The process of

working
scientifically
By Ms. Lubna Sayed
This booklet is meant to guide you in conducting any scientific
project be it for your school SRP or your own curiosity.
Science
11/1/2014

Scientific Investigation is an integral part of the MYP course. As part of MYP, every student needs
to undertake one investigation every year. In year 7, you will be doing an in class investigation for
your student research project. Here are the steps to plan your investigation.

STEP 1: Planning
Below is a list of the topics that you can choose from for your upcoming assessment
task. Read through the list and highlight any that you may be interested in.
Choose a problem to solve from the list below
1. What fertilizer is best?
2. What conditions affect the amount of evaporation of water?
3. Investigate the warmth of a range of socks.
4. Investigate a condition (eg, temperature) that can affect the germination
rates of seeds?
5. Which material makes the best insulator?
6. Compare the absorbance of different paper towels.
7. Investigate if the ratio of vinegar to water in a mixture changes the rate at
which the mixture heats.
8. What can you add to water to make cut flowers last longer?
9. Do reaction times change with age?
10. Does garlic have antibacterial/antifungal properties? Use this in
combination with the spoiling of bread.
11. How do substances change the boiling point of water?
12. Which paper towel is the strongest?
13. Which sticky tape is the stickiest?
14. Which type of clothes lines pegs are the strongest?
15. What shape rolls down a slope the quickest?
Discuss these problems with the people around you and ask your teacher if you have
any questions. Write your final research problem below.
RESEARCH PROBLEM:

How many rubber bands does it take to blow up a watermelon?

____________________________________________________

Write down any ideas you have for the project

We need rubber bands (lots of rubber bands) and a watermelon. We then need to have the
watermelon on a stable stand so it can hold it up!!! To start the experiment we first need to place
the watermelon on the stand and start putting on rubber bands and eventually it will blow up.

STEP 2: Writing the hypothesis

Out of all the possible solutions to the aim, the hypothesis outlines what you think will happen in
your experiment. It is more formalised than a simple prediction.
Here are two examples of formalised hypotheses:
If skin cancer is related to ultraviolet light , then people with a high exposure to uv light will
have a higher frequency of skin cancer.
2.
If leaf color change is related to temperature , then exposing plants to low temperatures will
result in changes in leaf color.
1.

Notice that these statements contain the words, if and then. They are necessary in a formalized
hypothesis. But not all if-then statements are hypotheses.
For example, "If I play the lottery, then I will get rich." This is a simple prediction. In a formalized
hypothesis, a tentative relationship is stated.
It is not important whether your hypothesis is supported or rejected by the experiment, it is simply
what you think will happen.
The ultimate value of a formalized hypothesis is it forces us to think about what results we should
look for in an experiment.

Having a clear idea of what is to be investigated is one of the best ways to start a
research project. A scientific investigation is guided by the hypothesis.

Step 3: Mind Mapping

A useful tool for moving onto the next phase is a mind or concept map. Mind
mapping is a method of visualizing your ideas. You can use a mind map to link old
and new information and generate ideas. An example of a mind map about
investigating slaters follows.

Writing out the thoughts you have helps with your ideas. The next step is to identify
sources of information. This may be a library, the Internet or through a first-hand
investigation.
A good way to start mind mapping is to write some keywords into the mind map
boxes.
ACTIVITY: Your mind map
Start a mind map about your topic in the space provided on the next page. Write
some keywords, then list your sources of information.

Step 4: Variables
Another way to write a hypothesis is to consider the independent and dependent variables in the
experiment. The independent variable is what is changed or manipulated during the experiment
and the dependent variable is what is measured. A scaffold for a hypothesis can help you to write
your own hypothesis in the correct from.

If the independent variable is changed, then the dependent variable will respond.
Example:

If the independent variable is (increased, decreased, changed), then the

dependent variable will (increase, decrease, change.)

Hypothesis: If the amount of heat is decreased then germination will decrease.

In the example the independent variable is amount of heat, it will be decreased, then the
dependent germination will decease.
In the example of a student studying the behaviour of a slater, then the amount of light will be the
independent variable and the movement of the slater will be the dependent variable. A hypothesis
for this experiment could be:
If the light is increased then the slater will move to where it is darker.

When you are designing an experiment, you must consider all the things that may alter your
results. These things are called variables.
Controlled variable - a factor that is not allowed to change during the experiment
Independent variable - the factor that is changed during the experiment
Dependent variable - the responding factor; the factor that changes in response to changing the
independent variable
Control - part of the experiment that is used as a standard
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Good design
To design a good experiment, you have to know which variable you are changing, and which
variable depends on these changes that you make.
In other words, you have to know which is the independent variable and which is the dependent
one. You must also control all other variables.
You also need to know which variable is which to present your observations in a scientific report.
When you are recording the results of a controlled experiment, measurements of the
independent variable are usually put into the first column. Results for the dependent variable are in
the second column. This is shown in the table below.

The student measured the water

temperature as a particular fuel burned. In
this case, time is the independent variable
and the water temperature the dependent
variable.

10

Spend some time trying to identify the variable for the experiments below:

1. Does garlic have antibacterial/antifungal properties? Use this in

combination with the spoiling of bread.
Independent Variable
Dependent Variable
Control Variable

2. How do substances change the boiling point of water?

3. Which paper towel is the strongest?

4. Which sticky tape is the stickiest?

5. Which type of clothes lines pegs are the strongest?

6. What shape rolls down a slope the quickest?

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Definitions- COPY THIS IN YOUR EXERCISE BOOIKS

TERM
control (the control in
an experiment)
controlled variable
dependant variable
hypothesis
independent variable
Reliability of first-hand
data
Validity of first-hand
data

DEFINITION
The sample in an experiment to which all the other samples are
compared.
The variables in an experiment that are kept the same or constant.
The variable in the experiment that changes as a result of changes to
the independent variable.
A predictive statement which can be tested using a range of methods:
most often associated with experimental procedure.
The variable that is deliberately changed, often through a series of
preset values.
The degree with which repeated observation and/or measurements
taken under identical circumstances will yield the same results.
The extent to which the processes and resultant data measure what
was intended. (i.e. variables were controlled)

Complete the following questions.

Smithers thinks that a special

juice will increase the
productivity of workers. He
creates two groups of 50
workers each and assigns
each group the same task (in
this case, they're supposed to staple a set of
papers). Group A is given the special juice to drink
while they work. Group B is not given the special
juice. After an hour, Smithers counts how many
stacks of papers each group has made. Group A
made 1,587 stacks, Group B made 2,113 stacks.

Identify the:

Homer notices that his shower

is covered in a strange green
slime. His friend Barney tells
him that coconut juice will get
rid of the green slime. Homer
decides to check this this out
by spraying half of the shower
with coconut juice. He sprays
the other half of the shower with water. After 3
days of "treatment" there is no change in the
appearance of the green slime on either side of

1. What was the initial observation?

12

1. Control Group
2. Independent Variable
3. Dependent Variable
4. What should Smithers' conclusion be?
5. How could this experiment be
improved?

2. Identify the:
a). Control Group
b) Independent Variable
c) Dependent Variable
3. What should Homer's conclusion be?

the shower.

Bart believes that mice exposed to

microwaves will become extra strong
(maybe he's been reading too much
Radioactive Man). He decides to perform
this experiment by placing 10 mice in a
microwave for 10 seconds. He compared
these 10 mice to another 10 mice that had
not been exposed. His test consisted of a
heavy block of wood that blocked the mouse
food. he found that 8 out of 10 of the microwaved
mice were able to push the block away. 7 out of
10 of the non-microwaved mice were able to do
the same.

Identify the1. Control Group

Krusty was told that a certain

itching powder was the newest
best thing on the market, it even
claims to cause 50% longer lasting
itches. Interested in this product,
he buys the itching powder and
compares it to his usual product.
One test subject (A) is sprinkled
with the original itching powder, and another test
subject (B) was sprinkled with the Experimental
itching powder. Subject A reported having itches
for 30 minutes. Subject B reported to have itches
for 45 minutes.

Identify the1. Control Group

2. Independent Variable
3. Dependent Variable
4. What should Bart's conclusion be?
5. How could Bart's experiment be
improved?

2. Independent Variable
3. Dependent Variable
4. Explain whether the data supports the
advertisements claims about its product.

13

Lisa is working on a science project. Her task is

to answer the question: "Does Rogooti (which is
a commercial hair product) affect the speed of
hair growth". Her family is willing to volunteer for
the experiment

Describe how Lisa would perform

this experiment. Identify the control
group, and the independent and
dependent variables in your
description.

Step 5: Scientific drawing

Scientific drawings can be made using several methods, depending on the type of investigation.
1. For microscope observations: The drawings are made in circles that represent the
viewing field of a microscope.
2. For dissections: The drawings are representative of the entire organism or parts of
the organism.
3. For experimental set-ups: The drawings are made inside a rectangular box using
scientific symbols for the equipments.

Use the following guidelines to help make your scientific drawing as clear as possible:

Use pencil
Title your drawing
Use a ruler to draw label lines
Do not use arrows for label lines
Label lines should point to the centre of the structure being labelled
Print all labels horizontally
Print, do not write in cursive
Label the right-hand side ( or on one side) of the drawing, if possible
Do not cross label lines
Include magnification (if a microscopic drawing) or a scale (if a macroscopic drawing)
Do not use broken lines
Do not use colouring in unless specifically asked
14

Features should be clearly visible and should be distinguishable for biological specimens

15

16

Drawing based on a descriptive text.

Read the description of a plant below left and draw a labelled 2D scientific diagram in the space below
right.

Measuring plant growth

Two pots were filled with soil. In the first pot three seedlings were evident: each was
approximately5 cm tall, one had two leaves visible and the other two had no leaves visible. The
second pot had four seedlings: two were 10 cm tall with three leaves each and two were 5 cm tall
with two leaves each.

17

STEP 6: Risk Assessment

Doing experiments in science can be exciting, but accidents can happen if investigations are not carried out
carefully. There are certain rules that must be followed for your own safety and the safety of others.
Before you start the experiment, you need to identify and assess all potential risks in the experiment. This is called risk
assessment. It affects choice of chemicals used, equipment and the way the work is carried out. Once a risk or hazard has
been identified, safe practices need to be implemented, for example the use of eye protection where there is a potential risk.
Where a risk cannot be reasonably avoided by safety procedures and safe working practices, control systems are used to
increase safety. For example, having an adult supervisor, or, an emergency switch off.

Laboratory Risk assessment

Science Department
Australian International Academy
Experiment/ Practical Investigation/ Procedure:

Year Level: 7/8

Signature:
Investigating the flame

These Hazards Exist

Other Hazards:
HS/DG: Hazardous Substances/Dangerous Goods
Identify
HS/DG

Asses
s
Not HS/DG

Chemicals

What harm
can come of
this?

Radiation

Control
Other hazard/precautions/hints

Hot
Equipment/Liquids/Flames
Instruct
students to Gas
allow the Bunsen
Compressed
burners to thoroughly cool before
Vacuum
packing
away.

Equipment
Burning
Bunsen burner, bench
Electrical mat, old and bald UV/X-Ray
Biologicalgauze mat, pin, tongs,Cryogenic
small piece of broken
white porcelain

Familiarise yourself with the location of

the emergency shut off gas tap prior to
the commencement of this experiment

Gas
mains
supply
(methan
e) gas

Ensure the Bunsen burner is on a

heatproof mat and the area is clear of
flammable items.
Always use the safety flame when the
Bunsen burner is lit but not in use.
When heating test tubes, ensure they
point away from people and
equipment.
Use tongs or heatproof gloves to
handle hot items. Place hot items on a
heatproof mat to cool.
Beware of the scald risk associated
with hot liquids. Where possible, allow
to cool prior to moving.
In the case of a gas tap being
inadvertently left on, remove ignition
sources, ventilate the area and
remove personnel as required.
Allow all equipment to cool prior to
packing18
away.

Matches

2
Flamma
ble Gas

R12 Extrem
ely flammable
R20 Harmful
by inhalation
R33 Danger
of cumulative
effects

Gas/match/flame

MSDS
available
Recommended safety
requirements

Moving Objects

Lab coat/safety glasses

Heat mat
Heavy Objects
Remove Jacket and tuck
in looseSharps
clothing
Wear suitable protective
clothing and glasses.
Store away from naked
flames, sparks and
ignition sources.
If student feels unwell,
teacher to contact a
doctor or Poisons
Information Centre
immediately and notify
Principal.

STEP 7: More Planning

Many students set themselves projects that are far too ambitious to complete. Its a good idea to
work out the restrictions before you start. Restrictions that might limit you include:
Time
Resources
Expertise
Risk assessment.

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STEP 8: What is a logbook?

A logbook records the steps you take to complete a project. It does not need to be excessively
neat. It is a record of what you did and what you were thinking. It should show how your thinking
changes throughout the process of carrying out a research project. The logbook also records
where things go wrong and what you did to overcome any unexpected results.
Starting your logbook
At this point start a logbook for your investigation by writing down any ideas you may have. You
can use the logbook scaffold provided.
Start with todays date and write down what you did on this date. Include any discussion you have
had, any telephone conversations, letters you have written and the resources that you have found
related to your project. If you take any photographs or audio recordings write down in your logbook
where and when these were gathered.

20

NOTE: All of the steps you take to plan your research project should be recorded in your
logbook. For example, it would be a good idea to copy your mind map from earlier in this
booklet into your logbook.
You need to keep accurate records of your plans, what you do, how you do it and what you find
out. You will use your logbook when you prepare your final report. You will also submit your
logbook to show your teacher how you organised your research and how you made steady
progress.

Include all the things that affect the progress of your project. This means all the things you do when
you plan your project as well as summaries of conversations and reading, lists of equipment,
drawings of models, names and descriptions of resources used, your results and thoughts you
have along the way. Things that go wrong should also be written in the logbook and any false starts
or dead ends that you encounter.
NOTE:
Your logbook is evidence that you have worked scientifically. It is also a record of the type
of activities you carried out during your investigation. Your teacher may ask to see your
logbook as part of your ongoing assessment.
Keep your logbook with you whenever you are working on your project.

21

STEP 9: Making first-hand observations

When you make observations you are gathering first-hand information.
By the end of this lesson, you should be able to:
distinguish between a qualitative and a quantitative observation
use a variety of ways to record observations.
Types of observations
There are two main types of observations that can be made:
qualitative (or descriptive) observations
quantitative observations of features that can be counted or measured in some way.

22

23

STEP 10: Designing your investigation

Repeat trials and repetition
A well-designed investigation should be reliable. The reliability of the data can be increased by
repeating the procedure. For example, if you wanted to investigate the time it takes for a ball to fall
from a table you would do it more than once to make sure that the trial was not an error.
You would do the test at least three times and then look at the results. If they are consistent then
your results are probably reliable. If the results are different you should continue with the trials until
the results are consistent. Or, you could evaluate the design of the experiment.
In some investigations it is not possible to repeat the test because it is destructive testing. For
example, the time it takes a seed to germinate cannot be done with the same seed more than
once. In this case the experiment is replicated.
For example, ten seeds could be grown in three
dishes with each seed acting as a repeat trial. Before you go on, make sure that you know the
meanings of the following terms.
Constructing Tables
Tables are used to organise information so that it can be easily read and used. When preparing a
Table it is important to plan carefully. The following steps can help.
1. Decide how many groups or types of information there are. This will affect the number of
columns or rows in the table.
24

2. Decide the order in which you will present the information. With numbers or measurements
ordered from lowest to highest or the other way around.
3. Label the rows and columns with short, clear headings. Include the units for any
measurements.
4. Write a title for the table.
5. Add any other important information such as a date or a key with a brief explanation.

Activity 1
A chemistry student was asked to use a chemical data book. She had to find the melting point (m.p)
and boiling point (b.p) temperatures of several elements.
The information she collected is listed below.
Metal Elements
Aluminium: m/p/ 660C, b.p 245C
Barium: m.p. 714C, b.p 1640C
Copper: m.p 1083C, b.p 2600C
Lead: m.p 327C, b.p 1740C
Non-Metal Elements
Bromine: m.p -7C, b.p 58C
Iodine: m.p 114C, b.p 183C
Phosporus: m.p 44C, b.p 280C
Sulfur: m.p 119C, b.p 445C
Arrange this information into a table in the space below.

25

26

27

Answer the questions below, on this page and then in your logbook, for the investigation you are
planning.
1 What are some variables that you will (try to) control in your
experiment?
2 Do you have an independent variable? What is it?
3 How will you change your independent variable during the
experiment?
4 What do you expect will be affected by changes in your independent
variable? (This is your dependent variable.)
5 Predict how your dependent variable will change during your
experiment.

28

29

30

31

STEP 11: Drawing Graphs and Tables

Origin:
where the X
and Y axis
meet

32

Line graphs
A line graph is commonly used in science to show how one variable affects another. The data is
plotted onto the grid as points. Each point is marked with a cross. The points are joined by a line or
a line of best fit. Line graphs are useful in that they show the relationship between two variables.
The independent variable is usually placed on the X-axis and the dependent variable is placed on
the Y-axis.
To draw a graph, you may need to first sort your data into groups. A scale for each axis must be
selected and numbered. You can usually use the column headings from the table of results you are
plotting as the headings for your two axes.

33

Constructing a line graph

Here is a worked example of a simple line graph. It represents data from
a study of the number of worms of different lengths in a compost heap.

The two variables in this experiment are length of worm and the number of worms. The
independent variable is the length of the worms, the dependent variable is the number of worms. It
is usual to place the independent variable on the X-axis and the responding or dependent
variable on the Y-axis.
There are two ways to draw a graph. One way is to draw the graph by hand the other is to use a
spreadsheet program such as Excel.

34

Drawing a graph by hand

This is a valuable exercise because it helps your understanding of the graph.

Step 1
Draw the vertical and horizontal axis leaving enough space from the edges to put in the title for the
axis and the units (if any). In this case the X-axis has units (centimetres) but the Y-axis doesnt.

35

Step 2
Choose a suitable scale for the X-axis. The length of the worm goes from
4.25 to 9 cm. Work out a reasonable scale that uses the space available.
Your axis has to represent:
9 - 4.25 = 4.75 or approximately 5 cm
So, a good scale would be 1 cm of grid = 0.5 cm of the worms length.
For the Y-axis the number of worms goes from 1 to 7. Choose a scale
that fits.
For example, 1 cm = 1 worm. In this case the scale has not been started from 0 but it is always
better to do so.

36

Step 3
Go through each pair of numbers (e.g. 4.25 and 1) and place a small
cross exactly where the two lines intersect.

Step 4
When all the points have been placed on the graph, join them up using a
ruler.

37

38

Line of best fit

Often in scientific research there is a relationship between the two variables (dependent and
independent) in an experiment. This relationship can be reflected by a curve or a line of best fit. A
line of best fit is just what it sounds like, you try to make the best fit of the points
that you have.
To draw a line of best fit use a transparent ruler and move it around until you have equal numbers
of points above and below the line. You may only find that a few of the points are actually on the
line. You can then use the line of best fit to predict results that you havent measured.

39

DRAWING TABLES:
Use a ruler and a pencil to draw the columns.
Make column headings clear with what is being recorded and the units.
Think about how many rows you need and how big the boxes need to be to show your
information.

40

STEP 12: FINAL STEP-WRITING A REPORT

Writing a Title:
This should tell the reader what the experiment is about

Writing an Aim
An aim outlines what you want to investigate, prove or show. It is always written in the present
tense and often starts with To.
Example: Susan wants to investigate the effects of water on plant growth. He aim might be to
investigate the effect of water on plant growth.
Some starters for aims include
To investigate
-

To show

To compare

To observe

Write your aim.

Writing a Hypothesis
Now try writing a formalised hypothesis for your experiment based on what you have
learnt in the previous section.

41

Listing Variables
You now need to list your variables.
List your variables. Think of all things that might affect your experiment (as many as
possible even the really obvious ones!).
Now choose one variable to manipulate (change) during the experiment. This is your independent
variable
Write your independent variable.
Now choose which variable you are going to measure are you change the independent variable.
This is your dependent variable.
Write your dependent variable.

Writing and Equipment List

Jot down all the equipment you need to complete this experiment. Draw a scientific diagram for
the experimental setup you are going to use. Don't forget to label each piece, and write down how
many you will need. If you plan incorrectly, you can always modify your equipment list as your
experiment progresses. ( Refer to the last page of the booklet for names of scientific
equipment and drawings)

42

Procedure
Procedure or Method outlines the steps you intend to take to complete your experiment.

The method is formal and written in steps.

The method is written in past tense.

This is the most detailed section of your report and should have enough information to
enable any other person to replicate it.

Sample Procedure:

Testing the effect of salt on seedlings

1. Fill 10 pots with potting mix to the same

level.
2. Moisten each pot.
3. Label each pot from 1 to 10
4. Transplant one seedling into each
individual pot.
5. Place pots into a sunny spot.
6. Water pots 1 and 2 with fresh tap water.
7. Water Pots 3, 4 and 5 with 1.25 g salt
solution per litre.

43

You now need to write a procedure for your experiment. Remember to take into account
everything you have practised, such as how to ensure reliability and validity (in other
words, make sure you are actually testing what you should be testing, and make sure you
repeat your experiment 'enough' times).

44

Recording Results
In this section you record what happened in your experiment. You need to list observations and
measurements, and display them in the most appropriate way.
For your SRP results, you must include at least one table and one graph.
Do not try to explain any of your results in this section. In other words, do not try to outline why you
saw certain results. Just record what you saw.
Look back at the section on graphs and tables for more details.

45

Discussion
In this section you need to interpret your results. You need to analyse your results to make
decisions and conclusions.
Your discussion can be broken down into a series of paragraphs. This is a suggestion only!
i.
Introduction: a discussion can be started by giving some factual information For example, if
your report was on methods of corrosion, you could start with corrosion is the process where..
If your report is on the antibacterial properties of garlic, you could start with for a substance to be
considered as antibacterial it needs to be able to.
ii.
Interpretation of results: this is where you explain what your results mean. Starters could
include in this experiment it was seen or the results obtained in the experiment show.
iii.
Problems and errors: explain the problems that you had or where possible errors may have
occurred. Discuss how these problems or errors could have been minimised. For example, how
accurate were your measuring devices? Did you miss making your observations? Did the weather
have any effect on your results?
iv.
Starters for this section could include: the method has some disadvantages, some
problems occurred in the method. These include, possible sources of error in the method
include.
v.
Expectations: this section discusses how right your hypothesis was, and whether your
reasoning was correct.

46

Conclusion
Remembering your original aim, what did your experiment prove or show? The conclusion should
be 3-4 sentences in length.

Relating Your Project to Society

Here is where you discuss the impact of your SRP on society. Discuss the following (if you like, you
can simply use the following questions to write full sentence answers):
Why your experiment was important
How was your experiment relevant to people in general
What benefits did your SRP have for society?
Are there any ethical or moral implications of this experiment?
Some starters for this section might include: my research showed that.., this is important
because..., or my research had relevance to society because., or the implications or my
research are..

47

14. A Bibliography/Reference List

Write your bibliography/reference list in alphabetical order. Use the format practised during
orientation day. You could also use the online bibliography generator to help you with this.

48

Activity: Cut and paste the section given below under the correct subheadings

To determine at which temperature an aspirin tablet will dissolve the fastest.

Aspirin tablets will dissolve fastest in water at higher temperatures.

ice water
hot water
water at room temperature
stirring rod
beakers
thermometer
4 aspirin tablets
stop watch
measuring cylinder

Mix the water of different temperatures in a separate beaker to obtain water with a
temperature of 10C.
Using a measuring cylinder measure 100ml of water at 10C and pour it into another
beaker.
Add one (1) aspirin tablet to the beaker of water (10C) and time how long it takes for
the tablet to dissolve.
Stir the tablet/water mixture.
Record you results.
Repeat the procedure using water temperatures of 20C, 30C and 40C.
WATER TEMPERATURE (C) TIME TAKEN TO DISSOLVE
(seconds)
10
40
20
30
30
20
40
10

49

The aim of this experiment was to investigate at which temperature an aspirin tablet
will dissolve the fastest.
The results indicated that at 10C, the time taken for the tablet to dissolve was 40
seconds. This is compared with only 10 seconds at 40C.
The main problem with the experimental method was that it took a great deal of time
to get the correct temperature of water. If this experiment was done again it would be
beneficial to begin with the water at 10C and then to place this water on a hotplate to
allow more gradual heating of the water as opposed to haphazardly adding hot and
cold water to reach the correct temperature.
The hypothesis stated that Aspirin tablets will dissolve fastest in water at higher
temperatures. According to the results this statement is correct as aspirin tablets
dissolve faster as the temperature of the water is increased.

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