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Control Group vs Experimental Group

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In a controlled experiment , scientists compare a control group, and an experimental group is identical in all respects except for one difference – experimental manipulation.

Differences

Unlike the experimental group, the control group is not exposed to the independent variable under investigation. So, it provides a baseline against which any changes in the experimental group can be compared.

Since experimental manipulation is the only difference between the experimental and control groups, we can be sure that any differences between the two are due to experimental manipulation rather than chance.

Almost all experimental studies are designed to include a control group and one or more experimental groups. In most cases, participants are randomly assigned to either a control or experimental group.

Because participants are randomly assigned to either group, we can assume that the groups are identical except for manipulating the independent variable in the experimental group.

It is important that every aspect of the experimental environment is the same and that the experimenters carry out the exact same procedures with both groups so researchers can confidently conclude that any differences between groups are actually due to the difference in treatments.

Control Group

A control group consists of participants who do not receive any experimental treatment. The control participants serve as a comparison group.

The control group is matched as closely as possible to the experimental group, including age, gender, social class, ethnicity, etc.

The difference between the control and experimental groups is that the control group is not exposed to the independent variable , which is thought to be the cause of the behavior being investigated.

Researchers will compare the individuals in the control group to those in the experimental group to isolate the independent variable and examine its impact.

The control group is important because it serves as a baseline, enabling researchers to see what impact changes to the independent variable produce and strengthening researchers’ ability to draw conclusions from a study.

Without the presence of a control group, a researcher cannot determine whether a particular treatment truly has an effect on an experimental group.

Control groups are critical to the scientific method as they help ensure the internal validity of a study.

Assume you want to test a new medication for ADHD . One group would receive the new medication, and the other group would receive a pill that looked exactly the same as the one that the others received, but it would be a placebo. The group that takes the placebo would be the control group.

Types of Control Groups

Positive control group.

• A positive control group is an experimental control that will produce a known response or the desired effect.
• A positive control is used to ensure a test’s success and confirm an experiment’s validity.
• For example, when testing for a new medication, an already commercially available medication could serve as the positive control.

Negative Control Group

• A negative control group is an experimental control that does not result in the desired outcome of the experiment.
• A negative control is used to ensure that there is no response to the treatment and help identify the influence of external factors on the test.
• An example of a negative control would be using a placebo when testing for a new medication.

Experimental Group

An experimental group consists of participants exposed to a particular manipulation of the independent variable. These are the participants who receive the treatment of interest.

Researchers will compare the responses of the experimental group to those of a control group to see if the independent variable impacted the participants.

An experiment must have at least one control group and one experimental group; however, a single experiment can include multiple experimental groups, which are all compared against the control group.

Having multiple experimental groups enables researchers to vary different levels of an experimental variable and compare the effects of these changes to the control group and among each other.

Assume you want to study to determine if listening to different types of music can help with focus while studying.

You randomly assign participants to one of three groups: one group that listens to music with lyrics, one group that listens to music without lyrics, and another group that listens to no music.

The group of participants listening to no music while studying is the control group, and the groups listening to music, whether with or without lyrics, are the two experimental groups.

Frequently Asked Questions

1. what is the difference between the control group and the experimental group in an experimental study.

Put simply; an experimental group is a group that receives the variable, or treatment, that the researchers are testing, whereas the control group does not. These two groups should be identical in all other aspects.

2. What is the purpose of a control group in an experiment

A control group is essential in experimental research because it:

Provides a baseline against which the effects of the manipulated variable (the independent variable) can be measured.

Helps to ensure that any changes observed in the experimental group are indeed due to the manipulation of the independent variable and not due to other extraneous or confounding factors.

Helps to account for the placebo effect, where participants’ beliefs about the treatment can influence their behavior or responses.

In essence, it increases the internal validity of the results and the confidence we can have in the conclusions.

3. Do experimental studies always need a control group?

Not all experiments require a control group, but a true “controlled experiment” does require at least one control group. For example, experiments that use a within-subjects design do not have a control group.

In  within-subjects designs , all participants experience every condition and are tested before and after being exposed to treatment.

These experimental designs tend to have weaker internal validity as it is more difficult for a researcher to be confident that the outcome was caused by the experimental treatment and not by a confounding variable.

4. Can a study include more than one control group?

Yes, studies can include multiple control groups. For example, if several distinct groups of subjects do not receive the treatment, these would be the control groups.

5. How is the control group treated differently from the experimental groups?

The control group and the experimental group(s) are treated identically except for one key difference: exposure to the independent variable, which is the factor being tested. The experimental group is subjected to the independent variable, whereas the control group is not.

This distinction allows researchers to measure the effect of the independent variable on the experimental group by comparing it to the control group, which serves as a baseline or standard.

Bailey, R. A. (2008). Design of Comparative Experiments. Cambridge University Press. ISBN 978-0-521-68357-9.

Hinkelmann, Klaus; Kempthorne, Oscar (2008). Design and Analysis of Experiments, Volume I: Introduction to Experimental Design (2nd ed.). Wiley. ISBN 978-0-471-72756-9.

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Experimental Group

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Experimental Group Definition

In a comparative experiment, the experimental group (aka the treatment group) is the group being tested for a reaction to a change in the variable. There may be experimental groups in a study, each testing a different level or amount of the variable. The other type of group, the control group , can show the effects of the variable by having a set amount, or none, of the variable. The experimental groups vary in the level of variable they are exposed to, which shows the effects of various levels of a variable on similar organisms.

In biological experiments, the subjects being studied are often living organisms. In such cases, it is desirable that all the subjects be closely related, in order to reduce the amount of genetic variation present in the experiment. The complicated interactions between genetics and the environment can cause very peculiar results when exposed to the same variable. If the organisms being tested are not related, the results could be the effects of the genetics and not the variable. This is why new human drugs must be rigorously tested in a variety of animals before they can be tested on humans. These different experimental groups allow researchers to see the effects of their drug on different genetics. By using animals that are closer and closer in their relation to humans, eventually human trials can take place without severe risks for the first people to try the drug.

Examples of Experimental Group

A simple experiment.

A student is conducting an experiment on the effects music has on growing plants. The student wants to know if music can help plants grow and, if so, which type of music the plants prefer. The students divide a group of plants in to two main groups, the control group and the experimental group. The control group will be kept in a room with no music, while the experimental group will be further divided into smaller experimental groups. Each of the experimental groups is placed in a separate room, with a different type of music.

Ideally, each room would have many plants in it, and all the plants used in the experiment would be clones of the same plant. Even more ideally, the plant would breed true, or would be homozygous for all genes. This would introduce the smallest amount of genetic variation into the experiment. By limiting all other variables, such as the temperature and humidity, the experiment can determine with validity that the effects produced in each room are attributable to the music, and nothing else.

Bugs in the River

To study the effects of variable on many organisms at once, scientist sometimes study ecosystems as a whole. The productivity of these ecosystems is often determined by the amount of oxygen they produce, which is an indication of how much algae is present. Ecologists sometimes study the interactions of organisms on these environments by excluding or adding organisms to an experimental group of ecosystems, and test the effects of their variable against ecosystems with no tampering. This method can sometimes show the drastic effects that various organisms have on an ecosystem.

Many experiments of this kind take place, and a common theme is to separate a single ecosystem into parts, with artificial divisions. Thus, a river could be separated by netting it into areas with and without bugs. The area with no nets allows bugs into the water. The bugs not only eat algae, but die and provide nutrients for the algae to grow. Without the bugs, various effects can be seen on the experimental portion of the river, covered by netting. The levels of oxygen in the water in each system can be measured, as well as other indicators of water quality. By comparing these groups, ecologists can begin to discern the complex relationships between populations of organisms in the environment.

Related Biology Terms

• Control Group – The group that remains unchanged during the experiment, to provide comparison.
• Scientific Method – The process scientists use to obtain valid, repeatable results.
• Comparative Experiment – An experiment in which two groups, the control and experiment groups, are compared.
• Validity – A measure of whether an experiment was caused by the changes in the variable, or simply the forces of chance.

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Definitions of Control, Constant, Independent and Dependent Variables in a Science Experiment

Why Should You Only Test for One Variable at a Time in an Experiment?

The point of an experiment is to help define the cause and effect relationships between components of a natural process or reaction. The factors that can change value during an experiment or between experiments, such as water temperature, are called scientific variables, while those that stay the same, such as acceleration due to gravity at a certain location, are called constants.

The scientific method includes three main types of variables: constants, independent, and dependent variables. In a science experiment, each of these variables define a different measured or constrained aspect of the system.

Constant Variables

Experimental constants are values that should not change either during or between experiments. Many natural forces and properties, such as the speed of light and the atomic weight of gold, are experimental constants. In some cases, a property can be considered constant for the purposes of an experiment even though it technically could change under certain circumstances. The boiling point of water changes with altitude and acceleration due to gravity decreases with distance from the earth, but for experiments in one location these can also be considered constants.

Sometimes also called a controlled variable. A constant is a variable that could change, but that the experimenter intentionally keeps constant in order to more clearly isolate the relationship between the independent variable and the dependent variable.

If extraneous variables are not properly constrained, they are referred to as confounding variables, as they interfere with the interpretation of the results of the experiment.

Some examples of control variables might be found with an experiment examining the relationship between the amount of sunlight plants receive (independent variable) and subsequent plant growth (dependent variable). The experiment should control the amount of water the plants receive and when, what type of soil they are planted in, the type of plant, and as many other different variables as possible. This way, only the amount of light is being changed between trials, and the outcome of the experiment can be directly applied to understanding only this relationship.

Independent Variable

The independent variable in an experiment is the variable whose value the scientist systematically changes in order to see what effect the changes have. A well-designed experiment has only one independent variable in order to maintain a fair test. If the experimenter were to change two or more variables, it would be harder to explain what caused the changes in the experimental results. For example, someone trying to find how quickly water boils could alter the volume of water or the heating temperature, but not both.

Dependent Variable

A dependent variable – sometimes called a responding variable – is what the experimenter observes to find the effect of systematically varying the independent variable. While an experiment may have multiple dependent variables, it is often wisest to focus the experiment on one dependent variable so that the relationship between it and the independent variable can be clearly isolated. For example, an experiment could examine how much sugar can dissolve in a set volume of water at various temperatures. The experimenter systematically alters temperature (independent variable) to see its effect on the quantity of dissolved sugar (dependent variable).

Control Groups

In some experiment designs, there might be one effect or manipulated variable that is being measured. Sometimes there might be one collection of measurements or subjects completely separated from this variable called the control group. These control groups are held as a standard to measure the results of a scientific experiment.

An example of such a situation might be a study regarding the effectiveness of a certain medication. There might be multiple experimental groups that receive the medication in varying doses and applications, and there would likely be a control group that does not receive the medication at all.

Representing Results

Identifying which variables are independent, dependent, and controlled helps to collect data, perform useful experiments, and accurately communicate results. When graphing or displaying data, it is crucial to represent data accurately and understandably. Typically, the independent variable goes on the x-axis, and the dependent variable goes on the y-axis.

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Experimental Group in Psychology Experiments

In a randomized and controlled psychology experiment , the researchers are examining the impact of an experimental condition on a group of participants (does the independent variable 'X' cause a change in the dependent variable 'Y'?). To determine cause and effect, there must be at least two groups to compare, the experimental group and the control group.

The participants who are in the experimental condition are those who receive the treatment or intervention of interest. The data from their outcomes are collected and compared to the data from a group that did not receive the experimental treatment. The control group may have received no treatment at all, or they may have received a placebo treatment or the standard treatment in current practice.

Comparing the experimental group to the control group allows researchers to see how much of an impact the intervention had on the participants.

A Closer Look at Experimental Groups

Imagine that you want to do an experiment to determine if listening to music while working out can lead to greater weight loss. After getting together a group of participants, you randomly assign them to one of three groups. One group listens to upbeat music while working out, one group listens to relaxing music, and the third group listens to no music at all. All of the participants work out for the same amount of time and the same number of days each week.

In this experiment, the group of participants listening to no music while working out is the control group. They serve as a baseline with which to compare the performance of the other two groups. The other two groups in the experiment are the experimental groups.   They each receive some level of the independent variable, which in this case is listening to music while working out.

In this experiment, you find that the participants who listened to upbeat music experienced the greatest weight loss result, largely because those who listened to this type of music exercised with greater intensity than those in the other two groups. By comparing the results from your experimental groups with the results of the control group, you can more clearly see the impact of the independent variable.  

Some Things to Know

When it comes to using experimental groups in a psychology experiment, there are a few important things to know:

• In order to determine the impact of an independent variable, it is important to have at least two different treatment conditions. This usually involves using a control group that receives no treatment against an experimental group that receives the treatment. However, there can also be a number of different experimental groups in the same experiment.
• Care must be taken when assigning participants to groups. So how do researchers determine who is in the control group and who is in the experimental group? In an ideal situation, the researchers would use random assignment to place participants in groups. In random assignment, each individual stands an equal shot at being assigned to either group. Participants might be randomly assigned using methods such as a coin flip or a number draw. By using random assignment, researchers can help ensure that the groups are not unfairly stacked with people who share characteristics that might unfairly skew the results.
• Variables must be well-defined. Before you begin manipulating things in an experiment, you need to have very clear operational definitions in place. These definitions clearly explain what your variables are, including exactly how you are manipulating the independent variable and exactly how you are measuring the outcomes.

A Word From Verywell

Experiments play an important role in the research process and allow psychologists to investigate cause-and-effect relationships between different variables. Having one or more experimental groups allows researchers to vary different levels or types of the experimental variable and then compare the effects of these changes against a control group. The goal of this experimental manipulation is to gain a better understanding of the different factors that may have an impact on how people think, feel, and act.

Byrd-Bredbenner C, Wu F, Spaccarotella K, Quick V, Martin-Biggers J, Zhang Y. Systematic review of control groups in nutrition education intervention research . Int J Behav Nutr Phys Act. 2017;14(1):91. doi:10.1186/s12966-017-0546-3

Steingrimsdottir HS, Arntzen E. On the utility of within-participant research design when working with patients with neurocognitive disorders . Clin Interv Aging. 2015;10:1189-1200. doi:10.2147/CIA.S81868

Oberste M, Hartig P, Bloch W, et al. Control group paradigms in studies investigating acute effects of exercise on cognitive performance—An experiment on expectation-driven placebo effects . Front Hum Neurosci. 2017;11:600. doi:10.3389/fnhum.2017.00600

Kim H. Statistical notes for clinical researchers: Analysis of covariance (ANCOVA) . Restor Dent Endod . 2018;43(4):e43. doi:10.5395/rde.2018.43.e43

Bate S, Karp NA. A common control group — Optimising the experiment design to maximise sensitivity . PLoS ONE. 2014;9(12):e114872. doi:10.1371/journal.pone.0114872

Myers A, Hansen C. Experimental Psychology . 7th Ed. Cengage Learning; 2012.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Experimental Group

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In an experimental treatment study, the experimental group is the group that receives the treatment.

Introduction

Experimental treatment studies are designed to estimate the effect of a particular treatment on one or more variables. Typically, the variables of interest are observed before and after treatment to detect changes that occurred in between. The two observations of the variables are called pretest and posttest to indicate their temporal position before and after the treatment. However, any differences between pre- and posttest need not be caused by the treatment. Therefore, experimental treatment studies use at least two groups: the experimental group receives the treatment, while the control group does not. The effect of the treatment can be estimated by comparing the change observed in the treatment group with the change observed in the control group.

Treatment Groups as Independent Variables in an Experiment

In an experimental treatment study, the variables of...

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What Is a Control Group?

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A control group in a scientific experiment is a group separated from the rest of the experiment, where the independent variable being tested cannot influence the results. This isolates the independent variable's effects on the experiment and can help rule out alternative explanations of the experimental results.

A control group definition can also be separated into two other types: positive or negative.

Positive control groups are groups where the conditions of the experiment are set to guarantee a positive result. A positive control group can show the experiment is functioning properly as planned.

Negative control groups are groups where the conditions of the experiment are set to cause a negative outcome.

Control groups are not necessary for all scientific experiments. Controls are extremely useful when the experimental conditions are complex and difficult to isolate.

Example of a Negative Control Group

Negative control groups are particularly common in science fair experiments , to teach students how to identify the independent variable . A simple example of a control group can be seen in an experiment in which the researcher tests whether or not a new fertilizer affects plant growth. The negative control group would be the plants grown without fertilizer but under the same conditions as the experimental group. The only difference between the experimental group would be whether or not the fertilizer was used.

Several experimental groups could differ in the fertilizer concentration, application method, etc. The null hypothesis would be that the fertilizer does not affect plant growth. Then, if a difference is seen in the growth rate or the height of plants over time, a strong correlation between fertilizer and growth would be established. Note the fertilizer could have a negative impact on growth rather than positive. Or, for some reason, the plants might not grow at all. The negative control group helps establish the experimental variable is the cause of atypical growth rather than some other (possibly unforeseen) variable.

Example of a Positive Control Group

A positive control demonstrates an experiment is capable of producing a positive result. For example, let's say you are examining bacterial susceptibility to a drug. You might use a positive control to make sure the growth medium is capable of supporting any bacteria. You could culture bacteria known to carry the drug resistance marker, so they should be capable of surviving on a drug-treated medium. If these bacteria grow, you have a positive control that shows other drug-resistant bacteria should be capable of surviving the test.

The experiment could also include a negative control. You could plate bacteria known not to carry a drug-resistant marker. These bacteria should be unable to grow on the drug-laced medium. If they do grow, you know there is a problem with the experiment .

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70 Best High School Science Fair Projects in Every Subject

Fire up the Bunsen burners!

The cool thing about high school science fair projects is that kids are old enough to tackle some pretty amazing concepts. Some science experiments for high school are just advanced versions of simpler projects they did when they were younger, with detailed calculations or fewer instructions. Other projects involve fire, chemicals, or other materials they couldn’t use before.

Note: Some of these projects were written as classroom labs but can be adapted to become science fair projects too. Just consider variables that you can change up, like materials or other parameters. That changes a classroom activity into a true scientific method experiment!

To make it easier to find the right high school science fair project idea for you, we’ve rated all the projects by difficulty and the materials needed:

Difficulty:

• Easy: Low or no-prep experiments you can do pretty much anytime
• Medium: These take a little more setup or a longer time to complete
• Advanced: Experiments like these take a fairly big commitment of time or effort
• Basic: Simple items you probably already have around the house
• Medium: Items that you might not already have but are easy to get your hands on
• Advanced: These require specialized or more expensive supplies to complete
• Biology and Life Sciences High School Science Fair Projects

Chemistry High School Science Fair Projects

Physics high school science fair projects, engineering high school stem fair projects, biology and life science high school science fair projects.

Explore the living world with these biology science project ideas, learning more about plants, animals, the environment, and much more.

Extract DNA from an onion

Difficulty: Medium / Materials: Medium

You don’t need a lot of supplies to perform this experiment, but it’s impressive nonetheless. Turn this into a science fair project by trying it with other fruits and vegetables too.

Re-create Mendel’s pea plant experiment

Difficulty: Medium / Materials: Medium ADVERTISEMENT

Gregor Mendel’s pea plant experiments were some of the first to explore inherited traits and genetics. Try your own cross-pollination experiments with fast-growing plants like peas or beans.

Make plants move with light

By this age, kids know that many plants move toward sunlight, a process known as phototropism. So high school science fair projects on this topic need to introduce variables into the process, like covering seedling parts with different materials to see the effects.

Test the 5-second rule

We’d all like to know the answer to this one: Is it really safe to eat food you’ve dropped on the floor? Design and conduct an experiment to find out (although we think we might already know the answer).

Find out if color affects taste

Just how interlinked are all our senses? Does the sight of food affect how it tastes? Find out with a fun food science fair project like this one!

See the effects of antibiotics on bacteria

Difficulty: Medium / Materials: Advanced

Bacteria can be divided into two groups: gram-positive and gram-negative. In this experiment, students first determine the two groups, then try the effects of various antibiotics on them. You can get a gram stain kit , bacillus cereus and rhodospirillum rubrum cultures, and antibiotic discs from Home Science Tools.

Learn more: Antibiotics Project at Home Science Tools

Witness the carbon cycle in action

Experiment with the effects of light on the carbon cycle. Make this science fair project even more interesting by adding some small aquatic animals like snails or fish into the mix.

Learn more: Carbon Cycle at Science Lessons That Rock

Look for cell mitosis in an onion

Cell mitosis (division) is actually easy to see in action when you look at onion root tips under a microscope. Students will be amazed to see science theory become science reality right before their eyes. Adapt this lab into a high school science fair project by applying the process to other organisms too.

Test the effects of disinfectants

Grow bacteria in a petri dish along with paper disks soaked in various antiseptics and disinfectants. You’ll be able to see which ones effectively inhibit bacteria growth.

Learn more: Effectiveness of Antiseptics and Disinfectants at Amy Brown Science

Pit hydroponics against soil

Growing vegetables without soil (hydroponics) is a popular trend, allowing people to garden just about anywhere.

More Life Sciences and Biology Science Fair Projects for High School

Use these questions and ideas to design your own experiment:

• Explore ways to prevent soil erosion.
• What are the most accurate methods of predicting various weather patterns?
• Try out various fertilization methods to find the best and safest way to increase crop yield.
• What’s the best way to prevent mold growth on food for long-term storage?
• Does exposure to smoke or other air pollutants affect plant growth?
• Compare the chemical and/or bacterial content of various water sources (bottled, tap, spring, well water, etc.).
• Explore ways to clean up after an oil spill on land or water.
• Conduct a wildlife field survey in a given area and compare it to results from previous surveys.
• Find a new use for plastic bottles or bags to keep them out of landfills.
• Devise a way to desalinate seawater and make it safe to drink.

Bunsen burners, beakers and test tubes, and the possibility of (controlled) explosions? No wonder chemistry is such a popular topic for high school science fair projects!

Break apart covalent bonds

Break the covalent bond of H 2 O into H and O with this simple experiment. You only need simple supplies for this one. Turn it into a science fair project by changing up the variables—does the temperature of the water matter? What happens if you try this with other liquids?

Learn more: Covalent Bonds at Teaching Without Chairs

Measure the calories in various foods

Are the calorie counts on your favorite snacks accurate? Build your own calorimeter and find out! This kit from Home Science Tools has all the supplies you’ll need.

Detect latent fingerprints

Forensic science is engrossing and can lead to important career opportunities too. Explore the chemistry needed to detect latent (invisible) fingerprints, just like they do for crime scenes!

Learn more: Fingerprints Project at Hub Pages

Use Alka-Seltzer to explore reaction rate

Difficulty: Easy / Materials: Easy

Tweak this basic concept to create a variety of high school chemistry science fair projects. Change the temperature, surface area, pressure, and more to see how reaction rates change.

Determine whether sports drinks provide more electrolytes than OJ

Are those pricey sports drinks really worth it? Try this experiment to find out. You’ll need some special equipment for this one; buy a complete kit at Home Science Tools .

Turn flames into a rainbow

You’ll need to get your hands on a few different chemicals for this experiment, but the wow factor will make it worth the effort! Make it a science project by seeing if different materials, air temperature, or other factors change the results.

Discover the size of a mole

The mole is a key concept in chemistry, so it’s important to ensure students really understand it. This experiment uses simple materials like salt and chalk to make an abstract concept more concrete. Make it a project by applying the same procedure to a variety of substances, or determining whether outside variables have an effect on the results.

Learn more: How Big Is a Mole? at Amy Brown Science

Cook up candy to learn mole and molecule calculations

This edible experiment lets students make their own peppermint hard candy while they calculate mass, moles, molecules, and formula weights. Tweak the formulas to create different types of candy and make this into a sweet science fair project!

Learn more: Candy Chemistry at Dunigan Science on TpT

Make soap to understand saponification

Take a closer look at an everyday item: soap! Use oils and other ingredients to make your own soap, learning about esters and saponification. Tinker with the formula to find one that fits a particular set of parameters.

Learn more: Saponification at Chemistry Solutions on TpT

Uncover the secrets of evaporation

Explore the factors that affect evaporation, then come up with ways to slow them down or speed them up for a simple science fair project.

Learn more: Evaporation at Science Projects

More Chemistry Science Fair Projects for High School

These questions and ideas can spark ideas for a unique experiment:

• Compare the properties of sugar and artificial sweeteners.
• Explore the impact of temperature, concentration, and seeding on crystal growth.
• Test various antacids on the market to find the most effective product.
• What is the optimum temperature for yeast production when baking bread from scratch?
• Compare the vitamin C content of various fruits and vegetables.
• How does temperature affect enzyme-catalyzed reactions?
• Investigate the effects of pH on an acid-base chemical reaction.
• Devise a new natural way to test pH levels (such as cabbage leaves).
• What’s the best way to slow down metal oxidation (the form of rust)?
• How do changes in ingredients and method affect the results of a baking recipe?

When you think of physics science projects for high school, the first thing that comes to mind is probably the classic build-a-bridge. But there are plenty of other ways for teens to get hands-on with physics concepts. Here are some to try.

Remove the air in a DIY vacuum chamber

You can use a vacuum chamber to do lots of cool high school science fair projects, but a ready-made one can be expensive. Try this project to make your own with basic supplies.

Learn more: Vacuum Chamber at Instructables

Put together a mini Tesla coil

Looking for a simple but showy high school science fair project? Build your own mini Tesla coil and wow the crowd!

Boil water in a paper cup

Logic tells us we shouldn’t set a paper cup over a heat source, right? Yet it’s actually possible to boil water in a paper cup without burning the cup up! Learn about heat transfer and thermal conductivity with this experiment. Go deeper by trying other liquids like honey to see what happens.

Build a better light bulb

Emulate Edison and build your own simple light bulb. You can turn this into a science fair project by experimenting with different types of materials for filaments.

Measure the speed of light—with your microwave

Grab an egg and head to your microwave for this surprisingly simple experiment. By measuring the distance between cooked portions of egg whites, you’ll be able to calculate the wavelength of the microwaves in your oven and, in turn, the speed of light.

Generate a Lichtenberg figure

See electricity in action when you generate and capture a Lichtenberg figure with polyethylene sheets, wood, or even acrylic and toner. Change the electrical intensity and materials to see what types of patterns you can create.

Learn more: Lichtenberg Figure at Science Notes

Explore the power of friction with sticky note pads

Difficulty: Medium / Materials: Basic

Ever try to pull a piece of paper out of the middle of a big stack? It’s harder than you think it would be! That’s due to the power of friction. In this experiment, students interleave the sheets of two sticky note pads, then measure how much weight it takes to pull them apart. The results are astonishing!

Build a cloud chamber to prove background radiation

Ready to dip your toe into particle physics? Learn about background radiation and build a cloud chamber to prove the existence of muons.

Measure the effect of temperature on resistance

This is a popular and classic science fair experiment in physics. You’ll need a few specialized supplies, but they’re pretty easy to find.

Learn more: Temperature and Resistance at Science Project

Launch the best bottle rocket

A basic bottle rocket is pretty easy to build, but it opens the door to lots of different science fair projects. Design a powerful launcher, alter the rocket so it flies higher or farther, or use only recycled materials for your flyer.

More Physics Science Fair Projects for High School

Design your own experiment in response to these questions and prompts.

• Determine the most efficient solar panel design and placement.
• What’s the best way to eliminate friction between two objects?
• Explore the best methods of insulating an object against heat loss.
• What effect does temperature have on batteries when stored for long periods of time?
• Test the effects of magnets or electromagnetic fields on plants or other living organisms.
• Determine the best angle and speed of a bat swing in baseball.
• What’s the best way to soundproof an area or reduce noise produced by an item?
• Explore methods for reducing air resistance in automotive design.
• Use the concepts of torque and rotation to perfect a golf swing.
• Compare the strength and durability of various building materials.

Many schools are changing up their science fairs to STEM fairs, to encourage students with an interest in engineering to participate. Many great engineering science fair projects start with a STEM challenge, like those shown here. Use these ideas to spark a full-blown project to build something new and amazing!

Construct a model maglev train

Maglev trains may just be the future of mass transportation. Build a model at home, and explore ways to implement the technology on a wider basis.

Learn more: Maglev Model Train at Supermagnete

Design a more efficient wind turbine

Wind energy is renewable, making it a good solution for the fossil fuel problem. For a smart science fair project, experiment to find the most efficient wind turbine design for a given situation.

Re-create Da Vinci’s flying machine

Da Vinci sketched several models of “flying machines” and hoped to soar through the sky. Do some research into his models and try to reconstruct one of your own.

Learn more: Da Vinci Flying Machine at Student Savvy

Design a heart-rate monitor

Smartwatches are ubiquitous these days, so pretty much anyone can wear a heart-rate monitor on their wrist. But do they work any better than one you can build yourself? Get the specialized items you need like the Arduino LilyPad Board on Amazon.

Race 3D printed cars

3D printers are a marvel of the modern era, and budding engineers should definitely learn to use them. Use Tinkercad or a similar program to design and print race cars that can support a defined weight, then see which can roll the fastest! (No 3D printer in your STEM lab? Check the local library. Many of them have 3D printers available for patrons to use.)

Learn more: 3D Printed Cars at Instructables

Grow veggies in a hydroponic garden

Hydroponics is the gardening wave of the future, making it easy to grow plants anywhere with minimal soil required. For a science fair STEM engineering challenge, design and construct your own hydroponic garden capable of growing vegetables to feed a family. This model is just one possible option.

Learn more: Hydroponics at Instructables

Grab items with a mechanical claw

Delve into robotics with this engineering project. This kit includes all the materials you need, with complete video instructions. Once you’ve built the basic structure, tinker around with the design to improve its strength, accuracy, or other traits.

Learn more: Hydraulic Claw at KiwiCo

Construct a crystal radio

Return to the good old days and build a radio from scratch. This makes a cool science fair project if you experiment with different types of materials for the antenna. It takes some specialized equipment, but fortunately, Home Science Tools has an all-in-one kit for this project.

Learn more: Crystal Radio at Scitoys.com

Build a burglar alarm

The challenge? Set up a system to alert you when someone has broken into your house or classroom. This can take any form students can dream up, and you can customize this STEM high school science experiment for multiple skill levels. Keep it simple with an alarm that makes a sound that can be heard from a specified distance. Or kick it up a notch and require the alarm system to send a notification to a cell phone, like the project at the link.

Learn more: Intruder Alarm at Instructables

Walk across a plastic bottle bridge

Balsa wood bridges are OK, but this plastic bottle bridge is really impressive! In fact, students can build all sorts of structures using the concept detailed at the link. It’s the ultimate upcycled STEM challenge!

Learn more: TrussFab Structures at Instructables

Looking for more science content? Check out the Best Science Websites for Middle and High School .

Plus, get all the latest teaching tips and tricks when you sign up for our newsletters .

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The Big List of Science Fair Project Ideas, Resources, and More

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Interactive Group Science Experiments for Classrooms

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Are you looking to engage your students in the science classroom ? Group science experiments can be a great way to get your students involved and excited about learning.

This article will guide you in how to prepare, choose, and complete group science experiments in your classroom for maximum success.

Learn the benefits, tips, and more and get your students excited about science!

Benefits of Group Science Experiments

benefit from engaging in group science experiments science experiments in the classroom. Working together can provide a range of advantages to students, including the ability to gain a better understanding of the subject material, improve communication and collaboration skills, and develop a sense of team spirit. Group science experiments also provide an opportunity to learn more about the cultural context of the subject and can help to build team spirit.

Group science experiments also allow students to develop their problem-solving and critical thinking skills. This is because the work is often done collaboratively, with each student contributing their own ideas and perspectives to the project. This encourages students to think outside the box and come up with creative solutions to problems. Additionally, students can gain a better understanding of the subject material by engaging in group discussions, hearing each other’s opinions, and working together to come up with a solution.

Group science experiments can also provide an opportunity for students to develop their communication and interpersonal skills. Through working together, students can learn to express their ideas effectively, negotiate and resolve conflicts, and develop leadership skills. Additionally, students can gain an understanding of how different cultures approach science experiments, and can learn to work together to come up with a successful outcome.

Preparing for Group Science Experiments

You and your students’ success in group science experiments depends on proper preparation. Brainstorming is an important step in the process, as it allows the students to come together and share ideas. It also helps to create an environment that encourages group problem solving. Before beginning, it’s essential to explain the objectives of the experiment, as well as the roles and responsibilities of each group member.

When brainstorming, it’s important to provide plenty of space for the students to come up with ideas. Ask the students to work together to come up with the best solutions, and encourage them to ask questions. This helps to foster an atmosphere of collaboration and creativity.

When it comes to sharing ideas, it’s important to make sure that everyone feels comfortable expressing themselves. Listen to each group member’s ideas and be sure to provide positive feedback and encouragement.

Finally, it’s important to provide tools that can help the students develop their problem-solving skills. This could include puzzles, games, and other activities that require the students to think critically and work together to come up with solutions.

Choosing the Right Group Science Experiments

Choosing the right group science experiment is essential for a successful result. When selecting experiments, consider the group dynamics, safety concerns, and the educational goals. Here are a few tips to help you choose the best experiment for your classroom:

• Brainstorm ideas that will keep students engaged and actively learning.
• Consider the age of the students and the complexity of the experiment.
• Evaluate the amount of time needed to complete the experiment.
• Make sure the experiment will be safe for all students.

By considering these factors, you can choose an experiment that’s appropriate for your classroom and that will help your students learn and have fun.

Take the time to assess the risks and benefits of any experiment you choose, and include some of the students in the decision-making process. By involving the students in the selection of the experiment, they’ll be more likely to stay engaged and excited about the project.

Tips for a Successful Group Science Experiment

You’ll need to plan ahead to ensure a successful group science experiment. Before starting the experiment, ensure that all members of the group understand the safety protocols that need to be followed. It is important to create a list of instructions and to review it with the group. Additionally, create a clear timeline and assign roles to each member of the group. This will help the entire group stay on track and complete the experiment in a timely manner.

Also, it is important to come up with effective collaboration strategies. This will help the group work together to create a successful outcome. Make sure to assign tasks to each group member that play to their strengths and help them develop new skills. Lastly, give the group members a chance to share their ideas and come to a consensus.

Wrapping Up a Group Science Experiment

Once the group science experiment is complete, you can wrap it up in a few simple steps. First, it’s important to have a debriefing session to discuss the project and its outcome. Ask the group to reflect on the process, while emphasizing the importance of team dynamics and collaboration. This is also an opportunity to discuss any errors that may have been made, and how to avoid them in the future.

Second, encourage the group to evaluate the results of their experiment and draw their own conclusions. This is a great way to foster critical thinking and promote independent learning.

Third, have the group discuss how the experiment could be improved for next time. This can help them think outside of the box and come up with creative solutions. It’s also a great way to get the team to work together and build team dynamics.

Finally, ensure the group is satisfied with the results of the experiment. Offer praise and positive reinforcement to encourage them to continue working together in the future.

Frequently Asked Questions [FAQs]

What age group is best suited for group science experiments.

Group science experiments are best suited for age groups 8-12 as they have an understanding of group dynamics and are developmentally appropriate.

What Safety Precautions Should Be Taken When Conducting a Group Science Experiment?

When doing a group science experiment, proper supervision and risk assessment must be taken. Wear protective clothing, ensure the right materials are used, and monitor the area.

Can Group Science Experiments Be Done Virtually?

Yes, group science experiments can be done virtually. Remote collaboration and virtual resources enable students to work together and conduct experiments from anywhere.

What Kind of Supplies Are Needed for a Group Science Experiment?

conduct a group science experiment ke beakers, goggles, and test tubes to conduct a group science experiment. Discuss results and make observations as you go.

How Long Should a Group Science Experiment Last?

You should plan for a collaborative learning experience that allows adequate time management. Depending on the experiment, it can last anywhere from 30 minutes to several hours.

Group science experiments are a great way to engage students in the classroom. With the right experiment and a few simple tips, your classroom can come together to learn and have fun.

With a little preparation, group science experiments can be a rewarding experience. Don’t be intimidated, get creative and let your students explore and discover the wonders of science!

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Psychology Discussion

Top 2 experiments on attention | experimental psychology.

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List of top two psychological experiments on attention!

Experiment # 1. Span of Attention – Visual:

At any given moment there are several stimuli in the environment competing for our attention. However, our sense organs can respond to only a limited number of them at the same time. This limit is known as span of attention. The span varies from individual to individual, from sense organ to sense organ, and also according to the nature of the stimuli. The earliest psychologist to be interested in the problem was Sir William Hamilton, who made a very crude experimental attempt to study the problem.

An advance was made on Hamilton’s method by Jevons, the logician. However, real scientific experimental work on the problem was started by J.M. Cattell, who used the tachistoscope for this experiment. After Cattell, a number of experimenters have studied the span of attention under different conditions. Later experimenters have distinguished between span of attention and span of apprehension and also found that span of apprehension is greater than span of attention.

To determine the span of attention for the following type of Visual stimuli:

1. Single dots

2. Grouped dots

3. Nonsense Syllables (meaningless combinations of letters)

4. Meaningful words, and

5. Numbers.

Materials Required :

A tachistoscope of the falling-door type, exposure cards having the following materials printed on them:

(i) Each set of 3 Cards bearing 3 to 10 single dots. (i.e., 3 cards with 3 dots, 3 cards with 4 dots, etc.). The dots are to be arranged in different patterns.

(ii) Cards with 3 dots in each group ranging from 3 groups to 10 groups (having 3 dots corresponding to a single dot in the earlier set of cards.

(iii) Cards with nonsense syllables having 3 letter syllables to 10 letter syllables, 3 different combinations of letters at each level (3 cards with 3 letter syllables, 3 cards with 4 letter syllables etc.).

(iv) Cards with meaningful words, again ranging from 3 letter words to 12 letter words (different words at each stage).

(v) Cards with numbers ranging from 3 digit numbers to 10 digit numbers (again 3 cards at each stage with 3 different numbers having the same number of digits).

Description of the Apparatus:

There are different types of tachistoscopes. Falling-door type is the one which usually has a fixed exposure time. There are other tachistoscopes which are operated electrically and the exposure is variable and adjustable (camera- shutter types). For the present experiment, the simple falling-door type is adequate.

It consists of a wooden screen with a window in the middle which is covered by a movable falling shutter. This shutter can be closed or opened with the help of a lever which is behind the screen at the top. The exposure time is usually 1/10th of a second. It is sufficient to enable the subject to take a quick glance at the exposed material and at the same time short enough to prevent him from reading or memorising it.

The subject is seated in front of the tachistoscope such that he has a good view of the window. The experimenter sits on the other side of the apparatus keeping the five separate sets of cards with him. The sets are shuffled separately and kept ready for the experiment. The experiment has to be done separately for each of the five sets.

First Set of Cards:

Instructions to the Subject :

“Observe this window carefully. I will say ‘ready’ and open this window. You will see a card with a number of dots. Try to find out how many dots are there. The card will be exposed only for a short time”.

The experimenter then shuffles the set of cards with single dots and exposes them one after the other, each time giving the ‘ready’ signal. After presenting each card, he makes a note of the actual number of dots as well as the subject’s response. The complete set is exposed once and then exposed for a second time. The subject thus views each card twice and therefore there are 6 stimuli for each level, i.e., 6 exposures for 3 dots, 6 exposures for 4 dots, etc.

After exposing all the cards the experimenter finds out how many times the subject has responded correctly for each level out of the possible 6 times.

Tabulate the results as follows:

Now we are ready to determine the span. For experimental purposes the span can be defined as the maximum number of dots to which at least 75 per cent of correct responses are made, viz. if a subject responds 100 per cent correctly to three dots, 83.3 per cent to four dots and 66.67 per cent to five dots, his span lies between 4 and 5. The span can now be determined by interpolation between 4 and 5.

Procedure with the Other Sets of Cards:

The procedure for the other sets is essentially the same excepting for the instructions, which are as following:

i. Instructions for Groups of Dots:

“This time instead of single dots you will see small separate groups of 3 dots each. After seeing each card, tell me how many groups of dots are there in each card”.

ii. Instructions for Nonsense Syllables :

“In this series you will see some syllables instead of dots. After seeing each card, write down the syllables as correctly as possible.”

iii. Instructions for Meaningful Words :

“Here on each card you will find a familiar and meaningful word. Try to write down the word you see on each card.”

iv. Instructions for Numbers :

“In this set, instead of words or dots you will find numbers; as before you will have to write down the number you see”.

After exposing all the sets determine the span in each case as illustrated in the case of dots. The whole experiment can be done in two sessions. Otherwise the subject is likely to get bored and fatigued.

(1) Study individual variations in the span for the different types.

(2) Compare the Spans:

There will be some interesting findings with respect to the differences in the attention spans between single dots and groups of dots. The subject who has a span of 6 single dots may also have a span of 6 for groups of dots though the latter actually includes 18 dots. This is because of the factor of grouping. Each group of dots is responded to as a single stimulus, because of the factor of organisation.

Similarly the span for meaningful words will be usually much higher than the span for nonsense syllables, though both are made up of same number of letters of alphabet. This is because of the factor of meaning and familiarity. In the case of meaningful words and numbers there is apprehension or understanding in addition to mere attention. Furthermore, the factor of familiarity is helpful.

Application:

This experiment has a number of practical applications. A very common illustration is the registration numbers given to automobiles. Usually, automobile numbers do not exceed four digits. This is because the traffic constable would be unable to note down the registration number of automobiles violating traffic rules if the number exceeds four digits. However, the letters of alphabet before the numbers are perceived because they are grouped separately.

Experiment # 2. Distraction of Attention :

When we are attending to some stimulus or work, any noise or other type of disturbance tends to affect the efficiency of our attention. This phenomenon of irrelevant stimuli interfering with our attentive process is called ‘distraction’. Not all stimuli can distract out attention, viz., the ticking of a table clock on our study table does not ordinarily disturb us. Sometimes even strong stimuli do not disturb us when we are prepared for it.

One experiment showed that students working on some problems could, to a large extent, resist distractions of different types by putting in more effort. Baker employing dance music as distractor found that in many instances, the subject did better when music was played. Morgan in his classical experiments proved that subjects can soon get used to a distracting influence, and that often efficiency is lost when distracting influence is removed.

Introspective reports, however, show that subjects feel a greater strain and have to put in greater effort under distracting conditions to maintain the same level of efficiency of attention. Experiments on distraction are usually carried out as group experiments.

To determine the effect of extraneous and irrelevant stimuli on the work efficiency.

Material Required :

A long list of arithmetic problems of uniform difficulty, a sound proof room fitted with number of buzzers, bells, bright lights, etc., to serve as visual and auditory distractions.

Procedure :

The experiment is done under four conditions:

1. Controlled condition.

2. Auditory distraction.

3. Visual distraction.

4. Combination of visual and auditory distraction.

The experiment can be conducted by adopting any one of the following experimental designs:

Experimental Design 1:

Different groups of subjects are assigned to the four conditions.

Experimental Design 2:

The performance of all the subjects under controlled conditions, without any kind of deliberate distraction, is assessed and on the basis of these scores, the subjects are grouped into three matched groups. Each one of these groups is assigned to each one of the three conditions of distraction.

Experimental Design 3:

The performance of each subject is assessed under all the four conditions.

In the first experimental design, the subjects are selected and assigned to the four conditions by following the method of randomisation.

In the second experimental design, the subjects are categorised into three matched groups by following any one of the techniques of matching the groups, and each one of these groups is assigned to one experimental condition by following the method of randomisation.

In the third experimental design the subjects are categorised into four groups by following the method of randomisation and the performance of each one of these groups under all the four conditions is observed. However, the order of presentation of the four conditions should be counter-balanced.

Instructions to the Subjects :

Give the selected arithmetic problems to the subjects and ask them to solve them.

1. Controlled Condition :

For five minutes allow them to solve the problems under normal conditions, and then ask them to highlight the last problem they have solved.

2. Auditory Distraction :

Suddenly, at the end of 5 minutes, switch on the buzzers and the bells so that the room is filled with loud noises. The subjects have to continue solving the problems. Ask the subjects to indicate the last problem they have solved.

3. Visual Distraction :

At the end of five minutes switch off the buzzers but switch on the bright lights, flashing glaring lights of different colours and ask the subjects to mark the last problem they have solved.

4. Combination of Visual and Auditory Distraction :

At the end of five minutes, switch on both the buzzers and the lights and ask the subjects to highlight the last problem solved.

Now collect the answer sheets and correct them. Tabulate the number of problems attempted and the number correctly solved for each of the five-minute periods. Take the introspective report of the subject.

Compare the results under the four conditions. See whether work efficiency has, been affected. Analyse the introspective reports to find out the subjects inner reactions to various distractions. Also find out whether they had to put in greater effort to carry out the work under different conditions of distraction.

Tabulate group results as follows:

1. Calculate the Mean & SD under all the conditions for problems attempted as well as problems correctly solved.

2. Do all subjects show the same type of change under distraction?

3. Which condition is most distracting for the group and which the least?

4. Do all the subjects show the same trend of performance under all the four conditions?

It may be interesting to study the effect of preparedness of the subject for distraction.

Instruct the subjects and give them prior information about the occurrence of the distraction. This can be done by giving the instructions for all the conditions at the beginning or specifically before the start of each session studying the effect of a specified condition.

Applications :

Such experiments are useful in pinpointing factors that distract workers in factories, offices, etc. where the efficiency of the workers can be improved by eliminating the distracting conditions. Industrial psychologists have carried out several experiments on this subject. It has been found that minimisation of noise in the work situation facilitates the employees to concentrate better on their tasks resulting in better output. Further, excess of noise has also been found to lead to stress.

Related Articles:

• Attention: 4 Major Conditions of Attention (with diagram)
• 9 Commonly used Tests and Experiments to Assess Cognitive Processes
• Establishing Controls in Psychological Experiments | Experiments | Psychology
• Top 9 Experiments on Sensation | Experimental Psychology

Experiments , Experimental Psychology , Attention , Experiments on Attention

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Science.events is the online hub for a community of practice dedicated to public science events: live, in-person events that connect people and science in some way.

This site is new (with membership still in Beta). It is a first attempt to gather together event organizers in a more formal way. But the community represented here has been around for years, meeting at the Science Events Summit, getting together at happy hours, and visiting each others' events. We've really enjoyed these human connections over the years, but unless you got lucky like us, you wouldn't know there were others out there that share your passion for live events.

Well...now that you've found us, make yourself comfortable and stay a while. Take a look at some of the event initiatives our members produce, consider joining us at our Summit , or leap right into Beta testing and become a member !

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