Scientific method

1. Components of
Scientific
Investigation
Enhanced Science 7
Lesson by:
Mrs. Katryn G. Tan

2. What are the learning objectives for this
week?
The learners demonstrate
understanding of scientific
ways of acquiring
knowledge and solving
problems
What you should learn What you should be able
to do
The learners should be able
to perform in groups in
guided investigations
involving community- based
problems using locally
available materials

3. LESSON 1
OBSERVATIONS AND
PROBLEMS

4. ACTIVITY 1
Students will be asked
to list 5 observations
that they can perceived
from their surroundings
The World Around
Me

5. A scientific investigation typically begins from making
observations. We make observations all the time.
Observations involves the five senses and the basic
sense organs – eyes, nose, ears, tongue, and hands. For
you to observe, you don’t just look – you look intently in
it. You don’t just touch it, you feel it. Observation
involves deeper looking, feeling, listening, smelling, and
tasting.
STEP 1: OBSERVATIONS

6. Observations can either be qualitative or
quantitative. When we say qualitative, we
describe it by its quality. Quantitative
observations, however is described by the exact
quantity. Quantitative observations or
measurements usually needs apparatus and
equipment.
STEP 1: OBSERVATIONS

7. ACTIVITY 2
Students will observe and
list down all their
observations from the
different pictures that will
be shown to them
Picture Analysis

8. PICTURE
NO.
1
PICTURE
NO.
1
PICTURE
NO.
1

9. PICTURE
NO.
2
PICTURE
NO.
2
PICTURE
NO.
2

10. PICTURE
NO.
3
PICTURE
NO.
3
PICTURE
NO.
3

11. ACTIVITY 3
From the observations given
by the students in the picture
analysis activity, students will
identify what are the
examples of qualitative &
quantitative observations
Qualitative &
Quantitative Data

12. Follow this format!
1.
2.
3.
4.
5.
6.
7.
Qualitative Data Quantitative Data
1.
2.
3.
4.
5.
6.
7.

13. From observations that you have gathered, you
can formulate a problem. A question comes out
of observations as something that sparks your
interest, curiosity or inquisitiveness. Maybe, an
out-of-the-box observation will fuel your desire
to ask a question. All problems will start from
observations.
STEP 2: FORMULATE A PROBLEM

14. STEP 2: FORMULATE A PROBLEM
Let us try formulating questions from simple observations. You will be
shown a table of observations. Write questions regarding these
observations. The first one is done for you.

15. ACTIVITY 4
Students will be presented with
real life situations/observation.
Then assuming that they are in
the actual scenario, they
formulate a question defining
the problem to be solved.
What If?

16. OBSERVATIONS FORMULATE A QUESTION
Liquid inside the refrigerator freezes
differently
Plants tend to grow faster when exposed
outside the house
Breast fed babies have lower rates of
respiratory infection than babies fed by
formula milk
On average, men typically have more muscle
mass than women.
Cases of dengue increases during rainy
season.

17. Independent Variables
Dependent Variables
Constant Variables
In problem statements, we can see a “cause”
and an “effect.” We call that variables. In
experimentation, we have three types of
variables:
STEP 2: FORMULATE A PROBLEM

18. Independent Variables
These are the things that we manipulate or
change in a study. For example, in the problem
“How long must we cook the egg so that it will
not burn?” the independent variable is the time
it takes for us to cook an egg. This is the cause.
STEP 2: FORMULATE A PROBLEM

19. Dependent Variables
These are the effects or the response to the
change in the independent variable. In our
example given, the dependent variable will be
the appearance of the egg after frying for a
certain time. This is the effect.
STEP 2: FORMULATE A PROBLEM

20. Constant Variables
These are the things that we don’t change so
that we can focus on the cause and effect of
the independent to the dependent variable. For
example, in the situation, the constant variables
should be the pan and oil that we use, and the
temperature of flame.
STEP 2: FORMULATE A PROBLEM

21. As we formulate problems, we should keep
other variables constant so that we can focus
on the cause-effect relationship of the
independent and dependent variables.
Moreover, so that we can formulate a very
specific problem and so that we can test it.
STEP 2: FORMULATE A PROBLEM

22. A. What is the effect of amount of time of frying
on the appearance of the fried egg?
B. To what extent does the amount of time of
frying affect the appearance of the fried egg?
C. What length of time will have the best
appearance of the fried egg?
LET'S PRACTICE

23. D. An investigator wants to find out if longer
hours of watching television can cause eye
defects.
E. A researcher wants to know if the insulation of
a room affects the temperature of the room.
F. You want to test what paper is best to use for
a paper airplane to make it fly longer.
LET'S PRACTICE

24. What is the effect of (independent variable) on
(dependent variable)?
How/to what extent does the (independent
variable) affect (dependent variable)?
Which/what (independent variable) (verb)
(dependent variable)?
Now, here are some sentence frames that you can use
in your problem statements:
STEP 2: FORMULATE A PROBLEM

25. DAILY POP IN
DAILY POP IN
QUIZ
QUIZ
Let's Put Your Knowledge to The Test!
ENHANCED SCIENCE 7

26. QUESTION:
QUESTION:
As a student, you are
asked to conduct a
scientific investigation.
What should you do
after observing
something of interest?
A. Just walk away
B. Clap your hands
C. Formulate a
question
D. Write it on a
notebook

27. QUESTION:
QUESTION:
Which of the following
is an example of a
quantitative set of
data?
A. Height of students
B. Brand of pencil
C. Emotions
D. Gender

28. QUESTION:
QUESTION:
Which of the following
is an example of a
qualitative set of data?
A. Weight of students
B. Math scores
C. Blood types
D. Speed of cars

29. QUESTION:
QUESTION:
These kind of
observations are made
using instruments such
as rulers, balances and
thermometers.
A. Qualitative Data
B. Quantitative Data
C. Both

30. QUESTION:
QUESTION:
What words would be
most appropriate to
see if a student was
describing the
QUANTITATIVE
properties of an
organism?
A. Grey skin
B. 2 1/2 kg
C. Big Ears
D. Mammal