LESSON-1-STEPS-OF-THE-SCIENTIFIC-METHOD-LESSON-1.docx

**What is** **Scientific Method?** The scientific method is a process for experimentation that is used to explore observations and answer questions to discover cause and effect relationships by asking questions, carefully gathering and examining the evidence, and seeing if all the available information can be combined into a logical answer. New information or thinking might also cause a scientist to back up and repeat steps at any point during the process. Understanding the steps of the scientific method will help you focus your scientific question and work through your observations and data to answer the question as well as possible. **1. Ask a Question** The scientific method starts when you ask a question about something that you observe: How, What, When, Who, Which, Why, or Where? - The question should be interesting enough to read about, then work on for the next few weeks. - There should be at least three sources of written information on the subject. You want to be able to build on the experience of others! - The question should contain one factor (variable) that you can change in your experiment and at least one factor (variable) that you can measure. ### **2. Do Background Research** Rather than starting from scratch in putting together a plan for answering your question, you want to be a savvy scientist using library and Internet research to help you find the best way to do things and ensure that you don\'t repeat mistakes from the past. **For detailed help with this step, use these resources:** Background research is necessary so that you know how to design and understand your experiment. To make a **background research plan** --- a roadmap of the research questions you need to answer --- follow these steps: 1. Identify the keywords in the question for your science fair project. Brainstorm additional keywords and concepts. 2. Use a table with the \"question words\" (why, how, who, what, when, where) to generate research questions from your keywords. For example: **What** is the difference between a series and parallel circuit?\ **When** does a plant grow the most, during the day or night?\ **Where **is the focal point of a lens?\ **How** does a java applet work?\ **Does** a truss make a bridge stronger?\ **Why** are moths attracted to light?\ **Which** cleaning products kill the most bacteria? **Throw out irrelevant questions.** - How **to find information:** - Find and read the general information contained in an encyclopedia, dictionary, or textbook for each of your keywords. - Use the bibliographies and sources in everything you read to find additional sources of information. - Search periodical indexes at your local library. - Search the Internet to get information from an organization, society or online database. - Broaden your search by adding words to your search phrases in search engines. Narrow your search by subtracting words from or simplifying your search phrases. - When you find information, evaluate if it is **good** information: ### **3. Construct a Hypothesis** A hypothesis is an educated guess about how things work. an attempt to answer your question with an explanation that can be tested. A good hypothesis allows you to then make a prediction:\ \"If \_\_\_\_\_*\[I do this\]* \_\_\_\_\_, then \_\_\_\_\_*\[this\]*\_\_\_\_\_ will happen.\" State both your hypothesis and the resulting prediction you will be testing. Predictions must be easy to measure. For detailed help with this step, use these resources: - Variables - Variables for beginners - Writing a Hypothesis What are Variables? ------------------- **a variable is any factor, trait, or condition that can exist in differing amounts or types.** Scientists try to figure out how the natural world works. To do this they use experiments to search for **cause and effect relationships**. Cause and effect relationships explain why things happen and allow you to reliably predict the outcomes of an action. Scientists use the scientific method to design an experiment so that they can observe or measure if changes to one thing cause something else to vary in a repeatable way. These factors that change in a scientific experiment are **variables**. A properly designed experiment usually has three kinds of variables: independent, dependent, and controlled. **What is an Independent Variable?** The **independent variable** is the *one* that is changed by the scientist. Why just one? Well, if you changed more than one variable it would be hard to figure out which change is causing what you observe. For example, what if our scientific question was: \"How does the size of a dog affect how much food it eats?\"; then, during your feeding experiments you changed both the size of the dog and the time of day the dogs were fed. The data might get a bit confusing--- did the larger dog eat less food than the smaller dog because of his size or because it was the middle of the day and dogs prefer to eat more in the morning? **What is a Dependent Variable?** The **dependent variables** are the things that the scientist focuses his or her observations on to see how they respond to the change made to the independent variable. In our dog example, the dependent variable is how much the dogs eat. This is what we are observing and measuring. It is called the \"dependent\" variable because we are trying to figure out whether its value depends on the value of the independent variable. If there is a direct link between the two types of variables (independent and dependent) then you may be uncovering a cause and effect relationship. The number of dependent variables in an experiment varies, but there can be more than one. **What is a Control Variable?** Experiments also have **controlled variables**. Controlled variables are quantities that a scientist wants to remain constant, and she or he must observe them as carefully as the dependent variables. For example, in the dog experiment example, you would need to control how hungry the dogs are at the start of the experiment, the type of food you are feeding them, and whether the food was a type that they liked. Why? If you did not, then other explanations could be given for differences you observe in how much they eat. For instance, maybe the little dog eats more because it is hungrier that day, maybe the big dog does not like the dog food offered, or maybe all dogs will eat more wet dog food than dry dog food. So, you should keep all the other variables the same (you control them) so that you can see only the effect of the one variable (the independent variable) that you are trying to test. Similar to our example, most experiments have more than one controlled variable. Some people refer to controlled variables as \"constant variables.\" In the best experiments, the scientist 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. However, imagine trying to do an experiment where one of the variables is love. There is no such thing as a \"love-meter.\" You might have a belief that someone is in love, but you cannot really be sure, and you would probably have friends that do not agree with you. So, love is not measurable in a scientific sense; therefore, it would be a poor variable to use in an experiment. ---------- ----------------------- ---------------------- ------------------------ Question Independent Variable\ Dependent Variables\ Controlled Variables\ (What I change) (What I observe) (What I keep the same) ---------- ----------------------- ---------------------- ------------------------ VARIABLES FOR BEGINNERS: Let\'s pretend we\'re doing an experiment to see if fertilizer makes a plant grow to be larger than a plant that doesn\'t receive fertilizer. We put seeds of the same kind in three pots with fertilizer and rich soil. But, we run out of soil so we put the seeds without fertilizer in three pots filled with sand. We put all six pots in the same location and water each one with the same amount of water every other day. The plants with soil and fertilizer grow to be much larger than the ones grown in sand without fertilizer. Is that a fair test of whether fertilizer makes a plant grow to be larger? No! We changed two things (type of soil and fertilizer) so we have no idea whether the plants with fertilizer grew to be larger because of the fertilizer or whether the other plants were stunted by being grown in sand. It wasn\'t a fair test! All of the plants should have been in the same kind of soil. Conducting a fair test is one of the most important ingredients of doing good, scientifically valuable experiments. To insure that your experiment is a fair test, you must **change only one factor at a time while keeping all other conditions the same**. Scientists call the changing factors in an experiment **variables**. **What is a Hypothesis?** A hypothesis is a tentative, testable answer to a scientific question. Once a scientist has a scientific question she is interested in, the scientist reads up to find out what is already known on the topic. Then she uses that information to form a tentative answer to her scientific question. Sometimes people refer to the tentative answer as \"an educated guess.\" Keep in mind, though, that the hypothesis also has to be testable since the next step is to do an experiment to determine whether or not the hypothesis is right! A hypothesis leads to one or more predictions that can be tested by experimenting. Predictions *often* take the shape of \"If \_\_\_\_then \_\_\_\_\" statements, but do not have to. Predictions should include both an independent variable (the factor you change in an experiment) and a dependent variable (the factor you observe or measure in an experiment). A single hypothesis can lead to multiple predictions, but generally, one or two predictions is enough to tackle for a science fair project. [**Menu**](https://www.sciencebuddies.org/science-fair-projects/science-fair/writing-a-hypothesis) [**Science Projects**](https://www.sciencebuddies.org/science-fair-projects/science-fair/writing-a-hypothesis) [**Teachers**](https://www.sciencebuddies.org/science-fair-projects/science-fair/writing-a-hypothesis) [**Log In / Join**](https://www.sciencebuddies.org/account/login-popup?t=AQXxy3m0-nAIf-A9_3PcaMs3iaes1ycvKOi_1cYb14NhGkisqvaCdthXbkqsceBuIGbn02L8ugplmCMJVsawXbavimnpZxtLOdEGvBrXZJz2RelNPSQniBqQzvQ7ScnUNHVSYlcYBAeV0oSV9MAOc3sCK_-3D8CTM5vJHjv7y9S31HWZ1eLjtV3Mf5LKt3BfADn5t2hlTfUzdsvPmIT2atgv) [Scientific Method](https://www.sciencebuddies.org/science-fair-projects/science-fair/steps-of-the-scientific-method) Writing a Hypothesis for Your Science Fair Project [Add Favorite](https://www.sciencebuddies.org/account/login-popup?t=AQXMYlYHkLg1qu_1wlmAb-lfNbBvBdBrr5feNbgOZ5F0ohQz5k0JZ7Y7g82LErXl4e6bChlwle-LLVC4Otk-M7pJu3ADFnl1TvM-i4WwCRir4NP6qMdnlJ6dIeMCu6yldHl1KpEqvRNu3HNWuBj2SfLOplZG4-7IHA77LFwVZWhXMVM7-0IqVXRYZUpduOmelmBYFt53EvYg7vK6K0M6lKTX_mDT1t4Dw1THEg5pntlfwg) [Print](https://www.sciencebuddies.org/science-fair-projects/science-fair/writing-a-hypothesis) [Email](https://www.sciencebuddies.org/science-fair-projects/email_this.php?filename=%2Fscience-fair-projects%2Fscience-fair%2Fwriting-a-hypothesis&title=Writing%20a%20Hypothesis%20for%20Your%20Science%20Fair%20Project) [Share Menu](https://www.sciencebuddies.org/science-fair-projects/science-fair/writing-a-hypothesis) [More Menu](https://www.sciencebuddies.org/science-fair-projects/science-fair/writing-a-hypothesis) [Google Classroom](https://www.sciencebuddies.org/science-fair-projects/science-fair/writing-a-hypothesis) **MADE POSSIBLE WITH SUPPORT FROM:** Broadcom sponsor **What is a Hypothesis?** A hypothesis is a tentative, testable answer to a scientific question. Once a scientist has a scientific question she is interested in, the scientist reads up to find out what is already known on the topic. Then she uses that information to form a tentative answer to her scientific question. Sometimes people refer to the tentative answer as \"an educated guess.\" Keep in mind, though, that the hypothesis also has to be testable since the next step is to do an experiment to determine whether or not the hypothesis is right! A hypothesis leads to one or more predictions that can be tested by experimenting. Predictions *often* take the shape of \"If \_\_\_\_then \_\_\_\_\" statements, but do not have to. Predictions should include both an independent variable (the factor you change in an experiment) and a dependent variable (the factor you observe or measure in an experiment). A single hypothesis can lead to multiple predictions, but generally, one or two predictions is enough to tackle for a science fair project. **Examples of Hypotheses and Predictions** Question Hypothesis Prediction ----------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ How does the size of a dog affect how much food it eats? Larger animals of the same species expend more energy than smaller animals of the same type. To get the energy their bodies need, the larger animals eat more food. If I let a 70-pound dog and a 30-pound dog eat as much food as they want, then the 70-pound dog will eat more than the 30-pound dog. Does fertilizer make a plant grow bigger? Plants need many types of nutrients to grow. Fertilizer adds those nutrients to the soil, thus allowing plants to grow more. If I add fertilizer to the soil of some tomato seedlings, but not others, then the seedlings that got fertilizer will grow taller and have more leaves than the non-fertilized ones. Does an electric motor turn faster if you increase the current? Electric motors work because they have electromagnets inside them, which push/pull on permanent magnets and make the motor spin. As more current flows through the motor\'s electromagnet, the strength of the magnetic field increases, thus turning the motor faster. If I increase the current supplied to an electric motor, then the RPMs (revolutions per minute) of the motor will increase. Is a classroom noisier when the teacher leaves the room? Teachers have rules about when to talk in the classroom. If they leave the classroom, the students feel free to break the rules and talk more, making the room nosier. If I measure the noise level in a classroom when a teacher is in it and when she leaves the room, then I will see that the noise level is higher when my teacher is not in my classroom. **What if My Hypothesis is Wrong?** What happens if, at the end of your science project, you look at the data you have collected and you realize it does not support your hypothesis? First, do not panic! The point of a science project *is not* to prove your hypothesis right. The point is to understand more about how the natural world works. Or, as it is sometimes put, to find out the scientific truth. When scientists do an experiment, they very often have data that shows their starting hypothesis was wrong. Why? Well, the natural world is complex---it takes a lot of experimenting to figure out how it works---and the more explanations you tes For scientists, disproving a hypothesis still means they gained important information, and they can use that information to make their *next* hypothesis even better. In science setting, judges can be just as impressed by projects that start out with a faulty hypothesis; what matters more is whether you understood your experiment/project/research, had a well-controlled experiment, and have ideas about what you would do next to improve your project if you had more time. [**Menu**](https://www.sciencebuddies.org/science-fair-projects/science-fair/writing-a-hypothesis) [**Science Projects**](https://www.sciencebuddies.org/science-fair-projects/science-fair/writing-a-hypothesis) [**Teachers**](https://www.sciencebuddies.org/science-fair-projects/science-fair/writing-a-hypothesis) [**Log In / Join**](https://www.sciencebuddies.org/account/login-popup?t=AQXxy3m0-nAIf-A9_3PcaMs3iaes1ycvKOi_1cYb14NhGkisqvaCdthXbkqsceBuIGbn02L8ugplmCMJVsawXbavimnpZxtLOdEGvBrXZJz2RelNPSQniBqQzvQ7ScnUNHVSYlcYBAeV0oSV9MAOc3sCK_-3D8CTM5vJHjv7y9S31HWZ1eLjtV3Mf5LKt3BfADn5t2hlTfUzdsvPmIT2atgv) [Scientific Method](https://www.sciencebuddies.org/science-fair-projects/science-fair/steps-of-the-scientific-method) Writing a Hypothesis for Your Science Fair Project [Add Favorite](https://www.sciencebuddies.org/account/login-popup?t=AQXMYlYHkLg1qu_1wlmAb-lfNbBvBdBrr5feNbgOZ5F0ohQz5k0JZ7Y7g82LErXl4e6bChlwle-LLVC4Otk-M7pJu3ADFnl1TvM-i4WwCRir4NP6qMdnlJ6dIeMCu6yldHl1KpEqvRNu3HNWuBj2SfLOplZG4-7IHA77LFwVZWhXMVM7-0IqVXRYZUpduOmelmBYFt53EvYg7vK6K0M6lKTX_mDT1t4Dw1THEg5pntlfwg) [Print](https://www.sciencebuddies.org/science-fair-projects/science-fair/writing-a-hypothesis) [Email](https://www.sciencebuddies.org/science-fair-projects/email_this.php?filename=%2Fscience-fair-projects%2Fscience-fair%2Fwriting-a-hypothesis&title=Writing%20a%20Hypothesis%20for%20Your%20Science%20Fair%20Project) [Share Menu](https://www.sciencebuddies.org/science-fair-projects/science-fair/writing-a-hypothesis) [More Menu](https://www.sciencebuddies.org/science-fair-projects/science-fair/writing-a-hypothesis) [Google Classroom](https://www.sciencebuddies.org/science-fair-projects/science-fair/writing-a-hypothesis) **MADE POSSIBLE WITH SUPPORT FROM:** ![Broadcom sponsor ](media/image1.png) **What is a Hypothesis?** A hypothesis is a tentative, testable answer to a scientific question. Once a scientist has a scientific question she is interested in, the scientist reads up to find out what is already known on the topic. Then she uses that information to form a tentative answer to her scientific question. Sometimes people refer to the tentative answer as \"an educated guess.\" Keep in mind, though, that the hypothesis also has to be testable since the next step is to do an experiment to determine whether or not the hypothesis is right! A hypothesis leads to one or more predictions that can be tested by experimenting. Predictions *often* take the shape of \"If \_\_\_\_then \_\_\_\_\" statements, but do not have to. Predictions should include both an independent variable (the factor you change in an experiment) and a dependent variable (the factor you observe or measure in an experiment). A single hypothesis can lead to multiple predictions, but generally, one or two predictions is enough to tackle for a science fair project. **Examples of Hypotheses and Predictions** Question Hypothesis Prediction ----------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ How does the size of a dog affect how much food it eats? Larger animals of the same species expend more energy than smaller animals of the same type. To get the energy their bodies need, the larger animals eat more food. If I let a 70-pound dog and a 30-pound dog eat as much food as they want, then the 70-pound dog will eat more than the 30-pound dog. Does fertilizer make a plant grow bigger? Plants need many types of nutrients to grow. Fertilizer adds those nutrients to the soil, thus allowing plants to grow more. If I add fertilizer to the soil of some tomato seedlings, but not others, then the seedlings that got fertilizer will grow taller and have more leaves than the non-fertilized ones. Does an electric motor turn faster if you increase the current? Electric motors work because they have electromagnets inside them, which push/pull on permanent magnets and make the motor spin. As more current flows through the motor\'s electromagnet, the strength of the magnetic field increases, thus turning the motor faster. If I increase the current supplied to an electric motor, then the RPMs (revolutions per minute) of the motor will increase. Is a classroom noisier when the teacher leaves the room? Teachers have rules about when to talk in the classroom. If they leave the classroom, the students feel free to break the rules and talk more, making the room nosier. If I measure the noise level in a classroom when a teacher is in it and when she leaves the room, then I will see that the noise level is higher when my teacher is not in my classroom. **What if My Hypothesis is Wrong?** What happens if, at the end of your science project, you look at the data you have collected and you realize it does not support your hypothesis? First, do not panic! The point of a science project *is not* to prove your hypothesis right. The point is to understand more about how the natural world works. Or, as it is sometimes put, to find out the scientific truth. When scientists do an experiment, they very often have data that shows their starting hypothesis was wrong. Why? Well, the natural world is complex---it takes a lot of experimenting to figure out how it works---and the more explanations you test, the closer you get to figuring out the truth. For scientists, disproving a hypothesis still means they gained important information, and they can use that information to make their *next* hypothesis even better. In a science fair setting, judges can be just as impressed by projects that start out with a faulty hypothesis; what matters more is whether you understood your science fair project, had a well-controlled experiment, and have ideas about what you would do next to improve your project if you had more time. You can read more about a science fair judge\'s view on disproving your hypothesis at [Learn More About the Scientific Method](https://www.sciencebuddies.org/science-fair-projects/science-fair/scientific-method). It is worth noting, scientists never talk about their hypothesis being \"right\" or \"wrong.\" Instead, they say that their data \"supports\" or \"does not support\" their hypothesis. This goes back to the point that nature is complex---so complex that it takes more than a single experiment to figure it all out because a single experiment could give you misleading data. **4. Test Your Hypothesis by Doing an Experiment** Your experiment tests whether your prediction is accurate and thus your hypothesis is supported or not. It is important for your experiment to be a fair test. You conduct a fair test by making sure that you change only one factor at a time while keeping all other conditions the same. You should also repeat your experiments several times to make sure that the first results weren\'t just an accident. For detailed help with this step, use these resources: - Experimental Procedure - Materials List Key Info -------- - Write the **experimental procedure** like a step-by-step recipe for your science experiment. A good procedure is so detailed and complete that it lets someone else duplicate your experiment exactly! - **Repeating a science experiment is an important step** to verify that your results are consistent and not just an accident. - For a typical experiment, you should plan to repeat it at least three times (more is better). - If you are doing something like growing plants, then you should do the experiment on at least three plants in separate pots (that\'s the same as doing the experiment three times). - If you are doing an experiment that involves testing or surveying different groups, you won\'t need to repeat the experiment three times, but you will need to test or survey a sufficient number of participants to insure that your results are reliable. Every good experiment also **compares** different groups of trials with each other. Such a comparison helps insure that the changes you see when you change the independent variable are in fact caused by the independent variable. There are two types of trial groups: experimental groups and control groups. The **experimental group** consists of the trials where you change the independent variable. For example, 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. In many experiments it is important to perform a trial with the independent variable at a special setting for comparison with the other trials. This trial is referred to as a **control group**. The control group consists of all those 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. Conducting a science experiment **Key Info** - obtain a notebook to record all of your observations during your experiment. - Before starting your experiment, prepare a **data table** so you can quickly write down your measurements as you observe them. - Follow your experimental procedure exactly. If you need to make changes in the procedure (which often happens), write down the changes exactly as you made them. - Be consistent, careful, and accurate when you take your measurements. Numerical measurements are best. - Take pictures of your experiment for use on your display board if you can. ### 5. Analyze Your Data and Draw a Conclusion Once your experiment is complete, you collect your measurements and analyze them to see if they support your hypothesis or not. Scientists often find that their predictions were not accurate and their hypothesis was not supported, and in such cases they will communicate the results of their experiment and then go back and construct a new hypothesis and prediction based on the information they learned during their experiment. This starts much of the process of the scientific method over again. Even if they find that their hypothesis was supported, they may want to test it again in a new way. For detailed help with this step, use these resources: - Data Analysis & Graphs - Conclusions Key Info -------- - **Review** your data. Try to look at the results of your experiment with a critical eye. Ask yourself these questions: - Is it complete, or did you forget something? - Do you need to collect more data? - Did you make any mistakes? - **Calculate an average** for the different trials of your experiment, if appropriate. - **Make sure to clearly label** all tables and graphs. And, include the **units of measurement** (volts, inches, grams, etc.). - Place your **independent variable on the x-axis** of your graph and the **dependent variable on the y-axis**. Overview -------- Take some time to carefully review all of the data you have collected from your experiment. Use charts and graphs to help you analyze the data and patterns. Did you get the results you had expected? What did you find out from your experiment? Really think about what you have discovered and use your data to help you explain why you think certain things happened. **Calculations and Summarizing Data** Often, you will need to perform calculations on your raw data in order to get the results from which you will generate a conclusion. A spreadsheet program such as Microsoft Excel may be a good way to perform such calculations, and then later the spreadsheet can be used to display the results. Be sure to label the rows and columns---do not forget to include the units of measurement (grams, centimeters, liters, etc.). You should have performed multiple trials of your experiment. Think about the best way to summarize your data Do you 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 for really advanced students? Or, is it better to display your data as individual data points? Do any calculations that are necessary for you to analyze and understand the data from your experiment. - Use calculations from known formulas that describe the relationships you are testing. (F = MA , V = IR or E = MC²) - Pay 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--- (keep L with L and mL with mL, do not mix L with mL!) ### Graphs Graphs are often an excellent way to display your results. In fact, most good science fair projects have at least one graph. For any type of graph: - Generally, you should place your independent variable on the x-axis of your graph and the dependent variable on the y-axis. - Be sure to label the axes of your graph--- don\'t forget to include the units of measurement (grams, centimeters, liters, etc.). - If you have more than one set of data, show each series in a different color or symbol and include a legend with clear labels. Different types of graphs are appropriate for different experiments. These are just a 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 chart types \"Column\" or \"Bar.\") A** time-series** plot can be used if your dependent variable is numerical and your independent variable is time. (In Microsoft Excel, the \"line graph\" chart type generates a time series. By default, Excel simply 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 a line.) An **xy-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 Microsoft Excel, choose the \"XY (scatter)\" chart type, and then choose a sub-type that does draw a line.) A **scatter plot** might be the proper graph if you\'re trying to show how two variables may be related to one another. (In Microsoft Excel, choose the \"XY (scatter)\" chart type, and then choose a sub-type that does not draw a line.) **Key Info** Your **conclusions** summarize how your results support or contradict your original hypothesis: - Summarize your experiment/research results in a few sentences and use this summary to support your conclusion. Include key facts from your background research to help explain your results as needed. - State whether your results support or contradict your hypothesis. - If appropriate, state the relationship between the independent and dependent variable. - Summarize and evaluate your experimental procedure, making comments about its success and effectiveness. - Suggest changes in the experimental procedure (or design) and/or possibilities for further study. Overview -------- Your conclusions will summarize whether or not your science fair project results support or contradict your original hypothesis. If you are doing an Engineering or Computer Science programming project, then you should state whether or not you met your design criteria. You may want to include key facts from your background research to help explain your results. Do your results suggest a relationship between the independent and dependent variable? **If Your Results Show that Your Hypothesis is False** If 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. Professional scientists commonly find that results do not support their hypothesis, and they use those unexpected results as the first step in constructing a new hypothesis. If you think you need additional experimentation, describe what you think should happen next. Scientific 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. **6. Communicate Your Results** To complete your project you will communicate your results to others in a final report and/or a display board. Professional scientists do almost exactly the same thing by publishing their final report in a scientific journal or by presenting their results on a poster or during a talk at a scientific meeting. In a science fair, judges are interested in your findings regardless of whether or not they support your original hypothesis. **Who invented the scientific method?** The scientific method was not invented by any one person, but is the outcome of centuries of debate about how best to find out how the natural world works. The ancient Greek philosopher Aristotle was among the first known people to promote that observation and reasoning must be applied to figure out how nature works. The Arab Muslim mathematician and scientist Hasan Ibn al-Haytham (known in the western world as Alhazen) is often cited as the first person to write about the importance of experimentation. Since then, a large number of scientists have written about how science should ideally be conducted and contributed to our modern understanding of the scientific method. Those scientists include Roger Bacon, Thomas Aquinas, Galileo Galilei, Francis Bacon, Isaac Newton, John Hume, and John Stuart Mill. Scientists today continue to evolve and refine the scientific method as they explore new techniques and new areas of science

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