IB Design Technology
Design Folio
Essential Question:
How do we create desire?
Name:
Class:
Ms. Tomlin and Mr. Wang
Thurgood Marshall Academy
Table of Contents
Essential Question .................................................... 3
The Task .................................................................... 3
Areas of Interaction (AoI) ......................................... 3
Objectives ................................................................. 3
Assessment ............................................................... 3
Guiding Question ...................................................... 4
The Design Brief ........................................................ 5
Product Analysis ....................................................... 6
Research ................................................................. 10
Specification ........................................................... 11
Initial Designs .......................................................... 12
Final Design ............................................................. 15
Adobe Lessons - Classwork ..................................... 15
Final Product Evaluation ......................................... 16
Final Product ........................................................... 19
IB Learner Profile .................................................... 20
Criterion A – Investigate ......................................... 21
Criterion B – Design ................................................ 22
Criterion C – Plan .................................................... 23
Criterion D – Create ................................................ 24
Criterion E – Evaluate ............................................. 25
Criterion F – Attitudes in Technology ..................... 26
Scoring Overview .................................................... 27
Cereal Box. IB Design Technology. Ms. Tomlin & Mr. Wang
Page 2
Essential Question
How do we create desire?
The Task
Working individually, students will be designing a cereal box to honor a person from World
History. The person MAY NOT be American or Canadian and must have made a significant
contribution (positive or negative) and a lasting contribution to World History.
# _____________. Notable person: _________________________________________________________
Refer to http://tmatech.blogspot.com/ for the Notable People used in this project.
Areas of Interaction (AoI)
Human Ingenuity
Desktop publishing, Marketing &
Advertising
Objectives






Use of the design cycle
Undertake meaningful and relevant research
Gain experience utilizing Adobe applications
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
Cereal Box. IB Design Technology. Ms. Tomlin & Mr. Wang
Page 3
INVESTIGATE
Guiding Question
Explain in your own words the design task that you have been asked to solve.
See Blog Entry # 3.2 – Design Task
PLAN
Timeline
Date
What was accomplished this session, tools used, problems
encountered and how they were overcome.
Cereal Box. IB Design Technology. Ms. Tomlin & Mr. Wang
Time Spent
Page 4
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:
I am going to design and make a security device that will make my house look occupied when,
in fact, it is empty. Police statistics clearly show that houses are much more likely to be broken
into when they are empty. Consequently, if the house looks occupied it is likely to be safe.
The device will be mobile so that it can be moved from room to room, easy to set up and
control and also cheap to make. It must not be powered by main voltage and in this way it will
be completely safe to be left ‘on’ for a long time and will not be affected by power cuts. It will
be activated by anyone approaching the house from the front or back.
It must deter even professional crooks from taking an interest in our house and even convince
people in the street that the house is occupied.
It should include the following elements:
1. Always start the design brief with “I am going to design and make .....”. This is followed by a
general description of the type of device you feel will answer the design problem.
2. Do not be too specific. The brief should be a general description that allows you flexibility
regarding the type of product you intend to make. For example, if you are designing an
automatic animal feeder it may be a good idea not to say the type of animal it is for, at least
not at this stage in the project.
3. Do not be specific about materials. It may be wise to avoid stating the exact materials it will
be manufactured from (eg. pine, steel, etc...). Instead describe the materials to be used as
strong, tough, flexible, natural, man-made, recycled, water-proof or similar general
descriptions.
4. Mention points such as – general size, what it will do (it’s functions), general properties of
the materials needed, who it is for (e.g. children), and other points you feel are important.
Write a Design Brief for your project.
See Blog Entry # 3.3 – Design Brief
Cereal Box. IB Design Technology. Ms. Tomlin & Mr. Wang
Page 5
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 the cereal box below, and annotate thoroughly by answering the following
questions.
What does this text represent?
What does this text represent?
What does this text represent?
What two images appear on the box?
Why are these images used?
Cereal Box. IB Design Technology. Ms. Tomlin & Mr. Wang
Page 6
INVESTIGATE
Get a family-sized cereal box.
Measure the dimensions of your box. Use the diagram at the left as a
guide.
Length: _____________inches
Height: _____________inches
Height
Width: _____________inches
Width
Length
Front of Box
Compare the front of your cereal box with the Lucky Charms from page 6. How is the
layout (arrangement of the text and images) similar?
How is the layout (arrangement of the text and images) different?
Cereal Box. IB Design Technology. Ms. Tomlin & Mr. Wang
Page 7
INVESTIGATE
Back of Box
In the same way we annotated the front of the box on page 6, annotate the back of your
cereal box. Include a labeled sketch of the back of your cereal box.
Cereal Box. IB Design Technology. Ms. Tomlin & Mr. Wang
Page 8
Panels of Box
Annotate the panels of your cereal box. Include a labeled sketch.
Left Panel
Right Panel
Top Panel
Bottom Panel
Cereal Box. IB Design Technology. Ms. Tomlin & Mr. Wang
Page 9
INVESTIGATE
Research
Blog Entry # 3.1 – Person Research
Use credible on-line sources to research your assigned person. Answer the following as:
1. Name of Notable Person
2. Web Addresses of all Sources (copy and paste)
3. Biographical Information
a.
b.
c.
d.
e.
Date of Birth and Death
Place of Birth and Death (or current residence)
Family (e.g. parents, siblings, spouse, children)
Education
Occupation
4. Two-three Quotes (either about the person of from the person)
5. Significant contribution(s) to World History
6. Two-three pictures of the person (should be of a large size)
7. Ten terms related to the person
8. Timeline of at least five important dates in the person’s life
9. A symbol that represents the person (include a description of why it symbolizes the
person)
Cereal Box. IB Design Technology. Ms. Tomlin & Mr. Wang
Page 10
INVESTIGATE
Specification
A Specification is a list of key points that your design must take into account. 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?
Required Design Elements:
Your cereal box will be designed according to the following guidelines:

The cereal box that you are using must be covered so that no original markings,
drawings or writing is showing

The front of the cereal box should include the name of the cereal – a creative name
that somehow relates to your hero. It should include an appropriately-sized picture of your
hero as well (if an actual photo of your person is not available any image can be used i.e. a
portrait, cartoon, statue, etc.). The front should also include a slogan for the cereal that
relates to your individual. Your name should be incorporated as the name of the cereal
company.

The back of the box should include the most detailed information on your figure.
o
Information (creatively displayed) on the birth, education and early years of
your person
o
Information on any controversies (any serious flaws) that your person was
involved in
o
A summation of the characteristics that makes this person an important
person in Global History
o
A game/puzzle (crossword, word find, etc.) based on information about your
person
o
Some small pictures

One side panel should include at least one interesting quote from your hero (or about
your hero) and a brief contextual background as to when and why that particular quote
was given, or to what event the quote refers and some random trivial facts about your
person

One side panel should include a timeline about your person

The top panel should include some reference to the most significant event in your
person’s life. This reference could be in the form of a slogan or other brief statement – but it
should be brief. It is to be used as a grabber to make your reader interested in reading the
historical information on the back of your essay.

The bottom panel should include a bibliography in MLA format. While you are
completing your research collect information on the sources that you are using to gather
information on your person.
Time to Complete Project:
Cereal Box. IB Design Technology. Ms. Tomlin & Mr. Wang
Page 11
DESIGN
Initial Designs
Create sketches of your cereal box (front and back) indicating possible layouts, heading
types, colors etc.
Annotate each design thoroughly.
Front
Cereal Box. IB Design Technology. Ms. Tomlin & Mr. Wang
Page 12
DESIGN
Back
Cereal Box. IB Design Technology. Ms. Tomlin & Mr. Wang
Page 13
DESIGN
Top
Left Panel
Cereal Box. IB Design Technology. Ms. Tomlin & Mr. Wang
Right Panel
Page 14
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 panels of your cereal box?
Blog Entry # 3.6 – Final Design
CREATE
Adobe Lessons - Classwork
Blog Entry # 3.4 – Adobe I
Classwork for Week 2
Blog Entry # 3.5 – Adobe II
Classwork for Week 3
Cereal Box. IB Design Technology. Ms. Tomlin & Mr. Wang
Page 15
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
How could you improve your design?
Cereal Box. IB Design Technology. Ms. Tomlin & Mr. Wang
Page 16
Evaluation of
Design Cycle:
INVESTIGATION
Evaluation of
Design Cycle:
DESIGN & PLAN
Describe how your cereal box research affected the final design
of your product.
Which panel of the final product least resembled the initial
sketch? What changes were made and why?
Cereal Box. IB Design Technology. Ms. Tomlin & Mr. Wang
Page 17
EVALUATION
Evaluation of
What problems did you have? How did you solve them?
Design Cycle:
What new technology skills did you learn during this project?
How will you use these skills in other classes?
CREATE
Evaluation of Design
Cycle:
Which Learner Profile quality was your greatest strength
during this project? Explain.
ATTITUDES IN
TECHNOLOGY
Which Learner Profile quality was your greatest challenge
during this project? Explain.
Did you work to the best of your ability? Explain.
Cereal Box. IB Design Technology. Ms. Tomlin & Mr. Wang
Page 18
EVALUATION
Evaluation of Areas of
Interaction:
Human Ingenuity
Who might boycott your cereal box? Why?
Who might buy every box of your cereal? Why?
Final Product
Include the completed cereal box with your Design Folio.
Cereal Box. IB Design Technology. Ms. Tomlin & Mr. Wang
Page 19
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.
Cereal Box. IB Design Technology. Ms. Tomlin & Mr. Wang
Page 20
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
0
1–2
3–4
5–6
Level Descriptor
The student does not reach a standard described by any of the
descriptors given below.
The student states the problem. The student investigates the
problem, collecting information from sources. The student lists
some specifications.
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.
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:
Cereal Box. IB Design Technology. Ms. Tomlin & Mr. Wang
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
0
1–2
3–4
5–6
Level Descriptor
The student does not reach a standard described by any of the
descriptors given below.
The student generates one design, and makes some attempt to
justify this against the design specification.
The student generates a few designs, justifying the choice of one
design and fully evaluating this against the design specification.
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:
Cereal Box. IB Design Technology. Ms. Tomlin & Mr. Wang
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:
Cereal Box. IB Design Technology. Ms. Tomlin & Mr. Wang
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
0
Level Descriptor
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:
Cereal Box. IB Design Technology. Ms. Tomlin & Mr. Wang
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
5–6
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.
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:
Cereal Box. IB Design Technology. Ms. Tomlin & Mr. Wang
out of 6
Page 25
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
0
1–2
3–4
5–6
Level Descriptor
The student does not reach a standard described by any of the
descriptors given below.
The student occasionally displays a satisfactory standard in one of
the aspects listed above.
The student frequently displays a satisfactory standard in both of
the aspects listed above.
The student consistently displays a satisfactory standard in both
of the aspects listed above.
Scoring
Criteria F:
Cereal Box. IB Design Technology. Ms. Tomlin & Mr. Wang
out of 6
Page 26
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
Cereal Box. IB Design Technology. Ms. Tomlin & Mr. Wang
Page 27