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IB Design Technology
SL · Lesson 22 · IA Day 6 — Problem Statement & Specifications
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Lesson 22 · Unit 3 · IA Day

IA Day 6 — Problem Statement & Specifications

Lock Criterion B into a clear, research-driven direction before serious ideation begins.

80 minutesMini-lesson + work timeSL Design Project
Today’s question

Can another designer understand exactly what must improve—and why?

The goal is to leave class with visible evidence—not just ideas in your head.

Can another designer understand exactly what must improve—and why?01
Criterion B · 15–20 minutes

Criterion B has two evidence strands.

Problem statement

Define the current situation, current problem and research-based opportunity.

The strongest work explains key redesign opportunities informed by the task analysis and intended persona.

Design specification

Turn research into essential + desirable requirements.

Requirements should be relevant, detailed, traceable to research and useful for judging later ideas.

IB evidence scale: problem statement ≈ one A4 page equivalent; specification ≈ three A4 pages equivalent. Quality matters more than filling space.
Criterion B · defining the project.02
Structure

A strong problem statement answers three questions.

01

What is happening now?

Describe the current situation and intended user/task context.

02

What is the current problem?

Identify the pain points and product weaknesses that make the redesign worthwhile.

03

What research proves this is appropriate?

Synthesize evidence from user research, task analysis and existing-product analysis.

Do not: write a generic design brief with no evidence trail.
Current situation → current problem → research justification.03
Evidence → requirement

Every important requirement needs a reason.

WeakStrongerWhy stronger?
“The product should be comfortable.”“The grip should fit the intended users’ measured hand-width range and avoid pressure points during a 5-minute task.”Specific, testable and linked to user evidence.
“It should look modern.”“The visual language should match the user preference evidence for minimal controls and low visual clutter.”Aesthetic choice is justified by research.
“It must be safe.”“No exposed edge should create a foreseeable contact hazard during normal use.”Turns a vague value into a design criterion.
A specification is a decision tool, not a wish list.04
Prioritize

Not all requirements have the same status.

Essential

The redesign fails without it.

Core user need, safety condition, function, major constraint or performance requirement.

+
Desirable

Improves the solution but is negotiable.

Additional preference, secondary feature or enhancement that may be traded off if evidence supports it.

Design thinking: priorities help you make trade-offs later instead of treating every criterion as equally important.
Prioritization makes later evaluation more meaningful.05
Before work time

Check whether your specification covers the design context.

AttributesFunctionsUser needs

Experience + performance

What should it do, feel like and enable?

ConstraintsSafetyEnvironment

Boundaries + context

What limits the solution or changes how it must work?

ComponentsAestheticsManufacture

Product realization

What must the product contain, communicate or be capable of becoming?

The guide’s list is not prescriptive—but your product should not have obvious blind spots.06
Independent IA work

Leave class with Criterion B substantially complete.

0–15 min

Problem statement

Write / revise current situation, current problem and research justification.

15–35 min

Requirements

Build essential and desirable specifications from evidence.

35–50 min

Trace evidence

Add research references and make vague criteria testable.

50–60 min

Audit

Ask: could another designer use this to generate and judge ideas?

Teacher checkpoint: show the problem statement + your 5 most important specifications before leaving.
Criterion B should now control the direction of ideation.07
Exit ticket

Before you leave…

1. State your redesign problem in one sentence.
2. Identify one essential requirement and the evidence behind it.
3. Circle one specification that is still too vague and make it measurable.
Next lesson

Ideation — Generating Distinct Solutions

Keep the evidence chain moving: user → research → decision → test.

Curriculum alignment
B2.1.8 problem statement · B2.1.9 research-based essential/desirable design specifications · IA Criterion B.
Lesson complete8 slides
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IB Design Technology SL · Lesson 2208
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