Defining Problems and Research

Active learning sticks because students must practice the messy work of defining problems before they can solve them. When students interview peers as stakeholders or sort needs from wants, they move beyond abstract definitions to real human impacts and trade-offs. These hands-on steps make the engineering design process feel purposeful and personal, which builds lasting understanding.

• Grade 9
• Science
• 4 activities
• 20 min–45 min

Learning Objectives

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

Problem-Based Learning

⏱ 30 min·Pairs

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.

Prepare & details

Explain how to effectively define a problem in engineering, considering user needs and constraints.

Facilitation Tip: For the Stakeholder Interview Practice, model how to ask open-ended questions that reveal unspoken frustrations, like ‘What slows you down most when you use this space?’

Setup: Groups at tables with access to research materials

Materials: Problem scenario document, KWL chart or inquiry framework, Resource library, Solution presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Problem-Based Learning

⏱ 45 min·Small Groups

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.

Prepare & details

Analyze the importance of thorough background research before beginning a design project.

Facilitation Tip: For the Research Quest Cards, provide one intentionally biased source and one peer-reviewed study so students practice evaluating credibility side by side.

Setup: Groups at tables with access to research materials

Materials: Problem scenario document, KWL chart or inquiry framework, Resource library, Solution presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Problem-Based Learning

⏱ 25 min·Whole Class

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.

Prepare & details

Differentiate between a need and a want in the context of problem definition.

Facilitation Tip: For the Need vs Want Sort, circulate and ask groups to explain their categories aloud so misconceptions about priorities surface quickly.

Setup: Groups at tables with access to research materials

Materials: Problem scenario document, KWL chart or inquiry framework, Resource library, Solution presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Problem-Based Learning

⏱ 20 min·Individual

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.

Prepare & details

Explain how to effectively define a problem in engineering, considering user needs and constraints.

Setup: Groups at tables with access to research materials

Materials: Problem scenario document, KWL chart or inquiry framework, Resource library, Solution presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Teaching This Topic

Teachers find that students grasp constraints best when they experience the tension themselves, which is why role-play and sorting activities work better than lectures. Avoid rushing to solutions; instead, linger on the problem-definition phase until students can articulate why one constraint matters more than another. Research shows that students revise problem statements more effectively when they first hear lived experiences from stakeholders, not just textbook cases.

What to Expect

Successful learning looks like students using precise language to separate core needs from secondary wants, citing evidence from interviews or research to justify their choices. They should confidently state constraints and revise problem statements to reflect user priorities, not just technical wishes. Collaboration should reveal how context changes what counts as a solution.

Watch Out for These Misconceptions

Common Misconception

During the Stakeholder Interview Practice, watch for students asking only yes-or-no questions or focusing on technical features instead of user frustrations.

What to Teach Instead

Use the interview cards to prompt students to ask ‘How does this problem affect your daily routine?’ or ‘What have you tried that didn’t work?’ to shift attention to human impacts.

Common Misconception

During the Research Quest Cards activity, watch for students accepting the first source they find as the most relevant.

What to Teach Instead

Have students compare their cards in pairs and justify why one source is stronger based on author credentials or data quality before presenting to the class.

Common Misconception

During the Need vs Want Sort, watch for students grouping items based on personal preference rather than user priorities.

What to Teach Instead

Provide a scenario for each item, such as ‘A school garden must feed 50 students daily with a $500 budget,’ to anchor sorting in clear constraints.

Assessment Ideas

Quick Check

After the Stakeholder Interview Practice, present students with a scenario such as ‘Designing a reusable water bottle for hikers.’ Ask them to write one sentence identifying a key user need and one sentence listing a constraint that emerged during their interview.

Discussion Prompt

During the Need vs Want Sort, facilitate a class discussion using the prompt: ‘Some groups put ‘low maintenance’ under needs and others under wants. How does your definition of the user change this decision?’ Encourage students to reference their sorted cards.

Exit Ticket

After the Problem Statement Revision activity, provide students with a flawed problem statement like ‘Build a stronger playground.’ Ask them to rewrite it to include a user need, a constraint, and a measurable success criterion.

Extensions & Scaffolding

• Challenge: Ask students to research a local environmental issue and draft a problem statement that includes at least three stakeholder perspectives and two conflicting constraints.
• Scaffolding: Provide sentence starters for the Problem Statement Revision activity, such as ‘This design meets the need of _____ by _____, while accounting for the constraint of _____.’
• Deeper exploration: Have students compare their interview notes to historical engineering failures to identify how missed needs led to problems in real designs.

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).