Writing a specification a maker can use
'Make it nice' cannot be tested. A specification turns a user's need into statements you can measure a finished product against.
Lesson overview
What you'll learn in this lesson
Develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations
Key learning points
- • Start with the user, not the object
- • Turning findings into criteria
- • Measurable or it does not count
- • Anthropometric and ergonomic data
This lesson at a glance
- 30 minutes
- 24 parts to scroll through
- 4 quick checks
- Marked quiz at the end
- Gentle pace: short sittings with pauses
Words to know
Scroll down — the lesson carries on below
Watch & discover
Part 1 of 24
Visual introductionPicture this
Writing a specification a maker can use
'Make it nice' cannot be tested. A specification turns a user's need into statements you can measure a finished product against.
In a nutshell
Develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations
What you already know
Part 2 of 24
Before we start
What you already know
You should already know how to identify a user and describe a design problem in your own words.
Key words
Part 3 of 24
Key words
Words you'll need today
- Design brief
- A short statement of the problem and who it is for.
- Specification
- Measurable requirements the product must meet.
- Criterion
- One testable requirement.
- Anthropometrics
- Body measurement data used to size products.
- Ergonomics
- Designing so a product fits how people actually use it.
Reset break
Part 4 of 24
Pause
That's sitting 1 of 6 done
Stretch, get a drink, look out of the window. There is no timer and nothing is counting down — your place is saved, so you can come back in five minutes or tomorrow.
Learning cycle
Part 5 of 24
Learning cycle 1 of 2
From user need to criteria
A short piece of teaching, then a check to make sure it has landed.
Explore the idea
Part 6 of 24
Learn
Start with the user, not the object
Interview or observe the person you are designing for. A desk tidy for a nurse on shift and one for a Year 8 bedroom share a name and almost nothing else. Record what the user does, where, and what currently annoys them.
Explore the idea
Part 7 of 24
Learn
Turning findings into criteria
Each finding becomes a requirement. 'She loses pens down the back of the desk' becomes 'must hold at least six pens upright and not tip when one is removed'. Group criteria under function, user, materials, safety, cost and sustainability.
Reset break
Part 8 of 24
Pause
That's sitting 2 of 6 done
Stretch, get a drink, look out of the window. There is no timer and nothing is counting down — your place is saved, so you can come back in five minutes or tomorrow.
Quick check
Part 9 of 24
Quick check
Part 10 of 24
Learning cycle
Part 11 of 24
Learning cycle 2 of 2
Making criteria measurable
A short piece of teaching, then a check to make sure it has landed.
Reset break
Part 12 of 24
Pause
That's sitting 3 of 6 done
Stretch, get a drink, look out of the window. There is no timer and nothing is counting down — your place is saved, so you can come back in five minutes or tomorrow.
Explore the idea
Part 13 of 24
Learn
Measurable or it does not count
Add numbers and test methods. 'Lightweight' becomes 'under 400 g'. 'Strong' becomes 'supports a 2 kg load for one minute without deflection over 3 mm'. If you cannot describe the test, the criterion is an opinion.
Explore the idea
Part 14 of 24
Learn
Anthropometric and ergonomic data
Use percentile data rather than your own hand. Designing a grip to the 5th to 95th percentile covers most users; designing it to yours covers one. Ergonomics also covers reach, force needed and how obvious the product is to use without instructions.
Quick check
Part 15 of 24
Reset break
Part 16 of 24
Pause
That's sitting 4 of 6 done
Stretch, get a drink, look out of the window. There is no timer and nothing is counting down — your place is saved, so you can come back in five minutes or tomorrow.
Quick check
Part 17 of 24
Common mix-ups
Part 18 of 24
Common mix-ups
Things people often get wrong
- A brief is not a specification: the brief states the problem, the specification states testable requirements.
- Adjectives like 'durable' are not criteria until they carry a test.
- Designing to the average user leaves out roughly half of them.
Challenge round
Part 19 of 24
Game · Sort it
Which of these are true?
Drag each card into the right column. Tap a card first if dragging is fiddly.
True
Not true
Reset break
Part 20 of 24
Pause
That's sitting 5 of 6 done
Stretch, get a drink, look out of the window. There is no timer and nothing is counting down — your place is saved, so you can come back in five minutes or tomorrow.
Challenge round
Part 21 of 24
Game · Recall cards
Which is a usable criterion?
Card 1 of 4
Exit quiz
Part 22 of 24
Exit quiz
Show what you've learned
6 questions, marked together at the end. Nothing is timed.
1. Specifications should be...
2. Ergonomics is about...
3. 'Supports 2 kg for one minute' is good because...
4. User research should happen...
5. Sustainability criteria might specify...
6. A criterion with no test is...
Mastery quiz
Part 23 of 24
Marked quiz
End of lesson quiz: Writing a specification a maker can use
4 questions, marked with the reasoning shown. No timer.
1. Which is a usable criterion?
2. Anthropometric data gives...
3. A design brief mainly states...
4. Designing to the 5th–95th percentile means...
Lesson round-up
Part 24 of 24
Lesson round-up
Ready when you are
Quiz score
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Points this lesson
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Best run
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Luna: 0 out of 4 on the practice checks. Only if you feel up to it — one more?
Ask LunaPart 1 of 24 · Watch & discover