2007
Three
Steps to a Topic
So
you’ve decided to enter the science fair, but you are not sure where to begin.
The first step, coming up with your project idea, could be the most important.
Just remember, you’ll have a lot more fun (and probably learn more) if you
start with a topic that interest you! Here are a few hints for coming up with a
project idea:
1.
Think of a topic you are interested in. For example:
2.
Of course, you could develop a hundred projects on any one of those topics. Now
try to focus on one aspect of one topic in particular. For example:
3.
That’s much better! Now use this same idea, but be more specific. What would
you really like to figure out or show? Think of the most exact information you
can discover and be very specific. In science,, information has to be exact if
it’s really going to matter. For example:
Scientific
Method
A
science project is an investigation using the scientific method to discover the
answer to a scientific problem. Before starting your project you need to
understand the scientific method. This section uses examples to illustrate and
explain the basic steps of the scientific method. The scientific method is the
“tool” that scientists use to find the answers to questions. It is the process
of thinking through the possible solutions to a problem and testing each
possibility to find the best solution. The scientific method involves the
following steps: doing research, identifying the problem, stating a hypothesis,
conducting projects experimentation, and reaching a conclusion.
Research
Research
is the process of collecting information from your own experiences,
knowledgeable sources, and data from exploratory experiments. Your first
research is used to select a project topic. This is called topic research. For
example, you observe a black growth on bread slices and wonder how it got
there. Because of the experience, you decide to learn more about mold growth.
Your topic will be about fungal reproduction. (Fungal refers to plant-like
organisms called fungi, which cannot make their own food. And reproduction is
the making of a new offspring.) CAUTION: If you are allergic to mold, this is
not a topic you would investigate. Choose a topic that is safe for you to do.
After
you have selected a topic, you begin what is called project research. This
research to help you understand the topic, express a problem, propose a
hypothesis, and design one or more project experiments designed to test the
hypothesis. An example of project research would be to place a fresh loaf of
white bread in a breadbox and observe the bread over a period of time as an
exploratory experiment. The result of this experiment and other research give
you the needed information for the next step – identifying the problem.
Do use many references from printed
sources – books, journals, magazines, and newspapers – as well as electronic
sources – computer software and online services.
Do gather information from
professionals – instructors, librarians, and scientists, such as physicians, and
veterinarians.
Do perform other exploratory
experiments related to your topic.
Problem
The
problem is the scientific question to be solved. It is best expressed as an
“open-ended” question, which is a question that is answered with a statement,
not just a yes or a no. For example, “How does light affect the reproduction of
bread mold on white bread?
Do limit your problem, Note that the
previous question is about one life process of molds – reproduction; one type
of mold – bread mold; one type of growth – light. To find the answer to a
question such as “How does light affect molds? would require that you test
different life processes and an extensive variety of molds.
Do choose a problem that can be solved
experimentally. For example, the question “What is a mold?” can be answered by
finding the definition of the work mold in the dictionary. But, “At room
temperature, what is the growth rate of bread mold on white bread?” is a
question that can be answered by experimentation.
Hypothesis
A
hypothesis is an idea about the solution to a problem, based on knowledge and
research. While the hypothesis is a single statement, it is the key to a
successful project. All of your project research is done with the goal of
expressing a problem, proposing an answer to it (the hypothesis_, and designing
project experimentation. Then all of your project experimenting will be
performed to test the hypothesis. The hypothesis should make a claim about how
two factors relate. Fore example, in the following sample hypothesis, the two
relating factors are light and bread mold growth. Here is one example of a
hypothesis for the earlier problem question:
“I
believe that bread mold does not need light for reproduction on white bread. I
base my hypothesis on these facts:
Do state facts from past experiences or
observations on which you base your hypothesis.
Do write down your hypothesis before
beginning the project experimentation.
Don’t change your hypothesis even if
experimentation does not support it. If time permits, repeat or design the
experiment to confirm your results.
Project
Experimentation
Project
Experimentation is the process of testing a hypothesis. The things that have an
effect on the experiment are called variables. There are three kinds of
variables that you need to identify in your experiments: independent,
dependent, and controlled.
The
independent variable is the variable
you purposely manipulate (change). The dependent
variable is the variable that is being observed, which changes in response
to the independent variable. The variables that are not changed are called controlled variables.
The
problem in this section concerns the effect of light on the reproduction of
bread mold. The independent variable for the experiment is light and the
dependent variable is bread mold reproduction. A control is a test in which the
independent variable is dept constant in order to measure changes in the
dependent variable. In a control, all variables are identical to the
experimental setup – your original setup – except for the independent variable.
Factors that are identical in both the experimental setup and the control setup
are the controlled variables. For example, prepare the experiment by placing
three or four loaves of white bread in cardboard boxes the size of a breadbox,
one loaf per box. Close the boxes so that they receive no light. If, at the end
of a set time period, the mold grows, you might decide that no light was needed
for mold reproduction. But, before making this decision, you must determine
experimentally if the mold would grow with light. Thus, control groups must be
set up of bread that receives light throughout the testing period. Do this be
placing an equal number of loves in comparable-size boxes, but leave them open.
The
other variables for the experimental and control setup, such as the
environmental conditions for the room where the boxes are places – temperature
and humidity – and the brand of the breads used must be kept the same. These
are controlled variables. Note that when designing the procedure of your
project experiment, you measure the amount of mold growth; you might draw
1/2-inch (1cm) squares on a transparent sheet of plastic. This could be placed
over the bread, and the number of squares with mold growth could be counted.
Also, as it is best to perform the experiment more than once, it is also good
to have more that one control. You might have one control for every
experimental setup.
Do have only one independent
variable during an experiment.
Do repeat the experiment more than
once to verify your results.
Do have a control.
Do have more than one control, with
each being identical.
Do organize data (See A Sample
Project for information on organizing data from experiments.)
Project
Conclusion
The
project conclusion is a summary of the results of the project experimentation
and a statement of how the results relate to the hypothesis. Reasons for
experimental results that are contrary to the hypothesis are included. If
applicable, the conclusion can end by giving ideas for further testing.
If your
results do not support your hypotheses:
Don’t change your hypothesis.
Don’t leave out experimental results
that do not support your hypothesis.
Do give possible reasons for the
difference between your hypothesis and the experimental results.
Do give ways that you can experiment
further to find a solution.
If your
results support your hypothesis:
You
might say, for example, “As stated in my hypothesis, I believe that light is
not necessary during the germination of bean seeds. My experimentation supports
the idea that bean seeds will germinate without light. After seven days, the
seeds tested were seen growing in full light and in no light. It is possible
that some light reached the “no light” containers that were placed in a dark
closet. If I were to improve on this experiment, I would place the “no light”
containers in a light-proof box and/or wrap them in a light-proof material,
such as aluminum foil.”
Safety
Basically,
anything that is or could be hazardous to other students or the public is
prohibited and cannot be displayed. The following is a list of things
unacceptable for display. Your project topic should be approved by your teacher
before you begin. This prevents you form working on an unsafe project and from
wasting time on a project that would be disqualified. Models or photographs can
be used instead of things that are restricted from display.
Unacceptable
for Display
Dos
and Don’ts
Do
use computer-generated graphs.
Do
display photos representing the procedures and the results.
Do
use contrasting colors
Do
limit the number of colors used.
Do
display models when applicable. If possible, make the models match the color
scheme of the blackboard.
Do
attach charts neatly. If there are many, place them on top of each other so
that the top chart can be lifted to reveal the ones below.
Do
balance the arrangement of materials on the backboard. This means evenly
distributing the materials on the board so that they cover about the same
amount of space on each panel.
Do
use rubber cement or double-sided tape to attach papers. White school glue
causes the paper to wrinkle.
Don’t
leave large empty spaces on the backboard.
Don’t
leave the table in front of the backboard empty. Display your models (if any),
report, copies of your abstract, and your journal here.
Don’t
hand electrical equipment on the backboard so that the electric cord runs down
the front of the backboard.
Don’t
make the title or headings hard to read by using uneven lettering, words with
letters of different colors, or disorganized placement of materials.
Don’t
handprint the letters on the backboard.
Don’t
attach folders that fall open on the backboard.
Don’t
make mistakes in spelling words or writing formulas
Example
of a tri-fold set up – given in class.