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IB Design Technology
Design Folio
Essential Question:
What does success look like?
Ms. Tomlin and Mr. Wang
Thurgood Marshall Academy
Name: Class:
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Table of Contents
Essential Question ....................................... 3
The Task ....................................................... 3
Areas of Interaction (AoI) ............................ 3
Objectives .................................................... 3
Assessment .................................................. 3
Guiding Questions ....................................... 4
Design Cycle ................................................. 5
The Design Brief........................................... 6
Product Analysis .......................................... 7
Specification ................................................ 9
Timeline ..................................................... 10
Initial Designs ............................................ 12
Final Design ............................................... 14
Process Journal .......................................... 15
Final Product Evaluation ............................ 16
Final Product .............................................. 20
IB Learner Profile ....................................... 21
Criterion A – Investigate ............................ 22
Criterion B – Design ................................... 23
Criterion C – Plan ....................................... 24
Criterion D – Create ................................... 25
Criterion E – Evaluate ................................ 26
Criterion F – Attitudes in Technology ........ 27
Scoring Overview ....................................... 28
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Essential Question
What does success look like?
The Task
Working in groups, you will create a multi-page Word document with a personal picture illustrating
each of the ten principles of the IB Learner Profile. Each page will include: a picture, a caption and
the title of the IB Learner Profile quality.
Areas of Interaction (AoI)
Approaches to Learning Study habits, Communication, Information,
Reflection, Connecting Ideas
Human Ingenuity Desktop publishing, Marketing & Advertising
Objectives
Use of the design cycle
Undertake meaningful and relevant research
Gain experience utilizing Microsoft Word
Create, incorporate and manipulate digital images
Manage time & resources
Critically evaluate own work
Assessment
Create a Design Folio following the Design Cycle
Maintain a design blog
Provide several possible solutions and justify final choice
Create solution to appropriate standard
Test and evaluate solution
Justify any changes
Evaluate design in terms of AoI
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INVESTIGATE
Guiding Questions
Explain in your own words the design task that you have been asked to solve.
Write 2 – 3 guiding questions that might help you with your research.
What are the AREAS OF INTERACTION that have been highlighted by your teacher for this design task?
How might they be interpreted to help you understand the problem and help you with your research?
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INVESTIGATE
Design Cycle
Describe how you will use the Design Cycle in this project.
Investigate:
Plan:
Create:
Evaluate:
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INVESTIGATE
The Design Brief
The design brief is the formal starting point of the design, states the expectations and design problem.
It does not provide the solution.
Here is an example:
“Logitech” is a company specializing in high-performance PC/notebook peripherals & web
communications, such as keyboards, mice, and trackerballs. They have asked to design, develop
and evaluate a new mouse/controller which offers the user maximum comfort and
productivity. The mouse must be suitable to be manufactured in quantity.
It should include the following elements:
Goal - Describe what is to be accomplished by the design. Example: produce a working prototype for evaluating possible volume production of a stair climbing wheel chair.
Target Market - Define who is the customer to be served. Example: handicapped adults
Major Constraints – Define the restrictions placed on the design. Example: laws, manufacturing costs, etc.
Criterion – Define the criterion that a good design should meet. Example: cost effectiveness, adequate battery life, quick recharge time
Write a Design Brief for your invitation.
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INVESTIGATE
Product Analysis
Looking at similar products is a useful form of research. You can learn quickly about the
different methods and techniques used to solve a problem similar to your own. This leaves
you in a good starting point to think about your own solution.
Examine samples of posters from the Successories catalog, and annotate thoroughly.
Annotation guide for Product Analysis
Identify all the key elements of the design? (HI)
What features do you like/dislike about the design? (ATL)
How has the poster been laid out and why? (HI)
Indicate background, foreground, headings etc. (HI)
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INVESTIGATE
Conclusion:
What did you learn from your research?
How will this affect your Design Specification?
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INVESTIGATE
Specification
A Specification is a list of key points and/or constraints that designs must take account of.
The specification is written after the design brief has been analyzed and research has been
carried out.
What design considerations must you include in this particular project?
Use (What is it for?):
Demographic (Who is it for?):
Size:
Required Design Elements:
Time to Complete Project:
Aesthetics (The looks):
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PLAN
Timeline
One of the key skills in technology is the ability to plan and to use time and resources effectively.
You need to create a timeline to help with your time management. You should make note of the
due dates for each section and plan accordingly.
Tasks I Will Complete Tasks Others Will Complete
Investigate Due:
Design Due:
Plan Due:
Create Due:
Evaluate Due:
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PLAN
Task Date Began Date Completed Hours Required
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DESIGN
Initial Designs
Create 2 sketches of posters indicating possible layouts, heading types, colors etc.
Annotate each design thoroughly and use the Design Specification as a check list.
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DESIGN
Include at least 2 sketches of posters created by other group members indicating possible
layouts, heading types, colors etc. Annotate each design thoroughly and use the Design
Specification
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DESIGN
Final Design
Justify your choice of final design and explain how you have met the Design Specification.
What font will you use and why?
Why is this design better than the others?
Explain your layout choices.
How will you create these posters?
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CREATE
Process Journal
During the Create phase of the Design Cycle, you must keep a Process Journal.
You should record what you have done each session and what you will do the next session.
Indicate problems you have encountered and how you overcame them.
Justify any changes to your design.
DATE
What was accomplished this session, tools used, problems encountered and how they were overcome.
What I hope to achieve next session, what tools I will need, what materials I will need, any changes to my design.
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EVALUATION
Final Product Evaluation
Evaluation is perhaps the most important part of the Design Cycle. You need to evaluate the final product, evaluate each stage of the Design Cycle and evaluate against the Areas of Interaction.
Evaluation of: FINAL PRODUCT
Have you solved the problem?
How can you test the product?
How could you improve your design?
Design Improvements (sketch) Design Improvements (sketch)
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EVALUATION
Evaluation of Design Cycle:
INVESTIGATION
Have you explained the problem clearly in the Design Brief and Specification?
Have you investigated the problem thoroughly using several different sources/methods of gathering information?
Have you described how to effectively test your solution?
Evaluation of
Design Cycle:
DESIGN & PLAN
Did you produce several feasible designs?
Can you justify you chosen final design?
Did you produce a detailed and logical plan?
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EVALUATION
Evaluation of
Design Cycle:
CREATE
Did you use the tools and equipment effectively?
What problems did you have? How did you solve them?
Did you change your design? Can you justify your changes?
Did you create a solution of appropriate quality?
Evaluation of Design Cycle:
ATTITUDES IN TECHNOLOGY
Did you work to the best of your ability?
Were you self motivated?
Could you solve problems and work independently?
List and explain any Learner Profile attributes.
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EVALUATION
Evaluation of Areas of Interaction:
Human Ingenuity
What are the possible effects of your solution on your chosen market? Effects on society as a whole?
Evaluation of Areas of Interaction:
APPROACHES TO LEARNING
What ATL skills did you employ during this project?
Were they effective/relevant? How could you improve?
E.g.: Brainstorming, Timeline, Bibliographies, Surveys, Interviews, Group work, Testing, Evaluation.
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Final Product
Include one of the completed posters you created.
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IB Learner Profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
IB learners strive to be:
Inquirers They develop their natural curiosity. They acquire the skills necessary to
conduct inquiry and research and show independence in learning. They actively
enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable They explore concepts, ideas and issues that have local and global significance.
In so doing, they acquire in-depth knowledge and develop understanding across
a broad and balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively to
recognize and approach complex problems, and make reasoned, ethical
decisions.
Communicators They understand and express ideas and information confidently and creatively
in more than one language and in a variety of modes of communication. They
work effectively and willingly in collaboration with others.
Principled They act with integrity and honesty, with a strong sense of fairness, justice and
respect for the dignity of the individual, groups and communities. They take
responsibility for their own actions and the consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal histories, and
are open to the perspectives, values and traditions of other individuals and
communities. They are accustomed to seeking and evaluating a range of point of
view, and are willing to grow from the experience.
Caring They show empathy, compassion and respect towards the needs and feelings of
others. They have a personal commitment to service, and act to make a positive
difference to the lives of others and to the environment.
Risk-takers They approach unfamiliar situations and uncertainty with courage and
forethought, and have the independence of spirit to explore new roles, ideas and
strategies. They are brave and articulate in defending their beliefs.
Balanced They understand the importance of intellectual, physical and emotional balance
to achieve personal well-being for themselves and others.
Reflective They give thoughtful consideration to their own learning and experience. They
are able to assess and understand their strengths and limitations in order to
support their learning and personal development.
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RUBRICS
Criterion A – Investigate
Maximum: 6
Investigation is an essential stage in the design cycle. Students are expected to identify the problem,
develop a design brief and formulate a design specification. Students are expected to acknowledge
the sources of information and document these appropriately.
Achievement Level Level Descriptor
0 The student does not reach a standard described by any of the
descriptors given below.
1–2 The student states the problem. The student investigates the
problem, collecting information from sources. The student lists
some specifications.
3–4
The student describes the problem, mentioning its relevance. The
student investigates the problem, selecting and analysing
information from some acknowledged sources. The student
describes a test to evaluate the product/solution against the
design specification.
5–6
The student explains the problem, discussing its relevance. The
student critically investigates the problem, evaluating information
from a broad range of appropriate, acknowledged sources. The
student describes detailed methods for appropriate testing to
evaluate the product/solution against the design specification.
Scoring
Criteria A: out of 6
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RUBRICS
Criterion B – Design
Maximum: 6
Students are expected to generate several feasible designs that meet the design specification and to
evaluate these against the design specification.
Students are then expected to select one design, justify their choice and evaluate this in detail
against the design specification.
Achievement Level Level Descriptor
0 The student does not reach a standard described by any of the
descriptors given below.
1–2 The student generates one design, and makes some attempt to
justify this against the design specification.
3–4
The student generates a few designs, justifying the choice of one
design and fully evaluating this against the design specification.
5–6
The student generates a range of feasible designs, each evaluated
against the design specification. The student justifies the chosen
design and evaluates it fully and critically against the design
specification.
Scoring
Criteria B: out of 6
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RUBRICS
Criterion C – Plan
Maximum: 6
Students are expected to construct a plan to create their chosen product/solution that has a series
of logical steps, and that makes effective use of resources and time.
Students are expected to evaluate the plan and justify any modifications to the design.
Achievement Level Level Descriptor
0 The student does not reach a standard described by any of the
descriptors given below.
1–2 The student produces a plan that contains some details of the
steps and/or the resources required.
3–4
The student produces a plan that contains a number of logical
steps that include resources and time. The student makes some
attempt to evaluate the plan.
5–6
The student produces a plan that contains a number of detailed,
logical steps that describe the use of resources and time. The
student critically evaluates the plan and justifies any modifications
to the design.
Scoring
Criteria C: out of 6
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RUBRICS
Criterion D – Create
Maximum: 6
Students are expected to document, with a series of photographs or a video and a dated record, the
process of making their product/solution, including when and how they use tools, materials and
techniques. Students are expected to follow their plan, to evaluate the plan and to justify any
changes they make to the plan while they are creating the product/solution.
Students will sometimes embark upon a very ambitious project, or they may encounter unforeseen
circumstances. In some circumstances a product/solution that is incomplete or does not function
fully can still achieve one of the levels awarded for this criterion.
Achievement Level Level Descriptor
0 The student does not reach a standard described by any of the
descriptors given below.
1–2 The student considers the plan and creates at least part of a
product/solution.
3–4
The student uses appropriate techniques and equipment. The
student follows the plan and mentions any modifications made,
resulting in a product/solution of good quality.
5–6
The student competently uses appropriate techniques and
equipment. The student follows the plan and justifies any
modifications made, resulting in a product/solution of appropriate
quality using the resources available.
Scoring
Criteria D: out of 6
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RUBRICS
Criterion E – Evaluate
Maximum: 6
Students are expected to evaluate the product/solution against the design specification in an
objective manner based on testing, and to evaluate its impact on life, society and/or the
environment. They are expected to explain how the product/solution could be improved as a result
of these evaluations.
Students are expected to evaluate their own performance at each stage of the design cycle and to
suggest ways in which their performance could be improved.
Achievement Level Level Descriptor
0 The student does not reach a standard described by any of the
descriptors given below.
1–2 The student evaluates the product/solution or his or her own
performance. The student makes some attempt to test the
product/solution.
3–4
The student evaluates the product/solution and his or her own
performance and suggests ways in which these could be improved.
The student tests the product/solution to evaluate it against the
design specification.
5–6
The student evaluates the success of the product/solution in an
objective manner based on the results of testing, and the views of
the intended users. The student provides an evaluation of his or
her own performance at each stage of the design cycle and
suggests improvements. The student provides an appropriate
evaluation of the impact of the product/solution on life, society
and/or the environment.
Scoring
Criteria E: out of 6
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RUBRICS
Criterion F – Attitudes in Technology
Maximum: 6
This criterion refers to students’ attitudes when working in technology. It focuses on an overall
assessment of two aspects:
personal engagement (motivation, independence, general positive attitude) attitudes towards safety, cooperation and respect for others.
By their very nature these qualities are difficult to quantify and assess, and assessment should
therefore take into account the context in which the unit of work was undertaken.
Achievement Level Level Descriptor
0 The student does not reach a standard described by any of the
descriptors given below.
1–2 The student occasionally displays a satisfactory standard in one of
the aspects listed above.
3–4
The student frequently displays a satisfactory standard in both of
the aspects listed above.
5–6 The student consistently displays a satisfactory standard in both
of the aspects listed above.
Scoring
Criteria F: out of 6
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Scoring Overview
Criterion A Investigate out of 6
Criterion B Design out of 6
Criterion C Plan out of 6
Criterion D Create out of 6
Criterion E Evaluate out of 6
Criterion F Attitudes in Technology out of 6
Point Total (out of 36)
Overall Grade Points
1 0-5
2 6-9
3 10-15
4 16-21
5 22-26
6 27-31
7 32-36