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DP design technology aims to develop internationally interested people whose increased design understanding and the technological world make our common guardianship of the planet easier and create a better world.
It focuses on analysis, design development, synthesis and evaluation. The creative tension between theory and practice is what characterizes design technology within the subject group DP-Sciences.
Question and problem solutions are the focus of the topic. The DP design technology requires the use of the DP design cycle as a tool that provides the methodology used to structure the request and analysis of problems, development of realizable solutions, as well as the testing and evaluation of the solution. In the graduate program design technology, a solution can be defined as a model, prototype, product or system that the students have developed independently.
DP design technology achieves a high degree of design literacy by enabling students to develop critical thinking and design skills that they can apply in a practical context. While the design can accept various forms, it contains the selective application of knowledge within an ethical framework.
A well-planned design program allows students to develop not only practical skills, but also strategies for creative and critical thinking.
Both science and technology have a fundamental relationship with the design. Technology precedes science, but now most technological developments are based on scientific understanding. Traditional technology included useful artifacts, often with little understanding of science that underpin your production and use. In contrast, modern technology involves the application of scientific discoveries to produce useful artifacts. The application of scientific discovery to solve a problem allows designers to create new technologies, and these new technologies can in turn affect the rate of scientific discovery.
The aim of the DP Design Technology Course is to promote capability development in the students who are needed to use new and existing technologies to create new products, services and systems.
Concepts and principles are given for each topic. The guidance on each concept and the principle is provided in the guide and the teacher to support material to support teacher planning. There are examples of international relative and connections to other DP compartments as well as the theory of knowledge questions to enrich the curriculum and to expand the understanding of the students of the impact of technology and design.
The students of the usual and higher level completes a common core.
Higher-level students examine four other topics that expand and deepen their understanding of the topic. The four additional topics at higher level aim to introduce aspects of innovation.
All standard and higher students complement a design project as an internal evaluation task. This design project allows you to demonstrate your examining, analytical, design thinking, design development, prototyping, testing and evaluation capabilities and reflects the design processes that are used in the various industries that integrate the design practice. Internal assessment does not apply 40% of the final assessment.
At SL, the design project requires the students to identify a problem and develop a solution.It is evaluated against four common criteria:
At HL, the design project is extended by aspects of innovation. The design project is evaluated against two additional criteria:
The default level track is via a multiple-choice paper (paper 1), a core paper that consists of a short response and extended response questions (paper 2) and the internal evaluation design project. HL has paper More questions, and students answer an additional paper (paper 3), which consists of three structured questions based on the HL extension material, one of which is based on a case study.
Learn more about the design technology in a DP workshop for teachers.
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