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= Market Research for IT Startups =
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= Physics I - Mechanics =
  
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* Course name: Physics I - Mechanics
 +
* '''Course name''': Market Research for IT Startups
  +
* '''Code discipline''':
−
* Course number: XYZ
  
  +
* '''Subject area''': Technological Entrepreneurship
   
−
== Course Characteristics ==
 +
== Short Description ==
  +
This course is for students who see themselves as entrepreneurs. The course is designed for the early development of business ideas and provides methods and guidelines for business research. The course teaches how to assess the potential of business ideas, hypothesis thinking, methods for generating ideas and testing their quality
   
  +
== Prerequisites ==
−
=== Key concepts of the class ===
  
−
* fundamental concepts of physics for calculating problems of mechanics in \begin{itemize}
  
−
* statics,
  
−
* dynamics.
  
   
  +
=== Prerequisite subjects ===
−
=== What is the purpose of this course? ===
  
  +
* N/A
−
This course provides the fundamental concepts of physics, in particular focusing on classical mechanics. In general, the aim of this course is: \begin{itemize} \item to study physical phenomena and laws of physics, the limits of their applicability, application of laws in the most important practical applications; to get acquainted with the basic physical quantities, to know their definition, meaning, methods and units of their measurement; to imagine the fundamental physical experiments and their role in the development of science; to know the purpose and principles of the most important physical devices; \item to acquire skills of work with devices and equipment of modern physical laboratory; skills of use of various methods of physical measurements and processing of experimental data; skills of carrying out physical and mathematical modeling, and also application of methods of the physical and mathematical analysis to the decision of concrete natural science and technical problems; \item to understand the logical connections between the sections of the course of physics, to develop the idea that physics is a universal basis for the technical Sciences, and that those physical phenomena and processes that are still limited in use in technology, in the future may be at the center of innovative achievements of engineering. \end{itemize}
  
−
=== Course objectives based on Bloom’s taxonomy ===
  
   
  +
=== Prerequisite topics ===
−
==== - What should a student remember at the end of the course? ====
  
  +
* N/A
−
By the end of the course, the students should be able to
  
−
* the basic physical phenomena and processes on which the principles of action of objects of professional activity, areas and possibilities of application of physical effects are based;
  
−
* fundamental concepts, laws and theories of classical and modern physics, limits of applicability of basic physical models;
  
−
* basic physical quantities and constants, their definitions and units of measurement;
  
−
* basic physical quantities and constants, their definitions and units of measurement;
  
−
* methods of physical research, including methods of modeling physical processes;
  
−
* methods for solving physical problems important for technical applications;
  
−
* physical bases of measurements, methods of measurement of physical quantities;
  
−
* technologies of work with different types of information;
  
   
  +
== Course Topics ==
−
==== - What should a student be able to understand at the end of the course? ====
  
  +
{| class="wikitable"
−
By the end of the course, the students should be able to
  
  +
|+ Course Sections and Topics
−
* allocate physical content in systems and devices of different physical nature;
  
  +
|-
−
* carry out the correct mathematical description of physical phenomena in technological process;
  
  +
! Section !! Topics within the section
−
* build and analyze mathematical models of physical phenomena and processes in solving applied problems;
  
  +
|-
−
* solve typical problems in the main branches of physics, using methods of mathematical analysis and modeling;
  
  +
| Ideation tools ||
−
* apply concepts, physical laws and methods of problem solving to perform technical calculations, analysis and solution of practical problems, research in professional activities;
  
  +
# Art VS Creativity
−
* to use modern physical equipment and devices in solving practical problems, to use the basic techniques of error estimation and experimental data processing;
  
  +
# Ability to discover
  +
# How to generate ideas
  +
# Creativity sources
  +
# Ideation in groups
  +
# Rules for ideation for startups
  +
|-
  +
| Market research content ||
  +
# Types of research: primary vs secondary
  +
# How to plan a research
  +
# Market research chapters content
  +
# Frameworks used in a market research (SWOT, Persona, etc)
  +
# Tools and sources to conduct a competitors analysis
  +
|-
  +
| Customer development ||
  +
# Interviews are the main tool for “Get Out The Building” technique
  +
# The "Mum's Test"
  +
# Jobs-To-Be-Done
  +
# Good and bad interview questions
  +
|-
  +
| Market sizing ||
  +
# Market analysis VS market sizing
  +
# Sizing stakeholders and their interests
  +
# Sizing methods
  +
# TAM SAM SOM calculation examples
  +
|-
  +
| Data for a research ||
  +
# Sources and tools for competitors overview
  +
# Sources and tools for product and traffic analysis
  +
# Sources and tools for trend watching
  +
# Life hacks for search
  +
|-
  +
| Founder motivation ||
  +
# Ways to Stay Motivated as an Entrepreneur
  +
# Exercises for founders motivation
  +
|-
  +
| Pitch Day ||
  +
# Market research results presentations
  +
|}
   
  +
== Intended Learning Outcomes (ILOs) ==
−
==== - What should a student be able to apply at the end of the course? ====
  
  +
−
By the end of the course, the students should be able to
  
  +
=== What is the main purpose of this course? ===
−
* methods of analysis of physical phenomena in technical devices and systems;
  
  +
This course aims to give students theoretical knowledge and practical skills on how to assess market potential at an early stage of an IT startup (or any company) development. The ultimate goal is to teach students to conduct market research for their business.
−
* skills of practical application of the laws of physics, including in the design of products and processes;
  
  +
−
* methods of theoretical research of physical phenomena and processes, construction of mathematical and physical models of real systems, solutions of physical problems;
  
  +
=== ILOs defined at three levels ===
−
* skills in the use of basic physical devices;
  
  +
−
* methods of experimental physical research (planning, staging and processing of experimental data, including the use of standard software packages);
  
  +
==== Level 1: What concepts should a student know/remember/explain? ====
−
* skills of applying knowledge in the field of physics to study other disciplines.
  
  +
By the end of the course, the students should be able to ...
−
=== Course evaluation ===
  
  +
* Market research techniques using open data,
  +
* Typology of market assessment methods,
  +
* Types of research data and their application,
  +
* Market research components: competitors overview, value proposition, trend watching, venture status, business models, buyers profile etc
  +
  +
==== Level 2: What basic practical skills should a student be able to perform? ====
  +
By the end of the course, the students should be able to ...
  +
* Methods of ideation,
  +
* TAM SAM SOM method, 2 approaches,
  +
* Applied tools and resources for market sizing,
  +
* Principles to work with business hypotheses
  +
  +
==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
  +
By the end of the course, the students should be able to ...
  +
* Identify and describe the market
  +
* Assess market potential for any business idea
  +
* Conduct relevant market research before starting up a business
  +
* Use the most relevant and high-quality data for a market research
  +
  +
== Grading ==
  +
  +
=== Course grading range ===
 
{| class="wikitable"
  
{| class="wikitable"
  +
|+
−
|+ Course grade breakdown
  
  +
|-
  +
! Grade !! Range !! Description of performance
 
|-
  
|-
  +
| A. Excellent || 85.0-100.0 || -
−
! Type !! Points
  
 
|-
  
|-
  +
| B. Good || 70.0-84.0 || -
−
| Labs/seminar classes || 0
  
 
|-
  
|-
  +
| C. Satisfactory || 50.0-69.0 || -
−
| Interim performance assessment || 30
  
 
|-
  
|-
−
| Exams || 70
 +
| D. Fail || 0.0-50.0 || -
 
|}
  
|}
   
  +
=== Course activities and grading breakdown ===
−
=== Grades range ===
  
 
{| class="wikitable"
  
{| class="wikitable"
  +
|+
−
|+ Course grading range
  
 
|-
  
|-
  +
! Activity Type !! Percentage of the overall course grade
−
! Grade !! Points
  
 
|-
  
|-
  +
| Paper #0: Market research structure || 0-10 scale (costs 10% final)
−
| A || [85, 100]
  
 
|-
  
|-
  +
| Paper #1: TAM SAM SOM || 0-10 scale (costs 20% final)
−
| B || [70, 84]
  
 
|-
  
|-
  +
| Workshops activity || 3 points for each of 7 workshops: 1 point=participation, 2 points=discussion, 3 points=valuable results (costs 21% final)
−
| C || [50, 69]
  
 
|-
  
|-
  +
| Paper #2: Market research || 0-10 scale (costs 30% final)
−
| D || [0, 49]
  
  +
|-
  +
| Final Presentation || 0-10 scale (costs 20% final)
 
|}
  
|}
−
=== Resources and reference material ===
  
−
* Fundamentals of Physics (Halliday and Resnick) 10ed, ISBN 978-1-118-23072-5
  
−
* Arya A. Introduction to Classical Mechanics, Benjamin Cummings
  
−
== Course Sections ==
  
−
The main sections of the course and approximate hour distribution between them is as follows:
  
−
=== Section 1 ===
  
   
  +
=== Recommendations for students on how to succeed in the course ===
−
==== Section title ====
  
  +
Participation is important. Showing up and participating in discussions is the key to success in this course.<br>Students work in teams, so coordinating teamwork will be an important factor for success.<br>Reading the provided materials is mandatory, as lectures will mainly consist of discussions and reflections not slides or reading from scratch.<br>The main assignment in the course is Market research paper which is supposed to be useful not only for this course but s a basis for future business oriented courses
−
Kinematics of particles
  
  +
  +
== Resources, literature and reference materials ==
  +
  +
=== Open access resources ===
  +
* - article with reflections on the methodology book on the 55 typical business models
  +
* - a book with instructions on how to communicate with your potential users. How to conduct interviews so that you understand what the client wants to say and not what you want to hear.
  +
* - the case book on the Jobs To Be Done. With JTBD, we can make predictions about which products will be in demand in the market and which will not. The idea behind the theory is that people don't buy products, but "hire" them to perform certain jobs.
  +
* A selection of with a summary of key ideas from Harvard Business Review
  +
* F. Sesno "" - the book on how to get information out of people through questions.
  +
* a visual guide book to dealing with your inner procrastinator
  +
  +
=== Closed access resources ===
  +
* Crunchbase.com
  +
* Statista.com
  +
  +
=== Software and tools used within the course ===
  +
* Boardofinnovation.com
  +
* Miro.com
  +
* Notion.com
  +
* MS Teams
   
  +
= Teaching Methodology: Methods, techniques, & activities =
−
==== Topics covered in this section ====
  
−
* Mathematical review (vectors)
  
−
* Measurements and One Dimension Motion (Along a Straight Line)
  
−
* Motion in Two and Three Dimensions
  
   
  +
== Activities and Teaching Methods ==
−
==== What forms of evaluation were used to test students’ performance in this section? ====
  
 
{| class="wikitable"
  
{| class="wikitable"
  +
|+ Teaching and Learning Methods within each section
−
|+
 
 
|-
  
|-
  +
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6 !! Section 7
−
! Form !! Yes/No
  
 
|-
  
|-
  +
| Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) || 1 || 1 || 1 || 1 || 1 || 1 || 1
−
| Development of individual parts of software product code || 0
  
 
|-
  
|-
  +
| Project-based learning (students work on a project) || 1 || 1 || 1 || 1 || 1 || 1 || 1
−
| Homework and group projects || 1
  
 
|-
  
|-
  +
| Differentiated learning (provide tasks and activities at several levels of difficulty to fit students needs and level) || 1 || 1 || 1 || 1 || 1 || 1 || 1
−
| Midterm evaluation || 1
  
 
|-
  
|-
  +
| Contextual learning (activities and tasks are connected to the real world to make it easier for students to relate to them); || 1 || 1 || 1 || 1 || 1 || 1 || 1
−
| Testing (written or computer based) || 1
  
 
|-
  
|-
  +
| Business game (learn by playing a game that incorporates the principles of the material covered within the course). || 1 || 1 || 1 || 1 || 1 || 1 || 1
−
| Reports || 0
  
 
|-
  
|-
  +
| inquiry-based learning || 1 || 1 || 1 || 1 || 1 || 1 || 1
−
| Essays || 0
  
  +
|}
  +
{| class="wikitable"
  +
|+ Activities within each section
  +
|-
  +
! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6 !! Section 7
  +
|-
  +
| Interactive Lectures || 1 || 1 || 1 || 1 || 1 || 1 || 1
  +
|-
  +
| Lab exercises || 1 || 1 || 1 || 1 || 1 || 1 || 0
  +
|-
  +
| Group projects || 1 || 0 || 0 || 0 || 0 || 1 || 1
  +
|-
  +
| Flipped classroom || 1 || 1 || 1 || 1 || 1 || 1 || 0
  +
|-
  +
| Discussions || 1 || 1 || 1 || 1 || 1 || 1 || 1
  +
|-
  +
| Presentations by students || 1 || 0 || 1 || 0 || 0 || 0 || 1
  +
|-
  +
| Oral Reports || 1 || 0 || 1 || 0 || 0 || 0 || 1
  +
|-
  +
| Cases studies || 0 || 1 || 0 || 1 || 1 || 1 || 0
  +
|-
  +
| Experiments || 0 || 0 || 1 || 0 || 0 || 0 || 0
  +
|-
  +
| Written reports || 0 || 0 || 1 || 0 || 0 || 1 || 0
 
|-
  
|-
  +
| Individual Projects || 0 || 0 || 0 || 1 || 0 || 0 || 0
−
| Oral polls || 0
  
 
|-
  
|-
  +
| Peer Review || 0 || 0 || 0 || 0 || 0 || 0 || 1
−
| Discussions || 1
  
 
|}
  
|}
   
  +
== Formative Assessment and Course Activities ==
−
==== Typical questions for ongoing performance evaluation within this section ====
  
−
# The position of a particle as it moves along a y axis is given by <math>y=2 sin (\pi t/4)</math>, with t in seconds and y in centimeters. (a) What is the average velocity of the particle between t = 0 and t = 2.0 s? (b) What is the instantaneous velocity of the particle at t= 0, 1.0, and 2.0 s? (c) What is the average acceleration of the particle between t = 0 and t = 2.0 s? (d) What is the instantaneous acceleration of the particle at t = 0, 1.0, and 2.0 s?
  
−
# A woman walks 250 m in the direction 30 <math>^\circ</math> east of north, then 175 m directly east. Find (a) the magnitude and (b) the angle of her final displacement from the starting point. (c) Find the distance she walks. (d) Which is greater, that distance or the magnitude of her displacement?
  
−
# Ship A is located 4.0 km north and 2.5 km east of ship B. Ship A has a velocity of 22 km/h toward the south, and ship B has a velocity of 40 km/h in a direction 37<math>^\circ</math> north of east. (a) What is the velocity of A relative to B in unit-vector notation with toward the east? (b) Write an expression (in terms of and ) for the position of A relative to B as a function of t, where t=0 when the ships are in the positions described above. (c) At what time is the separation between the ships least? (d) What is that least separation?
  
−
# A baseball is hit at Fenway Park in Boston at a point 0.762 m above home plate with an initial velocity of 33.53 m/s directed 55.0 <math>^\circ</math> above the horizontal. The ball is observed to clear the 11.28-m-high wall in left field (known as the “green monster”) 5.00 s after it is hit, at a point just inside the left-field foul line pole. Find (a) the horizontal distance down the left-field foul line from home plate to the wall; (b) the vertical distance by which the ball clears the wall; (c) the horizontal and vertical displacements of the ball with respect to home plate 0.500 s before it clears the wall.
  
   
  +
=== Ongoing performance assessment ===
−
==== Typical questions for seminar classes (labs) within this section ====
  
−
# Most important in an investigation of an airplane crash by the U.S. National Transportation Safety Board is the data stored on the airplane’s flight-data recorder, commonly called the “black box” in spite of its orange coloring and reflective tape.The recorder is engineered to withstand a crash with an average deceleration of magnitude 3400<math>g</math> during a time interval of 6.50 ms. In such a crash, if the recorder and airplane have zero speed at the end of that time interval, what is their speed at the beginning of the interval?
  
−
# Two vectors are given by \textbf{a}=3\textbf{i}+5\textbf{j} and \textbf{b}=2\textbf{i}+4\textbf{j}. Find (a) <math>\textbf{a}\times\textbf{b}</math> (b) <math>\textbf{a}\cdot\textbf{b}</math> (c) <math>(\textbf{a}+\textbf{b})\cdot\textbf{b}</math> (d) the component of \textbf{a} along the direction of \textbf{b}.
  
−
# A cannon located at sea level fires a ball with initial speed 82 m/s and initial angle 45<math>^\circ</math>.The ball lands in the water after traveling a horizontal distance 686 m. How much greater would the horizontal distance have been had the cannon been 30 m higher?
  
−
# An elevator without a ceiling is ascending with a constant speed of 10 m/s. A boy on the elevator shoots a ball directly upward, from a height of 2.0 m above the elevator floor, just as the elevator floor is 28 m above the ground.The initial speed of the ball with respect to the elevator is 20 m/s. (a) What maximum height above the ground does the ball reach? (b) How long does the ball take to return to the elevator floor?
  
−
# A football player punts the football so that it will have a “hang time” (time of flight) of 4.5 s and land 46 m away. If the ball leaves the player’s foot 150 cm above the ground, what must be the (a) magnitude and (b) angle (relative to the horizontal) of the ball’s initial velocity?
  
   
  +
==== Section 1 ====
−
==== Tasks for midterm assessment within this section ====
  
  +
{| class="wikitable"
  +
|+
  +
|-
  +
! Activity Type !! Content !! Is Graded?
  +
|-
  +
| Discussion || Difference between Art and Creativity. Examples from your personal experience <br> Tools to manage your attention: work with exercises above <br> Is it true that an ideation stage is the very first step to take when starting your own business? If not, what needs to be done before? <br> Idea diary: share your experience, was it useful? How to keep motivation to continue? <br> Sharing your business ideas: is it risky for a founder? Why? <br> Name and discuss principles of hypothesis thinking <br> Name and comment on ideation tool you know. Did you have an experience with it? <br> Where to take creativity? Your advice <br> Lets find examples of “Steal like an artist” approach among startups <br> Create a list of 5 business ideas you have ever had in your mind. Choose 1 and make an exhaustive list of the problems that are associated with the proposed business idea. || 0
  +
|-
  +
| Workshop || Break into teams, choose from the list below 1 tool to work with. Use the templates to create new business ideas. Summarize the results. Share your results and experience of using the template with other teams || 1
  +
|-
  +
| Exercise || Start an "Idea diary" (not necessarily business ideas): create a convenient place for notes (notion, pinterest, instagram, paper notebook, etc.). Note the time/place/circumstances of ideas coming, learn to write down ideas. Draw conclusions from 1 week's work: where, when, how, why new ideas arise and whether you can manage their flow. || 0
  +
|}
   
  +
==== Section 2 ====
  +
{| class="wikitable"
  +
|+
  +
|-
  +
! Activity Type !! Content !! Is Graded?
  +
|-
  +
| Discussion || What are the basic steps in market research? <br> What are the commonly used market research methods? <br> What research question types can be asked in surveys? <br> Should startup prefer primary or secondary research? || 0
  +
|-
  +
| Workshop || SWOT analysis: compare your business idea with competitors and market situation <br> Get familiar with industry trends and reports: Find and create a list of 3 to 5 business research papers or trend reports in your industry || 0
  +
|-
  +
| Home written assignment || Market research doc: create a structure that is: <br> 1-2 pages long <br> Describes your business idea <br> Contains the structure of your future research <br> Contains a list of questions to answer during the research for each chapter proposed <br> Contains links and references to data sources potentilly interesting to use in a research <br> Its feasible: it should be a chance you may answer all the questions stated in the doc <br> The doc format is designed and well structured || 1
  +
|}
   
  +
==== Section 3 ====
−
==== Test questions for final assessment in this section ====
  
  +
{| class="wikitable"
−
# Two ships are moving parallel to each other in opposite directions with speeds <math>V_1</math> and <math>V_2</math>. One ship shoots at the other. Find the angle of a gun to hit the target at the moment when distant between the ships are closest? The speed of the projectile <math>V_0</math> is constant.
  
  +
|+
−
# The velocity vector of a moving body is always parallel to acceleration vector. What is the trajectory of this body?
  
  +
|-
−
# An object moves with non-constant velocity. Can the average velocity over a time interval <math>(t, t + T)</math> be greater than or equal to the maximum instantaneous velocity at this time interval? Prove your answer.
  
  +
! Activity Type !! Content !! Is Graded?
−
# A car starts moving with the initial zero velocity and with the acceleration, which depends on the time as <math>a(t) = 2(1 – exp(-t/15))</math>. Find the average velocity of the car over a time interval 10 s to 40 s.
  
  +
|-
−
# A stone thrown at an angle <math>\alpha = 30^\circ</math> relative to the horizon has the same height H at moments <math>t_1 = 3</math> s and <math>t_2 = 5</math> s after start of his flying. Find the initial stone speed <math>v_0</math> and height <math>H</math>.
  
  +
| Oral test || Good or bad interview question? <br> Useful or useless feedback? || 0
−
# A right angle is drawn on a paper. The ruler being always perpendicular to the bisector of this angle moves along this bisector at a speed of 10 cm/s. The ends of the ruler intersect the sides of the drawn angle. What is the velocity of the intersection points moving along the sides of the right angle relative to the paper?
  
  +
|-
−
=== Section 2 ===
  
  +
| Workshop || Work on your customer profile using the Persona template. Make a client interview script with the help of the Problem-validation-script. || 1
−  
  +
|-
−
==== Section title ====
  
  +
| Case study || Watch the video with the case study. This is an example of HOW NOT to take a customer discovery interview. Discuss what went wrong? || 0
−
Kinetics of particles
  
  +
|}
−  
−
==== Topics covered in this section ====
  
−
* Force and Motion
  
−
* Kinetic Energy and Work
  
−
* Potential Energy and Conservation of Energy
  
   
  +
==== Section 4 ====
−
==== What forms of evaluation were used to test students’ performance in this section? ====
  
 
{| class="wikitable"
  
{| class="wikitable"
 
|+
 
|+
 
|-
  
|-
  +
! Activity Type !! Content !! Is Graded?
−
! Form !! Yes/No
  
 
|-
  
|-
  +
| Workshop || Estimate your target market using the TAM-SAM-SOM template in MIRO. Explain the data. || 1
−
| Development of individual parts of software product code || 0
  
 
|-
  
|-
  +
| Case study || Learn a market sizing case: online babysitting service || 0
−
| Homework and group projects || 1
  
  +
|}
  +
  +
==== Section 5 ====
  +
{| class="wikitable"
  +
|+
 
|-
  
|-
  +
! Activity Type !! Content !! Is Graded?
−
| Midterm evaluation || 1
  
 
|-
  
|-
  +
| Workshop || Use 3 tools from this lesson's theory that you are least familiar with or have not used at all. From each source, take one insight on the state of your project's market. (For example, the total size of your target market, a leading competitor, number of users, or a growing trend) || 0
−
| Testing (written or computer based) || 1
  
 
|-
  
|-
  +
| Oral presentation || Take one tool from the list below and create a “how-to” guide to the service for your classmates. The guide could be done in a form of 1) video-instruction 2) text 3) visualized scheme 4) presentation. The guide must answer how to use a tool and give an example of its use on concrete case study. Studying the guide should take your reader not mach then 15 min. || 1
−
| Reports || 0
  
  +
|}
  +
  +
==== Section 6 ====
  +
{| class="wikitable"
  +
|+
 
|-
  
|-
  +
! Activity Type !! Content !! Is Graded?
−
| Essays || 0
  
 
|-
  
|-
  +
| Workshop || Exercises: <br> Personal SWOT Analysis <br> List of Personal Achievements <br> Analysis of Motivating Activities <br> Your Personal Vision || 0
−
| Oral polls || 0
  
  +
|}
  +
  +
==== Section 7 ====
  +
{| class="wikitable"
  +
|+
 
|-
  
|-
  +
! Activity Type !! Content !! Is Graded?
−
| Discussions || 1
  
  +
|-
  +
| Pitch session || The final Market Research report should follow the structure discussed <br> Content of the oral presentation may include: business description, market overview, main sources used in the research, competitors overview, monetization opportunity, market size, further stages of research or business work, team, comments on some challenges during the work || 1
 
|}
  
|}
   
  +
=== Final assessment ===
−
==== Typical questions for ongoing performance evaluation within this section ====
  
  +
'''Section 1'''
−
# A vertical force \textbf{F} is applied to a block of mass m that lies on a floor.What happens to the magnitude of the normal force \textbf{<math>F_N</math>} on the block from the floor as magnitude F is increased from zero if force \textbf{F} is (a) downward and (b) upward?
  
  +
# For the final assessment, students should complete the Market Research paper.
−
# A 1400 kg jet engine is fastened to the fuselage of a passenger jet by just three bolts (this is the usual practice). Assume that each bolt supports one-third of the load. (a) Calculate the force on each bolt as the plane waits in line for clearance to take off. (b) During flight, the plane encounters turbulence, which suddenly imparts an upward vertical acceleration of 2.6 <math>m/s^{2}</math> to the plane. Calculate the force on each bolt now.
  
  +
# It should follow the market research paper structure, contain information about market volume (TAM SAM SOM), data must be gathered with help of data sources learnt.
−
# A person riding a Ferris wheel moves through positions at (1) the top, (2) the bottom, and (3) mid-height. If the wheel rotates at a constant rate, rank these three positions according to (a) the magnitude of the person’s centripetal acceleration, (b) the magnitude of the net centripetal force on the person, and (c) the magnitude of the normal force on the person, greatest first.
  
  +
# The paper should refer to market potential and give the basis to make business decisions, answer questions on how to start and develop your idea, what is your business model, target customer persona, product MVP etc.
−
# A box is on a ramp that is at angle <math>\theta</math> to the horizontal. As <math>\theta</math> is increased from zero, and before the box slips, do the following increase, decrease, or remain the same: (a) the component of the gravitational force on the box, along the ramp, (b) the magnitude of the static frictional force on the box from the ramp, (c) the component of the gravitational force on the box, perpendicular to the ramp, (d) the magnitude of the normal force on the box from the ramp, and (e) the maximum value <math>f_{s,max}</math> of the static frictional force?
  
  +
# Grading criteria for the final project presentation:
−
# In three situations, a single force acts on a moving particle. Here are the velocities (at that instant) and the forces: (1) \textbf{v}=-4\textbf{i}, \textbf{F}=6\textbf{i}-20\textbf{j} (2) \textbf{v}=2\textbf{i}-3\textbf{j}, \textbf{F}=-2\textbf{i}+7\textbf{j} (3) \textbf{v}=-3\textbf{i}+1\textbf{j}, \textbf{F}=2\textbf{i}+6\textbf{j}. Rank the situations according to the rate at which energy is being transferred, greatest transfer to the particle ranked first, greatest transfer from the particle ranked last. \textbf{v}=-3\textbf{i}+1\textbf{j}, \textbf{F}=2\textbf{i}+6\textbf{j}.
  
  +
# Market sizing has been carried out
−
# What is the spring constant of a spring that stores 25 \textbf{J} of elastic potential energy when compressed by 7.5 cm?
  
  +
# Customer segments are named
  +
# Сompetitor analysis has been conducted
  +
# At least 2 prominent data sources are used
  +
# Customer discovery interviews conducted
  +
# Future steps are mapped out
  +
# The final report is visualized clearly and transparent
  +
'''Section 2'''
  +
  +
'''Section 3'''
  +
  +
'''Section 4'''
  +
  +
'''Section 5'''
  +
  +
'''Section 6'''
  +
  +
'''Section 7'''
  +
  +
  +
=== The retake exam ===
  +
'''Section 1'''
  +
# For the retake, students have to submit the results of the market sizing exercise with the TAM SAM SOM method in the form of a visual framework studied.
  +
'''Section 2'''
  +
  +
'''Section 3'''
   
  +
'''Section 4'''
−
==== Typical questions for seminar classes (labs) within this section ====
  
−
# A shot putter launches a 7.260 kg shot by pushing it along a straight line of length 1.650 m and at an angle of 34.10<math>^\circ</math> from the horizontal, accelerating the shot to the launch speed from its initial speed of 2.500 m/s (which is due to the athlete’s preliminary motion).The shot leaves the hand at a height of 2.110 m and at an angle of 34.10<math>^\circ</math>, and it lands at a horizontal distance of 15.90 m. What is the magnitude of the athlete’s average force on the shot during the acceleration phase? (Hint: Treat the motion during the acceleration phase as though it were along a ramp at the given angle.)
  
−
# A 1000 kg boat is traveling at 90 km/h when its engine is shut off. The magnitude of the frictional force \textbf{<math>f_k</math>} between boat and water is proportional to the speed \textit{v} of the boat: <math>f_k=70v</math>, where \textit{v} is in meters per second and <math>f_k</math> is in newtons. Find the time required for the boat to slow to 45 km/h.
  
−
# A police officer in hot pursuit drives her car through a circular turn of radius 300 m with a constant speed of 80.0 km/h. Her mass is 55.0 kg. What are (a) the magnitude and (b) the angle (relative to vertical) of the net force of the officer on the car seat? (Hint: Consider both horizontal and vertical forces.)
  
−
# A 0.250 kg block of cheese lies on the floor of a 900 kg elevator cab that is being pulled upward by a cable through distance <math>d_1</math> = 2.40 m and then through distance <math>d_2</math> = 10.5 m. (a) Through d1, if the normal force on the block from the floor has constant magnitude <math>F_N</math> = 3.00 N, how much work is done on the cab by the force from the cable? (b) Through <math>d_2</math>, if the work done on the cab by the (constant) force from the cable is 92.61 kJ, what is the magnitude of <math>F_N</math>?
  
−
# A block attached to a spring lies on a horizontal frictionless surface. The other end of the spring attached to the wall. The spring constant is 50 N/m. Initially, the spring is at its relaxed length and the block is stationary at position \textit{x} = 0. Then an applied force with a constant magnitude of 3.0 N pulls the block in the positive direction of the \textit{x} axis, stretching the spring until the block stops.When that stopping point is reached, what are (a) the position of the block, (b) the work that has been done on the block by the applied force, and (c) the work that has been done on the block by the spring force? During the block’s displacement, what are (d) the block’s position when its kinetic energy is maximum and (e) the value of that maximum kinetic energy?
  
−
# A funny car accelerates from rest through a measured track distance in time \textit{T} with the engine operating at a constant power \textit{P}. If the track crew can increase the engine power by a differential amount \textit{dP}, what is the change in the time required for the run?
  
−
# A spring with <math>k = 100</math> N/m is located at the top of a frictionless incline of angle 37 <math>^\circ</math>. The lower end of the incline is distance <math>D =</math> 1.00 m from the end of the spring, which is at its relaxed length. A 2.00 kg canister is pushed against the spring until the spring is compressed 0.200 m and released from rest. (a) What is the speed of the canister at the instant the spring returns to its relaxed length (which is when the canister loses contact with the spring)? (b) What is the speed of the canister when it reaches the lower end of the incline?
  
   
  +
'''Section 5'''
−
==== Tasks for midterm assessment within this section ====
  
   
  +
'''Section 6'''
   
  +
'''Section 7'''
−
==== Test questions for final assessment in this section ====
  
−
# A slab of mass <math>m_1 =</math> 40 kg rests on a frictionless floor, and a block of mass <math>m_2 =</math> 10 kg rests on top of the slab. Between block and slab, the coefficient of static friction is 0.60, and the coefficient of kinetic friction is 0.40. A horizontal force \textbf{F} of magnitude 100 N begins to pull directly on the block, as shown. In unit-vector notation, what are the resulting accelerations of (a) the block and (b) the slab?
  
−
# A box of canned goods slides down a ramp from street level into the basement of a grocery store with acceleration 0.75 <math>m/s^2</math> directed down the ramp. The ramp makes an angle of 40<math>^\circ</math> with the horizontal.What is the coefficient of kinetic friction between the box and the ramp?
  
−
# A circular curve of highway is designed for traffic moving at 60 km/h. Assume the traffic consists of cars without negative lift. (a) If the radius of the curve is 150 m, what is the correct angle of banking of the road? (b) If the curve were not banked, what would be the minimum coefficient of friction between tires and road that would keep traffic from skidding out of the turn when traveling at 60 km/h?
  
−
# An initially stationary 2.0 kg object accelerates horizontally and uniformly to a speed of 10 m/s in 3.0 s. (a) In that 3.0 s interval, how much work is done on the object by the force accelerating it? What is the instantaneous power due to that force (b) at the end of the interval and (c) at the end of the first half of the interval?
  
−
# An iceboat is at rest on a frictionless frozen lake when a sudden wind exerts a constant force of 200 N, toward the east, on the boat. Due to the angle of the sail, the wind causes the boat to slide in a straight line for a distance of 8.0 m in a direction 20 <math>^\circ</math> north of east. What is the kinetic energy of the iceboat at the end of that 8.0 m?
  
−
# A boy is initially seated on the top of a hemispherical ice mound of radius <math>R</math> = 13.8 m. He begins to slide down the ice, with a negligible initial speed. Approximate the ice as being frictionless. At what height does the boy lose contact with the ice?
  
−
# The cable of the 1800 kg elevator cab snaps when the cab is at rest at the first floor, where the cab bottom is a distance <math>d</math> = 3.7 m above a spring of spring constant <math>k</math> = 0.15 MN/m. A safety device clamps the cab against guide rails so that a constant frictional force of 4.4 kN opposes the cab’s motion. (a) Find the speed of the cab just before it hits the spring. (b) Find the maximum distance <math>x</math> that the spring is compressed (the frictional force still acts during this compression). (c) Find the distance that the cab will bounce back up the shaft. (d) Using conservation of energy, find the approximate total distance that the cab will move before coming to rest. (Assume that the frictional force on the cab is negligible when the cab is stationary.)
  

Latest revision as of 09:50, 29 May 2023

Market Research for IT Startups

  • Course name: Market Research for IT Startups
  • Code discipline:
  • Subject area: Technological Entrepreneurship

Short Description

This course is for students who see themselves as entrepreneurs. The course is designed for the early development of business ideas and provides methods and guidelines for business research. The course teaches how to assess the potential of business ideas, hypothesis thinking, methods for generating ideas and testing their quality

Prerequisites

Prerequisite subjects

  • N/A

Prerequisite topics

  • N/A

Course Topics

Course Sections and Topics
Section Topics within the section
Ideation tools
  1. Art VS Creativity
  2. Ability to discover
  3. How to generate ideas
  4. Creativity sources
  5. Ideation in groups
  6. Rules for ideation for startups
Market research content
  1. Types of research: primary vs secondary
  2. How to plan a research
  3. Market research chapters content
  4. Frameworks used in a market research (SWOT, Persona, etc)
  5. Tools and sources to conduct a competitors analysis
Customer development
  1. Interviews are the main tool for “Get Out The Building” technique
  2. The "Mum's Test"
  3. Jobs-To-Be-Done
  4. Good and bad interview questions
Market sizing
  1. Market analysis VS market sizing
  2. Sizing stakeholders and their interests
  3. Sizing methods
  4. TAM SAM SOM calculation examples
Data for a research
  1. Sources and tools for competitors overview
  2. Sources and tools for product and traffic analysis
  3. Sources and tools for trend watching
  4. Life hacks for search
Founder motivation
  1. Ways to Stay Motivated as an Entrepreneur
  2. Exercises for founders motivation
Pitch Day
  1. Market research results presentations

Intended Learning Outcomes (ILOs)

What is the main purpose of this course?

This course aims to give students theoretical knowledge and practical skills on how to assess market potential at an early stage of an IT startup (or any company) development. The ultimate goal is to teach students to conduct market research for their business.

ILOs defined at three levels

Level 1: What concepts should a student know/remember/explain?

By the end of the course, the students should be able to ...

  • Market research techniques using open data,
  • Typology of market assessment methods,
  • Types of research data and their application,
  • Market research components: competitors overview, value proposition, trend watching, venture status, business models, buyers profile etc

Level 2: What basic practical skills should a student be able to perform?

By the end of the course, the students should be able to ...

  • Methods of ideation,
  • TAM SAM SOM method, 2 approaches,
  • Applied tools and resources for market sizing,
  • Principles to work with business hypotheses

Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios?

By the end of the course, the students should be able to ...

  • Identify and describe the market
  • Assess market potential for any business idea
  • Conduct relevant market research before starting up a business
  • Use the most relevant and high-quality data for a market research

Grading

Course grading range

Grade Range Description of performance
A. Excellent 85.0-100.0 -
B. Good 70.0-84.0 -
C. Satisfactory 50.0-69.0 -
D. Fail 0.0-50.0 -

Course activities and grading breakdown

Activity Type Percentage of the overall course grade
Paper #0: Market research structure 0-10 scale (costs 10% final)
Paper #1: TAM SAM SOM 0-10 scale (costs 20% final)
Workshops activity 3 points for each of 7 workshops: 1 point=participation, 2 points=discussion, 3 points=valuable results (costs 21% final)
Paper #2: Market research 0-10 scale (costs 30% final)
Final Presentation 0-10 scale (costs 20% final)

Recommendations for students on how to succeed in the course

Participation is important. Showing up and participating in discussions is the key to success in this course.
Students work in teams, so coordinating teamwork will be an important factor for success.
Reading the provided materials is mandatory, as lectures will mainly consist of discussions and reflections not slides or reading from scratch.
The main assignment in the course is Market research paper which is supposed to be useful not only for this course but s a basis for future business oriented courses

Resources, literature and reference materials

Open access resources

  • - article with reflections on the methodology book on the 55 typical business models
  • - a book with instructions on how to communicate with your potential users. How to conduct interviews so that you understand what the client wants to say and not what you want to hear.
  • - the case book on the Jobs To Be Done. With JTBD, we can make predictions about which products will be in demand in the market and which will not. The idea behind the theory is that people don't buy products, but "hire" them to perform certain jobs.
  • A selection of with a summary of key ideas from Harvard Business Review
  • F. Sesno "" - the book on how to get information out of people through questions.
  • a visual guide book to dealing with your inner procrastinator

Closed access resources

  • Crunchbase.com
  • Statista.com

Software and tools used within the course

  • Boardofinnovation.com
  • Miro.com
  • Notion.com
  • MS Teams

Teaching Methodology: Methods, techniques, & activities

Activities and Teaching Methods

Teaching and Learning Methods within each section
Teaching Techniques Section 1 Section 2 Section 3 Section 4 Section 5 Section 6 Section 7
Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) 1 1 1 1 1 1 1
Project-based learning (students work on a project) 1 1 1 1 1 1 1
Differentiated learning (provide tasks and activities at several levels of difficulty to fit students needs and level) 1 1 1 1 1 1 1
Contextual learning (activities and tasks are connected to the real world to make it easier for students to relate to them); 1 1 1 1 1 1 1
Business game (learn by playing a game that incorporates the principles of the material covered within the course). 1 1 1 1 1 1 1
inquiry-based learning 1 1 1 1 1 1 1
Activities within each section
Learning Activities Section 1 Section 2 Section 3 Section 4 Section 5 Section 6 Section 7
Interactive Lectures 1 1 1 1 1 1 1
Lab exercises 1 1 1 1 1 1 0
Group projects 1 0 0 0 0 1 1
Flipped classroom 1 1 1 1 1 1 0
Discussions 1 1 1 1 1 1 1
Presentations by students 1 0 1 0 0 0 1
Oral Reports 1 0 1 0 0 0 1
Cases studies 0 1 0 1 1 1 0
Experiments 0 0 1 0 0 0 0
Written reports 0 0 1 0 0 1 0
Individual Projects 0 0 0 1 0 0 0
Peer Review 0 0 0 0 0 0 1

Formative Assessment and Course Activities

Ongoing performance assessment

Section 1

Activity Type Content Is Graded?
Discussion Difference between Art and Creativity. Examples from your personal experience
Tools to manage your attention: work with exercises above
Is it true that an ideation stage is the very first step to take when starting your own business? If not, what needs to be done before?
Idea diary: share your experience, was it useful? How to keep motivation to continue?
Sharing your business ideas: is it risky for a founder? Why?
Name and discuss principles of hypothesis thinking
Name and comment on ideation tool you know. Did you have an experience with it?
Where to take creativity? Your advice
Lets find examples of “Steal like an artist” approach among startups
Create a list of 5 business ideas you have ever had in your mind. Choose 1 and make an exhaustive list of the problems that are associated with the proposed business idea.		 0
Workshop Break into teams, choose from the list below 1 tool to work with. Use the templates to create new business ideas. Summarize the results. Share your results and experience of using the template with other teams 1
Exercise Start an "Idea diary" (not necessarily business ideas): create a convenient place for notes (notion, pinterest, instagram, paper notebook, etc.). Note the time/place/circumstances of ideas coming, learn to write down ideas. Draw conclusions from 1 week's work: where, when, how, why new ideas arise and whether you can manage their flow. 0

Section 2

Activity Type Content Is Graded?
Discussion What are the basic steps in market research?
What are the commonly used market research methods?
What research question types can be asked in surveys?
Should startup prefer primary or secondary research?		 0
Workshop SWOT analysis: compare your business idea with competitors and market situation
Get familiar with industry trends and reports: Find and create a list of 3 to 5 business research papers or trend reports in your industry		 0
Home written assignment Market research doc: create a structure that is:
1-2 pages long
Describes your business idea
Contains the structure of your future research
Contains a list of questions to answer during the research for each chapter proposed
Contains links and references to data sources potentilly interesting to use in a research
Its feasible: it should be a chance you may answer all the questions stated in the doc
The doc format is designed and well structured		 1

Section 3

Activity Type Content Is Graded?
Oral test Good or bad interview question?
Useful or useless feedback?		 0
Workshop Work on your customer profile using the Persona template. Make a client interview script with the help of the Problem-validation-script. 1
Case study Watch the video with the case study. This is an example of HOW NOT to take a customer discovery interview. Discuss what went wrong? 0

Section 4

Activity Type Content Is Graded?
Workshop Estimate your target market using the TAM-SAM-SOM template in MIRO. Explain the data. 1
Case study Learn a market sizing case: online babysitting service 0

Section 5

Activity Type Content Is Graded?
Workshop Use 3 tools from this lesson's theory that you are least familiar with or have not used at all. From each source, take one insight on the state of your project's market. (For example, the total size of your target market, a leading competitor, number of users, or a growing trend) 0
Oral presentation Take one tool from the list below and create a “how-to” guide to the service for your classmates. The guide could be done in a form of 1) video-instruction 2) text 3) visualized scheme 4) presentation. The guide must answer how to use a tool and give an example of its use on concrete case study. Studying the guide should take your reader not mach then 15 min. 1

Section 6

Activity Type Content Is Graded?
Workshop Exercises:
Personal SWOT Analysis
List of Personal Achievements
Analysis of Motivating Activities
Your Personal Vision		 0

Section 7

Activity Type Content Is Graded?
Pitch session The final Market Research report should follow the structure discussed
Content of the oral presentation may include: business description, market overview, main sources used in the research, competitors overview, monetization opportunity, market size, further stages of research or business work, team, comments on some challenges during the work		 1

Final assessment

Section 1

  1. For the final assessment, students should complete the Market Research paper.
  2. It should follow the market research paper structure, contain information about market volume (TAM SAM SOM), data must be gathered with help of data sources learnt.
  3. The paper should refer to market potential and give the basis to make business decisions, answer questions on how to start and develop your idea, what is your business model, target customer persona, product MVP etc.
  4. Grading criteria for the final project presentation:
  5. Market sizing has been carried out
  6. Customer segments are named
  7. Сompetitor analysis has been conducted
  8. At least 2 prominent data sources are used
  9. Customer discovery interviews conducted
  10. Future steps are mapped out
  11. The final report is visualized clearly and transparent

Section 2

Section 3

Section 4

Section 5

Section 6

Section 7


The retake exam

Section 1

  1. For the retake, students have to submit the results of the market sizing exercise with the TAM SAM SOM method in the form of a visual framework studied.

Section 2

Section 3

Section 4

Section 5

Section 6

Section 7

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