Experimental Design Project Packet
For IPC Students
Every student that is enrolled in IPC is required to do an
experimental design project (with or without science fair entry).
The most difficult aspect of the experimental design assignment
is to decide on a project that is interesting, do-able, grade-level
appropriate, and with real-world applications.
NAME______________________________________________
Class Period_____________
RATIONALE FOR EXPERIMENTAL DESIGN PROJECT
Science is a way of learning about the natural world. Students should know how science has built
a vast body of changing and increasing knowledge described by physical, mathematical and
conceptual models. All of what we know was first “learned” through scientists applying scientific
methods to a question. Scientists develop investigations to answer those questions. Investigations
are used to learn about the natural world. Students should understand that certain types of
questions can be answered by investigations, and that methods, models, and conclusions built
from the investigations change as new observations are made.
The TEKS for all grades begin with an explanation of processes and skills required for investigation
of the nature of science. Therefore, Fairmont Jr High requires a student-designed project to enrich
and extend the Texas TEKS throughout our advanced science class.
Through this project, the student will demonstrate mastery of the following science process skills
listed as TEKS:
 The student, for at least 40% of instructional time, conducts laboratory and field investigations
using safe, environmentally appropriate, and ethical practices. The student is expected to:
(A) demonstrate safe practices during laboratory and field investigations;
(B) demonstrate an understanding of the use and conservation of resources and the
proper disposal or recycling of materials.
 The student uses scientific methods during laboratory and field investigations. The student is
expected to:
(A) know the definition of science and understand that it has limitations, as specified in
subsection (b)(2) of this section;
(B) plan and implement investigative procedures, including asking questions, formulating
testable hypotheses, and selecting equipment and technology;
(C) collect data and make measurements with precision;
(D) organize, analyze, evaluate, make inferences, and predict trends from data; and
(E) communicate valid conclusions.
 The student uses critical thinking, scientific reasoning, and problem solving to make informed
decisions. The student is expected to:
(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using
empirical evidence, logical reasoning, and experimental and observational testing,
including examining all sides of scientific evidence of those scientific explanations, so as to
encourage critical thinking by the student;
(B) communicate and apply scientific information extracted from various sources such as
current events, news reports, published journal articles, and marketing materials;
(C) draw inferences based on data related to promotional materials for products and
services;
(D) evaluate the impact of research on scientific thought, society, and the environment;
(E) describe connections between physics and chemistry and future careers; and
(F) research and describe the history of physics and chemistry and contributions of
scientists.
Experimental Design vs. Science Fair
There really is a difference between experimental design and science fair. Experimental design
includes processes that form the basis for all of science. Science fair is a competition. The
differences in more detail:
The science process skills provide:
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The means to answer scientific questions so that the answers will withstand scrutiny of
other scientists;
The means to analyze the work of other scientist to determine if their work and
conclusions are accurate; and
The critical thinking, scientific reasoning and problem solving to make informed decisions.
These skills are critical for all of our students to have as we move further into the 21 st century and
a global society and economy.
The previous page lists the TEKS emphasizing the science process skills that all students from
grade 6 up are expected to be able to do. Throughout the year, students in regular 8th grade
science and in IPC will work with these skills as they learn about the science concepts that have
resulted from those investigations. Within the classroom, students work in groups to develop
their expertise in using these skills. The experimental design project asks the IPC students to carry
it to the next level by practicing their skills independently. One time this year, students get to
select a questions they are interested in and design their own experiment to determine the
answer using good science methodology. That is real science….and it is not easy!
Some students choose to compete in the science arena. The competition is called science fair.
Students may be encouraged to participate, but it is not a requirement.
There are benefits that come from the process. Many college applications now ask students to
discuss independent research that they have done; students that have completed the
experimental design project have an easy time answering that questions. Success at the regional
level, the Science Engineering Fair of Houston, and higher levels of competition offer recognition
that can be included on college applications. Sometimes there are cash awards and scholarships
for winning projects.
Proper project selection can go fair in making the process interesting and exciting. Yet it is
definitely the most difficult part of the process. This booklet is designed to make the process a bit
less painful, to offer ideas on where to look for projects ideas. It is an opportunity for parents to
help mentor their young scientists while maintaining that balance of keeping their hands off.
Project Idea Sources Checklist
Selecting a topic for research is the most difficult step in the entire project. You want to select a
topic that will be challenging, grade-level appropriate, and will keep you interested during the
entire time you are working on it.
1. One way to think of a topic is to think about all the different areas of science, math and
engineering where experimental design is used. Below is a list of science, math and
engineering categories along with topics in each. Find three categories below that interest you
and circle topics that you might want to consider for research.
Animal Science- includes animal genetics, ornithology, ichthyology, herpetology, entomology,
animal ecology, paleontology, cellular physiology, animal biorhythms, cytology, histology, animal
physiology, neurophysiology, invertebrate biology, etc.
Behavioral/Social Sciences- includes psychology, sociology, anthropology, archeology, ethiology,
ethnology, linguistics, animal behavior (learned or instinctive), learning, perception, urba
problems, gerontology, reading problems, public opinion surveys and educational testing, etc
Biochemistry/microbiology- includes molecular biology, molecular genetics, enzymes,
photosynthesis, protein chemistry, food chemistry, hormones, bacteriology, virology, etc.
Chemistry- includes physical chemistry, organic chemistry, material, plastics, soil chemistry, etc.
Computers-includes new developments in software or hardware, information systems, computer
systems organization, and data
Earth/Space Science- includes geology, geophysics, physical oceanography, meterology,
seismology, petroleum, mineralogy, topography
Energy/Transportation- Aerospace, aerodynamics, alternative fuels, fossil fuels, green energy,
vehicle development, renewable energies
Environmental Science- includes pollution (air, land water), pollution sources and their control,
waste disposal, impact studies, ecology
Mathematics- calculus, geometry, abstract algebra, number theory, statistics, probability,
topology, logic, operations research
Medicine/Health- includes medicine, dentistry, pharmacology, veterinary medicine, pathology,
ophthalmology, nutrition, sanitation, pediatrics, dermatology, allergies, speech and hearing,
optometry
Physics- solid state, optics, acoustics, particle, nuclear, atomic, plasma, thermodynamics,
magnetism, biophysics
Plant Science- includes agriculture, agronomy, horticulture, forestry, plant biorhythms, palnology,
plant anatomy, taxonomy, plant pathology
2. Another way to think of a topic is to think about what you are interested in. Answer the
questions below to narrow your choices and interests.
 Observe the world around you. What interests you about the world?
 What are your hobbies?
 Do you participate in any extracurricular activities?
 What do you have access to that other students might not? (example: live on bayou,
dad has woodshop, sister raises parrots, arrowhead collection)
Some projects are much easier to do when a parent or mentor has background knowledge in the
project area or has access to material/locations that others would not.
 Do you have a parent or neighbor that has access to materials or facilities that would be
interesting for a project?
3. Another source of idea is to look at what is going on in the local area, the state, the nation
and the world. What problems are we facing? Are there issues that you could investigate
experimentally? If you want to explore what others are saying about current issues, you
could explore:
www.chron.com
www.sciencedaily.com
www.scienceillustrated.com
Any reputable news source would be a good resource for an appropriate project article.
Another source of ideas would be from science and nature magazines;
 Popular Science
 Scientific American
 Parks and Wildlife
 National Geographic
 Popular Mechanics
4. Having access to equipment that can be used to run tests might also provide ideas of research
that can be done. The school has equipment that you can use before and after school to use
for your experiments.
WARNING!!!! Some topics have been overused. Projects involving the following topics require
special permission to be done. They will be approved only for a truly unique idea.
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Crystals
Comparison of products (no
consumer products)
Mold projects
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Effect on magnets (ex: effect of temp.
on magnets)
Electromagnet construction
Freezing/producing ice
These topics also however they offer broader options for original ideas. Careful thought should be taken
before selecting a project involving:
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Memory
Exercise
Gear ratios
Insulation
Acid rain
Growth of microorganisms, including bacteria and fungi….MUST BE DONE IN AN APPROVED LAB, NOT
AT HOME
Plant growth
Computer games
Music
And dangerous equipment and activities
For a question or topic to be approved, there are other criteria that must be met.
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The project must be high level, appropriate for your grade and ability level. If you could have done this
experiment a few years ago, then it is probably not grade-level appropriate
The project must involve experimentation, not simply a demonstration or a research paper
Data should be collected by some form of measurement with SI units (timed, weighed, counted) there
are cases when description may be appropriate but try to determine a way to quantify the results.
The experiment should be repeated for multiple trials and include as large a sample size as possible,
including projects with animals. Human surveys should have no fewer that 100 participants.
The experiment should include a control when appropriate.
One variable should be changed at a time.
The project cannot be a “canned project” from the Internet, science fair databases, or a science fair
project book. It should be unique and personal.
The project should have a real-world application
Availability and cost of necessary lab equipment and supplies must be considered.
MUST BE SAFE
If you plan to enter the science fair competition, that are additional rules that must be met. Those rules are
available at http://hunstem.uhd.edu/SEFH/.
Independent Experimental Design Investigation/Research Project
IDEAS UNDER CONSIDERATION FORM
DUE Sept. 21, 2012
Using your previous work and brainstorming, list three possible problems that would meet the criteria for the
experimental design research project. Prioritize (rank order) problems placing the most interesting first.
Plan 1:
Problem:______________________________________________________________________________
Brief design description: _________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Independent Variable (variable you are changing)_____________________________________________________
Dependent Variable (What you are measuring)_______________________________________________________
Measurable Units_______________________________________________________________________________
What preparation would need to be done prior to beginning? (ordering, purchasing, obtaiing?)
*
*
*
*
*
*
Basis/Source of idea:__________________________________________________________________________
Plan 2:
Problem:______________________________________________________________________________
Brief design description: _________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Independent Variable (variable you are changing)_____________________________________________________
Dependent Variable (What you are measuring)_______________________________________________________
Measurable Units_______________________________________________________________________________
What preparation would need to be done prior to beginning? (ordering, purchasing, obtaiing?)
*
*
*
*
*
*
Basis/Source of idea:__________________________________________________________________________
Plan 3:
Problem:______________________________________________________________________________
Brief design description: _________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Independent Variable (variable you are changing)_____________________________________________________
Dependent Variable (What you are measuring)_______________________________________________________
Measurable Units_______________________________________________________________________________
What preparation would need to be done prior to beginning? (ordering, purchasing, obtaiing?)
*
*
*
*
*
*
Basis/Source of idea:__________________________________________________________________________
Name________________________________________Date_________________Per.__________
Experimental Design Project Approval Form (Form Due Sept. 28, 2012)
_____Yes ______No
Topic_____________________________________________________________________
Question/Problem___________________________________________________________
Hypothesis_________________________________________________________________
How will you test your hypothesis?______________________________________________
Comments from teacher:
I plan to enter Science Fair
__________________________________________________________________________
Title of project______________________________________________________________
What will your control(s) be?__________________________________________________
_________________________________________________________________________
What will your independent variable be?_________________________________________
What will your dependent variable be?__________________________________________
Provide information regarding sample sizes you will use._-___________________________
__________________________________________________________________________
What type of measurable data will you collect?____________________________________
__________________________________________________________________________
Science Fair Only: What category do you expect your project to fit in to? Please check.
____Behavioral/Social Science
____Chemistry
____Engineering
____Medicine/Health
____Energy and
Transportations
____Physics
____Botany
____Biochemistry
____Earth/Space
____Computers
____Mathematics
____Environmental
____Zoology
I UNDERSTAND THAT MISSING THIS DEADLINE OR ANY FUTURE DEADLINE WILL RESULT IN A ZERO FOR THAT
PORTION OF THE PROJECT
________________________________
________________________________
Student Signature
Parent Signature
For all experimental design projects, SRC Forms are required. Form 1 (adult sponsor), Form 1A (Student
Checklist) and Form 1B (Approval Form) are required for ALL students, regardless of entering science fair or
not. Whatever the project topic is, these are the minimum SRC forms required for each and every project.
Form 1A also includes a Research Plan that must be completed and turned in along with that form.
Although Form 1A doesn’t say to include project materials, please DO include a MATERIALS section in the
Research Plan, right after goals/expected outcomes/hypothesis section. There may also be other forms
required, depending on the type of project. Please make sure that the forms are completely filled out and
signed. Even if a blank does not apply to you, write “N/A”. Incomplete forms delay time, could result in
grade penalties and could result in the project not being able to be entered into the science fair. When
complete, please submit the paper to the teacher by the sue date. If corrections are needed, you must
make the corrections and resubmit for approval. Be sure to read specific information for the research paper
and be sure to TYPE the research paper itself. Submit all forms, including the research paper to the teacher.
When this paper is correct, you need to make TWO copies, one for your lab notebook and one to staple to
you SRC forms.
Be sure to go to the website/; http://www.societyforscience.org/isef and on the left side of the page, click
on “Rules and Guidelines” (subtitle “special features”), click on overview of Forms and Dates to access SRC
forms that are needed for your project.
Although instructions for writing the Research Plan can be found on page 2 of SRC Form 1A, please follow
the instructions below to type your research plan:
1. Put the following information in the top, left part of the paper.
Name__________
Class Period_______
Teacher’s Name______
Due Date_____
2. Put the following Title on the paper:
Independent Experimental Investigation Research Plan
3. Type the heading for EACH section listed below, and then type your statement or paragraph below
each appropriate heading:
Title of Project
Type the project title.
Experiment Problem (1-2 well stated paragraphs as described below)
Type an introduction of the problem, using scientific information form research to explain the purpose
and importance of this experiment. (Be sure to cite your source in the body of the paragraph)
Skip a space, then write the actual experiment question (in question form)
Skip a space, then list the independent and dependent variables.
Hypothesis (1 or 2 well stated paragraphs as described below)
Tell your hypothesis to the problem being asked, making sure you write the hypothesis as an if/then
statement. Skip a line, then write at least two or three statements from your research that supports
your hypothesis. Be sure to cite the source in the paragraph by putting the author’s name, date and
article or book title in parenthesis after the actual statement. Make sure the sources are also listed in
your “Works cited” Section and the information/citation is also in your logbook
Material List
Make 2 columns, and head the first column “non-living materials” and the second column “living
materials”. If you are not suing any living materials, you STILL NEED the column, just put “none”. If you
are testing people or yourself, you must list them under “living”. Make a detailed list of EVERY material
that will be used, the quantities that will be used, and you MUST include a copy of all MSDS sheets of
chemicals used. Make sure you use METRIC IUNITS ONLY and measure with metric tools.
Safety Precautions
Make a detailed list of all safety precautions that will be used for your experiment. Be specific! Take
all matters of potential safety hazards into consideration. Make sure to say that your Adult Supervisor
will oversee all experiment testing. Include MSDS sheets for all chemicals.
Procedures
You will need to write DETAILED steps to every part of your procedure. Number each step in sequential
order. If you have to build something to use as part of the experiment, you will need to provide
DETAILED procedures for how to build the apparatus. Draw pictures if necessary to make your
instructions clear. Your procedures should be detailed enough that anyone could do your experiment
EXACTLY as you will do it.
Works Cited/Bibliography
You need to include a list of five of more reference sources. Make sure they are listed in alphabetical
order. Make sure that information from each source is written into your logbook along with the notes
from the article. The actual articles, or copies of them, can be put in a separate notebook to be turned
in with your project. These sources should be used to help with the writing of your introduction, and
your hypothesis, and your background information.
1st six weeks
Ideas Under Construction Form
Experimental Design Project Approval Form
2nd six weeks
SRC Forms
Independent Project Research Plan
This must be completed by Nov. 1 to enter Sci. Fair
3rd six weeks
Logbook check-correct format, data must be collected
4th six weeks
Abstract and board design for presentation
Presentation (or attend Science Fair)
If you choose not to attend science fair, we will have a parents night
where all projects will be on display for parents, friends, school
administration and staff.