The Ultimate 101 Prompt Guide: IB Design Technology (SL & HL) [Expanded Edition]

First Assessment 2020 Curriculum

Introduction

This guide is designed to help IB Design Technology educators and students harness the power of Generative AI. The 101 prompts below are tailored to the specific objectives, topics, and assessment criteria of the IB DT curriculum (SL & HL, first assessment 2020). This expanded edition provides greater detail, more complex scenarios, and enhanced strategies to deepen understanding and elevate the quality of work.

How to Use These Prompts:

Be Specific and Provide Context: Replace bracketed text like [specific product] or [design problem] with your own detailed examples. The more context you provide, the more relevant the AI’s response will be. For example, instead of “a product,” say “a travel mug for a left-handed user who cycles to work.”
Assign a Role and Persona: Starting a prompt with “Act as…” or “You are…” is crucial. It frames the AI’s response, leading to more accurate and context-aware results. Try personas like: “Act as a senior IB examiner,” “Act as a materials scientist specializing in polymers,” or “Act as a design historian with expertise in the Bauhaus movement.”
Define the Output Format: Clearly state how you want the information presented. This saves you time on reformatting. Use instructions like: “Present this information in a table with three columns,” “Create a bulleted list,” “Generate a mind map using nested bullet points,” or “Write this as a formal report.”
Combine and Adapt: Mix and match elements from different prompts to create more powerful, customized queries. For example, combine a lesson plan prompt (#4) with a quiz creation prompt (#40) to generate a complete educational package for one session.
Iterate and Refine: Use the AI’s first response as a starting point. Don’t be afraid to ask follow-up questions to refine the output. Use commands like: “Expand on point three,” “Can you provide a real-world example for that concept?,” “Make the tone more formal,” or “Explain this as if I were a 15-year-old.”

Section 1 – Educator Prompts (50)

Group A: Planning & Preparation (15 Prompts)

Syllabus Outline: Act as an experienced IB DT teacher. Create a detailed year-long syllabus outline for IB Design Technology SL. Break down the core topics (1-6) into a weekly schedule, and for each week, include: a key question, suggested in-class activities, a hands-on mini-project or lab, and a relevant TOK discussion prompt.
HL Extension Plan: Generate a comprehensive teaching plan for the IB DT HL extension topics (7-10). For each topic, allocate teaching hours, suggest a primary and secondary case study for Paper 3 preparation, and design a specific project-based learning (PBL) activity that allows students to apply the concepts.
Unit Plan: Develop a complete unit plan for Topic 2: Resource Management and Sustainable Production. The plan must include: learning objectives using IB command terms, key vocabulary with definitions, essential questions that promote critical thinking, a list of curated video/reading resources, and three distinct formative assessment ideas (e.g., an exit ticket, a peer-review activity, a concept map).
Lesson Plan – Core Concept: Create a 60-minute lesson plan for introducing ergonomics and anthropometrics to an SL class. The plan should include: a 5-minute starter activity using a poorly designed object, main teaching points with visual aid suggestions, a practical group activity where students measure and compare their own anthropometric data to design a simple product (e.g., a phone holder), and a plenary that asks students to photograph and critique an ergonomic object in the classroom.
Lesson Plan – HL Concept: Design a 90-minute, inquiry-based lesson plan for Topic 7: User-Centred Design (UCD) (HL Only). The lesson should challenge students to compare UCD with a technology-driven design process. Include a short case study analysis (e.g., OXO Good Grips) and a final task where students create a UCD plan for a fictional product.
IA Project Scaffolding: Create a detailed timeline and interactive checklist (phrased as questions) for students to follow for their Internal Assessment (IA) project. Break down each criterion (A-D) into manageable micro-tasks (e.g., for Criterion A: “Have I conducted and documented primary research with my target user?”). Suggest deadlines and link each task to specific markband descriptors.
IA Idea Generator: Generate 10 diverse and challenging IA project ideas that address real-world problems. For each idea, provide a detailed scenario including the problem, a specific target user persona (e.g., “a 75-year-old man with arthritis living alone”), the context of use, and a key challenge or constraint that would encourage innovation.
Case Study List: Compile a list of 15 compelling products or systems. For each, provide a one-paragraph summary and list the primary IB DT topics it relates to. Include a mix of classic designs (Eames Chair), innovative tech (Nothing Phone), and sustainable systems (Loop reusable packaging).
Resource Curation: Act as a subject librarian. Curate a list of 10 high-quality online resources for Topic 6: Classic Design. The list must include at least two academic articles, two video documentaries, three interactive museum exhibits, and three designer interviews or manifestos. Provide a short annotation for each resource explaining its relevance.
TOK Integration: Develop three rich, debatable discussion prompts that connect Design Technology with Theory of Knowledge (TOK). For each prompt, outline potential arguments for both sides and connect them to specific TOK concepts like evidence, perspective, and ethical frameworks. Example prompt: “To what extent does aesthetic value in a product depend on shared cultural knowledge?”
CAS Integration: Brainstorm five CAS project ideas that are directly linked to the Design Technology curriculum. For each idea, write a mini-project brief that outlines the service or action component, the learning objectives from the DT syllabus, and potential community partners.
Differentiated Worksheet: Create a worksheet on Topic 4: Raw Material to Final Product. Provide three versions based on differentiation by task: 1) for support, a matching exercise with terms and definitions; 2) for the core group, a task requiring students to sequence the production process for a given product; 3) for extension, a task asking students to compare the production processes for two different materials and evaluate their environmental impact. Include a full answer key.
Lab Safety Protocol: Draft a comprehensive set of workshop/design lab safety rules and procedures. Include general rules, specific rules for 3 key machines (e.g., laser cutter, 3D printer, pillar drill), and a protocol for reporting accidents or near-misses. Format it as a “Safety Contract” for students to sign.
Paper 3 Case Study: Write a 700-word fictional case study for Paper 3 (HL Only) about a company attempting to introduce a sustainable alternative to plastic packaging into a competitive market. The case study must contain quantitative data (sales figures, material costs), qualitative data (market research feedback), and details about corporate strategy and production challenges.
Command Term Glossary: Create a student-friendly glossary explaining the top 10 IB command terms for DT exams. For each term, provide the official IB definition, a simplified “in other words” explanation, and two distinct design-related examples of questions—one for SL and one for HL.

Group B: Delivery & Instruction (15 Prompts)

Concept Analogy: Explain the concept of planned obsolescence. Generate two distinct analogies: one technical (e.g., comparing it to software that is no longer supported) and one social (e.g., comparing it to fast fashion trends). Then, briefly explain which analogy would be more effective for visual versus verbal learners.
Presentation Slides: Generate a 12-slide presentation outline on Topic 3: Modelling. Include detailed speaker notes, suggestions for high-impact visuals for each slide, and an interactive element for at least three slides (e.g., a “spot the difference” between a physical model and a CAD render, a poll on which prototyping method to use).
Debate Topic: Formulate a debate topic related to Topic 5: Innovation and Design: “This house believes that open-source design is a greater driver of innovation than the patent system.” Provide a detailed brief with three robust arguments and counterarguments for each side.
Guest Speaker Brief: You are preparing for a guest speaker who is a User Experience (UX) designer. Write a detailed brief for them, outlining key concepts from Topic 8: Sustainability (HL Only) and Topic 7: UCD (HL Only). Include a list of 5 specific questions you would like them to address about their real-world design process and ethical challenges.
Practical Task Design: Design a 45-minute, hands-on modeling task where student teams create a simple ergonomic prototype for a kitchen utensil for a user with limited hand strength. Specify the materials (e.g., modeling clay, cardboard, pipe cleaners) and provide a peer-assessment rubric based on creativity, ergonomic considerations, and quality of construction.
Video Script: Write a script for a 3-minute educational “explainer” video on the IB Design Cycle. The script should be engaging, use a conversational tone, and include visual cues for an animator (e.g., “Show an icon of a lightbulb,” “Animate arrows looping back from ‘Evaluate’ to ‘Ideate'”).
Role-Play Scenario: Create a detailed role-play scenario to practice primary research. Role 1: A designer developing a new backpack for university students. Role 2: A university student. Provide a detailed brief for each role, including motivations, constraints (e.g., budget), and specific information the “designer” needs to uncover about daily routines, pain points, and desired features.
Jigsaw Activity: Design a jigsaw reading activity for Topic 1: Human Factors. Divide the topic into four expert groups: anthropometrics, psychological factors (with a focus on emotional design), physiological factors, and ergonomics. For each group, provide a short text and a task that requires them to not only summarize but also create a real-world “design crime” example that violates their principle.
Explaining a Classic: Act as a design historian. Write a short, engaging article on why the Anglepoise Lamp is considered a “classic design.” Go beyond form and function to discuss its innovation in mechanics (springs), its historical context, and its lasting influence on task lighting.
CAD Tutorial Outline: Outline a series of three beginner tutorials for a CAD program (like Onshape). Tutorial 1: Basic Sketching and Extruding. Tutorial 2: Revolving, Filleting, and Shelling. Tutorial 3: Creating a simple assembly of two parts. List the key skills and provide a simple object for each tutorial.
Materials Expert: A student asks, “What’s the difference between a composite material and an alloy?” Act as a materials scientist and provide a clear, multi-layered explanation. Start with a simple definition, then provide a micro-level explanation (matrix/reinforcement vs. metallic bonds), and finish with real-world examples (carbon fiber vs. stainless steel) and their applications.
Design Movement Summary: Create a comparison table summarizing three design movements (e.g., Bauhaus, Memphis, Scandinavian Modern). The table should have columns for: Time Period, Key Philosophy, Key Characteristics/Aesthetics, Influential Designers, and a column titled “Legacy” that explains its influence on a specific contemporary product.
Feedback Script: A student’s initial IA idea is too broad (“I want to design something sustainable”). Generate three constructive feedback questions using the “Ladder of Feedback” model (clarify, value, state concerns, suggest) to help them narrow their focus and define a specific, actionable design problem.
Real-World Connection: Find a recent news article about a company using biomimicry to solve an engineering problem. Explain how this event can be used as a case study to teach Topic 5: Innovation and Design and Topic 8: Sustainability (HL Only).
Manufacturing Process Demo: Outline a simple classroom demonstration to explain the difference between two manufacturing processes, such as lamination and casting. For each, list the required (safe) materials, step-by-step instructions, and key principles being demonstrated (adhesion vs. phase change).

Group C: Assessment & Feedback (15 Prompts)

Paper 1 MCQs: Generate 10 Paper 1-style multiple-choice questions on Topic 5: Innovation and Design. For each question, ensure the distractors are plausible and target common student misconceptions. Include a correct answer key and a detailed explanation for why the correct answer is right and why the distractors are wrong.
Paper 2 Short Answer: Create three Paper 2, Section A-style short-answer questions based on a complex data table showing the properties of four different bioplastics (e.g., PLA, PHA, Starch-based). The questions should require data interpretation and application of knowledge.
Paper 2 Extended Response: Write one Paper 2, Section B-style extended-response question asking students to “Evaluate the conflicting pressures of market demands and ethical design considerations that a multinational technology company faces when launching a new smartphone.” Then, generate a bullet-pointed list of key arguments a student should include to achieve a top markband.
Paper 3 Questions (HL Only): Using the detailed case study from prompt #14, generate two short-answer questions and one extended-response question for Paper 3. The questions must integrate concepts from Topic 9: Innovation and Markets and Topic 10: Commercial Production.
IA Rubric – Criterion A: Create a student-friendly rubric for IA Criterion A: Analysis of a design opportunity. Translate the IB’s criteria into a checklist of actionable “I can…” statements, and add a column for “Evidence,” where students can note which page of their report demonstrates that skill.
IA Rubric – Criterion C: Create a detailed checklist for students to self-assess their work for IA Criterion C: Development of a detailed design. The checklist should be organized by drawing type (orthographic, isometric, part drawings) and include specific requirements like “Have all dimensions been included and do they follow a consistent standard?”
Feedback Generator: A student has submitted their draft for IA Criterion B. Act as an IB examiner. Provide feedback using the “Glow and Grow” model: two “glows” (strengths) and two “grows” (areas for improvement). For each point, quote the specific IA markband descriptor it relates to.
Markband Analysis: Take the top markband for IA Criterion D: Testing and Evaluation. Rewrite it as a series of direct, probing questions that a teacher could ask a student in a conference to determine if they have met the requirements. For example, “Can you explain how your user feedback led to a specific, identifiable modification in your design?”
Peer Assessment Form: Design a peer assessment feedback form for students to use when reviewing each other’s initial IA concept sketches. The form should be structured around the “Praise-Question-Polish” protocol and prompt for feedback related to the design specification and feasibility.
Quiz Creation: Create a 15-question quiz covering key vocabulary from Topic 4: Raw Material to Final Product. The quiz should include a variety of question types: matching, fill-in-the-blank, and two short-answer questions that require application of the terms.
Data-Based Question: Generate a complex data-based question for Paper 2 using a Sankey diagram that shows the material flows in a product’s lifecycle. The questions should require students to calculate efficiency and identify key areas for waste reduction.
Model Answer – Short Answer: Write a model answer for a question that asks students to “Explain one advantage and one disadvantage of using rapid prototyping in the design development process.” Annotate the answer to show where marks would be awarded.
Model Answer – Extended Response: Write a well-structured, 400-word model answer for the extended-response question from prompt #33. Annotate the answer, highlighting the use of command terms, specific examples, and evaluative language.
Error Analysis: Here is a common student mistake: “Confusing ergonomics with anthropometrics.” Explain this misconception in detail, provide a clear, memorable analogy to distinguish them, and create a mini-quiz of 3 questions to test a student’s understanding of the difference.
Portfolio Review: Generate a checklist of 10 probing questions for a teacher to use during one-on-one IA portfolio review meetings. The questions should be open-ended and designed to promote student reflection, such as “What has been the most challenging part of the project so far, and what strategies have you used to overcome it?”

Group D: Enrichment & Extension (5 Prompts)

Future of Design: Write a short, speculative article on how emerging technologies like AI and generative design might impact the role of the product designer. Structure the article with headings like “The Designer as Curator,” “Ethical Oversight,” and “Hyper-Personalization.” Include speculative examples of future design workflows.
Interdisciplinary Link: Explain in detail how the principles of ergonomics in Design Technology are related to the study of human physiology in IB Biology and the concept of well-being in IB Psychology. Provide a specific example, like the design of an office chair, and analyze it from all three subject perspectives.
Ethical Dilemma: Present a complex, multi-layered design-related ethical dilemma. For example: “A company develops a smart toy that helps children learn but also collects data on their behavior to sell to advertisers. The toy is made from a cheap, non-recyclable plastic.” Outline a structured thinking framework (like a stakeholder analysis) for students to use to analyze the dilemma from multiple perspectives.
Design Challenge: Create a one-week “design sprint” challenge based on the principles of the circular economy. The challenge is to redesign a common electronic product (like an electric kettle) to be fully modular, repairable, and recyclable. Provide a detailed brief and daily sub-tasks.
Analyzing Corporate Strategy: Analyze how a company like Patagonia successfully integrates its corporate strategy with its brand identity and principles of sustainability (Topic 8, HL). Write the analysis as a mini-case study, suitable for HL students preparing for Paper 3.

Section 2 – Student Prompts (50)

Group A: Understanding Concepts (15 Prompts)

Explain Simply: Explain corporate strategy in the context of IB DT. First, explain it as if you were talking to a 15-year-old. Then, provide a more detailed explanation for an HL student, including the concepts of mission statements, market positioning, and SWOT analysis.
Key Term Flashcards: Create a set of 15 digital flashcards for Topic 1: Human Factors. Each card should have a key term, a clear definition, a product example, and a simple icon or sketch description to help with visual memory.
Compare and Contrast: Create a detailed table that compares and contrasts invention and innovation. Include columns for: Definition, Key Goal, Risk Level, Example, and its Role in the Product Cycle.
Summarize Topic: Summarize Topic 6: Classic Design in a detailed, 300-word explanation. Cover the characteristics of a classic design, the concepts of image and status, the influence of form versus function, and provide at least two detailed product examples.
Analogy Creator: Create two different analogies to explain the relationship between design specifications and the final product. One analogy should be based on cooking (like a recipe) and the other on construction (like a blueprint). Explain which one is more useful and why.
Process Diagram: Explain the process of injection molding in a step-by-step list. For each step, explain the “why” behind it (e.g., “Clamping: The mold is closed under high pressure to prevent plastic from leaking out, which would create a ‘flash’ defect”).
Mind Map: Generate a detailed mind map for Topic 2: Resource Management and Sustainable Production. The central topic should have at least four main branches (e.g., Circular Economy, LCA, Waste Mitigation, Sustainable Production), and each branch should have at least three sub-branches with specific concepts or examples.
Role of the Designer: Explain the different roles a designer can play in the product cycle. Describe at least three roles (e.g., lone inventor, in-house corporate designer, design consultant) and for each, explain their typical responsibilities, advantages, and disadvantages.
HL Concept Explained (HL Only): Explain the concept of emotional design using Don Norman’s three levels (visceral, behavioral, reflective). For each level, provide a clear definition and a specific example of how it applies to the design of a product like a coffee maker or a car.
Deconstruct a Term: Break down the term “Lifecycle Assessment (LCA).” Explain each stage (raw material acquisition, manufacturing, use, disposal/recycling) in detail. Also, include a “common pitfalls” section explaining how students often misinterpret LCA data.
Example Finder: Find and describe three products that are good examples of inclusive design. For each product, identify the specific user group it includes and the design features that make it accessible.
“Why does this matter?”: I’m learning about alloys. Why is this important for a designer to understand? Provide a practical example by comparing the use of pure aluminum vs. an aluminum alloy in a bicycle frame, referencing specific properties like strength-to-weight ratio and corrosion resistance.
The 5 W’s: Explain User-Centred Design (UCD) (HL Only) by answering the 5 W’s and 1 H: Who is it for? What is it? When is it used? Where is it used? Why is it important? And How is it implemented (list key methods like interviews, personas, usability testing)?
Visual Explanation: Describe a simple, clear diagram that could be used to explain the concept of a circular economy. Your description should be clear enough for me to draw it. Also, describe the key differences between that and a diagram for a linear economy.
Concept in Context: How does the concept of brand identity relate to Topic 9: Innovation and Markets (HL Only)? Explain using a specific company like Apple or Nike as a case study.

Group B: Practicing & Applying (15 Prompts)

Practice Quiz: Act as an IB examiner. Give me 5 Paper 1-style multiple-choice questions on Topic 3: Modelling. After I answer, provide the correct answers with detailed explanations for each.
Short-Answer Practice: Write a Paper 2-style short-answer question asking me to outline two design features of a bicycle that improve its ergonomics. Then, provide a model answer and a simple rubric I can use to self-assess my answer.
Extended-Response Outline: I need to write an extended response to the question: “Discuss the role of market research in the success of a new product.” Give me a detailed, bullet-point outline, and for each point, suggest a specific case study or product example I could use as evidence.
IA Brainstorm: I am interested in [e.g., sports, helping the elderly, sustainability]. Give me five potential IA design problems related to this area. For each one, suggest a primary research method I could use to investigate the problem further.
Deconstruct the IA Criteria: I’m starting my IA. Explain Criterion A: Analysis of a design opportunity in simple terms. Give me a checklist of the 5 most important things I need to include in this section to get a top mark.
Design Spec Practice: I need to design a new water bottle for a hiker. Generate a list of 15 potential design specifications, categorized under the headings: Function, Ergonomics, Aesthetics, Materials, Performance, and Safety. Ensure you include both quantitative and qualitative points.
CAD Challenge: Give me a simple object to practice my CAD skills, such as a Lego brick. List the key geometric features and provide target dimensions. Then, give me a “level 2” challenge: modify the brick to include a new feature, like a hole through the center.
Materials Selection: I am designing a child’s toy. Suggest two suitable materials. For each material, create a small table justifying your choice based on at least four key properties (e.g., toxicity, durability, cost, finish) and explain why it’s better than another possible material.
Testing Plan: I have just built a prototype for my IA project, which is [describe project briefly]. Suggest a detailed testing plan. For each of the 5-7 tests, specify the type of test (e.g., field trial), the exact data to be collected, and how that data will be used to evaluate a specific point in my design specification.
HL Paper 3 Practice (HL Only): Act as my study partner. Give me a short-answer question about commercial production based on a fictional scenario. After I answer, critique my response using IB terminology.
Analyzing a Product: Choose a common product like a computer mouse. Analyze it in detail, creating a report with headings for: Ergonomics, Aesthetics, Materials (for at least 3 different components), and Manufacturing Processes used.
Sketching Prompt: Give me a prompt for a quick 10-minute sketching exercise. For example, “Sketch three different ideas for a device that helps people carry their groceries up a flight of stairs.” Then, give me a follow-up prompt: “Now, take your favorite idea and create an annotated sketch explaining its features.”
Feedback Request: Here is my initial concept sketch for my IA: [Describe sketch]. Act as my design teacher. What are two strengths of this idea, and ask me two probing questions that I should consider to improve it and make it more innovative?
Justify a Process: Why would a designer choose 3D printing for prototyping but injection molding for mass production? Explain the reasoning in detail, creating a comparison table that evaluates both processes based on cost per unit, speed, quality of finish, and material choice.
Market Analysis (HL Only): Choose a product (e.g., the Fitbit). Identify its target market using demographic and psychographic categories. Identify its main competitors and create a perceptual map to show its market positioning.

Group C: Revising & Self-Assessment (10 Prompts)

Revision Guide: Create a one-page revision guide (cheat sheet) for Topic 4: Raw Material to Final Product. The guide should use bullet points, bold keywords, concise definitions, and a small “Connections” section that links the topic to two other areas of the DT syllabus (e.g., Sustainability, Commercial Production).
Self-Quiz: Quiz me on the key terms from Topic 5: Innovation and Design. Ask me 10 questions. After I answer each one, tell me if I’m correct and provide a detailed explanation of the term.
Identify Key Ideas: What are the 5 most important concepts from the Sustainability topic (HL Only) that are likely to appear on the exam? For each concept, explain it in one sentence and provide a relevant product or system example.
Connect the Topics: Explain in detail how Topic 1: Human Factors connects to Topic 6: Classic Design. Give an example of a classic design that has excellent ergonomic features (like the Eames Lounge Chair) and one that is known for sacrificing ergonomics for aesthetics.
Worst Case Scenario: What are the most common mistakes students make on the Design Technology IA? Create a “what not to do” checklist. For each mistake, explain the consequence in terms of the IA criteria and the potential impact on the final mark.
Explain the Grade: I got a 5 on my last practice paper. Show me an example of a paragraph from a Paper 2 extended response that would score a level 5. Then, rewrite that same paragraph to show me what a level 7 response looks like, and annotate the changes.
Exam Question Predictor: Based on an analysis of past papers, what are some likely themes or “big questions” for the Paper 2 extended-response question this year? Generate three potential questions.
Structure Check: I’ve written this paragraph for my IA report: [Paste paragraph]. Act as an examiner and give me feedback. Does it meet the analytical and evaluative standards? Provide me with a rewritten version that improves the academic tone and depth of analysis.
Flashcard Creation: Generate 20 flashcards for the entire SL core syllabus, covering at least three terms from each of the 6 topics.
One-Sentence Summaries: Summarize each of the 10 SL and HL topics in a single, memorable sentence that captures its core essence.

Group D: Preparing for Assessment (10 Prompts)

IA Checklist: Create the ultimate final checklist for my IA project before submission. Phrase every item as a question (e.g., “Have I included a title block on all my orthographic drawings?”). Group the questions by each criterion (A, B, C, D).
Paper 1 Strategy: What are the best strategies for tackling the Paper 1 multiple-choice exam? Provide a detailed plan covering time management per question, techniques for eliminating incorrect answers, and advice on when to guess.
Deconstruct a Question: Here is an exam question: [Paste a past paper question]. Break this question down for me. Identify the command term(s), the topic(s) it relates to, and the specific constraints or variables I need to address in my answer.
Structuring an ERQ: Provide a template for structuring a top-level extended-response answer for Paper 2. Include sentence starters for the introduction, body paragraphs (using the P.E.E.L. structure: Point, Evidence, Explain, Link), and a nuanced, evaluative conclusion.
IA Evaluation Language: Give me a list of 20 sophisticated, evaluative phrases I can use in Criterion D of my IA report. Categorize them into “Strengths,” “Limitations,” and “Future Improvements.”
Paper 3 Case Study Attack (HL Only): I’ve just received the pre-seen case study for Paper 3. Give me a step-by-step process to analyze and annotate it. The process should include creating a SWOT analysis, identifying key stakeholders, and generating 5 potential exam questions based on the text.
Time Management Plan: Create a detailed time management plan for the Paper 2 exam. Allocate a specific number of minutes to reading time, each question in Section A, and the extended response in Section B. Include a “panic plan” for what to do if I run out of time.
Nervousness Buster: I’m feeling nervous about the exams. Act as a supportive tutor. Give me three pieces of practical advice for managing exam stress, and also provide a 2-minute mindfulness or breathing exercise script I can use right before the exam begins.
Peer Review IA: Create a detailed checklist I can use to give constructive feedback to a classmate on their IA Criterion B: Conceptual Design. The checklist should prompt me to comment on the quality of sketching, the link to the design specification, and the creativity of the ideas.
Final Review: It’s the night before the exam. Give me a “Top 5” list of things to review for the SL core topics. For each item, give me a key concept, a key designer or product, and one likely exam-style question.

Section 3 – Bonus Universal Prompt (1)

The Grand Challenge: Act as a project lead at a global innovation firm. You have been tasked with addressing one of the UN Sustainable Development Goals (e.g., Goal 12: Responsible Consumption and Production) through the design of a new product, service, or system.
* For the Educator: Generate a comprehensive project brief based on this prompt that can be used as a major, multi-week project. The brief must include: a compelling narrative, clear constraints, specific deliverables (e.g., research report, prototype, business model canvas), assessment milestones, and a detailed rubric that assesses research, ideation, prototyping, evaluation, and collaboration.
* For the Student: Choose one SDG. Use this prompt to brainstorm a project. Ask the AI to help you formulate a specific, researchable design problem, identify a niche target user group, and generate a “How Might We…” question to guide your ideation. Then, ask it to help you outline three initial, distinct concepts that could form the basis of an IA project, including a sketch and a brief description for each.