The Scientific Method (Revision of grade 9)

Whenever we have a scientific question, we can design an experiment to determine

the answer. You will ask specific questions, make observations, draw conclusions
and make inferences to find an answer.

Whether you are correct or way off, you can use your experiences to do the same
investigation better the next time, and slowly find a way to get to a correct answer.
This process of trial and re-visitation is all part of the scientific process.

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Independent, Dependent and Controlled Variables-

Not all scientific experiments are investigations. Investigations specifically try to

see if there is a relationship between one factor and another.

When you conduct an investigation you specifically change one factor and then see
if it affects another factor. These factors are called variables.

In an investigation there are three different types of variables that you will work
with.

Independent variable:
Definition - The factor that you will specifically manipulate.

This variable is always mentioned in the method and you are directed how to change
it.

Dependent variable:
Definition - The factor that you will measure or observe to see if it changes in
response to the independent variable.

This variable is always mentioned in the method and you are instructed to
observe/measure it.

Controlled variables:
Definition - Factors that you must keep from changing as they may affect the
outcome of the experiment.

These factors may or may not be mentioned in the method. You have to think to see
if changing them would affect the experiment.

Example:
Mary wants to find out if water freezes faster on its own or with sugar in it.

Independent variable: ______________________________________________

Dependent variable: ________________________________________________

Controlled variable/s: _______________________________________________

________________________________________________________________

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Hypotheses, Aims and Investigative Questions -
Before we start an experiment, it is important to know what we want to find out. We
need to have a question that we are trying to answer so that we can design an
experiment to answer the right question.
Every experiment must have an hypothesis, an aim and an investigative question.

Aim

The aim of your investigation is what you are trying to find out.

It is not written as a question.

Investigative Question

Is the question you are trying to find the answer to – the aim written in question form.

Hypothesis

Definition - A testable prediction of the relationship you think you are going to
find.

It is an intelligent guess as to what the results will be and should refer to both the
independent and dependent variables in the investigation.

Example:

Mary wants to find out if water freezes faster on its own or with sugar in it.

Aim: ____________________________________________________________

________________________________________________________________

Investigative question: _______________________________________________

________________________________________________________________

Hypothesis: ______________________________________________________

________________________________________________________________

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Methods -

A method must be chosen and recorded in enough detail that it can be repeated to
obtain the same result. It must be a numbered list or in bullet form of what must
happen.

Methods should always include the following in the appropriate place:

 Collect equipment and assemble as in a picture (never try to describe how to

set up the equipment, only what to do with it)
 Consideration of safety – e.g., wear goggles.
 Record your results in a table.

Repetition

When investigations are carried out, they are never done only once, but rather at
least three times. An average result is then used to try to find any possible
relationships. Repetition and use of an average help to improve the validity of any
relationships that are found.

An experiment was conducted to determine whether five different widths of rubber

band affected how far it flew when shot from a handheld sling-shot (katty). Rubber
bands of different widths but the same lengths were chosen for the experiment. The
bands were stretched to the same length by the investigator and shot straight up into
the air.

Write this description as a method.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

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Observations -

When you conduct an experiment, it is very important that you record all your
observations. You need to use all five senses to record your results. Observations
can also be things that you use instruments to “observe” for you.

Aim: To determine the properties of three chemicals by making observations

Equipment
Distilled water Test tubes/glass
Matches Magnifying glass
Power pack Vinegar
Carbon electrodes Light bulb
Bunsen Burner Test tube holder
Droppers Sodium Chloride (NaCl)
Baking Powder (NaHCO3)
Sugar (C 12H22O11)

Tests
 Senses

Use your sense of sight (with and without a magnifying glass), smell and
touch. Record your observations in the table.

 Solubility

Place a small amount of each powder into a test tube/glass at home. Add
5ml/one teaspoon of water and shake. Did the powder dissolve? Record your
observations in the table.
Solubility of brown sugar:
https://www.youtube.com/watch?v=b4EfT_CWprs&ab_channel=ScienceClass

 Electrical conductivity

Pour the solutions above into small beakers. Use the power pack set-up and
test if the solutions above conduct electricity, i.e. the light bulb glows.
Clean the electrodes after each test. Record your observations in the table.

Conductivity of salt: https://youtu.be/ePzEVPDyJV8

Conductivity of sugar, salt, baking powder:
https://expandusceramics.com/qa/what-makes-a-solution-conductive.html

https://www.youtube.com/watch?
v=4FLFy3mrjD4&feature=emb_rel_pause&ab_channel=FlinnScientific

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 Vinegar

Place 4 drops of vinegar onto a small sample of each powder. Did the powder
fizz? Fizzing indicates that a reaction took place. Record your observations in
the table.

Vinegar and baking soda.

https://www.youtube.com/watch?v=_CYgsqji_0k&ab_channel=SocraticaKids

 Heat test

Place a small amount of each powder into a test tube and heat over a
Bunsen burner for up to two minutes. Did any powder change? Give off an
odour? Record your observations in the table.

Sugar heated.

https://youtu.be/BGnXOZts05g

https://www.youtube.com/watch?v=XcbLxxLrj5w&ab_channel=Mr.Kish
%27sScienceChannel

Salt heated.
https://www.youtube.com/watch?v=9QZ5In6P-
A4&ab_channel=TheKingofRandom

Baking powder heated

https://www.youtube.com/watch?v=JYaBlFijkRM&ab_channel=ChrisLorich

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 SENSES SOLUBILITY CONDUCTIVITY VINEGAR HEAT TEST

A
NaCl

B
NaHCO3

C
Sugar

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Page 8 of 28
Conclusion

From your recorded observations, give a description of each of the powders.

E.g. powder F is a white grainy substance that fizzes with vinegar, does not dissolve
in water and conducts electricity.

A__________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

B__________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

C__________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

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Results Tables -

As you perform your investigation, you need to record all your results in a table. The
rules that we use in Physical Science are the same as the rules you were taught in
Life Sciences. Here are some reminders (these are NOT all the rules)!

 Your table outline should be in pencil.

 Your table must have a suitable heading (above the table)
 You must include column headings, WITH UNITS
 You must not include units in the body of your table.

Some additional rules that must be followed:

 Generally, each test needs to be carried out three times and then an
average calculated. Your table must provide for the RAW DATA and the
AVERAGE calculated
 Put numeric (number) independent variables in the FIRST column in order
– increasing or decreasing.
 Record all values for the same variable to the same number of decimal
places – even if the number is a 0 e.g., 1,45 1,67 1,30 1,42
 Calculating averages
o add up all the numbers, then divide by how many numbers there
are.
o should be recorded to same number of decimal places that the
original raw data was.

Task:

1. Find and correct the error in the table.

2. Calculate the averages and record them correctly.

Surface area of Time 1 (s) Time 2 (s) Time 3 (s) Average

cardboard (cm2) time (s)

No cardboard 1,4 1,3 1,1

24 1,4 1,4 1,4

48 2 2,4 1,8

80 4,1 4,1 3,8

120 8,9 9,2 9,5

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Plotting Data and Drawing Graphs -
Your results should then be presented in a graphical format. There are many
different types of graphs and charts that could be drawn:

 pie charts
 bar graphs
 histograms
 line graphs

Even if we do not cover these specifically in science, they are covered in other
subjects like Maths and Life sciences and can be asked.

All graphs should be given a full heading/title and must include:

 The type of graph (best fit line, best fit curve, bar etc)
 The independent and dependent variables
 The context of the graph / conditions of the experiment

In science we must be able to do all of these representations, but we are going to

concentrate on bar graphs and line graphs.

Bar graphs

Use these when one of the variables is NOT numerical.

John wants to find out if gender has an effect on how good people are at Maths
using the average % results of an examination written by Grade 12 students.

Gender is either Male or Female, these are not numerical values. How good they
are at Maths could be represented by a percentage obtained for a test – this is a
number.

We would have to use a bar chart to represent this data. For the bar chart below,
write a correct title, and fill in the titles for the axes

__________________________________________________________________

68.6
68.4
68.2
68
67.8
67.6
67.4
67.2
67
Male Female

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Line Graphs

We use line graphs when both the independent and dependent variables are
numerical.

There are steps to be followed to plot a good graph.

1. Write a proper title (worth 3 marks).

2. Place the independent variable on the x-axis with a correct title and unit.
3. Place the dependent variable on the y-axis with a correct title and unit.
4. Choose scales for each axis.
 You must choose a scale for each axis that allows you to comfortably fit
all your points in. (Scales for different axes can be different)
 Your scale for each axis must go up in equal intervals (i.e. it must be
linear and consistent) and be as large as possible.
 Always start your graphs at the origin UNLESS YOU ARE TOLD NOT
TO.
5. Plot your points clearly using large markers like the following:

6. When we draw a line graph, we draw in either a best fit line (straight) or
curve. We NEVER join the dots. Always consider if going through the origin
is a logical point and include it if it is.
7. When asked to read a value off of a graph, dotted lines must be used to
indicate how this is done. You may NOT make a dot on the graph or use
highlighter to do this.

Example – Best fit line Draw in the best fit line and suggest how much food will
be consumed by 30 people in 4 hours.
Line graph showing the relationship between the number of people at a party and
the corresponding amount of food they consume in 4 hours

5
Food consumed (kg)

0
0 10 20 30 40 50 60 70 80 90
Number of people at the party

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Note: Not all of the points fall onto the line. The line is showing the trend so that it
shows the relationship between the variables.

Outliers: Some points just seem to be wrong – not following the trend set up by
all the other points. These points are called outliers and must NOT be
used when drawing the best fit line or curve.

Example – best fit curve.

A carbonate is reacted with an acid and carbon dioxide is released. The carbon
dioxide is trapped in a syringe and the volume is read off every minute.

The results are recorded in the table below:

Time (min) Volume of gas collected (cm3)

1 15
2 23
3 24
4 30
5 31

Draw a line graph of these results using a best fit curve. Circle any outliers. Use it
to predict the volume of gas produced after 90 seconds. Write a title.

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Drawing Conclusions -

You should begin your conclusion by stating whether your experiment proved or
disproved your hypothesis if you had one. It is then important to write the
relationship you found correctly. It must always state how the independent affected
the dependent.

Possible outlines for conclusions are like this:

My results __________ (support or refute) my hypothesis.

As the _________(independent variable) ___________(increases or decreases) so

the ________________ (dependent variable) ___________ (increased/decreased).

We will learn to make these conclusions more specific in grade 10.

After reading your conclusion, the person reading your report should have no doubt
as to your scientific findings.

Look at the following data and write a conclusion based on the results given.

Conclusion: _________________________________________________________

___________________________________________________________________

___________________________________________________________________

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Example – write a complete conclusion based on this information:

Hypothesis: The further a planet is from the sun, the slower the speed at which it
orbits the sun.

Conclusion:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

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Evaluation -

You should be able to identify any areas that you could have improved on in order to
obtain better results. Your results are related to your method and if your method is
not good then your results will not be good either.

Look through these methods and write down any changes that could have been
made in order to obtain better results.

Remember for a good experiment you should always repeat each test three times
and use averages to try to find relationships.

Example 1:

Hypothesis: Water will flow out of a thicker straw faster than it will flow out of a thin
straw.
Method: Take two polystyrene cups and make holes in the sides of both cups.
One cup should have a small hole and the other cup a bigger hole - to
fit the two different width straws. Put the straws in the holes.
Put water in the cups. Observe the results.

Improvements:

Example 2:
Aim: To determine the pH values of commercial soaps.
Method: Place one teaspoon of the soap and 240 ml of water into a cup. Mix the
solution for two minutes and then measure the pH of the solution using
universal indicator. Then pour that solution out and test the next
solution in the same beaker using the same teaspoon.

Improvements:

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Experiment One: A student wishes to see if your heart rate during exercise
changes the longer you exercise.

Method

1. Obtain your five volunteers.

2. Taking one subject at a time and connect them to the heart monitoring
equipment.
3. Allow subject to rest for 3 min and then take their resting heart rate.
4. Have subject run on treadmill speed 9 km.h-1.
5. Record the heart rate every minute for 20 minutes.
6. When all is done, send subject back to class.
7. Repeat on each of the other volunteers.

Variables:

Independent variable: ______________________________________________

Dependent variable: ________________________________________________

Controlled variable/s: _______________________________________________

________________________________________________________________

Hypothesis, Aim, Investigative question:

Aim: ____________________________________________________________

________________________________________________________________

Investigative question: _______________________________________________

________________________________________________________________

Hypothesis: ______________________________________________________

________________________________________________________________

Possible Observations:

________________________________________________________________

________________________________________________________________

________________________________________________________________

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Label the grid below for this experiment. Provide all titles etc.

Improvements:

________________________________________________________________

________________________________________________________________

________________________________________________________________

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Experiment Two:

James and Sarah want to see if plants grow better when you play music for them.
They get three of the same plant and put them each in three different rooms. In the
first room they leave the plant with no music, the second they play classical music
and the third they play rock music. They give all three plants the same amount of
water and sunlight. After 3 weeks they measure the height of each plant to
determine which plant has grown the most.

Variables:

Independent variable: ______________________________________________

Dependent variable: ________________________________________________

Controlled variable/s: _______________________________________________

________________________________________________________________

Hypothesis, Aim, Investigative question:

Aim: ____________________________________________________________

________________________________________________________________

Investigative question: _______________________________________________

________________________________________________________________

Hypothesis: ______________________________________________________

________________________________________________________________

Possible Observations:

________________________________________________________________

________________________________________________________________

Draw a table outline that would be used to record the results.

What type of Graph would you draw for these results? Explain.

_________________________________________________________________________

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Experiment Three:

Carl and Jared want to test if sugar dissolves better in water if the water is cold or
hot. They take two glasses and fill them both with 100 ml of water and then they put
15 ml of sugar in each glass of water. They heat one of the beakers and keep the
other one cold and then stir both mixtures.

Carl stirred the water in the beaker that was not heated. He stirred the sugar for five
minutes before all the sugar dissolved. Jared stirred the water in the beaker that was
heated and noticed that after 3 minutes the sugar had completely dissolved.

Variables:

Independent variable: ______________________________________________

Dependent variable: ________________________________________________

Variable that were Controlled:

________________________________________________________________

________________________________________________________________

Other Variables that must be Controlled:

________________________________________________________________

________________________________________________________________

Hypothesis, Aim, Investigative question:

Aim: ____________________________________________________________

________________________________________________________________

Investigative question: _______________________________________________

________________________________________________________________

Hypothesis: ______________________________________________________

________________________________________________________________

What observation would tell Carl and Jared that the sugar had dissolved?

________________________________________________________________

________________________________________________________________

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Draw a table and record the results of this investigation.

Conclusion:

________________________________________________________________

________________________________________________________________

________________________________________________________________

Do you think the collected data can be used to draw a valid conclusion?
Explain.

________________________________________________________________

________________________________________________________________

________________________________________________________________

Experiment Four:

An experiment was conducted to determine whether width of a rubber band affects

how far it will fly when it is shot. Rubber bands of different widths but the same
lengths were chosen for the experiment. The bands were stretched to the same
length using a special machine and shot straight up into the air.

Variables:

Independent variable: ______________________________________________

Dependent variable: ________________________________________________

Controlled variable/s: _______________________________________________

________________________________________________________________

Page 21 of 28
Hypothesis, Aim, Investigative question:

Aim: ____________________________________________________________

________________________________________________________________

Investigative question: _______________________________________________

________________________________________________________________

Hypothesis: ______________________________________________________

________________________________________________________________

Possible Observations:

________________________________________________________________

________________________________________________________________

________________________________________________________________

Draw a table that could be used to record the results.

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Consolidation
1. An experiment was carried out to measure the effect of different forces on the
acceleration of a 1,5 kg trolley across a frictionless surface. The results
obtained were represented in the following graph.

a) Write down the investigative question.

b) Write down the following from the given information only:

Independent variable: ___________________________________________

Dependent variable: ____________________________________________

Controlled variable/s: ___________________________________________

_____________________________________________________________

c) Use the graph to determine the acceleration if the force is 15 Newtons.

d) Write a conclusion for this experiment.

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2. Six groups of students burned magnesium in air. The magnesium reacted
with oxygen to form magnesium oxide. They recorded the mass of
magnesium used and the mass of magnesium oxide formed. Their results
are shown in the table.
Group mass of magnesium mass of magnesium oxide
used (g) formed (g)
A 3,2 5,2
B 3,8 6,5
C 4,2 7
D 4,9 8,6
E 5,4 8
F 6,1 10,7

2.1 Write a hypothesis for this investigation.

2.2 Identify the independent variable.

2.3 On the table, correct the manner in which two results are written.

2.4.1 Use their results to draw a suitable graph on the grid provided. Follow all
rules for graph drawing. Do not draw in a best fit line yet.

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2.4.2 (a) Which group’s results do not fit the general pattern?

Give the letter and circle it on your graph. Letter: .................................

(b) How should the class deal with this ‘odd’ result?

(c) Draw in the best fit line on the grid.

2.5 Use the graph to predict the mass of magnesium oxide that will be formed by
burning 7,0 g of magnesium.

2.6 The results show the relationship between the mass of magnesium and the
mass of magnesium oxide formed.

What conclusion could you draw about this relationship?

2.7 Comment on the validity of the relationship that has been determined.
Explain your answer.

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3. Emma and Philip wanted to see if changing the temperature of the water
affected the time taken for a cold cure powder to dissolve in water.

Philip recorded their results.

(a) Identify the independent variable (1)

…………………………………………………………………………………………………

(b) Identify two variables that must be controlled. (2)

…………………………………………………………………………………………………

(c) Give an aim for this investigation. (2)

…………………………………………………………………………………………………

…………………………………………………………………………………………………

(d) (i) Write the heading for the first column in the table below. (1)

............................................ (ºC) time to dissolve (s)

(ii) Write their results correctly in the table above. (2)

(e) Why did they put the same amount of water in each beaker?

.......................................................................................................................................

.......................................................................................................................................

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(f) Are these results valid? Explain your answer. (2)

…………………………………………………………………………………………………

…………………………………………………………………………………………………

4. Some pupils carried out an investigation to find out whether more sugar or
more salt dissolved in water at 60°C.

(a) State a possible investigative question for this investigation. (3)

…………………………………………………………………………………………………

…………………………………………………………………………………………………

Here are some of the steps in their investigation.

They are not in the correct order.

(b) The method for this investigation is shown using pictures with a written
instruction. They are not in the correct order. Place them in the correct
order, using only the letters A, B, C, D and E as shown above. (5)

…………………………………………………………………………………………………..

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(c) They counted the number of spatulas of sugar or salt added to the water until
no more would dissolve.
Why was this not a good method of measuring how
much sugar or salt they added? (2)

…………………………………………………………………

…………………………………………………………………

…………………………………………………………………

(d) The following results were obtained. They found that, 7 ;8 and 7 spatulas of
salt dissolved in each beaker of water respectively. When they added the
sugar, 6 ; 9 and 7 spatulas of sugar were needed for each beaker respectively

(i) Construct a table in which the learners could record their results. No
heading is needed. Include a column for an average. (4)

(ii) Calculate an average, rounded off to a whole number. Include this

value on the table. (3)

…………………………………………………………………………………………………..

(e) They used water at 60°C in both beakers. What else did they do to make their
investigation fair? (1)

…………………………………………………………………………………………………

…………………………………………………………………………………………………

(f) Suggest a better method of measuring how much sugar or salt they
added. (1)

………………………………………………………………………………………………….

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