DESIGN TECHNOLOGY IN THE
INTERNATIONAL BACCALAUREATE:
GREEN AND GLOBAL
P John Williams
Centre for Science and Technology Education Research
OUTLINE
• Nature and structure of the IBO
• General context for DT
• Green and global examples
• Conclusion
D T in the I B: green & global
778,000 students
2823 schools
138 countries
13%pa expanding
37% expanding DT
Programs:
primary years
middle years
diploma
D T in the I B: green & global
778,000 students
2823 schools
138 countries
13%pa expanding
37% expanding DT
Programs:
primary years
middle years
diploma
D T in the I B: green & global
diploma hexagon:
•6 groups
•Extended essay
•Theory of
knowledge
• Creativity,
action,
service
Group 4: EXPERIMENTAL
SCIENCES
Biology
Chemistry
Physics
Design technology
D T in the I B: green & global
IBO mission statement
The International Baccalaureate Organization 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 IBO 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.
D T in the I B: green & global
IBO mission statement
The International Baccalaureate Organization 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 IBO 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.
D T in the I B: green & global
DT subject description
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.
Group 4 students are encouraged to access the extensive
web sites of international organizations to enhance their
appreciation of the international dimensions of technology.
On a practical level, the group 4 project mirrors real
technology by encouraging collaboration between schools across
the regions.
Group 4 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.
D T in the I B: green & global
DT aims to develop in students:
• an ability to explore concepts, ideas and issues
with personal, local and global significance
• an understanding and appreciation of cultures
in terms of global technological development
• skills that enable them to reflect on the impacts
of design and technology on society and the
environment
D T in the I B: green & global
IBO Design Technology
Core (Standard Level)
Topics
Higher Level
Hours Topics
Hours
Design process
10
Energy
9
Product innovation
7
Structures
10
Green design
9
8
Material
17
Product development
11
Mechanical design
Advanced manufacturing
techniques
Sustainable development
Product design
5
Options (SL/HL)
Evaluation
Practical work
(SL and HL)
Investigations
6
Food science and technology
30/45
Electronic product design
30/45
30
CAD/CAM
30/45
Design project
41
Textiles
30/45
Group 4 project
10
Human factors design
30/45
D T in the I B: green & global
10
12
IBO Design Technology
Core (Standard Level)
Topics
Higher Level
Hours Topics
Hours
Design process
10
Energy
9
Product innovation
7
Structures
10
Green design
9
8
Material
17
Product development
11
Mechanical design
Advanced manufacturing
techniques
Sustainable development
Product design
5
Options (SL/HL)
Evaluation
Practical work
(SL and HL)
Investigations
6
Food science and technology
30/45
Electronic product design
30/45
30
CAD/CAM
30/45
Design project
41
Textiles
30/45
Group 4 project
10
Human factors design
30/45
Standard Level
10
12
IBO Design Technology
Core (Standard Level)
Topics
Higher Level
Hours Topics
Hours
Design process
10
Energy
9
Product innovation
7
Structures
10
Green design
9
8
Material
17
Product development
11
Mechanical design
Advanced manufacturing
techniques
Sustainable development
Product design
5
Options (SL/HL)
Evaluation
Practical work
(SL and HL)
Investigations
6
Food science and technology
30/45
Electronic product design
30/45
30
CAD/CAM
30/45
Design project
41
Textiles
30/45
Group 4 project
10
Human factors design
30/45
Higher Level
10
12
IBO Design Technology
Core (Standard Level)
Topics
Higher Level
Hours Topics
Hours
Design process
10
Energy
9
Product innovation
7
Structures
10
Green design
9
8
Material
17
Product development
11
Mechanical design
Advanced manufacturing
techniques
Sustainable development
Product design
5
Options (SL/HL)
Evaluation
Practical work
(SL and HL)
Investigations
6
Food science and technology
30/45
Electronic product design
30/45
30
CAD/CAM
30/45
Design project
41
Textiles
30/45
Group 4 project
10
Human factors design
30/45
Options – both SL and HL
10
12
IBO Design Technology
Core (Standard Level)
Topics
Higher Level
Hours Topics
Hours
Design process
10
Energy
9
Product innovation
7
Structures
10
Green design
9
8
Material
17
Product development
11
Mechanical design
Advanced manufacturing
techniques
Sustainable development
Product design
5
Options (SL/HL)
Evaluation
Practical work
(SL and HL)
Investigations
6
Food science and technology
30/45
Electronic product design
30/45
30
CAD/CAM
30/45
Design project
41
Textiles
30/45
Group 4 project
10
Human factors design
30/45
10
12
Practical work – school assessed (36%)
DT Syllabus
Topic 1: Design process (10 hours)
Assessment
statement
1.1.1
Describe how
designers use design
cycle models to
represent the design
process.
Obj
Teacher’s notes
2
Design may be described in a variety
of ways and degrees of complexity.
Some design cycle models are
simple and some are more complex.
The design process usually consists
of successive stages that can be
arranged as a systematic cyclical
process that eventually converges to
produce a
solution to a problem.
D T in the I B: green & global
GREEN eg
Topic 3.2: Life cycle analysis
Assessment
statement
3.2.4
List the major
environmental
considerations in life
cycle analysis.
Obj
Teacher’s notes
1
Water, soil pollution and
degradation, air
contamination, noise, energy
consumption,
consumption of natural resources,
pollution and
effect on ecosystems.
D T in the I B: green & global
GREEN eg
Topic 3.3: Strategies for green design
Assessment
statement
Obj
3.3.11 Discuss the issues
3
underpinning the
economic recycling of
materials.
Teacher’s notes
Consider collection, energy and
processing
considerations, redistribution.
D T in the I B: green & global
GREEN eg
Topic 5.6: Clean manufacturing
5.6.6
Assessment statement
Obj
Teacher’s notes
Explain that strategies
for leaning up
manufacturing are
mainly reactive,
and that more radical
approaches require a
rethink of the whole
system and may result
in significant product
and/or process
modification.
3
Many companies react to
legislation or impending
legislation by doing the minimum
required. More
radical approaches, for example,
life cycle analysis,
are proactive
D T in the I B: green & global
GREEN eg
Topic 8.2: Types of energy
Assessment
statement
8.2.5
Obj
Describe the main
2
effect of carbon
dioxide emissions
from the
large-scale burning of
fossil fuels.
Teacher’s notes
Enhanced greenhouse effect leads to
higher mean
global temperatures, sea-level rise
and general
climate changes.
D T in the I B: green & global
GLOBAL eg
Topic 2.2 Invention and Innovation
Assessment
statement
2.2.9
Obj
Explain the
2
difficulties of getting
a product to diffuse
into the marketplace.
Teacher’s notes
Consider local, national and global
competition.
D T in the I B: green & global
GLOBAL eg
Topic A12: Food security
Assessment
statement
A.12.11
Obj
Identify the global 2
extent of
undernourishment.
Teacher’s notes
800 million people in developing
countries and
approximately 34 million people in
developed
countries are chronically
undernourished.
D T in the I B: green & global
GLOBAL eg
Topic B7: Global Standards for digital products
Assessment
statement
B.7.1
Explain the
importance of global
standards for digital
electronic product
manufacturers.
Obj
Teacher’s notes
3
Digitization of text, voice and
graphics enables these forms of
communication, traditionally
delivered by distinct modes of
transmission, to be treated as digital
streams and delivered by a range of
modes. Use of generic standards
reduces development costs for
manufacturers and increases the
interoperability of different devices.
D T in the I B: green & global
GLOBAL eg
Topic C3: The impact of CAD/CAM
Assessment
statement
C.3.5
Explain how a CNC
machine further
aids manufacture.
Obj
Teacher’s notes
2
Global communication systems
allow for the CNC machining data to
be sent anywhere in the world. The
flexibility of a CNC machine reduces
down-time between batch runs or
one-off
production.
D T in the I B: green & global
GREEN:
• renewable and non-renewable
• green legislation
• R4 (reuse, repair, recondition, recycle)
• eco-labelling
• greenhouse effects
• alternative energy
• appropriate technology
• triple bottom line
• intelligent buildings
• sustainable development
D T in the I B: green & global
GLOBAL:
• food security
• product branding
• disability design
• fair trade regulations
• stages of development
• role of IT and converging technologies
• CAD-CAM and global manufacturing
• consideration of a global market
• specific trends - effect on local cultures
- labour force movements
D T in the I B: green & global
Conclusions
One size fits all?
Balance global issues with local concerns
Student oriented with a
global outlook
Significant focus on green issues
D T in the I B: green & global
P John Williams
Centre for Science and Technology Education Research
pj.williams@waikato.ac.nz