IB Design Technology Syllabus: Design in Practice
An Academy adaptation for planning and mastery.
LAYER 1: CONTENT OVERVIEW (Academy Study Breakdown)
The Academy has organised the Design in Practice course content into smaller study areas and original learning checkpoints to make it easier to learn, practise and track.
| Academy Study Area | SL | HL | Checkpoints |
|---|---|---|---|
| B1.1 User-Centred Design | ✓ | ✓ | 17 |
| B2.1 The Design Process | ✓ | ✓ | 27 |
| B2.2 Modelling and Prototyping | ✓ | ✓ | 19 |
| B3.1 Material Selection | ✓ | ✓ | 14 |
| B3.2 Structural Systems Application and Selection | – | ✓ | 21 |
| B3.3 Mechanical Systems Application and Selection | – | ✓ | 24 |
| B3.4 Electronic Systems Application and Selection | – | ✓ | 29 |
| B4.1 Production Systems | – | ✓ | 21 |
The Academy has organised the Design in Practice content into 8 Academy study areas and 172 trackable learning checkpoints for Part 2. These checkpoints are an Academy-created study organisation informed by the current Design Technology course, not official IB syllabus requirements.
CHECKPOINT LABELS
| Label | Meaning |
|---|---|
| ACADEMY LEARNING CHECKPOINT | Academy-created learning checkpoint informed by the current Design Technology course |
| ACADEMY PRACTICE | Academy-created skill-building or application checkpoint |
This helps students clearly distinguish between syllabus learning and Academy-created practice material.
Key ideas explored in this theme:
- User-centred design
- Design process
- Modelling and prototyping
- Material selection
- Systems application
LAYER 2: ACADEMY STUDY ORDER
Purpose: A suggested order for working through Design in Practice. 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.
| Academy Study Area | Suggested Order | Why we suggest it |
|---|---|---|
| B1.1 User-Centred Design | 1st | Applies research to understand users |
| B2.1 The Design Process | 2nd | Structures how design problems are solved |
| B2.2 Modelling and Prototyping | 3rd | Develops practical skills for testing ideas |
| B3.1 Material Selection | 4th | Connects properties to design decisions |
| B3.2 Structural Systems Application | 5th | HL only – applies structural knowledge |
| B3.3 Mechanical Systems Application | 6th | HL only – applies mechanical knowledge |
| B3.4 Electronic Systems Application | 7th | HL only – applies electronic knowledge |
| B4.1 Production Systems | 8th | HL only – connects design to manufacturing |
STUDENT ACTION: “This is a suggested Academy study order. You may adapt it to your own learning style, teacher’s sequence and classroom work.”
Remember that the IB course is integrated. You may study topics across themes and rows in parallel.
LAYER 3: ACADEMY STUDY CHECKPOINTS
DESIGN IN PRACTICE – TRACKABLE ACADEMY CHECKPOINTS
These checkpoints are an Academy-created study system informed by the current Design Technology course. They are not official IB syllabus requirements.
Use them to check whether you can actually define, describe, explain, apply, analyse, discuss or evaluate the relevant design concepts.
Use the status buttons to mark a checkpoint Not Started, Covered, Revising, or Practising.
Use Test Mastery when you are ready to check whether you can mark the checkpoint Mastered.
🔹 B1.1 USER-CENTRED DESIGN (17 checkpoints)
1. Define user-centred design and explain its purpose
⬜ Not Started
2. Explain how user-centred design places human needs at the centre of the design process
⬜ Not Started
3. Describe how personas are used to represent target user populations
⬜ Not Started
4. Explain how demographic information informs user-centred design
⬜ Not Started
5. Describe how task analysis is used to understand user interactions
⬜ Not Started
6. Explain the five usability objectives: learnability, efficiency, memorability, errors and satisfaction
⬜ Not Started
7. Explain how usability objectives are set and measured
⬜ Not Started
8. Explain how user-centred design develops empathy and understanding
⬜ Not Started
9. Describe the advantages and disadvantages of user-centred design
⬜ Not Started
10. Explain how multidisciplinary teams contribute to user-centred design and the contribution of different disciplines
⬜ Not Started
11. Explain how to construct a user-centred design plan based on research questions
⬜ Not Started
12. Analyse user-research data to establish user characteristics, behaviours, wants and needs
⬜ Not Started
13. Describe how user-centred design uses research methods to target persona populations
⬜ Not Started
14. Explain how user-centred design can identify design improvements
⬜ Not Started
15. Describe how user-centred design enhances usability and user satisfaction
⬜ Not Started
16. Apply user-centred design principles to a design challenge
⬜ Not Started
17. Analyse how user-centred design can improve product outcomes
⬜ Not Started
🔹 B2.1 THE DESIGN PROCESS (27 checkpoints)
18. Describe the five stages of the design process
⬜ Not Started
19. Explain the purpose of the Empathise stage
⬜ Not Started
20. Explain how user research is conducted during the Empathise stage
⬜ Not Started
21. Distinguish between primary and secondary research
⬜ Not Started
22. Distinguish between qualitative and quantitative data
⬜ Not Started
23. Describe how material testing can be used as a primary research method
⬜ Not Started
24. Describe how product analysis can be used as a primary research method
⬜ Not Started
25. Explain how secondary research supports or validates primary research
⬜ Not Started
26. Explain the purpose of the Define the Project stage
⬜ Not Started
27. Describe how a problem statement is formulated
⬜ Not Started
28. Explain how success criteria are established
⬜ Not Started
29. Explain how to develop design specifications from research, including essential and desirable success criteria
⬜ Not Started
30. Explain how user-journey mapping is used in the design process
⬜ Not Started
31. Describe how storyboards can be used to identify user pain points
⬜ Not Started
32. Explain how existing products can be analysed for function, performance and features
⬜ Not Started
33. Explain the purpose of the Ideation and Modelling stage
⬜ Not Started
34. Describe how a range of diverse design ideas is generated in response to the problem statement and design specifications
⬜ Not Started
35. Explain how design ideas are compared and refined against design specifications and user needs
⬜ Not Started
36. Explain how concept models are used to represent early ideas
⬜ Not Started
37. Explain the purpose of the Designing a Solution stage
⬜ Not Started
38. Describe the model–test–refine cycle
⬜ Not Started
39. Explain how user feedback is gathered and used during design development
⬜ Not Started
40. Explain how detailed component and assembly drawings show dimensions, scale and assembly details for manufacture
⬜ Not Started
41. Explain how virtual representations show key usability features and how the proposed solution meets design specifications
⬜ Not Started
42. Explain the purpose of the Presenting a Solution stage
⬜ Not Started
43. Describe how the final design is communicated and justified
⬜ Not Started
44. Apply the design process to a design challenge
⬜ Not Started
🔹 B2.2 MODELLING AND PROTOTYPING (19 checkpoints)
45. Define modelling and prototyping and explain their role in design
⬜ Not Started
46. Describe the different types of 2D and 3D models
⬜ Not Started
47. Explain how CAD is used to create digital models
⬜ Not Started
48. Describe how physical prototypes are used to test design ideas
⬜ Not Started
49. Explain how virtual prototypes can simulate product performance
⬜ Not Started
50. Explain how aesthetic and functional prototypes can be created at different levels of fidelity, including scale, shape and space
⬜ Not Started
51. Describe how 3D printing techniques can be used for prototyping
⬜ Not Started
52. Explain how to construct and interpret isometric drawings
⬜ Not Started
53. Explain how to construct and interpret orthographic projections
⬜ Not Started
54. Explain how to construct and interpret assembly drawings
⬜ Not Started
55. Explain how to construct and interpret exploded drawings
⬜ Not Started
56. Explain how to construct CAD models suitable for rapid prototyping
⬜ Not Started
57. Explain how finite element analysis (FEA) output can be interpreted
⬜ Not Started
58. Explain how prototypes can be used to gather user feedback
⬜ Not Started
59. Explain how iterative prototyping improves design outcomes
⬜ Not Started
60. Explain how to select appropriate drawings, physical prototypes and CAD models to gather data and feedback for iterative development
⬜ Not Started
61. Describe how models and prototypes can be used to communicate design ideas
⬜ Not Started
62. Apply a modelling or prototyping technique to a design challenge
⬜ Not Started
63. Evaluate the effectiveness of a model or prototype for testing a design
⬜ Not Started
🔹 B3.1 MATERIAL SELECTION (14 checkpoints)
64. Explain how materials are selected for specific applications
⬜ Not Started
65. Explain how material properties influence selection decisions
⬜ Not Started
66. Explain how mechanical properties influence material selection
⬜ Not Started
67. Explain how physical properties influence material selection
⬜ Not Started
68. Explain how chemical properties influence material selection
⬜ Not Started
69. Explain how aesthetic characteristics influence material selection
⬜ Not Started
70. Explain how cost and availability influence material selection
⬜ Not Started
71. Explain how sustainability considerations influence material selection
⬜ Not Started
72. Explain how functional and aesthetic properties are balanced in material selection
⬜ Not Started
73. Describe how surface finish and corrosion resistance influence material selection
⬜ Not Started
74. Describe how material selection is influenced by the product's intended use
⬜ Not Started
75. Explain how material selection connects to product performance
⬜ Not Started
76. Apply material selection knowledge to a design context
⬜ Not Started
77. Evaluate the suitability of a material for a specific design application
⬜ Not Started
🔹 B3.2 STRUCTURAL SYSTEMS APPLICATION AND SELECTION (21 checkpoints)
78. Identify different types of structural systems and their applications
⬜ Not Started
79. Explain how structures are designed to resist loads
⬜ Not Started
80. Explain how Young's modulus is used to measure material stiffness
⬜ Not Started
81. Calculate Young's modulus
⬜ Not Started
82. Interpret stress–strain graphs
⬜ Not Started
83. Interpret Young's modulus, yield strength, ultimate strength and fracture from stress–strain graphs
⬜ Not Started
84. Describe how materials with differing Young's modulus values are selected for specific applications
⬜ Not Started
85. Explain how structural failure can occur
⬜ Not Started
86. Explain how beams are designed to resist bending and shear
⬜ Not Started
87. Explain different beam and support arrangements and how they respond to static and dynamic loading
⬜ Not Started
88. Explain how struts, shape, lamination and composite construction can strengthen structures
⬜ Not Started
89. Explain how equilibrium is achieved in structural systems
⬜ Not Started
90. Interpret simple force diagrams
⬜ Not Started
91. Explain how safety factors are applied in structural design
⬜ Not Started
92. Calculate safety factors
⬜ Not Started
93. Calculate maximum intended loads
⬜ Not Started
94. Explain how to design structures using an appropriate safety factor
⬜ Not Started
95. Describe how structural systems are tested for performance
⬜ Not Started
96. Describe how structural elements are selected for specific applications
⬜ Not Started
97. Apply structural system principles to a design situation
⬜ Not Started
98. Evaluate a structural system for a specified design purpose
⬜ Not Started
🔹 B3.3 MECHANICAL SYSTEMS APPLICATION AND SELECTION (24 checkpoints)
99. Explain how mechanical advantage is calculated in mechanical systems
⬜ Not Started
100. Calculate mechanical advantage for the required mechanical systems
⬜ Not Started
101. Explain how velocity ratio is calculated in mechanical systems
⬜ Not Started
102. Calculate velocity ratios
⬜ Not Started
103. Explain how efficiency is calculated in mechanical systems
⬜ Not Started
104. Calculate efficiency
⬜ Not Started
105. Describe how gear ratios are calculated and applied
⬜ Not Started
106. Calculate gear ratios
⬜ Not Started
107. Calculate belt-driven system ratios
⬜ Not Started
108. Calculate rotational speed at different points in a gear system
⬜ Not Started
109. Describe belt-driven systems and their applications
⬜ Not Started
110. Explain how levers are used in mechanical systems
⬜ Not Started
111. Analyse and calculate load, effort and fulcrum in lever systems
⬜ Not Started
112. Explain how pulley systems transmit motion and force, and describe their main components
⬜ Not Started
113. Explain how cams convert rotary motion into other types of motion, and describe different cam types
⬜ Not Started
114. Analyse and interpret cam systems
⬜ Not Started
115. Explain how to construct gear systems to increase or decrease speed and motion
⬜ Not Started
116. Explain how to construct and interpret lever-system diagrams
⬜ Not Started
117. Describe how mechanical systems are selected for specific applications
⬜ Not Started
118. Explain how power transmission works in mechanical systems
⬜ Not Started
119. Describe how mechanical systems are tested for performance
⬜ Not Started
120. Apply mechanical system principles to a design situation
⬜ Not Started
121. Evaluate a mechanical system for a specified design purpose
⬜ Not Started
122. Explain how torque is calculated and transmitted (ACADEMY PRACTICE)
⬜ Not Started
🔹 B3.4 ELECTRONIC SYSTEMS APPLICATION AND SELECTION (29 checkpoints)
123. Explain how electronic components are selected for specific applications
⬜ Not Started
124. Explain how sensors are selected and applied in electronic systems
⬜ Not Started
125. Describe the prescribed sensor types and their applications
⬜ Not Started
126. Explain how microcontrollers are used to control electronic systems
⬜ Not Started
127. Describe how op-amps are used in electronic systems
⬜ Not Started
128. Explain how embedded systems enable communication between digital systems
⬜ Not Started
129. Describe how logic gates operate in digital circuits
⬜ Not Started
130. Describe the binary number system
⬜ Not Started
131. Explain how Boolean algebra is used in digital circuits
⬜ Not Started
132. Explain how combinational logic is used in digital circuits
⬜ Not Started
133. Explain how sequential logic is used in digital circuits
⬜ Not Started
134. Describe how truth tables are used to represent logic gate outputs
⬜ Not Started
135. Explain how the input–process–output model applies to electronic systems
⬜ Not Started
136. Explain how Ohm's Law is applied to electronic circuits
⬜ Not Started
137. Calculate voltage, current and resistance using Ohm's Law
⬜ Not Started
138. Calculate electrical power using the appropriate relationship
⬜ Not Started
139. Calculate resistance for series and parallel circuits
⬜ Not Started
140. Calculate capacitance for series and parallel circuits
⬜ Not Started
141. Explain how resistance affects current in a circuit
⬜ Not Started
142. Explain how parallel and series circuits differ
⬜ Not Started
143. Describe how multimeters are used to measure electrical quantities
⬜ Not Started
144. Describe how oscilloscopes are used to analyse signals
⬜ Not Started
145. Describe the prescribed output devices and their applications
⬜ Not Started
146. Explain how to construct flow diagrams for programmable electronic systems
⬜ Not Started
147. Explain how to construct system and circuit diagrams using the required electronic components
⬜ Not Started
148. Recognise and use common circuit symbols used in electronic systems
⬜ Not Started
149. Compare Wi-Fi, Bluetooth and 5G communication methods
⬜ Not Started
150. Explain how electronic systems are tested for performance
⬜ Not Started
151. Apply electronic system principles to a design situation
⬜ Not Started
152. Evaluate an electronic system for a specified design purpose
⬜ Not Started
🔹 B4.1 PRODUCTION SYSTEMS (21 checkpoints)
153. Distinguish between the main types of production systems
⬜ Not Started
154. Describe craft production and its characteristics
⬜ Not Started
155. Describe mechanised production and its characteristics
⬜ Not Started
156. Describe automated production and its characteristics
⬜ Not Started
157. Describe assembly line production and its characteristics
⬜ Not Started
158. Describe hybrid production systems and their characteristics
⬜ Not Started
159. Describe computer-integrated manufacturing (CIM) and its characteristics
⬜ Not Started
160. Describe one-off production and its characteristics
⬜ Not Started
161. Describe batch production and its characteristics
⬜ Not Started
162. Describe mass production and its characteristics
⬜ Not Started
163. Describe mass customization and its characteristics
⬜ Not Started
164. Describe continuous production and its characteristics
⬜ Not Started
165. Explain how the scale of production influences the choice of production system
⬜ Not Started
166. Explain factors that affect the choice of manufacturing technique
⬜ Not Started
167. Explain how manufacturing technique selection is justified based on product or part, material, production scale, production system, cost and environmental considerations
⬜ Not Started
168. Describe how production systems are evaluated for efficiency
⬜ Not Started
169. Describe how multi-component products can be analysed to determine manufacturing methods and the relationships between assembly and function
⬜ Not Started
170. Explain how production methods influence product function and aesthetics
⬜ Not Started
171. Discuss the advantages and disadvantages of different production systems
⬜ Not Started
172. Apply production system knowledge to a design situation
⬜ Not Started
173. Evaluate a production system for a specified design purpose
⬜ Not Started
LAYER 4: ACADEMY MASTERY GATE
Purpose:
The Mastery Gate is an Academy learning tool. It is not an IB grading standard.
“Can you actually use the knowledge, rather than just recognise the term?”
STATUS PROGRESSION
| Status | Meaning |
|---|---|
| ⬜ Not Started | You have not studied this checkpoint yet |
| 📘 Covered | You have read or studied the material once |
| 🔴 Revising | You are actively reviewing the material |
| 🟡 Practising | You are answering practice questions |
| 🟢 Mastered | You have passed the Academy Mastery Gate |
PASS?
YES → 🟢 MASTERED
The checkpoint moves to Mastered.
Academy Spaced Review:
1 Day → 3 Days → 7 Days → 30 Days
Mastered checkpoints return for review according to the Academy’s spaced-review system.
The checkpoint moves to Mastered.
Academy Spaced Review:
1 Day → 3 Days → 7 Days → 30 Days
Mastered checkpoints return for review according to the Academy’s spaced-review system.
NO → 🔴 REVISING
The checkpoint remains in Revising and is added to your Academy Weak Spots.
Review it and attempt the Mastery Gate again.
The checkpoint remains in Revising and is added to your Academy Weak Spots.
Review it and attempt the Mastery Gate again.
LAYER 5: PROGRESS DASHBOARD
DESIGN IN PRACTICE – PROGRESS OVERVIEW
The 172 checkpoints combine Academy-created learning checkpoints informed by the current Design Technology course, assessment requirements and supporting skills.
Total Academy Checkpoints: 0
0⬜ Not Started
0📘 Covered
0🟢 Mastered
0🟡 Practising
0🔴 Revising
🚨 WEAK SPOTS
Checkpoints that you have not yet passed through the Academy Mastery Gate.
– [None yet]
⬆ ACADEMY SPACED REVIEW
1 → 3 → 7 → 30 days
– [No upcoming reviews]
📊 PROGRESS: 0%
Not StartedMastered
Progress is calculated from:
Mastered checkpoints ÷ Total Academy checkpoints
This percentage is an Academy progress indicator, not an IB grade or predicted score.
LAYER 6: HL CONTENT IN THIS THEME
HOW HL EXTENDS THEME B
HL students study all SL content plus additional HL-only topics. In Theme B, the HL-only content is:
| Topic | Focus | Checkpoints |
|---|---|---|
| B3.2 Structural Systems Application and Selection | Young’s modulus, stress–strain graphs, beam and support arrangements, struts and lamination, force diagrams, safety factors, structural design | 21 |
| B3.3 Mechanical Systems Application and Selection | Mechanical advantage, velocity ratio, efficiency, gear ratios, belt-driven systems, lever calculations, cams | 24 |
| B3.4 Electronic Systems Application and Selection | Sensors, microcontrollers, op-amps, embedded systems, logic, Ohm’s Law, circuit calculations, communication methods | 29 |
| B4.1 Production Systems | Production types, production scales, manufacturing selection, product analysis | 21 |
These HL topics are labelled with a 🟣 marker throughout Layer 3.
HL students should be able to explain, analyse and evaluate these topics at a deeper level than SL students.
ASSESSMENT CONNECTION
The Design in Practice content can be assessed through Paper 1 and Paper 2.
Paper 1 includes multiple-choice questions across the course.
Paper 2 includes short-answer and extended-response questions that integrate design technology skills, concepts and understanding.
Students can apply relevant Design in Practice knowledge within their Design Project.
LAYER 7: KEY CONCEPTS REFERENCE
Purpose:
These are Academy-selected revision terms that can help illustrate Design in Practice content.
They are not presented as a required IB list and should not be treated as an IB-prescribed terminology list.
| Concept | Academy Definition | Useful for… |
|---|---|---|
| ——— | ——————- | ————— |
| User-centred design | A design approach that prioritises end-user needs throughout the design process | B1.1 User-Centred Design |
| Persona | A fictional representation of a target user type | B1.1 User-Centred Design |
| Task analysis | Observing and studying how users perform a task | B1.1 User-Centred Design |
| Usability objectives | Measurable goals for how easily a product can be used, covering learnability, efficiency, memorability, errors and satisfaction | B1.1 User-Centred Design |
| User-journey mapping | A visual representation of the steps a user takes when interacting with a product or service | B2.1 The Design Process |
| Storyboard | A visual sequence showing how a user interacts with a product, used to identify pain points | B2.1 The Design Process |
| Primary research | First-hand research collected directly by the designer | B2.1 The Design Process |
| Secondary research | Research collected by others and used to support or validate primary research | B2.1 The Design Process |
| Qualitative data | Non-numerical data describing experiences and opinions | B2.1 The Design Process |
| Quantitative data | Numerical data that can be measured and analysed | B2.1 The Design Process |
| Design specification | A document listing essential and desirable criteria that a solution must meet | B2.1 The Design Process |
| Empathise | Understanding user needs, motivations and experiences | B2.1 The Design Process |
| Define the project | Framing research into a clear problem statement | B2.1 The Design Process |
| Ideation and modelling | Generating and modelling multiple possible ideas | B2.1 The Design Process |
| Designing a solution | Developing one idea through model–test–refine cycles | B2.1 The Design Process |
| Presenting a solution | Communicating and justifying the final design | B2.1 The Design Process |
| CAD | Computer-aided design used to create digital models | B2.2 Modelling and Prototyping |
| Physical prototype | A tangible model used to test design ideas | B2.2 Modelling and Prototyping |
| Virtual prototype | A digital representation of a design that can be used to explore form, fit, function or user interaction | B2.2 Modelling and Prototyping |
| Isometric drawing | A 3D representation showing three axes at equal angles | B2.2 Modelling and Prototyping |
| Orthographic projection | A 2D representation showing multiple views of an object | B2.2 Modelling and Prototyping |
| Exploded drawing | A diagram showing components separated to reveal assembly | B2.2 Modelling and Prototyping |
| Finite element analysis | Computer-based simulation used to analyse how a design behaves under specified conditions | B2.2 Modelling and Prototyping |
| Material properties | Characteristics that influence how materials perform | B3.1 Material Selection |
| Aesthetic properties | Appearance-related characteristics such as colour and texture | B3.1 Material Selection |
| Stress | Force per unit area applied to a material | B3.2 Structural (HL) |
| Strain | Deformation of a material relative to its original dimensions | B3.2 Structural (HL) |
| Young's modulus | A measure of a material's stiffness, calculated as stress divided by strain | B3.2 Structural (HL) |
| Stress–strain graph | A graph showing how a material responds to applied force | B3.2 Structural (HL) |
| Structural failure | When a structure can no longer support its load | B3.2 Structural (HL) |
| Force diagram | A diagram showing the forces acting on a structure | B3.2 Structural (HL) |
| Safety factor | The ratio between maximum intended load and the load at which failure occurs | B3.2 Structural (HL) |
| Mechanical advantage | The ratio of output force to input force | B3.3 Mechanical (HL) |
| Velocity ratio | The ratio of distances moved by effort and load | B3.3 Mechanical (HL) |
| Efficiency | The ratio of mechanical advantage to velocity ratio, expressed as a percentage | B3.3 Mechanical (HL) |
| Gear ratio | The relationship between two meshing gears | B3.3 Mechanical (HL) |
| Belt-driven system | A system that transmits power between shafts using a belt and pulleys | B3.3 Mechanical (HL) |
| Lever system | A rigid bar that pivots around a fulcrum to transmit force | B3.3 Mechanical (HL) |
| Microcontroller | A small computer on a single chip that controls systems | B3.4 Electronic (HL) |
| Sensor | A component that detects changes in an environment | B3.4 Electronic (HL) |
| Op-amp | An operational amplifier used to amplify or process signals | B3.4 Electronic (HL) |
| Embedded system | A computer system dedicated to a specific function within a larger system | B3.4 Electronic (HL) |
| Logic gate | A building block of digital circuits | B3.4 Electronic (HL) |
| Binary number system | A number system using only 0 and 1 | B3.4 Electronic (HL) |
| Boolean algebra | A form of algebra used to analyse and simplify digital circuits | B3.4 Electronic (HL) |
| Combinational logic | Logic circuits whose output depends only on current inputs | B3.4 Electronic (HL) |
| Sequential logic | Logic circuits whose output depends on current and previous inputs | B3.4 Electronic (HL) |
| Ohm's Law | The relationship between voltage, current and resistance (V = IR) | B3.4 Electronic (HL) |
| Multimeter | An instrument used to measure voltage, current and resistance | B3.4 Electronic (HL) |
| Oscilloscope | An instrument used to display and analyse signal waveforms | B3.4 Electronic (HL) |
| Circuit symbols | Standard visual representations used in circuit diagrams | B3.4 Electronic (HL) |
| Craft production | Small-scale production using manual skills | B4.1 Production (HL) |
| Mechanised production | Production using machinery with human operation | B4.1 Production (HL) |
| Automated production | Production using machinery with minimal human input | B4.1 Production (HL) |
| Assembly line | A production method where products move through sequential stations | B4.1 Production (HL) |
| CIM | Computer-integrated manufacturing | B4.1 Production (HL) |
| One-off production | Production of a single, unique item | B4.1 Production (HL) |
| Batch production | Production of groups of identical items | B4.1 Production (HL) |
| Mass production | Production of large volumes of standardised items | B4.1 Production (HL) |
| Mass customization | Production of customised items at mass-production scale | B4.1 Production (HL) |
| Continuous production | Non-stop production of a standardised output | B4.1 Production (HL) |
IMPORTANT
Do not assume that memorising these terms alone is enough.
For each term you use, try to know:
Definition → Application → Context → Strengths → Limitations → Relevance
The Academy may add or change key concepts as useful material becomes available.
This list is not intended to represent an official IB-prescribed list.
⚡ Academy Recommendation
Aim for strong mastery of Design in Practice while continuing to build research skills and practical application alongside it.
A better approach is to study them in parallel:
Concept → Practice Content → Design Example → Application → Review
Do not wait until the end of the course to connect Design in Practice with Design in Theory and Design in Context.
Design in Practice provides an important practical foundation for the wider course.
The 80% mastery target is an Academy planning guideline only. It is not an IB requirement, does not relate to an IB grade boundary, and does not predict an IB grade.
The IB Design Technology course is integrated, so you may study this theme alongside Design in Theory, Design in Context and the Design Project according to your teacher’s sequence and your own learning needs.
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.
For definitive syllabus requirements, always refer to the official IB Design Technology guide.
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.
For definitive syllabus requirements, always refer to the official IB Design Technology guide.
IB Design Technology Academy · Part 2 Design in Practice · Independently developed using the IB Design Technology syllabus as a reference.