Inquiring and analysing:

Example From MYP

My mom’s desk is scattered with pens, pencils and other tools, such as glue sticks, scissors, rulers, tape, hole punchers, staplers, etc., she needs while doing paperwork. Therefore I want to solve this problem for her, by creating a storage device, which she can put on her desk and use to store everything that is momentarily lying across her desk. It shouldn’t take up too much space, but be big enough to store everything that she needs.

This is a photo of her messy workspace:

This problem is caused, because the containers that she is using momentarily are not big enough to hold all of her tools/equipment. A custom made storage device for her needs would be perfect for her.

President of Energy Design and author of "Feng Shui: So Easy a Child Can Do It", writes the following on the topic of a clean work space increasing work efficiency:

“Whether you are working in a huge corporation or a one-person office, there are several benefits to uncluttering and organizing:

• Increase productivity and profitability increase
• Keep information confidential and secure
• Reduce mental overload and stress
• Reduce workplace accidents and spills
• Save time and improve effectiveness”

(http://www.reliableplant.com/Read/16652/reduce-office-clutter-to-increase-productivity,-efficiency-profitability)

Considering these points, if my mom were to get a custom made storage device, she would be able to get a lot more done in a lot less time. She would be less stressed looking for her stuff and what she needs. There would be less accidents or things falling to the floor as she is searching for a pen. That way she would be done with her work a lot quicker, would be able to complete more on one day, and be much more relaxed overall.

Figure 2 - Establishing the problem: Desk tidy

(ii) Identify and prioritize the primary and secondary research needed to develop a solution to the problem

By the end of year 5 students should be able to:

Table 12 - Objective A strand 2

Students are encouraged to formulate a list of questions in order of importance that will help prioritize and guide their research. Students will need to identify:

• the questions that need to be answered to solve the problem
• the relevant data that needs to be collected
• where the data will be sourced from
• whether sources are primary or secondary
• which sources are essential and which are desirable.

The nature of and amount of research required will vary depending on the level and the nature of the design problem/challenge. By the end of the course, students should be able to conduct primary, secondary, qualitative and quantitative research.

The table below outlines primary and secondary research tasks that students could carry out to gather the answers to their research questions.

Primary and secondary research tasks

Research plan example: Instructional video

Research plan example: Jewellery box

(iii) Analyse a range of existing products that inspire a solution to the problem

At the end of year 5 students should be able to:

Table 14 - Objective A strand 3

There may be a wide range of products that solve similar problems to the one assigned to students. Before beginning to develop a specification and designs, students need to identify existing products that solve a similar problem, could partially solve their problem or could give them ideas on how to solve their problem. Students will need to employ a range of strategies to analyse these products, such as:

• identification of and interaction with similar products when out shopping
• attribute listing of existing products
• SWOT analysis (strengths, weaknesses, opportunities and threats)
• functional analysis
• aesthetic analysis
• graphical disassembly analysis
• performance testing of products
• evaluation of past student projects
• secondary research through product reviews on consumer websites, buying guides or magazines
• summary of customer reviews on commercial websites.

Note: Methods could include analysis of a graphic or analysis through sketching of parts.