THE SCIENCE RESEARCH

Bureau of Secondary Education

Department of Education
May 2008
Planning the Science Research

lIdentifying the problem;

lIdentifying the variables;
lFormulating the hypothesis; and
lPlanning the experimental procedure
l
l
Identifying the Research Problem

lFinding a Research Topic

¡Hardest part of a science research
¡Need to focus on topics which are interest to
you
¡Select a question that is going to be
interesting to work on for at least a month
or two, and;
¡A question that is specific enough to allow
you to find the answer with a simple
experiment.
Some characteristics of a good science
fair project question:
lThe question should be interesting
enough to read about then work on for
the next couple months.
lThere should be at least 3 sources of
written information on the subject. You
want to be able to build on the
experience of others!
 Now, for something like a science fair
project, it is important to think ahead. This
will save you lots of unhappiness later.
Imagine the experiment you might perform
to answer your question. How does that
possible experiment stack up against
these issues?
lThe experiment should measure changes to
the important factors (variables) using a
number that represents a quantity such as a
count, percentage, length, width, etc. Or, just
as good might be an experiment that
measures a factor (variable) that is simply
present or not present.
lYour must be able to control other factors that
might influence your experiment, so that you
can do a fair test. A “fair test” occurs when
you change only one factor (variable) and
keep all other conditions the same.
lIs your experiment safe to perform?
lDo you have all the materials and equipment
you need for your science fair project, or will
you be able to obtain them quickly and at a
very low cost?
lDo you have enough time to do your experiment
before the science fair?
lDoes your science fair project meet all the rules
and requirements for your science fair?
lHave you avoided the bad science fair projects
listed in the table? (the Slide after the next)
 Some science fair projects that
involve human subjects, vertebrate
animals or animal tissue, pathogenic
agents, DNA, or controlled or hazardous
substances, need approval from DOST
before you start experimentation.
Some examples of good science fair
project questions are the following:
lHow does water purify affect surface
tension?
lWhen is the best time to plant soy beans?
lHow does arch curvature affect load
carrying strength?
lHow do different foundations stand up to
earthquakes?
 Examples of bad science research topics that you should
avoid are the ff:
Science Project Topics to Avoid Why
Any topic that boils down to a simple Such experiments don’t involve the
preference or taste comparison. For ex., kinds of numerical measurements we
“Which tastes better: Coke or Pepsi? want in a science fair project. They are
more of a survey than an experiment.

Most consumer product testing of the
“Which is best?” type. This includes
comparisons of popcorn, bubblegum,
make-up, detergents, etc.
There projects only have scientific
validity if the Investigator fully
understand the science behind why the
product works and applies that
understanding to the experiment. While
many consumer products are easy to use,
the science behind them is often at the
level of a graduate student in college.

Any topic that requires people to recall The data tends to be unreliable.
things they did in the past.
Science Project Topics to Avoid Why
Effect of colored light on plants
Effect of music or talking on
plants.
Effect of running, music, video
games, or almost anything on
blood pressure
Effect of color on memory,
emotion, mood, taste, strength,
etc.
Several people do this project at
almost every science fair. You can
be more creative!
Difficult to measure.
The result is either obvious (the
heart beats faster when you run) or
difficult to measure with proper
controls (the effect of music).
Highly subjective and difficult to
measure.
Science Project Topics To Avoid Why

Any topic that requires measurements that Without measurement, you can’t do science.
will be extremely difficult to make or
repeat, given your equipment.

Graphology or handwriting analysis Questionable scientific validity

Astrology or ESP No scientific validity

Any topic that requires dangerous, hard to Violates the rules of virtually any science
find, expensive, or illegal materials. fair.

Any topic that requires drugging, pain or Violates the rules of virtually any science
injury to a live vertebrate animal. fair.

Any topic that creates unacceptable risk Violates the rules of virtually any science
(physical or psychological) to a human fair.
subject.
Any topic that involves collection of tissue Violates the rules of virtually any science
samples from living humans or vertebrate fair.
animals.
Finding Information on Your
Research Topic
lYou can tap several sources from your
immediate environment.
lYou can talk to other people with more
experience than yourself: your mentors,
parents, and teachers.
lRecord your sources and take good notes
as you go.
 Today, savvy researchers use their
library and Internet to do background
research to help them find the best way to
do things. You want to learn from the
experience of others rather than blunder
around and repeat their mistakes.
Library Research

One of the most valuable resources
at the library is not a book, but a person.
Public librarians, college librarians and
certified school librarians are specially
trained to teach information literacy.
Librarians are excellent sources for
organizing research, for teaching how to
search, how to read and use citations,
how to narrow down web searches, and
how to winnow out the good from the bad.
lThe best place to start your background
research is by looking up your keywords
in an encyclopedia, dictionary, or
textbook.
lRead the background information and
note any useful sources listed in the
bibliography at the end of the
encyclopedia article or dictionary entry.
lYou can also check the subject headings
of books and articles as you look them
up in the library catalog.
lPeriodicals are printed material like
magazines and newspapers. Depending
on your topic, they may also contain
useful information. You can look up your
keywords in a printed index available in
your library.
lIf your library is subscribed to online
resources, you can gain access to
information unattainable in any other
way.
Internet Research
 There are 2 primary ways to search
for information on the internet.
1.To use a search engine such as Google or
Yahoo!
2.To search using a subject portal.
 Search engines try to
index everything on the
internet.

 Subject portals list just a

small portion of the information on
the Internet, but the sites listed
have been checked for relevance.
Two popular subject portals:
lLibrarian’s Index to the Internet
lWWW Virtual Library


 You can begin by entering your

keywords one at a time to search for
information in the search engines and
subject portals; however, this will
probably bring up too much irrelevant
information.
 If you want some advanced tips on
using the Internet to find information, here
are two good sites. There is valuable
information here even for people who think
that they are good at Internet searching.
lhttp://www.lib.berkeley.edu./TeachingLib/Guid
A tutorial offered by the Teaching
Library at the University of California at
Berkeley.
lLibrarians’ Index to the Internet: Internet
Guide and Search Tools. Check out the
tips in “Internet Searching.”
l
 To do an internet search for books
containing information about a specific
science fair project, the Science Fair Project
Index is a great place to start. The Index is
designed to allow the user to locate a
particular experiment by the general topic;
by keywords in the experiment title or book
information; by grade level; by the materials
or equipment employed; or by the principle
demonstrated.
lhttp://www.ascpl.lib.oh.us/scifair/
l

Finding Too Much or Too Little
Information
 If you are finding too much
information, for example pages and pages
of irrelevant hits on Google or a periodical
index, you need to narrow your search.
You can narrow your search by borrowing
some of the terms in your research
questions.
 If you aren’t finding enough
information, you need to simplify your
search.
 Most online search engines and
periodical guides have instructions about
how to narrow and broaden searches.
Just read the instructions for help.

 In the end, never forget that your
goal is to find information to answer the
research questions you asked about your
topic. Don’t stop looking until you have
sources that will answer your questions!
Be sure to ask for help from mentors,
parents, and teachers if you’re having
trouble.
Identifying the Variables

lVariable – is any factor, trait, or condition

that can exist in differing amounts or
types.
 An experiment usually has three
kinds of variables: independent,
dependent, and controlled.
lIndependent variable – one that is
changed by the scientist. To insure a fair
test, a good experiment has only one
independent variable.
lDependent variable – one which can not
be changed in order to see how it
responds to the changed made to the
independent variable.
lControlled variable – quantity that a
scientist wants to remain constant.
 In a good experiment, the
investigator must be able to measure the
values for each variable. Weight or mass
is an example of a variable that is very
easy to measure.
 In some experiments, it is not
possible to demonstrate that a change in
the independent variable causes a change
in the dependent variable. Instead one
may only be able to show that the
independent variable is related to the
dependent variable. This relationship is
called correlation.
 One of the most common reasons to
see a correlation is that “intervening
variables are also involved which may give
rise to the appearance of a possibly direct
cause-and-effect relationship, but which
upon further investigation turn out to be
more directly caused by some other
factor” (Wikipedia, 2006).
 Examples of Variables
Question Independent Dependent Controlled Variables
Variable Variable (What I keep the same)
(What I (What I observe)
change)
How much Water faucet Amount of water The Faucet
water flows opening flowing measure Water pressure, or how
through a (closed, half in liters per much the water is “pushing”
faucet at open, fully minute
different open) “Different water pressure
openings? might also cause different
amounts of water to flow
and different faucets may
behave differently, so to
insure a fair test I want to
keep the water pressure and
the faucet the same for each
Question Independent Dependent Controlled Variables
Variable Variable (What I keep the same)
(What I (What I
change) observe)
Does Amount of Growth of the Same size pot for each plant
fertilizer fertilizer plant measure Same type of plant in each pot

make a measured in by its height Same type and amount of soil in

plant grow grams Growth of the each plot

bigger? plant measure Same amount of water and light

by the number Make measurements of growth

of leaves for each plant at the same time

See Measuring

Plant Growth “The many variables above can

for more ways each change how fast a plant
to measure grows, so to insure a fair test of
plant growth the fertilizer, each of them must
be kept the same for every pot.”
Question Independent Dependent Controlled Variables
Variable Variable (What I keep the same)
(What I (What I observe)
change)
Does an Voltage of the Speed of rotation Same motor for every test
electric electricity measured in The motor should be doing

motor turn measured in revolutions per the same for each test
faster if you volts minute (RPMs) (turning the same wheel,
increase the propeller or whatever)
voltage? 

“The work that a motor

performs has a big impact on
its speed, so to insure a fair
test, I must keep that
variable the same.”
Formulating the Hypothesis
Hypothesis – educated guess about the


answer to your question.

lThe hypothesis must be worded so that it can
be tested in your experiment. Do this by
expressing the hypothesis using your
independent and dependent variables. In
fact, many hypotheses are stated exactly
like this: “If a particular independent
variable is changed, then there is also a
change in a certain dependent variable.”
Sample Hypotheses

l“If I open the faucet [faucet opening is the

independent variable]. Then it will
increase the flow of water [flow of water
is the dependent variable].”
l“If a plant receives fertilizer [having
fertilizer is the independent variable],
then it will grow to be bigger than a plant
that does not receive fertilizer [plant size
is the dependent variable].”
 Notice that in each of the example it
will be easy to measure the independent
variables. This is another important
characteristic of a good hypothesis. If we
can readily measure the variables in the
hypothesis, then we say that the
hypothesis is testable.
Planning the Experimental Procedure
 The first step in designing your
experimental procedure involves planning
on how you will change your independent
variable and how you will measure the
impact that this change has on the
dependent variable.
 To guarantee a fair test when you are
conducting your experiment, you need to
make sure that the only thing you change
is the independent variable. And, all the
controlled variables must remain constant.
Only then can you be sure that the change
you make to the independent variable
actually caused the changes you observe
in the dependent variables.
 Scientists run experiments more than
once to verify that results are consistent.
In other words, you must verify that you
obtain essentially the same results every
time you repeat the experiment with the
same value for your independent variable.
This insures that the answer to your
question is not just an accident.
 Each time that you perform your
experiment is called a run or a trial. So,
your experimental procedure should also
specify how many trials you intend to run.
 In some experiments, you can run
the trials at once. For example, if you’re
growing plants, you can put three identical
plants (or seeds) in three separate pots
and that would count as three trials.
 In experiments that involve testing or
surveying different groups of people, you
will not need to repeat the experiment
multiple times. However, in order to insure
that your results are reliable, you need to
test or survey enough people to make
sure that your results are reliable.
Two types of trial groups
1. Experimental group – consists of the
trials where you change the independent
variable.
Ex: If your question asks whether fertilizer

makes a plant grow bigger, then the

experimental group consists of all trials in
which the plants receive fertilizer.
2. Control group – consists of all trials
where you leave the independent variable
in its natural state.
 In our example, it would be important
to run some trials in which the plants get
no fertilizer at all. These trials with no
fertilizer provide a basis for comparison,
and would insure that any changes you
see when you add fertilizer are in fact
caused by the fertilizer and not something
else.
 However, not every experiment is like
our fertilizer example. In another kind of
experiment, many groups of trials are
performed at different values of the
independent variable.

 For example, if your question asks
whether an electric motor turns faster if
you increase the voltage, you might do an
experimental group of three trials at 1.5
volts, another group of three trials at 2.0
volts, three trials at 2.5 volts, and so on. In
such an experiment, you are comparing
the experimental groups to each other,
rather than comparing them to a single
control group.
 Whether or not your experiment has
a control group, remember that every
experiment has a number of controlled
variables. Controlled variables are those
variables that we don’t want to change
while we conduct our experiment, and
they must be the same in every trial and
every group of trials.
Key Elements of the Experimental
Procedure
lDescription and size of all experimental
and control groups, as applicable
lA step-by-step list of everything you must
do to perform your experiment.
lThe experimental procedure must tell how
you will change your one and only
independent variable and how you will
measure that change.
lThe experimental procedure must explain
how you will measure the resulting
change in the dependent variable/s.
lIf applicable, the experimental procedure
should explain how the controlled
variables will be maintained at a
constant value.
lThe experimental procedure should
specify how many times you intend to
repeat your experiment, so that you can
verify that your results are reproducible.
lA good experimental procedure enables
someone else to duplicate your
experiment exactly.
Where will you conduct your
experiment?
 You may need a lot of room for your
experiment or you may not be able to
more your experiment around from place
to place. If you are working with human or
animal subjects, you may need a location
that is quiet. You will need to think about
these limitations before you start your
experiment so you can find a location in
advance that will meet your needs.
Conducting the Science Research
 The second step in the science
research process is conducting the
research consisting of:
 1. Preparing for the conduct of the
experiment;
 2. Constructing the data table; and
 3. Conducting the experiment.


l
l
Preparing for the Conduct of the
Experiment
lKnow what to do.
lGet a laboratory notebook for taking notes
and collecting data.
lBe prepared. Collect and organize all
materials, supplies and equipment you
will need to do the experiment.
lThink ahead about safety!
Preparing the Data Table
 Prepare a data table in your
laboratory notebook to help you collect
your data. A data will ensure that you are
consistent in recording your data and will
make it easier to analyze your results
once you have finished your experiment.
 Sample Data Table
Trial Faucet Opening Water Flow
(the Independent (the Dependent Variable)
Variable)
#1 ¼ open [Write your date in this column as
you make measurements during your
experiment.]
#2 ¼ open

#3 ½ open

#4 ½ open

#5 Fully open

#6 Fully open
Conducting the Actual Experiment
 It is very important to take very detailed
notes as you conduct your experiments. As
addition to your data, record your observations
as you perform the experiment. Write down any
problems, anything you do that is different from
planned, ideas that come to mind, or interesting
occurrences. Be on the lookout for the
unexpected. Your observations will be useful
when you analyze your data and draw
conclusions.
lKeep a lab notebook so that all your
information is kept in one place. The
data that you record will be the basis for
your science research final report and
your conclusions.
lIf possible, take pictures of your
experiment along the way.
lRemember to use numerical
measurement as mush as possible. If
your experiment also has qualitative
data, then take a photo or draw a picture
of what happens.
lBe as exact as possible about the way
you conduct your experiment, especially
in following your experimental
procedure, taking your measurements,
and note taking.
lIn fact, it’s a good idea to do a quick
preliminary run of your experiment.
Show your preliminary data to your
teacher, and make revisions to your
experimental procedure if necessary.
 Stay organized and be safe. Keep
your workspace clean and organized as
you conduct your experiment. Keep your
supplies within reach. Use protective gear
and adult supervision as needed. Keep
any chemicals away from pets and
younger brothers or sisters.
Processing the Results of the
Experiment

STEPS:


1.Classifying data;
2.Calculating and summarizing data; and
3.Interpreting data.
Classifying Data

lQuantitative data – based on

measurements and use a scale of equal
interval.
lQualitative data – gathered using
nonstandard scale or unequal intervals
or discrete categories.
Both quantitative and qualitative data
can further be sub-divided into 4 scales
of measurement.

1.Nominal data – data placed in discrete

categories which can not be ranked in
ascending and descending order.
2.Ordinal data – data placed into categories
that can be ranked or ordered in the
ascending or descending manner.
3. Interval data – data collected using a
scale with equal interval but no absolute
zero value.
4. Ratio data – data collected using a scale

of equal and an absolute zero value.

Calculating and Summarizing Data

 A spreadsheet program such as

Microsoft Excel may be a good way to
perform calculations, and then later the
spreadsheet can be used to display the
results. Be sure to label the rows and
columns.
 You should have performed multiple
trials of your experiment. Think about the
best way to summarize your data. You
may want to calculate the average for
each group of trials, or summarize the
results in some other way such as ratios,
percentages, or error and significance.
Perform any calculations that are necessary
for you to analyze and understand the data
from your experiment.

lUse calculations from known formulas

that describe the relationships you are
testing.
lPay careful attention because you may
need to convert some of your units to do
your calculation correctly. All of the units
for a measurement should be of the
same scale.
 Graphs are often an excellent way to
display your results.
For any type of graph:


lGenerally, you should place your independent

variable on the x-axis of your graph and the
dependent variable on the y-axis.
lBe sure to label the axes of your graph – don’t
forget to include the units of measurement.
lIf you have more than one set of data, show
each series in a different color or symbol and
include a legend with clear labels.
l
Few of the Possible Types of Graphs
 A bar graph might be appropriate for
comparing different trials or different
experimental groups. It also may be a
good choice if your independent variable
is not numerical. (In Microsoft Excel,
generate bar graphs by choosing chat
types “Column” or “Bar”.)
Example
Time-series plot – can be used if your


independent variable is numerical and

your independent variable is time.


 In MS Excel, the “line graph” chart type

generates a time series. By default, Excel puts a
count on the x-axis. To generate a time series plot
with your choice of x-axis units, make a separate
data column that contains those units next to your
dependent variable. Then choose the “XY (scatter)”
chart type, with a sub-type that draws line.)
Example:
X-Y Line Graph – shows the relationship


between your dependent and independent

variables when both are numerical and the
dependent variable is a function of the
independent variable.


 In MS Excel, choose the “XY (scatter)”

chart type, and then choose a sub-type that
does draw a line.
Example:
Scatter plot – might be the proper graph if


you’re trying to show how two variables

may be related to one another.


 In MS Excel, choose the “XY (scatter)”

chart type, and then choose a sub-type that
does not draw a line.
Example:
Interpreting Data
Steps:


1. Write a topic sentence stating the independent

and dependent variables giving reference to
your tables and graphs.
2. Write a sentence comparing the measure of
central tendency of the collected data.
3. Write a sentence describing the variations; and
4. Write a statement on how the data support the
hypothesis.
Evaluating the Science Research

It is the last step of the science
research process which involves
drawing conclusions and formulating
recommendations.
Drawing Conclusions and
Recommendations
lYour conclusions will summarize whether
or not your science research support or
contradict your original hypothesis.
lIf the results of your science experiment
did not support your hypothesis, don’t
change or manipulate your results to fit
your original hypothesis, simply explain
why things did not go as expected.
lScientific research is an ongoing process,
and by discovering that your hypothesis
is not true, you have already made huge
advances in your learning that will lead
you to ask more questions that lead to
new experiments. Science fair judges
do not care about whether you prove or
disprove your hypothesis; they care
how much you learned.