International Baccalaureate: Design & Technology
Design Project
Download IB Design Project Check List
Log Book
Each candidate must compile a log book which should be a record of how the design project developed and give an insight into the candidate’s thoughts and actions throughout the development period. The log book, which is not formally assessed, should include:
• design ideas
• sketches
• evaluations
• notes on meetings and information found
• details of decisions taken during the project.
The entries should be in date order and therefore may not necessarily be in a logical sequence for the design cycle. The log book provides a record on which to base the project summary report. It gives teachers and moderators a “feel” for the continual and sometimes uneven development of the project as the student goes through the design cycle. In addition, the log book is an informal personal record of other investigations undertaken, such as laboratory practicals and mini-projects.
Project Summary Report
Each candidate must submit a project summary report which identifies the key stages of the project development. The report may contain information in the form of text, diagrams, photographs etc, and should explain the process followed and decisions taken. The project summary report should be compiled in conjunction with the log book while the design project develops, and then be reviewed and finalized at the end of the project. It may refer to pages in the log book to avoid unnecessary duplication.
Assessment
The design project must be assessed against all the group 4 internal assessment criteria:
• Planning (a) identifying the problem and the brief
• Planning (b) planning and realizing the chosen solution
• Data collection generating ideas
• Data processing and presentation developing the chosen solution
• Conclusion and evaluation testing and evaluating the chosen solution
• Manipulative skills making
• Personal skills (a)
• Personal skills (b).
Planning (a)
The first two aspects correspond to part (i) of the design cycle, identifying the problem and the brief
Aspect 1: Defining the problem or research question
This involves describing a particular situation: the context. The context will normally offer a variety of potential problems to solve.
This is where you give the background to the project and explain, in detail, why it has been chosen. For example, “My parents frequently travel abroad and then, on returning, empty their loose change into a drawer. There is no system for separating the coins with the result that coins from many different countries become mixed. When they return to these countries, they spend many hours going through this collection of coins trying to find the correct currency.”
Aspect 2: Formulating a hypothesis or prediction
This involves identifying a need or opportunity, from an analysis of the context, and formulating the brief. The brief is a statement of the problem and intended outcome. Evidence of the need and its importance should be apparent, and the feasibility of the project should be considered including cost, time, facilities and scope.
Using the above example, “I can see that a method of storing coins of different currencies securely could offer a potential solution to the problem.” This leads to a brief: “I will conduct further research into the problem and then design and make a device for securely storing coins of a range of currencies.” Evidence that you might include for the need would be a photograph showing a drawer overloaded with foreign coins. You could also state at this point that the solution is likely to be fairly compact, not overly complex given the time available and should be easy to manufacture at a reasonable cost. Include a 'Feasibility Study'. This can take the form of a spider diagram in which you refer to the cost, time available, facilities available and the potential that this project offers you personally.
Aspect 3: Selecting variables
This aspect corresponds to part (ii) of the design cycle, research and specifications
The specifications need to be explained in relation to the design brief, and priorities for research and development should also be explained. The design specification should be justified and reasonably complete. It is this list of requirements against which the ideas will be evaluated and the final outcome assessed.
Now think about the priorities for your specification. Number 1 will be function; what exactly do you need it to do? Shape and size will be important, as will ease of use. Lower down on your list of priorities will be factors such as aesthetics, materials, cost and safety. Strength will probably be of little importance. Present a research plan stating what it is that you need to find out, why it will be useful, where you intend to find the information from and whether it is a primary or secondary source.
Download Example of Aspect 3: Specification
Download Example of Aspect 3: Research Plan
Data Collection
This criterion corresponds to part (iii) of the design cycle, generating ideas
Aspect 1: Collecting and recording raw data
This involves collecting data relevant to the solution of the problem. Information or data gathered must be relevant to the specification. A variety of sources should be used including texts, references, magazines, practical work, personal observations, and possibly computer sources such as CD-Roms or Internet sources. Priorities and strategies for collecting and recording data should be clear.
Now that you have come up with your specification and research plan, this is where you need to find out the information.
Aspect 2: Organizing and presenting raw data
Data presented in the form of tables, graphs, photographs etc forms a basis for the generation of ideas. This data should outline a range of possible solutions to the design problem. Students need to acquire research material as the basis for their ideas and, as solutions are generated, further research will be required. The effectiveness of the research will be evident in the range of solutions. For example, a design project with a working prototype as an outcome may require research into properties of different materials: the materials required for manufacturing the prototype and those required if it were to be produced industrially on a larger scale. This is the conceptual stage of the design cycle with initial ideas supported by research and analysed for feasibility against the specifications.
The approach that you will need to take here is to conduct research whilst you are designing. This represents a bit of a change from GCSE where you did the research bit and then did the designing bit. If you come up with a particular idea that takes you in a certain direction, you might need to conduct further research. As you are producing ideas, refer back to your specification to see whether you are generating appropriate solutions.
Download Example of Aspect 2: Materials Research
Download Example of Aspect 2: Ideas
Data Processing and Presentation
This criterion corresponds to part (iv) of the design cycle, developing the chosen solution
Aspect 1: Processing raw data
The raw data needs to be processed into the form of a design solution. This involves testing, experimenting and modelling (including drawing and CAD). The optimum solution needs to be identified and explained in relation to the design brief and specifications.
At this stage, your ideas will be condensed into a final solution. This solution will have emerged as the best as a result of testing models and/or using CAD. This idea must meet the aims that you stated in the brief and conform as closely as possible to the specification.
Download Example of Aspect 1 i
Download Example of Aspect 1 ii
Download Exampe of Aspect 1 iii
Aspect 2: Presenting processed data
A variety of suitable presentation techniques should be used to communicate the development stages of the chosen solution, culminating in a detailed design. The detailing must be sufficient for the solution to be realized. Materials and manufacturing techniques will be considered. Alterations to the design
specification should be stated in the form of “final specifications”.
The final idea needs to be presented in sufficient detail for it to be made. All aspects of the materials and the construction methods used must be known. It is highly likely that the final design has deviated slightly from the original specification so this is your opportunity to re-write it to create the final specification.
Planning (b)
This criterion corresponds to part (v) of the design cycle, planning and realizing the chosen solution
Aspect 1: Selecting appropriate apparatus*/materials
Appropriate materials and equipment should be identified for the various aspects of the realization stage of the design process. *Suitable diagrams are acceptable.
Aspect 2: Designing a method for the control of variables
A production plan should be prepared which clearly shows the sequence of operations to be carried out for realizing the design. Estimates of time allowance for each operation should be stated.
Aspect 3: Designing a method for the collection of sufficient relevant data
Recognizing that with challenging design work things rarely go exactly as expected, the plan should be adapted accordingly in response to fresh ideas, feedback and advice.
Decisions should be justified. Students need to provide evidence of how the design developed during the realization stage. The evidence may take the form of drawings, photographs, diagrams and text.
This is similar to the making plan that you were required to do for GCSE. You will need to produce accurate orthographic drawings as part of the plan. You will need a step-by-step plan that shows a time allocation for each stage. This plan is something that you must refer to and, possibly, modify in the light of your experiences when things don’t go ‘to plan’.
Conclusion and Evaluation
This criterion corresponds to part (vi) of the design cycle, testing and evaluating the chosen solution
Aspect 1: Drawing conclusions
The design process undertaken should be looked at holistically and a judgment made of the degree of success in managing the whole process.
In other words, evaluate your success in managing the project as a whole.
Aspect 2: Evaluating procedure(s) and results
The procedures adopted at each stage of the design cycle should be evaluated. The outcome should be evaluated against the specifications and its strengths and weaknesses identified using qualitative and quantitative techniques as appropriate. Strategies for evaluation, both subjective and objective, should be clearly stated.
This is your chance to comment on your approach to different parts of the design process. Did you spend too long testing the strengths of different types of plastic? Should you have used ProDesktop to check whether the components of your design would fit together? Finally, of course, you need to test the product itself.
Aspect 3: Improving the investigation
Changes to the procedures should be recommended if appropriate. Having gone through the design cycle at least once, students should be in a position to assess the accuracy of the original specifications and suggest modifications. Drawings should be used to show how the design may be improved or developed further. A range of designs should be produced, especially when evaluating the success of a prototype as the basis for large-scale production. Based on the evaluation of the chosen solution (as realized), a modified design specification should be written which addresses the weaknesses in the first solution. Drawings should illustrate the modifications.
In other words, if you had your time again, what would you do differently and how would you improve the product? How might the product need to be changed to allow it to be produced in larger quantities?
Manipulative Skills
Aspect 1: Carrying out techniques safely
A variety of techniques will be relevant to the task. Students should have made astute judgments concerning resource issues for realizing the final solution. Materials, components and equipment must be manipulated to a
standard whereby the problem is resolved to a stage that allows for suitable evaluation.
Aspect 2: Following a variety of instructions*
The level of guidance required will depend on the nature of the design project and the experience of the students. Health and safety issues must be given due consideration at all times, with explicit evidence apparent in the documentation.
*Instructions may be given in a variety of forms: oral, written worksheets, diagrams, photographs, videos, flowcharts, audiotapes, models, computer programs, etc.
This is where you will be given credit for your making skills. You must record the manufacture of your product using digital photographs to show you using a range of tools and equipment safely.
Personal Skills (a)
Aspect 1: Working within a team*
Most design projects will be carried out by individual students but teamwork will be necessary at various stages.
*A team is defined as two or more people.
Aspect 2: Recognizing the contributions of others
Students will need to collaborate with other people in establishing a “need” when identifying a problem. The project report should show how the contribution of others has influenced the design thinking at each stage of the process.
Aspect 3: Exchanging and integrating ideas
The brief may be produced by consultation with a particular client or as a result of research with potential users/consumers. The views of others are often required during the development stages of the design project and guidance should be sought for dealing with unfamiliar techniques. The more able students often collaborate with fellow students, sharing ideas and assisting each other with tests and experiments.
Personal Skills (b)
Aspect 1: Approaching scientific investigations with self-motivation and perseverance
Design projects which are challenging (but feasible) rarely go exactly to plan. Students need to be tenacious in seeking out opportunities and providing solutions.
Aspect 2: Working in an ethical manner
Students should recognize that many companies have developed an ethical code of practice for the design and manufacture of their products. This is becoming especially important with global consumerism. Ethical
considerations may be relevant at various stages of the design process and concern aesthetics, resources, obsolescence, quality and value for money.
Aspect 3: Paying attention to environmental impact
Students should apply some of the concepts and principles taught during the course regarding energy, resources and the impact of design and technology on society and the environment.