identifying research design worksheet

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• Identifying Research Strategies, Hypotheses, and Variables (worksheet)
• Identifying Sampling Methods (worksheet)

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Research Worksheets and Handouts

• Getting Started
• Evaluating Sources
• General Research

Getting Started Having trouble getting your research rolling? These handouts and worksheets can get you past that initial hurdle.

Topic Identification worksheet (pdf) This graphic organizer will help you understand your assignment, identify and focus your topic, create a search strategy and find sources in 6 easy steps! For more information about research topics, visit www.codlrc.org/research101/topics

Developing Your Research Question (pdf) An infographic of journalistic questions that can help you brainstorm potential research questions.

Finding Evidence worksheet (pdf) Before you start your research, consider what evidence you’ll need to support your claims and think about how to find it.

Subject vs. Keyword Searching (pdf) Learn how to use keyword searching and subject searching together to find what you're looking for in the Library catalog and article databases.

Boolean Logic, Truncation, and Nesting (pdf) An introduction to advanced search techniques you can use to help you find information efficiently and effectively.

Advanced Research Search Strategies and Techniques (pdf) A quick reference for the types of advanced searching techniques you can use in databases, the Library catalog and in search engines.

Tips for Evaluating Information (pdf) Whether a resource is print or electronic, text-based or image-based, researchers must carefully evaluate the quality of the source and the information found within. When evaluating the quality of resources, here are some things to consider.

CRAAP Test (pdf) Do your sources pass the CRAAP Test? Use this guide to help you consider whether a source is appropriate for your research needs.

Source Evaluation Worksheet (pdf) Use this form to help you determine if a source is appropriate for your research. For more information about evaluating sources, visit www.codlrc.org/evaluating/sources

Research Article Anatomy (pdf) Reading research gets easier once you understand and recognize the pieces and purposes of research studies, from abstract to references.

Reading (and Understanding) Research (pdf) Adapted from How to Read and Understand a Scientific Paper: A Guide for Non-Scientists by J. Raff.

Introduction to College Research (pdf) Helpful resources for every stage of the research process.

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FREE K-12 standards-aligned STEM

curriculum for educators everywhere!

Find more at TeachEngineering.org .

• TeachEngineering
• Design Step 2: Research the Problem

Hands-on Activity Design Step 2: Research the Problem

Grade Level: 9 (9-12)

The time required to complete this design process step is adjustable to as little or as long as the teacher deems appropriate. We suggest a minimum of 60 minutes and a maximum of three class periods.

Expendable Cost/Group: US $0.00

Group Size: 4

Activity Dependency: Design Step 1: Identify the Need

Subject Areas: Science and Technology

NGSS Performance Expectations:

Curriculum in this Unit Units serve as guides to a particular content or subject area. Nested under units are lessons (in purple) and hands-on activities (in blue). Note that not all lessons and activities will exist under a unit, and instead may exist as "standalone" curriculum.

• Design Step 1: Identify the Need
• Design Step 3: Brainstorm Possible Solutions
• Design Step 4: Select a Promising Solution Using Engineering Analysis
• Design Steps 5 and 6: Create and Test a Prototype
• Design Step 7: Improve and Redesign/Manufacture a Product

TE Newsletter

Engineering connection, learning objectives, materials list, worksheets and attachments, more curriculum like this, introduction/motivation, vocabulary/definitions, investigating questions, activity extensions, additional multimedia support, user comments & tips.

Developing a thorough knowledge base of existing products related to a need or problem is important for all engineering design projects. This step helps the engineering team determine if a similar product already exists or whether any regulatory and standards issues (such as intellectual property, safety or environmental issues) must be considered in the product design. Engineers often design modifications or incremental improvements to existing products, so one way to learn more about a product is to purchase and take apart similar, competing products.

After this activity, students should be able to:

• Gather and organize background information related to a design challenge.
• Conduct an information search to find existing solutions or products related to a problem.

Educational Standards Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards. All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN) , a project of D2L (www.achievementstandards.org). In the ASN, standards are hierarchically structured: first by source; e.g. , by state; within source by type; e.g. , science or mathematics; within type by subtype, then by grade, etc .

Ngss: next generation science standards - science, international technology and engineering educators association - technology.

View aligned curriculum

Do you agree with this alignment? Thanks for your feedback!

Each group needs:

• Design Challenge Project Description (created in Activity 1 ), or use the attached Example Design Challenge Project Description
• blank paper and pencils
• Idea Web Example
• 2 worksheets of the following four, for each team's selected two types of background research: Patent Search Worksheet , Standards and Codes Search Worksheet , Reverse Engineering Worksheet and User Interview Worksheet

For the entire class to share:

• computers with internet access
• (optional) small video or audio recorders for user interviews

Today we are continuing to work on our engineering design project for this class. Similar to real-world engineers, we must develop a thorough knowledge base of the information related to our design to determine if a similar product already exists or if any regulatory and standards issues (such as intellectual property issues, safety or environmental issues) exist that must be considered in the design of the product. We do this by conducting a variety of information searches and compiling all the information in a useful way. Can anyone think of a way to get useful information about our project?

Sometimes it is hard to know what information we need to find before we have a product design. One way to identify what information we should be looking for is to break down our problem statement or "need" into an idea web. An idea web starts with the main need or problem in the middle of a piece of paper. Then the team draws branches from the main problem to represent different parts of the problem, such as audience, requirements, constraints, and questions. Each engineer on the team may choose to or be assigned to focus on addressing one particular part of the problem or the team may work together to establish the knowledge base. Often, new questions arise, requiring the team to do additional background research in order to answer them

A patent search is another way to find existing information about a related product. This type of search is often done by engineers in the beginning stages of product design and is really helpful for avoiding designs that infringe on an idea that has legal protection. Many websites offer information on existing patents, including the US patent and Trademark Office ( https://www.uspto.gov/ ) and Google patent search ( https://www.google.com/?tbm=pts ).

Standards and codes developed by industry or federal, state or local governments are also important to know for product design. Standards are any agreed-upon common criteria, item or process that helps to ensure the safety and interchangeability of a product. For example, having standard bolt sizes helps designers communicate to manufacturers located elsewhere exactly which bolt to use in making a product. A code is a collection of standards that are mandatory for use in the development of a particular item. For example, building codes specify the height and area limitations for certain types of buildings in a city. Can anyone think of why we would need to know the standards and codes related to our product design? Some other examples might include the chemical properties of the materials used in a product or process, the environmental impacts of the product, and the safety of the user interfaces.

Reverse engineering an existing product is another way to learn about technologies that relate to the design of a new product. When possible, engineers test competitor's products to determine how to make their new design even better. They take products apart to figure out how they work, and then they often reassemble them to see how the parts interact. Reverse engineering requires careful observation, disassembly, documentation, analysis and reporting.

Lastly, user interviews can give us valuable insight into a product design. We have already identified our target population, and, when possible, interviewing members of that population about our product can be extremely helpful. Since the customer ultimately determines whether a product is a success or failure, it is important to communicate often with the user during the design process. It is useful to use props during the interviews to watch how a user interacts with a product. Sometimes how the user uses the product is more telling than what they say about it. Gathering initial data from the user helps the engineering team identify which aspects of the problem are the most important to address for its audience.

Back to our engineering project—today we will focus on conducting as much background research as possible on our problem in order to generate a common knowledge base for our team as we begin to brainstorm possible engineering solutions.

(Note: After conclusion of this activity, proceed to the next activity in the series, Design Step 3: Brainstorm Possible Solutions .)

Before the Activity (Teacher Prep)

• Base this activity off of an existing project with a Design Challenge Project Description (See the first activity of this unit, Design Step 1: Identify the Need ). This can be a challenge determined by the teacher, brainstormed with the class, or the Example Design Challenge Project Description attached to this activity.
• Make copies of the attached Idea Web Example , one per team.
• Make copies of the Patent Search Worksheet , Standards and Codes Search Worksheet , Reverse Engineering Worksheet , and User Interview Worksheet . Teams are asked to complete at least two of these four knowledge-base handouts.
• Student teams should continue with the same 3-5 members each, as determined in the first activity of this unit, Design Step 1: Identify the Need .

With the Students

• Review the steps of the engineering design loop as described in the pre-activity assessment. Discuss any questions as a class.
• Review the Design Challenge Project Description as a class.
• Use the Investigating Questions to lead a class discussion about the role of background research in engineering problem solving.
• Give each team a blank sheet of paper. Review an example idea web with the students to illustrate how to start thinking about what background research they need to conduct. Have student teams each create an idea web of the design challenge.
• Have students choose at least two of the following methods for developing their knowledge base: patent research, standards and codes research, reverse engineering, and user interview. Have student teams complete their worksheets in sub-group pairs. Provide assistance as questions arise. Conduct the activity-embedded assessment (as described in the Assessment section) to discuss students' responses to the worksheet.
• Conduct the post-activity assessment to help students share their new knowledge base within their team and their class. This assessment asks them to create a list of the main points that they discovered and plan to use to inform their design. Then, the students reflect on the research process and ask if any questions are still unanswered.

code: A set of mandatory minimum standards or rules. For example, a building code, a safety code, a fire code, the UL code, etc.

engineering design loop: A specific and iterative set of steps that engineers use to evaluate and refine potential solutions to problems or challenges. The steps: The steps: ask to identify the need and constraints, research the problem, imagine possible solutions, plan by selecting the most promising solution, create a prototype, test and evaluate the prototype, and improve and redesign as needed. Also called the engineering design process.

patent: An official document given by a state or government that allows exclusive right or privilege to an inventor for a specified period of time.

standard: Something set up and established as a rule for the measure of quantity, weight, extent, value, or quality. For example, standardized bolt sizes. See http://standards.gov/standards_gov/standards.cfm.

target population: The population, clients, or subjects intended to be identified and served by a particular program.

Pre-Activity Assessment

Engineering Design Loop Review: The engineering design loop is a specific set of steps engineers use to organize their ideas and refine potential solutions to engineering challenges. Ask for student volunteers to identify and define each step of the design process. (Note: The steps of the design loop include ask to identify the need and constraints, research the problem , imagine possible solutions, plan by selecting the most promising solution, create a prototype, test and evaluate the prototype, and improve and redesign as needed.)

Activity-Embedded Assessment

Worksheets: Using the attached four worksheets, have each team complete two of the following methods for developing their knowledge base: patent research, standards and codes research, reverse engineering, and user interview. Review and discuss the worksheet answers with the entire class. Use the answers to gauge students' mastery of the subject.

Post-Activity Assessment

A Common Knowledge: Have students work with their team to develop common, shared background knowledge related to their design problem. Have each team develop a priority list of the main points they plan to consider as they begin to generate ideas for their product design. Lastly, ask each team to share two or three of their research findings with the entire class.

Reflecting on the Process: Have the teams work together to reflect on the background research that they conducted. Have the teams consider:

• Have we researched the most important information related to our project?
• What do we know now that we did not know before?
• Do we have any unanswered questions that surfaced as a result of our research?
• Do we need to do any follow-up research to answer those questions?

Use the following discussion questions to help students gain understanding of an important aspect of engineering problem solving: background research .

• Why do engineers conduct background research before they design a new product? (Possible discussion points: To find out if similar products already exist, to discover any regulatory and standards issues, such as intellectual property issues, safety or environmental issues, that are pertinent to the new product design.)
• Many types of background research can be conducted. What are some examples of background research? (Possible discussion points: Basic search for existing similar products, talking to the target audience(s), patent searches, codes and standards searches.)

Patent Searches: Give students one of the following products (or generate your own list) and have them complete a sample patent search. Require students to make a list of patents they find that are associated to the product. This extension activity demonstrates the wide variety of patents that relate to a single "common" product. Possible items: shower head, headphones, skateboard, backpack.

"Standard" Communication: Have students explain in their own words why common standards exist for the measure of quantity, weight, extent, value, or quality of an item. Have them research a real situation or describe a fictional scenario in which standards are not used. Ask students to share their explanations with the class.

Direct students to look for patents on the US Patent and Trademark Office's website; see: https://www.uspto.gov/patents-application-process/search-patents

For a complete description of the engineering design process, see https://www.teachengineering.org/engrdesignprocess.php

Students are introduced to the world of creative engineering product design. Through six activities, teams work through the steps of the engineering design process (or loop) by completing an actual design challenge presented in six steps.

Students are introduced to engineering, specifically to biomedical engineering and the engineering design process, through a short lecture and an associated hands-on activity in which they design their own medical devices for retrieving foreign bodies from the ear canal. Through the lesson, they lea...

Yowell, J.L. and Carlson, D.W., Eds., Introductory Engineering Design: A Projects-Based Approach, Third Edition, Textbook for GEEN 1400: First-Year Engineering Projects, Integrated Program, College of Engineering and Applied Science, University of Colorado at Boulder, Fall 2000. http://itll.colorado.edu/index.php/courses_workshops/geen_1400/resources/textbook/ Accessed April 8, 2010.

Contributors

Supporting program, acknowledgements.

The contents of these digital library curricula were developed by the Integrated Teaching and Learning Program under National Science Foundation GK-12 grant no. 0338326. However, these contents do not necessarily represent the policies of the National Science Foundation, and you should not assume endorsement by the federal government. 

Last modified: September 1, 2021

Exploring the Relationship Between Early Life Exposures and the Comorbidity of Obesity and Hypertension: Findings from the 1970 The British Cohort Study (BCS70)

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• ORCID record for Sebastian Stannard
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• ORCID record for Rhiannon K Owen
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• ORCID record for Shantini Paranjothy
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Abstract Background: Epidemiological research commonly investigates single exposure-outcome relationships, while childrens experiences across a variety of early lifecourse domains are intersecting. To design realistic interventions, epidemiological research should incorporate information from multiple risk exposure domains to assess effect on health outcomes. In this paper we identify exposures across five pre-hypothesised childhood domains and explored their association to the odds of combined obesity and hypertension in adulthood. Methods: We used data from 17,196 participants in the 1970 British Cohort Study. The outcome was obesity (BMI of over 30) and hypertension (blood pressure>140/90mm Hg or self-reported doctors diagnosis) comorbidity at age 46. Early life domains included: prenatal, antenatal, neonatal and birth, developmental attributes and behaviour, child education and academic ability, socioeconomic factors and parental and family environment. Stepwise backward elimination selected variables for inclusion for each domain. Predicted risk scores of combined obesity and hypertension for each cohort member within each domain were calculated. Logistic regression investigated the association between domain-specific risk scores and odds of obesity-hypertension, controlling for demographic factors and other domains. Results: Adjusting for demographic confounders, all domains were associated with odds of obesity-hypertension. Including all domains in the same model, higher predicted risk values across the five domains remained associated with increased odds of obesity-hypertension comorbidity, with the strongest associations to the parental and family environment domain (OR1.11 95%CI 1.05-1.18) and the socioeconomic factors domain (OR1.11 95%CI 1.05-1.17). Conclusions: Targeted prevention interventions aimed at population groups with shared early-life characteristics could have an impact on obesity-hypertension prevalence which are known risk factors for further morbidity including cardiovascular disease.

Competing Interest Statement

R.O. is a member of the National Institute for Health and Care Excellence (NICE) Technology Appraisal Committee, member of the NICE Decision Support Unit (DSU), and associate member of the NICE Technical Support Unit (TSU). She has served as a paid consultant to the pharmaceutical industry and international reimbursement agencies, providing unrelated methodological advice. She reports teaching fees from the Association of British Pharmaceutical Industry (ABPI). R.H. is a member of the Scientific Board of the Smith Institute for Industrial Mathematics and System Engineering.

Funding Statement

This work is part of the multidisciplinary ecosystem to study lifecourse determinants and prevention of early-onset burdensome multimorbidity (MELD-B) project which is supported by the National Institute for Health Research (NIHR203988). The views expressed are those of the authors and not necessarily those of the NIHR or the Department of Health and Social Care.

Author Declarations

I confirm all relevant ethical guidelines have been followed, and any necessary IRB and/or ethics committee approvals have been obtained.

The details of the IRB/oversight body that provided approval or exemption for the research described are given below:

Ethics approval for this work has been obtained from the University of Southampton Faculty of Medicine Ethics committee (ERGO II Reference 66810).

I confirm that all necessary patient/participant consent has been obtained and the appropriate institutional forms have been archived, and that any patient/participant/sample identifiers included were not known to anyone (e.g., hospital staff, patients or participants themselves) outside the research group so cannot be used to identify individuals.

I understand that all clinical trials and any other prospective interventional studies must be registered with an ICMJE-approved registry, such as ClinicalTrials.gov. I confirm that any such study reported in the manuscript has been registered and the trial registration ID is provided (note: if posting a prospective study registered retrospectively, please provide a statement in the trial ID field explaining why the study was not registered in advance).

I have followed all appropriate research reporting guidelines, such as any relevant EQUATOR Network research reporting checklist(s) and other pertinent material, if applicable.

Data Availability

The BCS70 datasets generated and analysed in the current study are available from the UK Data Archive repository (available here: http://www.cls.ioe.ac.uk/page.aspx?&sitesectionid=795).

http://www.cls.ioe.ac.uk/page.aspx?&sitesectionid=795

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