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RESEARCH 1
Quarter 1 – Module 6:
Designing a Simple Science
Experiment
Research 1– Grade 9
Alternative Delivery Mode
Quarter 1 – Module 6: Designing a Simple Science Experiment
First Edition, 2020

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ownership over them.

Published by the Department of Education

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

Development Team of the Module

Writer: Misty B. Dela Cruz

Editor: Jayson N. Maximo
Reviewer: Eloisa T. San Juan, EdD
Illustrator: Misty B. Dela Cruz
Layout Artist: Alyssa Marie T. Villarta
Cover Design: Emmanuel S. Gimena Jr.

Management Team:
Schools Division Superintendent : Romeo M. Alip, PhD, CESO V
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, EdD
District Supervisor, Assigned Subject : Arlene S. Carlos
District LRMDS Coordinator, Assigned Subject: Hilda V. Sayson
School Principal, Assigned Subject : Arlene S. Matilde
District LRMDS Coordinator, Assigned Subject: Maybel C. Cerezo
Lead Layout Artist, Research 1 : Alyssa Marie T. Villarta
Lead Illustrator, Research 1 : Alyssa Marie T. Villarta
Lead Evaluator, Research 1 : Eloisa T. San Juan, EdD

Printed in the Philippines by Department of Education – Schools Division of Bataan

Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: bataan@deped.gov.ph
 9

Research 1
Quarter 1 – Module 6:
Designing a Simple Science
Experiment
Introductory Message
For the facilitator:

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

Module on Designing a Simple Science Experiment)!

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 Designing a Simple Science Experiment!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

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 in to
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

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 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.

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 Research I is written to design a simple Science experiment

designed for Grade 9 students under the Science, Technology and Engineering
(STE) program in response to the continuity plan of the Department of Education to
bring learnings to the learners at the comfort of your home due amidst the COVID
19 pandemic.

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

1. define Science experiment;
2. enumerate the steps on how to design a simple Science experiment; and
3. apply the steps on how to design a simple Science experiment.

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 What I Know

Direction: Choose the letter of the correct answer. Write your answer on your
Research notebook.

1. Experiment is a procedure that is ________________.

a. designed to test as part of the scientific method.

b. an act of not trying out a new course of action.
c. a procedure carried out in an uncontrolled situation.
d. involving unreliable factors.

2. Designing a simple Science Experiment means _______________.

a. to make another experiment of his suspicion.

b. to make a tentative procedure or policy.
c. to establish a hypothesis or illustrate a known law.
d. none of the above

3. The three key types of experiment are the following except for ONE.

a. Controlled experiments
b. Field experiments
c. Natural experiments
d. Effects

4. What are the key variables in any experiment?

a. Independent variable
b. Dependent variable
c. Independent and dependent variable
d. None of the above

5. What is not an appropriate step in designing a simple Science Experiment?

a. Observe
b. Hypothesize
c. Design
d. Do not test

6. Which of the following is not an example of a Science Experiment?

a. Variable
b. Controlled
c. Field

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 d. Natural

7. The following are not examples of Science Experiment except for one.

a. Making a model volcano

b. Homemade play dough
c. Making a poster
d. Predicting what will happen

8. To design a Science Experiment, one must _____________.

a. formulate an educated guess

b. do not make repetitive trials
c. consider unreliable data
d. manipulate experimental result

9. Which of the following does not involve the four-question strategy of Science
Experiment?

a. Unmeasurable response
b. Available material
c. Observed action
d. Ways to change the action

10. What are the different steps in designing a Science experiment?

a. Set objectives, process variables, select the science experiment, and

execute steps.
b. Execute steps, select design, and process variables.
c. Select the science experiment, hypothesize, and set objectives.
d. Execute, set objectives, hypothesize

11. The four question strategy involves the following questions except for ONE.

a. What is the benefit of the experiment?

b. What materials are readily available?
c. What action is observed?
d. What are the ways to change and measure the change in action?

12. To apply the steps in designing a simple science experiment, it begins with
a list of simple materials, questions to be investigated, new briefs and
articles and _______________.

a. science demonstrations and laboratory activities

b. untested
c. discriminate
d. control

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 13. A well-designed Science Experiment must be ________________ to ensure
that proper steps are applied.

a. replicated
b. controlled
c. general
d. design

14. Which of the following steps should be undertaken to make Science

Experiment design successful?

a. Know both accuracy and precision

b. Do not keep record of change in quantity
c. Have only one precise measurement
d. Provide a biased answer

15. A successful Science experiment can lead to the following except for ONE.

a. Contradictory in technology
b. Shared ideas
c. Discovery
d. Exploration

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Lesson
Designing a Simple Science
1 Experiment
The things around us are either products of Science or made through
Science. From a simple experiment and curious ideas of the people even then, the
processes evolved and led us to the quality of life we enjoy today! Going back to
basics, a simple Science experiment will awaken your mind and show you the way
towards wonderful creations!

This module will ask you to do various activities that will enhance your
knowledge of how to design a simple Science Experiment.

What’s In

Complete the crossword puzzle below.

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 Notes to the Teacher
This module allows the learners to understand how to design a
Simple Science Experiment.

What’s New

After knowing important terms in simple Science experiment lesson, let’s

proceed to the steps to carry out practical activities in Science.

Let us first answer the following.

Jumbled Letters: Rearrange the jumbled letters to form the correct word. Write your
answer on the space provided.

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 What does a simple science experiment needs?

1. I O N Q U E S T = ______________________
2. H P Y T O H S I S = _____________________
3. P E X R M E N T E I = ___________________
4. TO I N B O S E R A V = __________________
5. S I S N A A Y L = _______________________
6. S O I N C O N L U C = ___________________

Decode the message hidden in this cryptogram.

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

6 15 21 18 17 21 5 19 20 9 15 14 19 20 18 1 20 5 7 25

The previous activity provides the information needed for a Simple Science
Experiment. The Four Question Strategy helps the students to explore possible
variations of a general topic. This strategy will enable them to state a specific
problem, hypothesis, variables, constants and control. According to Cothron et.al.
(2000), the Four Question Strategy will help students to design a specific
experiment and come up with applicable variables to answer the questions at hand.

What is It

An experiment starts and finishes with the factors that change during the
experiment. They are what we call variables. Variables have two types, the
independent or manipulated variable and the other one is the dependent or
responding variable.

There are eight essential parts to be included in the Simple Science

Experiment Diagram reflecting the essential parts of an experiment. Constants in
the experiment are factors that could be changed.

The Eight Essential Parts of a Simple Science Experiment

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1. Title for experiment written as “the effect of the independent variable on the
dependent variable”

2. Hypothesis in the form of an “if-then” statement

3. Independent variable

4. Different levels of the independent variable

5. Level of the independent variable that will serve as the control for the experiment
6. Number of repeated trials for each level of the independent variable

7. Dependent variables, including how they will be measured

8. Constants

Title
The Effect of _______________________________(Independent Variable)
on _______________________________________ (Dependent Variable)

Hypothesis
If ______________________________________________ (planned change in
independent variable), then _________________________________________ (predicted
change in dependent variables).
Independent Variable
______________________________________________________________

Levels of Independent Variable and Number of Repeated Trials

Level 1 (Control) Level 2 Level 3 Level 4
Number of trials Number of trials Number of trials Number of trials

Dependent Variable and How Measured

______________________________________________________________

Constants
1.
2.
3.

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 The Four-Question Strategy

The following questions are involved in the four-question strategy:

Question 1 – What materials are readily available for conducting experiments on

the general topic of interest)?

Question 2 – What action is observed when studying?

Question 3 – What are all the ways that I can change the set of materials that
would change the action?

Question 4 – In what ways can I measure or describe the response to the change?

The following example of the four-question strategy shows how the four
questions might be answered using the plants as the general topic.

 What materials are readily available for conducting experiments on plants?

Soil, Plants, Fertilizer, Water, Light/Heat, Containers

 How do plants act? Plants grow

 How can I change the set of plant materials to affect the action? Plants:
Spacing, Kind, Age, Size Water: Amount, Scheduling, Method of application,
Source, Composition, pH Containers: Location of holes, Number of holes,
Shape, Material, Size, Color (Possible changes in Soil, Fertilizer, and
Light/Heat would also be listed.)

 How can I measure or describe the response of plants to the change? Count
the number of leaves Measure the length of the longest stem Count the
number of flowers Determine the rate of growth Weigh the fruit produced
Measure the diameter of the stem

Pointers to Begin the Four-Question Strategy.

 Lists of simple and available materials

 Questions to be investigated

 New briefs or articles that lend themselves to further experimentation by

students

 Science demonstrations in a book

 Textbook or laboratory activities

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  Library book

What’s More

Read and analyze the sample Science experiment below. Using the general lay out
for a simple Science experiment, write your observations below.

Title
The Effect of _______________________________(Independent Variable)
on _______________________________________ (Dependent Variable)

Hypothesis
If ______________________________________________ (planned change in
independent variable), then _________________________________________
(predicted change in dependent variables).
Independent Variable
______________________________________________________________

Levels of Independent Variable and Number of Repeated Trials

Level 1 (Control) Level 2 Level 3 Level 4
Number of trials Number of trials Number of trials Number of trials

Dependent Variable and How Measured

______________________________________________________________

Constants
1.
2.
3.

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 What I Have Learned

A. Explain the Eight Parts in a Simple Science Experiment on your own

words.

___________________________________________________________________________
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________
B. How do you design a Simple Science Experiment?

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C. Explain the Four-Question Strategy.

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________

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 What I Can Do

Science is a description of what’s happening around us. Science is the real

world. These Simple Science Experiments can be done at home with everyday
household items that show abstract concepts and amazing experiment results!
Using the eight essential parts in writing a Simple Science Experiment, read and
answer the following activities by performing the activities at home.

Activity #1 Gravity-Defying Magnets

Get a paperclip and hang it from a ruler or dowel, and let it dangle. It should
swing loosely because of gravity. Show more gravitational force by putting strong
magnets on a ruler and use them to get the paperclips to stand straight up…up…
and away!

Title
The Effect of _______________________________(Independent Variable)
on _______________________________________ (Dependent Variable)

Hypothesis
If ______________________________________________ (planned change in independent
variable), then _________________________________________ (predicted change in
dependent variables).
Independent Variable
______________________________________________________________

Levels of Independent Variable and Number of Repeated Trials

Level 1 (Control) Level 2 Level 3 Level 4
Number of trials Number of trials Number of trials Number of trials

Dependent Variable and How Measured

______________________________________________________________

Constants
1.
2.
3.

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Activity #2 Apple Oxidation

Have you ever wondered how to keep an apple from turning brown? Let us
test to find out! Slice an apple, let each slice soak in a different liquid. Put them on
a tray, and check the brownness after three- five minutes, six to seven minutes,
and so on. With this activity, it will not only test the properties of different liquids,
but it also helps students practice the scientific method if they create hypotheses
about which liquids would be most effective.

Title
The Effect of _______________________________(Independent Variable)
on _______________________________________ (Dependent Variable)

Hypothesis
If ______________________________________________ (planned change in independent
variable), then _________________________________________ (predicted change in
dependent variables).
Independent Variable
______________________________________________________________

Levels of Independent Variable and Number of Repeated Trials

Level 1 (Control) Level 2 Level 3 Level 4
Number of trials Number of trials Number of trials Number of trials

Dependent Variable and How Measured

______________________________________________________________

Constants
1.
2.
3.

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Activity#3 Egg in a Bottle

Have you experienced having a peeled hard-boiled egg inside a bottle without
damaging the egg? It may sound impossible but it is achievable by simply putting a
burning paper inside the bottle and close the bottle by placing the peeled egg on its
opening. The burning paper in the bottle causes the air to expand and the pressure
to go up simultaneously. When the fire runs out of oxygen, the temperature cools
down. The air inside contracts and will suck the egg through the bottle opening.
The fire and the sucking of the egg makes this an extra-dramatic experiment
superb!

Title
The Effect of _______________________________(Independent Variable)
on _______________________________________ (Dependent Variable)

Hypothesis
If ______________________________________________ (planned change in
independent variable), then _________________________________________ (predicted
change in dependent variables).
Independent Variable
______________________________________________________________

Levels of Independent Variable and Number of Repeated Trials

Level 1 (Control) Level 2 Level 3 Level 4
Number of trials Number of trials Number of trials Number of trials

Dependent Variable and How Measured

______________________________________________________________

Constants
1.
2.
3.

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 ACTIVITY EXPERIMENT TITLE OBSERVATION

1 Gravity-defying Magnets

2 Apple Oxidation

3 Egg in a Bottle

Assessment

A. Arrange the Science experiment processes in its proper order. Number

the steps from 1-6.

Science Experiment Process

OBSERVATION (it involves title for the experiment/

effect of independent variable to dependent variable)

ANALYSIS (identify the dependent/independent

variable)

QUESTION (involves the answer to the number of

repeated trials)

CONCLUSION (constants and findings)

EXPERIMENT (involves different level of test for

variables)

HYPOTHESIS (it is if the form of “if-then” statement)

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B. True or False. Analyze the sentences comprehensively.

___________1. An experiment starts and finishes with the factors that changed
during the experiment.

___________2. Variables are not included in any experiments.

___________3. Independent variables are the same with manipulated variables.

___________4. Depending variables are the same with responding variables.

___________5. Constants are variables that are not deliberately changed.

___________6. Hypothesis is an educated guess created before an experiment

can be done.

___________7. There are repeated number of trials in an experiment to obtain

proper results.

___________8. The Four Question Strategy is always difficult to answer.

___________9. A Science experiment should always prompt one’s interest and

curiosity.

___________10. There are eight experimental layouts in a Simple Science

Experiment.

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 Additional Activities
Do the following activities and answer the questions that follow.

 Improve the image of Science. Talk to a relative and ask their positive and
negative opinion about Science Experiment.
 Make it fun. Show them your Simple Science experiment and give them an
opportunity to join you.
 Bring it to life! Cite at the different learnings and realizations you encountered
along the process.

Answer the following questions.

NOT AT
YES NO
ALL

Did you learn something today?

Were you able to come up with the proper result

from the science experiment done?

Will you explore more activities about Science

experiment because of this module?

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 21
ASSESSMENT
1. True
WHAT’S NEW
2. False
3. True 1. QUESTIONS
4. True 2. HYPOTHESIS
5. True 3. EXPERIMENT
6. True 4. OBSERVATION
7. False 5. ANALYSIS
8. False 6. CONCLUSION
9. True
10. True CRYPTOGRAM
Four Questions Strategy
WHAT I KNOW
1. A 10. A
2. D 11. A
3. D 12. C
4. C 13. B
5. D 14. A
6. A 15. A
7. D
8. A
9. A
Answer Key
References
DepEd (2012). Research I. A Guide to Science Experiments and Research.First
Edition.

"Super Teacher Worksheets - Thousands Of Printable Activities",

Superteacherworksheets.Com, accessed 30 July 2020,
https://www.superteacherworksheets.com/.

Longwood.Edu, accessed 30 July,

http://www.longwood.edu/cleanva/images/sec6.designexperiment.pdf.

"Academic Vocabulary, Useful Phrases And Sentences For Academic Writing And
Research Paper Writing?", Researchgate, accessed 30 July 2020,
https://www.researchgate.net/post/Academic_Vocabulary_Useful_Phrases_
and_Sentences_for_Academic_Writing_and_Research_Paper_Writing.

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For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph