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DESIGN TECHNOLOGY IN THE INTERNATIONAL BACCALAUREATE: GREEN AND GLOBAL P John Williams Centre for Science and Technology Education Research.

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Presentation on theme: "DESIGN TECHNOLOGY IN THE INTERNATIONAL BACCALAUREATE: GREEN AND GLOBAL P John Williams Centre for Science and Technology Education Research."— Presentation transcript:

1 DESIGN TECHNOLOGY IN THE INTERNATIONAL BACCALAUREATE: GREEN AND GLOBAL P John Williams Centre for Science and Technology Education Research

2 D T in the I B: green & global OUTLINE Nature and structure of the IBO General context for DT Green and global examples Conclusion

3 D T in the I B: green & global Programs: primary years middle years diploma 778,000 students 2823 schools 138 countries 13%pa expanding 37% expanding DT

4 D T in the I B: green & global Programs: primary years middle years diploma 778,000 students 2823 schools 138 countries 13%pa expanding 37% expanding DT

5 diploma hexagon : 6 groups Extended essay Theory of knowledge Creativity, action, service

6 D T in the I B: green & global Group 4: EXPERIMENTAL SCIENCES Biology Chemistry Physics Design technology

7 D T in the I B: green & global IBO mission statement The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

8 D T in the I B: green & global IBO mission statement The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

9 D T in the I B: green & global DT subject description The design technology method in its widest sense, with its emphasis on creativity, innovation, open-mindedness and freedom of thought, transcends politics, religion and nationality. Group 4 students are encouraged to access the extensive web sites of international organizations to enhance their appreciation of the international dimensions of technology. On a practical level, the group 4 project mirrors real technology by encouraging collaboration between schools across the regions. Group 4 students need to be aware of the moral responsibility of designers to ensure that appropriate technologies are available to all communities on an equitable basis and that they have the technological capacity to use this for developing sustainable societies.

10 D T in the I B: green & global DT aims to develop in students: an ability to explore concepts, ideas and issues with personal, local and global significance an understanding and appreciation of cultures in terms of global technological development skills that enable them to reflect on the impacts of design and technology on society and the environment

11 D T in the I B: green & global IBO Design Technology Core (Standard Level)Higher Level TopicsHoursTopicsHours Design process10Energy9 Product innovation7Structures10 Green design9Mechanical design8 Material17 Advanced manufacturing techniques 10 Product development11Sustainable development12 Product design5Options (SL/HL) Evaluation6Food science and technology30/45 Practical work (SL and HL) Electronic product design30/45 Investigations30CAD/CAM30/45 Design project41Textiles30/45 Group 4 project10Human factors design30/45

12 Standard Level IBO Design Technology Core (Standard Level)Higher Level TopicsHoursTopicsHours Design process10Energy9 Product innovation7Structures10 Green design9Mechanical design8 Material17 Advanced manufacturing techniques 10 Product development11Sustainable development12 Product design5Options (SL/HL) Evaluation6Food science and technology30/45 Practical work (SL and HL) Electronic product design30/45 Investigations30CAD/CAM30/45 Design project41Textiles30/45 Group 4 project10Human factors design30/45

13 Higher Level IBO Design Technology Core (Standard Level)Higher Level TopicsHoursTopicsHours Design process10Energy9 Product innovation7Structures10 Green design9Mechanical design8 Material17 Advanced manufacturing techniques 10 Product development11Sustainable development12 Product design5Options (SL/HL) Evaluation6Food science and technology30/45 Practical work (SL and HL) Electronic product design30/45 Investigations30CAD/CAM30/45 Design project41Textiles30/45 Group 4 project10Human factors design30/45

14 Options – both SL and HL IBO Design Technology Core (Standard Level)Higher Level TopicsHoursTopicsHours Design process10Energy9 Product innovation7Structures10 Green design9Mechanical design8 Material17 Advanced manufacturing techniques 10 Product development11Sustainable development12 Product design5Options (SL/HL) Evaluation6Food science and technology30/45 Practical work (SL and HL) Electronic product design30/45 Investigations30CAD/CAM30/45 Design project41Textiles30/45 Group 4 project10Human factors design30/45

15 Practical work – school assessed (36%) IBO Design Technology Core (Standard Level)Higher Level TopicsHoursTopicsHours Design process10Energy9 Product innovation7Structures10 Green design9Mechanical design8 Material17 Advanced manufacturing techniques 10 Product development11Sustainable development12 Product design5Options (SL/HL) Evaluation6Food science and technology30/45 Practical work (SL and HL) Electronic product design30/45 Investigations30CAD/CAM30/45 Design project41Textiles30/45 Group 4 project10Human factors design30/45

16 D T in the I B: green & global DT Syllabus Topic 1: Design process (10 hours) Assessment statement ObjTeacher’s notes 1.1.1Describe how designers use design cycle models to represent the design process. 2Design may be described in a variety of ways and degrees of complexity. Some design cycle models are simple and some are more complex. The design process usually consists of successive stages that can be arranged as a systematic cyclical process that eventually converges to produce a solution to a problem.

17 D T in the I B: green & global Topic 3.2: Life cycle analysis Assessment statement ObjTeacher’s notes 3.2.4List the major environmental considerations in life cycle analysis. 1Water, soil pollution and degradation, air contamination, noise, energy consumption, consumption of natural resources, pollution and effect on ecosystems. GREEN eg

18 D T in the I B: green & global Topic 3.3: Strategies for green design Assessment statement ObjTeacher’s notes Discuss the issues underpinning the economic recycling of materials. 3Consider collection, energy and processing considerations, redistribution. GREEN eg

19 D T in the I B: green & global Topic 5.6: Clean manufacturing Assessment statementObjTeacher’s notes 5.6.6Explain that strategies for leaning up manufacturing are mainly reactive, and that more radical approaches require a rethink of the whole system and may result in significant product and/or process modification. 3Many companies react to legislation or impending legislation by doing the minimum required. More radical approaches, for example, life cycle analysis, are proactive GREEN eg

20 D T in the I B: green & global Topic 8.2: Types of energy Assessment statement ObjTeacher’s notes 8.2.5Describe the main effect of carbon dioxide emissions from the large-scale burning of fossil fuels. 2Enhanced greenhouse effect leads to higher mean global temperatures, sea-level rise and general climate changes. GREEN eg

21 D T in the I B: green & global Topic 2.2 Invention and Innovation Assessment statement ObjTeacher’s notes 2.2.9Explain the difficulties of getting a product to diffuse into the marketplace. 2Consider local, national and global competition. GLOBAL eg

22 D T in the I B: green & global Topic A12: Food security Assessment statement ObjTeacher’s notes A.12.11Identify the global extent of undernourishment million people in developing countries and approximately 34 million people in developed countries are chronically undernourished. GLOBAL eg

23 D T in the I B: green & global Topic B7: Global Standards for digital products Assessment statement ObjTeacher’s notes B.7.1Explain the importance of global standards for digital electronic product manufacturers. 3Digitization of text, voice and graphics enables these forms of communication, traditionally delivered by distinct modes of transmission, to be treated as digital streams and delivered by a range of modes. Use of generic standards reduces development costs for manufacturers and increases the interoperability of different devices. GLOBAL eg

24 D T in the I B: green & global Topic C3: The impact of CAD/CAM Assessment statement ObjTeacher’s notes C.3.5Explain how a CNC machine further aids manufacture. 2Global communication systems allow for the CNC machining data to be sent anywhere in the world. The flexibility of a CNC machine reduces down-time between batch runs or one-off production. GLOBAL eg

25 D T in the I B: green & global GREEN: renewable and non-renewable green legislation R 4 (reuse, repair, recondition, recycle) eco-labelling greenhouse effects alternative energy appropriate technology triple bottom line intelligent buildings sustainable development

26 D T in the I B: green & global GLOBAL: food security product branding disability design fair trade regulations stages of development role of IT and converging technologies CAD-CAM and global manufacturing consideration of a global market specific trends - effect on local cultures - labour force movements

27 D T in the I B: green & global Conclusions One size fits all? Balance global issues with local concerns Student oriented with a global outlook Significant focus on green issues

28 P John Williams Centre for Science and Technology Education Research


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