p

rodu

ctiv

ity

and

lose

wei

ght,

carb

on fi

bre

part

s ar

e of

ten

glue

d to

geth

er. T

he u

se o

f an

epox

y ad

hesi

ve

rath

er th

an tr

aditi

onal

fast

enin

g m

etho

ds a

llow

s m

anuf

actu

rers

to c

reat

e co

mpl

ex s

hape

s qu

ickl

y an

d ea

sily

. The

se m

ater

ials

and

met

hods

are

be

ing

tran

sfer

red

to c

onsu

mer

pro

duct

s.



Esse

ntia

l ide

a: T

he s

cale

of p

rodu

ctio

n de

pend

s on

the

num

ber o

f pro

duct

s re

quire

d.

4.3

Scal

es o

f pro

duct

ion

Nat

ure

of d

esig

n:

Dec

isio

ns o

n sc

ale

of p

rodu

ctio

n ar

e in

fluen

ced

by

the

volu

me

or q

uant

ities

requ

ired,

type

s of

mat

eria

ls

used

to m

ake

the

prod

ucts

and

the

type

of p

rodu

ct

bein

g m

anuf

actu

red.

The

re a

re a

lso

cons

ider

atio

ns o

f st

affin

g, re

sour

ces

and

finan

ce. (

1.15

)

Conc

epts

and

pri

ncip

les:

•O

ne-o

ff, b

atch

pro

duct

ion

and

cont

inuo

us fl

ow

•M

ass

cust

omiz

atio

n

Gui

danc

e:

•Se

lect

ing

an a

ppro

pria

te s

cale

of p

rodu

ctio

n

•A

dvan

tage

s an

d di

sadv

anta

ges

of d

iffer

ent

scal

es o

f pro

duct

ion

Inte

rnat

iona

l-m

inde

dnes

s:

•M

ass

cust

omiz

atio

n en

able

s gl

obal

pro

duct

s to

be

com

e in

divi

dual

item

s.

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 3

and

10

•D

esig

n te

chno

logy

inte

rnal

ass

essm

ent

•Bu

sine

ss m

anag

emen

t top

ic 5

Aim

s:

•A

im 9

: The

gro

win

g ph

enom

enon

of m

ass

cust

omiz

atio

n br

ings

con

sum

ers

into

the

desi

gn

proc

ess,

allo

win

g th

em to

mak

e ch

oice

s th

at

mak

e a

prod

uct u

niqu

e, to

mak

e it

thei

r ow

n.

Com

pani

es h

ave

deve

lope

d “d

esig

n st

atio

ns” i

n th

eir r

etai

l sto

res

whe

re c

onsu

mer

s ca

n cr

eate

vi

rtua

l 3D

mod

els,

“try

them

out

” usi

ng d

igita

l te

chno

logy

and

pla

ce th

eir o

rder

.



Esse

ntia

l ide

a: D

iffer

ent m

anuf

actu

ring

proc

esse

s ha

ve b

een

deve

lope

d to

inno

vate

exi

stin

g pr

oduc

ts a

nd c

reat

e ne

w p

rodu

cts.

4.4

Man

ufac

turi

ng p

roce

sses

Nat

ure

of d

esig

n:

Des

igne

rs s

omet

imes

eng

inee

r pro

duct

s in

suc

h a

way

that

they

are

eas

y to

man

ufac

ture

. Des

ign

for

man

ufac

ture

(DfM

) exi

sts

in a

lmos

t all

engi

neer

ing

disc

iplin

es, b

ut d

iffer

s gr

eatly

dep

endi

ng o

n th

e m

anuf

actu

ring

tech

nolo

gies

use

d. T

his

prac

tice

not o

nly

focu

ses

on th

e de

sign

of a

pro

duct

’s co

mpo

nent

s, b

ut a

lso

on q

ualit

y co

ntro

l and

as

sura

nce.

(1.11

)

Conc

epts

and

pri

ncip

les:

•A

dditi

ve te

chni

ques

: pap

er-b

ased

rapi

d pr

otot

ypin

g, la

min

ated

obj

ect m

anuf

actu

re

(LO

M),

ster

eolit

hogr

aphy

•W

astin

g/su

btra

ctiv

e te

chni

ques

: cut

ting,

m

achi

ning

, tur

ning

and

abr

adin

g

•Sh

apin

g te

chni

ques

: mou

ldin

g, th

erm

ofor

min

g,

lam

inat

ing,

cas

ting,

kni

ttin

g, w

eavi

ng

•Jo

inin

g te

chni

ques

: per

man

ent a

nd te

mpo

rary

, fa

sten

ing,

adh

erin

g, fu

sing

Gui

danc

e:

•Se

lect

ing

appr

opria

te m

anuf

actu

ring

tech

niqu

es

base

d on

mat

eria

l cha

ract

eris

tics

(form

, mel

ting/

soft

enin

g po

int),

cos

t, ca

pabi

lity,

sca

le o

f pr

oduc

tion,

des

ired

prop

ertie

s

•A

dvan

tage

s an

d di

sadv

anta

ges

of d

iffer

ent

tech

niqu

es

•D

esig

n co

ntex

ts w

here

diff

eren

t man

ufac

turin

g pr

oces

ses

are

used

Inte

rnat

iona

l-m

inde

dnes

s:

•M

ore

expe

nsiv

e m

oder

n pr

oces

ses

tend

to ta

ke

plac

e in

tech

nolo

gica

lly a

dvan

ced

regi

ons/

coun

trie

s.

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 2

, 3 a

nd 1

0

•D

esig

n te

chno

logy

inte

rnal

ass

essm

ent

Aim

s:

•A

im 8

: Adv

ance

men

ts in

3D

prin

ting

have

re

sulte

d in

the

abili

ty to

hav

e a

3D p

rinte

r at

hom

e. C

onsu

mer

s ca

n do

wnl

oad

plan

s fo

r pr

oduc

ts fr

om th

e in

tern

et a

nd p

rint t

hese

pr

oduc

ts th

emse

lves

.



Esse

ntia

l ide

a: T

he d

evel

opm

ent o

f inc

reas

ingl

y so

phis

ticat

ed p

rodu

ctio

n sy

stem

s is

tran

sfor

min

g th

e w

ay p

rodu

cts

are

mad

e.

4.5

Prod

ucti

on s

yste

ms

Nat

ure

of d

esig

n:

As

a bu

sine

ss g

row

s in

siz

e an

d pr

oduc

es m

ore

units

of o

utpu

t, th

en it

will

aim

to e

xper

ienc

e fa

lling

av

erag

e co

sts

of p

rodu

ctio

n—ec

onom

ies

of s

cale

. Th

e bu

sine

ss is

bec

omin

g m

ore

effic

ient

in it

s us

e of

in

puts

to p

rodu

ce a

giv

en le

vel o

f out

put.

Des

igne

rs

shou

ld in

corp

orat

e in

tern

al a

nd e

xter

nal e

cono

mie

s of

sc

ale

whe

n co

nsid

erin

g di

ffer

ent p

rodu

ctio

n m

etho

ds

and

syst

ems

for m

anuf

actu

re. (

1.11

)

Conc

epts

and

pri

ncip

les:

•Cr

aft p

rodu

ctio

n

•M

echa

nize

d pr

oduc

tion

•Au

tom

ated

pro

duct

ion

•A

ssem

bly

line

prod

uctio

n

•M

ass

prod

uctio

n

•M

ass

cust

omiz

atio

n

•Co

mpu

ter n

umer

ical

con

trol

(CN

C)

•Pr

oduc

tion

syst

em s

elec

tion

crite

ria

•D

esig

n fo

r man

ufac

ture

(DfM

): de

sign

for

mat

eria

ls, d

esig

n fo

r pro

cess

, des

ign

for

asse

mbl

y, d

esig

n fo

r dis

asse

mbl

y

•A

dapt

ing

desi

gns

for D

fM

Gui

danc

e:

•A

dvan

tage

s an

d di

sadv

anta

ges

of d

iffer

ent

prod

uctio

n sy

stem

s

•Im

pact

of d

iffer

ent p

rodu

ctio

n sy

stem

s on

the

wor

kfor

ce a

nd e

nviro

nmen

t

•Pr

oduc

tion

syst

em s

elec

tion

crite

ria in

clud

e tim

e, la

bour

, ski

lls a

nd tr

aini

ng, h

ealth

and

sa

fety

, cos

t, ty

pe o

f pro

duct

, mai

nten

ance

, im

pact

on

the

envi

ronm

ent a

nd q

ualit

y m

anag

emen

t

•D

esig

n co

ntex

ts w

here

diff

eren

t pro

duct

ion

syst

ems

are

used

Inte

rnat

iona

l-m

inde

dnes

s:

•Th

e ge

ogra

phic

al d

istr

ibut

ion

of d

iffer

ent

mod

es o

f pro

duct

ion

is a

n ec

onom

ic a

nd

polit

ical

issu

e.

Theo

ry o

f kno

wle

dge:

•Th

e in

crea

sed

depe

nden

cy o

n au

tom

atio

n an

d ro

bots

has

aff

ecte

d cr

afts

man

ship

. How

ha

s te

chno

logy

aff

ecte

d tr

aditi

onal

way

s of

kn

owin

g?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 2

, 3, 6

and

10

•D

esig

n te

chno

logy

inte

rnal

ass

essm

ent

•Ec

onom

ics

Aim

s:

•A

im 7

: The

des

ign

of a

pro

duct

ion

syst

em

requ

ires

a co

mpl

ete

unde

rsta

ndin

g of

a p

rodu

ct,

its fu

nctio

n an

d th

e qu

ality

of f

inis

h. E

ach

syst

em

can

be u

niqu

e an

d sp

ecifi

c to

the

prod

uct i

t is

crea

ting,

oft

en re

quiri

ng th

e de

sign

ers

to a

dapt

th

eir d

esig

n to

be

man

ufac

ture

d us

ing

cert

ain

met

hods

.



Esse

ntia

l ide

a: T

he d

evel

opm

ent o

f inc

reas

ingl

y so

phis

ticat

ed ro

botic

man

ufac

turin

g sy

stem

s is

tran

sfor

min

g th

e w

ay p

rodu

cts

are

mad

e.

4.6

Robo

ts in

aut

omat

ed p

rodu

ctio

n

Nat

ure

of d

esig

n:

Des

igne

rs s

houl

d co

nsid

er th

e be

nefit

s of

incr

ease

d ef

ficie

ncy

and

cons

iste

ncy

whe

n us

ing

robo

ts in

pr

oduc

tion

and

be a

ble

to e

xplo

re th

e la

test

adv

ance

s in

tech

nolo

gy to

ens

ure

the

optim

um m

anuf

actu

ring

proc

ess

is u

sed.

How

ever

, a g

ood

desi

gner

will

als

o un

ders

tand

thei

r res

pons

ibili

ty to

con

side

r the

mor

al

and

ethi

cal i

ssue

s su

rrou

ndin

g in

crea

sed

use

of

auto

mat

ion,

and

the

hist

oric

al im

pact

of l

ost j

obs.

(2.5

)

Conc

epts

and

pri

ncip

les:

•Pr

imar

y ch

arac

teris

tics

of ro

bots

: wor

k en

velo

pe

and

load

cap

acity

•Si

ngle

-tas

k ro

bots

•M

ulti-

task

robo

ts

•Te

ams

of ro

bots

•M

achi

ne to

mac

hine

(M2M

)

Gui

danc

e:

•A

dvan

tage

s an

d di

sadv

anta

ges

of u

sing

robo

tic

syst

ems

in p

rodu

ctio

n

•Co

nsid

er fi

rst,

seco

nd, a

nd th

ird g

ener

atio

n ro

bots

Inte

rnat

iona

l-m

inde

dnes

s:

•Th

e us

e of

robo

ts in

aut

omat

ed p

rodu

ctio

n ca

n de

pend

on

the

loca

l cos

t of m

anua

l lab

our.

Theo

ry o

f kno

wle

dge:

•Te

chno

logy

in th

e fo

rm o

f rob

ots

curr

ently

se

rves

man

. Is

man

’s pl

ace

secu

re?

Will

the

natu

re o

f man

cha

nge

due

to te

chno

logi

cal

enha

ncem

ent?

Will

he

be s

uper

sede

d al

toge

ther

by

tech

nolo

gica

l dev

elop

men

ts?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 1

, 8 a

nd 1

0

Aim

s:

•A

im 8

: The

intr

oduc

tion

of ro

bots

to a

n as

sem

bly

line

has

had

a m

ajor

impa

ct o

n th

e la

bour

forc

e, o

ften

mak

ing

skill

ed w

orke

rs

redu

ndan

t in

favo

ur o

f a te

chni

cian

who

can

m

aint

ain

and

equi

p a

larg

e nu

mbe

r of r

obot

s.


Sylla

bus

core

Topi

c 5:

Inno

vatio

n an

d de

sign

13

hou

rs

Esse

ntia

l ide

a: T

he p

rote

ctio

n of

a n

ovel

idea

of h

ow to

sol

ve a

pro

blem

is a

maj

or fa

ctor

in c

omm

erci

al d

esig

n.

5.1

Inve

ntio

n

Nat

ure

of d

esig

n:

Inve

ntio

n by

lone

inve

ntor

s or

in c

olla

bora

tive,

cr

eativ

e te

ams

is a

t the

fore

fron

t of d

esig

n. D

esig

ners

m

ust n

ot o

nly

be c

reat

ive

and

inno

vativ

e, b

ut a

lso

unde

rsta

nd th

e co

ncep

ts th

at w

ill m

ake

a ne

w

prod

uct v

iabl

e. A

des

igne

r mus

t use

imag

inat

ion

and

be fi

rmly

gro

unde

d in

fact

ual a

nd p

roce

dura

l kn

owle

dge

whi

le re

mem

berin

g th

e ne

eds

and

limita

tions

of t

he e

nd u

ser.

(2.3

, 2.4

)

Conc

epts

and

pri

ncip

les:

•D

river

s fo

r inv

entio

n

•Th

e lo

ne in

vent

or

•In

telle

ctua

l pro

pert

y (IP

)

•St

rate

gies

for p

rote

ctin

g IP

: pat

ents

, tra

dem

arks

, de

sign

pro

tect

ion,

cop

yrig

ht.

•Fi

rst t

o m

arke

t

•Sh

elve

d te

chno

logi

es

Gui

danc

e:

•D

river

s fo

r inv

entio

n in

clud

e pe

rson

al

mot

ivat

ion

to e

xpre

ss c

reat

ivity

/for

per

sona

l in

tere

st, s

cien

tific

or t

echn

ical

cur

iosi

ty,

cons

truc

tive

disc

onte

nt, d

esire

to m

ake

mon

ey,

desi

re to

hel

p ot

hers

•Th

e ad

vant

ages

and

dis

adva

ntag

es o

f bei

ng a

lo

ne in

vent

or

Inte

rnat

iona

l-m

inde

dnes

s:

•Th

e ro

le o

f int

elle

ctua

l pro

pert

y an

d pa

tent

s in

st

iflin

g or

pro

mot

ing

inve

ntio

ns g

loba

lly n

eeds

to

be

cons

ider

ed, e

spec

ially

with

rega

rd to

the

ineq

ualit

ies

betw

een

coun

trie

s.

Theo

ry o

f kno

wle

dge:

•W

hat i

s th

e ro

le o

f im

agin

atio

n in

inve

ntio

n? A

re

ther

e lim

its to

wha

t can

be

imag

ined

?

•So

met

imes

ther

e ar

e un

fore

seen

con

sequ

ence

s of

inve

ntio

ns. T

o w

hat e

xten

t mig

ht la

ck o

f kn

owle

dge

be a

n ex

cuse

for u

neth

ical

con

duct

?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 2

, 3, 4

, 6, 7

, 9

•D

esig

n te

chno

logy

inte

rnal

ass

essm

ent

Topic 5: Innovation and design


5.1

Inve

ntio

n

•Be

nefit

s of

IP in

clud

e di

ffer

entia

ting

a bu

sine

ss

from

com

petit

ors,

sel

ling

or li

cens

ing

to p

rovi

de

reve

nue

stre

ams,

off

erin

g cu

stom

ers

som

ethi

ng

new

and

diff

eren

t, m

arke

ting/

bran

ding

, its

val

ue

as a

n as

set

•IP

sym

bols

and

thei

r app

licat

ion

to p

rodu

cts

and

serv

ices

: pat

ent p

endi

ng, ™

, ®, ©

, SM

•Th

e ef

fect

iven

ess

of s

trat

egie

s fo

r pro

tect

ing

IP

•Re

ason

s w

hy s

ome

inno

vato

rs d

ecid

e no

t to

prot

ect t

heir

IP a

nd a

ltern

ativ

e st

rate

gies

to

ensu

re s

ucce

ss

•Re

ason

s w

hy s

ome

pate

nted

inve

ntio

ns a

re

shel

ved

Aim

s:

•A

im 1

: Inv

entio

ns a

re o

ften

the

resu

lt of

an

indi

vidu

al o

r gro

up’s

curio

sity

abo

ut w

heth

er

som

ethi

ng c

an b

e do

ne o

r a p

robl

em c

an b

e so

lved

. On

occa

sion

, inv

entio

ns a

re th

e re

sult

of

an in

divi

dual

’s cu

riosi

ty a

bout

som

ethi

ng o

ther

th

an th

e pr

oduc

t tha

t the

y fin

ally

dev

elop

. The

se

inve

ntio

ns in

clud

e m

icro

wav

e ov

ens,

ink-

jet

prin

ters

and

Pos

t-it®

not

es.



Esse

ntia

l ide

a: T

here

are

man

y di

ffer

ent t

ypes

of i

nnov

atio

n.

5.2

Inno

vati

on

Nat

ure

of d

esig

n:

Des

igne

rs w

ill b

e su

cces

sful

in th

e m

arke

tpla

ce w

hen

they

sol

ve lo

ng-s

tand

ing

prob

lem

s, im

prov

e on

ex

istin

g so

lutio

ns o

r fin

d a

“pro

duct

gap

”. Th

e co

nsta

nt

eval

uatio

n an

d re

deve

lopm

ent o

f pro

duct

s is

key

, w

ith u

nbia

sed

anal

ysis

of c

onsu

mer

s an

d co

mm

erci

al

oppo

rtun

ities

. (1.

1)

Conc

epts

and

pri

ncip

les:

•In

vent

ion

and

inno

vatio

n

•Ca

tego

ries

of in

nova

tion:

sus

tain

ing

inno

vatio

n,

disr

uptiv

e in

nova

tion,

pro

cess

inno

vatio

n

•In

nova

tion

stra

tegi

es fo

r des

ign:

arc

hite

ctur

al

inno

vatio

n, m

odul

ar in

nova

tion,

con

figur

atio

nal

inno

vatio

n

•In

nova

tion

stra

tegi

es fo

r mar

kets

: diff

usio

n an

d su

ppre

ssio

n

Gui

danc

e:

•Re

ason

s w

hy fe

w in

vent

ions

bec

ome

inno

vatio

ns

•Ex

ampl

es o

f pro

duct

s w

ithin

the

cate

gorie

s of

in

nova

tion

•Ex

ampl

es w

here

inno

vatio

n st

rate

gies

hav

e be

en u

sed

for p

rodu

cts

Inte

rnat

iona

l-m

inde

dnes

s:

•In

nova

tions

may

hav

e po

sitiv

e co

nseq

uenc

es

in s

ome

coun

trie

s/re

gion

s an

d ne

gativ

e on

es

in o

ther

s.

Theo

ry o

f kno

wle

dge:

•D

esig

n is

alw

ays

look

ing

to th

e fu

ture

and

new

de

velo

pmen

t. D

o ot

her a

reas

of k

now

ledg

e ha

ve u

nive

rsal

, tim

eles

s tr

uths

or a

re th

ey

cont

inua

lly in

flux

?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 3

, 8, 9

, 10

•D

esig

n te

chno

logy

inte

rnal

ass

essm

ent

•Bu

sine

ss m

anag

emen

t top

ic 5

Aim

s:

•A

im 4

: In

orde

r for

an

inve

ntio

n to

bec

ome

an

inno

vatio

n, th

e id

ea o

f the

pro

duct

nee

ds to

be

effe

ctiv

ely

com

mun

icat

ed. T

he c

omm

unic

atio

n ca

n ta

ke m

any

form

s an

d be

bet

wee

n m

any

stak

ehol

ders

.



Esse

ntia

l ide

a: D

esig

ners

hav

e a

rang

e of

str

ateg

ies

for i

nnov

atio

n.

5.3

Stra

tegi

es fo

r inn

ovat

ion

Nat

ure

of d

esig

n:

Com

pani

es e

ncou

rage

adv

ance

men

ts in

tech

nolo

gy

and

serv

ices

, usu

ally

by

inve

stin

g in

rese

arch

and

de

velo

pmen

t (R&

D) a

ctiv

ities

. Eve

n th

ough

the

R&D

m

ay b

e ca

rrie

d ou

t by

a ra

nge

of d

iffer

ent e

xper

ts

from

var

ied

field

s of

rese

arch

, the

dev

elop

men

t pr

oces

s is

oft

en b

ased

on

com

mon

prin

cipl

es a

nd

stra

tegi

es to

iden

tify

the

dire

ctio

n of

dev

elop

men

t. Th

is m

etho

dolo

gy s

truc

ture

s th

e R&

D o

f new

te

chno

logi

es a

nd s

ervi

ces.

(1.7

)

Conc

epts

and

pri

ncip

les:

•A

ct o

f ins

ight

•A

dapt

atio

n

•Te

chno

logy

tran

sfer

•A

nalo

gy

•Ch

ance

•Te

chno

logy

pus

h

•M

arke

t pul

l

Gui

danc

e:

•D

esig

n co

ntex

ts w

here

eac

h st

rate

gy h

as b

een

appl

ied

Theo

ry o

f kno

wle

dge:

•D

esig

n is

con

tinua

lly c

hang

ing

due

to it

s op

enne

ss to

new

idea

s. D

o ot

her a

reas

of

know

ledg

e re

cogn

ize

new

influ

ence

s to

the

sam

e ex

tent

?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 3

, 7, 8

and

9

•D

esig

n te

chno

logy

inte

rnal

ass

essm

ent

Aim

s:

•A

im 6

: Inn

ovat

ion

shou

ld a

lway

s oc

cur i

n co

ntex

t and

a d

eep

unde

rsta

ndin

g of

the

cultu

re

as w

ell a

s th

e be

havi

ours

, nee

ds a

nd w

ants

of

the

cons

umer

is re

quire

d.



Esse

ntia

l ide

a: T

here

are

thre

e ke

y ro

les

in in

vent

ion

and

inno

vatio

n, w

hich

can

be

shar

ed b

y on

e or

mor

e pe

ople

.

5.4

Stak

ehol

ders

in in

vent

ion

and

inno

vati

on

Nat

ure

of d

esig

n:

Colla

bora

tive

gene

ratio

n of

kno

wle

dge

and

high

ef

ficie

ncy

info

rmat

ion

flow

allo

w fo

r div

ersi

ty, i

ncre

ased

re

silie

nce,

relia

bilit

y an

d st

abili

ty w

ithin

an

orga

niza

tion.

Th

roug

h pa

rtic

ipat

ory

rese

arch

, sta

keho

lder

s can

mak

e fu

ll us

e of

the

resu

lting

inno

vatio

n an

d in

vent

ion,

by

tran

sfer

ring

findi

ngs r

elev

ant t

o th

e se

ctor

in w

hich

th

ey a

re p

ositi

oned

. A d

esig

ner’s

incr

ease

d aw

aren

ess

thro

ugh

shar

ed in

dust

ry k

now

ledg

e en

hanc

es

prof

itabi

lity

and

polic

y. (1

.17)

Conc

epts

and

pri

ncip

les:

•Th

e in

vent

or, t

he p

rodu

ct c

ham

pion

, the

en

trep

rene

ur

•Th

e in

vent

or a

s a

prod

uct c

ham

pion

and

/or

entr

epre

neur

•A

mul

tidis

cipl

inar

y ap

proa

ch to

inno

vatio

n

Gui

danc

e:

•Ro

les

of th

e pr

oduc

t cha

mpi

on a

nd

entr

epre

neur

in th

e in

nova

tion

of p

rodu

cts

and

syst

ems

•Re

ason

s w

hy in

vent

ors

ofte

n ta

ke th

e ro

le o

f pr

oduc

t cha

mpi

on a

nd/o

r ent

repr

eneu

r

•Th

e ad

vant

ages

and

dis

adva

ntag

es o

f m

ultid

isci

plin

ary

team

s

Theo

ry o

f kno

wle

dge:

•D

esig

n fa

vour

s co

llect

ive

wis

dom

. Do

othe

r ar

eas

of k

now

ledg

e va

lue

colla

bora

tive

thin

king

?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 6

, 7 a

nd 9

Aim

s:

•A

im 7

: On

occa

sion

, the

inve

ntor

nee

ds to

act

as

bot

h en

trep

rene

ur a

nd p

rodu

ct c

ham

pion

. Th

e ad

optio

n of

thes

e ad

ditio

nal r

oles

requ

ires

a si

gnifi

cant

am

ount

of l

earn

ing

to ta

ke a

n id

ea

from

the

min

d, re

aliz

e it

and

then

diff

use

it su

cces

sful

ly in

to th

e m

arke

tpla

ce.



Esse

ntia

l ide

a: T

here

are

sev

eral

key

sta

ges

in th

e pr

oduc

t life

cyc

le.

5.5

Prod

uct l

ife

cycl

e

Nat

ure

of d

esig

n:

Des

igne

rs n

eed

to c

onsi

der t

he w

hole

pro

duct

cy

cle

of p

oten

tial p

rodu

cts,

ser

vice

s an

d sy

stem

s th

roug

hout

the

desi

gn c

ycle

and

bey

ond.

Pro

duct

s m

ay h

ave

an im

pact

not

onl

y on

the

dire

ct c

onsu

mer

bu

t als

o on

soc

iety

at l

arge

and

the

envi

ronm

ent.

(1.1

6)

Conc

epts

and

pri

ncip

les:

•Ke

y st

ages

of t

he p

rodu

ct li

fe c

ycle

: lau

nch,

gr

owth

, mat

urity

, dec

line

•O

bsol

esce

nce:

pla

nned

, sty

le (f

ashi

on),

func

tiona

l, te

chno

logi

cal

•Pr

edic

tabi

lity

of th

e pr

oduc

t life

cyc

le

•Pr

oduc

t ver

sion

ing/

gene

ratio

ns

Gui

danc

e:

•Ex

ampl

es o

f pro

duct

s at

diff

eren

t sta

ges

of th

e pr

oduc

t life

cyc

le in

clud

ing

thos

e ne

w to

the

mar

ket a

nd c

lass

ic d

esig

ns

•Le

ngth

of t

he p

rodu

ct li

fe c

ycle

con

side

ring

the

effe

ct o

f tec

hnic

al d

evel

opm

ent a

nd c

onsu

mer

tr

ends

•A

dvan

tage

s an

d di

sadv

anta

ges

for a

com

pany

of

intr

oduc

ing

new

ver

sion

s an

d ge

nera

tions

of

a pr

oduc

t

Inte

rnat

iona

l-m

inde

dnes

s:

•Th

e tr

ansi

tion

from

a li

near

to a

circ

ular

ec

onom

y in

the

mov

e to

war

ds s

usta

inab

le

soci

etie

s ha

s m

ajor

impl

icat

ions

for t

he id

eas

asso

ciat

ed w

ith p

rodu

ct li

fe c

ycle

.

Theo

ry o

f kno

wle

dge:

•D

esig

n co

nsid

ers

area

s ot

her t

han

man

in it

s th

inki

ng. A

re o

ther

are

as o

f kno

wle

dge

conf

ined

to

hum

an in

fluen

ce a

nd v

alue

s?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 1

, 3, 6

, 8 a

nd 9

•D

esig

n te

chno

logy

inte

rnal

ass

essm

ent

•En

viro

nmen

tal s

yste

ms

and

soci

etie

s to

pic

8

•Bu

sine

ss m

anag

emen

t top

ic 4

Aim

s:

•A

im 2

: An

unde

rsta

ndin

g of

the

prod

uct l

ife

cycl

e al

low

s th

e de

sign

er to

des

ign

a pr

oduc

t w

ith o

bsol

esce

nce

in m

ind.

Doi

ng th

is a

t the

de

sign

sta

ge c

an p

oten

tially

elim

inat

e th

e ef

fect

of

a p

rodu

ct o

n th

e en

viro

nmen

t whe

n it

is n

o lo

nger

in u

se.



Esse

ntia

l ide

a: In

nova

tions

take

tim

e to

diff

use

into

a ta

rget

aud

ienc

e.

5.6

Roge

rs’ c

hara

cter

isti

cs o

f inn

ovat

ion

and

cons

umer

s

Nat

ure

of d

esig

n:

Roge

rs’ f

our m

ain

elem

ents

that

influ

ence

the

spre

ad

of n

ew id

eas (

inno

vatio

n, c

omm

unic

atio

n ch

anne

ls,

time

and

a so

cial

sys

tem

) rel

y he

avily

on

hum

an c

apita

l. Th

e id

eas m

ust b

e w

idel

y ac

cept

ed in

ord

er to

be

self-

sust

aina

ble.

Des

igne

rs m

ust c

onsi

der v

ario

us c

ultu

res

and

com

mun

ities

to p

redi

ct h

ow, w

hy a

nd a

t wha

t rat

e ne

w id

eas a

nd te

chno

logy

will

be

adop

ted.

(1.7

)

Conc

epts

and

pri

ncip

les:

•D

iffus

ion

and

inno

vatio

n

•Th

e im

pact

of R

oger

s’ c

hara

cter

istic

s on

co

nsum

er a

dopt

ion

of a

n in

nova

tion

•So

cial

root

s of

con

sum

eris

m

•Th

e in

fluen

ce o

f soc

ial m

edia

on

the

diff

usio

n of

in

nova

tion

•Th

e in

fluen

ce o

f tre

nds

and

the

med

ia o

n co

nsum

er c

hoic

e

•Ca

tego

ries

of c

onsu

mer

s in

rela

tion

to

tech

nolo

gy a

dopt

ion

Gui

danc

e:

•Ex

ampl

es o

f pro

duct

inno

vatio

ns fo

r eac

h of

Ro

gers

’ cha

ract

eris

tics

•Th

e im

pact

of R

oger

s’ c

hara

cter

istic

s on

co

nsum

er a

dopt

ion

of a

n in

nova

tion

can

be

cons

ider

ed in

term

s of

rela

tive

adva

ntag

e,

com

patib

ility

, com

plex

ity, o

bser

vabi

lity,

tr

iala

bilit

y

•Th

e so

cial

root

s of

con

sum

eris

m in

clud

e lif

esty

le,

valu

es a

nd id

entit

y

•Is

sues

for c

ompa

nies

in th

e gl

obal

mar

ketp

lace

w

hen

atte

mpt

ing

to s

atis

fy c

onsu

mer

nee

ds in

re

latio

n to

life

styl

e, v

alue

s an

d id

entit

y

•Ca

tego

ries o

f con

sum

ers i

nclu

de in

nova

tors

, ear

ly

adop

ters

, ear

ly m

ajor

ity, l

ate

maj

ority

, lag

gard

s

Inte

rnat

iona

l-m

inde

dnes

s:

•Th

e or

igin

of R

oger

s’ th

eory

in o

ne o

r tw

o ar

eas

may

lead

to in

appr

opria

te a

pplic

atio

n on

a

glob

al b

asis

. Pos

itive

and

neg

ativ

e as

pect

s m

ay

be o

ppos

ite in

diff

eren

t reg

ions

/cou

ntrie

s.

Theo

ry o

f kno

wle

dge:

•D

esig

n ta

kes

into

acc

ount

cul

tura

l diff

eren

ces.

A

re o

ther

are

as o

f kno

wle

dge

univ

ersa

l or

cultu

re s

peci

fic?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 6

, 8 a

nd 9

•Bu

sine

ss m

anag

emen

t top

ic 4

Aim

s:

•A

im 1

0: B

y ca

tego

rizin

g co

nsum

ers,

the

desi

gner

can

iden

tify

part

icul

ar s

egm

ents

with

a

mar

ket s

ecto

r to

gain

feed

back

. By

enga

ging

w

ith th

ese

ster

eoty

pes,

the

desi

gner

can

util

ize

thei

r exp

erie

nces

with

a p

roto

type

in o

rder

to

guid

e fu

rthe

r dev

elop

men

t.



Esse

ntia

l ide

a: S

ucce

ssfu

l inn

ovat

ions

typi

cally

sta

rt w

ith d

etai

led

desi

gn a

nd m

arke

ting

spec

ifica

tions

.

5.7

Inno

vati

on, d

esig

n an

d m

arke

ting

spe

cifi

cati

ons

Nat

ure

of d

esig

n:

Des

igne

rs m

ust e

stab

lish

clea

r par

amet

ers

for a

m

arke

ting

spec

ifica

tion

in o

rder

to c

reat

e un

ique

an

d cr

eativ

e so

lutio

ns to

a p

robl

em. D

esig

ners

nee

d to

col

lect

val

id a

nd u

sefu

l dat

a fr

om th

e ta

rget

m

arke

t and

aud

ienc

e th

roug

hout

the

desi

gn c

ycle

to

ens

ure

the

spec

ifica

tion

incl

udes

cer

tain

ess

entia

l co

mpo

nent

s. (1

.9, 1

.10)

Conc

epts

and

pri

ncip

les:

•Ta

rget

mar

kets

•Ta

rget

aud

ienc

es

•M

arke

t ana

lysi

s

•U

ser n

eed

•Co

mpe

titio

n

•Re

sear

ch m

etho

ds

•D

esig

n sp

ecifi

catio

ns

Gui

danc

e:

•H

ow m

arke

t sec

tors

and

seg

men

ts c

an b

e us

ed

to e

stab

lish

targ

et m

arke

ts

•H

ow a

targ

et a

udie

nce

is u

sed

to e

stab

lish

the

char

acte

ristic

s of

use

rs

•D

esig

n co

ntex

ts fo

r diff

eren

t tar

get m

arke

ts a

nd

audi

ence

s

Inte

rnat

iona

l-m

inde

dnes

s:

•Th

e ch

arac

teris

tics

of u

sers

in d

iffer

ent

coun

trie

s/re

gion

s ne

ed to

be

take

n in

to a

ccou

nt.

Cultu

ral d

iffer

ence

s m

ay p

lay

a m

ajor

role

.

Theo

ry o

f kno

wle

dge:

•D

esig

n is

evi

denc

e-ba

sed.

How

do

othe

r are

as o

f kn

owle

dge

valu

e th

e im

port

ance

of e

vide

nce?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 1

, 2, 3

, 4, 7

and

9

•D

esig

n te

chno

logy

inte

rnal

ass

essm

ent

•Bu

sine

ss m

anag

emen

t top

ic 4

Aim

s:

•A

im 4

: The

abi

lity

to tr

ansf

orm

thei

r res

earc

h fin

ding

s in

to a

ser

ies

of s

peci

ficat

ions

is a

sk

ill th

at d

esig

ners

mus

t dev

elop

to b

ecom

e su

cces

sful

. Bei

ng a

ble

to e

xpre

ss p

aram

eter

s an

d re

quire

men

ts s

ucci

nctly

allo

ws

the

desi

gner

to

dev

elop

focu

sed

solu

tions

to th

e de

sign

pr

oble

m a

nd m

eet a

clie

nt o

r the

targ

et m

arke

t’s

wan

ts a

nd n

eeds

.


Sylla

bus

core

Topi

c 6:

Cla

ssic

des

ign

8 ho

urs

Esse

ntia

l ide

a: A

cla

ssic

des

ign

has

a tim

eles

s qu

ality

, whi

ch is

reco

gniz

ed a

nd re

mai

ns fa

shio

nabl

e.

6.1

Char

acte

rist

ics

of c

lass

ic d

esig

n

Nat

ure

of d

esig

n:

A cl

assic

des

ign

is no

t sim

ply

defin

ed b

y ho

w w

ell i

t fu

nctio

ns o

r its

impa

ct. C

lass

ic d

esig

ns c

an b

e re

cogn

ized

as

from

thei

r des

ign

mov

emen

t/er

a. Y

et, o

rigin

ality

—w

heth

er it

is e

volu

tiona

ry o

r rev

olut

iona

ry—

seem

s to

be

the

trai

t tha

t mak

es a

pro

duct

“tim

eles

s”. (

3.10

)

Conc

epts

and

pri

ncip

les:

•Im

age

•St

atus

and

cul

ture

•O

bsol

esce

nce

•M

ass

prod

uctio

n

•U

biqu

itous

/om

nipr

esen

ce

•D

omin

ant d

esig

n

Gui

danc

e:

•H

ow im

age

mak

es a

cla

ssic

des

ign

inst

antly

re

cogn

izab

le a

nd p

rovo

kes

emot

iona

l rea

ctio

ns

•H

ow a

cla

ssic

des

ign

defie

s ob

sole

scen

ce a

nd

tran

scen

ds it

s or

igin

al fu

nctio

n

•H

ow th

e ro

le o

f mas

s pr

oduc

tion

cont

ribut

es to

a

prod

uct r

each

ing

clas

sic

desi

gn s

tatu

s

•H

ow th

e co

nsta

nt p

rese

nce

of a

pro

duct

in a

ch

angi

ng c

onte

xt le

ads

to c

lass

ic d

esig

n st

atus

•H

ow c

lass

ic d

esig

ns a

re d

omin

ant i

n th

e m

arke

tpla

ce a

nd d

iffic

ult t

o ch

ange

Inte

rnat

iona

l-m

inde

dnes

s:

•Cl

assi

c de

sign

s ar

e of

ten

reco

gniz

ed a

cros

s cu

lture

and

hol

d ic

onic

sta

tus.

Theo

ry o

f kno

wle

dge:

•Cl

assi

c de

sign

oft

en a

ppea

ls to

our

em

otio

ns.

Are

em

otio

ns u

nive

rsal

?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 1

, 4, 5

, 9 a

nd 1

0

•Vi

sual

art

s

Aim

s:

•A

im 8

: The

icon

ic s

tatu

s of

cla

ssic

des

igns

is

ofte

n at

trib

uted

to th

em b

eing

“bre

akth

roug

h pr

oduc

ts”.

Topic 6: Classic design


Esse

ntia

l ide

a: F

or a

des

ign

to b

ecom

e a

clas

sic

desi

gn, t

he fo

rm c

an tr

ansc

end

the

func

tion.

6.2

Clas

sic

desi

gn, f

unct

ion

and

form

Nat

ure

of d

esig

n:

Clas

sic

desi

gn h

olds

“for

m fo

llow

s fu

nctio

n” a

s a

fund

amen

tal p

rinci

ple,

but

this

is n

ot a

lway

s ev

iden

t in

pra

ctic

e. S

ome

prod

ucts

are

so

wel

l des

igne

d w

ith fu

nctio

n as

thei

r prim

ary

goal

, tha

t the

ir us

e is

in

tuiti

ve. A

s de

sign

ers

deve

lop

new

tech

nolo

gies

, th

e lin

es b

etw

een

the

form

and

func

tion

of a

pro

duct

co

ntin

ue to

blu

r. (3

.3)

Conc

epts

and

pri

ncip

les:

•Fo

rm v

ersu

s fu

nctio

n

•Re

tro-

styl

ing

•Co

nflic

t and

com

prom

ise

•Pr

actic

al fu

nctio

n ve

rsus

psy

chol

ogic

al fu

nctio

n

Gui

danc

e:

•H

ow re

tro-

styl

ing

a ne

w p

rodu

ct n

eeds

to

resp

ect a

nd u

nder

stan

d th

e or

igin

al fo

rm a

nd

unde

rlyin

g st

ruct

ure

befo

re m

akin

g ch

ange

s

•Th

e te

nsio

n be

twee

n fo

rm a

nd fu

nctio

n w

hen

deve

lopi

ng n

ew p

rodu

cts

base

d on

a c

lass

ic

desi

gn

•Co

mpa

rison

of r

etro

-sty

led

prod

ucts

with

the

orig

inal

pro

duct

ion

mod

els

in re

latio

n to

form

an

d fu

nctio

n

•Id

entif

y pr

oduc

ts w

here

eith

er p

ract

ical

fu

nctio

n or

psy

chol

ogic

al fu

nctio

n ha

s be

en th

e de

term

inin

g fa

ctor

in th

e de

sign

Inte

rnat

iona

l-m

inde

dnes

s:

•Th

e em

erge

nce

of re

tro-

styl

ing

prod

ucts

as

new

tech

nolo

gies

are

dev

elop

ed re

late

to th

e em

otio

nal r

espo

nse

that

com

es w

ith n

osta

lgia

. Th

is is

oft

en n

ot o

nly

diff

eren

t bet

wee

n co

untr

ies

and

betw

een

gene

ratio

ns, b

ut a

t the

sa

me

time

can

tran

scen

d bo

th.

Theo

ry o

f kno

wle

dge:

•Is

aes

thet

ic v

alue

pur

ely

a su

bjec

tive

mat

ter?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 1

, 3, 5

, 7 a

nd 9

•Vi

sual

art

s

Aim

s:

•A

im 6

: The

bal

ance

bet

wee

n fu

nctio

n an

d fo

rm

is o

ften

an

area

of d

iffic

ulty

for t

he d

esig

ner.

If a

prod

uct i

s pu

rely

func

tiona

l, it

may

be

lack

ing

in a

ppea

l to

cons

umer

s, n

o m

atte

r how

goo

d it

may

be

at c

ompl

etin

g its

job.

Oft

en w

e ar

e dr

awn

to p

rodu

cts

that

hav

e be

en d

evel

oped

w

ith fo

rm a

s a

prim

ary

cons

ider

atio

n. T

he

hum

an p

sych

e ap

prec

iate

s be

auty

.


Add

ition

al h

ighe

r lev

el to

pics

Topi

c 7:

Use

r-ce

ntre

d de

sign

(UCD

) 12

hou

rs

Esse

ntia

l ide

a: T

he fu

ndam

enta

l prin

cipl

e of

UCD

is th

at u

nder

stan

ding

the

need

s of

the

user

s is

the

key

to d

esig

ning

the

best

pro

duct

s an

d se

rvic

es.

7.1

Use

r-ce

ntre

d de

sign

(UCD

)

Nat

ure

of d

esig

n:

A d

esig

ner m

ust c

onsi

der t

he n

eeds

, wan

ts a

nd

limita

tions

of t

he e

nd u

ser w

ithin

eve

ry e

lem

ent o

f th

e de

sign

cyc

le. T

he a

bilit

y to

iden

tify

how

use

rs w

ill

inte

ract

with

a p

rodu

ct, s

ervi

ce o

r sys

tem

is v

ital f

or

its su

cces

s. To

ach

ieve

this

, des

igne

rs m

ust b

e ab

le

to a

cqui

re a

nd a

naly

se v

alid

dat

a w

ithou

t mak

ing

assu

mpt

ions

abo

ut h

ow th

e pr

oduc

t may

be

used

. (3.

1)

Conc

epts

and

pri

ncip

les:

•Th

e de

sign

er n

eeds

to h

ave

a de

ep

unde

rsta

ndin

g of

the

user

, tas

k an

d th

e en

viro

nmen

t.

•Th

e pr

oces

s is

iter

ativ

e, le

d by

the

user

and

de

velo

ped

thro

ugh

user

-cen

tred

eva

luat

ion.

•Th

e pr

oduc

t mus

t add

ress

the

who

le u

ser

expe

rienc

e.

•U

CD d

esig

n te

ams

are

mul

tidis

cipl

inar

y.

•Th

e fiv

e st

ages

of U

CD: r

esea

rch,

con

cept

, de

sign

, im

plem

enta

tion,

laun

ch

•In

clus

ive

desi

gn

Gui

danc

e:

•U

CD d

esig

n te

ams

may

incl

ude

anth

ropo

logi

sts,

et

hnog

raph

ers

and

psyc

holo

gist

s.

•In

clus

ive

desi

gn re

quire

s de

sign

ing

univ

ersa

lly

acce

ssib

le p

rodu

cts

for a

ll us

ers

incl

udin

g th

ose

with

phy

sica

l, se

nsor

y, p

erce

ptua

l and

oth

er

chal

leng

es a

nd im

pairm

ents

.

Inte

rnat

iona

l-m

inde

dnes

s:

•Ev

en th

ough

the

task

add

ress

ed th

roug

h U

CD

may

not

cha

nge

from

regi

on to

regi

on, t

here

can

be

an

impa

ct o

n th

e su

cces

s of

a g

loba

l pro

duct

du

e to

var

iatio

ns in

use

rs a

nd e

nviro

nmen

ts.

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 1

, 5, a

nd 9

•D

esig

n te

chno

logy

inte

rnal

ass

essm

ent

•Bu

sine

ss m

anag

emen

t uni

ts 4

and

5

Aim

s:

•A

im 5

: The

abi

lity

to p

ut a

side

one

’s ow

n id

eas

and

bias

is e

ssen

tial f

or U

CD. D

esig

ners

mus

t act

w

ith in

tegr

ity a

nd n

ot p

roje

ct th

eir o

wn

idea

s of

w

hat t

he u

ser r

equi

rem

ents

are

whe

n tr

ying

to

crea

te te

chno

logi

cal s

olut

ions

to th

eir p

robl

ems.

Topic 7: User-centred design (UCD)


Esse

ntia

l ide

a: U

sabi

lity

is a

bout

how

eas

y it

is to

use

a p

rodu

ct o

r sys

tem

.

7.2

Usa

bilit

y

Nat

ure

of d

esig

n:

A d

esig

n te

am s

houl

d be

“use

r” d

riven

and

fr

eque

nt c

onta

ct w

ith p

oten

tial u

sers

is e

ssen

tial.

To

unde

rsta

nd h

ow a

pro

duct

, ser

vice

or s

yste

m m

ay b

e us

ed, t

he d

esig

ner m

ust c

onsi

der t

he p

rior k

now

ledg

e an

d ex

perie

nce

of th

e us

ers,

as

wel

l as

thei

r typ

ical

ps

ycho

logi

cal r

espo

nses

. Eva

luat

ion

met

hods

that

ut

ilize

app

ropr

iate

test

ing

and

tria

lling

str

ateg

ies

mus

t be

use

d to

det

erm

ine

thes

e as

pect

s. (1

.5, 1

.16,

1.1

8)

Conc

epts

and

pri

ncip

les:

•U

sabi

lity

obje

ctiv

es

•En

hanc

ed u

sabi

lity

•Ch

arac

teris

tics

of g

ood

user

-pro

duct

inte

rfac

es

•Po

pula

tion

ster

eoty

pes

Gui

danc

e:

•U

sabi

lity

obje

ctiv

es in

clud

e us

eful

ness

, ef

fect

iven

ess,

lear

nabi

lity,

att

itude

(lik

eabi

lity)

•Be

nefit

s of

enh

ance

d us

abili

ty in

clud

e pr

oduc

t ac

cept

ance

, use

r exp

erie

nce,

pro

duct

ivity

, use

r er

ror,

trai

ning

and

sup

port

•Ch

arac

teris

tics

of g

ood

user

-pro

duct

inte

rfac

es

incl

ude

sim

plic

ity, e

ase

of u

se, i

ntui

tive

logi

c an

d or

gani

zatio

n, lo

w m

emor

y bu

rden

, vis

ibili

ty,

feed

back

, aff

orda

nce,

map

ping

and

con

stra

ints

.

•A

dvan

tage

s an

d di

sadv

anta

ges

of u

sing

po

pula

tion

ster

eoty

pes

for d

esig

ners

and

use

rs

Inte

rnat

iona

l-m

inde

dnes

s:

•Po

pula

tion

ster

eoty

pes

base

d on

cul

tura

l ex

pect

atio

ns c

ontr

ibut

e to

hum

an e

rror

and

de

sign

ers

mus

t con

side

r thi

s w

hen

desi

gnin

g go

od u

ser-

prod

uct i

nter

face

s.

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 1

and

3

•D

esig

n te

chno

logy

inte

rnal

ass

essm

ent

Aim

s:

•A

im 3

: Des

igne

rs m

ust c

onsi

der t

he li

mits

of

popu

latio

n st

ereo

type

s. T

hrou

gh re

cogn

izin

g th

ese

limits

, the

des

igne

rs c

an c

ritic

ally

ass

ess

the

appr

opria

tene

ss o

f the

ir pr

oduc

t in

rela

tion

to th

ose

who

will

use

it.



Esse

ntia

l ide

a: T

he d

esig

ner n

eeds

to u

nder

stan

d th

e re

ason

s be

hind

the

beha

viou

rs, w

ants

, and

nee

ds o

f the

use

r.

7.3

Stra

tegi

es fo

r use

r res

earc

h

Nat

ure

of d

esig

n:

Des

igne

rs s

houl

d se

lect

rese

arch

str

ateg

ies

base

d on

the

desi

red

user

exp

erie

nces

in th

e co

ntex

t of

the

prod

uct,

serv

ice

or s

yste

m. T

he p

urpo

se o

f us

er re

sear

ch is

to id

entif

y ne

eds

that

reve

al th

e co

mpl

exiti

es o

f per

sona

e. R

eal-l

ife s

cena

rios

that

si

mul

ate

“act

ual”

use

r exp

erie

nces

can

gen

erat

e ne

w

findi

ngs.

(3.4

, 3.5

, 3.6

)

Conc

epts

and

pri

ncip

les:

•U

ser p

opul

atio

n

•Cl

assi

ficat

ion

of u

sers

•Th

e us

e of

per

sona

e, s

econ

dary

per

sona

e an

d an

ti-pe

rson

ae in

use

r res

earc

h

•Sc

enar

ios

prov

ide

phys

ical

and

soc

ial c

onte

xt fo

r di

ffer

ent p

erso

nae

•U

se c

ase

Gui

danc

e:

•U

sers

can

be

clas

sifie

d by

age

, gen

der a

nd

phys

ical

con

ditio

n.

•Sc

enar

ios

are

base

d on

bes

t, w

orst

and

ave

rage

ca

se.

Inte

rnat

iona

l-m

inde

dnes

s:

•U

ser p

opul

atio

n be

havi

ours

, wan

ts a

nd n

eeds

m

ay v

ary

from

one

com

mun

ity o

f pot

entia

l use

rs

to a

noth

er, w

hich

may

resu

lt in

the

deve

lopm

ent

of a

pro

duct

fam

ily.

Theo

ry o

f kno

wle

dge:

•D

esig

n co

nsid

ers

the

need

s of

indi

vidu

als

as

para

mou

nt. I

s th

is th

e ca

se in

oth

er a

reas

of

know

ledg

e?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 1

and

9

•D

esig

n te

chno

logy

inte

rnal

ass

essm

ent

Aim

s:

•A

im 2

: The

var

ious

str

ateg

ies

for u

ser r

esea

rch

can

be u

sed

by th

e de

sign

er to

exp

lore

the

true

nat

ure

of a

pro

blem

. Thr

ough

the

use

of

pers

onae

and

use

cas

es, t

he d

esig

ner c

an b

uild

a

rang

e of

pos

sibl

e sc

enar

ios

with

whi

ch to

ex

plor

e th

e pr

oble

m in

det

ail.



Esse

ntia

l ide

a: U

sers

hav

e a

cent

ral r

ole

in e

valu

atin

g w

heth

er th

e pr

oduc

t mee

ts th

eir w

ants

and

nee

ds.

7.4

Stra

tegi

es fo

r use

r-ce

ntre

d de

sign

(UCD

)

Nat

ure

of d

esig

n:

For d

esig

ners

to s

ucce

ssfu

lly in

tegr

ate

usab

ility

in

to th

e de

sign

pro

cess

, the

y re

quire

a h

olis

tic

unde

rsta

ndin

g of

how

a p

rodu

ct, s

ervi

ce o

r sys

tem

is

use

d. D

esig

ners

mus

t ide

ntify

use

r req

uire

men

ts

thro

ugh

the

use

of c

aref

ul o

bser

vatio

n an

d in

terv

iew

s.

A c

lear

str

ateg

y fo

r UCD

will

impr

ove

acce

ptab

ility

an

d us

abili

ty, r

educ

ing

cost

s an

d ef

fort

, whi

le fu

lfilli

ng

user

requ

irem

ents

. (1.

6, 3

.5)

Conc

epts

and

pri

ncip

les:

•Fi

eld

rese

arch

•M

etho

d of

ext

rem

es

•O

bser

vatio

n, in

terv

iew

s an

d fo

cus

grou

ps

•Q

uest

ionn

aire

s

•A

ffin

ity d

iagr

amm

ing

•Pa

rtic

ipat

ory

desi

gn, p

roto

type

and

usa

bilit

y te

stin

g se

ssio

ns

•N

atur

al e

nviro

nmen

ts a

nd u

sabi

lity

labo

rato

ries

•Te

stin

g ho

uses

ver

sus

usab

ility

labo

rato

ries

Gui

danc

e:

•A

dvan

tage

s an

d di

sadv

anta

ges

of d

iffer

ent U

CD

stra

tegi

es

Inte

rnat

iona

l-m

inde

dnes

s:

•Te

stin

g in

the

envi

ronm

ent w

here

a p

rodu

ct

will

be

used

is o

ften

ext

rem

ely

impo

rtan

t for

th

e de

sign

of p

rodu

cts,

esp

ecia

lly w

here

the

prob

lem

to s

olve

occ

urs

in a

cou

ntry

fore

ign

to

the

desi

gn te

am.

Theo

ry o

f kno

wle

dge:

•Is

it e

ver p

ossi

ble

to e

limin

ate

the

effe

ct o

f the

ob

serv

er?

•To

wha

t ext

ent d

oes

the

lang

uage

use

d on

qu

estio

nnai

res

shap

e th

e re

sults

?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 1

, 4, 5

, and

9

•D

esig

n te

chno

logy

inte

rnal

ass

essm

ent

Aim

s:

•A

im 9

: By

incl

udin

g po

tent

ial c

onsu

mer

s in

the

test

ing

of d

esig

ns a

nd p

roto

type

s, d

esig

ners

ga

in v

alua

ble

data

rela

ting

to h

ow th

ey w

ill

inte

ract

with

a p

rodu

ct.



Esse

ntia

l ide

a: U

sabi

lity

is n

ot th

e on

ly fa

ctor

for a

des

igne

r to

cons

ider

; pro

duct

s ca

n be

des

igne

d to

evo

ke p

leas

ure

and

emot

ion.

7.5

Beyo

nd u

sabi

lity—

desi

gnin

g fo

r ple

asur

e an

d em

otio

n

Nat

ure

of d

esig

n:

A d

esig

ner’s

abi

lity

to p

rovi

de s

atis

fact

ion

thro

ugh

aest

hetic

app

eal a

nd p

leas

ure

can

grea

tly

influ

ence

the

succ

ess

of a

pro

duct

, ser

vice

or

syst

em. U

nder

stan

ding

att

itude

s, e

xpec

tatio

ns a

nd

mot

ivat

ions

of c

onsu

mer

s pl

ays

a si

gnifi

cant

role

in

pred

ictin

g pr

oduc

t int

erac

tion.

Des

igne

rs n

eed

to b

e em

path

etic

and

sym

path

etic

to u

ser e

mot

ion,

whi

ch

acts

as

a cr

itica

l com

pone

nt to

det

erm

ine

how

he

or

she

inte

rpre

ts a

nd in

tera

cts

with

a p

rodu

ct, s

ervi

ce o

r sy

stem

. (3.

8)

Conc

epts

and

pri

ncip

les:

•Th

e fo

ur-p

leas

ure

fram

ewor

k: s

ocio

-ple

asur

e,

phys

io-p

leas

ure,

psy

cho-

plea

sure

and

ideo

-pl

easu

re

•D

esig

n fo

r em

otio

n

•Th

e at

trac

t/co

nver

se/t

rans

act (

ACT)

mod

el

Gui

danc

e:

•H

ow d

esig

ning

for e

mot

ion

can

incr

ease

use

r en

gage

men

t, lo

yalty

and

sat

isfa

ctio

n w

ith

a pr

oduc

t by

inco

rpor

atin

g em

otio

n an

d pe

rson

ality

•H

ow th

e AC

T m

odel

can

be

used

as

a fr

amew

ork

for c

reat

ing

desi

gns

that

inte

ntio

nally

trig

ger

posi

tive

emot

iona

l res

pons

es

Theo

ry o

f kno

wle

dge:

•A

re e

mot

ions

pur

ely

phys

iolo

gica

l or a

re th

ey

cultu

rally

bou

nd?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 1

and

6

•Vi

sual

art

s

Aim

s:

•A

im 4

: The

abi

lity

to e

xpre

ss e

mot

ion

thro

ugh

a pr

oduc

t can

not

onl

y bu

ild a

ppea

l for

the

cons

umer

, but

als

o bu

ild a

ffin

ity b

etw

een

a pr

oduc

t and

con

sum

er. I

t can

ena

ble

a pr

oduc

t to

com

mun

icat

e ho

w o

ne s

houl

d in

tera

ct w

ith it

.


Add

ition

al h

ighe

r lev

el to

pics

Topi

c 8:

Sus

tain

abili

ty

14 h

ours

Esse

ntia

l ide

a: S

usta

inab

le d

evel

opm

ent i

s co

ncer

ned

with

sat

isfy

ing

hum

an n

eeds

for r

esou

rces

now

and

in th

e fu

ture

with

out c

ompr

omis

ing

the

carr

ying

cap

acity

of t

he

plan

et.

8.1

Sust

aina

ble

deve

lopm

ent

Nat

ure

of d

esig

n:

Des

igne

rs u

tiliz

e de

sign

app

roac

hes

that

sup

port

su

stai

nabl

e de

velo

pmen

t acr

oss

a va

riety

of c

onte

xts.

A

hol

istic

and

sys

tem

atic

app

roac

h is

nee

ded

at

all s

tage

s of

des

ign

deve

lopm

ent t

o sa

tisfy

all

stak

ehol

ders

. In

orde

r to

deve

lop

sust

aina

ble

prod

ucts

, des

igne

rs m

ust b

alan

ce a

esth

etic

, cos

t, so

cial

, cul

tura

l, en

ergy

, mat

eria

l, he

alth

and

usa

bilit

y co

nsid

erat

ions

. (2.

10)

Conc

epts

and

pri

ncip

les:

•Tr

iple

bot

tom

line

sus

tain

abili

ty: e

nviro

nmen

tal,

econ

omic

and

soc

ial

•D

ecou

plin

g: d

isco

nnec

ting

econ

omic

gro

wth

an

d en

viro

nmen

tal i

mpa

ct s

o th

at o

ne n

o lo

nger

de

pend

s on

the

othe

r

•Th

e us

e of

inte

rnat

iona

l and

nat

iona

l law

s to

pr

omot

e su

stai

nabl

e de

velo

pmen

t

•Su

stai

nabi

lity

repo

rtin

g

•Pr

oduc

t ste

war

dshi

p

Gui

danc

e:

•H

ow u

sing

reso

urce

s m

ore

prod

uctiv

ely

and

rede

sign

ing

prod

uctio

n, it

is te

chni

cally

pos

sibl

e to

del

iver

the

sam

e or

equ

ival

ent g

oods

and

se

rvic

es w

ith lo

wer

env

ironm

enta

l im

pact

whi

le

mai

ntai

ning

soc

ial a

nd e

quity

ben

efits

.

•Co

nsid

er th

e be

nefit

s an

d lim

itatio

ns o

f de

coup

ling

as a

n ap

prop

riate

str

ateg

y fo

r su

stai

nabi

lity

Inte

rnat

iona

l-m

inde

dnes

s:

•Ch

ange

s in

gov

ernm

ents

som

etim

es re

sult

in

the

reve

rsal

of s

usta

inab

le d

evel

opm

ent p

olic

ies

lead

ing

to d

iffer

ent a

ppro

ache

s to

inte

rnat

iona

l ag

reem

ents

.

Theo

ry o

f kno

wle

dge:

•D

esig

n in

volv

es m

akin

g va

lue

judg

men

ts in

de

cidi

ng b

etw

een

diff

eren

t way

s of

inte

ract

ing

with

the

envi

ronm

ent.

Is th

is th

e ca

se in

oth

er

area

s of

kno

wle

dge?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 2

, 4, 5

, 9 a

nd 1

0

•En

viro

nmen

tal s

yste

ms

and

soci

etie

s to

pics

1

and

8

Topic 8: Sustainability


8.1

Sust

aina

ble

deve

lopm

ent

•H

ow in

tern

atio

nal a

nd n

atio

nal l

aws

enco

urag

e co

mpa

nies

to fo

cus

on s

omet

hing

oth

er th

an

shar

ehol

der v

alue

and

fina

ncia

l per

form

ance

•Be

nefit

s of

sus

tain

abili

ty re

port

ing

for

gove

rnm

ents

, man

ufac

ture

rs a

nd c

onsu

mer

s

•Pr

oduc

t ste

war

dshi

p ex

ampl

es in

clud

e or

gani

c fo

ods,

gen

etic

ally

mod

ified

food

, gre

en c

otto

n,

fore

st s

tew

ards

hip

and

bio-

plas

tics

Aim

s:

•A

im 9

: Trip

le b

otto

m li

ne s

usta

inab

ility

doe

s no

t on

ly fo

cus

on th

e pr

ofita

bilit

y of

an

orga

niza

tion

or p

rodu

ct, b

ut a

lso

the

envi

ronm

enta

l and

so

cial

ben

efit

it ca

n br

ing.

Org

aniz

atio

ns th

at

embr

ace

trip

le b

otto

m li

ne s

usta

inab

ility

can

m

ake

sign

ifica

nt p

ositi

ve e

ffec

ts to

the

lives

of

othe

rs a

nd th

e en

viro

nmen

t by

chan

ging

the

impa

ct o

f the

ir bu

sine

ss a

ctiv

ities

.



Esse

ntia

l ide

a: S

usta

inab

le c

onsu

mpt

ion

focu

ses

on re

duci

ng th

e us

e of

reso

urce

s of

a p

rodu

ct to

min

imiz

e its

env

ironm

enta

l im

pact

.

8.2

Sust

aina

ble

cons

umpt

ion

Nat

ure

of d

esig

n:

Des

igne

rs d

evel

op p

rodu

cts,

ser

vice

s an

d sy

stem

s th

at s

atis

fy b

asic

nee

ds a

nd im

prov

e qu

ality

of l

ife.

To m

eet s

usta

inab

le c

onsu

mpt

ion

requ

irem

ents

, th

ey m

ust a

lso

min

imiz

e th

e us

e of

nat

ural

reso

urce

s,

toxi

c m

ater

ials

and

was

te, a

nd re

duce

em

issi

ons

of

pollu

tant

s at

all

stag

es o

f the

life

cyc

le. (

2.10

, 3.7

)

Conc

epts

and

pri

ncip

les:

•Co

nsum

er a

ttitu

des

and

beha

viou

rs to

war

ds

sust

aina

bilit

y: e

co-w

arrio

rs, e

co-c

ham

pion

s,

eco-

fans

, eco

-pho

bes

•Ec

o-la

belli

ng a

nd e

nerg

y la

belli

ng s

chem

es

•Cr

eatin

g a

mar

ket f

or s

usta

inab

le p

rodu

cts:

pric

ing

cons

ider

atio

ns, s

timul

atin

g de

man

d fo

r gr

een

prod

ucts

, pro

duct

ion

of g

reen

pro

duct

s

•Pr

essu

re g

roup

s

•Li

fest

yle

and

ethi

cal c

onsu

mer

ism

•Im

plic

atio

ns o

f tak

e-ba

ck le

gisl

atio

n fo

r de

sign

ers,

man

ufac

ture

rs a

nd c

onsu

mer

s

Gui

danc

e:

•Co

nsid

er e

co-la

belli

ng a

nd e

nerg

y la

belli

ng

sche

mes

from

diff

eren

t cou

ntry

con

text

s

•A

dvan

tage

s an

d di

sadv

anta

ges

of c

onsu

mer

an

d en

viro

nmen

tal p

ress

ure

grou

ps fo

r the

use

r, m

anuf

actu

rer a

nd d

esig

ner

•H

ow p

ress

ure

grou

ps e

xert

influ

ence

for

chan

ges

on th

ese

issu

es a

nd s

uppo

rt

or u

nder

min

e de

velo

pmen

t of s

peci

fic

tech

nolo

gies

Inte

rnat

iona

l-m

inde

dnes

s:

•Th

ere

are

man

y di

ffer

ent e

co-la

belli

ng a

nd

ener

gy-la

belli

ng s

chem

es a

cros

s th

e w

orld

that

co

uld

be s

tand

ardi

zed.

Theo

ry o

f kno

wle

dge:

•Ec

o-w

arrio

rs s

omet

imes

bre

ak la

ws

to e

xpre

ss

thei

r vie

ws.

Doe

s th

e rig

htne

ss o

r wro

ngne

ss o

f an

act

ion

depe

nd o

n th

e si

tuat

ion?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 2

, 4, 5

and

10

•Ec

onom

ics

topi

c 1

•En

viro

nmen

tal s

yste

ms

and

soci

etie

s to

pic

1

Aim

s:

•A

im 5

: It i

s no

t onl

y th

e ro

le o

f des

igne

rs

to c

reat

e m

arke

ts fo

r sus

tain

able

pro

duct

s.

Cons

umer

s ne

ed to

cha

nge

thei

r hab

its a

nd

expr

ess

a w

ant a

nd n

eed

for t

hese

pro

duct

s.



8.2

Sust

aina

ble

cons

umpt

ion

•H

ow c

onsu

mer

and

env

ironm

enta

l pre

ssur

e gr

oups

can

att

ract

wid

espr

ead

supp

ort u

sing

th

e m

edia

(inc

ludi

ng s

ocia

l med

ia)

•H

ow c

onsu

mer

s ha

ve b

ecom

e in

crea

sing

ly

awar

e of

info

rmat

ion

prov

ided

by

pres

sure

gr

oups

and

as

mar

kets

hav

e gl

obal

ized

, so

has

cons

umer

pow

er

•Co

nsid

er s

trat

egie

s fo

r man

agin

g w

este

rn

cons

umpt

ion

whi

le ra

isin

g th

e st

anda

rd o

f liv

ing

of th

e de

velo

ping

wor

ld w

ithou

t inc

reas

ing

reso

urce

use

and

env

ironm

enta

l im

pact



Esse

ntia

l ide

a: S

usta

inab

le d

esig

n is

a p

hilo

soph

y of

dev

elop

ing

prod

ucts

in li

ne w

ith s

ocia

l, ec

onom

ic, a

nd e

colo

gica

l sus

tain

abili

ty p

rinci

ples

.

8.3

Sust

aina

ble

desi

gn

Nat

ure

of d

esig

n:

The

first

ste

p to

sus

tain

able

des

ign

is to

con

side

r a

prod

uct,

serv

ice

or s

yste

m in

rela

tion

to e

co-d

esig

n an

d an

alys

e its

impa

ct u

sing

life

cyc

le a

naly

sis.

Th

e de

sign

er th

en d

evel

ops

thes

e to

min

imiz

e en

viro

nmen

tal i

mpa

cts

iden

tifie

d fr

om th

is a

naly

sis.

Co

nsid

erin

g su

stai

nabi

lity

from

the

begi

nnin

g of

the

proc

ess

is e

ssen

tial.

(2.8

)

Conc

epts

and

pri

ncip

les:

•G

reen

des

ign

vers

us s

usta

inab

le d

esig

n

•D

atsc

hefs

ki’s

five

prin

cipl

es o

f sus

tain

able

de

sign

: cyc

lic, s

olar

, saf

e, e

ffic

ient

, soc

ial

Gui

danc

e:

•Th

e di

ffer

ence

s be

twee

n gr

een

desi

gn a

nd

sust

aina

ble

desi

gn

•Co

mpa

rison

of t

imes

cale

bet

wee

n gr

een

desi

gn

and

sust

aina

ble

desi

gn

Inte

rnat

iona

l-m

inde

dnes

s:

•Th

e ap

plic

atio

n of

Dat

sche

fski

’s so

cial

prin

cipl

e of

sus

tain

able

des

ign

can

have

diff

eren

t eff

ects

ac

ross

diff

eren

t cou

ntrie

s.

Theo

ry o

f kno

wle

dge:

•D

atsc

hefs

ki d

evel

oped

his

five

prin

cipl

es o

f su

stai

nabl

e de

sign

to h

elp

desi

gner

s st

ruct

ure

thei

r app

roac

h an

d th

ough

ts. I

n w

hat w

ays

and

area

s w

ould

the

abse

nce

of e

xper

ts m

ost

seve

rely

lim

it ou

r kno

wle

dge?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 1

, 2, 4

, 5 a

nd 1

0

Aim

s:

•A

im 1

0: D

atsc

hefs

ki’s

five

prin

cipl

es o

f su

stai

nabl

e de

sign

equ

ip th

e de

sign

er w

ith a

to

ol n

ot o

nly

to d

esig

n ne

w p

rodu

cts,

but

als

o to

eva

luat

e an

exi

stin

g pr

oduc

t. Th

is c

an le

ad to

ne

w d

esig

n op

port

uniti

es a

nd in

crea

se th

e le

vel

at w

hich

a p

rodu

ct a

ligns

with

thes

e pr

inci

ples

.



Esse

ntia

l ide

a: S

usta

inab

le in

nova

tion

faci

litat

es th

e di

ffus

ion

of s

usta

inab

le p

rodu

cts

and

solu

tions

into

the

mar

ketp

lace

.

8.4

Sust

aina

ble

inno

vati

on

Nat

ure

of d

esig

n:

Sust

aina

ble

inno

vatio

n yi

elds

bot

h bo

ttom

line

and

to

p lin

e re

turn

s as

dev

elop

ing

prod

ucts

, ser

vice

s an

d sy

stem

s th

at a

re e

nviro

nmen

tally

frie

ndly

low

ers

cost

s th

roug

h re

duci

ng th

e re

sour

ces

requ

ired.

Des

igne

rs

shou

ld v

iew

com

plia

nce

with

gov

ernm

ent l

egis

latio

n as

an

oppo

rtun

ity fo

r sus

tain

able

inno

vatio

n. (2

.9)

Conc

epts

and

pri

ncip

les:

•Co

mpl

exity

and

tim

esca

le o

f sus

tain

able

in

nova

tion

•To

p-do

wn

stra

tegi

es

•Bo

ttom

-up

stra

tegi

es

•G

over

nmen

t int

erve

ntio

n in

inno

vatio

n

•M

acro

ene

rgy

sust

aina

bilit

y

•M

icro

ene

rgy

sust

aina

bilit

y

•En

ergy

sec

urity

Gui

danc

e:

•Ex

ampl

es o

f top

-dow

n an

d bo

ttom

-up

stra

tegi

es

and

the

adva

ntag

es a

nd d

isadv

anta

ges f

or

cons

umer

s/us

ers

•G

over

nmen

t int

erve

ntio

n in

clud

es re

gula

tion,

ed

ucat

ion,

taxe

s and

subs

idie

s

•H

ow m

acro

ene

rgy

sust

aina

bilit

y ca

n be

in

fluen

ced

thro

ugh

inte

rnat

iona

l tre

atie

s and

en

ergy

pol

icie

s, in

stru

men

ts fo

r cha

nge

and

disin

cent

ives

, and

nat

iona

l sys

tem

s cha

ngin

g po

licy

whe

n go

vern

men

t lea

ders

hip

chan

ges

•H

ow m

icro

ene

rgy

sust

aina

bilit

y ca

n be

influ

ence

d by

the

role

of t

he g

over

nmen

t in

raisi

ng a

war

enes

s an

d ch

angi

ng a

ttitu

des,

and

prom

otio

n of

in

divi

dual

and

bus

ines

s act

ion

tow

ards

ene

rgy

sust

aina

bilit

y

•H

ow e

nerg

y se

curit

y ca

n be

influ

ence

d by

ene

rgy

dem

and/

supp

ly tr

ends

and

fore

cast

ing,

dem

and

resp

onse

ver

sus e

nerg

y ef

ficie

ncy,

and

smar

t grid

s

Inte

rnat

iona

l-m

inde

dnes

s:

•Th

e in

tern

al p

olic

ies

of p

artic

ular

gov

ernm

ents

ha

ve in

tern

atio

nal i

mpl

icat

ions

.

Theo

ry o

f kno

wle

dge:

•To

wha

t ext

ent s

houl

d en

viro

nmen

tal c

once

rns

limit

our p

ursu

it of

kno

wle

dge?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 2

, 4, 5

and

10

•En

viro

nmen

tal s

yste

ms

and

soci

etie

s to

pic

1

Aim

s:

•A

im 1

: As

ener

gy s

ecur

ity b

ecom

es a

n ev

er

mor

e im

port

ant i

ssue

for a

ll co

untr

ies,

des

igne

rs,

engi

neer

s an

d in

vent

ors

need

to d

evel

op

new

way

s of

eff

icie

ntly

gen

erat

ing

ener

gy. A

s ne

w e

nerg

y pr

oduc

tion

tech

nolo

gies

bec

ome

avai

labl

e, d

esig

ners

nee

d to

har

ness

them

to b

e us

ed in

new

pro

duct

s to

impr

ove

thei

r ene

rgy

effic

ienc

y.


Add

ition

al h

ighe

r lev

el to

pics

Topi

c 9:

Inno

vatio

n an

d m

arke

ts

13 h

ours

Esse

ntia

l ide

a: C

ompa

nies

and

bus

ines

ses

can

utili

ze a

rang

e of

diff

eren

t str

ateg

ies

to d

evel

op p

rodu

cts,

ser

vice

s an

d sy

stem

s.

9.1

Corp

orat

e st

rate

gies

Nat

ure

of d

esig

n:

The

succ

ess

of a

com

pany

relie

s he

avily

on

the

stra

tegi

es it

ado

pts.

The

eva

luat

ion

of p

rodu

cts,

se

rvic

es a

nd s

yste

ms

can

info

rm th

e se

lect

ion

of th

e m

ost a

ppro

pria

te s

trat

egie

s to

follo

w th

at w

ill e

nabl

e a

com

pany

to a

chie

ve it

s ob

ject

ives

. (1.

12)

Conc

epts

and

pri

ncip

les:

•Pi

onee

ring

stra

tegy

•Im

itativ

e st

rate

gy

•M

arke

t dev

elop

men

t

•Pr

oduc

t dev

elop

men

t

•M

arke

t pen

etra

tion

•Pr

oduc

t div

ersi

ficat

ion

•H

ybrid

app

roac

hes

•Th

e re

lativ

e su

cces

s of

pio

neer

ing

and

inno

vativ

e st

rate

gies

•Co

rpor

ate

soci

al re

spon

sibi

lity

Gui

danc

e:

•Co

mpa

rison

of s

ucce

ss b

etw

een

pion

eerin

g an

d im

itativ

e st

rate

gies

•Ex

ampl

es o

f com

pani

es a

nd p

rodu

cts

that

hav

e us

ed th

e ab

ove

stra

tegi

es

•Ex

ampl

es o

f a c

ompa

ny a

nd it

s pr

oduc

ts th

at a

re

a re

sult

of a

hyb

rid a

ppro

ach

Inte

rnat

iona

l-m

inde

dnes

s:

•A

dopt

ion

of c

orpo

rate

soc

ial r

espo

nsib

ility

by

mul

tinat

iona

l com

pani

es c

an b

e us

ed a

s a

dist

ract

ion

from

thei

r cor

e bu

sine

ss p

ract

ices

.

Theo

ry o

f kno

wle

dge:

•Is

str

ateg

ic p

lann

ing

mor

e in

fluen

ced

by re

ason

, in

tuiti

on o

r im

agin

atio

n? O

r by

a co

mbi

natio

n of

al

l of t

he w

ays

of k

now

ing?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 3

, 5, 7

, 8 a

nd 1

0

•Bu

sine

ss m

anag

emen

t top

ic 1

•Ec

onom

ics

topi

c 1

Aim

s:

•A

im 5

: The

des

igne

r mus

t con

side

r the

eth

ical

im

plic

atio

ns o

f im

itatin

g th

e pr

oduc

ts o

f oth

ers

and

thei

r im

plic

atio

ns o

n a

cultu

ral,

econ

omic

, an

d in

telle

ctua

l pro

pert

y le

vel.

Topic 9: Innovation and markets


9.1

Corp

orat

e st

rate

gies

•H

ow c

orpo

rate

soc

ial r

espo

nsib

ility

may

be

a pa

rtic

ular

goa

l of a

com

pany

whe

reby

the

aim

is to

man

age

the

econ

omic

, soc

ial a

nd

envi

ronm

enta

l im

pact

s of

thei

r ope

ratio

n to

max

imiz

e th

e be

nefit

s an

d m

inim

ize

the

disa

dvan

tage

s

•Ex

ampl

es o

f evi

denc

e of

eff

ectiv

e co

rpor

ate

soci

al re

spon

sibi

lity

for a

maj

or m

ultin

atio

nal

com

pany



Esse

ntia

l ide

a: D

esig

ners

mus

t res

earc

h an

d co

nsid

er th

e ta

rget

mar

ket s

ecto

rs a

nd s

egm

ents

in th

e de

sign

of t

heir

prod

ucts

.

9.2

Mar

ket s

ecto

rs a

nd s

egm

ents

Nat

ure

of d

esig

n:

Des

igne

rs m

ust c

onsi

der t

he m

arke

t whe

n ta

rget

ing

thei

r pro

duct

, ser

vice

or s

yste

m. T

he s

mal

ler t

he

sect

or, t

he m

ore

the

targ

et a

udie

nce

will

hav

e in

co

mm

on. C

ompa

nies

may

dec

ide

to c

ompe

te in

the

who

le m

arke

t or o

nly

in s

egm

ents

that

are

att

ract

ive

and/

or fa

mili

ar. A

des

igne

r’s u

nder

stan

ding

of t

he

iden

tifie

d m

arke

t is

esse

ntia

l. (2

.6)

Conc

epts

and

pri

ncip

les:

•Ca

tego

ries

of m

arke

t sec

tors

•Th

e in

fluen

ce o

f mar

ket s

ecto

rs

•Cl

assi

ficat

ions

of c

onsu

mer

mar

ket s

egm

ents

: in

com

e, p

rofe

ssio

n, a

ge, f

amily

, val

ues,

be

havi

our

•Th

e de

velo

pmen

t of a

pro

duct

fam

ily

Gui

danc

e:

•Br

oad

cate

gorie

s of

mar

ket s

ecto

rs in

clud

e ge

ogra

phic

al s

ecto

rs fo

cusi

ng o

n va

lues

, cul

ture

an

d ch

arac

teris

tics

of p

urch

aser

s in

a p

artic

ular

re

gion

and

pur

chas

ing

pow

er; c

lient

-bas

ed

sect

ors

focu

sing

on

cons

umer

s, in

dust

rial,

publ

ic

sect

or a

nd c

omm

erci

al

•H

ow c

ompa

nies

take

into

acc

ount

mar

ket

sect

ors

in th

e de

sign

and

man

ufac

ture

of

prod

ucts

•Ex

ampl

es o

f pro

duct

s de

sign

ed fo

r onl

y on

e se

ctor

and

pro

duct

s de

sign

ed to

be

sold

to

mor

e th

an o

ne s

ecto

r

•H

ow th

e ne

eds

of th

e m

arke

ts s

egm

ents

list

ed

impa

ct o

n th

e de

sign

of p

rodu

cts

and

scal

e of

pr

oduc

tion

•Ex

ampl

es o

f pro

duct

fam

ilies

Inte

rnat

iona

l-m

inde

dnes

s:

•Tw

o br

oad

cate

gorie

s of

mar

ket s

ecto

rs a

re

geog

raph

ical

- and

clie

nt-b

ased

, with

spe

cific

se

gmen

ts v

aryi

ng g

reat

ly.

Theo

ry o

f kno

wle

dge:

•G

aini

ng in

form

atio

n on

mar

ket s

ecto

rs o

ften

em

ploy

s m

any

of th

e m

etho

ds o

f gai

ning

kn

owle

dge

mos

t clo

sely

ass

ocia

ted

with

the

hum

an s

cien

ces.

Wha

t are

thes

e m

etho

ds o

f ga

inin

g kn

owle

dge,

and

how

do

they

com

pare

to

the

met

hods

use

d in

the

natu

ral s

cien

ces?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 5

and

7

•D

esig

n te

chno

logy

inte

rnal

ass

essm

ent

•Bu

sine

ss m

anag

emen

t top

ic 4

Aim

s:

•A

im 6

: By

iden

tifyi

ng th

e m

arke

t sec

tors

and

se

gmen

ts a

pro

duct

will

be

desi

gned

for,

a de

sign

er c

an g

ain

data

dire

ctly

from

the

pers

pect

ive

of th

e po

tent

ial c

onsu

mer

.



Esse

ntia

l ide

a: T

he m

arke

ting

mix

is o

ften

cru

cial

whe

n de

term

inin

g a

prod

uct o

r bra

nd’s

offe

ring.

9.3

Mar

keti

ng m

ix

Nat

ure

of d

esig

n:

Empa

thy

for,

and

unde

rsta

ndin

g of

the

targ

et

audi

ence

is d

evel

oped

thro

ugh

thor

ough

ana

lysi

s of

th

e m

arke

t cho

sen.

Thi

s in

form

s se

vera

l fac

tors

: the

st

anda

rds

that

end

use

rs d

eman

d; h

ow a

nd w

here

to

dist

ribut

e an

d se

ll th

e pr

oduc

t; ho

w m

uch

they

are

w

illin

g to

pay

for a

cer

tain

pro

duct

and

its

qual

ity; a

nd

how

to c

omm

unic

ate

the

laun

ch o

f a p

rodu

ct.

Corr

ect

anal

ysis

of t

hese

fact

ors

coul

d de

term

ine

the

succ

ess

or fa

ilure

of a

pro

duct

, des

pite

its

qual

ity. (

3.8)

Conc

epts

and

pri

ncip

les:

•M

arke

ting

mix

—th

e 4P

s: pr

oduc

t, pl

ace,

pric

e,

prom

otio

n

•Pr

oduc

t: st

anda

rdiz

atio

n of

pro

duct

s

•Pl

ace:

impl

icat

ions

of i

nter

net s

ellin

g fo

r a

com

pany

in re

latio

n to

its

supp

ly c

hain

and

di

strib

utio

n ne

twor

k

•St

rate

gies

of s

ettin

g pr

ice:

cos

t-pl

us, d

eman

d pr

icin

g, c

ompe

titor

-bas

ed p

ricin

g, p

rodu

ct li

ne

pric

ing,

psy

chol

ogic

al p

ricin

g

•Pr

omot

ion:

adv

ertis

ing,

pub

licity

, per

sona

l se

lling

Gui

danc

e:

•Co

nsid

er g

over

nmen

t sta

ndar

ds fo

r a p

artic

ular

m

arke

t seg

men

t, co

mpo

nent

sta

ndar

diza

tion

and

indu

stry

-wid

e st

anda

rds

•Ex

ampl

es o

f trig

ger p

rodu

cts

and

incr

emen

tal

prod

ucts

•A

naly

sis

of p

rodu

ct p

ricin

g th

at m

atch

es e

ach

of

the

pric

e se

ttin

g st

rate

gies

•Ex

ampl

es o

f pro

mot

ion

cam

paig

ns fo

r diff

eren

t pr

oduc

ts

Inte

rnat

iona

l-m

inde

dnes

s:

•W

hen

deve

lopi

ng m

arke

ting

cam

paig

ns,

com

pani

es ta

ke a

ccou

nt o

f diff

eren

t cul

ture

s an

d se

ctor

s in

the

targ

et m

arke

t.

Theo

ry o

f kno

wle

dge:

•So

me

adve

rtis

ers

emph

asiz

e th

e “s

cien

ce”

behi

nd th

eir p

rodu

cts.

Doe

s th

is s

ugge

st th

at

som

e pe

ople

may

see

sci

entif

ic k

now

ledg

e as

be

ing

mor

e re

liabl

e th

an k

now

ledg

e in

oth

er

area

s of

kno

wle

dge?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 2

, 8 a

nd 1

0

•Bu

sine

ss m

anag

emen

t top

ic 4

Aim

s:

•A

im 7

: Mar

ketin

g is

oft

en a

new

are

a fo

r de

sign

ers

to c

onsi

der.

Expl

orin

g un

fam

iliar

as

pect

s of

inno

vatio

n im

prov

es th

eir

unde

rsta

ndin

g of

the

mar

ket n

eeds

of t

he

prod

ucts

they

are

des

igni

ng.



Esse

ntia

l ide

a: M

arke

t res

earc

h is

any

org

aniz

ed e

ffor

t to

gath

er in

form

atio

n ab

out m

arke

ts o

r cus

tom

ers.

9.4

Mar

ket r

esea

rch

Nat

ure

of d

esig

n:

Mar

ket r

esea

rch

ofte

n id

entif

ies

how

to im

prov

e th

e pr

oduc

t, se

rvic

e or

sys

tem

and

incr

ease

its

chan

ce

of s

ucce

ss w

ithin

a p

artic

ular

sec

tor o

r seg

men

t. Th

e pr

ice

a us

er is

pre

pare

d to

pay

is u

sual

ly d

eter

min

ed

thro

ugh

mar

ket r

esea

rch.

Thi

s in

turn

set

s an

upp

er

limit

of c

ost t

o th

e de

sign

and

pro

duct

ion

of a

po

tent

ial p

rodu

ct, s

ervi

ce o

r sys

tem

. Mar

ket r

esea

rch

has

a cr

ucia

l rol

e in

det

erm

inin

g th

e co

nstr

aint

s a

desi

gner

has

to w

ork

with

in. (

1.5)

Conc

epts

and

pri

ncip

les:

•Pu

rpos

e of

mar

ket r

esea

rch

•Co

nsum

ers’

reac

tion

to te

chno

logy

and

gre

en

desi

gn, a

nd s

ubse

quen

t im

pact

on

desi

gn

deve

lopm

ent a

nd m

arke

t seg

men

tatio

n

•M

arke

t res

earc

h st

rate

gies

Gui

danc

e:

•Th

e pu

rpos

e of

mar

ket r

esea

rch

incl

udes

idea

ge

nera

tion

and

deve

lopm

ent;

eval

uatin

g m

arke

t po

tent

ial a

nd e

cono

mic

tren

ds; c

olle

ctin

g da

ta re

latin

g to

dem

ogra

phic

s, fa

mily

role

s,

cons

umer

s; id

entif

ying

sui

tabl

e pr

omot

iona

l st

rate

gies

; con

side

ring

tech

nolo

gica

l tre

nds

and

scie

ntifi

c ad

vanc

es

•M

arke

t res

earc

h st

rate

gies

incl

ude

liter

atur

e se

arch

, exp

ert a

ppra

isal

, use

r tria

l, us

er re

sear

ch,

perc

eptu

al m

appi

ng a

nd e

nviro

nmen

tal

scan

ning

•A

dvan

tage

s an

d di

sadv

anta

ges

of e

ach

mar

ket r

esea

rch

stra

tegy

con

side

ring

the

natu

re, r

elia

bilit

y an

d co

st o

f the

rese

arch

and

im

port

ance

to th

e de

sign

dev

elop

men

t pro

cess

Inte

rnat

iona

l-m

inde

dnes

s:

•D

eter

min

ing

the

purp

ose

of m

arke

t res

earc

h al

low

s de

sign

ers

to c

lear

ly id

entif

y w

ho n

eeds

to

be in

clud

ed a

nd th

eir d

iffer

ing

requ

irem

ents

.

Theo

ry o

f kno

wle

dge:

•W

hat a

re th

e as

sum

ptio

ns th

at u

nder

lie

met

hods

use

d to

gai

n kn

owle

dge

in th

is a

rea?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 5

and

7

•D

esig

n te

chno

logy

inte

rnal

ass

essm

ent

•Bu

sine

ss m

anag

emen

t top

ic 4

Aim

s:

•A

im 1

: Oft

en d

esig

ners

will

wor

k on

pro

ject

s th

at h

ave

new

and

radi

cally

unf

amili

ar c

onte

xts.

Th

is w

ill d

eepe

n th

eir u

nder

stan

ding

of m

arke

t re

sear

ch, e

quip

ping

them

with

a ra

nge

of to

ols

and

skill

s th

at th

ey c

an e

mpl

oy in

man

y ar

eas

of

life

and

empo

wer

ing

them

as

lifel

ong

lear

ners

.



Esse

ntia

l ide

a: B

rand

ing

crea

tes

an id

entit

y fo

r a p

rodu

ct o

r com

pany

, whi

ch m

akes

it d

istin

ct fr

om a

noth

er a

nd c

an p

rovi

de a

dded

val

ue.

9.5

Bran

ding

Nat

ure

of d

esig

n:

In o

rder

to d

iffus

e pr

oduc

ts in

to th

e m

arke

tpla

ce,

the

iden

tity

of a

com

pany

is ty

pica

lly e

mbo

died

in

a b

rand

. The

bra

nd is

com

mun

icat

ed to

the

cons

umer

thro

ugh

a va

lue

prop

ositi

on. D

esig

ners

he

lp to

com

mun

icat

e th

is b

y: b

uild

ing

a st

rong

use

r ex

perie

nce

arou

nd th

e br

and

iden

tity;

det

erm

inin

g co

nten

t des

ign;

est

ablis

hing

the

tone

of m

essa

ge

thro

ugh

adve

rtis

emen

ts; p

rom

otio

n. (3

.9)

Conc

epts

and

pri

ncip

les:

•Br

and

loya

lty

•H

ow b

rand

s ap

peal

to d

iffer

ent m

arke

t se

gmen

ts

•Th

e di

ffer

ence

bet

wee

n a

trad

emar

k an

d re

gist

ered

des

ign

•Th

e im

plic

atio

ns fo

r a c

ompa

ny o

f pos

itive

and

ne

gativ

e pu

blic

ity o

n br

and

imag

e

•Co

ntrib

utio

n of

pac

kagi

ng to

bra

nd id

entit

y

•Ef

fect

s of

pro

duct

bra

ndin

g

•Ev

alua

ting

the

glob

al im

pact

of b

rand

ing

Gui

danc

e:

•Ex

ampl

es o

f pos

itive

and

neg

ativ

e ef

fect

s of

pr

oduc

t bra

ndin

g on

diff

eren

t mar

ket s

egm

ents

•Ex

ampl

es o

f pro

duct

s af

fect

ed b

y br

andi

ng o

n a

glob

al s

cale

Inte

rnat

iona

l-m

inde

dnes

s:

•A

glo

bally

reco

gniz

ed a

nd a

ppea

ling

bran

d al

low

s or

gani

zatio

ns a

nd c

ompa

nies

to e

ngag

e w

ith g

loba

l mar

kets

. Thi

s ra

ises

eth

ical

issu

es

with

som

e pr

oduc

ts.

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 3

, 5 a

nd 6

•Bu

sine

ss m

anag

emen

t top

ic 4

Aim

s:

•A

im 4

: A b

rand

enc

apsu

late

s th

e id

entit

y of

a

com

pany

and

its

prod

ucts

. The

bra

nd d

esig

ner

need

s to

ens

ure

that

the

mes

sage

of a

com

pany

is

com

mun

icat

ed c

lear

ly a

nd c

reat

ivel

y to

allo

w

them

to s

tand

out

from

the

com

petit

ion.


Add

ition

al h

ighe

r lev

el to

pics

Topi

c 10

: Com

mer

cial

pro

duct

ion

15 h

ours

Esse

ntia

l ide

a: Ju

st in

tim

e an

d ju

st in

cas

e ar

e op

posi

ng p

rodu

ctio

n st

rate

gies

util

ized

by

the

man

ufac

ture

r.

10.1

Jus

t in

tim

e (J

IT) a

nd ju

st in

cas

e (J

IC)

Nat

ure

of d

esig

n:

Whi

le in

vent

ory

crea

tes

a sa

fety

net

for c

ompa

nies

, m

aint

enan

ce a

nd p

oten

tial w

aste

of r

esou

rces

can

ha

ve s

igni

fican

t im

plic

atio

ns fo

r com

pani

es a

nd

the

envi

ronm

ent.

Man

ufac

ture

rs m

ust e

valu

ate

and

anal

yse

each

mar

ket a

nd d

eter

min

e w

heth

er a

JIT

or

JIC

stra

tegy

is th

e be

st to

follo

w. (

2.7)

Conc

epts

and

pri

ncip

les:

•Ju

st in

cas

e (J

IC)

•Ju

st in

tim

e (J

IT)

Gui

danc

e:

•A

dvan

tage

s an

d di

sadv

anta

ges

of JI

C an

d JI

T

Inte

rnat

iona

l-m

inde

dnes

s:

•Ef

fect

ive

busi

ness

pro

cess

es a

nd p

ract

ices

de

velo

ped

in s

ome

coun

trie

s ha

ve b

een

expo

rted

suc

cess

fully

.

Theo

ry o

f kno

wle

dge:

•M

anuf

actu

rers

dec

ide

whe

ther

to p

ursu

e JI

T or

JIC

as a

pro

duct

ion

stra

tegy

dep

endi

ng o

n th

eir p

erce

ptio

n of

whe

re th

e m

arke

t is

goin

g.

To w

hat e

xten

t do

diff

eren

t are

as o

f kno

wle

dge

inco

rpor

ate

doub

t as

a pa

rt o

f the

ir m

etho

ds?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

c 4

•Bu

sine

ss m

anag

emen

t top

ic 5

Aim

s:

•A

im 2

: An

in-d

epth

kno

wle

dge

and

unde

rsta

ndin

g of

the

pote

ntia

l suc

cess

of a

pr

oduc

t can

lead

man

ufac

ture

rs to

dec

ide

in fa

vour

of J

IC o

r JIT

. Thi

s ca

n va

ry fr

om o

ne

prod

uct t

o th

e ne

xt a

nd re

quire

s ex

perie

nce

and

intu

ition

.

Topic 10: Commercial production


Esse

ntia

l ide

a: L

ean

prod

uctio

n ai

ms

to e

limin

ate

was

te a

nd m

axim

ize

the

valu

e of

a p

rodu

ct b

ased

on

the

pers

pect

ive

of th

e co

nsum

er.

10.2

Lea

n pr

oduc

tion

Nat

ure

of d

esig

n:

Lean

pro

duct

ion

cons

ider

s pr

oduc

t and

pro

cess

de

sign

as

an o

ngoi

ng a

ctiv

ity a

nd n

ot a

one

-off

task

, an

d sh

ould

be

view

ed a

s a

long

-ter

m s

trat

egy.

(3.5

)

Conc

epts

and

pri

ncip

les:

•Ch

arac

teris

tics

of le

an p

rodu

ctio

n

•Pr

inci

ples

of l

ean

prod

uctio

n

•Va

lue

stre

am m

appi

ng

•W

orkf

low

ana

lysi

s

•Pr

oduc

t fam

ily

•Ro

le o

f the

wor

kfor

ce

•Ka

izen

•Le

ad ti

me

•Th

e 5

Ss: s

ortin

g, s

tabi

lizin

g, s

hini

ng,

stan

dard

izin

g, s

usta

inin

g th

e pr

actic

e

•Th

e 7

was

tes:

over

prod

uctio

n, w

aitin

g,

tran

spor

ting,

inap

prop

riate

pro

cess

ing,

un

nece

ssar

y in

vent

ory,

unn

eces

sary

/exc

ess

mot

ion,

def

ects

Gui

danc

e:

•Ch

arac

teris

tics

of le

an p

rodu

ctio

n in

clud

e JI

T su

pplie

s; hi

ghly

trai

ned

mul

ti-sk

illed

wor

kfor

ce;

qual

ity c

ontr

ol a

nd c

ontin

uous

impr

ovem

ent;

zero

def

ects

, zer

o in

vent

ory

•Pr

inci

ples

of l

ean

prod

uctio

n in

clud

e: e

limin

atin

g w

aste

; min

imiz

ing

inve

ntor

y; m

axim

izin

g flo

w;

pulli

ng p

rodu

ctio

n fro

m c

usto

mer

dem

and;

m

eetin

g cu

stom

er re

quire

men

ts; d

oing

it ri

ght f

irst

time;

em

pow

erin

g w

orke

rs; d

esig

ning

for r

apid

ch

ange

over

; par

tner

ing

with

supp

liers

; cre

atin

g a

cultu

re o

f con

tinuo

us im

prov

emen

t (ka

izen

)

Inte

rnat

iona

l-m

inde

dnes

s:

•Th

e im

plem

enta

tion

of le

an p

rodu

ctio

n ha

s be

nefit

s fo

r the

glo

bal e

nviro

nmen

t.

Theo

ry o

f kno

wle

dge:

•Th

e im

port

ance

of t

he in

divi

dual

is re

cogn

ized

in

des

ign

proc

esse

s. Is

this

the

case

in o

ther

ar

eas

of k

now

ledg

e?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 2

, 4, 5

and

8

•En

viro

nmen

tal s

yste

ms

and

soci

etie

s to

pic

1

Aim

s:

•A

im 9

: The

role

of t

he w

orkf

orce

in le

an

prod

uctio

n is

par

amou

nt, r

elyi

ng o

n th

eir

wis

dom

and

exp

erie

nce

to im

prov

e th

e pr

oces

s,

redu

cing

was

te, c

ost a

nd p

rodu

ctio

n tim

e.

Reco

gniz

ing

this

resu

lts in

mot

ivat

ed w

orkf

orce

s w

hose

inte

rest

s ar

e in

the

succ

ess

of th

e pr

oduc

t.



10.2

Lea

n pr

oduc

tion

•Th

e ro

le o

f the

wor

kfor

ce in

clud

es tr

aini

ng,

devo

lutio

n in

pow

er re

latin

g to

pro

cess

im

prov

emen

t and

kai

zen

•Co

nsid

er th

e co

ntrib

utio

n of

val

ue s

trea

m

map

ping

and

wor

kflo

w a

naly

sis

to th

e de

sign

of

an e

ffec

tive

lean

pro

duct

ion

met

hod

•A

dvan

tage

s an

d di

sadv

anta

ges

of le

an

prod

uctio

n



Esse

ntia

l ide

a: C

ompu

ter-

inte

grat

ed m

anuf

actu

ring

uses

com

pute

rs to

aut

omat

ical

ly m

onito

r and

con

trol

the

entir

e pr

oduc

tion

of a

pro

duct

.

10.3

Com

pute

r int

egra

ted

man

ufac

turi

ng (C

IM)

Nat

ure

of d

esig

n:

Whe

n co

nsid

erin

g de

sign

for m

anuf

actu

re (D

fM),

desi

gner

s sh

ould

be

able

to in

tegr

ate

com

pute

rs

from

the

earli

est s

tage

of d

esig

n. T

his

requ

ires

know

ledg

e an

d ex

perie

nce

of th

e m

anuf

actu

ring

proc

esse

s av

aila

ble

to e

nsur

e in

tegr

atio

n is

eff

icie

nt

and

effe

ctiv

e. T

hrou

gh th

e in

tegr

atio

n of

com

pute

rs,

the

rate

of p

rodu

ctio

n ca

n be

incr

ease

d an

d er

rors

in

man

ufac

turin

g ca

n be

redu

ced

or e

limin

ated

, al

thou

gh th

e m

ain

adva

ntag

e is

the

abili

ty to

cre

ate

auto

mat

ed m

anuf

actu

ring

proc

esse

s. (1

.16)

Conc

epts

and

pri

ncip

les:

•El

emen

ts o

f CIM

: des

ign,

pla

nnin

g, p

urch

asin

g,

cost

acc

ount

ing,

inve

ntor

y co

ntro

l, di

strib

utio

n

•CI

M a

nd s

cale

s of

pro

duct

ion

Gui

danc

e:

•A

dvan

tage

s an

d di

sadv

anta

ges

of C

IM in

rela

tion

to in

itial

inve

stm

ent a

nd m

aint

enan

ce

•A

dvan

tage

s an

d di

sadv

anta

ges

of C

IM in

rela

tion

to d

iffer

ent p

rodu

ctio

n sy

stem

s

Inte

rnat

iona

l-m

inde

dnes

s:

•A

CIM

sys

tem

allo

ws

for e

ffic

ient

glo

bal

wor

kflo

w a

nd d

istr

ibut

ion.

Theo

ry o

f kno

wle

dge:

•Te

chno

logy

has

a p

rofo

und

influ

ence

in d

esig

n.

How

hav

e ot

her a

reas

of k

now

ledg

e be

en

influ

ence

d by

tech

nolo

gy?

Uti

lizat

ion:

•D

esig

n te

chno

logy

4 a

nd 8

Aim

s:

•A

im 8

: The

inte

grat

ion

of c

ompu

ter c

ontr

ol in

to

man

ufac

turin

g ca

n st

ream

line

syst

ems,

neg

atin

g th

e ne

ed fo

r tim

e-co

nsum

ing

activ

ities

, suc

h as

st

ockt

akin

g, b

ut a

lso

redu

cing

the

size

of t

he

wor

kfor

ce.



Esse

ntia

l ide

a: Q

ualit

y m

anag

emen

t foc

uses

on

prod

ucin

g pr

oduc

ts o

f con

sist

ent r

equi

red

qual

ity.

10.4

Qua

lity

man

agem

ent

Nat

ure

of d

esig

n:

Des

igne

rs s

houl

d en

sure

that

the

qual

ity o

f pro

duct

s is

con

sist

ent t

hrou

gh d

evel

opm

ent o

f det

aile

d m

anuf

actu

ring

requ

irem

ents

. The

y al

so n

eed

to fo

cus

on th

e m

eans

to a

chie

ve it

. The

impo

rtan

ce o

f qua

lity

man

agem

ent t

hrou

gh q

ualit

y co

ntro

l (Q

C), s

tatis

tical

pr

oces

s co

ntro

l (SP

C) a

nd q

ualit

y as

sura

nce

(QA

) re

duce

s th

e po

tent

ial w

aste

of r

esou

rces

. (1.

5)

Conc

epts

and

pri

ncip

les:

•Q

ualit

y co

ntro

l (Q

C)

•St

atis

tical

pro

cess

con

trol

(SPC

)

•Q

ualit

y as

sura

nce

(QA

)

Gui

danc

e:

•H

ow Q

C at

sou

rce

elim

inat

es w

aste

from

def

ects

•H

ow c

ontin

uous

mon

itorin

g en

sure

s th

at

mac

hine

s pe

rfor

m to

the

pre-

dete

rmin

ed

stan

dard

/qua

lity

•H

ow Q

C, S

PC a

nd Q

A c

ontr

ibut

e to

qua

lity

man

agem

ent

•Th

e di

ffer

ence

s be

twee

n Q

C, S

PC a

nd Q

A

Inte

rnat

iona

l-m

inde

dnes

s:

•Ef

fect

ive

qual

ity m

anag

emen

t can

hav

e m

ajor

be

nefit

s fo

r the

env

ironm

ent.

Theo

ry o

f kno

wle

dge:

•Th

ere

are

com

mon

ly a

ccep

ted

way

s of

ass

urin

g qu

ality

in d

esig

n. H

ow d

o ot

her a

reas

of

know

ledg

e en

sure

the

qual

ity o

f the

ir ou

tput

s?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 2

, 3, 4

, 5 a

nd 8

•D

esig

n te

chno

logy

inte

rnal

ass

essm

ent

•Bu

sine

ss m

anag

emen

t top

ic 5

Aim

s:

•A

im 3

: The

impl

emen

tatio

n of

qua

lity

man

agem

ent s

trat

egie

s re

quire

s a

criti

cal a

nd

com

plet

e un

ders

tand

ing

of th

e ne

eds

of a

pr

oduc

t. To

ens

ure

effic

ienc

y an

d ef

ficac

y, th

ese

mea

sure

s ne

ed to

be

desi

gned

into

the

prod

uct

and

its p

rodu

ctio

n sy

stem

.



Esse

ntia

l ide

a: D

esig

ners

mus

t con

side

r the

eco

nom

ic v

iabi

lity

of th

eir d

esig

ns fo

r the

m to

gai

n a

plac

e in

the

mar

ket.

10.5

Eco

nom

ic v

iabi

lity

Nat

ure

of d

esig

n:

Des

igne

rs n

eed

to c

onsi

der h

ow th

e co

sts

of m

ater

ials

, m

anuf

actu

ring

proc

esse

s, s

cale

of p

rodu

ctio

n an

d la

bour

con

trib

ute

to th

e re

tail

cost

of a

pro

duct

. St

rate

gies

for m

inim

izin

g th

ese

cost

s at

the

desi

gn

stag

e ar

e m

ost e

ffec

tive

to e

nsur

e th

at a

pro

duct

is

affo

rdab

le a

nd c

an g

ain

a fin

anci

al re

turn

. (1.

15)

Conc

epts

and

pri

ncip

les:

•Co

st-e

ffec

tiven

ess

•Va

lue

for m

oney

•Co

stin

g ve

rsus

pric

ing:

fixe

d co

sts,

var

iabl

e co

sts,

co

st a

naly

sis,

bre

ak-e

ven

•Pr

icin

g st

rate

gies

: pric

e-m

inus

str

ateg

y, re

tail

pric

e, w

hole

sale

pric

e, ty

pica

l man

ufac

turin

g pr

ice,

targ

et c

osts

, ret

urn

on in

vest

men

t, un

it co

st, s

ales

vol

ume,

fina

ncia

l ret

urn

Gui

danc

e:

•Th

e re

latio

nshi

p be

twee

n w

hat a

pro

duct

is

wor

th a

nd h

ow m

uch

it co

sts

•Ca

lcul

atio

n of

pric

es b

ased

on

the

liste

d pr

icin

g st

rate

gies

Inte

rnat

iona

l-m

inde

dnes

s:

•Th

e co

st e

ffec

tiven

ess

of a

pro

duct

can

de

term

ine

whe

ther

it c

an e

nter

eco

nom

ical

ly

dive

rse

natio

nal a

nd in

tern

atio

nal m

arke

ts.

Theo

ry o

f kno

wle

dge:

•Th

e re

tail

pric

e of

a p

rodu

ct is

par

tly b

ased

on

evid

ence

of i

ts p

oten

tial p

ositi

on in

the

mar

ket.

Wha

t cou

nts

as e

vide

nce

in v

ario

us a

reas

of

know

ledg

e?

Uti

lizat

ion:

•D

esig

n te

chno

logy

topi

cs 2

, 4, 5

and

9

•D

esig

n te

chno

logy

inte

rnal

ass

essm

ent

•Ec

onom

ics

topi

c 1

Aim

s:

•A

im 7

: The

eco

nom

ic v

iabi

lity

of a

pro

duct

is

para

mou

nt fo

r des

igne

rs if

they

are

to g

et th

eir

prod

uct i

nto

prod

uctio

n. U

nder

stan

ding

how

to

des

ign

a pr

oduc

t to

spec

ifica

tion,

at l

owes

t co

st a

nd to

the

appr

opria

te q

ualit

y w

hile

giv

ing

adde

d va

lue,

can

det

erm

ine

the

rela

tions

hip

betw

een

wha

t a p

rodu

ct is

wor

th a

nd h

ow

muc

h it

cost

s.


Assessment

Assessment in the Diploma Programme

GeneralAssessment is an integral part of teaching and learning. The most important aims of assessment in the Diploma Programme are that it should support curricular goals and encourage appropriate student learning. Both external and internal assessments are used in the Diploma Programme. IB examiners mark work produced for external assessment, while work produced for internal assessment is marked by teachers and externally moderated by the IB.

There are two types of assessment identified by the IB.

• Formative assessment informs both teaching and learning. It is concerned with providing accurate and helpful feedback to students and teachers on the kind of learning taking place and the nature of students’ strengths and weaknesses in order to help develop students’ understanding and capabilities. Formative assessment can also help to improve teaching quality, as it can provide information to monitor progress towards meeting the course aims and objectives.

• Summative assessment gives an overview of previous learning and is concerned with measuring student achievement.

The Diploma Programme primarily focuses on summative assessment designed to record student achievement at, or towards the end of, the course of study. However, many of the assessment instruments can also be used formatively during the course of teaching and learning, and teachers are encouraged to do this. A comprehensive assessment plan is viewed as being integral with teaching, learning and course organization. For further information, see the IB Programme standards and practices (2010) document.

The approach to assessment used by the IB is criterion-related, not norm-referenced. This approach to assessment judges students’ work by their performance in relation to identified levels of attainment, and not in relation to the work of other students. For further information on assessment within the Diploma Programme please refer to the publication Diploma Programme assessment: Principles and practice (2009).

To support teachers in the planning, delivery and assessment of the Diploma Programme courses, a variety of resources can be found on the OCC or purchased from the IB store (http://store.ibo.org). Additional publications such as specimen papers and markschemes, teacher support materials, subject reports and grade descriptors can also be found on the OCC. Past examination papers as well as markschemes can be purchased from the IB store.

Methods of assessmentThe IB uses several methods to assess work produced by students.

Assessment criteriaAssessment criteria are used when the assessment task is open-ended. Each criterion concentrates on a particular skill that students are expected to demonstrate. An assessment objective describes what students should be able to do, and assessment criteria describe how well they should be able to do it. Using assessment criteria allows discrimination between different answers and encourages a variety of responses.

Assessment in the Diploma Programme


Each criterion comprises a set of hierarchically ordered level descriptors. Each level descriptor is worth one or more marks. Each criterion is applied independently using a best-fit model. The maximum marks for each criterion may differ according to the criterion’s importance. The marks awarded for each criterion are added together to give the total mark for the piece of work.

MarkbandsMarkbands are a comprehensive statement of expected performance against which responses are judged. They represent a single holistic criterion divided into level descriptors. Each level descriptor corresponds to a range of marks to differentiate student performance. A best-fit approach is used to ascertain which particular mark to use from the possible range for each level descriptor.

Analytic markschemesAnalytic markschemes are prepared for those examination questions that expect a particular kind of response and/or a given final answer from students. They give detailed instructions to examiners on how to break down the total mark for each question for different parts of the response.

Marking notesFor some assessment components marked using assessment criteria, marking notes are provided. Marking notes give guidance on how to apply assessment criteria to the particular requirements of a question.

Inclusive assessment arrangementsInclusive assessment arrangements are available for candidates with assessment access requirements. These arrangements enable candidates with diverse needs to access the examinations and demonstrate their knowledge and understanding of the constructs being assessed.

The IB document Candidates with assessment access requirements provides details on all the inclusive assessment arrangements available to candidates with learning support requirements. The IB document Learning diversity in the International Baccalaureate programmes: Special educational needs within the International Baccalaureate programmes outlines the position of the IB with regard to candidates with diverse learning needs in the IB programmes. For candidates affected by adverse circumstances, the IB documents General regulations: Diploma Programme (2011) and the Handbook of procedures for the Diploma Programme provide details on access consideration.

Responsibilities of the schoolThe school is required to ensure that equal access arrangements and reasonable adjustments are provided to candidates with learning support requirements that are in line with the IB documents Candidates with assessment access requirements and Learning diversity in the International Baccalaureate programmes: Special educational needs within the International Baccalaureate programmes.


Assessment

Assessment outline—SL


Component Overall weighting (%)

Approximate weighting of objectives (%)

Duration (hours)

1+2 3

Paper 1 30 30 ¾

Paper 2 30 12 18 1½

Internal assessmentDesign project

40All assessment objectives are tested

equally40


Assessment

Assessment outline—HL


Component Overall weighting (%)

Approximate weighting of objectives (%)

Duration (hours)

1+2 3

Paper 1 20 20 1

Paper 2 20 8 12 1½

Paper 3 20 10 10 1½

Internal assessmentDesign project

40All assessment objectives are tested

equally60


Assessment

External assessment

The method used to assess students is through detailed markschemes specific to each examination paper (except paper 1, multiple-choice).

External assessment details—SL

Paper 1Duration: ¾ hourWeighting: 30%Marks: 30• 30 multiple-choice questions on the core material.

• The questions on paper 1 test assessment objectives 1 and 2.

• The use of calculators is not permitted.

• No marks are deducted for incorrect answers.

Paper 2Duration: 1½ hoursWeighting: 30%Marks: 50• Section A: one data-based question and several short-answer questions on the core material (all

compulsory). Maximum of 30 marks.

• Section B: one extended-response question on the core material (from a choice of three). Maximum of 20 marks.

• The questions on paper 2 test assessment objectives 1, 2 and 3.

• The use of calculators is permitted. (See calculator section on the OCC.)

• This paper is common with HL paper 2.

External assessment details—HL

Paper 1Duration: 1 hourWeighting: 20%Marks: 40• 40 multiple-choice questions on the core and HL extension material.

• The questions on paper 1 test assessment objectives 1 and 2.

• The use of calculators is not permitted.

• No marks are deducted for incorrect answers.

External assessment


Paper 2Duration: 1½ hoursWeighting: 20%Marks: 50• Section A: one data-based question and several short-answer questions on the core material (all

compulsory). Maximum of 30 marks.

• Section B: one extended-response question on the core material (from a choice of three). Maximum of 20 marks.

• The questions on paper 2 test assessment objectives 1, 2 and 3.


• This paper is common with SL paper 2.

Paper 3Duration: 1½ hoursWeighting: 20%Marks: 40• Section A: two structured questions on the HL extension material, both compulsory and each worth a

maximum of 10 marks.

• Section B: one structured question on the HL extension material based on a case study. Maximum of 20 marks.



Assessment

Internal assessment

Purpose of internal assessmentInternal assessment is an integral part of the course and is compulsory for both SL and HL students. It enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written examinations. The internal assessment should, as far as possible, be woven into normal classroom teaching and not be a separate activity conducted after a course has been taught.

The internal assessment requirements at SL and at HL are different. The first four assessment criteria (A–D) are common between SL and HL; however, HL design projects have additional requirements, which are assessed using two additional criteria (E and F). This internal assessment section of the guide should be read in conjunction with the internal assessment section of the teacher support material.

Guidance and authenticityThe work submitted for internal assessment must be the student’s own work. However, it is not the intention that students should decide upon a title or topic and be left to work on the internal assessment component without any further support from the teacher. The teacher should play an important role during both the planning stage and the period when the student is working on the internally assessed work. It is the responsibility of the teacher to ensure that students are familiar with:

• the requirements of the type of work to be internally assessed

• the IB animal experimentation policy

• the assessment criteria; students must understand that the work submitted for assessment must address these criteria effectively.

Teachers and students must discuss the internally assessed work. Students should be encouraged to initiate discussions with the teacher to obtain advice and information, and students must not be penalized for seeking guidance. As part of the learning process, teachers should read and give advice to students on one draft of the work. The teacher should provide oral or written advice on how the work could be improved, but not edit the draft. The next version handed to the teacher must be the final version for submission.

It is the responsibility of teachers to ensure that all students understand the basic meaning and significance of concepts that relate to academic honesty, especially authenticity and intellectual property. Teachers must ensure that all student work for assessment is prepared according to the requirements and must explain clearly to students that the internally assessed work must be entirely their own. Where collaboration between students is permitted, it must be clear to all students what the difference is between collaboration and collusion.

All work submitted to the IB for moderation or assessment must be authenticated by a teacher, and must not include any known instances of suspected or confirmed academic misconduct. Each student must confirm that the work is his or her authentic work and constitutes the final version of that work. Once a student has officially submitted the final version of the work it cannot be retracted. The requirement to confirm the authenticity of work applies to the work of all students, not just the sample work that will be submitted to

Internal assessment


the IB for the purpose of moderation. For further details refer to the IB publication Academic honesty (2011), The Diploma Programme: From principles into practice (2009) and the relevant articles in General regulations: Diploma Programme (2011).

Authenticity may be checked by discussion with the student on the content of the work, and scrutiny of one or more of the following:

• the student’s initial proposal

• the first draft of the written work

• the references cited

• the style of writing compared with work known to be that of the student

• the analysis of the work by a web-based plagiarism detection service such as http://www.turnitin.com.

The same piece of work cannot be submitted to meet the requirements of both the internal assessment and the extended essay.

Group workEach design project is an individual piece of work based on different research collected.

It should be made clear to students that all work connected with the writing of the design project, should be their own. It is therefore helpful if teachers try to encourage in students a sense of responsibility for their own learning so that they accept a degree of ownership and take pride in their own work.

Time allocationInternal assessment is an integral part of the design technology course, contributing 40% to the final assessment in the SL and the HL courses. This weighting should be reflected in the time that is allocated to teaching the knowledge, skills and understanding required to undertake the work, as well as the total time allocated to carry out the work.

It is recommended that a total of approximately 40 hours (SL) and 60 hours (HL) should be allocated to the work. This should include:

• time for the teacher to explain to students the requirements of the internal assessment

• class time for students to work on the internal assessment component and ask questions

• time for consultation between the teacher and each student

• time to review and monitor progress, and to check authenticity.

Safety requirements and recommendationsWhile teachers are responsible for following national or local guidelines, which may differ from country to country, attention should be given to the guidelines below, which were developed for the International Council of Associations for Science Education (ICASE) Safety Committee by The Laboratory Safety Institute (LSI).

Internal assessment


It is a basic responsibility of everyone involved to make safety and health an ongoing commitment. Any advice given will acknowledge the need to respect the local context, the varying educational and cultural traditions, the financial constraints and the legal systems of differing countries.

The Laboratory Safety Institute’s Laboratory Safety Guidelines ...40 suggestions for a safer lab

Steps Requiring Minimal Expense1. Have a written health, safety and environmental affairs (HS&E) policy statement.

2. Organize a departmental HS&E committee of employees, management, faculty, staff and students that will meet regularly to discuss HS&E issues.

3. Develop an HS&E orientation for all new employees and students.

4. Encourage employees and students to care about their health and safety and that of others.

5. Involve every employee and student in some aspect of the safety program and give each specific responsibilities.

6. Provide incentives to employees and students for safety performance.

7. Require all employees to read the appropriate safety manual. Require students to read the institution’s laboratory safety rules. Have both groups sign a statement that they have done so, understand the contents, and agree to follow the procedures and practices. Keep these statements on file in the department office

8. Conduct periodic, unannounced laboratory inspections to identify and correct hazardous conditions and unsafe practices. Involve students and employees in simulated OSHA inspections.

9. Make learning how to be safe an integral and important part of science education, your work, and your life.

10. Schedule regular departmental safety meetings for all students and employees to discuss the results of inspections and aspects of laboratory safety.

11. When conducting experiments with hazards or potential hazards, ask yourself these questions:

– What are the hazards?

– What are the worst possible things that could go wrong?

– How will I deal with them?

– What are the prudent practices, protective facilities and equipment necessary to minimize the risk of exposure to the hazards?

12. Require that all accidents (incidents) be reported, evaluated by the departmental safety committee, and discussed at departmental safety meetings.

13. Require every pre-lab/pre-experiment discussion to include consideration of the health and safety aspects.

14. Don’t allow experiments to run unattended unless they are failsafe.

15. Forbid working alone in any laboratory and working without prior knowledge of a staff member.

16. Extend the safety program beyond the laboratory to the automobile and the home.

17. Allow only minimum amounts of flammable liquids in each laboratory.

18. Forbid smoking, eating and drinking in the laboratory.

19. Do not allow food to be stored in chemical refrigerators.

Internal assessment


20. Develop plans and conduct drills for dealing with emergencies such as fire, explosion, poisoning, chemical spill or vapour release, electric shock, bleeding and personal contamination.

21. Require good housekeeping practices in all work areas.

22. Display the phone numbers of the fire department, police department, and local ambulance either on or immediately next to every phone.

23. Store acids and bases separately. Store fuels and oxidizers separately.

24. Maintain a chemical inventory to avoid purchasing unnecessary quantities of chemicals.

25. Use warning signs to designate particular hazards.

26. Develop specific work practices for individual experiments, such as those that should be conducted only in a ventilated hood or involve particularly hazardous materials. When possible most hazardous experiments should be done in a hood.

Steps Requiring Moderate Expense27. Allocate a portion of the departmental budget to safety.

28. Require the use of appropriate eye protection at all times in laboratories and areas where chemicals are transported.

29. Provide adequate supplies of personal protective equipment—safety glasses, goggles, face shields, gloves, lab coats and bench top shields.

30. Provide fire extinguishers, safety showers, eye wash fountains, first aid kits, fire blankets and fume hoods in each laboratory and test or check monthly.

31. Provide guards on all vacuum pumps and secure all compressed gas cylinders.

32. Provide an appropriate supply of first aid equipment and instruction on its proper use.

33. Provide fireproof cabinets for storage of flammable chemicals.

34. Maintain a centrally located departmental safety library:

– “Safety in School Science Labs”, Clair Wood, 1994, Kaufman & Associates, 101 Oak Street, Wellesley, MA 02482

– “The Laboratory Safety Pocket Guide”, 1996, Genium Publisher, One Genium Plaza, Schnectady, NY

– “Safety in Academic Chemistry Laboratories”, ACS, 1155 Sixteenth Street NW, Washington, DC 20036

– “Manual of Safety and Health Hazards in The School Science Laboratory”, “Safety in the School Science Laboratory”, “School Science Laboratories: A Guide to Some Hazardous Substances”, Council of State Science Supervisors (now available only from LSI)

– “Handbook of Laboratory Safety”, 4th Edition, CRC Press, 2000 Corporate Boulevard NW, Boca Raton, FL 33431

– “Fire Protection Guide on Hazardous Materials”, National Fire Protection Association, Batterymarch Park, Quincy, MA 02269

– “Prudent Practices in the Laboratory: Handling and Disposal of Hazardous Chemicals”, 2nd Edition, 1995

– “Biosafety in the Laboratory”, National Academy Press, 2101 Constitution Avenue, NW, Washington, DC 20418

– “Learning By Accident”, Volumes 1–3, 1997–2000, The Laboratory Safety Institute, Natick, MA 01760

(All are available from LSI.)

Internal assessment


35. Remove all electrical connections from inside chemical refrigerators and require magnetic closures.

36. Require grounded plugs on all electrical equipment and install ground fault interrupters (GFIs) where appropriate.

37. Label all chemicals to show the name of the material, the nature and degree of hazard, the appropriate precautions, and the name of the person responsible for the container.

38. Develop a program for dating stored chemicals and for recertifying or discarding them after predetermined maximum periods of storage.

39. Develop a system for the legal, safe and ecologically acceptable disposal of chemical wastes.

40. Provide secure, adequately spaced, well ventilated storage of chemicals.

Using assessment criteria for internal assessmentFor internal assessment, a number of assessment criteria have been identified. Each assessment criterion has level descriptors describing specific achievement levels, together with an appropriate range of marks. The level descriptors concentrate on positive achievement, although for the lower levels failure to achieve may be included in the description.

Teachers must judge the internally assessed work at SL and at HL against the criteria using the level descriptors.

• There are four common criteria used to assess both SL and HL; however, HL is assessed using two additional criteria.

• The aim is to find, for each criterion, the descriptor that conveys most accurately the level attained by the student, using the best-fit model. A best-fit approach means that compensation should be made when a piece of work matches different aspects of a criterion at different levels. The mark awarded should be one that most fairly reflects the balance of achievement against the criterion. It is not necessary for every single aspect of a level descriptor to be met for that mark to be awarded.

• When assessing a student’s work, teachers should read the level descriptors for each criterion until they reach a descriptor that most appropriately describes the level of the work being assessed. If a piece of work seems to fall between two descriptors, both descriptors should be read again and the one that more appropriately describes the student’s work should be chosen.

• Where there are two or more marks available within a level, teachers should award the upper marks if the student’s work demonstrates the qualities described to a great extent; the work may be close to achieving marks in the level above. Teachers should award the lower marks if the student’s work demonstrates the qualities described to a lesser extent; the work may be close to achieving marks in the level below.

• Only whole numbers should be recorded; partial marks (fractions and decimals) are not acceptable.

• Teachers should not think in terms of a pass or fail boundary, but should concentrate on identifying the appropriate descriptor for each assessment criterion.

Internal assessment


• The highest level descriptors do not imply faultless performance but should be achievable by a student. Teachers should not hesitate to use the extremes if they are appropriate descriptions of the work being assessed.

• A student who attains a high achievement level in relation to one criterion will not necessarily attain high achievement levels in relation to the other criteria. Similarly, a student who attains a low achievement level for one criterion will not necessarily attain low achievement levels for the other criteria. Teachers should not assume that the overall assessment of the students will produce any particular distribution of marks.

• It is recommended that the assessment criteria be made available to students.


General introductionThe internal assessment (IA) requirement is worth 40% of the final assessment and consists of one design project.

Student work is internally assessed by the teacher and externally moderated by the IB. The performance in IA at both SL and HL is marked against 4 common assessment criteria, with an additional 2 assessment criteria for HL.

The expectations at SL and HL for the 4 common assessment criteria are the same.

The IA task consists of one design project. At SL, this project will be completed in about 40 hours. At HL, this project will be completed in about 60 hours. Each criterion should be addressed in about 10 hours.

Clarifications follow each assessment criterion with further detail of what is expected for each strand of the criterion. Indications of the scope and size of the sections of each project can be found in the clarifications. These amount to approximately 34 A4 pages (or equivalent) at SL and 44 A4 pages (or equivalent) at HL. The maximum page limit at SL is 38 A4 pages (or equivalent). The maximum page limit at HL is 50 A4 pages (or equivalent). These limits should be made clear to the students. The teacher should not award any marks for work on pages over this limit. If selected in the sample for moderation, the examiner will stop reading the project at this limit.

The 4 common assessment criteria are mirrored by the stages of the design cycle, which focuses on invention. The additional two criteria used for HL only extend the scope of the design cycle to include aspects of innovation.

The design project allows a wide range of contexts to be explored through the varying material disciplines of design technology, including product design, food product design, fashion design/textiles, electronic product design, robotics, and so on. The design project addresses many of the learner profile attributes as well.

The task produced should be complex and commensurate with the level of the course. It should require a purposeful research question and the rationale for it. The marked exemplar material produced in the teacher support material demonstrates that the assessment will be rigorous and of the same standard as the assessment in the previous courses.

Exemplars of a range of design contexts appear in the teacher support material.

The assessment criteria are detailed in the following section and are all assessed using a 9 point scale.

Internal assessment


Internal assessment details

SL IA componentDuration: 40 hoursWeighting: 40%• Individual design project

• This design project covers assessment objectives 1, 2, 3 and 4.

• At SL, the design project is assessed against the 4 common criteria:

– Criterion A: Analysis of a design opportunity

– Criterion B: Conceptual design

– Criterion C: Development of a detailed design

– Criterion D: Testing and evaluation

HL IA componentDuration: 60 hoursWeighting: 40%• Individual design project

• This design project covers assessment objectives 1, 2, 3 and 4.

• At HL, the design project is assessed against the 4 common criteria and 2 HL only criteria:

– Criterion A: Analysis of a design opportunity

– Criterion B: Conceptual design

– Criterion C: Development of a detailed design

– Criterion D: Testing and evaluation

– Criterion E: Commercial production

– Criterion F: Marketing strategies

Internal assessment criteria—Common to SL and HL

Criterion A: Analysis of a design opportunityClients and designers establish a design opportunity before engaging with the design process. Establishing the design opportunity often stems from a real-life problem, which needs to be solved. By investigating this problem and design opportunity thoroughly, designers can gain clear direction in the requirements for a product. To meet the requirements of this criterion, students must:

• describe a problem which leads to a design opportunity

• investigate the problem to develop a design brief

• develop marketing and design specifications.

Internal assessment


Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.

1–3 The student:

• identifies a problem

• states the key findings from relevant market and user research

• develops a simple brief, which identifies few relevant parameters of the problem

• develops a marketing specification, which states the requirements

• develops a design specification, which states the requirements.

4–6 The student:

• identifies an appropriate problem, which leads to a design opportunity

• describes the key findings from relevant market and user research

• develops a brief, which identifies some of the relevant parameters of the problem

• develops a marketing specification, which outlines the requirements

• develops a design specification, which outlines the requirements.

7–9 The student:

• describes an appropriate problem, which leads to a design opportunity

• explains the key findings from relevant market and user research

• develops a detailed brief, which identifies the relevant parameters of the problem

• develops a marketing specification, which justifies the requirements

• develops a design specification, which justifies the requirements.

Clarifications

Describes an appropriate problem, which leads to a design opportunity

The design problem should be clearly stated using supporting materials, which may include:

• photographs

• extracts from letters, magazines and news articles

• summarized results from questionnaires or interviews.

The evidence for achievement against this strand should be presented in approximately two A4 pages or the equivalent.

Explains the key findings from relevant market and user research

The key findings should be provided in a summative form that shows evidence of:

• quantitative and qualitative data collected using a range of techniques and appropriate primary and secondary sources

• an analysis of competing or similar products.


Internal assessment


Develops a detailed brief which identifies the relevant parameters of the problem

A design brief comprises the expected outcome and broad requirements determined from the market and user research. The feasibility of the project should also be considered.

The evidence for achievement against this strand should be presented in approximately one A4 page or the equivalent.

Develops a marketing specification, which justifies the requirements

Marketing specifications relate to market and user characteristics of the proposed design.

• Target market—Consideration only needs to be given to market sectors and segments.

• Target audience—Differentiate between the target market and the target audience. Characteristics of the users should be established.

• Market analysis—A summary is required of the important information gathered about potential users and the market. An appraisal of economic viability of the proposed design from a market perspective is important taking into account fixed and variable costs and pricing.

• User need—Specifications should identify the essential requirements that the product must satisfy in relation to market and user need.

• Competition—A thorough analysis of competing designs is required to establish the market need.

The marketing specification must be developed from the design brief and research.


Develops a design specification, which justifies the requirements

A design specification details:

• aesthetic requirements

• cost constraints

• customer requirements

• environmental requirements

• size constraints

• safety considerations

• performance requirements and constraints

• materials requirements

• manufacturing requirements.

All of the requirements, constraints and considerations must be specific, feasible and measureable.

The design specification must be developed from the design brief and research.


Internal assessment


Criterion B: Conceptual designOnce the design brief and specifications have been established, designers explore a range of possible concepts through modelling. As the concepts are developed and refined, their feasibility is determined against the specifications, which helps determine the most appropriate ideas to take forward into detailed design development. Students will use concept modelling to develop ideas to meet appropriate specifications, which explore solutions to the problem and justify the most appropriate idea for detailed development.



1–3 The student:

• demonstrates limited development of few ideas, which explore solutions to the problem

• selects the most appropriate idea for detailed development with no justification.

4–6 The student:

• develops ideas with reference to the specifications, which explore solutions to the problem

• uses concept modelling with limited analysis

• selects the most appropriate idea for detailed development with limited justification.

7–9 The student:

• develops feasible ideas to meet appropriate specifications, which explore solutions to the problem

• uses concept modelling to guide design development

• justifies the most appropriate idea for detailed development.

Clarifications

Develops ideas to meet appropriate specifications which explore solutions to the problem

Ideas must be developed and refined to enable a decision to be made about the preferred design to be developed in detail. This must include:

• generating original ideas

• selecting ideas to incrementally improve them to meet appropriate specifications

• communicating ideas clearly using appropriate techniques

• annotation to identify key features and explain how they meet the design specifications

• undertaking additional research as required to inform development.

The evidence for achievement against this strand should be presented in approximately six A4 pages or the equivalent.

Internal assessment


Uses concept modelling to guide design development

Concept models in the form of sketches, CAD, 2D and 3D models should be used to establish the validity of ideas against specifications before refining ideas through detailed development.

Concept modelling is used to:

• test design ideas to find out if they will meet requirements

• provide feedback, which is used to develop designs further.

Students should consider the appropriate use of conceptual, graphical, physical and CAD models to develop, refine and test their ideas.

The evidence for achievement against this strand should be presented in approximately four A4 pages or the equivalent.

Justifies the most appropriate idea for detailed development

The most appropriate idea should be validated against specifications before development is refined to enable manufacture.

• Evaluate ideas and models against the design specification to identify the most feasible solution.

• Present the most feasible idea.


Internal assessment


Criterion C: Development of a detailed designThe designer needs to refine the concept design chosen further and detail all aspects of it in order to create a testable prototype. Through determining these details, they should develop a detailed design proposal, which includes all details necessary to make the prototype. Students will produce a detailed design proposal and then sequence the manufacturing process in enough detail for a third party to be able to follow to create a prototype.



1–3 The student:

• lists some appropriate materials and components for a prototype

• lists some appropriate manufacturing techniques for prototype production

• develops a design proposal that includes few details

• produces an incomplete plan that contains some production details.

4–6 The student:

• outlines some appropriate materials and components for a prototype

• outlines some appropriate manufacturing techniques for prototype production

• develops a design proposal that includes most details

• produces a plan for the manufacture of the prototype.

7–9 The student:

• justifies the choice of appropriate materials and components for a prototype

• justifies the choice of appropriate manufacturing techniques for prototype production

• develops an accurate and detailed design proposal

• produces a detailed plan for the manufacture of the prototype.

Clarifications

Justifies the choice of appropriate materials and components for a prototype

• Materials and components are identified and selected according to the requirements of the prototype.

• Valid reasons for their choice need to be provided.

• Selection can be justified through many aspects including cost, supply, physical and mechanical properties, and so on.


Internal assessment


Justifies the choice of appropriate manufacturing techniques for prototype production

• Manufacturing techniques are identified and selected according to the requirements of the prototype including joining, cutting, and so on.


• Selection can be justified through many aspects including cost, supply, material choice, working properties of the materials, and so on.


Develops an accurate and detailed design proposal

• Develop the design to take into account the choice of materials, components and manufacturing techniques.

• Use appropriate techniques and methods to finalize the details of the design (CAD, hand drawn, paper/card models)

• Develop designs to sufficient detail for a third party to be able to interpret them correctly

• Include details such as sizes, materials, components, assembly, production methods, and so on.

The evidence for achievement against this strand should be presented in approximately three A4 pages or the equivalent.

Produces a detailed plan for the manufacture of the prototype

An appropriate plan should provide sufficient details including timings, techniques and risk assessment to allow the product to be made by a third party.

Detailed plans could be presented using the following formats.

• Gantt charts

• Flow diagrams

• Tables


Internal assessment


Criterion D: Testing and evaluationOnce the detailed design has been determined, a prototype can be created for testing against the marketing and design specifications. The testing should determine the success of the prototype as a solution to the initial problem and will indicate areas of weakness that the prototype has. This then allows for further iterative development. Students will evaluate the success of the solution against the specifications and then suggest how the solution can be improved.



1–3 The student:

• evaluates the success of the solution against few aspects of the marketing specification with no evidence of testing

• evaluates the success of the solution against few aspects of the design specification with no evidence of testing

• lists how the solution could be improved.

4–6 The student:

• evaluates the success of the solution against some aspects of the marketing specification

• evaluates the success of the solution against some aspects of the design specification

• outlines how the solution could be improved.

7–9 The student:

• evaluates the success of the solution against the marketing specification

• evaluates the success of the solution against the design specification

• explains how the solution could be improved.

Clarifications

Evaluates the success of the solution against the marketing specification

Identify strengths and weaknesses by testing the prototype(s) against the marketing specification in criterion A.

• Target market

• Target audience

• Market analysis

• User need

• Competition


Internal assessment


Evaluates the success of the solution against the design specification

Identify strengths and weaknesses by testing the prototype(s) against the design specification in criterion A.

• Cost constraints

• Environmental requirements

• Size constraints

• Safety considerations

• Performance requirements and constraints

• Materials requirements

• Manufacturing requirements

Where possible strengths and weaknesses should be measureable.


Explains how the solution could be improved

Suggest improvements to address weaknesses identified through evaluation against marketing and design specifications.

Improvements should be presented in the form of revised specifications, annotated photographs and drawings, or CAD.

If the finished product does not meet either the market or the design specification, suggest modifications that are valid and feasible to bring the product up to specification.

The evidence for achievement against this strand should be presented in approximately three A4 pages or the equivalent.

Internal assessment


Internal assessment criteria—HL only

Criterion E: Commercial productionAt this stage, prototypes have been developed to demonstrate proof of concept and tested successfully against the criteria detailed in the design brief and specifications. Students will modify their detailed design proposal appropriately for commercial manufacture.



1–3 The student:

• lists appropriate materials and components for commercial production

• lists appropriate manufacturing techniques for commercial production

• lists design modifications to the solution required for commercial manufacture.

4–6 The student:

• outlines appropriate materials and components for commercial production

• outlines appropriate manufacturing techniques for commercial production

• outlines design modifications to the solution required for commercial manufacture.

7–9 The student:

• justifies the choice of materials and components appropriate for commercial production

• justifies the choice of manufacturing techniques appropriate for commercial production

• explains design modifications to the solution required for commercial manufacture.

Clarifications

Justifies the choice of materials and components appropriate for commercial production

Prototypes need to be modified in order to make them suitable for commercial production with materials and components chosen, which are compatible with the manufacturing process and design specification.

• Materials and components are identified and selected according to the requirements of making the product commercially viable.


• Selection can be justified through many aspects including cost, supply, physical and mechanical properties, and so on.


Internal assessment


Justifies the choice of manufacturing techniques appropriate for commercial production

Manufacturing techniques should be appropriate to be effective at the chosen scale of production.

• Manufacturing techniques are identified and selected according to the requirements of making the product commercially viable.


• Selection can be justified through many aspects including cost, supply, material choice, working properties of the materials, and so on.


Explains design modifications to the solution required for commercial manufacture

The detailed design should be modified in order to be compatible with the manufacturing techniques for commercial production and the design specification.

Improvements should be presented in the form of revised specifications, annotated drawings/photographs, or CAD.


Criterion F: Marketing strategiesAn invention becomes an innovation by diffusing into the marketplace. In order to increase the potential for an invention to become an innovation, marketing strategies need to be explored and implemented. Students will consider the implications of diffusing a product into the marketplace by determining the cost-effectiveness of their solution, determining the appropriate target sales price and exploring appropriate promotional strategies.



1–3 The student:

• states a target sales price

• lists some promotional strategies for the solution.

4–6 The student:

• identifies a target sales price

• identifies appropriate promotional strategies for the solution.

7–9 The student:

• justifies an appropriate target sales price

• discusses appropriate promotional strategies for the solution.

Internal assessment


Clarifications

Justifies an appropriate target sales price

Evidence is required to justify the target sales price based on competing or similar products market need and break-even point.

Compare the cost of existing products against the cost of making a prototype and adjust costs to suit proposed scale of manufacture.


Discusses appropriate promotional strategies for the solution

Appropriate promotional strategies should be discussed in relation to the suggested initial production run and the nature of the target market. These could include:

• advertising

• sales promotion

• personal selling

• internet marketing

• sponsorship.


Rationale for practical workAlthough the requirements for IA are centred on the design cycle and do not require students to create their proposed solution themselves, the different types of practical and modelling work (10 hours at SL and 26 hours at HL) that a student may engage in serve other purposes, including:

• illustrating, teaching and reinforcing theoretical concepts

• developing an appreciation of the essential hands-on nature of much design work

• developing an appreciation of designers’ use of secondary data from databases

• developing an appreciation of designers’ use of modelling

• developing an appreciation of the benefits and limitations of design methodology.

Therefore, there is good justification for teachers to conduct further practical activities/investigations beyond that required for the IA scheme.

Practical scheme of workThe practical scheme of work (4/PSOWDTA) is the practical course planned by the teacher and acts as a summary of all the investigative activities carried out by a student. Students at SL and HL in the same subject may carry out some of the same practical activities/investigations.

Internal assessment


Syllabus coverageThe range of practical work carried out should reflect the breadth and depth of the subject syllabus at each level, but it is not necessary to carry out a practical activity/investigation for every syllabus topic. However, all students must participate in the group 4 project and meet the requirements of the IA.

Planning your practical scheme of workTeachers are free to formulate their own practical schemes of work by choosing practical activities/investigations according to the requirements outlined. Their choices should be based on:

• subjects and levels taught

• the needs of their students

• available resources

• teaching styles

Each scheme must include some complex practical activities/investigations that make greater conceptual demands on students. A scheme made up entirely of simple practical activities/investigations, such as ticking boxes or exercises involving filling in tables, will not provide an adequate range of experience for students.

Teachers are encouraged to use the OCC to share ideas about possible practical activities by joining in the discussion forums and adding resources in the subject home pages.

Creating a prototypeStudents are not required to manufacture their own prototype; however, they do require a prototype of their design in order to evaluate and test it when addressing criterion D.

Students are encouraged to manufacture their own prototype; however, this can be outsourced. The prototype must be of sufficient quality so that it can be tested against the design and marketing specifications. Students may require more than one prototype to test fully.

Teacher-directed activities (formative tasks)Time has been allocated in the course for teacher-directed tasks: 10 hours at SL and 26 hours at HL. This time can be used by teachers to direct students:

• to practise and develop appropriate design and practical skills

• to complete a mini-project that can be formatively assessed against the assessment criteria

• to ensure that a prototype is manufactured (by themselves or outsourced) for evaluation as part of the IA.

FlexibilityThe practical programme is flexible enough to allow a wide variety of practical activities/investigations to be carried out. These could include:

• data-gathering exercises such as questionnaires, user trials and surveys

• using databases for secondary data

Internal assessment


• data-analysis exercises

• developing and using different types of modelling techniques and models

• computer simulations and CAD

• focused workshop/laboratory-based practical activities or projects extending over several weeks.

Practical work documentationDetails of the practical scheme of work are recorded on Form 4/PSOWDTA provided in the Handbook of procedures for the Diploma Programme.

Time allocation for practical workThe recommended teaching times for all Diploma Programme courses are 150 hours at SL and 240 hours at HL. Students at SL are required to spend 60 hours, and students at HL 96 hours, on practical activities (excluding time spent writing up work). These times include 10 hours for the group 4 project and 40 hours (SL) and 60 hours (HL) for the IA. The remaining time is allocated to teacher-directed activities.


Assessment

The group 4 project

The group 4 project is an interdisciplinary activity in which all Diploma Programme science students must participate. The intention is that students from the different group 4 subjects analyse a common topic or problem. The exercise should be a collaborative experience where the emphasis is on the processes involved in, rather than the products of, such an activity.

In most cases students in a school would be involved in the investigation of the same topic. Where there are large numbers of students, it is possible to divide them into several smaller groups containing representatives from each of the science subjects. Each group may investigate the same topic or different topics—that is, there may be several group 4 projects in the same school.

Students studying environmental systems and societies are not required to undertake the group 4 project.

Summary of the group 4 projectThe group 4 project is a collaborative activity where students from different group 4 subjects work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared in line with aim 10—that is, to “develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge”. The project can be practically or theoretically based. Collaboration between schools in different regions is encouraged.

The group 4 project allows students to appreciate the environmental, social and ethical implications of science and technology. It may also allow them to understand the limitations of scientific study, for example, the shortage of appropriate data and/or the lack of resources. The emphasis is on interdisciplinary cooperation and the processes involved in scientific investigation, rather than the products of such investigation.

The choice of scientific or technological topic is open but the project should clearly address group 4 aims 7, 8 and 10 of the biology, chemistry and physics subject guides.

Ideally, the project should involve students collaborating with those from other group 4 subjects at all stages. To this end, it is not necessary for the topic chosen to have clearly identifiable separate subject components. However, for logistical reasons, some schools may prefer a separate subject “action” phase (see the following “Project stages” section).

Project stagesThe 10 hours allocated to the group 4 project, which are part of the teaching time set aside for developing the practical scheme of work, can be divided into three stages: planning, action and evaluation.

PlanningThis stage is crucial to the whole exercise and should last about two hours.

• The planning stage could consist of a single session, or two or three shorter ones.

• This stage must involve all group 4 students meeting to “brainstorm” and discuss the central topic, sharing ideas and information.

The group 4 project


• The topic can be chosen by the students themselves or selected by the teachers.

• Where large numbers of students are involved, it may be advisable to have more than one mixed subject group.

After selecting a topic or issue, the activities to be carried out must be clearly defined before moving from the planning stage to the action and evaluation stages.

A possible strategy is that students define specific tasks for themselves, either individually or as members of groups, and investigate various aspects of the chosen topic. At this stage, if the project is to be experimentally based, apparatus should be specified so that there is no delay in carrying out the action stage. Contact with other schools, if a joint venture has been agreed, is an important consideration at this time.

ActionThis stage should last around six hours and may be carried out over one or two weeks in normal scheduled class time. Alternatively, a whole day could be set aside if, for example, the project involves fieldwork.

• Students should investigate the topic in mixed-subject groups or single-subject groups.

• There should be collaboration during the action stage; findings of investigations should be shared with other students within the mixed/single-subject group. During this stage, in any practically based activity, it is important to pay attention to safety, ethical and environmental considerations.

Note: Students studying two group 4 subjects are not required to do two separate action phases.

EvaluationThe emphasis during this stage, for which two hours are probably necessary, is on students sharing their findings, both successes and failures, with other students. How this is achieved can be decided by the teachers, the students or jointly.

• One solution is to devote a morning, afternoon or evening to a symposium where all the students, as individuals or as groups, give brief presentations.

• Alternatively, the presentation could be more informal and take the form of a science fair where students circulate around displays summarizing the activities of each group.

The symposium or science fair could also be attended by parents, members of the school board and the press. This would be especially pertinent if some issue of local importance has been researched. Some of the findings might influence the way the school interacts with its environment or local community.

Addressing aims 7 and 8Aim 7: “develop and apply 21st century communication skills in the study of science.”

Aim 7 may be partly addressed at the planning stage by using electronic communication within and between schools. It may be that technology (for example, data logging, spreadsheets, databases and so on) will be used in the action phase and certainly in the presentation/evaluation stage (for example, use of digital images, presentation software, websites, digital video and so on).

Aim 8: “become critically aware, as global citizens, of the ethical implications of using science and technology.”

The group 4 project


Addressing the international dimensionThere are also possibilities in the choice of topic to illustrate the international nature of the scientific endeavour and the increasing cooperation required to tackle global issues involving science and technology. An alternative way to bring an international dimension to the project is to collaborate with a school in another region.

Types of projectWhile addressing aims 7, 8 and 10 the project must be based on science or its applications. The project may have a hands-on practical action phase or one involving purely theoretical aspects. It could be undertaken in a wide range of ways:

• designing and carrying out a laboratory investigation or fieldwork

• carrying out a comparative study (experimental or otherwise) in collaboration with another school

• collating, manipulating and analysing data from other sources, such as scientif ic journals, environmental organizations, science and technology industries and government reports

• designing and using a model or simulation

• contributing to a long-term project organized by the school.

Logistical strategiesThe logistical organization of the group 4 project is often a challenge to schools. The following models illustrate possible ways in which the project may be implemented.

Models A, B and C apply within a single school, and model D relates to a project involving collaboration between schools.

Model A: mixed-subject groups and one topic

Schools may adopt mixed-subject groups and choose one common topic. The number of groups will depend on the number of students.

Model B: mixed-subject groups adopting more than one topic

Schools with large numbers of students may choose to do more than one topic.

Model C: single-subject groups

For logistical reasons some schools may opt for single-subject groups, with one or more topics in the action phase. This model is less desirable as it does not show the mixed subject collaboration in which many scientists are involved.

Model D: collaboration with another school

The collaborative model is open to any school. To this end, the IB provides an electronic collaboration board on the OCC where schools can post their project ideas and invite collaboration from other schools. This could range from merely sharing evaluations for a common topic to a full-scale collaborative venture at all stages.

The group 4 project


For schools with few Diploma Programme (course) students it is possible to work with non-Diploma Programme or non-group 4 students, or undertake the project once every two years. However, these schools are encouraged to collaborate with another school. This strategy is also recommended for individual students who may not have participated in the project, for example, through illness or because they have transferred to a new school where the project has already taken place.

TimingThe 10 hours that the IB recommends be allocated to the project may be spread over a number of weeks. The distribution of these hours needs to be taken into account when selecting the optimum time to carry out the project. However, it is possible for a group to dedicate a period of time exclusively to project work if all/most other schoolwork is suspended.

Year 1In the first year, students’ experience and skills may be limited and it would be inadvisable to start the project too soon in the course. However, doing the project in the final part of the first year may have the advantage of reducing pressure on students later on. This strategy provides time for solving unexpected problems.

Year 1–Year 2The planning stage could start, the topic could be decided upon, and provisional discussion in individual subjects could take place at the end of the first year. Students could then use the vacation time to think about how they are going to tackle the project and would be ready to start work early in the second year.

Year 2Delaying the start of the project until some point in the second year, particularly if left too late, increases pressure on students in many ways: the schedule for finishing the work is much tighter than for the other options; the illness of any student or unexpected problems will present extra difficulties. Nevertheless, this choice does mean students know one another and their teachers by this time, have probably become accustomed to working in a team and will be more experienced in the relevant fields than in the first year.

Combined SL and HLWhere circumstances dictate that the project is only carried out every two years, HL beginners and more experienced SL students can be combined.

Selecting a topicStudents may choose the topic or propose possible topics and the teacher then decides which one is the most viable based on resources, staff availability and so on. Alternatively, the teacher selects the topic or proposes several topics from which students make a choice.

The group 4 project


Student selectionStudents are likely to display more enthusiasm and feel a greater sense of ownership for a topic that they have chosen themselves. A possible strategy for student selection of a topic, which also includes part of the planning stage, is outlined here. At this point, subject teachers may provide advice on the viability of proposed topics.

• Identify possible topics by using a questionnaire or a survey of students.

• Conduct an initial “brainstorming” session of potential topics or issues.

• Discuss, briefly, two or three topics that seem interesting.

• Select one topic by consensus.

• Students make a list of potential investigations that could be carried out. All students then discuss issues such as possible overlap and collaborative investigations.

A reflective statement written by each student on their involvement in the group 4 project must be included on the coversheet for each internal assessment investigation. See the Handbook of procedures for the Diploma Programme for more details.


Appendices

Glossary of command terms

Command terms with definitionsStudents should be familiar with the following key terms and phrases used in examination questions, which are to be understood as described below. Although these terms will be used frequently in examination questions, other terms may be used to direct students to present an argument in a specific way.

These command terms indicate the depth of treatment required.

Assessment objective 1Command term Definition

Define Give the precise meaning of a word, phrase, concept or physical quantity.

Draw Represent by means of a labelled, accurate diagram or graph, using a pencil. A ruler (straight edge) should be used for straight lines. Diagrams should be drawn to scale. Graphs should have points correctly plotted (if appropriate) and joined in a straight line or smooth curve.

Find Obtain an answer showing relevant stages in the working.

Label Add labels to a diagram.

List Give a sequence of brief answers with no explanation.

Measure Obtain a value for a quantity.

Present Offer for display, observation, examination or consideration.

State Give a specific name, value or other brief answer without explanation or calculation.


Annotate Add brief notes to a diagram or graph.

Apply Use an idea, equation, principle, theory or law in relation to a given problem or issue.

Calculate Obtain a numerical answer showing the relevant stages in the working.



Command term Definition

Describe Give a detailed account.

Distinguish Make clear the differences between two or more concepts or items.

Estimate Obtain an approximate value.

Identify Provide an answer from a number of possibilities.

Outline Give a brief account or summary.


Analyse Break down in order to bring out the essential elements or structure.

Comment Give a judgment based on a given statement or result of a calculation.

Compare Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout.

Compare and contrast Give an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.

Construct Display information in a diagrammatic or logical form.

Deduce Reach a conclusion from the information given.

Demonstrate Make clear by reasoning or evidence, illustrating with examples or practical application.

Derive Manipulate a mathematical relationship to give a new equation or relationship.

Design Produce a plan, simulation or model.

Determine Obtain the only possible answer.

Discuss Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.

Evaluate Make an appraisal by weighing up the strengths and limitations.

Explain Give a detailed account including reasons or causes.

Justify Give valid reasons or evidence to support an answer or conclusion.

Predict Give an expected result.

Show Give the steps in a calculation or derivation.

Sketch Represent by means of a diagram or graph (labelled as appropriate). The sketch should give a general idea of the required shape or relationship, and should include relevant features.



Command term Definition

Solve Obtain the answer(s) using algebraic and/or numerical and/or graphical methods.

Suggest Propose a solution, hypothesis or other possible answer.


Appendices

Bibliography

This bibliography lists the principal works used to inform the curriculum review. It is not an exhaustive list and does not include all the literature available: judicious selection was made in order to better advise and guide teachers. This bibliography is not a list of recommended textbooks.

Aikenhead, G and Michell, H. 2011. Bridging Cultures: Indigenous and Scientific Ways of Knowing Nature. Toronto, Canada. Pearson Canada.

Andain, I and Murphy, G. 2008. Creating Lifelong Learners: Challenges for Education in the 21st Century. Cardiff, UK. International Baccalaureate Organization.

Anderson, LW et al. 2001. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York, New York, USA. Addison Wesley Longman, Inc.

Aspelund, K. 2010. The Design Process. (Second Edition). New York, New York, USA. Fairchild Books.

Baxter, M. 1995. Product Design: Practical Methods for the Systematic Development of New Products. London, UK. Chapman and Hall.

Bowles, C and Box, J. 2011. Undercover: User Experience Design. Berkeley, California, USA. New Riders.

Brian Arthur, W. 2009. The Nature of Technology: What It Is and How It Evolves. London, UK. Penguin Books.

Collins, S, Osborne, J, Ratcliffe, M, Millar, R and Duschl, R. 2012. “What ‘ideas-about-science’ should be taught in school science? A Delphi study of the expert community”. Paper presented at the Annual Conference of the American Educational Research Association, Seattle, Washington, USA.

Cooper, A, Reimann, R and Cronin, D. 2007. About Face 3: The Essentials of Interaction Design. Indianapolis, Indiana, USA. Wiley Publishing Inc.

Douglas, H. 2009. Science, Policy, and the Value-Free Ideal. Pittsburgh, Pennsylvania, USA. University of Pittsburgh Press.

Edgerton, D. 2008. The Shock of the Old: Technology and Global History Since 1900. (Paperback Edition). London, UK. Profile books Ltd.

Ehrlich, R. 2001. Nine Crazy Ideas in Science: A Few Might Even Be True. Princeton, New Jersey, USA. Princeton University Press.

Gerzon, M. 2010. Global Citizens: How Our Vision of the World is Outdated, and What We Can Do About it. London, UK. Rider Books.

Hattie, J. 2009. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Oxon, UK/New York, New York, USA. Routledge.

Haydon, G. 2006. Education, Philosophy and the Ethical Environment. Oxon, UK/New York, New York, USA. Routledge.

Headrick, D. 2009, Technology: A World History. Oxford, UK. Oxford University Press.

Heskett, J. 1980. Industrial Design. London, UK. Thames and Hudson Ltd.

Bibliography


Jewkes, J, Sawers, D and Stillerman, R. 1969. The Sources of Invention. (Second Edition). New York, New York, USA. WW Norton & Co.

Khine, MS. 2012. Advances in Nature of Science Research: Concepts and Methodologies. Dordrecht, The Netherlands. Springer.

Kuhn, TS. 1996. The Structure of Scientific Revolutions. (Third Edition). Chicago, Illinois, USA/London, UK. The University of Chicago Press.

Lanier, J. 2011. You Are Not A Gadget: A Manifesto. London, UK. Penguin Books Ltd.

Lawson, B. 2005. How Designers Think: The Design Process Demystified. (Fourth Edition). Oxford, UK. Architectural Press.

Lloyd, C. 2012. What on Earth Happened?: The Complete Story of the Planet, Life and People from the Big Bang to the Present Day. London, UK. Bloomsbury Publishing.

Martin, J. 2006. The Meaning of the 21st Century: A Vital Blueprint for Ensuring Our Future. London, UK. Eden Project Books.

Papanek, V. 1997. Design for the Real World: Human Ecology and Social Change. (Second Edition). London, UK. Thames and Hudson Ltd.

Petty, G. 2009. Evidence-Based Teaching: A Practical Approach. (Second Edition). Cheltenham, UK. Nelson Thornes Ltd.

Popper, KR. 1980. The Logic of Scientific Discovery. (Fourth Edition). London, UK. Hutchinson.

Powell, D. 1999. Presentation Techniques. (Seventh Edition). London, UK. Little, Brown and Company (UK).

Roberts, B. 2009. Educating for Global Citizenship: A Practical Guide for Schools. Cardiff, UK. International Baccalaureate Organization.

Roberts, RM. 1989. Serendipity: Accidental Discoveries in Science. Chichester, UK. Wiley Science Editions.

Royal College of Art, Schools Technology Project. 2002. Advanced Manufacturing Design And Technology. London, UK. Hodder and Staughton.

Sanders, M and McCormick, E. Human Factors in Engineering and Design. (Seventh Edition). Singapore. McGraw Hill Book Inc.

Sparke, P. 1986. An Introduction to Design and Culture in the Twentieth Century. London, UK. Routledge.

Spier, F. 2010. Big History and the Future of Humanity. Chichester, UK. Wiley-Blackwell.

Stokes Brown, C. 2007. Big History: From the Big Bang to the Present. New York, New York, USA. The New Press.

Swain, H, (ed). 2003. Big Questions in Science. London, UK. Vintage.

The Design and Technology Association. 2010. Minimum Competencies for Trainees to Teach Design and Technology in Secondary Schools. (Updated Version). Wellesbourne, UK. The Design and Technology Association.

Trefil, J. 2008. Why Science? New York, New York, USA/Arlington, Virginia, USA. NSTA Press and Teachers College Press.

Trefil, J and Hazen, RM. 2010. The Sciences: An Integrated Approach. (Sixth Edition). Chichester, UK. Wiley-Blackwell.

Bibliography


Webster, K and Johnson, C. 2010. Sense and Sustainability: Educating for a Circular Economy. (Second Edition). TerraPreta in association with the Ellen MacArthur Foundation and InterfaceFLOR.

Williams, R. 2008. The Non-Designer’s Design Book: Design and Typographical Principles for the Visual Novice. (Third Edition). Berkeley, California, USA. Peachpit Press.

Winston, M and Edelbach, R. 2012. Society, Ethics, and Technology. (Fourth Edition). Boston, Massachusetts, USA. Wadsworth CENGAGE Learning.

Additional resourcesAmerican Association for the Advancement of Science. 1990. Science for All Americans Online, http://www.project2061.org/publications/sfaa/online/sfaatoc.htm. Accessed 1 February 2013.

Big History Project. 2012. Big History: An Introduction to Everything. http://www.bighistoryproject.com. Accessed 1 February 2013.

ICASE. 2010. Innovation in Science and Technology Education: Research, Policy, Practice. Tartu, Estonia. ICASE/UNESCO/University of Tartu (Estonia).

Nuffield Foundation. 2012. How Science Works. http://www.nuffieldfoundation.org/print/994. Accessed 1 February 2013.

Programme for International Student Assessment (PISA). http://www.oecd.org/pisa. Accessed 1 February 2013.

The Geological Society of America. 2012. Nature of Science and the Scientific Method. http://www.geosociety.org/educate/naturescience.pdf. Accessed 1 February 2013.

The Relevance Of Science Education (ROSE). www.roseproject.no/. Accessed 1 February 2013.

The Trends in International Mathematics and Science Study (TIMSS). www.itmssandpirls.bc.edu. Accessed 1 February 2013.

University of California Museum of Paleontology. 2013. www.understandingscience.org. Accessed 1 February 2013.

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