Science · Grade 9 · Scientific Literacy and Engineering Design · Term 4

Defining Problems and Research

Applying the first steps of the engineering design process: identifying needs and conducting research.

• Ontario Curriculum Expectations
• HS-ETS1-1

About This Topic

Defining problems and conducting research mark the essential first steps in the engineering design process. Grade 9 students practice crafting precise problem statements that capture user needs, constraints like time and budget, and success criteria. They differentiate needs from wants by prioritizing what solves core issues, such as designing a sustainable school garden that meets nutritional goals over aesthetic preferences.

This topic builds scientific literacy within Ontario's curriculum by stressing systematic research from credible sources. Students summarize prior solutions, note limitations, and pinpoint opportunities for innovation. These practices foster critical thinking and prepare students for full design cycles, mirroring real engineering projects like bridge building or renewable energy systems.

Active learning excels with this topic because students engage directly in authentic tasks. Group interviews with 'users' or library research quests turn abstract steps into practical routines. This approach boosts retention as students negotiate constraints collaboratively and refine statements through peer feedback, building confidence for complex designs.

Key Questions

1. Explain how to effectively define a problem in engineering, considering user needs and constraints.
2. Analyze the importance of thorough background research before beginning a design project.
3. Differentiate between a need and a want in the context of problem definition.

Learning Objectives

• Formulate a precise problem statement for an engineering challenge, incorporating identified user needs and specified constraints.
• Analyze background research to identify existing solutions, their limitations, and potential areas for innovation.
• Differentiate between essential needs and desirable wants when defining the scope of an engineering problem.
• Evaluate the credibility and relevance of various research sources for an engineering design project.

Before You Start

Introduction to Scientific Inquiry

Why: Students need a foundational understanding of asking questions and seeking information to effectively conduct background research.

Identifying Variables

Why: Understanding independent, dependent, and controlled variables helps students identify and articulate the parameters and constraints of a problem.

Key Vocabulary

Problem Statement	A clear and concise description of the issue an engineering project aims to solve, including who is affected and what the desired outcome is.
User Needs	The essential requirements or functions that a product or solution must fulfill to be successful for its intended users.
Constraints	Limitations or restrictions that must be considered during the design process, such as budget, materials, time, or safety regulations.
Background Research	The systematic investigation of existing information, technologies, and solutions related to a specific problem before beginning a new design.
Need vs. Want	Distinguishing between what is essential for solving a problem (a need) and what is desirable but not critical (a want).

Watch Out for These Misconceptions

Common Misconception

Engineering problems focus only on technical specs, ignoring people.

What to Teach Instead

Problems must center user needs and real constraints. Role-playing interviews in pairs helps students see human impacts, shifting focus from gadgets to practical solutions through shared stories.

Common Misconception

Research means a quick internet search for ideas.

What to Teach Instead

Thorough research involves multiple sources and analysis of failures. Scavenger hunts in small groups teach source evaluation and pattern spotting, revealing why superficial searches miss key constraints.

Common Misconception

All design problems have the same constraints.

What to Teach Instead

Constraints vary by context, like budget or environment. Class sorting activities expose differences, as debates clarify why one project's limits do not apply universally, building nuanced thinking.

Active Learning Ideas

Pairs: Stakeholder Interview Practice

Pairs role-play as engineers and community members facing a problem like playground accessibility. One student asks targeted questions about needs and constraints; the other responds as the user. Switch roles after 10 minutes, then pairs draft a joint problem statement.

30 min·Pairs

Small Groups: Research Quest Cards

Distribute cards with questions on a design challenge, such as wheelchair ramps. Groups hunt for answers in textbooks, online databases, and class notes over 20 minutes. Regroup to share findings and identify research gaps.

45 min·Small Groups

Whole Class: Need vs Want Sort

Project a list of 20 features for a school bike shelter. Class votes via thumbs up/down on needs versus wants. Discuss results, then vote on a refined problem statement incorporating top priorities.

25 min·Whole Class

Individual: Problem Statement Revision

Students write initial problem statements for a given scenario. Circulate to provide feedback, then revise based on a checklist of user needs and constraints. Share one improvement with the class.

20 min·Individual

Real-World Connections

• Urban planners in Toronto use problem definition and research to design new public transit systems, considering the needs of commuters, environmental impact, and budget constraints.
• Medical device engineers at companies like Medtronic conduct extensive research into patient needs and existing technologies before designing new surgical tools or diagnostic equipment.
• Sustainable agriculture consultants research soil conditions, climate data, and crop yields to define problems and propose solutions for farmers aiming to improve food production with limited resources.

Assessment Ideas

Quick Check

Present students with a scenario, such as 'Designing a more efficient way to carry textbooks.' Ask them to write one sentence identifying a key user need and one sentence listing a potential constraint.

Discussion Prompt

Facilitate a class discussion using the prompt: 'Imagine you are designing a new smartphone app. How would you differentiate between a 'need' for the user and a 'want' that could be added later?' Encourage students to provide specific examples.

Exit Ticket

Provide students with a short article describing a technological failure. Ask them to write two sentences summarizing the core problem and one sentence explaining what kind of background research might have prevented the issue.

Frequently Asked Questions

How do I teach students to define engineering problems effectively?

Start with real scenarios like improving school lunch waste. Guide students to write statements including who the users are, what they need, and limits like cost. Use checklists for revision: model one, then have pairs critique each other. This scaffolds clear, actionable definitions aligned with HS-ETS1-1.

Why is background research crucial before design?

Research uncovers existing solutions and pitfalls, preventing reinvented wheels. Students learn to cite sources, compare prototypes, and note gaps, such as why past solar panels failed locally. This evidence base ensures feasible, innovative designs grounded in Ontario curriculum expectations for scientific literacy.

How can active learning help with defining problems and research?

Active methods like stakeholder role-plays and group research hunts make steps concrete. Students negotiate needs in pairs, hunt evidence collaboratively, and debate constraints class-wide. These experiences build ownership, as peer feedback refines vague ideas into precise statements, far surpassing passive lectures for retention and skill transfer.

What distinguishes a need from a want in problem definition?

Needs solve core issues essential for function, like waterproofing a phone case; wants add extras like color options. Sorting activities clarify this: students categorize features, justify choices, and rewrite problems focusing on must-haves. This hones prioritization skills for constrained real-world engineering.