Inquiring and analysing:

Example From MYP

(i) Explain and justify the need for a solution to a problem for a specified client/target audience

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

Table 10 - Objective A strand 1

Once students have been presented with the situation, they will need to identify a problem to solve, explain it and justify the need to solve it.

Students may ask the following questions to identify a problem from the situation.

  • What is the nature of the problem?
  • Who is it a problem for?
  • Where is the problem occurring?
  • What is the cause of the problem?
  • What effect is the problem having?

Strategies to answer the above questions may include:

  • identifying a target user by applying brainstorming or mind-mapping techniques
  • interviewing, surveying and/or polling potential clients
  • observing, filming and/or photographing users interacting with a product
  • collecting data from experts to confirm there is a real need for a solution to the problem
  • seeing the situation from the user’s/client’s point of view (as an example, refer to “Paul Bennett: Design is in the details” from Ted Talks)

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:

  • explain the need for each point of inquiry and formulate a research plan that identifies priorities.
  • determine which data is relevant to the development of a solution

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 research

(Direct: First-hand research)

All primary research is carried out by the student, who collects his or her own data.

Examples include:

  • conducting interviews, surveys and polls with a target audience and/or client
  • interviewing experts over the telephone
  • writing letters or emails asking for specific information about a product from a client
  • observing users interacting within the situation and making notes
  • analysing products that have things in common with the problem
  • investigating the work of other designers of existing products
  • conducting market research such as surveys, questionnaires and interviews through focus groups
  • experimenting with materials, tools and processes

Secondary research

(Indirect: Desk research)

Secondary research involves using data collected by other people.

Examples include:

  • analysing data from a website or book
  • reading accounts of a problem written by another person
  • analysing articles in magazines, journals and newspapers
  • downloading data from a marketing website
  • viewing videos about how to use materials, tools and processes

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:

analyse a range of products that may solve the problem by identifying their strengths and weaknesses and outline potential areas for improvement

develop and use a variety of product-analysis techniques to carry out in-depth analysis of products to assess their suitability against the user’s needs

demonstrate an understanding of product analysis and its importance in developing new products

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.