Gathering Secondary Evidence
Secondary research should fill a real information gap — not become random browsing.
By the end of today, students can…
Select
a source relevant to a research priority.
Record
a useful finding in their own words.
Connect
the finding to a possible design implication.
Stability
Base width, support, and where weight sits can affect whether a product tips.
Grip & contact
Shape, surface, edge condition, and contact area can affect control and comfort.
Access & clearance
Users need enough space to insert, remove, or operate an item without awkward motion.
Card structures
Folds, layers, tabs, and ribs can increase stiffness in simple prototypes.
Durability
Repeated use can expose weak joints, thin edges, and unsupported areas.
Maintenance
Surface texture, absorbency, gaps, and removable parts can affect cleaning and upkeep.
Copying
Repeating the whole source sentence without deciding what matters.
Useful note
“A broader, well-supported base may help reduce tipping. I should consider stability when I sketch the stand.”
Use only the sources that answer a real question.
Choose a gap
Look at your research priorities.
Read
Select one or two relevant reference cards / teacher sources.
Record
Write the finding and what it could affect.
A useful secondary finding should…
Answer
a question you actually needed to research.
Change
or confirm a meaningful design consideration.
Connect
to the user, product, materials, dimensions, or function.
Finish one sentence.
Next lesson
Students organize all relevant research and formally present their main findings for Criterion A.iv.