Understanding the IB Design Technology syllabus offers valuable insight into the skills and knowledge you'll gain during the course. Join us as we break down the key elements of the syllabus to help you better understand what lies ahead in your journey!

The IB Design Technology syllabus is organized into three lenses: Design in theory, Design in practice, and Design in context. These lenses cover everything from the fundamentals of human factors to complex production systems.

Design technology

For the first theme, students study the theoretical understandings that underpin the course, including additional demanding material for HL students.

Design in theory

Students explore the relationship between people and the products they use, focusing on anthropometrics, physiology, and psychology to improve design efficiency and safety.

Ergonomics

This area covers understanding end-user needs and limitations through multidisciplinary teams and methods like field research and interviews.

User-centred research methods

Learners examine low- and high-fidelity prototyping, including the use of CAD, digital humans, and various 3D printing techniques like SLA and FDM.

Prototyping techniques

Students evaluate materials based on their physical, chemical, and mechanical properties, as well as smart and biodegradable materials.

Material classification and properties

Introduction to structural, mechanical, and electronic systems (HL only) – HL students dive deep into the components of structures, mechanical motion and advantage, and the principles of analogue and digital electronic systems.

Introduction to structural systems

There are four types of motion involved in mechanical systems.

Mechanical systems convert an input into an output.

Mechanical systems can provide a mechanical advantage to the user.

Mechanical systems are used to increase or decrease the speed, direction or power of a motion.

The four types of motion can be combined to create simple or complex mechanical systems.

Gears transmit rotary motion from one gear shaft to another, and have a number of teeth.

Belt-driven systems are driven by pulleys.

The shape of a cam dictates the type of motion.

Levers comprise a beam acting on a fulcrum (pivot) and are classed based on the relative position of the fulcrum to an applied load and effort.

Linkages are used to change the direction of a movement, alter the magnitude of a force or make parts of a system move in a particular way.

Introduction to mechanical systems

Electronic systems comprise of an input, process, output and feedback loop.

Electronics are ubiquitous and designers need to consider how they can be created so that they may be used responsibly in homes, industry and society as well as improving aspects of modern-day life.

Electronic systems can be either analogue or digital.

An analogue system uses continually changing signals such as sine waves.

A digital system is designed to store, process and communicate information in digital form.

Electronic systems are composed of electronic components that have a specific purpose.

Electronic systems utilize input devices to identify a change in an environment that requires a response.

Processing devices translate an input into an output.

Many everyday electronic devices contain control circuits to monitor and control.

Electronic systems utilize output devices to perform a function in response to an initial stimulus.

Electronic systems utilize feedback to monitor an environment and respond to a stimulus if required.

An operational amplifier (op-amp) is a high-gain voltage amplifier with differential inputs and a single output.

Digital systems communicate with each other through the use of embedded systems to perform a specific task.

Electronic components are combined to perform a function in an electronic circuit, which is represented in a circuit diagram.

Introduction to electronic systems

HL students study diverse techniques including additive (4D and 5D printing), subtractive, forming, and joining processes.

Manufacturing techniques

The second theme focuses on the practical application of theoretical knowledge through hands-on design activities.

Design in practice

Students apply research to create personae, perform task analyses, and use usability objectives to identify design improvements.

User-centred design

This covers the five stages of design thinking: empathize, define, ideate and model, design a solution, and present a solution.

The design process

Learners construct 2D and 3D models, utilizing CAD and physical prototypes to gather feedback and refine their designs.

Modelling and prototyping

Students justify material choices based on properties, aesthetics, cost, and sustainability.

Material selection

Systems application and selection (HL only) – HL students calculate Young's Modulus for structures, determine mechanical advantage and gear ratios, and build circuits using microcontrollers and sensors.

Structural systems application and selection

Mechanical advantage of a system can be calculated.

Velocity ratios for gear-, pulley- and belt-driven systems can be calculated.

Gear- and belt-driven systems are used to change the direction, speed, power and efficiency of a rotary motion.

Cams and followers are used to change rotary motion to reciprocating motion.

Levers reduce the effort needed to exert a force and move a load.

Mechanical systems application and selection

Electronics are present in the design of many everyday products.

Design and manufacture of electronic products requires the use of specialized apparatus.

Voltage (V) in a circuit is calculated by a combination of current (I) and resistance (R), and electrical power (P) is calculated by a combination of voltage (V) and current (I).

Resistors and capacitors can be used in series or parallel in a circuit for different purposes.

Electronic systems are used to perform a specific function, which can be mapped using a flow diagram.

System diagrams depict the components and the arrangement of circuits.

Digital systems at the first stage of the input–process–output model use inputs to sense changes in their environment.

Digital systems at the second stage of the input–process–output model use control circuits to monitor and control.

Digital systems use logic to compare input data.

Digital systems at the third stage of the input–process–output model use the output to communicate to or control their environment.

Digital systems can communicate with each other using embedded systems.

Electronic systems application and selection

HL students evaluate different systems, such as craft, automated, and computer-integrated manufacturing (CIM), across various scales of production.

Production systems

The final theme connects theory and practice to real-world global and local contexts.

Design in context

Students discuss the designer's ethical duty regarding safety, obsolescence, and inclusive design for extremes.

Responsibility of the designer

Inclusive design ensures products that address the needs of the widest possible audience, regardless of their age or ability, and focuses on designing universally acceptable products for all users.

Designers often use a “design for extremes” strategy to develop solutions suitable for use by those with physical, sensory and cognitive impairments, which are also appropriate for the general population.

Inclusive design

HL students explore frameworks like the four-pleasure framework and the ACT model to trigger positive emotional responses.

Beyond usability

Learners examine the triple bottom line and strategies for closed-loop systems, including design for disassembly and longevity.

Design for sustainability

A circular economy is a closed-loop system where resources are continuously repurposed.

The aim of the circular economy is to eliminate waste and pollution throughout all stages of a product’s life cycle.

An objective of the circular economy is to incorporate biodegradable materials.

An objective of the circular economy is to recover and restore products, components and materials.

The circular economy relies on the use of renewable energy.

Design for a circular economy

All students use tools like SWOT analysis and constructive discontent to identify product weaknesses.

Product analysis and evaluation

HL students perform cradle-to-grave assessments of a product's total environmental impact.

Life-cycle analysis

HL students focus on specific strategies for process, assembly, and disassembly to improve efficiency and reduce environmental impact.

Design for manufacture strategies

C1.1 Responsibility of the designer | IB Design technology Syllabus

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Responsibility of the designer