In short, it is entirely possible to provide anybody with a scientific investigatory project proposal. However, to do so in an ad-hoc way, without any evidence of the context in which the investigation needs to take place, would run the real risk of the proposal suggested being of little importance, relevance or interest for the person who posed the question in the first place.
The problem is that science is such a broad topic and is taught at every level throughout school, from nursery age right the way through to doctorate level. As such, without further information from the person who posed the question, finding a proposal which matches their needs becomes practically impossible.
Furthermore, there is no context about which of the disciplines of science the proposal needs to examine. It could pertain to a general area of science, or it could focus in on a specific subject such as biology, physics or chemistry. Additionally, if the person seeking advice was operating at a higher level of education, the proposal may have to look at a particular branch of the subject, such as the process of osmosis within plants in biology or Newtonian laws of motion within physics for example.
There is also the issue regarding the particular abilities and interests of the person who posed the question. While it is entirely possible that someone could come up with a scientific investigatory proposal to try and measure the effect of gravitational lensing caused by the sun for example, there is no way to know if this proposal matches the abilities and interests of the person asking the question.
So, in short, while it is entirely possible to come up with almost an infinite number of scientific proposals in a vast number of fields of science and each would be equally worthy of rigorous scientific research, the truth is that without a great deal more information about the general area being studied, the ability and interests of the student and the level at which the investigation is to be conducted, it is impossible to do this in a meaningful and relevant context.
Otherwise, you could risk asking a kindergarten child to explain the Brownian laws of Motion with references to the 13-dimensions of space-time, or alternatively ask a theoretical physicist at CERN to investigate which floats best, a pebble or a feather?
Perhaps the best course of action you could take would be to look at previous projects completed by students or colleagues working at a similar level to you and try to find a new twist or angle to examine something similar.
The problem is that science is such a broad topic and is taught at every level throughout school, from nursery age right the way through to doctorate level. As such, without further information from the person who posed the question, finding a proposal which matches their needs becomes practically impossible.
Furthermore, there is no context about which of the disciplines of science the proposal needs to examine. It could pertain to a general area of science, or it could focus in on a specific subject such as biology, physics or chemistry. Additionally, if the person seeking advice was operating at a higher level of education, the proposal may have to look at a particular branch of the subject, such as the process of osmosis within plants in biology or Newtonian laws of motion within physics for example.
There is also the issue regarding the particular abilities and interests of the person who posed the question. While it is entirely possible that someone could come up with a scientific investigatory proposal to try and measure the effect of gravitational lensing caused by the sun for example, there is no way to know if this proposal matches the abilities and interests of the person asking the question.
So, in short, while it is entirely possible to come up with almost an infinite number of scientific proposals in a vast number of fields of science and each would be equally worthy of rigorous scientific research, the truth is that without a great deal more information about the general area being studied, the ability and interests of the student and the level at which the investigation is to be conducted, it is impossible to do this in a meaningful and relevant context.
Otherwise, you could risk asking a kindergarten child to explain the Brownian laws of Motion with references to the 13-dimensions of space-time, or alternatively ask a theoretical physicist at CERN to investigate which floats best, a pebble or a feather?
Perhaps the best course of action you could take would be to look at previous projects completed by students or colleagues working at a similar level to you and try to find a new twist or angle to examine something similar.
