Design Project / A /
Analysis of a Design Opportunity
Embedded Files
Ai | Problem Statement
Ai | Problem Statement
Recommended format
200 words / 2 page
Level Descriptors of Student Achievement
1-3 The student identifies a problem.
4-6 The student identifies an appropriate problem that leads to a design opportunity.
7-9 The student describes an appropriate problem that leads to a design opportunity.
A problem statement is a clear description of a problem that needs to be solved. It should be based on research and explain who the problem affects, what causes it, and how it impacts people. Your problem statement should include:
Problem description: Explain the problem in detail, including who it affects, the cause, and the effects.
Design opportunity: Identify a gap in the market or a user need that your solution can address.
Evidence: Support your problem statement with research findings, such as photos, graphs, or interviews.
Avoid: Don't focus on personal needs or predetermined solutions. Choose a problem that has a broad impact and allows for multiple solutions.
Further resources
Further resources
Primary research opportunities
Primary research opportunities
Self-taken photographs, annotated with key features/constraints
Interviews with those experiencing the problem or working with the problem, including users and clients, in order to identify their need
Interviews with those who have expertise related to the problem
Surveys and questionnaires focused on user experience with the problem and establishing the user needs
Observation of those experiencing the problem (user observation). E.g.
Shadowing a user/client to observe their interaction with the problem/problem process
“A day in the life”—seeing the situation from the user’s/client’s point of view by acting as them to engage with the problem
Mapping the user journey (analysis) as they interact with the problem using a “comic strip” or flow chart
Measured testing, counting or measuring of dimensions
Analysing existing solutions currently in place to (partially) solve the problem
Secondary research opportunities
Secondary research opportunities
Photographs from media sources, annotated with key features/constraints
Analysis and summary of literature related to the problem, including interviews with those experiencing the problem
Analysis and summary of content of magazines, websites and newspapers related to the problem
Step-by-step analysis of the problem
Analysis of existing solutions to the problem and the weaknesses of those solutions
Investigation of relevant anthropometric and ergonomic aspects related to the problem
Aii | Design Brief
Aii | Design Brief
Recommended format
150 words / 1 page
Level Descriptors of Student Achievement
1-3 The student develops a simple brief that identifies a few relevant parameters of the problem.
4-6 The student develops a brief that identifies some of the relevant parameters of the problem.
7-9 The student develops a detailed brief that identifies the relevant parameters of the problem.
A design brief is a summary of your research into a problem and your understanding of the users' needs. It's not a solution to the problem yet, but it should be detailed enough for you to start exploring ideas. Your design brief should include:
Problem summary: What is the problem you're trying to solve?
Broad requirements: What are the limitations and considerations for your solution?
User needs: What do the users need and want?
User insights: Who are you designing for? What are their demographics and psychographics?
Avoid: Don't describe your final product yet. Leave room for exploration.
Remember: Focus on the problem and user needs. Provide enough detail to get started, but don't solve the problem yet. Consider all the limitations and considerations for your solution. Stay open to different approaches and ideas.
One way to present qualitative data from your initial user research is by composing a user persona:
Aiii | Design Specification
Aiii | Design Specification
Recommended format
800 words / 3 pages
Level Descriptors of Student Achievement
1-3 The student develops a design specification that states the requirements, with no reference to the outcomes of the research.
4-6 The student develops a design specification that outlines the requirements, with limited reference to the outcomes of research.
7-9 The student develops a design specification that justifies the requirements, based on the outcomes of research.
A design specification is a set of rules that helps you design and build a successful solution to a problem. It should be based on research and clearly explain what your solution needs to do and how it will meet the needs of your users.
Your design specification must include justified specifications for the following categories:
Target audience: Who are you designing this for? What are their needs and wants?
Function: What does your solution need to do? What is its purpose?
Constraints: What limitations are there on how you can design and build your solution?
Material Properties: What are the requirements for the properties of materials? Should they be lightweight? Easy to clean? How about electrical resistivity?
Size: How big or small should your solution be? Why is this important?
Quantity: How many of your prototype will you make to allow meaningful testing later on?
Additional aspects (optional):
Health and Safety
Environmental impact
Remember: Use specific and measurable language. Avoid generic terms like "large" or "small." Back up your points with quantifiable research findings:
Relevant anthropometric data - HSE
Findings from user research.
Work usability-related terminology into your specification where appropriate.
Example specification
Example specification
The product must be easily picked up by children aged 6-9, it must be no wider than 10cm and weigh no more than 3kg. Anthropometric data shows the 50th percentile of hand width for children aged 6 years old is 13.2cm [ref]. A child aged 6 weighs approximately 20kg [ref] and should be able to carry 15% of their body weight [ref]. From user observations and interviews with staff, the children lack body coordination, which can make manipulating the product difficult.
Ask Dieter!
Ask Dieter!
Example prompt: Dieter, What would be meaningful design specifications related to the properties of materials selected for a flatpack dinner table solution for digital nomads?
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