Final Synthesis —
Paper 2 & Exam Readiness
Finish the course by applying the whole SL syllabus to one unfamiliar product, then leave with a precise personal review plan.
By the end of class, you should be able to…
Integrate topics
Move between people, process, product and context.
Answer Paper 2
Match command terms with evidence and judgement.
Audit coverage
Confirm all 13 SL topics are represented in your mental map.
Leave with a plan
Prioritize retrieval based on evidence, not anxiety.
Adaptive refillable desk lamp
The lamp has an adjustable arm, replaceable light module, tactile + visual controls, a snap-fit housing and a return program for worn modules. Users include students working in shared spaces.
The exam may give one product. Your job is to choose the right syllabus lenses—not dump every term you know.
Ergonomics
Reach, adjustability, work envelope, visual accuracy, fatigue and control force.
UCD
Observe real desk tasks; interview users; analyse behaviours/wants/needs; use persona/task analysis.
Inclusive design
High contrast/tactile feedback, physical/sensory/cognitive accessibility, design for extremes where useful.
Responsibility
Electrical/thermal safety standards, community/environment impact, avoid unnecessary obsolescence.
Research
Primary + secondary, qualitative + quantitative evidence across the process.
Ideation
Distinct approaches; evaluate against specifications and user needs.
Prototype
Low/high fidelity, physical/virtual, CAD/FEA/rapid prototype as appropriate.
Iterate + communicate
Model–test–refine, then formal assembled/exploded/orthographic drawings and presentation.
Material properties
Choose relevant physical/chemical/mechanical properties—not generic “strong”.
Material selection
Aesthetics, finish, cost, availability, sustainability + research evidence.
Sustainability / circularity
TBL, Datchefski, longevity, disassembly, repair, take-back, recovery, renewable energy.
Product analysis
Stakeholders, SWOT, testing/reverse engineering, comparison and constructive discontent.
Explain why an adjustable lamp arm may improve ergonomic suitability.
Justify one user-centred research method for investigating control usability.
Analyse how prototyping could improve the lamp before manufacture.
Evaluate whether the lamp’s replaceable module and return program make it a successful circular-economy design.
Evidence for
Replaceability, disassembly, take-back and component recovery can retain value and extend product life.
Limitations
Module materials, transport, actual recovery rate, energy source and repairability of other parts still matter.
TBL lens
Cost, user convenience, manufacturer responsibility and environmental benefit can conflict.
Judgement
Conclude conditionally using the evidence needed to establish genuine circular performance.
Precise term
“design for disassembly”
Applied context
“snap-fit housing allows module removal”
Consequence
“repair/recovery can extend use and reduce waste”
Qualification
“only if returned components are actually recovered and powered by a suitable system”
Ergonomics
User research
Prototyping techniques
Materials
UCD
Design process
Modelling
Material selection
Responsibility
Inclusive design
Sustainability
Circular economy
Product analysis
Recognition under time
Classify the concept, eliminate distractors, correct uncertainty later.
Depth + application
Command term → context → evidence → consequence → judgement.
Already submitted
The project was your extended application of AO1–AO4.
Retrieve
Blank page / questions before notes.
Apply
Use an unfamiliar product context.
Correct
Write exact contrasts for errors.
Space
Return later, not immediately five times.
Do not reread endlessly
Recognition from notes is not retrieval.
Do not memorize isolated lists only
IB asks you to apply concepts to products/users/processes.
Do not avoid weak topics
Your correction log identifies the highest-value study.
Do not over-answer the wrong verb
Match depth to state / describe / explain / analyse / evaluate / justify.
59 lessons · one connected design system
People inform research. Research defines problems. Ideas become models. Models create evidence. Materials shape feasibility. Context shapes responsibility. Analysis creates the next opportunity.
Before you leave…
Complete SL course — keep retrieving, applying and correcting
You now have a complete SL course map. Keep studying through retrieval, application and correction—not rereading alone.
Final cumulative synthesis of all 13 SL topics, Paper 2 short-answer/extended-response practice, command-term alignment, cross-topic design reasoning and exam-readiness planning. Assessment format reinforced: Paper 1 1 hour/30 marks; Paper 2 1 hour 30 minutes/50 marks; IA 40%.