SL DT Checkpoint 1 Practice

[CMD] Label (AO1)

Add a title, labels or brief explanation(s) to a diagram or graph

[CMD] List (AO1)

Give a sequence of brief answers with no explanation

[CMD] State (AO1)

Give a specific name, value or other brief answer without explanation or calculation

[CMD] Apply (AO2)

Use an idea, equation, principle, theory or law in relation to a given problem or issue

[CMD] Demonstrate (AO2)

Make clear by reasoning or evidence, illustrating with examples or practical application

[CMD] Describe (AO2)

Give a detailed account

[CMD] Identify (AO2)

Provide an answer from a number of possibilities

[CMD] Outline (AO2)

Give a brief account or summary

[CMD] Present (AO2)

Offer for display, observation, examination or consideration

[CMD] Analyse (AO3)

Break down in order to bring out the guiding elements or structure

[CMD] Construct (AO3)

Display information in a diagrammatic or logical form

[CMD] Design (AO3)

Produce a plan, simulation or model

[CMD] Evaluate (AO3)

Make an appraisal by weighing up the strengths and limitations

[CMD] Explain (AO3)

Give a detailed account including reasons or causes

[CMD] Justify (AO3)

Give valid reasons or evidence to support an answer or conclusion

[CMD] Discuss (used in IB papers - NOT in your school glossary)

IB definition: offer a considered and balanced review that includes a range of arguments, factors or hypotheses

[CMD] Suggest (used in IB papers - NOT in your school glossary)

IB definition: propose a solution, hypothesis or other possible answer

[CMD] Which command terms belong to each Assessment Objective

AO1 (recall) = Label, List, State. AO2 (apply) = Apply, Demonstrate, Describe, Identify, Outline, Present. AO3 (higher order) = Analyse, Construct, Design, Evaluate, Explain, Justify

[CMD] DIFF Outline vs Describe vs Explain

Outline = brief summary (least detail). Describe = detailed account of WHAT something is or does. Explain = detailed account that includes REASONS or CAUSES (WHY or HOW). Explain always needs a because

[CMD] DIFF List vs State vs Identify

List = several brief answers with no explanation. State = one specific brief answer. Identify = pick the right answer out of a number of possibilities

[EXAM] How Paper 2 marks are awarded

About 1 mark per distinct valid point (semi-colon marking points). A 4-mark question is usually 2 points each developed (identify + outline) OR 4 separate developed points. Stick to the number asked for (two means two) and relate every answer to the product in the case study

[EXAM] Technique for Explain questions

Point + reason + link to the product or user (e.g. state the feature, say why it matters, then tie it back to the case study)

[EXAM] Data types - Nominal (Paper 1 2025 Q1 topic - check with teacher it is in scope)

Categories with no natural order. Example: eye colour, product type, gender

[EXAM] Data types - Ordinal

Categories with a meaningful order but no fixed equal gaps between them. Example: race finishing positions (1st 2nd 3rd) - this was the Paper 1 2025 Q1 answer

[EXAM] Data types - Interval

Ordered data with equal gaps but no true zero. Example: temperature in degrees Celsius

[EXAM] Data types - Ratio

Ordered data with equal gaps AND a true zero. Example: height, weight, time

[A1.1] Ergonomics

The application of scientific information concerning the relationship between human beings and the design of products, systems and environments. It is used to improve design so products are efficient, usable, functional, effective and safe

[A1.1] The 5 ergonomic aims (mnemonic FUSEE)

Functional, Usable, Safe, Effective, Efficient

[A1.1] Usable (ergonomics)

Easy to understand and interact with. Clear purpose, minimal controls, familiar form, intuitive interaction and clear feedback. Example: a kettle with one obvious switch

[A1.1] Effective (ergonomics)

Successfully achieving user goals. Example: scissors with firm even-pressure grips let the user apply cutting force effectively

[A1.1] Safe (ergonomics)

Reducing risks, discomfort and injury during use. Example: an adjustable office chair reduces back pain and musculoskeletal problems. Adjustability increases safety

[A1.1] Efficient (ergonomics)

Minimising wasted effort and resources. Example: a curved keyboard that reduces strain on wrists and hands over long typing sessions

[A1.1] Functional (ergonomics)

Able to perform its intended purpose. Example: a screwdriver handle shaped to help the hand apply torque and downward force to the screw

[A1.1] DIFF Effective vs Efficient

Effective = the goal is achieved successfully (right result). Efficient = it is achieved with minimum wasted effort or resources (least input)

[A1.1] DIFF Usable vs Functional

Usable = easy to understand and interact with (the user's experience). Functional = able to perform its intended purpose (what the product does)

[A1.1] Anthropometrics

The aspect of ergonomics that deals with body measurements (e.g. size, strength, physical capacity)

[A1.1] Static data

Human body measurements taken when the subject is still or in a fixed standard position. Examples: standing height, arm length, seated popliteal height, buttock-to-knee length, seated hip width. Easy to gather

[A1.1] Dynamic data

Human body measurements taken when the subject is in motion. Covers range of movement, reach, clearance and strength. Example: how far a driver can move their arm while seated (reach envelope)

[A1.1] DIFF Static vs dynamic data

Static = still in a fixed position (e.g. seated hip width to size a chair). Dynamic = moving (e.g. range of arm movement to place controls). Note: your glossary lists overhead reach as static because it is measured in a fixed pose, but reach envelopes for movement count as dynamic

[A1.1] Biomechanics

Research and analysis of the mechanics of the human body (operation of muscles, joints, tendons etc). Considers force, repetition, duration, posture, grip and strength

[A1.1] Physiology factors

Human factor data related to physical characteristics used to optimise the user's safety, health, comfort and performance

[A1.1] Psychology factors

Human factor data related to psychological interpretations caused by light, smell, sound, taste, temperature and texture

[A1.1] DIFF Physiological vs psychological factors

Physiological = the body (strength, safety, health, comfort, performance). Psychological = how the mind interprets the senses (light, smell, sound, taste, temperature, texture)

[A1.1] Comfort

A person's sense of physical or psychological ease (Paper 1 2025 Q2 answer)

[A1.1] Percentile

Describes how a data point compares to all the data in the set, divided into 100 equal parts

[A1.1] Percentile range (upper and lower limits)

The proportion of a population with a dimension at or less than a given value. For a given demographic (gender, race, age) the 50th percentile is the median

[A1.1] 5th percentile - when to use

Smallest or weakest users. Use for REACH and operation (controls, shelves, light switches, screw tops) so small users can still reach or operate them

[A1.1] 95th percentile - when to use

Largest or tallest users. Use for CLEARANCE and space (door heights, cinema seat room, manholes, overhead clearance) so large users are not blocked or trapped

[A1.1] 5th to 95th percentile - when to use

The range that fits the majority of users (about 90 percent). Preferred for mass-produced products such as seats, work surfaces and car seats

[A1.1] 50th percentile - limitation

It is the average or median, but designing only for it excludes a large part of the population (roughly the smaller half and larger half) so a range is preferred

[A1.1] Percentile rule of thumb

Reach = 5th percentile. Clearance = 95th percentile. Majority of users = 5th to 95th. Average = 50th

[A1.1] Adjustability

The ability of a product to be changed in size by the user (increases the range of percentiles the product suits). Examples: height-adjustable desk, adjustable spanner, bicycle saddle

[A1.1] Range of sizes

A selection of sizes a product is made in that caters for the majority of a market. Examples: clothing XS to XXL, bicycle frame sizes

[A1.1] DIFF Adjustability vs range of sizes

Adjustability = ONE product the user changes to fit. Range of sizes = SEVERAL fixed sizes of the product. Range of sizes is used when adjustability is impractical or insufficient. Some products use both (bicycles)

[A1.1] 4 factors affecting anthropometric data (mnemonic AGED)

Age, Gender, Ethnicity, Disability

[A1.1] Age and anthropometric data

Infants and children grow rapidly. Adolescents have growth spurts. Adults are relatively stable. Older adults lose stature, muscle mass and bone density and have reduced mobility and strength

[A1.1] Gender and anthropometric data

Average body measurements (height, weight, limb length) differ between males and females. Muscle strength also varies, affecting force requirements

[A1.1] Ethnicity and anthropometric data

Different ethnic populations show variations in average body dimensions and proportions. Environmental factors (diet, lifestyle, culture) add variation

[A1.1] Disability and anthropometric data

Physical impairments (e.g. arthritis) change range of motion and strength. Users interact with products differently. Assistive devices (e.g. wheelchairs) change the space needed

[A1.1] Work envelope (workspace envelope)

The 3D space (physical and/or virtual) within which a user carries out physical work activities from a fixed location. Designing within it reduces fatigue, awkward posture and strain

[A1.1] Reach

The range that a person can stretch to touch or grasp an object from a specified position. Designers use reach data (usually the 5th percentile) to place controls

[A1.1] Clearance

The physical space between two objects. The minimum space needed for a person or object to pass through, fit within or move freely without obstruction, collision or discomfort

[A1.1] Why designers use anthropometric data

To choose the right size, shape and adjustability for the intended users so the product is comfortable, safe and usable

[A2.1] User-centred design (UCD)

A design process that pays particular attention to the needs of potential users by involving them in all stages of the design process (research, concept, design, implementation and launch)

[A2.1] Empathy in UCD

Understanding the needs, wants and limitations of end-users by putting yourself in their shoes. It is the key to UCD

[A2.1] User needs

The fundamental, essential requirements a user must have from a product to complete a task or achieve a goal. Example: a wheelchair user NEEDS a wheelchair that is easy to propel

[A2.1] User wants

Desires beyond the basics that enhance the experience or make the product more convenient or aesthetically pleasing. Example: a user needs a phone to communicate but WANTS a sleek design

[A2.1] DIFF Need vs want

Need = essential to complete the task or reach the goal. Want = a desire that improves the experience but is not essential

[A2.1] User limitations

Constraints or challenges that affect a user's ability to interact effectively with a product. Three types: physical, cognitive, situational

[A2.1] Physical limitations

Limits related to the user's body such as dexterity, strength, anthropometric dimensions or issues with muscle control

[A2.1] Cognitive limitations

Limits related to the user's mental processing such as memory, attention span, perception and the ability to process information

[A2.1] Situational limitations

Limits related to the context of use such as poor lighting, excessive noise or having to multitask while using the product

[A2.1] Why observe behaviours in context

Watching users perform tasks in their actual environment reveals unspoken challenges and true pain points that they might not mention if only asked

[A2.1] Five stages of UCD (IB GLOSSARY version)

Research, concept, design, implementation and launch

[A2.1] Five stages of UCD (TEACHER NOTES version - design thinking cycle)

Empathise, Define, Ideate, Prototype, Test. IMPORTANT: your glossary and your notes give different lists - ask your teacher which one the test expects, or learn both

[A2.1] UCD stage 1 Empathise (notes version)

Gain a deep understanding of users' needs, wants and limitations within their environment through observation, interviews and field research

[A2.1] UCD stage 2 Define (notes version)

Use the insights from the Empathise stage to clearly state the problem(s) the users face (a problem statement)

[A2.1] UCD stage 3 Ideate (notes version)

Brainstorm a wide range of solutions using diverse thinking and multidisciplinary teams to generate many ideas

[A2.1] UCD stage 4 Prototype (notes version)

Turn promising ideas into tangible prototypes (low-fidelity sketches and paper models or high-fidelity digital models) so ideas can be tested quickly and cheaply

[A2.1] UCD stage 5 Test (notes version)

Put prototypes in front of real users to gather feedback on how well needs are met and what needs improving. Findings send the team back to Empathise or Define (iteration)

[A2.1] Why is UCD iterative

User feedback is collected throughout, so the design is repeatedly refined by returning to earlier stages until it meets user needs

[A2.1] Advantages of UCD

The design is more intuitive and meets user needs. Also improves user satisfaction, usability and accessibility, reduces costly rework, increases market adoption and improves safety

[A2.1] Disadvantages of UCD

Expensive, takes more time and resources, difficulty interpreting different types of data into the initial design. Also risk of over-design, hard to capture latent needs and possible resistance to change

[A2.1] Multidisciplinary team

A group of professionals from different academic and professional backgrounds who collaborate to develop a design, giving a more comprehensive and rounded understanding of the user, task and environment

[A2.1] Multidisciplinary team - Designers (industrial product UX)

Focus on the user's interaction with the product's form, function and aesthetics. Translate user needs into tangible concepts and consider usability

[A2.1] Multidisciplinary team - Engineers (mechanical electrical software)

Bring expertise on the technical feasibility and constraints of a product and make sure ideas are structurally sound and can be manufactured

[A2.1] Multidisciplinary team - Psychologists

Study human behaviour, cognitive processes (perception, memory, reasoning) and emotional responses to understand how people make decisions and interact with products

[A2.1] Multidisciplinary team - User researchers and anthropologists

Understand users in their natural environments using field research, observation, interviews and ethnographic studies, including cultural context

[A2.1] Multidisciplinary team - Human factors specialists (ergonomists)

Optimise the interaction between humans and systems by applying scientific information (strength, fatigue, biomechanics, physical limitations) so designs are safe, comfortable and efficient

[A2.1] Multidisciplinary team - Marketing and business specialists

Understand market trends and consumer behaviour, define the target user segments and ensure the design is commercially viable and likely to be adopted

[A2.1] Multidisciplinary team - Sociologists

Study human society, social structures and cultural norms, analysing users as members of social groups so designers understand how social dynamics affect adoption

[A2.1] Smartwatch multidisciplinary example

Psychologists (cognitive and emotional interaction), marketing specialists (target athletes and health-conscious buyers), human factors specialists (comfort and safety, materials, button placement), engineers (battery, connectivity, sensors, software), product designers (navigation, shape and look)

[A2.1] User-centred research methods (the 6 to memorise)

Field research, task analysis, user observation, interviews, surveys and focus groups. A suite of methods used to explore the true nature of a user population or target users

[A2.1] Field research

First-hand observation of users conducted in their real environment (observation and interviews in the user's natural context). Example: watching commuters use a ticket machine in a station

[A2.1] Task analysis

Learning about a user by observing them carry out an action, breaking it into steps to understand how they do it. The goal is to identify parts of the process that could be improved. Example: the steps to register for an online service

[A2.1] User observation

A research activity where the user is watched interacting with a product or completing a task (without the designer intervening) to find pain points. Can be controlled or natural

[A2.1] Interviews

Face-to-face consultation, typically with one person, giving in-depth qualitative data about opinions, motivations and experiences

[A2.1] Surveys (questionnaires)

A set of questions given to a sample of users, orally or in writing. Gives mainly quantitative data plus some qualitative. Good for reaching many people efficiently

[A2.1] Focus groups

A facilitated discussion with a small group of target users to explore perceptions, opinions and views through group interaction

[A2.1] DIFF Interview vs survey vs focus group

Interview = one person, in-depth, qualitative. Survey = many people, mostly quantitative, less depth. Focus group = small group discussion where people react to each other's ideas