Design technology IA Research Question Evaluator
Use the tabs below to generate a new Design technology IA idea or evaluate your current research question.
IA
Compare High-Scoring vs. Flawed Design technology RQs
Below are examples of evaluated RQs from recent Design technology IAs. Review the strengths and weaknesses to understand the scoring criteria, and feel free to evaluate your own RQ using the form above.
How can a weatherproof bicycle pannier be developed for daily urban commuter students to securely carry at least 5 kg of textbooks and electronic devices while maintaining quick-access organization and not obstructing pedaling motion?
Strengths:
Clear user group identified (daily urban commuter students).
Weaknesses:
How can a collapsible, height-adjustable laptop stand be designed for high school students to reduce neck flexion and improve typing comfort while remaining lightweight enough (under 500 g) to be carried in a school bag?
Strengths:
Clear user group and need addressed (high school students and neck/typing comfort).
Weaknesses:
How does can a collapsible, work?
Strengths:
Hints at a design artifact (collapsible) and a focus on how it works.
Weaknesses:
Specify the user group and their design need in the statement. Example revision: "How does a collapsible device for hikers (user group) address the need for compact packing?"
How does can a weatherproof work?
Strengths:
The question is a single line of inquiry, showing focus on a design-related topic (weatherproofing).
Weaknesses:
Specify the user group and their design need by adding a target user and situation (e.g., "for urban cyclists needing protection from rain during commuting").
How to Evaluate Your Research Question
Simply choose your subject and enter your research question. Our evaluator will then analyze your question against the IB requirements and return a report with any issues or improvements you can make. Trained on thousands of IB RQs marked by official IB examiners, our evaluator is able to provide accurate and helpful feedback.
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