research project year 3

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Research projects for 3rd grade

Resource type.

Black History Month | Biography Research Template Project | 3rd 4th 5th Grades

Famous Artists Activity : Research Project Posters 3rd 4th 5th Grades

Animal Research Report Project - 3rd , 4th, 5th grade (Common Core aligned)

ANIMAL REPORT RESEARCH PROJECT TEMPLATE Graphic Organizer 2nd 3rd Grade WRITING

Ecosystems Research Project | Ecosystems Activity | 3rd Grade | 4th Grade

Biography Report Research Template Project 3rd 4th 5th grade

COUNTRY RESEARCH PROJECT REPORT TEMPLATE GRAPHIC ORGANIZER 1st 2nd 3rd 4th Grade

Greek Mythology Reading Passages & Research Project - Third , Fourth, Fifth Grade

3rd Grade Research Projects , Science and Social Studies Projects With a Twist!

Animal Research Report Lapbook Project - 3rd , 4th, 5th grade (Common Core)

College and Career Research Project (aligned with the CCSS Grades 3rd -5th)

Country Research 3rd 4th Grade Math Geography Enrichment Project 7 Continents

STATE REPORT TEMPLATE Research Project Graphic Organizer 1st 2nd 3rd 4th Grade

Animals Research Project Activity Organizer Template 3rd 4th 5th Grades

Author Study Activity : Research Project : Children's Authors 3rd 4th 5th Grades

Animal Research Poster Activity Project for 2nd, 3rd and 4th Grades

50 US STATE REPORT 2nd 3rd Grade RESEARCH PROJECT Printable GRAPHIC ORGANIZERS

Animal Research Project for Second and Third Grades - Library Skills

Weekly Math Research Projects -- 3rd -6th Grade for the ENTIRE YEAR!

Animal Research Project - Digital Sources & Foldable for 3rd , 4th, 5th Grade

Animal Research Graphic Organizers Reading Animal Project Science 2nd 3rd Grade

Independent Research Projects Templates 2nd, 3rd Grades

Back to School ELA Research Project Fun Packet Time Capsule 3rd 4th 5th Grade

3rd Grade Science Projects , Weekly Research All Year! PDF and Digital!

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Research Projects || Year 3

FOUNDATION MODELS FOR GENERATIVE CLIMATE FORECASTING AND DOWNSCALING

Stephan Mandt (PI, UC Irvine)

THE METRICS RELOADED: IMPROVED SIMILARITY ASSESSMENT FOR CLIMATE MAPS

Viviana Acquaviva (PI, CUNY / Columbia)

IMPROVING THE PARAMETERIZATION OF ATMOSPHERIC BOUNDARY LAYER USING PHYSICS-INFORMED MACHINE LEARNING

Sara Shamekh (PI, NYU)

TASK AWARE MODELING FOR ENVIRONMENTAL SYSTEMS

Vipin Kumar (PI, Univ. of Minnesota)

LEAP: PHYSICS-IMPLEMENTATION EXPERIENCE WITH CESM (PIECES)  

Brian Medeiros (PI, NCAR)

ATTRIBUTING CLIMATE MODEL DIVERGENCE WITH HIERARCHICAL REPRESENTATION TRANSFORMERS

David John Gagne (PI, NCAR)

LEVERAGING ML TO ADVANCE LAND MODELING THROUGH PARAMETER ESTIMATION AND ML PARAMETERIZATIONS

Dave Lawrence (PI, NCAR)

ML-ENHANCED UNIFIED ICE MICROPHYSICS SCHEME (ML-ICE) DEVELOPMENT

Kara Lamb (PI, Columbia)

WARM RAIN MICROPHYSICS

Marcus van Lier-Walqui (PI, Columbia)

IMPLEMENTATION OF AUTOMATED CALIBRATION FRAMEWORK INTO CAM AND ANALYSIS OF CALIBRATED ENSEMBLES

Greg Elsaesser (PI, Columbia)

PARAMETERIZING IMPACTS OF HETEROGENEITY AT THE AIR-SEA INTERFACE

Dhruv Balwada (PI, Columbia)

TRANSFER LEARNING FOR CLIMATE SCIENCE

Samory Kpotufe (PI, Columbia)

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How to Do Your Research Project: A Guide for Students

Student resources, welcome to the digital roadmap and resources.

Work your way through  interactive exercises  for each stage of the research project roadmap and watch  videos   from your pocket supervisor, Gary Thomas. Explore real-world practice through  case studies   and  journal articles . Reflect, revise, and take your learning on the go with  worksheets  and get to grips with key terms and concepts using digital  flashcards .

Click a base camp below to get started.

For lecturers:

Teach the book in a way that suits your lecturer hall and classroom by modifying and adapting PowerPoint templates that include the key points of each chapter. Log in using the tab at the top for access.

For instructors

Access resources that are only available to Faculty and Administrative Staff.

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Teach with Holly Rachel

a primary teaching blog

How to Teach a Country Research Project

February 17, 2022 By Holly Rachel

I love teaching a research project on a country. They are so much fun and students gain so much from studying them in your social studies curriculum. I have found that students find them fascinating and love learning interesting facts and recognising the similarities and differences between the country they are learning about and their own way of life.

What is a country research project?

In simple terms, as part of social studies, students create a report on a country by researching facts about it. Their country report could be a wide range of presentation mediums such as a written project, an oral presentation, a poster, worksheets, a performance or even a video, you can be as creative as you like! Student can use a range of methods to research their chosen country. This could be through books, the internet, interviews or from teaching presentations and information sheets.

Why are country research projects important?

It is so important that we teach students about different cultures to their own and to accept and respect differences, as well as to look for the similarities between us all. This is especially important in the interconnected world we live in today.

There are so many benefits to teaching a research project on a country. These include:

-Gaining knowledge about new places and different culture

-Sparking curiosity and a love of learning

-Understanding and accepting differences

-Recognising that even though cultures may have differences, we all share similarities

-Gaining a deeper understanding of their own culture as they learn about others

-Because they are so much fun!

How to do a country research project

A research project on a country may be part of your curriculum, or you may teach the project as part of a whole school cultural week. Alternatively you could set the project as homework for your class. It’s also a great idea to use the project to support learning across other subject areas. For example, students could use the knowledge they gain from their country study and use it in their writing, such as a story setting or an information text. Students could recreate art from the country or develop map skills.

What to include in a country research project

This is the fun part! You may wish your students to lead their own research and report on the areas that interested them, or you may wish to give some guidance. Some great ideas for your research project on a country could include:

Identify the particular country on a map of the word. Where is it located? What continent is the country in? What is the capital city? You could look for physical geographical features such as mountains and rivers. Does the country border any seas? What are the neighbouring countries?

Research the country’s flag. What does the flag tell us about the country? What is the population? What sort of climate does the country have? Students could use graphic organizers to help them record the information they find.

Food is such a great way to learn about a country. It really tells us a lot about the sort of flora and fauna that can be found the country. It can also tell us a lot about the climate of the country. Is it common to preserve food in a particular way? For example through pickling or using spices? Why might this be?

This is such an important skill. As we become more globally connected, learning an additional language is such a valuable skill. You could start with some key phrases and greetings.  Maybe choose certain activities where you could speak in language, such as greeting each other first thing in the morning, or asking. ‘How are you?’ after lunch.

Sight seeing

Learn about the iconic landmarks of the country. When, how and why where they built? What do they tell us about the country and the people who live there?

Recreate art from the country. This could be a study of a particular artist or art movement. Students could recreate a particular painting. What does the painting capture? What can we learn from it? Or perhaps use a painting from the country as inspiration for students’ own work, this could even span different subjects. Create a bulletin board of the students’ own work!

Teach students songs from the country. This is also a great way to learn a language. Listening to and singing songs can really help students gain a valuable insight into the culture.

Sweden Country Study

If you’d like to get started with a country research project, check out my FREE Sweden country study when you subscribe to my email list. These are perfect for your Social Studies 2nd Grade curriculum.

Included is a PowerPoint presentation with 10 slides packed full of information to teach your students all about Sweden. Slides include a map of Sweden, the Swedish flag, basic Swedish phrases, Swedish foods, Swedish landmarks, the Northern Lights and Dala horses, a traditional Swedish craft. That’s right, I have done all the research for you, so it is NO-PREP and ready to go!

Teach the topics as part of your social studies weekly lesson. Alternatively, allow students to complete the project at their own pace or assign out as homework.

Along with PowerPoint slide is an associated social studies worksheet for 2nd Grade students to complete with the information they have learned from the slide show. So this means no trawling the internet finding a worksheet to match a PowerPoint and spending hours making your own. It is all done for you!

Not only that, the activities are differentiated on two levels to support a range of ability levels in your class.

Do you spend hours prepping work for early finishers? Well, I’ve got you covered with a wordsearch all about Sweden!

Also include are summary activities about the project. This includes a worksheet for students to record their favorite facts and a postcard template. Students imagine they have visited Sweden and write postcard home about their travels!

Finally it comes with a super cute cover sheet so your students can make their own booklet with the worksheets. Did I mention this is all FREE? Grab your FREE Sweden Country Study today!

If you’d like to check out my other country studies, I have a whole range of countries available:

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Science Projects For 3rd Graders

3rd grade science is a fantastic time to engage in various science projects that explore the living world and how things work! Below is a selection of projects and printables to explore, investigate, and discover through hands-on science experiments and science fair projects!

Science Topics For 3rd Graders

So, what exactly does science for 3rd graders look like? And how can you encourage your kids to learn without much effort, fancy equipment, or complex activities that cause confusion rather than curiosity?

Kids are naturally curious, and 3rd grade is an opportune time to introduce and practice the scientific method through fun, hands-on, and easy science projects.

Good science projects for 3rd graders help them ask scientific questions, make predictions, and, with guidance, plan and carry out investigations to answer those questions.

Topics that 3rd graders may cover in science include:

• Changes in motion by forces such as gravity and friction
• Solids, liquids, gases, and changes in states of matter
• Plants and animals and the relationships between them

Below, you will find over 25 of the best science project ideas, covering many of these topics and more.

Easy Science Projects For 3rd Graders

Click on the projects below for each activity’s full supply list and step-by-step instructions. Also, check out our helpful tips for developing a 3rd grade science fair project !

Acid Rain Experiment

What happens to plants when rain is acidic? Set up an easy science project with flowers in vinegar. Get kids thinking about what causes acid rain and what can be done about it.

Air Resistance

A quick and easy way to introduce kids to independent and dependent variables. Fold some paper and compare their air resistance when you drop the paper from a height.

A pple Browning Experiment

How do you keep apples from turning brown? Do all apples turn brown at the same rate? Grab some apples and lemon juice and let’s find out.

Use your engineering skills to come up with a cool pool noodle robot that can do art too!

Bottle Rocket

Make a rocket from a water bottle with a cool chemical reaction that is sure to send it flying! Fun chemistry kids will want to do again and again!

Coastal Erosion Model

Ever noticed what happens to the coastline when a big storm rolls through? Set up this beach erosion activity to investigate what happens.

Color Wheel Spinner

Can you make white light from all the different colors? Find out by making your own spinning color wheel.

Crayon Rock Cycle

Explore all the stages of the rock cycle with one simple ingredient, old crayons. Kids will have a blast exploring all the stages!

Chromatography (with markers)

This chromatography lab is a fun way to explore separating mixtures using everyday supplies!

D rops Of Water On A Penny

How many drops of water can you fit on a penny? The answer might surprise you! Fun and easy way to learn about the surface tension of water.

Dry Erase Marker Experiment

Is it magic or is it science? Either way, this floating drawing experiment is sure to impress! Create a dry-erase drawing and watch it float in water.

Electric Cornstarch

This cornstarch experiment is a fun example of static electricity. Mix up some goop or oobleck, and watch what happens when you bring it near a charged balloon.

Explore the molecules in water and oil and create a tasty chemistry experiment that you can pour on your veggies too!

Engineer a Roller Coaster

Dig deep into the recycling bin and grab all the cardboard you can find to create a unique ball run or marble coaster! Make it as small or as elaborate as you want!

Food Chains

All living plants and animals need energy to live on earth. Get kids thinking about how to represent this flow of energy in a simple food chain.

Freezing Water

Explore the freezing point of water and find out what happens when you freeze salt water. All you need are some bowls of water, and salt.

Growing Crystals

Crystals make for fascinating science! Follow our borax crystal recipe to grow crystals for a cool science project any science enthusiast will love!

Explore magnetism through a variety of hands-on projects perfect for 3rd grade. Our done-for-you magnet STEM pack is filled with extra projects!

Mentos and Coke

Here’s a cool fizzing experiment the kids are sure to love! It looks like a chemical reaction, but this Mentos and coke experiment is a great example of a physical reaction.

Mini Paddle Boat

Make a paddle boat that actually moves through the water! Explore forces in motion with this simple DIY paddle boat activity.

Penny Boat Challenge

Design a simple tin foil boat, and see how many pennies it can hold before it sinks. Learn about buoyancy while you test out your engineering skills.

Click here or below to get your free science ideas pack

Popsicle Stick Catapult

What kid doesn’t love to launch stuff into the air? Build a catapult from simple materials, and turn it into a fun experiment as well. Catapults are great for learning about potential and kinetic energy, and more.

Pumpkin Clock

Although this is classically done with a potato, you can definitely experiment with other foods that are similar and test the results.

Red Cabbage Ph Indicator

Learn how cabbage can be used to test liquids of varying acid levels. Depending on the pH of the liquid, the cabbage turns various shades of pink, purple, or green! It’s incredibly cool to watch, and the kids love it!

Salt Water Density

What happens to an egg in salt water? Will the egg float or sink? There are so many questions to ask and predictions to make with this easy saltwater density experiment.

Slime Science

Love playing with slime? Now you can turn slime-making into a fun science experiment with these easy ideas.

Spaghetti Tower Challenge

Build the tallest spaghetti tower that can hold the weight of a jumbo marshmallow. Test out those design and engineering skills with a few simple materials.

Strawberry DNA Lab

Every living thing has DNA and usually, you need a microscope to see DNA up close. But with this strawberry DNA extraction, you can encourage the DNA strands to release from their cells and bind together so you can see them.

Vinegar and Milk

Kids will be amazed by the transformation of a couple of household ingredients into a moldable, durable piece of a plastic-like substance.

Water Filtration

Can you purify dirty water with a water filtration system? Learn about filtration and make your own water filter.

Free Printable Science Journal Worksheets

Create a science notebook with these easy-to-use science worksheets to accompany any experiment. Grab your free science process journal pack !

Using The Scientific Method

The scientific method is a process or method of research. A problem is identified, information about the problem is gathered, a hypothesis or question is formulated from the information, and the hypothesis is tested with an experiment to prove or disprove its validity.

Sounds heavy… What in the world does that mean?!? It means you don’t need to try and solve the world’s biggest science questions! The scientific method is all about studying and learning things right around you.

As children develop practices that involve creating, gathering data evaluating, analyzing, and communicating, they can apply these critical thinking skills to any situation.

LEARN MORE HERE: Using The Scientific Method with Kids

Note: The use of the best Science and Engineering Practices is also relevant to the topic of using the scientific method. Read more here and see if it fits your science planning needs.

Helpful Science Resources

Here are a few resources that will help you introduce science more effectively to your kiddos or students. Then you can feel confident yourself when presenting materials. You’ll find helpful free printables throughout.

• Best Science Practices (as it relates to the scientific method)
• Science Vocabulary
• 8 Science Books for Kids
• All About Scientists
• Science Supplies List
• Science Tools for Kids
• Join us in the Club

Turn It Into A 3rd Grade Science Fair Project

Science projects are an excellent tool for older kiddos to show what they know about science! Plus, they can be used in all sorts of environments including classrooms, homeschool, and groups.

Kids can take everything they have learned about using the scientific method , stating a hypothesis, choosing variables , making observations and analyzing and presenting data.

Want to turn one of these experiments into an awesome science fair project? Check out these helpful resources.

• Science Project Tips From A Teacher
• Science Fair Board Ideas
• Easy Science Fair Projects

Printable Science Projects Pack

If you’re looking to grab all of our printable science projects in one convenient place plus exclusive worksheets and bonuses like a STEAM Project pack, our Science Project Pack is what you need! Over 300+ Pages!

• 90+ classic science activities  with journal pages, supply lists, set up and process, and science information.  NEW! Activity-specific observation pages!
• Best science practices posters  and our original science method process folders for extra alternatives!
• Be a Collector activities pack  introduces kids to the world of making collections through the eyes of a scientist. What will they collect first?
• Know the Words Science vocabulary pack  includes flashcards, crosswords, and word searches that illuminate keywords in the experiments!
• My science journal writing prompts  explore what it means to be a scientist!!
• Bonus STEAM Project Pack:  Art meets science with doable projects!
• Bonus Quick Grab Packs for Biology, Earth Science, Chemistry, and Physics

Subscribe to receive a free 5-Day STEM Challenge Guide

~ projects to try now ~.

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Grade 3 Research Project Worksheets

Related ela standard: w.3.7.

The purpose of research is to use various forms of evidence to reach an informed conclusion. In many cases through the process you will often learn new things that you didn't expect. Good research is done in a methodical and systemic manner. At the third grade level, students are usually introduced to research projects for the first. It is vital that we make this a fun and approachable experience for our students. The worksheets found here will provide students with their very own third grade projects.

Research Project Worksheets To Print:

Researching Countries with a Partner – Brake down everything there is to know about a country of your choice.

Planning Your Research – Pick a topic and then pick the topic apart piece by piece.

Investigate A Topic! – You can also use scrap paper for your brainstorms.

Finding Useful Sources – Which sources should you use and see as helpful?

Identifying Reference Materials – We look at encyclopedias, dictionaries, thesauruses, atlases, and almanacs.

Venturing into Research – Choose from 6 topics and then research away!

Research for Beginners – Write three complete sentences to summarize what you have learned about your topic.

Sharing Your Research With Others – Decide how you will present this topic to your class.

Animal Research – Choose your favorite wild animal.

Planet Research – Choose a planet from our solar system that you would like to learn more about. Find a resource about this planet.

The State of Research – Choose one of the fifty states that you would like to learn more about. Find a resource about this state.

Reference Materials Review – Next to each reference book below, write two examples of the information that you would find in the book.

Questioning Your Sources – Your teacher has asked you to do a report on a city you would like to visit.

Resource Questionnaire – Your teacher has asked you to do a report on an animal that you would like to have as a class pet.

Organizing Sources – Use this sheet to organize your sources before writing your report.

Organizing Information – Use this chart as an outline for your final report!

How to Organize Your Research Project?

Organizing a research project can be a complex and time-consuming procedure. It requires a lot of attention to detail and of course your efforts. It should not be taken lightly as it helps to make your research well-rounded. Organizing research may be difficult but it's certainly not impossible. You need to follow a certain set of guidelines to do so. A few of the important guidelines are discussed below.

Do Your Research

Carry out extensive research in order to come up with an excellent topic. Search the internet, books, and have discussions with experts to gain insights into different areas. Finalize the topic after thorough research.

Organize your Ideas

Keep a separate notebook for your project and keep recording information as soon as you get it. Write them in order once you have gathered all the points. Break your final research topic into different headings and subheadings. Create a rough draft with all the points you would want to add under each section. Many writers use color codes during this stage. They assign a different color to each heading. For this purpose, they use colored pens and highlighters. Doing this avoids any chances of errors and ambiguities. Also, create different folders for these headings in your laptops before the final compilation. Save your research in different hard drives and your e-mail address to avoid mishaps.

Compilation

Start writing the final version once you are done with collecting all the data. Don't rush into writing. Do it only when you are satisfied with the quality and quantity of information you have gathered. Follow the proper sequence of writing a research report. A basic structure of a research report includes the following.

Introduction: provides the basic know-how about the topic.

Body: includes information enriched with facts and figures. A major chunk of your collected data belongs to the body.

Conclusion: It wraps up the main points and does not include any new information.

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Frequently asked questions

What is a research project.

A research project is an academic, scientific, or professional undertaking to answer a research question . Research projects can take many forms, such as qualitative or quantitative , descriptive , longitudinal , experimental , or correlational . What kind of research approach you choose will depend on your topic.

Frequently asked questions: Writing a research paper

The best way to remember the difference between a research plan and a research proposal is that they have fundamentally different audiences. A research plan helps you, the researcher, organize your thoughts. On the other hand, a dissertation proposal or research proposal aims to convince others (e.g., a supervisor, a funding body, or a dissertation committee) that your research topic is relevant and worthy of being conducted.

Formulating a main research question can be a difficult task. Overall, your question should contribute to solving the problem that you have defined in your problem statement .

However, it should also fulfill criteria in three main areas:

• Researchability
• Feasibility and specificity
• Relevance and originality

Research questions anchor your whole project, so it’s important to spend some time refining them.

In general, they should be:

• Focused and researchable
• Answerable using credible sources
• Complex and arguable
• Feasible and specific
• Relevant and original

All research questions should be:

• Focused on a single problem or issue
• Researchable using primary and/or secondary sources
• Feasible to answer within the timeframe and practical constraints
• Specific enough to answer thoroughly
• Complex enough to develop the answer over the space of a paper or thesis
• Relevant to your field of study and/or society more broadly

A research aim is a broad statement indicating the general purpose of your research project. It should appear in your introduction at the end of your problem statement , before your research objectives.

Research objectives are more specific than your research aim. They indicate the specific ways you’ll address the overarching aim.

Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement .

Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.

I will compare …

Your research objectives indicate how you’ll try to address your research problem and should be specific:

Research objectives describe what you intend your research project to accomplish.

They summarize the approach and purpose of the project and help to focus your research.

Your objectives should appear in the introduction of your research paper , at the end of your problem statement .

The main guidelines for formatting a paper in Chicago style are to:

• Use a standard font like 12 pt Times New Roman
• Use 1 inch margins or larger
• Apply double line spacing
• Indent every new paragraph ½ inch
• Include a title page
• Place page numbers in the top right or bottom center
• Cite your sources with author-date citations or Chicago footnotes
• Include a bibliography or reference list

To automatically generate accurate Chicago references, you can use Scribbr’s free Chicago reference generator .

The main guidelines for formatting a paper in MLA style are as follows:

• Use an easily readable font like 12 pt Times New Roman
• Set 1 inch page margins
• Include a four-line MLA heading on the first page
• Center the paper’s title
• Use title case capitalization for headings
• Cite your sources with MLA in-text citations
• List all sources cited on a Works Cited page at the end

To format a paper in APA Style , follow these guidelines:

• Use a standard font like 12 pt Times New Roman or 11 pt Arial
• If submitting for publication, insert a running head on every page
• Apply APA heading styles
• Cite your sources with APA in-text citations
• List all sources cited on a reference page at the end

No, it’s not appropriate to present new arguments or evidence in the conclusion . While you might be tempted to save a striking argument for last, research papers follow a more formal structure than this.

All your findings and arguments should be presented in the body of the text (more specifically in the results and discussion sections if you are following a scientific structure). The conclusion is meant to summarize and reflect on the evidence and arguments you have already presented, not introduce new ones.

The conclusion of a research paper has several key elements you should make sure to include:

• A restatement of the research problem
• A summary of your key arguments and/or findings
• A short discussion of the implications of your research

Don’t feel that you have to write the introduction first. The introduction is often one of the last parts of the research paper you’ll write, along with the conclusion.

This is because it can be easier to introduce your paper once you’ve already written the body ; you may not have the clearest idea of your arguments until you’ve written them, and things can change during the writing process .

The way you present your research problem in your introduction varies depending on the nature of your research paper . A research paper that presents a sustained argument will usually encapsulate this argument in a thesis statement .

A research paper designed to present the results of empirical research tends to present a research question that it seeks to answer. It may also include a hypothesis —a prediction that will be confirmed or disproved by your research.

The introduction of a research paper includes several key elements:

• A hook to catch the reader’s interest
• Relevant background on the topic
• Details of your research problem

and your problem statement

• A thesis statement or research question
• Sometimes an overview of the paper

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Scribbr specializes in editing study-related documents . We proofread:

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The Scribbr Citation Generator is developed using the open-source Citation Style Language (CSL) project and Frank Bennett’s citeproc-js . It’s the same technology used by dozens of other popular citation tools, including Mendeley and Zotero.

You can find all the citation styles and locales used in the Scribbr Citation Generator in our publicly accessible repository on Github .

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How to do a research project for your academic study

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Writing a research report is part of most university degrees, so it is essential you know what one is and how to write one. This guide on how to do a research project for your university degree shows you what to do at each stage, taking you from planning to finishing the project.

What is a research project? 

The big question is: what is a research project? A research project for students is an extended essay that presents a question or statement for analysis and evaluation. During a research project, you will present your own ideas and research on a subject alongside analysing existing knowledge. 

How to write a research report 

The next section covers the research project steps necessary to producing a research paper. 

Developing a research question or statement 

Research project topics will vary depending on the course you study. The best research project ideas develop from areas you already have an interest in and where you have existing knowledge. 

The area of study needs to be specific as it will be much easier to cover fully. If your topic is too broad, you are at risk of not having an in-depth project. You can, however, also make your topic too narrow and there will not be enough research to be done. To make sure you don’t run into either of these problems, it’s a great idea to create sub-topics and questions to ensure you are able to complete suitable research. 

A research project example question would be: How will modern technologies change the way of teaching in the future? 

Finding and evaluating sources 

Secondary research is a large part of your research project as it makes up the literature review section. It is essential to use credible sources as failing to do so may decrease the validity of your research project.

Examples of secondary research include:

• Peer-reviewed journals
• Scholarly articles
• Newspapers 

Great places to find your sources are the University library and Google Scholar. Both will give you many opportunities to find the credible sources you need. However, you need to make sure you are evaluating whether they are fit for purpose before including them in your research project as you do not want to include out of date information. 

When evaluating sources, you need to ask yourself:

• Is the information provided by an expert?
• How well does the source answer the research question?
• What does the source contribute to its field?
• Is the source valid? e.g. does it contain bias and is the information up-to-date?

It is important to ensure that you have a variety of sources in order to avoid bias. A successful research paper will present more than one point of view and the best way to do this is to not rely too heavily on just one author or publication. 

Conducting research 

For a research project, you will need to conduct primary research. This is the original research you will gather to further develop your research project. The most common types of primary research are interviews and surveys as these allow for many and varied results. 

Examples of primary research include: 

• Interviews and surveys 
• Focus groups 
• Experiments 
• Research diaries 

If you are looking to study in the UK and have an interest in bettering your research skills, The University of Sheffield is a  world top 100 research university  which will provide great research opportunities and resources for your project. 

Research report format  

Now that you understand the basics of how to write a research project, you now need to look at what goes into each section. The research project format is just as important as the research itself. Without a clear structure you will not be able to present your findings concisely. 

A research paper is made up of seven sections: introduction, literature review, methodology, findings and results, discussion, conclusion, and references. You need to make sure you are including a list of correctly cited references to avoid accusations of plagiarism. 

Introduction 

The introduction is where you will present your hypothesis and provide context for why you are doing the project. Here you will include relevant background information, present your research aims and explain why the research is important. 

Literature review  

The literature review is where you will analyse and evaluate existing research within your subject area. This section is where your secondary research will be presented. A literature review is an integral part of your research project as it brings validity to your research aims. 

What to include when writing your literature review:

• A description of the publications
• A summary of the main points
• An evaluation on the contribution to the area of study
• Potential flaws and gaps in the research 

Methodology

The research paper methodology outlines the process of your data collection. This is where you will present your primary research. The aim of the methodology section is to answer two questions: 

• Why did you select the research methods you used?
• How do these methods contribute towards your research hypothesis? 

In this section you will not be writing about your findings, but the ways in which you are going to try and achieve them. You need to state whether your methodology will be qualitative, quantitative, or mixed. 

• Qualitative – first hand observations such as interviews, focus groups, case studies and questionnaires. The data collected will generally be non-numerical. 
• Quantitative – research that deals in numbers and logic. The data collected will focus on statistics and numerical patterns.
• Mixed – includes both quantitative and qualitative research.

The methodology section should always be written in the past tense, even if you have already started your data collection. 

Findings and results 

In this section you will present the findings and results of your primary research. Here you will give a concise and factual summary of your findings using tables and graphs where appropriate. 

Discussion 

The discussion section is where you will talk about your findings in detail. Here you need to relate your results to your hypothesis, explaining what you found out and the significance of the research. 

It is a good idea to talk about any areas with disappointing or surprising results and address the limitations within the research project. This will balance your project and steer you away from bias.

Some questions to consider when writing your discussion: 

• To what extent was the hypothesis supported?
• Was your research method appropriate?
• Was there unexpected data that affected your results?
• To what extent was your research validated by other sources?

Conclusion 

The conclusion is where you will bring your research project to a close. In this section you will not only be restating your research aims and how you achieved them, but also discussing the wider significance of your research project. You will talk about the successes and failures of the project, and how you would approach further study. 

It is essential you do not bring any new ideas into your conclusion; this section is used only to summarise what you have already stated in the project. 

References 

As a research project is your own ideas blended with information and research from existing knowledge, you must include a list of correctly cited references. Creating a list of references will allow the reader to easily evaluate the quality of your secondary research whilst also saving you from potential plagiarism accusations. 

The way in which you cite your sources will vary depending on the university standard.

If you are an international student looking to  study a degree in the UK , The University of Sheffield International College has a range of  pathway programmes  to prepare you for university study. Undertaking a Research Project is one of the core modules for the  Pre-Masters programme  at The University of Sheffield International College.

Frequently Asked Questions 

What is the best topic for research .

It’s a good idea to choose a topic you have existing knowledge on, or one that you are interested in. This will make the research process easier; as you have an idea of where and what to look for in your sources, as well as more enjoyable as it’s a topic you want to know more about.

What should a research project include? 

There are seven main sections to a research project, these are:

• Introduction – the aims of the project and what you hope to achieve
• Literature review – evaluating and reviewing existing knowledge on the topic
• Methodology – the methods you will use for your primary research
• Findings and results – presenting the data from your primary research
• Discussion – summarising and analysing your research and what you have found out
• Conclusion – how the project went (successes and failures), areas for future study
• List of references – correctly cited sources that have been used throughout the project. 

How long is a research project? 

The length of a research project will depend on the level study and the nature of the subject. There is no one length for research papers, however the average dissertation style essay can be anywhere from 4,000 to 15,000+ words. 

• Research Skills

50 Mini-Lessons For Teaching Students Research Skills

Please note, I am no longer blogging and this post hasn’t updated since April 2020.

For a number of years, Seth Godin has been talking about the need to “ connect the dots” rather than “collect the dots” . That is, rather than memorising information, students must be able to learn how to solve new problems, see patterns, and combine multiple perspectives.

Solid research skills underpin this. Having the fluency to find and use information successfully is an essential skill for life and work.

Today’s students have more information at their fingertips than ever before and this means the role of the teacher as a guide is more important than ever.

You might be wondering how you can fit teaching research skills into a busy curriculum? There aren’t enough hours in the day! The good news is, there are so many mini-lessons you can do to build students’ skills over time.

This post outlines 50 ideas for activities that could be done in just a few minutes (or stretched out to a longer lesson if you have the time!).

Learn More About The Research Process

I have a popular post called Teach Students How To Research Online In 5 Steps. It outlines a five-step approach to break down the research process into manageable chunks.

This post shares ideas for mini-lessons that could be carried out in the classroom throughout the year to help build students’ skills in the five areas of: clarify, search, delve, evaluate , and cite . It also includes ideas for learning about staying organised throughout the research process.

Notes about the 50 research activities:

• These ideas can be adapted for different age groups from middle primary/elementary to senior high school.
• Many of these ideas can be repeated throughout the year.
• Depending on the age of your students, you can decide whether the activity will be more teacher or student led. Some activities suggest coming up with a list of words, questions, or phrases. Teachers of younger students could generate these themselves.
• Depending on how much time you have, many of the activities can be either quickly modelled by the teacher, or extended to an hour-long lesson.
• Some of the activities could fit into more than one category.
• Looking for simple articles for younger students for some of the activities? Try DOGO News or Time for Kids . Newsela is also a great resource but you do need to sign up for free account.
• Why not try a few activities in a staff meeting? Everyone can always brush up on their own research skills!

• Choose a topic (e.g. koalas, basketball, Mount Everest) . Write as many questions as you can think of relating to that topic.
• Make a mindmap of a topic you’re currently learning about. This could be either on paper or using an online tool like Bubbl.us .
• Read a short book or article. Make a list of 5 words from the text that you don’t totally understand. Look up the meaning of the words in a dictionary (online or paper).
• Look at a printed or digital copy of a short article with the title removed. Come up with as many different titles as possible that would fit the article.
• Come up with a list of 5 different questions you could type into Google (e.g. Which country in Asia has the largest population?) Circle the keywords in each question.
• Write down 10 words to describe a person, place, or topic. Come up with synonyms for these words using a tool like  Thesaurus.com .
• Write pairs of synonyms on post-it notes (this could be done by the teacher or students). Each student in the class has one post-it note and walks around the classroom to find the person with the synonym to their word.

• Explore how to search Google using your voice (i.e. click/tap on the microphone in the Google search box or on your phone/tablet keyboard) . List the pros and cons of using voice and text to search.
• Open two different search engines in your browser such as Google and Bing. Type in a query and compare the results. Do all search engines work exactly the same?
• Have students work in pairs to try out a different search engine (there are 11 listed here ). Report back to the class on the pros and cons.
• Think of something you’re curious about, (e.g. What endangered animals live in the Amazon Rainforest?). Open Google in two tabs. In one search, type in one or two keywords ( e.g. Amazon Rainforest) . In the other search type in multiple relevant keywords (e.g. endangered animals Amazon rainforest).  Compare the results. Discuss the importance of being specific.
• Similar to above, try two different searches where one phrase is in quotation marks and the other is not. For example, Origin of “raining cats and dogs” and Origin of raining cats and dogs . Discuss the difference that using quotation marks makes (It tells Google to search for the precise keywords in order.)
• Try writing a question in Google with a few minor spelling mistakes. What happens? What happens if you add or leave out punctuation ?
• Try the AGoogleADay.com daily search challenges from Google. The questions help older students learn about choosing keywords, deconstructing questions, and altering keywords.
• Explore how Google uses autocomplete to suggest searches quickly. Try it out by typing in various queries (e.g. How to draw… or What is the tallest…). Discuss how these suggestions come about, how to use them, and whether they’re usually helpful.
• Watch this video  from Code.org to learn more about how search works .
• Take a look at  20 Instant Google Searches your Students Need to Know  by Eric Curts to learn about “ instant searches ”. Try one to try out. Perhaps each student could be assigned one to try and share with the class.
• Experiment with typing some questions into Google that have a clear answer (e.g. “What is a parallelogram?” or “What is the highest mountain in the world?” or “What is the population of Australia?”). Look at the different ways the answers are displayed instantly within the search results — dictionary definitions, image cards, graphs etc.

• Watch the video How Does Google Know Everything About Me?  by Scientific American. Discuss the PageRank algorithm and how Google uses your data to customise search results.
• Brainstorm a list of popular domains   (e.g. .com, .com.au, or your country’s domain) . Discuss if any domains might be more reliable than others and why (e.g. .gov or .edu) .
• Discuss (or research) ways to open Google search results in a new tab to save your original search results  (i.e. right-click > open link in new tab or press control/command and click the link).
• Try out a few Google searches (perhaps start with things like “car service” “cat food” or “fresh flowers”). A re there advertisements within the results? Discuss where these appear and how to spot them.
• Look at ways to filter search results by using the tabs at the top of the page in Google (i.e. news, images, shopping, maps, videos etc.). Do the same filters appear for all Google searches? Try out a few different searches and see.
• Type a question into Google and look for the “People also ask” and “Searches related to…” sections. Discuss how these could be useful. When should you use them or ignore them so you don’t go off on an irrelevant tangent? Is the information in the drop-down section under “People also ask” always the best?
• Often, more current search results are more useful. Click on “tools” under the Google search box and then “any time” and your time frame of choice such as “Past month” or “Past year”.
• Have students annotate their own “anatomy of a search result” example like the one I made below. Explore the different ways search results display; some have more details like sitelinks and some do not.

• Find two articles on a news topic from different publications. Or find a news article and an opinion piece on the same topic. Make a Venn diagram comparing the similarities and differences.
• Choose a graph, map, or chart from The New York Times’ What’s Going On In This Graph series . Have a whole class or small group discussion about the data.
• Look at images stripped of their captions on What’s Going On In This Picture? by The New York Times. Discuss the images in pairs or small groups. What can you tell?
• Explore a website together as a class or in pairs — perhaps a news website. Identify all the advertisements .
• Have a look at a fake website either as a whole class or in pairs/small groups. See if students can spot that these sites are not real. Discuss the fact that you can’t believe everything that’s online. Get started with these four examples of fake websites from Eric Curts.
• Give students a copy of my website evaluation flowchart to analyse and then discuss as a class. Read more about the flowchart in this post.
• As a class, look at a prompt from Mike Caulfield’s Four Moves . Either together or in small groups, have students fact check the prompts on the site. This resource explains more about the fact checking process. Note: some of these prompts are not suitable for younger students.
• Practice skim reading — give students one minute to read a short article. Ask them to discuss what stood out to them. Headings? Bold words? Quotes? Then give students ten minutes to read the same article and discuss deep reading.

All students can benefit from learning about plagiarism, copyright, how to write information in their own words, and how to acknowledge the source. However, the formality of this process will depend on your students’ age and your curriculum guidelines.

• Watch the video Citation for Beginners for an introduction to citation. Discuss the key points to remember.
• Look up the definition of plagiarism using a variety of sources (dictionary, video, Wikipedia etc.). Create a definition as a class.
• Find an interesting video on YouTube (perhaps a “life hack” video) and write a brief summary in your own words.
• Have students pair up and tell each other about their weekend. Then have the listener try to verbalise or write their friend’s recount in their own words. Discuss how accurate this was.
• Read the class a copy of a well known fairy tale. Have them write a short summary in their own words. Compare the versions that different students come up with.
• Try out MyBib — a handy free online tool without ads that helps you create citations quickly and easily.
• Give primary/elementary students a copy of Kathy Schrock’s Guide to Citation that matches their grade level (the guide covers grades 1 to 6). Choose one form of citation and create some examples as a class (e.g. a website or a book).
• Make a list of things that are okay and not okay to do when researching, e.g. copy text from a website, use any image from Google images, paraphrase in your own words and cite your source, add a short quote and cite the source. 
• Have students read a short article and then come up with a summary that would be considered plagiarism and one that would not be considered plagiarism. These could be shared with the class and the students asked to decide which one shows an example of plagiarism .
• Older students could investigate the difference between paraphrasing and summarising . They could create a Venn diagram that compares the two.
• Write a list of statements on the board that might be true or false ( e.g. The 1956 Olympics were held in Melbourne, Australia. The rhinoceros is the largest land animal in the world. The current marathon world record is 2 hours, 7 minutes). Have students research these statements and decide whether they’re true or false by sharing their citations.

Staying Organised

• Make a list of different ways you can take notes while researching — Google Docs, Google Keep, pen and paper etc. Discuss the pros and cons of each method.
• Learn the keyboard shortcuts to help manage tabs (e.g. open new tab, reopen closed tab, go to next tab etc.). Perhaps students could all try out the shortcuts and share their favourite one with the class.
• Find a collection of resources on a topic and add them to a Wakelet .
• Listen to a short podcast or watch a brief video on a certain topic and sketchnote ideas. Sylvia Duckworth has some great tips about live sketchnoting
• Learn how to use split screen to have one window open with your research, and another open with your notes (e.g. a Google spreadsheet, Google Doc, Microsoft Word or OneNote etc.) .

All teachers know it’s important to teach students to research well. Investing time in this process will also pay off throughout the year and the years to come. Students will be able to focus on analysing and synthesizing information, rather than the mechanics of the research process.

By trying out as many of these mini-lessons as possible throughout the year, you’ll be really helping your students to thrive in all areas of school, work, and life.

Also remember to model your own searches explicitly during class time. Talk out loud as you look things up and ask students for input. Learning together is the way to go!

You Might Also Enjoy Reading:

How To Evaluate Websites: A Guide For Teachers And Students

Five Tips for Teaching Students How to Research and Filter Information

Typing Tips: The How and Why of Teaching Students Keyboarding Skills

8 Ways Teachers And Schools Can Communicate With Parents

10 Replies to “50 Mini-Lessons For Teaching Students Research Skills”

Loving these ideas, thank you

This list is amazing. Thank you so much!

So glad it’s helpful, Alex! 🙂

Hi I am a student who really needed some help on how to reasearch thanks for the help.

So glad it helped! 🙂

seriously seriously grateful for your post. 🙂

So glad it’s helpful! Makes my day 🙂

How do you get the 50 mini lessons. I got the free one but am interested in the full version.

Hi Tracey, The link to the PDF with the 50 mini lessons is in the post. Here it is . Check out this post if you need more advice on teaching students how to research online. Hope that helps! Kathleen

Best wishes to you as you face your health battler. Hoping you’ve come out stronger and healthier from it. Your website is so helpful.

Comments are closed.

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Undergraduate Scholarly Projects During the Academic Year

The Student-Faculty Research Collaboration program, supported by Blugold Commitment Differential Tuition, supports student research, scholarship, and creative activities during the academic year. Research collaboration is understood to include in-depth faculty-mentored undergraduate scholarly projects in any discipline. The ideal project would involve a student in as many aspects of the scholarly process as possible. This will look different in each discipline, but might include:

• Identification of a question, problem, or creative scholarly goal
• Development of a process or approach to answer, solve or achieve it
• Carrying out the project
• Disseminating the results of the project

However, the project should be tailored appropriately by the mentor to match the developmental level of the student. The level of independent work performed by a first-year student will typically be quite different from that of a senior student in her second year working on a project.

Projects under this program should lead to the presentation of results at meetings of scholarly organizations and, where possible, provide baseline data for inclusion in proposals to extramural funding agencies. As a condition of the grant, students will be expected to present their results at the annual UW-Eau Claire Celebration of Excellence in Research and Creative Activity or the UW System Symposium for Undergraduate Research and Creative Activity. Students are also encouraged to present findings at professional conferences or meetings in their disciplines or at the National Conference on Undergraduate Research (NCUR ); travel funds for this purpose are available through the Student Travel for Presentation of Research Results program. In addition, it is not uncommon for a student to contribute to or co-author a manuscript for publication that results from their work. If the scholarly work will be ongoing, faculty are encouraged to use the results to provide baseline data for inclusion in proposals to extramural funding agencies.

Related programs that support undergraduate research:

• Diversity Mentoring Program
• Summer Research Experiences for Undergraduates Program

Faculty collaborating with undergraduate researchers will be responsible for overseeing all aspects of the grant award. Funds for this program will not be available until September 1. The award consists of two primary categories:

Student Stipend: Academic year grants are limited to the following student stipend amounts per proposal - up to $2,000 per student, with a maximum of $6,000 per project. Students working on multiple projects may be limited to a maximum stipend of $3,000 for all projects in one funding cycle, depending on the availability of funds. Faculty mentors can submit multiple projects requesting full student stipend amount, awards will be determined based on the availability of funds. 

Supplies, Services, and Travel: In addition to the stipends, each collaborative project is eligible to receive up to $600 for academic year projects for supplies, services, and travel directly related to the project (not for travel to present at a conference, but see Student Travel for the Presentation of Research Results ). Monies that fund internal grants cannot be used for participant incentives.

Eligibility:

Faculty, academic staff, and undergraduate students engaged in research or other scholarly activities in all disciplines are encouraged to apply. Students involved must be enrolled at least half-time to be eligible for grants. A graduate student may also be involved in the project as a mentor to undergraduate students. Faculty and academic staff with .5 FTE or greater appointments are eligible. The proposal may be submitted by any member of the collaborating team.

Deadline for Application: July 15 (first call); September 15 (second call)

*If the deadline falls on a weekend or holiday, the due date will be extended to the following Monday.

These deadlines are when applications are due to chairs (or supervisors). Chairs/Supervisors are asked to ensure that proposals reach ORSP within one week of the posted deadline. The second call is dependent on available funding.

Application Process/Writing Guide:

The Student-Faculty Research Collaboration application (processed in BP Logix) may be initiated by a mentor or a student. 

Faculty mentors are encouraged to mentor students in proposal writing as appropriate to the situation. In particular, more senior students and students continuing on a project should be included in the proposal preparation process. Part of the mentoring process is to carefully review student-written proposals prior to submission. For students, the Center for Writing Excellence can help at any stage of the writing process, from brainstorming and outlining to organizing arguments and polishing claims.

Go to the eform application for additional application information. 

Proposal Evaluation:

Primary evaluation will be based on the quality of the student research experience proposed. Proposal Review Sheet SREU SFRC FY24 . Where projects are ranked equally, preference may be given to:

• Tenure-track faculty, especially faculty in their first three years
• Projects that bring in new students
• Ongoing projects in which student and project have progressed appropriately
• Interdisciplinary projects
• Projects from underrepresented disciplines
• Projects that involve students in proposal-writing
• Projects from faculty with a good track record in research mentoring
• The first project from a faculty member (over a second or third proposal from a faculty member in any proposal round)
• Projects that develop promising groundwork for an extramural funding proposal

Recently Awarded Projects:

• Student-Faculty Research Award 2021-2022
• Student Faculty Research Award 2020-2021

Office of Research and Sponsored Programs

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Biden announces $150 million in research grants as part of his ‘moonshot’ push to fight cancer

President Joe Biden promotes his “moonshot” initiative aimed at reducing cancer deaths in New Orleans. The president announces $150 million in awards from the Advanced Research Projects Agency for Health supporting eight research teams around the country.

President Joe Biden and first lady Jill Biden listen during a demonstration of cancer research and detection techniques at Tulane University, Tuesday, Aug. 13, 2024, in New Orleans. (AP Photo/Mark Schiefelbein)

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President Joe Biden listens as Tulane University President Michael Fitts speaks during a demonstration of cancer research and detection techniques at Tulane University, Tuesday, Aug. 13, 2024, in New Orleans. (AP Photo/Mark Schiefelbein)

President Joe Biden greets former New Orleans Mayor Mitch Landrieu and his wife Cheryl Tuesday, Aug. 13, 2024, at Louis Armstrong International Airport in New Orleans. (AP Photo/Mark Schiefelbein)

President Joe Biden talks with reporters Tuesday, Aug. 13, 2024, at Louis Armstrong International Airport in New Orleans. (AP Photo/Mark Schiefelbein)

President Joe Biden speaks to reporters as he departs the White House for a trip to New Orleans, Tuesday, Aug. 13, 2024, in Washington. (AP Photo/Manuel Balce Ceneta)

FILE - President Joe Biden speaks on the cancer moonshot initiative at the John F. Kennedy Library and Museum, Sept. 12, 2022, in Boston. (AP Photo/Evan Vucci)

President Joe Biden speaks to reporters as he leaves the White House for a trip to New Orleans, La., Tuesday, Aug. 13, 2024, in Washington. (AP Photo/Manuel Balce Ceneta)

President Joe Biden and first lady Jill Biden board Air Force One as they arrive to depart, Tuesday, Aug. 13, 2024, at Joint Base Andrews, Md., en route to New Orleans. (AP Photo/Mark Schiefelbein)

President Joe Biden, escorted by Air Force Col. Angela Ochoa, Commander, 89th Airlift Wing, walks to Air Force One as he arrives to depart, Tuesday, Aug. 13, 2024, at Joint Base Andrews, Md., en route to New Orleans. (AP Photo/Mark Schiefelbein)

NEW ORLEANS (AP) — President Joe Biden is zeroing in on the policy goals closest to his heart now that he’s no longer seeking a second term , visiting New Orleans on Tuesday to promote his administration’s “moonshot” initiative aiming to dramatically reduce cancer deaths.

The president and first lady Jill Biden toured medical facilities that receive federal funding to investigate cancer treatments at Tulane University. Researchers used a piece of raw meat to demonstrate how they are working to improve scanning technology to quickly distinguish between healthy and cancerous cells during surgeries.

The Bidens then championed the announcement of $150 million in awards from the Advanced Research Projects Agency for Health. Those will support eight teams of researchers around the country working on ways to help surgeons more successfully remove tumors from people with cancer. It brings the total amount awarded by the agency to develop breakthrough treatments for cancers to $400 million.

Cancer surgery “takes the best surgeons and takes its toll on families,” Biden said. He said the demonstration of cutting-edge technology he witnessed would offer doctors a way to visualize tumors in real time, reducing the need for follow-on surgeries.

“We’re moving quickly because we know that all families touched by cancer are in a race against time,” Biden said.

The teams receiving awards include ones from Tulane, Dartmouth College, Johns Hopkins University, Rice University, the University of California, San Francisco, the University of Illinois Urbana-Champaign, the University of Washington and Cision Vision in Mountain View, California.

Before he leaves office in January, Biden hopes to move the U.S. closer to the goal he set in 2022 to cut U.S. cancer fatalities by 50% over the next 25 years, and to improve the lives of caregivers and those suffering from cancer.

“I’m a congenital optimist about what Americans can do,” Biden said. “There’s so much that we’re doing. It matters”

Experts say the objective is attainable — with adequate investments.

“We’re curing people of diseases that we previously thought were absolutely intractable and not survivable,” said Karen Knudsen, CEO of the American Cancer Society and the American Cancer Society Cancer Action Network.

Cancer is the second-highest killer of people in the U.S. after heart disease. This year alone, the American Cancer Society estimates that 2 million new cases will be diagnosed and 611,720 people will die of cancer diseases.

Still, “if all innovation ended today and we could just get people access to the innovations that we know about right now, we think we could reduce cancer mortality by another 20 to 30%,” Knudsen said.

The issue is personal enough for Biden that, in his recent Oval Office address about bowing out of the 2024 campaign, the president promised to keep fighting for “my cancer moonshot so we can end cancer as we know it.”

“Because we can do it,” Biden said then.

He said in that speech that the initiative would be a priority of his final months in office, along with working to strengthen the economy and defend abortion rights, protecting children from gun violence and making changes to the Supreme Court, which he called “extreme” in its current makeup during a recent event.

Both the president and first lady have had lesions removed from their skin in the past that were determined to be basal cell carcinoma, a common and easily treated form of cancer. In 2015, their eldest son, Beau, died of an aggressive brain cancer at age 46.

“It’s not just personal,” Biden said Tuesday. “It’s about what’s possible.”

The president’s public schedule has been much quieter since he left the race and endorsed Vice President Kamala Harris , making Tuesday’s trip stand out.

Advocates have praised Biden for keeping the spotlight on cancer, bringing stakeholders together and gathering commitments from private companies, nonprofit organizations and patient groups.

They say that the extra attention the administration has paid has put the nation on track to cut cancer death rates by at least half, preventing more than 4 million deaths from the disease, by 2047. It has done so by bolstering access to cancer treatments and reminding people of the importance of screening, which hit a setback during the coronavirus pandemic.

“President Biden’s passion and commitment to this effort has made monumental differences for the entire cancer community, including those who are suffering from cancer,” said Jon Retzlaff, the chief policy officer at the American Association for Cancer Research.

Looking ahead, Retzlaff said, “The No. 1 thing is for us to see robust, sustained and predictable annual funding support for the National Institutes of Health. And, if we see that through NIH and through the National Cancer Institute, the programs that have been created through the cancer moonshot will be allowed to continue.”

Initiatives under Biden include changes that make screening and cancer care more accessible to more people, said Knudsen, with the American Cancer Society.

For instance, Medicare has started to pay for follow-up colonoscopies if a stool-based test suggests cancer, she said, and Medicare will now pay for navigation services to guide patients through the maze of their cancer care.

“You’ve already paid for the cancer research. You’ve already paid for the innovation. Now let’s get it to people,” Knudsen said.

She also said she’d like to see the next administration pursue a ban on menthol-flavored cigarettes, which she said could save 654,000 lives over the next 40 years.

Scientists now understand that cancer is not a single disease, but hundreds of diseases that respond differently to different treatments. Some cancers have biomarkers that can be targeted by existing drugs that will slow a tumor’s growth. Many more targets await discovery.

“We hope that the next administration, whoever it may be, will continue to keep the focus and emphasis on our national commitment to end cancer as we know it,” said Dr. Crystal Denlinger, CEO of the National Comprehensive Cancer Network, a group of elite cancer centers.

Johnson reported from Washington state.

The creator economy could approach half-a-trillion dollars by 2027

The so-called “creator economy” has mushroomed and is expected to grow even more in the coming years, according to Goldman Sachs Research. 

Individual people with their own brands and online audiences have emerged as one of the biggest developments of the digital age. The ecosystem is expanding for a number of reasons, including the increase in digital media consumption and the advent of technology that has lowered barriers to content creation, Eric Sheridan, senior equity research analyst covering the U.S. Internet sector, writes in the team’s report. New platforms such as TikTok have emerged, while legacy platforms like Facebook and YouTube have also introduced new formats for sharing short-form video, live streaming channels and other forms of user-generated content.

As the ecosystem grows, the total addressable market of the creator economy could roughly double in size over the next five years to $480 billion by 2027 from $250 billion today, Sheridan writes. That growth is roughly in line with the team’s estimates for growth in global digital advertising spend over that period. The analysts expect spending on influencer marketing and platform payouts fueled by the monetization of short-form video platforms via advertising to be the primary growth drivers of the creator economy.

Goldman Sachs Research expects the 50 million global creators to grow at a 10-20% compound annual growth rate during the next five years. Creators earn income primarily through direct branding deals to pitch products as an influencer; via a share of advertising revenues with the host platform; and through subscriptions, donations and other forms of direct payment from followers. Brand deals are the main source of revenue at about 70%, according to survey data.

Only about 4% of global creators are deemed professionals, meaning they pull in more than $100,000 a year. Goldman Sachs Research expects their share of the creator universe to stay steady even as the overall ecosystem expands.

Which companies will benefit the most from the ongoing growth of the creator economy? The platforms that are best positioned to attract both influential creators and a larger share of the total spending are those that will offer multiple forms of monetization, according to Goldman Sachs Research. But the analysts also cite six key enablers for creating a “flywheel effect” in which small gains build on each other over time and create further growth momentum:

1. Scale:  a large, global user base with diversified interests   

2. Capital:  access to large pools of capital to fund monetization, either through a diversified revenue base and/or as part of a larger parent company

3. Strong AI-powered recommendation engines:  for surfacing relevant content and matching creators with interested users

4. Effective monetization tools:  a variety of product offerings/payout structures for creators to diversify their income streams

5. Robust data and analytics:  for providing transparency on engagement, retention, conversion and other metrics

6. E-commerce options:  the ability to shop is integrated into the core user experience

At least at this point, the report points to the large incumbent platforms as being in the driver’s seat. Goldman Sachs Research sees more creators moving to these platforms as competition heats up for their content and audiences, particularly as macroeconomic uncertainty impacts brand spending and as rising interest rates pressure funding for emerging platforms. “As a result, we expect some element of a ‘flight to quality’ whereby creators will prioritize platforms with stability, scale and monetization potential,” Sheridan writes.

This article is being provided for educational purposes only. The information contained in this article does not constitute a recommendation from any Goldman Sachs entity to the recipient, and Goldman Sachs is not providing any financial, economic, legal, investment, accounting, or tax advice through this article or to its recipient. Neither Goldman Sachs nor any of its affiliates makes any representation or warranty, express or implied, as to the accuracy or completeness of the statements or any information contained in this article and any liability therefore (including in respect of direct, indirect, or consequential loss or damage) is expressly disclaimed.

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J+S Subsea supplies three subsea battery-powered control systems

Kintore-based subsea controls specialist J+S Subsea has completed a project in Canada that involved the supply of three subsea battery-powered control systems to maintain integrity of the subsea electrical infrastructure when topside electrical power is unavailable.

The project was delivered with partners Viper Innovations , Verlume , Richmond Mills Fabrication and MH Engineering (Fife).

The work scope included the design, engineering, manufacture, marinization and testing of subsea-deployed systems that will maintain continuous application of Viper Innovations’ V-LIFE technology . The electrical passivation signal maintains the electrical integrity of the field and satellite extensions 350 km offshore Canada, while the FPSO vessel is disconnected from the system during scheduled maintenance.

J+S Subsea says its systems can be recharged on the deck of a construction support vessel or onshore, via the supplied charger, and redeployed for a further 90 days. Each system consists of a Verlume-supplied subsea battery and separate J+S Subsea control unit housing Viper’s V-SLIM (subsea line integrity monitor), with mating electrical flying leads, housed in a steel frame constructed in accordance with DNV regulations.

Central to quick delivery of the time-critical project, according to the company, was the ability to capitalize on the availability of components in J+S Subsea’s Legacy Locker, an open industry portal for the reuse, refurbishment, repurposing and recycling of subsea equipment.

Verlume CEO Richard Knox added, “Through the integration of our Charge compact subsea battery with the technologies of both J+S Subsea and Viper Innovations, we were able to collaboratively solve client power delivery challenges by ensuring reliable delivery of subsea power on the seabed.”

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How to cite ChatGPT

Use discount code STYLEBLOG15 for 15% off APA Style print products with free shipping in the United States.

We, the APA Style team, are not robots. We can all pass a CAPTCHA test , and we know our roles in a Turing test . And, like so many nonrobot human beings this year, we’ve spent a fair amount of time reading, learning, and thinking about issues related to large language models, artificial intelligence (AI), AI-generated text, and specifically ChatGPT . We’ve also been gathering opinions and feedback about the use and citation of ChatGPT. Thank you to everyone who has contributed and shared ideas, opinions, research, and feedback.

In this post, I discuss situations where students and researchers use ChatGPT to create text and to facilitate their research, not to write the full text of their paper or manuscript. We know instructors have differing opinions about how or even whether students should use ChatGPT, and we’ll be continuing to collect feedback about instructor and student questions. As always, defer to instructor guidelines when writing student papers. For more about guidelines and policies about student and author use of ChatGPT, see the last section of this post.

Quoting or reproducing the text created by ChatGPT in your paper

If you’ve used ChatGPT or other AI tools in your research, describe how you used the tool in your Method section or in a comparable section of your paper. For literature reviews or other types of essays or response or reaction papers, you might describe how you used the tool in your introduction. In your text, provide the prompt you used and then any portion of the relevant text that was generated in response.

Unfortunately, the results of a ChatGPT “chat” are not retrievable by other readers, and although nonretrievable data or quotations in APA Style papers are usually cited as personal communications , with ChatGPT-generated text there is no person communicating. Quoting ChatGPT’s text from a chat session is therefore more like sharing an algorithm’s output; thus, credit the author of the algorithm with a reference list entry and the corresponding in-text citation.

When prompted with “Is the left brain right brain divide real or a metaphor?” the ChatGPT-generated text indicated that although the two brain hemispheres are somewhat specialized, “the notation that people can be characterized as ‘left-brained’ or ‘right-brained’ is considered to be an oversimplification and a popular myth” (OpenAI, 2023).

OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

You may also put the full text of long responses from ChatGPT in an appendix of your paper or in online supplemental materials, so readers have access to the exact text that was generated. It is particularly important to document the exact text created because ChatGPT will generate a unique response in each chat session, even if given the same prompt. If you create appendices or supplemental materials, remember that each should be called out at least once in the body of your APA Style paper.

When given a follow-up prompt of “What is a more accurate representation?” the ChatGPT-generated text indicated that “different brain regions work together to support various cognitive processes” and “the functional specialization of different regions can change in response to experience and environmental factors” (OpenAI, 2023; see Appendix A for the full transcript).

Creating a reference to ChatGPT or other AI models and software

The in-text citations and references above are adapted from the reference template for software in Section 10.10 of the Publication Manual (American Psychological Association, 2020, Chapter 10). Although here we focus on ChatGPT, because these guidelines are based on the software template, they can be adapted to note the use of other large language models (e.g., Bard), algorithms, and similar software.

The reference and in-text citations for ChatGPT are formatted as follows:

• Parenthetical citation: (OpenAI, 2023)
• Narrative citation: OpenAI (2023)

Let’s break that reference down and look at the four elements (author, date, title, and source):

Author: The author of the model is OpenAI.

Date: The date is the year of the version you used. Following the template in Section 10.10, you need to include only the year, not the exact date. The version number provides the specific date information a reader might need.

Title: The name of the model is “ChatGPT,” so that serves as the title and is italicized in your reference, as shown in the template. Although OpenAI labels unique iterations (i.e., ChatGPT-3, ChatGPT-4), they are using “ChatGPT” as the general name of the model, with updates identified with version numbers.

The version number is included after the title in parentheses. The format for the version number in ChatGPT references includes the date because that is how OpenAI is labeling the versions. Different large language models or software might use different version numbering; use the version number in the format the author or publisher provides, which may be a numbering system (e.g., Version 2.0) or other methods.

Bracketed text is used in references for additional descriptions when they are needed to help a reader understand what’s being cited. References for a number of common sources, such as journal articles and books, do not include bracketed descriptions, but things outside of the typical peer-reviewed system often do. In the case of a reference for ChatGPT, provide the descriptor “Large language model” in square brackets. OpenAI describes ChatGPT-4 as a “large multimodal model,” so that description may be provided instead if you are using ChatGPT-4. Later versions and software or models from other companies may need different descriptions, based on how the publishers describe the model. The goal of the bracketed text is to briefly describe the kind of model to your reader.

Source: When the publisher name and the author name are the same, do not repeat the publisher name in the source element of the reference, and move directly to the URL. This is the case for ChatGPT. The URL for ChatGPT is https://chat.openai.com/chat . For other models or products for which you may create a reference, use the URL that links as directly as possible to the source (i.e., the page where you can access the model, not the publisher’s homepage).

Other questions about citing ChatGPT

You may have noticed the confidence with which ChatGPT described the ideas of brain lateralization and how the brain operates, without citing any sources. I asked for a list of sources to support those claims and ChatGPT provided five references—four of which I was able to find online. The fifth does not seem to be a real article; the digital object identifier given for that reference belongs to a different article, and I was not able to find any article with the authors, date, title, and source details that ChatGPT provided. Authors using ChatGPT or similar AI tools for research should consider making this scrutiny of the primary sources a standard process. If the sources are real, accurate, and relevant, it may be better to read those original sources to learn from that research and paraphrase or quote from those articles, as applicable, than to use the model’s interpretation of them.

We’ve also received a number of other questions about ChatGPT. Should students be allowed to use it? What guidelines should instructors create for students using AI? Does using AI-generated text constitute plagiarism? Should authors who use ChatGPT credit ChatGPT or OpenAI in their byline? What are the copyright implications ?

On these questions, researchers, editors, instructors, and others are actively debating and creating parameters and guidelines. Many of you have sent us feedback, and we encourage you to continue to do so in the comments below. We will also study the policies and procedures being established by instructors, publishers, and academic institutions, with a goal of creating guidelines that reflect the many real-world applications of AI-generated text.

For questions about manuscript byline credit, plagiarism, and related ChatGPT and AI topics, the APA Style team is seeking the recommendations of APA Journals editors. APA Style guidelines based on those recommendations will be posted on this blog and on the APA Style site later this year.

Update: APA Journals has published policies on the use of generative AI in scholarly materials .

We, the APA Style team humans, appreciate your patience as we navigate these unique challenges and new ways of thinking about how authors, researchers, and students learn, write, and work with new technologies.

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

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