SCIENCE First Quarter –

Module 1E SCIENTIFIC
INVESTIGATION: Analyzing Data
Department of Education ● Republic of the

7
Philippines

Science – Grade 7 Alternative Delivery

Mode First Quarter – Module 5: Analyzing
Data First Edition, 2020

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Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author/s: Rizza Mae L. Serino Reviewers: Marisol P. Moreno Norlyn Q. Lobido Myraflor E. Besire
Evaluators: Marissa R. Bueno Carmen S. Madrio Marecel B. Compania
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Science
 7

First Quarter – Module 1E

SCIENTIFIC INVESTIGATION:
Analyzing Data

This instructional material was collaboratively developed and reviewed by

educators from public secondary schools from the Division of Misamis
Occidental. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department
of Education at action@ deped.gov.ph.
 We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

Introductory Message
For the Learner
Welcome to an enjoyable learning adventure through Alternative
Delivery Mode (ADM) Module as we capture another journey to the world of
Science 7.
Have you ever wondered how scientists discover their scientific
breakthroughs? Will it be possible for a Grade 7 learner like you to do science
the way your favorite scientist did? No need to worry, boys and girls! In this
module, we will learn to do exciting and fun-filled investigation through the
scientific method.
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while
being an active learner.
This module has the following parts and corresponding icons:
This gives you an idea of the skills or
What I Need to Know competencies you are expected to
learn in the module.
This part includes an activity that aims to
What I Know check what you already know about the
lesson to take. If you get all the answers correct (100%), you may decide to skip this module.
This is a brief drill or review to help you link
What’s In
the current lesson with the previous one.
In this portion, the new lesson will be
What’s New introduced to you in various ways in a form of
story, song, poem, problem opener, activity or situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover
and understand new concepts and skills.
This comprises activities for independent
What’s More practice to solidify your understanding and
skills of the topic. You may check the answers to the exercises using the Answer Key at the end
of the module.
iv
 This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to
process what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge
or skill into real life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given to
Additional Activities you to enrich your knowledge
or skill of the lesson learned. This also tends retention of learned concepts.
This contains answers to all activities in the
Answer Key
module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use your Science activity notebook in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and in checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
For the Facilitator
The task of the facilitator is to assist the learners in going through the
module and answer learners’ queries or questions when they encounter any
difficulty in answering the tasks in this module. Thus, the facilitator will monitor
learners’ progress to accomplish the module with best learning outcomes.
We hope that through this material, you will experience meaningful
learning and gain deep understanding of the relevant competencies. You can
do it! Always bear in mind that you are not alone.
v

TABLE OF CONTENTS

What I Need to Know ................................................................. 1

What I Know ................................................................. 2

What’s In ................................................................. 4
What’s New ................................................................. 5

What is It ................................................................. 6

Analyzing Data ........................................................... 6

Quantitative Data .................................................................... 7

Qualitative Data .................................................................... 7

What’s More ................................................................. 8

What I Have Learned ................................................................ 9

What Can I Do ................................................................. 10

Assessment ................................................................. 12

Additional Activities ................................................................. 16

Answer Key ................................................................. 17

References ................................................................. 18

vi
 What I Need to Know

Once the experiment is complete, the results can be analyzed. The

results should either confirm the hypothesis as true or false. Research

experiments are usually analyzed with statistical software in order to

determine relationships among the data. In the case of a simpler experiment,

one would look at the data and see how they correlate with the change in the

independent variable.

When conducting an experiment, the scientist records changes that are

observed or measured. The data gathered can be presented in charts or

tables for easy interpretation. Several trials of the experiment need to be

conducted to confirm the data.

After going through this module, you are expected to describe components

of a scientific investigation (S7MT-Ia-1).

Specifically, you are also expected to:

1. differentiate qualitative data from quantitative data;

2. interpret the data gathered; and

3. develop accuracy and honesty in interpreting data.

This module was designed and written with you in mind. It is here to help

you master the fifth step in Scientific Method: Analyzing Data. The scope of

this module permits you to use different learning situations. You have to

extend your patience in understanding and analyzing what you are reading.

Follow the directions in the activities and answer the given test and exercises
properly.

What I Know

Before starting with this module, you will be answering questions to

determine what you already know about analyzing data. Answer the questions

below.

Directions: Choose the letter of the correct answer. Write your answers in

your Science activity notebook.

For items 1 – 8, identify whether the data given on each number is qualitative

data or quantitative data. Answer A for Quantitative Data and B for Qualitative

Data.

1. Hotness of Chili.

Data: Thai chili is hotter than Jalapeño chili.

2. Salinity.

Data: Sea water is saltier than lake water.

3. Weight.

Data: The average weight of an elephant’s tooth is about 4 kilograms.

4. Temperature.
 Data: A person with fever feels hot.

5. Acidity.

Data: Fresh milk has a pH of approximately 6.5. Stale milk has a pH of

about 4.7

6. Comparative speed.

Data: The average speed of a running cat is 48 km/h while the average

speed of pig is 18 km/h.

7. Preparedness.

Data: Child A is more prepared than Child C in today’s lesson.

8. Sweetness.

Data: White chocolate is sweeter than dark chocolate.

2
9. Victoria grows the same bacteria in 20 petri dishes. She places 10 of the

dishes in a container with a normal atmosphere. The remaining dishes she

places in a container in which the oxygen level is double the normal level. She

labels the first group "A" and the second group "B." Which statement best

describes the groups?

A. Group A is the control group; Group B is the experimental group. B.

Group A is the experimental group; Group B is the control group. C.
Group A is the variable; Group B is the observation. D. Group A is the
hypothesis; Group B is the theory.

10. Jackson and Mia want to do an experiment to determine how the

temperature of water affects how much salt can be dissolved in it. In
what order should they perform the following steps?

Step 1: With a teacher's help, bring the water in one of the beakers to the
boiling point. Step 2: Pour equal amounts of water into two identical beakers.
Step 3: Record how many half-teaspoons of salt are completely dissolved in
each beaker. Step 4: Gradually put salt into the water of each beaker, a half-
teaspoon at a time.
A.4 2 1 3 C. 2 4 1 3 B. 2 1 4 3 D. 1 2 4 3

11. What is the purpose of a data analysis?

A. to interpret result in the experiment C. to test a hypothesis B. to

communicate data D. none of the above

12. At the end of an experiment, what will you formulate?

A. an observation C. a hypothesis B. a conclusion D. an

analysis

13. How do you check whether the data supports the hypothesis?

A. modify the experiment C. predict the outcome B. design the

experiment D. analyze the data

14. Which of the following best describes data?

A. ideas you think are true C. a variable B. facts or

information D. numbers

15. A procedure carried out to gather data about an object or event is

a/an .

A. investigation C. experiment B. hypothesis D. inquiry

Lesson 1 Analyzing Data

What’s In
Activity 1: Look Around You

Directions: Go out and look for a place where you can find different kinds of

leaves. Use your senses in observing the leaves of at least 5 plants. Record

your observations in the table below. Then answer the questions concisely

using the data you gathered during the investigation. Write your answer in

your Science activity notebook.

Leaf Color Shape Texture Odor

A B C D E Guide

Questions:

1. Which of your senses gave the most information about the leaves?

________________________________________________________

2. Which of your senses helped you the most in distinguishing the leaf

samples?

________________________________________________________

4
3. Your personal observation has limitations. Name several scientific

instruments that may help you overcome the limitations of your senses

whenever you make observations.

a. Sight: _________________________________________________

b. Smell: _________________________________________________

c. Taste: _________________________________________________

d. Touch: ________________________________________________
 4. Is it important that a scientist record his data immediately? Why or why

not?

________________________________________________________

________________________________________________________

What’s New

Activity 2: Paper Drop!

Directions: In this activity, you will drop a piece of wadded-up paper into a

target 30 times, and measure how close the paper lands to the target (a coin).

You will use two types of paper, one heavy (crumpled) and one light (plain), to

see whether weight makes a difference.

As you do the experiment, you will record your data and make a plot

that will help you answer the question of whether one type of paper lands

closer to the target than the other. Make sure to prepare the following

materials: 2 pieces of paper (crumpled and plain), 1 coin, 1 ruler, 1 graphing

paper, and colored pens.

Procedures:

1. Without collecting any data, which type of paper do you think will tend to

land closest to the target? Explain.

5
2. Put a coin target on the floor and drop the papers toward the target. Drop
the crumpled piece of paper first, then the plain piece, then crumpled, then

plain, and so on, until you have dropped each for 10 times, with a total of 20

drops. Record your results in your Science activity notebook.

3. On a piece of graphing paper, make a plot of your results that helps to

show whether one type of paper lands closer to the target than the other.

4. After plotting the data, write a short statement about what have you

observed in the activity.

Guide Questions:

1. After the experiment, which type of paper tends to land closest to the

target? Explain.

______________________________________________________________

______________________________________________________________

2. What is the relationship between the type of paper used and its distance

towards the target?

______________________________________________________________

______________________________________________________________

What is It

Step 5. Analyzing Data

After researchers have collected and

organized data from a field study or an

experiment, the data must be analyzed.

Analyzing data is the process of interpreting

the meaning of the data we have collected,

organized, and displayed in the form of a

table, bar chart, line graph, or other

representation.

6
Researchers analyze data in many ways, like using statistics,

interpreting graphs, determining relationships between variables, comparing

the data to those obtained from other studies, and determining possible

sources of experimental error. Analyzed data can be presented in tabular form

or graphical form.

Observation Data in Tabular Form

Set-up General Description

A Good growth but leaves are attacked with worms and insects

B Good growth with healthy leaves free from worms and insects

C Stunted growth with shrunk leaves but free from worms and insects

Table 1. Example of Observation Data in Tabular Form

Numerical Data in Tabular Form and Graphical Form

 Source: https://www.starbooks.com (a)
Numerical Data in Tabular Form (b) Numerical
Data in Graphical Form

Based on the figures above, we can say that there are two types of

data: observation data and numerical data. Observation data refers to

qualitative data in which data are collected from simple observation and

description. On the other hand, numerical data is what we call the

quantitative data. Quantitative data is more exact and is presented exactly in

numbers as to how tall or short the experimental subject is, how cold or how

hot the temperature is.

7
Always remember that the process of collecting, organizing, and
analyzing data is not always a simple, in order process; sometimes a
preliminary analysis of data may allow us to look at the data in another way,
or even to go back and collect additional data to test an emerging hypothesis.
What’s More
Activity 3: Analyzing and Interpreting Data
Directions: In this activity, you are given tabulated data on seed germination
previously recorded by a class. All you have to do is to analyze the data
carefully and interpret the relationship.
A class was divided into six groups. Each group experimented on the
length of soaking periods best suited for the germination of seeds. Each group
soaked ten seeds each for 36 hours, 24 hours, 12 hours, and 6 hours. Ten
other seeds were not soaked. Then all seeds were planted at the same time
in different containers. The number of seeds that germinated in each
container was recorded every day.
Soaking Time (in hours)
Groups
36 24 12 6 0

123456

2 1 0 10 2 0

420552
665578

10 9 8 10 10 10

10 10 9 9 9 10
15 18 37 57 57
Total seeds germinated in each group
Seeds soaked (ten per group) 60 60 60 60
8
Guide Questions:

1. Based on the table above, which soaking time shows the highest

number of seeds germinated?

__________________________________________________________

2. Among the seeds soaked, did the soaking time have any effect on the

seeds germination?

__________________________________________________________

3. How is a farmer likely to interpret these findings? If he is only after a

high percentage of germination, does he still have to soak the seeds?

Prove your answer.

__________________________________________________________

__________________________________________________________

4, Was it easy for you to interpret data presented in this way? Explain your

answer.

__________________________________________________________

5. How shall we record data so that it will be easier for us to analyze and

interpret them?

__________________________________________________________
 What I Have Learned

Compare and Contrast Data

Directions: Using a Venn Diagram below, compare and contrast qualitative

data from quantitative data. Use the words inside the box and write your

answers in your Science activity notebook.

Words Measurement Numbers Charts Instruments

Touch Quantity Quality Hear Senses

Description Data Exact Narrative Analyze

What I Can Do
Activity 4. Let us Collect and Analyze

Directions: Using three books and a ruler, measure the thickness of each

book in millimeters (mm) and do not include the cover. Count the number of

pages in each of the three books and record your data in the table below.

For example,

Textbooks Thickness (mm) No. of Pages A 28 81 B 32 96 C 18 52

D 45 130 E 23 72
QUALITATIVE QUANTITATIVE
 10
)
T
mm(r etemillimn is senkcih
Number of Pages
Thickness in millimeter (mm)
Your Turn!
Record your data here.
Books Thickness (mm) No. of Pages
ABC

Plot your data here. 50 45 40 35 30 25 20 15 10 5

20 40 60 80 100 120 140 Number of Pages
5101520253035404550
0
0 20 40 60 80 100 120 140
11
Guide Questions:

1. What have you noticed on your data as you measure the thickness of
the book and as you count the pages of the book?

_________________________________________________________
_________________________________________________________

2. What can you say about the thickness of the book in relation to the
number of pages of the book? Explain your answers.

_________________________________________________________
_________________________________________________________

3. What are the different science processes demonstrated in the activities

performed?

_________________________________________________________
_________________________________________________________
 EXCELLENT! You are now done with all the

activities in Module 1E. Ready for the

Assessment?

12

Assessment

Now, that you are done accomplishing the module, you will be asked to

answer questions to determine your understanding of the lesson that you

have just gone through. Choose the letter of the correct answer and write your

answers in your Science activity notebook.

1. A procedure carried out to gather data about an object or event is

a/an .

A. investigation C. experiment

B. hypothesis D. inquiry
2. Victoria grows the same bacteria in 20 petri dishes. She places 10 of the

dishes in a container with a normal atmosphere. The remaining dishes she

places in a container in which the oxygen level is double the normal level. She

labels the first group "A" and the second group "B." Which statement best

describes the groups?

A. Group A is the control group; Group B is the experimental group.

B. Group A is the experimental group; Group B is the control group.

C. Group A is the variable; Group B is the observation.

D. Group A is the hypothesis; Group B is the theory.

3. Which of the following best describes data?

A. ideas you think are true C. a variable

B. facts or information D. numbers

13
4. Jackson and Mia want to do an experiment to determine how the

temperature of water affects how much salt can be dissolved in it.

In what order should they perform the following steps?

Step 1: With the teacher's help, bring the water in one of the beakers to the

boiling point.

Step 2: Pour equal amounts of water into two identical beakers.

Step 3: Record how many half-teaspoons of salt are completely dissolved in

each beaker.

Step 4: Gradually put salt into the water of each beaker, a half-teaspoon at a

time.

A. 4 2 1 3 C. 2 4 1 3

B. 2 1 4 3 D. 1 2 4 3

5. What is the purpose of a data analysis?

A. to interpret result in the experiment C. to test a hypothesis

B. to communicate data D. none of the above

6. How do you check whether the data supports the hypothesis?

A. modify the experiment C. predict the outcome

B. design the experiment D. analyze the data

7. At the end of an experiment, what must you draw?

A. a conclusion C. a picture

B. a bar graph D. a chart

For items 8 – 15, identify whether the data given on each number is

qualitative data or quantitative data. Answer A for Quantitative Data and B for

Qualitative Data.

8. Sweetness.

Data: White chocolate is sweeter than dark chocolate.

9. Hotness of Chili.

Data: Thai chili is hotter than Jalapeño chili.

14
10. Preparedness.

Data: Child A is more prepared than Child C in today’s lesson.

11. Comparative speed.

Data: The average speed of a running cat is 48 km/h while the average

speed of pig is 18 km/h.

12. Salinity.

Data: Sea water is saltier than lake water.

13. Weight.

Data: The average weight of an elephant’s tooth is about 4 kilograms.

14. Acidity.

Data: Fresh milk has a pH of approximately 6.5. Stale milk has a pH of

about 4.7

15. Temperature.

Data: A person with fever feels hot.

 15

Additional Activities

Check this Out

Directions: Study carefully the data given in the table. Plot the data and

answer the question below.

Textbooks Thickness (mm) No. of Pages A 23 72 B 18 52 C 28 81

E 32 96

Thickness in
millimeter (mm)

Number of Pages

Guide Questions:

1. Based on your data plotted on the graph, what is the relationship of the

thickness of the textbooks and the number of pages of the textbooks?

________________________________________________________

________________________________________________________

________________________________________________________
Congratulations! You have successfully completed Module 1E. I hope
you learn something from today’s Module.

16

Answer Key
 17

References

Books
______________________________________________________________

Gutierrez, M. M. "Scientific Investigation." In Science and Technology for

the Modern World, 18 - 25. Diwa Scholastic Press Inc., Social Expenditure
Project, Department of Education, 1999.

Morano, et al. "Scientific Method." In Fundamentals of Biology I, 12 - 15.

Lorimar Publishing, Inc., 2011.

Salandanan, G. G. "Scientific Investigation." In Science and Technology

Laboratory Manual, 7-9. Phoenix Publishing House, Inc., 1997.

Internet Sources
______________________________________________________________

Biology Corner.
https://www.biologycorner.com/quiz/qz_scientific_method.html (accessed
May 28, 2020).

Biology Dictionary. 2017. https://biologydictionary.net/scientific-method/

(accessed May 25, 2020).

Bryce, S. study.com. 2003. https://study.com/academy/lesson/what-is-

scientific-investigation-definition-steps-examples.html (accessed May 25,
2020).

Chemistry LibreTexts. 2019. https://chem.libretexts.org/Courses/University

of British Columbia/CHEM 100%3A The Chemical World/1.4%3A The
Scientific Method - How Chemist Think (accessed May 28, 2020).

CK - 12 Foundations. 2014. https://www.ck12.org/book/ck-12-physical-

science-for-middle-school/section/2.1/ (accessed May 26, 2020).

Educational Research Techniques.

https://educationalresearchtechniques.com/2014/12/07/identifying-a-
research-problem/ (accessed June 01, 2020).

Enago Academy. 2020. https://www.enago.com/academy/how-to- develop-

a-good-research-hypothesis/ (accessed May 28, 2020).

18
Gozon, E. D. "Sceintific Investigation." Cross-Specialization of Grades 7 to
10 Science Teachers on their Non-Major Science Subjects. Department of
Education, Bureau of Learning Delivery, 2018.

Help Teaching. 2004.

https://www.helpteaching.com/questions/Scientific_Method?pageNum=3
(accessed June 02, 2020).

Learning Resources Portal. 2016. https://lrmds.deped.gov.ph/detail/7121

(accessed May 24, 2020).

Microsoft Word - Bio I - Hypotheses, Theories and Scientific Laws.

https://www.shsu.edu/academics/agricultural-sciences-and-engineering-
technology/documents/HypothisisWorksheetDay2.pdf (accessed May 27,
2020).

Quizlet. https://quizlet.com/51986616/making-observations-and- inferences-

flash-cards/ (accessed June 01, 2020).

Science Buddies. 2010. https://www.sciencebuddies.org/blog/a-strong-

hypothesis (accessed May 28, 2020).

STARBOOKS. https://starbooks.com (accessed May 28, 2020).

Teacher Vision. 2007. https://www.teachervision.com/graph-chart-

0/analyzing-data (accessed June 01, 2020).

TinkerPlots Dynamic Data Exploration. 2012.

http://www.tinkerplots.com/activities/data-analysis-and-modeling- activities
(accessed June 08, 2020).
Workforce Institute. 2014. https://workforceinstitute.org/scientific- method-
isnt-just-scientists/ (accessed May 26, 2020).

19
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