SUBJECT: RESEARCH 7
TOPIC: SCIENTIFIC ATTITUDES
TIMEFRAME: 1 WEEK
LECTURE NO: 1
TEACHER: MR. LEO J. GUTIERREZ
VIDEO ANALYSIS LECTURE
MARIA ISABEL LAYSON - A 16-year-old Iloilo
high school student who discovered that aratiles
Muntingia calabura Linn has a potential to cure type 2
diabetes. 
“Bioactive Component, Antioxidant Activity, and
Antidiabetic Properties of Muntingia calabura Linn. An In
Vitro Study.”
Aside from diabetes is known as one of the top
causes of death in the world, personally, several
generation of her family have experienced death which
became her inspiration of her study.
Situation
Diabetes has been one of the leading causes of death in
the world. The researcher have experienced death of her
loved ones due to diabetes.
Problem? How diabetes can be prevented and cured?
Answer? She conducted researches, investigations and
experiments about the potential of aratiles until she
found out that it has the capability of curing type 2
diabetes.
What are the other factors that helped her in study?
Aratiles can easily be grown everywhere, in fact, they
have sustainable resources in their locality.
After the accomplishment and success of her
study, her research can lead to the production of drug in
curing diabetes and can also be used as a functional
food by just simply eating the fruit and acquire the
antioxidant and anti-diabetic properties.
OVERVIEW
This lesson is designed to introduce the vital
habits of mind and attitudes that one must develop in
order to solve scientific problems effectively. Students
should have many opportunities to advance and utilize
these skills and attitudes in the context of scientific
investigation, as well as within other disciplines.
Scientific Inquiry
Science is all about discovering and learning
something new things. Inquiry means to ask for a
question or investigates something to find out more. So,
scientific inquiry is using evidence from observations
and investigations to create logical explanations and
answers questions. Scientific inquiry is for people who
want to be challenged and use creative and critical
thinking to answer questions. National Science
Education Standards, p. 23.
Definition of Research
 Finding answer to questions in an organized,
logical and systematic way.
 Process of finding solutions to a problem after a
thorough study and analysis of the situational
factors.
In conclusion,
Research is a problem-based.
Problem that needs solution.
Educate yourself.
Fill the empty gaps in your mind by:
When a question about a certain topic pops up, google it.
Watch movies and documentaries.
When something sparks your interest, read about it.
Read. Read. Read.
Study, learn, stimulate your brain.
Do not just rely on the school system,
Educate that beautiful mind of yours.
Scientific Attitudes
• It is an attitude that the scientist should
possess.
• A set of attitude that students who study
science should possess.
The subject of science is vast and there are
many different branches of the field to explore.
As you grow, you develop problem-solving
skills, gain awareness about science and technology
and conserving natural resources and will eventually
advance from basic principles to pursue higher levels
of scientific understanding.
• Curiosity
• Curiosity means to have a desire to know
more about something.
• Always try to seek, inquire and discover.
• A scientist must be curious about the world.
Example: Galileo Galilei’s curiosity about the
heavenly bodies made him the first person to use a
telescope to study the moon, the sun, the planets, and
the stars. With his telescope, he discovered the
moons of Jupiter, the craters on the earth’s moon, and
the sunspots. When you are curious, you usually ask
questions.
• Intellectual Honesty
• Intellectual honesty in proposing, performing
and reporting research refers to honesty with
respect to the research undertaking. It is
expected that researchers present proposals
and data honestly.
Example:
Being truthful with all the results in the research
undertaking.
Manipulating results may cause errors and
misinterpretation of work.
• Critical mindedness
• Being creative by doing beyond what was
given and known at that time.
• And or, evaluating truth claims and thinking
critically about any new idea that comes.
Example:
The author wants you to believe . . . that dinosaurs
died out 66 million years ago after a period of climate
change and then a meteorite impact. As a critical
thinker, you must read beyond until you find strong
claims that supports the given information.
• Open-mindedness
• Accept new and different ideas.
• Considers several possible alternatives when
investigating and open yourself to new ideas.
• Do not be one sided.
Example: A closed mind has no room for new
knowledge. A closed mind is like a cup already full –
you cannot add more liquid to the cup, or new ideas to
the mind. A closed mind cannot investigate or learn
new things, as it has already decided the outcome.
One of the first things a scientist learns is how to have
an open mind.
• Scepticism
• Scientific scepticism says that claims of truth
about reality should be subjected to the
scientific method and its requirements for
proof.
Example:
Do not accept things blindly without responding.
Develop the doubting attitude unless presented with
reliable data.
To express doubt in new or “far out” ideas.
Specific Example:
Full moon affects human behavior.
Flat Earth theory - the Earth is flat and disc-shaped.
• Objectivity
• Do not be influenced by anything but pertinent
physical observations.
• Ideas that show objectivity are based on facts
and are free from bias or personal opinion
• Perseverance
A good scientist should not give up.
There is no room of giving up.
• Empathy
Putting oneself in the position of other human, animal
and the nature.
• Scientific Intuition
Having the feeling to intuitively predict that something
will happen based on scientific training and
understanding of scientific principles not like fortune
telling.
• Aptitude for Serendipity
Most scientific breakthroughs came out of serendipity
or finding things accidentally.
Example:
Discovery of Penicillin
Perhaps the most famous accidental
discovery of all is penicillin, a group of antibiotics used
to combat bacterial infections. In 1928, Scottish
biologist Alexander Fleming took a break from his lab
work investigating staphylococci and went on holiday.
When he returned, he found that one Petri dish had
been left open, and a blue-green mould had formed.
This fungus had killed off all surrounding bacteria in
the culture. The mould contained a powerful antibiotic,
penicillin that could kill harmful bacteria without having
a toxic effect on the human body.
At the time, Fleming’s findings didn’t garner
much scientific attention. In fact, it took another
decade before this drug was available for use in
humans. Retrospectively, Fleming’s chance discovery
has been credited as the moment when modern
medicine was born.
ACTIVITY 1
Directions: Read and analyse the following case analysis
below. Then answer this common question in each
situation. Item number one is done for you.
What qualities do scientists have that make them
succeed in their pursuit of knowledge? Identify as
many as you can.
Example: Galileo Galilei’s interest about the heavens led
him to construct a better telescope than Hans
Lippershey’s. This instrument allowed him to observe the
moon and the starts. In his long observation of the stars,
he made several discoveries. One of these is that some
starts (actually planets) wander through the sky while
others remain fixed.
Sample Answers:
Curiosity - Galileo Galilei’s had the interest about the
heavens led him to create telescope.
Perseverance – he had a long observation of the stars.
Aptitude for Serendipity – because of his created
telescope he made several discoveries like planets.
1. Benjamin Franklin was curious about the nature of
lightning. His experiments on flying a kite during a storm,
although dangerous, led to his discovery that lightning is
actually an electrical discharge.
2. Joseph Henry (1797-1878), an American
mathematician and scientist, knew from his experience
in constructing electromagnets that electricity creates
magnetism. He hypothesized that magnetism can cause
the flow of electrons along a conductor. However, he did
not make a conclusion until he had conducted many
experiments that proved his hypothesis
3. Dr. Miguel D. Fortes, a scientist of the Marine Science
Institute of the University of the Philippines, came out
with a list of fish families, mollusks, reptiles, birds, and
mammals that thrive in mangrove areas in the
Philippines. He also noted the peak and low seasons of
various zooplankton populations. The list came out only
after organizing and conducting well-planned monthly
observation and samplings for over two years. He did not
make a specific comment on the diversity of species
found living in the mangrove areas of the Philippines. He
presented his findings when he had completed his
observations.
4. A new poultry raiser tries out different feeds to
improve the quality and the number of eggs laid by his
chickens. After a week of feeding his chickens with Feed
A, he found out that egg production increased. The eggs
laid had a yolk characterized by a darker color. Finding
the results satisfactory, he concentrates on using Feed A
for the poultry.
In a chance meeting with an experienced poultry
raiser, he learns that Feed A also shortens the life span
of the chickens to about half. Still, he continues using
Feed A. This continuation means that he did not believe
the experienced poultry raiser.

SUBJECT: RESEARCH 7
TOPIC: BASIC SCIENCE PROCESS SKILLS
LECTURE NO: 3
TEACHER: MR. LEO J. GUTIERREZ
BASIC SCIENCE PROCESS SKILLS
Kenji noticed crushed eggshells in the pots of
orchids in his father’s garden. He asked his father why
this was so and was told that the eggshells serve as
fertilizers to the plants. Kenji researched on the
composition of eggshells and found out that they contain
minerals which plants can use to grow healthily. He also
observed that the orchid leaves in the garden are dark
green in color. He wants to find out if his father is correct.
1. What did Kenji notice in his father’s garden?
Kenji noticed that there are crushed eggs in the pots of
orchids in his father’s garden.
2. How did Kenji notice the crush eggshells in the pots
of orchids?
Kenji used his sense of sight upon observing the things
present in his father’s garden.
The success of each scientist/researcher does
not depend on their intelligence only but on the skills that
they possess. For many reasons, they were able to
invent and innovate because of their natural ability and
developed skills through time.
As a student of Science and Research, you
should develop among yourselves the Basic Science
Process Skills so as to become creative and critical
thinkers.
DIMENSIONS OF SCIENCE
 content of science
The specific knowledge, facts and data we can
get from studying science.
 basic concepts
The understanding and truths retained in minds
from experience, reasoning and generalization.
 scientific knowledge
The science based knowledge, understanding
and truths learned from science.
But more than that,
 processes of doing science
science process skills that scientists use in the process
of doing science in search for scientific knowledge.
 scientific attitudes
these include such things as being
curious and imaginative, as well as being enthusiastic
about asking questions and solving problems.
6 basic science process skills
OBSERVING
This is the first step in solving a scientific problem. It
uses the 5 SENSES to observe and describe things.
INFERRING
making an "educated guess" about an object or event
based on previously gathered data or information.
EXAMPLE:
Saying that the person who used a pencil made a lot of
mistakes because the eraser was well worn.
CLASSIFYING
grouping or ordering objects or events into categories
based on properties or criteria.
MEASURING
using both standard and nonstandard measures or
estimates to describe the dimensions of an object or
event.
Example:
Using a meter stick to measure the length of a table in
centimeters.
Why we need to measure?
Measuring uses tools/devices to get accurate
measurements to give accurate data or answers.
PREDICTING
stating the outcome of a future event based on a pattern
of evidence.
COMMUNICATING
Presenting the outcome or the results of the
investigation.
Is it important to learn
Basic Science Process Skills? Why?
1. The skill in measuring insures accurate results in an
experiment.
2. Quantifying observations facilitates analysis and
interpretation of data.
3. Students develop the values of preciseness, care and
authenticity in performing learning activities and in many
tasks they do at home.
4. Wastage of time, effort and expensive materials are
avoided if students stick to accurate measurements.
Observation
• To observe means to be aware of one’s surroundings
by using any or all of the five senses.
• Scientific observation is the central element of scientific
method or process. The core skill of scientist is to make
observation.
• Observation consists of receiving knowledge of the
outside world through our senses, or recording
information using scientific tools and instruments. Any
data recorded during experiment can be called an
observation. Source: Retrieved from
https://explorable.com/scientific-observation
The empirical nature of science. This means that
science is based on and derived from observations of
the world around us from which interpretations are
made. Scientists depend on empirical evidence to
produce scientific knowledge.
(https://www.sciencelearn.org.nz/resources/413-tenets-
of-the-nature-of-science)
Observation is essential in science. Scientists
use observation to collect and record data, which
enables them to construct and then test hypotheses and
theories. Scientists observe in many ways – with their
own senses or with tools such as microscopes, scanners
or transmitters to extend their vision or hearing.
(https://www.sciencelearn.org.nz/resources/8-the-role-of-
observation-in-science)
The objective of science is that all empirical data
that has been gathered through observation, experience
and experimentation is without bias. ... Because
scientists are human and prone to error, empirical data is
often gathered by multiple scientists who independently
replicate experiments.
(https://www.livescience.com/21456-empirical-evidence-
a-definition.html)
Kinds of Observation
Qualitative observations – refer to those that
are perceived by the senses. They consist of data that
pertain to qualities or characteristics gathered through
the perception of stimuli. Experiments that use
qualitative observation do not require exact
measurements by any kind of apparatus or instrument.
Examples are comparing or describing color,
taste, texture, and smell.
Quantitative observations - consist of
numerical data. They show exact measurements.
Comparison of Quantitative and Qualitative Observations French translation, Systeme Internatinale d’ Unites . This
SUBJECT: RESEARCH 7 system is based on seven basic units which measure
TOPIC: MEASURING seven basic properties of substances. The basic units of
LECTURE NO: 4 SI are based on the standards kept in the Bureau of
TEACHER: MR. LEO J. GUTIERREZ Weights and Measures at Sevres, France.
Physical Quantities are properties that are
clearly defined, can be measured by instruments, and
In performing scientific investigations, you need
have proper units. They are classified as fundamental
to measure quantities, such as the height of a person.
and derived quantities. 
Who is taller-you or your friend? One way to find out is to
Fundamental quantities are the basic
stand back to back and ask another person to check
properties of substances. They do not depend on any
your heights. But if your friend lives in a faraway
other physical quantity. The seven basic SI units are all
province, what will you do? Since it is physically
fundamental quantities.
impossible to compare your heights, you will have to use
Derived Quantities are other physical quantities
a standard measure. This means you must use the same
derive from the combinations of the seven basic
reference point or standard of measure that people for
quantities. Area and volume, for example are derived
different places of the world accept and use. Using a
from length. Density is a property derived from mass and
standard measure, you will get accurate descriptions of
length. 
how tall you and your friend are.
Property/Physical Definition SI unit
Measurement Quantity
Measurement is the comparison of an unknown Length The distance
quantity with that of a known quantity. The known between two meter (m)
quantities are standards that are scientists agreed upon, points.
while the unknown quantities are those that you
measure. A standard determines the extent a unit of Mass Amount of
measurement and quantify a certain characteristic. For material in kilogram
instance, it tells you how long an inch is or how a an object (kg)
kilogram is. Measuring devices are calibrated using
standards.
Measurement is evidently important in your daily
activities. It is also essential to your study of science. In Time An exact
particular, it will help you classifying, characterizing, and duration of second (s)
analyzing matter. Matter has quantitative properties, an event
which are characteristics that can be measured and are
usually obtained in experiments. Without measurement, Quantity of
your understanding of matter will be quite different. Amount of substance chemical mole (mol)
substance
SYSTEMS OF MEASUREMENT
People in various places around the world have The quantity that
their own standards that comprise a system of Temperature indicates the Kelvin (K)
measurement. A system of measurement gives you a list hotness or
of measurable characteristics and the units that you can coldness of a
use to measure them. The units are based on standards substance
that people in that particular place had approved.
There are two prevailing systems of Electric current Flow of electric ampere (A)
measurement in the world. charge
1. English System - has standards that were
originally based on body dimensions. An inch was based
on the width of a thumb, while a foot was based on the Luminous intensity Amount of light candela
length of the king’s foot. Through the years, the English emitted in a (cd)
system had been modified several times before it particular
became the version people know it today.   direction
It is said that English System of measurement
has a standard of using body dimensions in measuring.
PHYSICAL QUANTITY
In the 14th century, King Edward II of England ruled that
DERIVED QUANTITIY
1 inch is based on the width of a thumb.
Physical SI Base Unit Symbol
In the ancient time, the foot was 11 1/42 inches.
Quantity
Today it is 12 inches which is based on the length of the
king’s foot. This is where “ruler” Today it is 12 inches Area square meter m2
which is also equivalent to 1 foot, the length of the Volume cubic meter m3
average man’s foot. This is where “ruler” got it name. Density kilogram per kg/m3
cubic meter
2. Metric System - originated in France, is a Speed meter per m/s
decimal system based on the unit meter. A meter was second
originally defined as one-ten-millionth of the distance of a Force newton N
line from the equator to the north pole running through
Energy joule J
Paris. Its definition had also been modified several times
until it reached its present definition. Power watt W
The use of different systems of measurement by Pressure pascal Pa
scientists posed a problem in the scientific community,
Quantity of coulomb C
especially when presenting quantitative data. To address
Electricity
this concern, scientists convened and developed a
system of measurement called the International System
of Units in 1960, which is also called SI units based on
 Observation Inference

SUBJECT: RESEARCH 7 The active use of the five A possible explanation or

TOPIC: INFERRING senses to notice the guess about an
LECTURE NO: 5 environment. observation.
TEACHER: MR. LEO J. GUTIERREZ

Imagine for a moment that you have arrived at

your house after school. All the lights are out, so you Example:
assume that you are the first at home. As you walk from OBSERVATION
your school service, you see there is a package on the The gas stove is on.
front step. Before you even pick it up, you assume that it INFERENCE
was left by the mailman. You finally open the front door The fire is producing heat.
and see that the living room has been cleaned. You then
conclude that someone must have cleaned the room OBSERVATION
while you were at the school. In each of these moments, The kettle is on the top of fire.
you have practiced inference. INFERENCE
This lesson introduces how scientists use The kettle is hot.
evidence to make inferences. The ability to gather and
evaluate evidence is central to scientific inquiry, OBSERVATION
especially when scientists investigate things that are not Steam is coming out of the kettle.
directly observable. INFERENCE
Our brains are so quick in the processing of data Water inside the kettle is boiling.
collected by our five senses that will help us in making
inferences. EXAMPLE:
But in order to collect data to serve as the basis
for evidence for inference to answer scientific questions, Observation:
you need to learn how to make precise and accurate When I went into class, the ground outside was dry, but
observations. now when I go outside for recess I notice the ground is
wet.
Definition of Terms
Observation – basic information get by seeing, feeling, Inference:
hearing, tasting and smelling (five senses) It was raining when I was in class.
Inference – something true based on observations.
It is important that inference should be based
from observation or else the inference may not be valid.

EXAMPLES OF INFERENCES:
Karen Chin studies dinosaurs using fossilized
remains. Chin used his inference because they don’t
have direct observation during the time when dinosaurs
existed.
Observations + conclusion = inference
OBSERVATION:
Fossilized remains which has big bones of animals
INFERENCE: Karen Chin inferred that dinosaurs existed
long time ago.

Farid El Gabaly makes images of magnetic

atoms using an electron microscope. Although atoms
and molecules are too small to see, scientist use very
powerful microscopes to gather evidence about them.

Observations + conclusion = inference

Observation: Images of magnetic atoms found small
atoms on molecules.
Inference: Farid El Gabaly inferred that elements are
composed of molecules and atoms.

Thus, in making inference, you are going to use

your prior/past knowledge as basis for making
conclusion.

Additionally, to carry out successful

investigations, you are required to practice analysing and
interpreting the data you collect to provide evidence for
phenomena.

Scientists gather and interpret evidence and

draw conclusions based on this evidence.
SUBJECT: RESEARCH 7
TOPIC: PREDICTING
LECTURE NO: 6
TEACHER: MR. LEO J. GUTIERREZ
This module introduces how scientists use
prediction to help them predict what might happen based on
observation while conducting a scientific investigation.
Predictions are made in science all the time, and even in
daily life.
One example of prediction is, you observe that
every time wind blows, flower petals fall from a tree.
Therefore you could predict that if the wind blows, petals
will fall from the tree. Based on your observations of the
wind and the tree, this is a good prediction of future
behavior.
Predicting is also a basic science process skill
used in scientific investigation. In this context, a prediction
is made about the possible outcome of a future event based
on pattern of evidence. For example, you may predict that a
seed will sprout based on your past experiences with seeds
or plants when it is put on the soil. There can be many
predictions can be made from pattern of evidence from past
observations and experiences. Like, predicting the height of
a plant in another 20 days base on the graph of its growth
during the previous 30 days.
How predicting is performed?
1. Collect data using your senses, remember you use
your senses to make your observations.
In every scientific investigation, you should always
start from observation using your senses to observe and
collect information and data from the outside.
2. Search for patterns of behavior and or
characteristics.
After observing, you should take all the
observations and data you have gathered and search if
there is a distinguished patterns showed by the data.
3. Develop statements about you think future
observations will be.
Create an assumption or guess based on the
patterns you noticed.
4. Test the prediction and observe what happens.
You may test the prediction by continuing the
observation process through experimentation that involves
a specific set of methods. Then, predict what you think will
happen in the future based on these things.
What is the difference between guess and prediction?
A guess is not a prediction.
By definition, predictions must also be testable.
This means that predictions are accepted or rejected based
upon observed criteria. If they are not testable they are not
predictions, merely a guess.
How can we make dependable predictions?
1. Discovering patterns in observations helps you to make
dependable prediction.
2. Reliability and dependability in predictions allows people
to plan for future events.
Prediction emerges from data rather than guess.
The nature of the skill of predicting is to be able to
identify a pattern in a body of data and then to project that
pattern in a way that can be tested. Being able to spot
patterns in past experiments or existing evidence (i.e., from
the natural world.)
Differences between Observation, Inferring and
Predicting
Observations are gathered information or data using
human senses.
Inferring is the explanation or evidence based on
observation.
Predicting is the future event that might happen based
on observation and patterns.
SUBJECT: RESEARCH 7
TOPIC: CLASSIFYING
LECTURE NO: 7
TEACHER: MR. LEO J. GUTIERREZ
Scientists investigate, describe, and try to
understand the things around us. For example, if the
scientists are studying a rock, they might start at by
describing the rock’s size, shape and color. They would
also try to find out how hard the rock is and whether it is
rough or smooth and shiny or dull. All these words
describing what the rock is like are called the “properties” or
“characteristics” of the rock.
Classification or classifying is the grouping of
ordering objects or events into categories based on
properties or criteria. Objects and events may be classified
on the basis of observation. For example: Placing all rocks
having certain grain size and color into one group.
How classification is performed?
It begins with a large set of items to be classified
by knowing the similarities and differences of specific items.
1. Perceive similarities and differences in a set of objects.
Noticing similarities among plants, animals, objects
and events is one of the most essential skills when doing
scientific research because it help the researcher to
recognize same characteristics and features to make
connections.
Example: Classifying plants by bringing together all
plants that produce flowers and categorize these plants as
‘flowering plant.’
On the other hand is finding the differences among
plants, animals, objects and events in order for the
researcher to have a clear, organized way identifying the
difference from one another.
Example: Classifying plants by bringing all types of
plants and identify plants that produce and don’t produce
flowers and categorize these to ‘non-flowering and
flowering’ plants.
2. Comparing related plants, animals, objects and events.
Separate a set of objects into two groups according
to those that have or do not have a single characteristic.
Example: The seed of avocado is bigger that the seed of
mango.
3. Group a set of objects on the basis of a gross
characteristic, such as color or shape, where many
identifiable variations are possible.
Example: Bringing together plants that has leaves
and categorize the leaves according to its shape and or
color. (from left: linear, oval, oblong, ovate, obovate, deltoid,
cordate, elliptical, and lanceolate)
4. Use quantitative measurements as criteria for grouping.
Putting things in order such as from smallest to
biggest and from lightest to heaviest.
Example: Bringing together fruits in different sizes
and organize them by arranging the fruits from smallest to
biggest and or by arranging the fruits from lightest to
heaviest.
5. Use an accepted classification system or key to identify
objects or phenomena.
It involves separating a set of objects into two or
more subjects based on at least one observable property or
characteristics.
Example: Plants are classified depending on their
appearance and structure.
SUBJECT: RESEARCH 7 Interpretation/Conclusion: The table shows the increasing
TOPIC: COMMUNICATING pattern of plant’s growth within six (6) days. The graph
LECTURE NO: 8 shows a pattern where plant grows 2 cm each day.
TEACHER: MR. LEO J. GUTIERREZ
ACTIVITY
In every scientific investigation, the last part is Activity 1
reporting the outcome of the results of the investigation. A student conducted a comparative investigation to
The usefulness of scientific knowledge will not be see which fertilizer would have the greatest effect on the
materialized if that knowledge is not communicated to other growth of a plant. She grew 10 plants of the same type in
people. the same type and size of planter. She watered the plants
This module will help you to have a clear the same amount, and each plant received the same
understanding the different ways on how to communicate amount of sunlight. She gave each plant the same amount
results and guide you how to conduct a simple scientific of fertilizer, but she gave 5 of the plants fertilizer A and the
investigation and at the same time know how to write other 5 plants fertilizer B. She measured the growth of the
scientific results. plants each week. Displayed in the graph below is the
Communicating results actually refers to a group of average growth of the plants each week.
skills, all of which represent some form of systematic
reporting of data. The most common examples include data
display tables, charts and graphs.
In order to communicate observations, accurate
records must be kept which can be submitted for checking
and re-checking by others. Accumulated records and their
analysis may be represented in many ways. Graphic
representations are often used since they are clear, concise
and meaningful.
The purpose of the communication skills is to
represent information in such a way that the maximum
amount of data can be reviewed by other people that can
add to the body of knowledge.

How communicating results is performed?

a. Describe observations verbally. Guide Questions:
As a researcher, one should carefully 1. What the researcher would like to show on the graph?
observe and record the data perceived using his/her
senses. 2. What will be the interpretation/conclusion of the graph
b. Record observations in a systematic way. above?
Recording data from observation must be
organized and well planned. 3. Why communicating results is an important skill in
c. Draw assumptions through inferring and predicting. conducting scientific investigation?
Using evidences from prior experiences
and observed patterns, create assumptions and predictions Activity 2
of the future event. Accomplish the following tasks. Write your answer in a
d. Construct tables and graphs for analysis of data. graphing paper.
Create table and graphs using the
gathered data from observation.
e.. Conduct simple experimentation to validated
inferences and predictions.
Make a simple testing to confirm your inferences
and prediction whether it is valid or not.
f.. Use tables and graphs to convey possible
interpretations of data.
In presenting the results of your scientific
investigation, show it using tables and charts.
i. Tables, graphs, figures, etc. should EACH have their
respective captions.
A good caption must have a Table/Graph/Figure Number
and a short description.

Interpreting data from tables, graphs and charts

A simple data table shows all of the measurements
collected in an experiment. It can be better to simplify the
display of data by reducing the amount of information with a
summary data table, especially if the experiment is a big or
long one.
SUBJECT: RESEARCH 7
TOPIC: INTEGRATED SCIENCE PROCESS SKILLS
LECTURE NO: 9
TEACHER: MR. LEO J. GUTIERREZ