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RESEARCH 1
Quarter 1 Module 7:
Guided Experiments
Research 1 – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 7: Guided Experiments
First Edition, 2020

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Published by the Department of Education

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

Development Team of the Module

Writer: Jorge M. Bicaldo Jr.

Editor: Caryl Dorothy B. Ariola
Reviewer: Eloisa T. San Juan, EdD
Illustrator: Elisha P. Soriano, UAP
Layout Artist: Catherine J. Borja
Cover Design: Emmanuel S. Gimena Jr.

Management Team:
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Asst. Schools Division Superintendent : Rolando M. Fronda, EdD, CESE
Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD
Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE
Education Program Supervisor, AP/ADM : Romeo M. Layug
Education Program Supervisor, Science: Edwin Riel Bermillo
District Supervisor, Assigned Subject : Rodger R. De Padua
District LRMDS Coordinator, Assigned Subject: Christopher S. Ereno
School Principal, Assigned Subject : Odielon O. Gamboa
Lead Layout Artist, Research 1 : Catherine J. Borja
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E-mail Address: bataan@deped.gov.ph
 9

Research 1
Quarter 1– Module 7:
Guided Experiments
Introductory Message
For the facilitator:

Welcome to the Research 1– Grade 9 Alternative Delivery Mode (ADM)

Module on Guided Experiments!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Research 1 – Grade 9 Alternative Delivery Mode (ADM)

Module on Guided Experiments!

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:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

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.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

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.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled into process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

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 Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this 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 a separate sheet of paper 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 instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and 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.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module in Research1is written and designed for the Grade 9 students to
conduct a guided experiment under the Science, Technology and Engineering (STE)
program in response to the continuity plan of the Department of Education to bring
learning to the learners at the comfort of your home amidst the COVID 19
pandemic.

After this module, you are expected to learn the following:

a. Define guided experiment;

b. Determine the important factors to consider in a guided experiment; and
c. Identify the independent and dependent variable in an experiment.
 What I Know

Read carefully and write the letter of your answers on your Research notebook.
For items 1-5, study the case below answer the questions that follows.

Beri Beri's Bizarre Case

In 1887 the people in Dutch East Indies were afflicted by a mysterious nerve
disease. Beriberi was the illness. The disease's symptoms included fatigue and lack
of appetite, and patients also died from heart failure. Scientists thought bacteria
might be responsible for the disease. They injected bacteria into the chickens from
the blood of beriberi patients. The chickens that were injected got ill. However, the
same was true of a group of chickens not injected with bacteria.

Dr. Eijkman, one of the scientists, has developed a new experiment based on
his own findings. Before the experiment all the chickens had eaten whole grain rice,
but the chickens had been fed polished rice during the experiment. Dr. Eijkman
studied this fascinating case and noticed the lack of thiamine, a vitamin required
for good health, in polished rice.

1. What was Dr. Eijkman’s observation during the first experiment?

a. The chickens were of different sizes
b. All chickens ate whole grain rice but during the experiment ate polished
rice.
c. The chicken ate three types of rice
d. The chickens are all malnourished

2. What are the variables used in the experiment?

a. Type of chicken c. Type of rice
b. Number of trials d. Sickness

3. What is the independent variable?

a. Type of chicken c. Type of rice
b. Number of trials d. Sickness

4. In this case, what is the dependent variable?

a. Sick/ not sick chicken. c. Type of rice used
b. Experimenter’s mood d. Chicken variety

5. What was the control group?

a. Fed with whole grain rice c. Chicken with sickness
b. Fed with polished rice d. Chicken without sickness
6. It requires students learn how a variable works in an experimental set up.
a. Variable c. Control group
b. Guided experiment d. Experiment

7. Any aspect of the experiment which can change.

a. Variable c. Control group
b. Guided experiment d. Experiment

8. The part of the experiment that is the result of change made.

a. Dependent variable c. Guided experiment
b. Independent variable d. Variable

9. Portion of the experiment not being tested and used for comparative purposes.
a. Variable c. Control group
b. Guided experiment d. Experiment

10. The part of the experiment that the scientist or person conducting the
experiment modifies or changes.
a. Dependent variable c. Guided experiment
b. Independent variable d. Variable

11. This is a description of the relevant experimental findings. It not only ends the
study but also recommends questions that remain unanswered during the
investigation period.
a. Data collection c. Observation
b. Conclusion d. Hypothesis

12. It can be verified, or it can be proven false.

a. Data collection c. Observation
b. Conclusion d. Hypothesis

13. A method of gathering information through observation

a. data collection c. observation
b. problem d. hypothesis

14. It is about the researcher having to answer and find a solution

a. Data collection c. Observation
b. Problem d. Hypothesis

15. A study was done with an electromagnetic system made from a battery and
wire coiled around a nail. Different sizes of nails were used. The number of
paper clips the electromagnet could pick up was also determined. What is the
independent variable?
a. Sizes of nail
b. Number of nails picked
c. Type of nails
d. Wires used
Lesson

5 GUIDED EXPERIMENTS

Classroom experiments are exercises in which any number of students work

on carefully formulated guided inquiry questions within groups. Materials provide
the means for students to collect data through contact with traditional laboratory
materials, data simulation devices or a decision-making environment, as well as a
set of questions. Experiments can either be used to introduce new ideas or to
clarify puzzling aspects of the topics students typically struggle with. If the outcome
of an experiment is surprising yet convincing, students will be able to build
ownership of the new idea and use it for scaffolding learning.

Apart from ensuring that the experiment’s conceptual focus has been
correctly interpreted, evaluations will force students to explain a follow up
experiment or expand the idea to another application. Notice that some tests in the
classroom, such as those requiring the study of chemical behavior, require safety
measures and may need to take place in a laboratory.

Designing experiments is one of the core research learning activities, located

in the middle of the investigation cycle as the linchpin between the more theoretical
phases of hypothesis generation and conclusions. Learners must design
experiments by which they can obtain results relevant to drawing conclusions on
their hypothesis or research question. Therefore, experiment design builds a bridge
between the hypothesis or test problem and data analysis and the drawing of
conclusions. Experiment typically serves the goal of answering a research question
or testing a hypothesis.

The learners will design several trials in their experiment design in which
they include variables that are important and appropriate to address the study
question or test the hypothesis. They often, however, select variables that have
nothing to do with the issue or hypothesis and/or neglect important variables that),
especially when they have little or no domain knowledge. Learners should also
specify the roles of the selected variables by choosing what they want to measure
(dependent variable), vary (independent variable) and control for (control variable),
and they should determine the values of the independent and control variables for
the experimental tests they are going to perform. The choice of relevant variables is
informed by the initial understanding of the domain by the learners.
 What’s In

Your previous lesson gave you details on the scientific process that researchers
(just like you) use to solve problems. Now, try to identify which method/ steps are
defined in each of the statements below. You can pick from the selection in the box.
Write your answer in your Research notebook.

A. Recognize a problem
B. Form a hypothesis
C. Test your hypothesis using an experiment
D. Draw Conclusions

1. Stephen claimed seeds would begin to grow faster if an

electric current passed through the soil in which they were
grown.

2. Susan said, "If I fertilize my plants with geranium they will

flourish."

3. Jonathan’s data showed household cockroaches move away

from slices of raw cucumber.

4. Renee has grown bacteria from the mouth on special dishes

in the laboratory. She placed drops of various mouthwashes
on the bacteria on each plate.

5. Mimi used a survey to determine how many of her left-

handed classmates were, and how many were right-handed.
 Notes to the Teacher
Teachers need to unconditionally respect students’ capacities for
learning complex ideas, and students need to learn to respect the
teacher as an instructional leader. Teachers will need to earn that
respect through their actions as a respectful guide to learning.

What’s New

Guess what?

Miller the Turtle and Mr. Squiddles

Analyze the illustration above. Give 5 reasons why Mr. Squiddles seems to
be mad at Miller the Turtle.

Reasons
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
4. _____________________________________________________________________
5. _____________________________________________________________________
In this activity, you came up with different answers. If you based the explanation
on the picture, it is accepted. That makes an experiment different from just looking
at it. In science, the experiment plays a great role. Some of its main functions are
testing hypotheses and providing the foundation for scientific knowledge and
understanding. It may also call for a new hypothesis or a new theory, either by
showing that an accepted theory is wrong or by showing a new phenomenon that
needs to be explained. Experiment may provide information and insights on the
structure, nature or mathematical form of a theory and prove the existence of the
entities involved in your theories. The activities you will encounter in this module
will be your basic knowledge to conduct a thorough experiment.

What is It

Guided experiments require students to learn how a variable works in an

experimental set up which is proven to be effective if learners are guided correctly.
It can make learners discover actively because it is expected to have better learning
results. It aims to answer a research problem or hypothesis. In guided
experiments, learners should create several trials in which they include variables
that are appropriate and necessary to answer the research problem or test the
hypothesis. The selection of the appropriate variable is influenced by the learner’s
initial knowledge of the experiment or lesson in general.

All experiments involve collecting observations or observing acts that

attempt to answer a question or solve a problem. Experiments at the school, do so
as part of a lesson, to help students understand more about the subject they are
learning. The hypothesis to be tested in this case will generally be derived from
material contained in textbooks or other course materials. To facilitate comparison,
research experiments generally involve both control and treatment groups. An
observational experiment may also be useful in the classroom, where students "see
what happens."

Guided experiments can be amusing. More significantly, guided experiments

are nicely associated with findings from research on how students learn. The main
questions that the students answer along the way are the core of a guided-
discovery problemproper scaffolding is crucial. Such questions cause the
"Eureka!" moments when properly posed, making guided-discovery problems so
fascinating and enjoyable to the learners.
 The process involved in scientific method (introduced in Module 6) will play a
vital role in finishing the tasks present in this module. Scientific method is a set of
techniques that can be used to investigate phenomena, acquire new knowledge, or
correct and integrate prior knowledge.

It is focused on the gathering of observable, empirical, and measurable facts

according to basic reasoning principles, data collection by observation and
analysis, and hypothesis formulation and testing.

It is very important that you try to remember terminologies from previous

lessons before doing so. On that matter, the idea of variables, in particular, the
independent and dependent variables as a control group, should come in handy on
this lesson. Terminologies involved during the process of doing an experiment were
also included in case you forgot some of it.

THINK TUB

Problem- It is about the researcher having to answer and find a solution. It is the
basis of all effective acts of study and directs the researcher to come up with an
appropriate hypothesis.

Hypothesis-This is the preliminary answer to a question of the study. A valid

theory, facts, or analysis should be focused on it. A strong hypothesis can be
verified, or it can be proven false.

Observation- a method of gathering information through observation

Data Collection- The method of gathering relative information concerning a

particular study
Conclusion- This is a description of the relevant experimental findings. It not only
ends the study but also recommends questions that remain unanswered during the
investigation period

Control group - Portion of the experiment not being tested and used for
comparative purposes.

Variable/Factor- Any aspect of the experiment which can change.

Independent variable — the part of the experiment that the scientist or person
conducting the experiment modifies.
Dependent variable-The part of the experiment that the independent variable
affects

We are going to Aqualand,

home of the famous Crusty Old
Carbs to meet Miller the Turtle
and his friends and hopefully
help them overcome some of
the issues they are having right
now.

Miller the Turtle

was busy doing a little work with
his Aqualand pals.
Read the descriptions
for each experiment, and answer
the questions after

Patty Power9
  What is Sir Ben Crab’s problem?

Sir Ben Crab wants Aqualand to become a better

place to stay. He created a new sauce that he
thinks will reduce the body gas production
associated with eating Crusty Old Carbs crab
patties. He recruits 100 clients with a history of
problems with gas. He has 50 of them (Group A),
with the new sauce, eating crab patties. The
remaining 50 (Group B) eat crab patties with
sauce that looks just like new sauce but is
actually just a combination of mayonnaise and
coloring powder. Both groups were told they got
the sauce that would cut down on gas
production. Both groups were told they got the
sauce that would cut down on gas production.
Two hours after eating the crabby patties, 30
group A customers reported less gas problems
and 8 group B customers reported less gas
problems

 What do you think is the appropriate hypothesis for this problem?

 How did he collect the data?
 Which people are in the control group?
 Determine the independent variable.
 Give the dependent variable.
 What conclusion should Sir Benny Crab draw?
 Why do 8 people report feeling better in group B?

Holy Crabby Patties! You answered them all. Now try this one.

Slimotosis

Miller the Turtle mentions that his

friend Louie (a sea snail) suffers from
slimotosis, which happens when a sticky
slime forms in the shell and gives off a
disgusting scent. His buddy, Oscar Lobster,
advises him that the best cure is rubbing
seaweed on the skin, while Brenda (a puffer
fish) suggests drinking Dr. Grass would be a
better treatment. Miller decides to try this
cure by rubbing Louie with the seaweed for 1
week and by drinking Dr. Grass for 1 week.
 The slime has gone away after a week of
treatment and Louie's shell smells better.

 What is the problem with this scenario?

 What do you think is the hypothesis for this problem?
 How did Miller collect the data?
 What was the initial observation?
 Determine the independent variable.
 Give the dependent variable?
 What conclusion should Miller draw?

Holy cephalopod! You really had a good understanding of the lesson.

What’s More

You learned how to do experiment. The concept behind experiments is to

isolate different variables in order to establish if they have some effect on a given
phenomenon. Without this procedure, we might connect this phenomenon with
something we find coincidentally.
Miller the Turtle’s Favorite Pants
Miller the Turtle realized his beloved pants were not as
clean as they once were. His friend, Brenda, told him
to consider using the Clean-EST detergent, a new
laundry cleaner that she purchased at Snail-Mart.
Miller made sure to wash one pair of pants in water
with the Clean-EST detergent, while another pair
washed in plain water. While both pairs of pants were
washed three times in total, the pants washed in the
Clean-EST detergent seemed to be no cleaner than
those washed in plain water

1. What do you think Miller would like to know about the problem?
a. Effectivity of the detergent
b. Importance of time in washing the pants
c. Effects of temperature while washing his pants
d. Frequency of washing the pants to get clean
2. What should be Miller’s conclusion then?
a. Clean-EST is the best detergent
b. His pants were cleaner using plain water
c. The cold water best cleaned his pants
 d. Clean-EST is not effective at all
3. What is the control group?
a. His dirty pants c. His way of cleaning the pants
b. His laundry detergent d. Frequency of washing
4. What is the independent variable in this experiment?
a. Type of detergent used
b. Type of water used
c. Type of material where the pants were washed
d. Type of pants
5. If you will be given the opportunity to predict the hypothesis, what would it be?
a. Pants will be cleaner with water and detergent
b. Pants will be cleaner without washing
c. Pants will be cleaner with plain water
d. Pants will be clean with a certain brand of detergent only

What I Have Learned

Apply what you have learned through the series of activities you performed.

Sir Benny Crab Breath Mints

Sir Benny Crab created a secret breath
mint ingredient he believes will "heal" the bad
breath people get from eating crab patties at the
Crusty Old Carbs. He has asked 100 customers
with a bad breath history to try out his new breath
mint. He had fifty (Group A) customers eating a
breath mint after finishing eating a crab patty. The
other fifty (Group B) were also given a breath mint
after the sandwich was finished; however, it was
only a normal breath mint and did not have the
hidden ingredient. All groups were told they had
the breath mint which would cure their bad
breath. Two hours after consuming the crab
patties, thirty Group A customers and ten Group B
customers confirmed having a stronger breath
than they would usually have after consuming
crab patties.

Based on the experiment, what are the variables used in the experiment?

1. What is Sir Benny Crab’s problem?

2. What will be his hypothesis for this experiment?
3. How will he collect the data to support his hypothesis?
4. What is the independent variable?
5. What is the dependent variable?
6. What could be Sir Benny Crab’s conclusion/s?

Your Answer

1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
4. ________________________________________________________________
5. ________________________________________________________________
6. ________________________________________________________________

What I Can Do

Experiment Flow Chart

This chart can be used with just about any experiment you might think of. Use this
to help organize a laboratory or to design a science project. A flow chart helps
because it provides options at every decision-making point. It tells you what to do
next, and makes visualizing and planning an experiment easier.

State the Problem/ Ask a Question:

State the Hypothesis:

Describe the Control Describe the

Group: Experimental Group:

Independent Dependent Variables

Variables
 Assessment

Read carefully and write the letter of your answer on your Research notebook.

For items 1-5, study the case below answer the questions that follow

In 1928, Sir Alexander Fleming studied bacteria of the Staphylococcus

developing in cultivated dishes. He found that some of the dishes also had a mold
named Penicillium developing. There was a clear region around the mold, because
all of the bacteria that had formed in this region had died. There were no clear
areas present in the cultivation dishes without the mold.
Fleming hypothesized the mold had to produce a chemical which killed the
bacteria. He decided to isolate and test that substance to see if it would kill
bacteria. Fleming transferred the mold to a solution for the nutrient broth. This
solution contained all of the materials required to grow the mold. He extracted it
from the nutrient broth after the mold formed and then applied the broth to a
bacteria culture. He found that the cultured bacteria had died. Later, Fleming's
experiments were used for antibiotic production.

1. What was Fleming's hypothesis?

a. He hypothesized that the mold must be producing a chemical that killed the
bacteria.
b. He studied bacteria in cultivated dishes
c. He hypothesized that the molds were from a disease carrying bacteria.
d. All of the above.

2. How was the hypothesis tested?

a. He took the dishes in the lab to test them
b. He decided to isolate this substance and test it to see if it would kill bacteria.
c. He extracted it from the nutrient broth
d. He found that the cultured bacteria had died

3. What is the independent variable?

a. Types of bacteria used
b. Effects of the medicine
c. The presence and non-presence of penicillin
d. Presence of molds

4. What was the dependent variable?

a. Survival of the bacteria
b. Cultures of bacteria
c. Reaction of the molds to the bacteria
d. The time it took to kill the bacteria
5. What do you think is the problem in this experiment?
a. Fleming believed that a chemical produced by the penicillin was causing the
bacteria surrounding it to die.
b. He found that some of the dishes also had a mold named Penicillium
developing.
c. He decided to isolate and test that substance to see if it would kill bacteria.
d. There were no clear areas present in the cultivation dishes without the mold.

Fresh Farms, Inc. studied the effect of weight and food consumption on the
milk production of 45 Brown Swiss cows when given 10 different food varieties.
The following data were gathered; initial weight, final weight and food intake.

6. What is the independent variable in this study?

a. Type of food to eat
b. Time of eating
c. Increased milking capacity
d. Type of cows

7. What is the control group?

a. Type of food to eat
b. Time of eating
c. Increased milking capacity
d. Type of cows

8. What is the dependent variable?

a. Type of food to eat
b. Time of eating
c. Increased milking capacity
d. Type of cows

9. It requires students learn how a variable works in an experimental set up.

a. Variable
b. Guided experiment
c. Control group
d. Experiment

10. The part of the experiment that the scientist or person conducting the
experiment modifies or changes.
a. Dependent variable
b. Independent variable
c. Guided experiment
d. Variable
11. It not only ends the study but also recommends questions that remain
unanswered during the investigation period
a. Data collection
b. Conclusion
c. Observation
d. Hypothesis

12. This is a description of the relevant experimental findings.

a. Data collection
b. Conclusion
c. Observation
d. Hypothesis

13. A method of gathering information through observation

a. Data collection
b. Conclusion
c. Observation
d. Hypothesis

14. It is the basis of all effective acts of study and directs the researcher to come up
with an appropriate hypothesis.
a. Problem
b. Conclusion
c. Observation
d. Hypothesis

15. It can be verified, or it can be proven false.

a. Problem
b. Conclusion
c. Observation
d. Hypothesis
 Additional Activities

Now that you have learned how to perform an experiment try to do this basic
exercise at home and answer the following questions.
1. Start by thinking question how the world works. You are curious about
what? (The simpler, the better!)
2. Do a little work on the topic that you have selected. See what other scientists
have learned before you! Make sure that you keep track of all sources that
you have used.
3. Think of an experiment which you can do to check your question. Write
down your procedure, which are the required steps to do the experiment.
Create a list of materials as well. Someone should be able to read your
material list and procedure and be able to do the experiment exactly like
you.
4. Write down your variables which are independent and dependent. The
variable that's independent is whatever you change. What you measure or
observe is the dependent variable and is something that depends on the
independent variable. For example, if you are calculating the impact that
different levels of sunlight have on plant development, the levels of sunlight
will be your independent variable and the plant height would be your
dependent variable.
5. Identify the variables you control. Controls are anything that you will keep
consistent throughout the entire experiment, so as not to interfere with the
data. For example, you will keep consistent with the type of plant, the age of
the plant, the type of soil and the amount of water you give them.
6. Using the knowledge you researched a theory was created, and published. A
hypothesis is a sort of inference relative to what will happen. What findings
do you expect from your experiment? Why? For what?
 Answer Key

What’s new
(Student answer may vary)
Sample reasons
1. Miller stepped on his tentacles.
2. Miller said something that offended Mr.
Squiddles
3. Mr. Squiddles is always mad at Miller
the turtle

What is it

Slimotosis

What is it  Louie’s excessive slime on his shell

Patty Power
 Reduced the gas after eating crab patties
 Then new sauce will reduce the production
of gas
 He collected the data from two groups of
people
 Group B
 The new sauce
 Amount of gas
 The new sauce appears to work as it
reduced the amount of gas produced in
60% of the people tested.
 They thought they were getting the new
sauce as a result thought that they didn’t
have as much gas. (Placebo effect)
 Dr. Grass will help eliminate the slime and
odor
 Heboth use the seaweed and Dr. Grass for
1 week and observed waht happen
 Slimotosis on Louie’s shell .
 The cure (Seaweed and Dr. Grass)
 Slime and odor
 Although Louie’s symptoms have
disappeared, it is not known which cure
was the one that worked. He should redo
the experiment and include a control group
as well as two other testing groups for
each of the proposed cures.

What is In:
What I Know:
1. c 5. c 1. b 9. c
2. c 10. b
2. d 3. c 11. b
4. a 12. d
3. a
5. a 13. a
4. b 6. b 14. b
7. a 15. a
8. a
 What I have learned
Conclusions
What’s more

 The breath mint with the secret ingredient

1. A
2. D does reduce breath odor.
3. A  The breath mint with the secret ingredient
4. C reduces breath odor over 50% of the time.
5. A
The breath works, but it is not 100% effective.

Assessment
1. a 9. b
2. b 10. b
Additional Activities
3. c 11. b
4. a 12. b
5. a 13. a Students answer may vary
6. a 14. a
7. d 15. d
8. c
References
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VjzO22OXXu6dU
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