Exam Answer: Unit 1 - Research Formulation and
Design
A Structured and Impressive Response
Student Name: [Your Name]
Date: June 9, 2025
Time: 07:45 PM IST
Contents
1 1. Motivation and Objectives 2
2 2. Research Methods vs. Methodology 2
3 3. Types of Research 2
4 4. Concept of Applied and Basic Research Processes 3
5 5. Criteria of Good Research 3
6 6. Defining and Formulating the Research Problem 3
7 7. Selecting the Problem 4
8 8. Necessity of Defining the Problem 4
9 9. Importance of Literature Review: Primary and Secondary Sources 4
10 10. Reviews, Monograph, Patents, Research Databases, Web as a Source 5
11 11. Searching the Web 5
12 12. Critical Literature Review 5
13 13. Identifying Gap Areas from Literature and Research Database 5
14 14. Development of Working Hypothesis 6
15 Conclusion 6
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Answer: Unit 1 - Research Formulation and Design
(Total Time: 9 Hours | My Answer: Detailed and Structured for Examiner)
1 1. Motivation and Objectives
Definition: Motivation is the reason why we do research, like curiosity or solving a problem.
Objectives are the goals we want to achieve, like what we aim to find out. Explanation:
Motivation is what pushes us to start our researchits like the why behind our work. Objectives
are the whatthey give us a clear target to aim for. Together, they help us stay focused and
excited!
Example
If I want to know why flowers bloom in spring, my motivation is curiosity, and my
objective is to find the reason for blooming.
Key Point: Motivation and objectives make research meaningful and directed.
2 2. Research Methods vs. Methodology
Definition: Research methods are the tools we use (e.g., surveys, experiments), while method-
ology is the big plan of how we use those tools. Explanation: Methods are like a shovel or
map in a treasure hunttheyre the specific actions we take. Methodology is the step-by-step plan
to use those tools, like deciding where to dig. Methods are the how, and methodology is the big
picture.
Example
To study why kids like toys, my method is asking them questions (survey), and my
methodology is planning who to ask, when, and how to analyze their answers.
Key Point: Methods and methodology work together to make research organized.
3 3. Types of Research
Definition: Research has many types, each with a different purpose. Types with Explanation:
• Descriptive: Describes whats happening (e.g., writing about a parks visitors).
• Analytical: Explains why its happening (e.g., why the park is busy).
• Applied: Solves a problem (e.g., making the park safer).
• Fundamental: Learns for curiosity (e.g., how grass grows).
• Quantitative: Uses numbers (e.g., counting 10 kids at the park).
• Qualitative: Uses words (e.g., the park feels happy).
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• Conceptual: Thinks about ideas (e.g., what makes a park fun).
• Empirical: Tests in real life (e.g., do kids laugh more with swings?).
Example
If I count kids at a park (quantitative) and ask why they come (qualitative), Im mixing
types!
Key Point: Choosing the right type helps us answer our research question.
4 4. Concept of Applied and Basic Research Processes
Definition: Applied research solves problems, while basic research explores for curiosity.
Explanation: Applied research fixes real-world issues, like improving a toy for kids. Basic
research learns new things just because were curious, like why kids love colors. Both follow
steps: ask a question, collect clues, test ideas, and share results.
Example
Applied research might make a toy better, while basic research studies why kids like
bright colors.
Key Point: Applied and basic research help us learn and solve problems in different ways.
5 5. Criteria of Good Research
Definition: Good research follows rules to be awesome! Criteria:
• Clear: We know what were looking for.
• Fair: No cheating or guessing.
• Useful: It helps someone.
• Careful: No mistakes in work.
Example
If I study how rain helps plants, I must measure carefully and not guess.
Key Point: Good research is trustworthy and helpful.
6 6. Defining and Formulating the Research Problem
Definition: This is picking the puzzle we want to solve and making it clear. Explanation: We
start with a big idea (e.g., Why do birds sing?) and make it smaller and clearer (e.g., Do birds
sing more in the morning?). This helps us focus on what to study.
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Example
If Im curious about my dog, I focus on Does my dog bark more when strangers come?
Key Point: A clear problem makes research easier.
7 7. Selecting the Problem
Definition: This is choosing which puzzle to solve first. Explanation: We pick a problem
thats interesting, not too hard, and possible to study with our tools. This saves time and makes
research doable.
Example
Instead of Why do all dogs bark? (too big), I choose Why does my dog bark at the
mailman? (easier).
Key Point: Selecting a good problem saves time and effort.
8 8. Necessity of Defining the Problem
Definition: We must know exactly what puzzle were solving. Explanation: A clear problem
keeps us on track and helps us find the right clues. Without it, well get lost and waste time!
Example
Saying Ill study dogs is too vague, but Ill study why my dog barks at night is clear.
Key Point: Defining the problem is the first step to success.
9 9. Importance of Literature Review: Primary and Secondary
Sources
Definition: A literature review is reading what others have found. Primary sources are original
(e.g., a scientists report), and secondary sources are summaries (e.g., a book). Explanation:
It helps us learn whats already known so we dont repeat work. Primary sources give us the
original facts, while secondary sources summarize them for us.
Example
For birds, a primary source is a scientists study, and a secondary source is a bird book.
Key Point: Literature reviews help us build on past knowledge.
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10 10. Reviews, Monograph, Patents, Research Databases,
Web as a Source
Definition: These are places to find clues for research. Explanation:
• Reviews: Summaries of many studies.
• Monograph: A detailed book on one topic.
• Patents: Ideas for new inventions.
• Research Databases: Big collections of studies.
• Web: The internet (but check if its true!).
Example
For robots, I might read a robot patent or search a database.
Key Point: These sources give us lots of ideas to start with.
11 11. Searching the Web
Definition: Using the internet to find clues. Explanation: We use search words (e.g., bird
songs) and check if the websites are trustworthy. The web is a big place, so we must be careful!
Example
Searching why do birds sing might show they sing to talk to other birdscool!
Key Point: The web is helpful but needs careful checking.
12 12. Critical Literature Review
Definition: Reading books and articles carefully to see if theyre true and helpful. Explanation:
We ask, Does this make sense? Does it help my puzzle? We also look for whats missing (gaps)
in what others have found.
Example
If a book says birds sing to find friends but not when, Ive found a gap.
Key Point: A critical review helps us find new things to study.
13 13. Identifying Gap Areas from Literature and Research
Database
Definition: Gaps are things others havent studied yet. Explanation: We read books and studies
to find whats missing, so we can explore it. Gaps are like new adventures for us to take!
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Example
If no one studied why birds sing at night, thats a gap I can study.
Key Point: Gaps help us do new and exciting research.
14 14. Development of Working Hypothesis
Definition: A hypothesis is our best guess about the puzzle. Explanation: Its something we
can test, like I think birds sing more in the morning because its cooler. A hypothesis gives us a
starting point to check if were right.
Example
For plants, my hypothesis might be Plants grow taller with more water.
Key Point: A hypothesis gives us something to test and learn from.
15 Conclusion
Unit 1 teaches us how to start a research project like a treasure hunt! We learn why we do
research (motivation), set goals (objectives), pick tools (methods), and make a plan (method-
ology). We also choose a clear puzzle, read what others found, and make a guess to test. This
makes research fun, organized, and meaningful! I hope this answer helps the examiner under-
stand my knowledge of Unit 1.
