Transcript Design Technology Lyon 2007 - Boulder Valley School District

Design Technology
First Examination 2009
Oakham
October 2011
Tim Weston
Session One – Workshop Outline
Session 1:- Introductions and Aims of the Workshop
•Review of the workshop programme
•Philosophy of the programme/ learner profile
•DP Hexagon
•The programme and subject overview
Useful help
•Online Curriculum Centre
•What makes a suitable environment to teach DT?
•Resources and textbooks
Session One – Workshop Outline
Session 2:- Planning a DT course
•Sample schemes of work
•Planning a scheme of work
Session 3: – Internal Assessment (IA) 1
•What makes a good project?
•Task – Understanding the criteria
•4PSOWDT and 4IADT forms
Session One – Workshop Outline
Session 4:– Internal Assessment (IA) 2
•Marking exemplar projects
•Tips and hints for good IA
Session 5:– Internal Assessment Investigations
•Task – Devise a range of possible investigations to cover core, AHL and
options.
Session 6:- Internal Assessment (IA) 3
•Marking exemplar investigations
Session One – Workshop Outline
Session 7:– Planning an Investigation
•Planning an IA investigation task
Session 8:– External Assessment – the exams 1
•G2
•Papers 1 and 2
•Sample scripts and marking
Session 9:- External Assessment – the exams 2
•Paper 3
•Sample scripts and marking
•Extended Essays / CAS and DT
Session One – Workshop Outline
Having time to reflect
• Use breaks
• Arrive back early after lunch
• Join Tim Weston for dinner on both evenings
• Use Post-it notes to ask questions
Session One – IB DP Hexagon
The course is presented as six academic areas enclosing a central core
Students study:
2 modern languages
A humanities or social science subject;
An experimental science;
Mathematics
1 creative arts.
Session One – IB DP Hexagon
The core of the hexagon:
All Diploma Programme students participate in the three course requirements
that make up the core of the hexagon.
The theory of knowledge (TOK) course encourages students to think about the
nature of knowledge, to reflect on the process of learning in all the subjects they
study as part of their Diploma Programme course.
The extended essay, a substantial piece of writing of up to 4,000 words, enables
students to investigate a topic of special interest that they have chosen
themselves.
Creativity, action, service (CAS) involves students in experiential learning
through a range of artistic, sporting, physical and service activities.
Session One – IB Learner Profile
Inquirers - They develop their natural curiosity. They acquire the skills
necessary to conduct inquiry and research and show independence in learning.
Knowledgeable - They explore concepts, ideas and issues that have local and
global significance.
Thinkers - They exercise initiative in applying thinking skills critically and
creatively.
Communicators - They understand and express ideas and information
confidently and creatively in more than one language and in a variety of modes
of communication.
Principled - They act with integrity and honesty.
Open-minded - They understand and appreciate their own cultures and
personal histories.
Session One – IB Learner Profile
Caring - They show empathy, compassion and respect towards the needs
and feelings of others.
Risk-takers - They approach unfamiliar situations and uncertainty with
courage and forethought,
Balanced - They understand the importance of intellectual, physical and
emotional balance
.
Reflective - They give thoughtful consideration to their own learning and
experience.
Session One – Programme Outline
SL design technology curriculum model
Total teaching hours
150
Theory
95
Core
Options
65
30
Practical work
55
Investigations
Design project
Group 4 project
17
28
10
Session One – Programme Outline
HL design technology curriculum model
Total teaching hours
240
Theory
159
Core
Additional higher level (AHL)
Options
65
49
45
Practical work
Investigations
Design project
Group 4 project
81
30
41
10
Session One – Programme Outline
Session One – Programme Outline
Session One – Using the OCC
Session One – Using the OCC
Session One – Resources
•Peoplesize2000
•Design + Environment: A Global Guide
to Designing Greener Goods
•ProEngineer
•Cradle to Cradle
•Prodesktop
•Focus on Software
•Croc Clips (Yenka)
•AQA A Level Design and Technology:
Product Design (3-D Design)
•Advanced Design and Technology for
Edexcel: Resistant Materials
•PCB Wizard
•Advanced Design and Technology
•Techsoft 2D Design
•Classroom Videos
•Boxford Geocam
•Boxford RapidPro
•Material Selection and
prepared for TEP by
University.
Processing
Cambridge
Session One – DT Environment
Bulletin 81
BS4163:2007
CLEAPS L235
CLEAPS L260
CLEAPS L254
Session Two – How do you intend to teach the course?
Things to consider,
•SL or HL, SL and HL?
•Core, AHL and Options.
•Teaching allocations?
•Timing of Group 4 Project.
•Hours per week?
•Timing of Extended Essay
•Timing of examinations? (End
of year and mock)
•Timing of IA’s and DT major project.
•Resources available at school.
•Use of the OCC
•Command Terms
Session Two – How do you intend to teach the course?
6IB
Week Monday P4 (TCW) - HL
Tuesday P5 (SMN)
Tuesday P6 (SMN)
Wednesday P9 (TCW) HL
Energy - Historical
Overview
8.1.1 8.1.8
Friday P2 (SMN)
Friday P3 (SMN)
Design Cycle
1.11 - 1.1.10
Design Cycle
1.11 - 1.1.10
Energy - Historical
Overview
8.1.1 8.1.8
Constructive Discontent
1.2.1
Using Constructive
Discontent to generate
Ideas (Freehand) 1.3.1
Types of Energy
8.2.1 - 8.2.14
Analogy 1.2.5
Brainstorming 1.2.7
Perspective Drawing
1.3.11
Types of Energy
8.2.1 - 8.2.14
Morphological Synthesis
1.2.11
Energy in Transport
8.3.5 - 8.3.6
CAD 1.3.13 - 1.3.14
CAD DESIGN TASK
(Exploded Isometric)
Youngs Modulus
9.1.1 - 9.1.8
Algorithm 1.3.15 - 1.3.16
(Making a cup of tea)
Forces
9.2.1 - 9.2.10
Modelling 1.3.22 - 1.3.28
(Exercise - Nut Cracker)
Modelling 1.3.22 - 1.3.28
(Exercise - Nut Cracker)
Forces
9.2.1 - 9.2.10
Invention and Innovation
2.2.1 - 2.2.16
Invention and Innovation
2.2.1 - 2.2.16
1
no lesson
Design Cycle
1.11 - 1.1.10
Design Cycle
1.11 - 1.1.10
2
Energy - Historical
Overview
8.1.1 8.1.8
Role of the Designer Incremental, Radical,
Convergent, Divergent
1.1.11 - 1.1.18
3
Types of Energy
8.2.1 - 8.2.14
Adaption
1.2.3
Role of the Designer Incremental, Radical,
Convergent, Divergent
1.1.11 - 1.1.18
Using Adaptation to
generate ideas (Isometric)
1.3.7
4
Types of Energy
8.2.1 - 8.2.14
Attribute Listing
1.2.9
5
Solar Power
8.3.1 - 8.3.4
6
Wind Energy
8.3.7 - 8.3.8
7
Youngs Modulus
9.1.1 - 9.1.8
8
Forces
9.2.1 - 9.2.10
9
Strength and Stiffness
9.3.1 - 9.3.8
Invention and Innovation
2.2.1 - 2.2.16
Invention and Innovation
2.2.1 - 2.2.16
Strength and Stiffness
9.3.1 - 9.3.8
10
Beams
9.4.1 - 9.4.8
Market Penetration,
Development 2.3.7 - 2.3.10
Product Development
2.3.11 - 2.3.12
Beams
9.4.1 - 9.4.8
11
Product Testing
Robust Design, Product
Family 2.3.17 - 2.3.18
Discuss Implications of
Peoples and Markets
Product Testing
12
Product Testing
13
Product Testing
14
Levers
10.1.3 - 10.1.6
15
Belts and Pulleys
10.1-12 - 10.1.17
Product Analysis
CAD 1.3.13 - 1.3.14
CAD 1.3.13 - 1.3.14
CAD DESIGN TASK
CAD DESIGN TASK
(Isometric)
(Isometric)
CAD 1.3.13 - 1.3.14
CAD 1.3.13 - 1.3.14
CAD DESIGN TASK
CAD DESIGN TASK
(Orthographic)
(Orthographic)
Modelling 1.3.22 - 1.3.28
Modelling 1.3.22 - 1.3.28
(Pysical and Mathematical
(Exercise - Nut Cracker)
Models)
Product Cycle
Product Cycle
2.1.1 - 2.1.6
2.1.1 - 2.1.6
Life Cycle Analysis 3.2.1 - Environmental Matrix 3.2.5
3.2.4
- 3.2.11
Design for Manufacture,
Reuse, Repair,
Materials, Assembly 3.3.1 - Recondition, Recycle 3.3.5
3.3.4
- 3.3.8
Introducing and Clasifying Introducing and Clasifying
Materials 4.1.1 - 4.1.5
Materials 4.1.1 - 4.1.5
Material Properties Aesthetic Characteristics
Testing materials.
4.2.5 - 4.2.6
Deflection Tests
CAD 1.3.13 - 1.3.14
CAD DESIGN TASK
(Isometric)
CAD 1.3.13 - 1.3.14
CAD DESIGN TASK
(Exploded Isometric)
Flow Chart 1.3.18 - 1.3.20
(Assembling flatpack
furniture)
Peoples and Markets 2.3.1 Corporate Strategy 2.3.3 - 2.3.2
2.3.5
Market Sector, Market
Diversification 2.3.13 Segmentation 2.3.15 2.3.14
2.3.16
Green Design 3.1.1 - 3.1.5 Green Design 3.1.1 - 3.1.5
Product Testing
Eco Labelling 3.2.12 3.2.15
Eco Labelling 3.2.12 3.2.15
Product Testing
Design for Dis-Assembly
3.3.9 - 3.3.14
Design for Dis-Assembly
3.3.9 - 3.3.14
Physical Properties 4.2.14.2.2
Material Properties Testing materials.
Deflection Tests
Mechanical Properties
4.2.3 - 4.2.4
Material Properties Testing materials.
Deflection Tests
Gears
10.1.7 - 10.1.11
Inclined Planes
10.1.18 - 10.1.19
Session Two – Things to consider when developing a
scheme of work.
Session Two – Things to consider when developing a
scheme of work.
Session Two – Things to consider when developing a
scheme of work.
Session Two – How do you intend to teach the course?
Task – In small groups consider how much time you are allocated to teach
the course to plan a first draft of a scheme of work.
Session Three - The new IA guidance
Weighting 36% = 18% Project and 18% Investigation
What does this mean to hours?
Standard Level
Component
IA – investigation and
Group 4 Project
IA – Design Project
Weighting (%)
18
Duration (hrs)
27 (10)
Format
Teacher Choice
18
28
Student Choice
Weighting (%)
18
Duration (hrs)
40 (10)
Format
Teacher Choice
18
41
Student Choice
Higher Level
Component
IA – investigation and
Group 4 Project
IA – Design Project
10 hours to be devoted to the Group 4 Project
The New Assessment Criteria
There are six assessment criteria that are used to assess the work of
both SL and HL students.
•
Planning—P
Research—R
•
Development—D
•
Evaluation—E
•
Manipulative skills—MS
•
Personal skills—PS
The first four criteria—planning (P), research (R), development (D) and
evaluation (E)—are each assessed twice, once during investigations and
once in the design project.
Manipulative skills (MS) will be assessed once only and this is during the
design project.
Personal skills (PS) will be assessed once only and this is during the
group 4 project.
The New Assessment Criteria
Each of the assessment criteria can be separated into three aspects as shown
in the following sections. Descriptions are provided to indicate what is expected
in order to meet the requirements of a given aspect completely (c) and
partially (p). A description is also given for circumstances in which the
requirements are not satisfied, not at all (n).
A “complete” is awarded 2 marks, a “partial” 1 mark and a “not at all” 0
marks.
The maximum mark for each criterion is 6 (representing three “completes”).
The New Assessment Criteria
P
× 2 = 12
R
× 2 = 12
D
× 2 = 12
E
× 2 = 12
MS
× 1 = 6 (in design project)
PS
× 1 = 6 (in group 4 project)
Planning
Aspect 1
Aspect 2
Aspect 3
Levels/marks
Defining the problem
Formulating a brief or
research question
Selecting variables or
specifications
Complete/2
Identifies a focused
problem for a design
project or investigation.
States a detailed brief or Selects and explains
research question that is appropriate variables or
appropriate to the level of specifications.
study.
Partial/1
Identifies a suitable
problem, but lacks detail
in the explanation.
States a brief or research
question, but this is not
explained in detail.
Not at all/0
Does not identify a
suitable problem or
repeats the general aim
provided by the teacher.
Does not state a brief or
Does not select
research question or the appropriate variables or
brief or research question specifications.
is inappropriate.
Selects some appropriate
variables or
specifications.
Research
Aspect 1
Aspect 2
Aspect 3
Levels/marks
Strategies
Data collection
Data processing and
analysis
Complete/2
Identifies suitable
strategies for research.
Collects appropriate
research material.
Processes research
material astutely with
detailed analysis.
Partial/1
Identifies some relevant
strategies.
Collects some useful
research material.
Processes research
material appropriately,
though analysis is limited.
Not at all/0
Does not identify
strategies or strategies
are teacher-directed.
Does not collect any
research material or the
material is inappropriate.
Processes research
material inappropriately.
Development
Aspect 1
Aspect 2
Aspect 3
Levels/marks
Creativity
Techniques
Solution
Complete/2
Uses a range of
innovative ideas to solve
the problem.
Uses a wide range of
appropriate techniques.
Arrives at a good solution
to the problem.
Partial/1
Uses limited innovative
ideas to solve the
problem.
Uses a range of
appropriate techniques.
Arrives at a satisfactory
solution to the problem,
but with aspects
unresolved.
Not at all/0
Uses ideas that are
mundane or irrelevant.
Does not use a range of Arrives at an
techniques or techniques inappropriate solution to
the problem or does not
are inappropriate.
arrive at a solution.
Evaluation
Aspect 1
Aspect 2
Aspect 3
Levels/marks
Conclusion
Procedure
Recommendations
Complete/2
Provides clear evidence
of a valid conclusion that
addresses the brief or
research question.
Includes comprehensive
evaluation of procedures
at each stage of the
investigation or project.
Makes realistic
recommendations for
improvement.
Partial/1
Provides a reasonable
conclusion that makes
reference to the brief or
research question.
Makes some useful
Includes limited
evaluation of procedures. recommendations for
improvement.
Not at all/0
Provides no valid
conclusion.
Includes no evaluation of Makes no valid
procedures or procedures recommendations for
improvement.
are teacher-directed.
Manipulative skills
Aspect 1
Aspect 2
Aspect 3
Levels/marks
Procedures
Use of equipment and
materials
Techniques
Complete/2
Is able to adhere to
procedures for carrying
out practical work in a
precise, methodical
manner.
Manipulates materials and Is able to master a wide
equipment with skill and
range of techniques for
pays due attention to the practical tasks.
safety factors.
Partial/1
Is able to adhere to
procedures for carrying
out practical work but
overlooks some aspects.
Manipulates materials and Is able to master a variety
equipment to complete
of techniques for practical
the task in a safe manner. tasks but within narrow
parameters.
Not at all/0
Is unable to adhere to
procedures for carrying
out practical work or
requires constant
guidance from the
teacher.
Is unable to manipulate
materials and equipment
satisfactorily or safely.
Is able to deal with a
limited range of
techniques for practical
tasks.
Clarifications of the IA
criteria
Planning
Aspect 1: defining the problem
Students should be given the opportunity to explore open-ended
problems. The need or opportunity for formulating a suitable design brief
or research question should be identified and fully explained. A particular
design context will normally offer a variety of potential problems to solve.
Although the general aim of the investigation may be given by the teacher,
students must identify a focused problem for themselves. It is not
sufficient for a student merely to restate the research question provided by
the teacher. Teachers must not tell students the intended outcome of the
investigation or project.
Planning
Aspect 2: formulating a brief or research question
Having explored the design context, students will need to formulate a brief for a
project or a research question for an investigation. The brief or research question
needs explanation or justification. A project brief will explain the nature of the
intended outcome and the target market. A research question will be justified in
relation to the design context. For example, a question that states that the
investigation concerns testing a range of timbers to compare their properties is
not as good as one that relates the question to the appropriate selection of
timbers based on their properties for a floor covering, for which the criteria for
selection of a suitable timber will be explained.
Planning
Aspect 3: selecting variables or specifications
Having formulated their own brief or research question, students will select
appropriate variables for an investigation or specifications for a project.
Variables are things that can be measured or controlled. Independent
variables are those that are manipulated, and the result of this manipulation
leads to the measurement of the dependent variable. A controlled variable is
one that should be held constant so as not to obscure the effect of the
independent variable on the dependent variable.
The initial design specification for a project needs to be explained in relation
to the design brief, and priorities for research and development should be
stated. The specifications should be justified as a list of requirements against
which ideas will be evaluated and the final outcome assessed.
Research
Aspect 1: strategies
A variety of sources for collection of suitable data should be identified and
priorities made clear. Research for the project or investigation should
anticipate the collection of sufficient data so that the brief or research question
can be suitably addressed. Research may take many forms depending on the
design context chosen.
Research
Aspect 2: data collection
For a design project, there should be a balance between qualitative and
quantitative data collection, and between primary and secondary data.
Investigations may be focused on strategies for collection of one particular
category of data, usually quantitative. Data may be presented in a variety
of forms, for example, tables, graphs or photographs, and so on.
Research
Aspect 3: data processing and analysis
In a design project, research material will form the basis for
generation of ideas. Analysis of data that has been suitably
processed should relate the usefulness of the research material to
the design brief or research question. Errors or uncertainties should
be identified where appropriate, and the effect on the reliability of the
data quantified. Students should show that they can take raw data,
transform it and present it in a form suitable for analysis.
Development
Aspect 1: creativity
Students should demonstrate originality in tackling the project or investigation.
When addressing this criterion, teachers will need to ensure that projects and
investigations have enough scope for innovation.
Development
Aspect 2: techniques
Techniques should be chosen that are appropriate to the task and
provide evidence of innovative ideas. This may be in the form of
detailed drawings, models (physical and/or CAD), tests, experiments,
and so on.
Development
Aspect 3: solution
The final solution needs to be described in appropriate detail. The solution
may be the result of an experiment or the use of the design process to
design a product or system. For a design project, the detailing must be
sufficient for the solution to be realized, with materials and manufacturing
techniques made explicit. Formal drawings should be produced in an
appropriate format.
Evaluation
Aspect 1: conclusion
The validity of the solution to the problem should be evaluated and justified.
Evidence may be provided via testing of a designed product and expert
appraisal or astute interpretation of data for an investigation, even if the
conclusion appears contradictory to the accepted theories.
Evaluation
Aspect 2: procedure
The suitability of chosen strategies at each stage of the investigation or
project should be assessed taking into account available resources, including
time. Students should not only state weaknesses, but also indicate how
significant the weaknesses are. For a design project, procedures will also
relate to testing the solution in relation to the specifications stated at the
planning stage and gaining user research.
Evaluation
Aspect 3: recommendations
Suggestions for improvements should be based on the weaknesses and
limitations identified in aspect 2. Improvements may be presented in a
variety of forms, such as drawings, a modified design specification, or a
new set of variables. For investigations based on data collection,
modifications should address issues of precision, accuracy and
reproducibility of the results. The modifications proposed should be
realistic and clearly described. It is not sufficient to state that more precise
equipment should be used or more time allocated. Modifications for a
designed prototype should consider changes to the design for scaling up
production and to produce a design family of products.
Manipulative Skills
Aspect 1: procedures
The procedures for practical work should be conducted in a methodical
manner to aid the finishing of the final outcome. Practical work should have
been planned in advance so as to show clearly the sequence of operations
to be carried out. Equipment, materials and estimates of time allowance for
each operation should be stated clearly if students are to be able to work to
plan.
Manipulative Skills
Aspect 2: use of equipment and materials
The level of guidance required will depend on the nature of the activity and
experience of the students. Health and safety must be given due consideration
at all times, with explicit evidence apparent in the documentation. Evidence of
manipulative skills should be clear from a diary of manufacture. Photographs of
the final outcome should be evident in the evaluation section of the report.
Manipulative Skills
Aspect 3: techniques
A variety of techniques will be relevant to the task. Students should have
made astute judgments concerning resource issues for completing the
investigation or project. Materials, components and equipment must be
manipulated to a standard that will allow a detailed evaluation.
Personal Skills (Group 4 only)
Aspect 1
Aspect 2
Aspect 3
Levels/marks
Self-motivation and
perseverance
Working within a team
Self-reflection
Complete/2
Approaches the project
with self-motivation and
follows it through to
completion.
Collaborates and
communicates in a group
situation and integrates
the views of others.
Shows a thorough
awareness of their own
strengths and weaknesses
and gives thoughtful
consideration to their
learning experience.
Partial/1
Completes the project but Exchanges some views
but requires guidance to
sometimes lacks selfcollaborate with others.
motivation.
Not at all/0
Lacks perseverance and
motivation.
Makes little or no attempt
to collaborate in a group
situation.
Shows limited awareness
of their own strengths and
weaknesses and gives
some consideration to
their learning experience.
Shows no awareness of
their own strengths and
weaknesses and gives no
consideration to their
learning experience.
Session Three – IA Project
The design project, which unifies all aspects of the design technology
course, is based on the design cycle and is a compulsory element of the
practical course of work and assessment.
The syllabus for HL has more breadth than that for SL, with 41 hours
allocated to the design project as distinct from 28 hours at SL. It is
expected, therefore, that HL students should develop a greater knowledge
and skill base than SL students, and should demonstrate this through the
design project.
The log book is no longer required. Each student must submit a project
summary report, which identifies the key stages of the project
development.
The project must be assessed against the design technology criteria:
planning, research, development, evaluation and manipulative skills.
Individual Task
Analyse the detailing in the assessment descriptors and write down
what you consider should be evident in a student a portfolio if they
were possibly going to achieve full marks.
Design Technology – Major Project…What should it
include? Maybe this?
IB Major Project Tick List 2007 -
Font size 12
Assessment
No of pages Tick
Brainstorm of context
(Pl – As1)
1
Description of Situation
(Pl – As1)
1
Detailed Design Brief to include project feasibility
(Pl – As2)
1
Analysis – What do I need to find out?
(Pl - As3)
1
(Pl – As3 and R – As1)
1
Collection of data
(R – As2)
8
Edit and summarise data
(R – As3)
1
Initial Specification (detailed)
(Pl – As3)
1
(D – As1 and As2)
6
Evaluation of ideas against design specification
(E – As1)
1
Development sketches
(D – As2)
3
Modelling
(D – As2)
3
Cad
(D – As2)
3
Evaluate development models and sketches
(E – As1)
1
Working Drawing (orthographic projection?)
(D – As3)
2
Final specification for manufacture
(D –As3)
1
Material and component list
(D – As3)
1
(MS – As1) (E – As2)
1
(MS – As2)
1
(MS –As2 and As3)
6
Evaluate and test the outcome
(E – As1)
1
Evaluate against design specification
(E – As2)
2
Modifications (sketches)
(E – As3)
2
Modify for commercial manufacture
(E – As3)
2
Modified design specification
(E – As3)
1
Research Plan
Ideas (wide range)
Plan of manufacture (Gantt chart)
Risk assessment
Evidence of manufacture with adaptations
4PSOW-470-01
4psow
Form 4/PSOWDT
Internal assessment cover sheet: design technology
SUBMIT TO:
SCHOOL
MODERATOR
0
0
ARRIVAL DATE:
SESSION: ………………………………………………..
20 APR / 20 OCT 2009
NUMBER: SCHOOL NAME: …………………………………………………………………………………………………..
 Type or write legibly using black ink and retain a copy of this form.
SUBJECT: ________________ LEVEL: ________ CANDIDATE NAME: __________________________ SESSION
Outline of experiments/investigations/projects
(include title and a brief description)
Date(s)
ICT
Please fill in the ICT column using the numbers below to show when the
student experienced each of these applications:
Group 4 project mark for PS
/6
1 – Graph plotting software, 2 – Computer model/simulation, 3 – CAD,
4 – Internet and CD ROMs, 5 – Spreadsheet
Design project mark for MS
/6
To be completed by teacher
0
NUMBER:
0
Topic/
option
Time
(hrs)
R
D
E
Highest level in
investigations
/6
/6
/6
/6
/30
/6
/6
/6
/6
/30
Design project mark
Name: ……………………………….. Signature: ………………………... Date: ……….…
Vade Mecum 2008
© International Baccalaureate Organization, 2008
Levels awarded
P
This total must also be
entered on IBIS
Experimental Sciences Page 15
Complete
4pow
Outline of experiments/investigations/projects
(include title and a brief description)
Date(s)
04/12/08
ICT
Design Technology Project - Context: Lighting
4
Please fill in the ICT column using the numbers below to show when the
student experienced each of these applications:
Group 4 project mark for PS
3/6
1 – Graph plotting software, 2 – Computer model/simulation, 3 – CAD,
4 – Internet and CD ROMs, 5 – Spreadsheet
Design project mark for MS
4/6
To be completed by teacher
Topic/
option
T 1 – 7,
Opt C
Highest level in
investigations
Time
(hrs)
Levels awarded
P
R
D
E
28
4
5
3
4
4/6
5/6
5/6
5/6
22/30
4/6
5/6
3/6
4/6
20/30
Design project mark
Name: ……………………………….. Signature: ………………………... Date: ……….…
This total must also be
entered on IBIS
Form 4/IADT
4IA
Internal assessment cover sheet: design technology
ARRIVAL DATE: 20 APR / 20 OCT 2009 SESSION: ………
SUBMIT TO: MODERATOR
SCHOOL NUMBER:
0
0
SCHOOL NAME: …………………………………………………………………………………………………..
Please check () the boxes below to confirm that you have carried out the following requirements in preparing the
sample.
I have read section F6 to F16 and section 4 in the Vade Mecum.
Internal standardization has taken place where two or more teachers are responsible for the internal assessment
of candidates.
A form 4/PSOWDT is included for each candidate in the sample set.
Photocopied material is legible (ideally, original work should be sent to the moderator).
The highest level attained in each criterion, P, R, D and E in investigations and the level attained in each
criterion, P, R, D and E for the design project have been clearly circled or highlighted on each candidate’s
4/PSOWDT.
The write-ups and teacher instructions corresponding to the levels circled or highlighted on form 4/PSOWDT
from each candidate in the sample set are clearly identified.
The design project mark for MS has been noted.
The design project is included.
The title of the group 4 project is included in the outline of experiments in the 4/PSOWDT and the level
achieved for PS in the group 4 project has been noted.
No written evidence is required for PS and MS.
A mark out of 30 for the major design project (four criteria and MS) and a mark out of 30 for other investigations (four
criteria and PS mark for the group 4 project) must be recorded on the internal assessment option on IBIS.
Atypical candidates
It is important that the sample work received by the moderator is typical of the marking standards applied to the whole
group of candidates. If IBIS selects a candidate’s work for a moderation sample that is atypical, include the work of
another candidate with the same or a similar mark in addition to that candidate’s work.
I confirm that, to the best of my knowledge, the write-ups/reports submitted are the authentic work of each candidate.
Teacher’s name: ……………………………………………………….
Teacher’s signature: ……………………………………………………
Date: ……………………..
Session Four – Marking Projects
Mark Project examples.
Write notes to explain your decisions.
Use assessmentgrids.docx
Session Five – What makes a good IA?
See markingexamples.docx
Session Five – IA Investigations
The difference between a project and an investigation.
•
Teacher can give the problem, brief and specification and let students
design a range of products.
•
The problem might not be design orientated, but based around testing
products or materials.
•
It could be focused towards gathering particular data for a design
context.
•
Assessment can be focused towards particular criteria.
Investigations should be part of teaching the core, additional higherlevel material and options. Evidence of which should be contained on
the 4PSOWDT.
Session Five - Planning an IA course
Task
Group work – Devise a range of activities that could be used for IA work
(Consider core, AHL and options)
Session Six – IA (3)
Task - Mark investigation examples.
Write notes to explain your decisions.
Work to mark…
Session Seven – Planning an IA task
Task
Group work – consider which assessment criteria could be used for each
investigation/project.
What evidence would you expect from students?
See possibleprojectideas.docx
Session Seven – IA3
Task
Use own products to devise a range of suitable investigations.
Consider which criteria is to be assessed and what you would
expect from students in order to achieve complete in each
aspect.
Session Eight – External Assessment
Session Eight – G2 Form
Refer to subject report May 2009
Session Eight – Exam Papers (1)
Task
Mark work in folder using mark schemes for P1 and P2 from June 2009
Session Nine – External Assessment
Session Nine –Exam Papers (cont)
Session Nine –Exam Papers
Task
Mark work in folder using mark schemes for P3 from June 2009
Session Nine – Extended Essays
EE Powerpoint
The Assessment Criteria
Session Nine – Extended Essays
Task
Read and mark Extended Essay using assessment guidelines
Compare marks with examiner.
Session Nine – CAS
Creativity, Action, Service
Administration
A CAS programme of any size requires support in order to ensure
that it runs smoothly. This includes:
• contact with outside individuals and agencies
• consideration of safety issues (risk assessment)
• record keeping.
Session Nine – CAS
Mentoring/advising
CAS advisers are involved in:
• helping students to identify personal and social goals
• monitoring the range and balance of activities undertaken by individual
students
• developing students’ powers of reflection through group discussion and
individual consultation
• supporting students in their consideration of ethical concerns
• reading/responding to diaries/journals
• helping students to make connections (for example, CAS activity
Session Nine – CAS
Supervision
Activity supervisors’ responsibilities include:
• monitoring attendance
• providing guidance and support related to the activity
• alerting the CAS coordinator, administration or relevant CAS adviser to
any problems
• reporting, as required, on student performance.
Session Nine – CAS
Students are required to:
• self-review at the beginning of their CAS experience and set personal goals for
what they hope to achieve through their CAS programme
• plan, do and reflect (plan activities, carry them out and reflect on what they
have learned)
• undertake at least one interim review and a final review with their CAS adviser
• take part in a range of activities, including at least one project, some of which
they have initiated themselves
• keep records of their activities and achievements, including a list of the
principal activities undertaken
• show evidence of achievement of the eight CAS learning outcomes.
Session Nine – CAS
The relevant section of the IB Programme standards and practices document
states that students should have opportunities to choose their own CAS
activities and to undertake activities in a local and international context as
appropriate. This means that, as far as possible, students should “own” their
personal CAS programmes. With guidance from their mentors/advisers,
students should choose activities for themselves, initiating new ones where
appropriate.
Session Nine – CAS
Session Nine – CAS
What are suitable activities?
Activity
Creativity
Action
Service
School Choir
Y
Y
Concert Band
Y
Y
Making
jewellery for
charity stall
Y
Y
Art Exhibition
Y
Y
Physics society Y
Climbing
Y
Cricket
Y
Care for elderly
Y
School Council
Y
Session Nine – CAS
Session Nine – CAS
What does not count?
•Nothing for which students are paid.
•Nothing done entirely for themselves.
•Nothing done entirely for the close family.
•Nothing done without an Adult Supervisor.
•Nothing done outside the School without a report from an
Adult Supervisor.
Where Next?
Which topic when?
A scheme of work
Possible Major Project ideas
Resourcing your department
Use the OCC