Scaffold: Conducting an

experimental inquiry
Designing
Background
The first section of your report should explain briefly the context of your investigation and
should include an explanation of why your investigation is important or useful. Make it a
habit to record the sources of your additional reading with any notes or images you copy.
This section could also describe the variables you chose and how they may be related, how
they can be measured, what results and relationships could be expected, what might cause
the values to vary, and so on.

Inquiry question
Example: To investigate how the [independent variable] affects the [dependent variable] of a
physical property.
∙ Variables are measurable properties that change during an experimental investigation.
∙ The variable you change deliberately is called the independent variable (IV). (‘The
Independent variable is what I change in my investigations.’)
∙ The variable that changes as a result of your changing the independent variable is the
dependent variable (DV), because the changes or measurements you detect depend on
the independent variable. (‘The dependent variable is the data I measure during my
investigation.’)
∙ To make a valid comparison of the effects that you are testing, all conditions of the
method, except the one you are testing, need to be kept the same. These are the
controlled variables (CV). Only CVs likely to have a significant (i.e. measurable) effect on
the results need to be considered. Variables such as temperature or pressure, if
significant, should be monitored in some way. For example, the temperature could be
monitored throughout the experiment with a thermometer to establish a range of
variation. If a barometer is not available, the local air pressure could be checked on a
meteorological website.

Hypothesis
Ideally, your hypothesis should be worded in such a way that your prediction is followed by
scientific reasoning based on your own understanding of research using secondary sources.
An example could be:
When I change the [independent variable], the [dependent variable] will change by …
This happens because …
1
© Annie Termaat & Christopher Talbot/Hodder & Stoughton Limited
 Method
Your method should be sufficiently detailed for a student living in another country to be able
to follow your instructions correctly. You should seek feedback from your teacher on your
plan. It is important to know that the equipment and chemicals you need are available at
your school.
∙ Consider safety by reflecting on the possible risks the person carrying out the
experiment may be exposed to. For example, depending on your experimental design,
consider how people may avoid contact with broken glass, hot spillages or potential
allergens.
∙ What are the advantages and disadvantages of your investigation using a single pair of
extreme conditions, using a narrower, gradual range or taking another approach
entirely? As a recommendation, five changes to the conditions (IV) should be made.
∙ List all the equipment you require, including the measuring instruments you will use.
∙ Prepare a results table ready for recording the results you obtain when the investigation
is under way. Ideally, this table should allow you to record repeated observations of your
tests. As a recommendation, three repeat observations should be made.

Processing
Results
This is the first part of the reporting stage of your investigation. The data you collect when
you carry out your investigation is called ‘raw data’. These results may not show evident
trends or patterns. In an experimental report, the results need to be transformed
numerically and/or visually.
∙ Your original table of results may be attached as an appendix to your final written
report. It does not have to be copied out again in detail.
∙ Your report should include a sample of any calculations you used to process and present
the original data more effectively.
Here are some strategies to consider.
∙ Tabulate only the ‘average’ of your replicate observations. Additional columns may be
used to record maximum and minimum results in this table.
∙ Graph only the ‘average’ results of replicate observations. The values for independent
variables should be shown along the x-axis with the dependent variables along the
y-axis. Represent the range of your results in some way. For example, ‘box and whisker’
representations could indicate the maximum and minimum observations on a line
graph. Showing the range of replicate results for each group of observations will help
you analyse your results in the later stage of your report.

2
© Annie Termaat & Christopher Talbot/Hodder & Stoughton Limited
 Evaluating
Interpreting results
∙ Explain what your table and/or graph shows. How did the dependent variable respond
to the changes in the independent variable?
∙ Suggest a scientific reason why this may have happened. It may be helpful to include
diagrams to illustrate your explanation. References to scientific models or theories may
be helpful.

The hypothesis
∙ State whether your results support or refute (disprove) your hypothesis.
∙ Extend your scientific reasoning by evaluating how the results strengthen your
confidence in your understanding, or suggest an explanation for the difference in the
results. Important aspects to mention are:
i the reliability of your results – reflect on how closely results are clustered around
the mean; very scattered results, or ‘outliers’, need to be explained
ii the validity of your results – reflect on whether your results could have an
alternative explanation apart from the problem and hypothesis you planned to
investigate.

The validity of the method

Reflecting on improvements and extensions of the method

3
© Annie Termaat & Christopher Talbot/Hodder & Stoughton Limited
 Discuss: What have you learned about experimental
investigations?
1 Learning to learn: how do investigation reports make scientific thinking transparent?
2 Why should ‘risk management’ be an essential part of planning? What responsibilities
do you have to yourself and others?
3 How should your responses to the following command terms be different?
a state
b describe
c evaluate
d reflect
4 Developing vocabulary: in your own words, define the following terms:
a independent, dependent and controlled variables
b valid
c control.
5 What might limit the number of replicates a scientist uses?
6 Which parts of the science inquiry cycle are similar to inquiry cycles you have used in
other subjects?

4
© Annie Termaat & Christopher Talbot/Hodder & Stoughton Limited
 Suggested answers
1 Consistent formats of investigation reports assist navigation.
2 Risk management is about caring for the safety of others and the environment.
3 a state – provide specific, brief, factual information
b describe – provide detail, to complete a picture or account of the situation, event or
process
c evaluate – weigh up strengths and weaknesses
d reflect – add an opinion, justifying your response
4 a independent – the variable that is deliberately changed
dependent – the variable that changes as a result (if its relationship, proposed in the
hypothesis, is valid)
controlled – all the conditions that are kept the same, e.g. pressure, temperature,
concentrations of other components (e.g. chemicals)
b valid – logical, fair
c control – experiment conducted under standardized conditions, used for comparison
of the test condition
5 Cost, time and spatial considerations might limit the number of replicates a scientist
uses.
6 MYP uses similar inquiry cycles in technology.

5
© Annie Termaat & Christopher Talbot/Hodder & Stoughton Limited
 Checklist for reporting
Title – Have I …
⬜ provided a title for my report (this could pose a question that links the IV and the DV)?
Designing – Have I …
⬜ introduced the problem I want to learn more about?
⬜ included an inquiry question in which I identify the controlled, independent and
dependent variables and explain how these will be managed?
⬜ written a hypothesis that includes scientific reasoning about the IV and DV to explain my
predictions?
⬜ identified relevant equipment and described a practical method, including how results
(raw data) will be collected?
⬜ stated how I will manage potential risks and/or listed ethical considerations?
Processing results – Have I …
⬜ recorded my observations or measurements as carefully and accurately as possible and
attached this raw data to the report?
⬜ explained any calculations that I have made?
⬜ transformed my data numerically (e.g. averages) and/or included a table or graph to
show patterns in my results?
⬜ shown any statistical variations in my replicate tests?
Evaluating results – Have I …
⬜ explained what the results show?
⬜ interpreted whether the results provide evidence supporting my hypothesis?
⬜ commented on the reliability of the data (as indicated by the range of variation between
the results in replicate tests)?
⬜ drawn appropriate conclusions with reference to the results and/or graph?
⬜ commented
data sought)?
on the validity and limitations of the method (was it appropriate for the

⬜ explained
experiment?
with reasons how I would change my method (if at all) if I were to repeat the

⬜ suggested an extension or application of this investigation?

6
© Annie Termaat & Christopher Talbot/Hodder & Stoughton Limited