Part 1 – Design in Theory (Theme A)
An Academy adaptation for planning and mastery.
LAYER 1: CONTENT OVERVIEW (Academy Study Breakdown)
The Academy has organised the Design in Theory course content into smaller study areas and original learning checkpoints to make it easier to learn, practise and track.
ACADEMY STUDY BREAKDOWN
The following study areas are an Academy-created learning organisation. The IB topic codes (A1.1, A2.1, A2.2, and so on) are used for navigation only. They do not represent an official IB teaching sequence.
The Academy uses this structure to organise study and revision. It is not an official IB syllabus sequence.
| Academy Study Area | SL | HL | Checkpoints |
|---|---|---|---|
| A1.1 Ergonomics and Human Factors | ✓ | ✓ | 14 |
| A2.1 Understanding Users and Research | ✓ | ✓ | 13 |
| A2.2 Prototyping and Design Models | ✓ | ✓ | 11 |
| A3.1 Materials and Material Selection | ✓ | ✓ | 14 |
| A3.2 Structural Systems | – | ✓ | 12 |
| A3.3 Mechanical Systems | – | ✓ | 13 |
| A3.4 Electronic Systems | – | ✓ | 14 |
| A4.1 Manufacturing and Production | – | ✓ | 10 |
The Academy has organised the Design in Theory content into 8 Academy study areas and 101 trackable learning checkpoints for Part 1. These checkpoints are an Academy-created study organisation informed by the current Design Technology course, not official IB syllabus requirements.
LAYER 2: ACADEMY STUDY ORDER
Purpose: A suggested order for working through Design in Theory. This is an Academy study order, not an IB-prescribed teaching sequence.
The current IB guide does not prescribe a fixed teaching order and encourages connections across the course.
LAYER 3: ACADEMY STUDY CHECKPOINTS
Click any status button to mark your progress. Click Test Mastery to open the Mastery Gate.
🧑 A1.1 ERGONOMICS AND HUMAN FACTORS (14 checkpoints)
1. Define ergonomics and explain its role in designACADEMY LEARNING CHECKPOINT⬜ Not Started
2. Explain anthropometric data and how it is used in designACADEMY LEARNING CHECKPOINT⬜ Not Started
3. Distinguish between static and dynamic anthropometric dataACADEMY LEARNING CHECKPOINT⬜ Not Started
4. Describe percentile ranges and their relevance to ergonomic designACADEMY LEARNING CHECKPOINT⬜ Not Started
5. Explain biomechanics and its relevance to ergonomic designACADEMY LEARNING CHECKPOINT⬜ Not Started
6. Explain how psychology and human senses can influence product designACADEMY LEARNING CHECKPOINT⬜ Not Started
7. Explain how reach, clearance, work envelopes and adjustability can influence ergonomic designACADEMY LEARNING CHECKPOINT⬜ Not Started
8. Explain how human physical capabilities can influence product designACADEMY LEARNING CHECKPOINT⬜ Not Started
9. Explain how ergonomics contributes to user comfortACADEMY LEARNING CHECKPOINT⬜ Not Started
10. Explain how ergonomics contributes to user safetyACADEMY LEARNING CHECKPOINT⬜ Not Started
11. Describe how ergonomics influences product usabilityACADEMY LEARNING CHECKPOINT⬜ Not Started
12. Describe ergonomic considerations for specific user groupsACADEMY LEARNING CHECKPOINT⬜ Not Started
13. Apply ergonomic principles to a design contextACADEMY PRACTICE⬜ Not Started
14. Analyse how ergonomic factors affect design decisionsACADEMY PRACTICE⬜ Not Started
🔍 A2.1 UNDERSTANDING USERS AND RESEARCH (13 checkpoints)
15. Define user-centred research and explain its purposeACADEMY LEARNING CHECKPOINT⬜ Not Started
16. Describe interviews as a user research methodACADEMY LEARNING CHECKPOINT⬜ Not Started
17. Describe surveys and questionnaires as user research methodsACADEMY LEARNING CHECKPOINT⬜ Not Started
18. Describe observation as a user research methodACADEMY LEARNING CHECKPOINT⬜ Not Started
19. Describe field research as a user research methodACADEMY LEARNING CHECKPOINT⬜ Not Started
20. Describe focus groups as a user research methodACADEMY LEARNING CHECKPOINT⬜ Not Started
21. Describe task analysis as a user research methodACADEMY LEARNING CHECKPOINT⬜ Not Started
22. Describe how designers can gather feedback from users during design developmentACADEMY PRACTICE⬜ Not Started
23. Explain the stages of user-centred designACADEMY LEARNING CHECKPOINT⬜ Not Started
24. Explain how personas, scenarios and user-population information can guide design developmentACADEMY LEARNING CHECKPOINT⬜ Not Started
25. Explain how user needs are identified and documentedACADEMY LEARNING CHECKPOINT⬜ Not Started
26. Apply a user-centred research method to a design contextACADEMY PRACTICE⬜ Not Started
27. Analyse the strengths and limitations of different research methodsACADEMY PRACTICE⬜ Not Started
🧩 A2.2 PROTOTYPING AND DESIGN MODELS (11 checkpoints)
28. Define prototyping and explain its purpose in designACADEMY LEARNING CHECKPOINT⬜ Not Started
29. Describe the different levels of prototype fidelityACADEMY LEARNING CHECKPOINT⬜ Not Started
30. Explain the difference between low-fidelity and high-fidelity prototypesACADEMY LEARNING CHECKPOINT⬜ Not Started
31. Explain how prototypes can be used to explore aesthetic requirementsACADEMY LEARNING CHECKPOINT⬜ Not Started
32. Explain how prototypes can be used to test functional requirementsACADEMY LEARNING CHECKPOINT⬜ Not Started
33. Describe physical prototypesACADEMY LEARNING CHECKPOINT⬜ Not Started
34. Describe virtual models and their role in designACADEMY LEARNING CHECKPOINT⬜ Not Started
35. Explain surface models and solid modelsACADEMY LEARNING CHECKPOINT⬜ Not Started
36. Explain how CAD models and virtual simulations can support prototype development and design evaluationACADEMY LEARNING CHECKPOINT⬜ Not Started
37. Explain how drawings, physical prototypes and CAD models can be used to gather information and feedback during design developmentACADEMY LEARNING CHECKPOINT⬜ Not Started
38. Apply a prototyping technique to a design challengeACADEMY PRACTICE⬜ Not Started
🧱 A3.1 MATERIALS AND MATERIAL SELECTION (14 checkpoints)
39. Define material classification and explain its purposeACADEMY LEARNING CHECKPOINT⬜ Not Started
40. Describe the main categories of materials used in design, including timbers, polymers, metals, glass, textiles, composites, smart materials and biomaterialsACADEMY LEARNING CHECKPOINT⬜ Not Started
41. Explain the physical properties of materialsACADEMY LEARNING CHECKPOINT⬜ Not Started
42. Explain the mechanical properties of materialsACADEMY LEARNING CHECKPOINT⬜ Not Started
43. Explain the chemical properties of materialsACADEMY LEARNING CHECKPOINT⬜ Not Started
44. Describe composites and their use in designACADEMY LEARNING CHECKPOINT⬜ Not Started
45. Describe smart materials and their use in designACADEMY LEARNING CHECKPOINT⬜ Not Started
46. Describe biodegradable materials and their use in designACADEMY LEARNING CHECKPOINT⬜ Not Started
47. Describe how material properties influence design decisionsACADEMY LEARNING CHECKPOINT⬜ Not Started
48. Explain how the properties and characteristics of materials can influence material-selection decisionsACADEMY LEARNING CHECKPOINT⬜ Not Started
49. Describe factors that influence material selectionACADEMY LEARNING CHECKPOINT⬜ Not Started
50. Apply knowledge of material properties to a design contextACADEMY PRACTICE⬜ Not Started
51. Analyse how material selection affects product performanceACADEMY PRACTICE⬜ Not Started
52. Evaluate the suitability of materials for a specific design purposeACADEMY PRACTICE⬜ Not Started
🏗️ A3.2 STRUCTURAL SYSTEMS (12 checkpoints · HL Only)
53. Identify different structural forms, including frame, shell and solid structures, and explain their purposesACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
54. Explain how forces act on structural systemsACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
55. Explain how structural elements respond to different types of loadingACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
56. Explain tension, compression, torsion, bending and shear in structural systemsACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
57. Explain stress and strain in structural systemsACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
58. Explain Young’s modulus and its relevance to structural designACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
59. Explain yield strength, ultimate strength and fracture in structural materialsACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
60. Explain equilibrium in structural systemsACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
61. Explain structural reinforcement techniquesACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
62. Explain the concept of safety factor in structural designACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
63. Apply structural principles to a design situationACADEMY PRACTICE · HL ONLY⬜ Not Started
64. Evaluate a structural solution for a specified design purposeACADEMY PRACTICE · HL ONLY⬜ Not Started
⚙️ A3.3 MECHANICAL SYSTEMS (13 checkpoints · HL Only)
65. Identify linear, rotary, oscillating and reciprocating motionACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
66. Explain how mechanical systems use input, process and outputACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
67. Explain how levers transmit force and motion, and describe the three classes of leversACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
68. Explain how linkages transmit motion, and describe different linkage typesACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
69. Explain how gears change speed, direction or mechanical advantage, and describe different gear typesACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
70. Explain how pulleys change force and motion, and describe pulley componentsACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
71. Explain how cams and followers convert motion, and describe different cam typesACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
72. Explain how ratchets and pawls control motion in one directionACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
73. Explain how mechanisms can be combined to perform a design functionACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
74. Apply mechanical-system principles to a design situationACADEMY PRACTICE · HL ONLY⬜ Not Started
75. Analyse how mechanical components interact within a systemACADEMY PRACTICE · HL ONLY⬜ Not Started
76. Evaluate the suitability of a mechanical solution for a design purposeACADEMY PRACTICE · HL ONLY⬜ Not Started
77. Explain the role of bearings and shafts in mechanical systemsACADEMY PRACTICE · HL ONLY⬜ Not Started
⚡ A3.4 ELECTRONIC SYSTEMS (14 checkpoints · HL Only)
78. Explain how inputs, processing, outputs and feedback operate within an electronic systemACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
79. Distinguish between analogue and digital systems and explain their useACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
80. Explain voltage, current, resistance, frequency and power in electronic systemsACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
81. Explain the function of passive componentsACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
82. Explain the function of active componentsACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
83. Explain the role of sensors in electronic systemsACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
84. Explain the role of microcontrollers in electronic systemsACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
85. Explain the role of processing in electronic systemsACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
86. Explain the role of outputs in electronic systemsACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
87. Explain open-loop and closed-loop control systemsACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
88. Explain the role of feedback in control systemsACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
89. Recognise common circuit symbols used in electronic systemsACADEMY PRACTICE · HL ONLY⬜ Not Started
90. Apply electronic-system principles to a design situationACADEMY PRACTICE · HL ONLY⬜ Not Started
91. Evaluate the suitability of an electronic solution for a design purposeACADEMY PRACTICE · HL ONLY⬜ Not Started
🏭 A4.1 MANUFACTURING AND PRODUCTION (10 checkpoints · HL Only)
92. Distinguish between the major categories of manufacturing processesACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
93. Describe additive manufacturing processes and examplesACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
94. Describe subtractive and wasting manufacturing processes and examplesACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
95. Describe forming manufacturing processes and examplesACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
96. Describe joining manufacturing processes and examplesACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
97. Describe finishing manufacturing processes and examplesACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
98. Explain how manufacturing processes are selected for different design requirementsACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
99. Explain how manufacturing processes can affect the design and production of a productACADEMY LEARNING CHECKPOINT · HL ONLY⬜ Not Started
100. Apply manufacturing-process knowledge to a design situationACADEMY PRACTICE · HL ONLY⬜ Not Started
101. Evaluate the suitability of a manufacturing process for a specified design purposeACADEMY PRACTICE · HL ONLY⬜ Not Started
LAYER 4: ACADEMY MASTERY GATE
Purpose: The Mastery Gate is an Academy learning tool. It is not an IB grading standard.
The question is simple: “Can you actually use the knowledge, rather than just recognise the term?”
↓
PASS?
YES → 🟢 MASTERED
Academy Spaced Review: 1 Day → 3 Days → 7 Days → 30 Days
NO → 🔴 REVISING
Added to your Academy Weak Spots. Review and try again.
LAYER 5: DASHBOARD
DESIGN IN THEORY – PROGRESS OVERVIEW
101Total Checkpoints
0🟢 Mastered
0🟡 Practising
0🔴 Revising
🚨 WEAK SPOTS:
– [None yet]
⬆ UPCOMING SPACED REVIEWS:
– [None yet]
📊 PROGRESS: 0%
Not StartedMastered
⚡ ACADEMY RECOMMENDATION
The 80% mastery target is an Academy planning guideline only. It is not an IB requirement. Learn more at ibdesigntechnologytutor.com.
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📌 IMPORTANT NOTE FOR STUDENTS
This work has been developed independently from and is not endorsed by the International Baccalaureate Organization. International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks owned by the International Baccalaureate Organization.
Visit ibdesigntechnologytutor.com for more IB Design Technology resources.
This work has been developed independently from and is not endorsed by the International Baccalaureate Organization. International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks owned by the International Baccalaureate Organization.
Visit ibdesigntechnologytutor.com for more IB Design Technology resources.
IB Design Technology Academy · Part 1 Design in Theory