Science

Grade 7 • Unit 1: Doing Scienti c Investigations

LESSON 1.1
The Scienti c Method
Table of Contents

Introduction 1

Learning Competency 2

Learning Objectives 2

Warm-Up 3

Learn about It 4
The Scienti c Method 4
Make Observations 4
State the Problem 5
Collect Preliminary Data 5
Formulate a Hypothesis 6
Test the Hypothesis 6
Collect and Analyze Data 7
Draw a Conclusion 10

Worked Examples 11

Key Points 16

Check Your Understanding 16

Bibliography 19
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Grade 7 • Unit 1: Doing Scienti c Investigations

Lesson 1.1
The Scienti c Method

A child coming across a fork in the road

Introduction
You may not notice it, but you ask questions and solve problems every day. “What is the
best route to take from home to school?” You often start to answer this question by
observing which road would have more cars or would have more turns. You will guess which
is the faster route and you will take each road, taking note of the travel time for each. Once
you answer your question, you will apply your newly acquired knowledge in the future. In
answering and solving these problems, you are acting like a scientist.

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Scientists, however, use a more systematic way of solving problems. Scientific

investigations involve a series of steps that enable scientists to produce reliable and
accurate results to answer their questions. They also use different kinds of investigations
that will suit the questions they want to answer. Lastly, scientists also follow rules on
presenting data from their investigation for uniformity.

Science is a systematic process of inquiry. Knowledge obtained from scientific questions is

used to explain what is happening around us. Thus, it is crucial to obtain precise and
well-rounded results every time. In finding answers to various scientific problems, it is
important to follow a systematic method to arrive at a reliable and accurate conclusion. How
does a scientist solve problems efficiently?

In this lesson, you will learn how scientists solve problems systematically through a process
called the scientific method.

Learning Competency
At the end of this lesson, the given DepEd learning competency should be met
by the students.
Describe the components of a scientific investigation (S7MT-Ia-1).

Learning Objectives
In this lesson, you should be able to do the following:
● Describe the steps of the scientific method.
● Apply the steps of the scientific method to different scenarios.

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Warm-Up

Parents Know Best

Materials
● laptop, with an internet connection
● speakers
● projector
Procedure
1. The teacher will play the first minute of the video (0:00 to 1:00).

Can you solve these science riddles?

Fact5. March 30, 2017. ‘5 Science Riddles That Will Blow Your Mind.’
https://www.youtube.com/watch?v=HBWIVTrLO6E.

Before answering the riddle, answer the following questions first:

a. What is the observation made by the parents?
b. What question crossed the mind of the parents when they saw the bottle of
gin?

2. Have the students guess the answer. Continue the video (1:00 to 2:00). Then,
answer the guide questions below.

Guide Questions
1. What relevant scientific knowledge do the parents know that helped them in this
situation?

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2. What possible experiment did the parents do to answer their question?

3. What is the result of the experiment? How did it help the parents in arriving at the
conclusion?

Learn about It

Essential Question
What is the scientific method and how does it help in answering scientific
questions?

The Scientific Method

The scientific method is a series of organized steps that are taken to answer a question or
solve a problem. Although there are no specific rules, the following are the general steps of
the scientific method.

1. Make Observations
Observation is a way of acquiring information using the five senses—sight, touch, smell,
hearing, and taste. Through the use of the five senses, we recognize properties like color,
texture, odor, and shape.

An observation can be qualitative or quantitative. A quantitative observation is a

numerical value obtained from measuring tools such as a ruler, thermometer, and balance.

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Nonnumerical values are qualitative observations. These types of observation mainly use
the five senses.

2. State the Problem

Observations generally lead to ideas. However, for observations that require explanations,
these observations lead to questions. In this step, you need to define the problem that you
want to solve or know. The problem is usually in the form of a question.

3. Collect Preliminary Data

Once you know the problem that you want to answer, you should read about it. You can
read books or visit reliable websites that are relevant to your problem. Analyze the facts and
data that you collect, and look for trends or patterns.

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4. Formulate a Hypothesis
After collecting the necessary information, a possible answer derived from the collected
information is formulated. The possible answer is called a hypothesis. A hypothesis is an
educated guess that may lead to a possible solution to the problem. It is commonly stated
as a cause-and-effect relationship making it testable.

5. Test the Hypothesis

An experiment is performed to validate the hypothesis. An experiment does not prove the
hypothesis but rather supports the hypothesis.

In testing the hypothesis, a type of experiment called a controlled experiment is

implemented. A controlled experiment is designed to test if a specific change in the
condition you hypothesize would cause a change to another condition. This type of
experiment is also called a fair test. These conditions or factors that affect the outcome of
an experiment are called a variable. Generally, there are two types of variables,
independent and dependent variables.

In an experiment, the independent variable is the value that is being changed or

manipulated. The dependent variable is the factor that changes relying on the change in
the independent variable.

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It is also usual for experiments to have two setups. The setups are used to represent the
experimental group and the control group. The experimental group is the setup that all
possible variables are held constant except for the variable that is manipulated in the
experiment (independent variable). A control group has all similar variables to the
experimental group except for the independent variable.

The change that occurs or the effect of changing the independent variable will be a change
of the dependent variable. The results of the dependent variable on the experimental group
and the control group will be compared. If the dependent variable increases as the
independent variable increases, they are said to be directly proportional. If the dependent
variable decreases as the independent variable increases (or vice versa), it is said to be
inversely proportional.

6. Collect and Analyze Data

The data from the experiment will either support or oppose your hypothesis. Just like in the
observations, the data gathered may be qualitative or quantitative. Data is usually
presented in tables.

A table is primarily used for quantitative data. Data is arranged in columns and rows. The
independent variable is usually shown in the left column while the dependent variable is in
the right column. For example, you are studying the changes in the volume of a gas as you
increase its pressure (at constant temperature and number of moles). The data set may be
organized into a table.

Table 1.1.1. An example of a data table showing the effect of pressure on volume

Pressure (atm) Volume (L)

0.2 50.0

0.6 37.5

1.0 30.0

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1.6 22.0

1.8 21.4

2.2 17.8

2.6 14.2

Graphs or charts may be constructed based on the raw data to visually present the data and
analyze it better. Analyzing the data involves looking for trends or patterns in the changes of
the independent and the dependent variables. Statistics may be used to determine the
relationships of the variables.

A graph is a visual representation of a table. It is best used to show trends or how data
changes. One type of graph is the line graph. It is composed of grid-plotted lines that are
used to show a comparison between two variables. The values of the independent variable
are on the x-axis (horizontal axis) while the corresponding values of the dependent variable
are on the y-axis (vertical axis). The values may be plotted and connected with a line. For
example, the data set found in Fig. 1 can be graphed below making it easier to see that the
pressure of a gas is inversely proportional to its volume (at constant temperature and
number of moles).

Fig. 1. A line graph showing the relationship between pressure and volume

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A bar graph is another type of graph that shows data scaled into bars. Each axis is labeled
with a variable. The bars may be horizontal or vertical. The height or length of the bars is
scaled to their values. It is best used for comparison. An example of a bar graph comparing
the amounts of the different gases in the atmosphere is found in Figure 3. From the bar
graph, it is easy to see that nitrogen is the most abundant gas in the atmosphere.

Fig. 2. A bar graph showing the comparison of the amounts of gases in the atmosphere

A pie chart is used to show fixed quantities that have been broken down or a combination
of amounts that sum up to one bigger value. Figure 4 is an example of a pie chart showing
the composition of the atmosphere. The pie chart shows that the atmosphere is comprised
mostly of nitrogen. Oxygen also comprises a significant fraction of the atmosphere while
argon and some other gases are very minimal.

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A B

Fig. 3. (A) A data table showing the composition of air, and (B) a pie chart showing the
composition of air

7. Draw a Conclusion
With the data gathered and presented visually, it will be easier to interpret the data to draw
a conclusion. Does the data support or invalidate the hypothesis? If the data support the
hypothesis, then the problem is solved. The study should then be shared with other
scientists to spread the information. Other scientists may also work on your hypothesis to
further support your study.

If the data otherwise opposes the hypothesis, this does not mean that the experiment is a
failure. Knowledge is still gained if a hypothesis is not supported by an experiment. If this
happens, a new hypothesis can be made and another experiment may be designed.

Did You Know?

During the 1800s, chemistry was hardly known to be a true science. Most
of the concepts in chemistry during that time are based on philosophy and
without any scientific basis. Antoine-Laurent Lavoisier, a French chemist,
changed everything and revolutionized the field of chemistry by

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conducting carefully planned and well-executed scientific experiments. He

is known as the father of modern chemistry.

Antoine Lavoisier (1743–1794)

Worked Examples
Example 1
Looking at your backyard, you see a lot of beautiful plants growing in pots under the sun.
These plants have big, green leaves. Their stems are thick. On the other corner of the
backyard, a roof covers some of the plants. These plants have pale green leaves and short,
thin stems. You wonder if sunlight affects the growth of plants. How will you investigate
using the steps of the scientific method?

Solution
Step 1: Make observations.
Observing the physical qualities of the plants, you can identify that the plants
under direct sunlight have big, green leaves and thick stems. Those under the
roof have shorter and pale-colored leaves. They also have thinner stems.
These are qualitative data.

You take a measuring tape and get the height of the plants. Those under

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direct sunlight are 64.5 centimeters. Those under the roof are 17.0
centimeters. These are quantitative data.

Step 2: State the problem.

From your observations, you notice that the plants under direct sunlight seem
to grow better than those under a roof. A fitting statement of the problem
may be “Does direct sunlight affect the growth of plants?”

Step 3: Collect preliminary data.

To find out more about plants, you may read books about Botany. You may
consider what plants need to grow such as water, carbon dioxide, and
nutrients from the soil. You also find out the effect of sunlight on plants.
Sunlight helps the plant in making their food in a process called
photosynthesis.

Step 4: Formulate a hypothesis.

Since sunlight helps plants make food, your hypothesis may be: “If a plant is
under direct sunlight, it will grow bigger.”

Step 5: Test the hypothesis.

To test the effect of direct sunlight on the growth of plants, the variables must
first be determined. The independent variable is the amount of direct
sunlight. The dependent variable is the height of the plant. The experimental
setup will include two groups. The experimental group will be the set of
seedlings under direct sunlight. The control group will be the set of seedlings
under a roof.

All the other variables that might affect the growth of the plant like the type of
plant, amount of water, and type of soil are the same for the experimental
group and the control group.

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When the seedlings have grown, the height of the plants will be measured at
the same time.

Step 6: Collect and analyze data.

Descriptions of the two experimental groups can be gathered for qualitative
data. For quantitative data, the heights of the plants are to be measured.

Plant under direct sunlight Plant under a roof

Bright green leaves Pale green to yellow-green leaves

Thick fleshy stem Thin, flimsy stem
Extensive root system Short roots

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These data can be presented in tables and graphs.

From the observed data, it can be seen that plants under direct sunlight grow
higher than plants under a roof. Plants under direct sunlight also appear to
grow better as indicated by their extensive root system, bright green leaves,
and thick fleshy stem.

Step 7: Draw a conclusion.

It can be seen that sunlight does affect the growth of a plant. Plants under
direct sunlight have been shown to grow better than plants under a roof. This
study should be shared with other scientists.

Example 2
While playing in your backyard, you noticed that one plant was growing under direct
sunlight while another was hidden under the shadow of the walls but both are growing
healthily. You hypothesize that direct sunlight is not needed for plants to grow. Design an
experiment to test this hypothesis and identify the independent and dependent variables,
and the control and experimental groups.

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Solution
In the experiment, the following steps should be done:
● Gather two plants of the same kind, of the same age and size, and are planted on the
same type of soil.
● Keep one in the kitchen cabinet away from direct sunlight.
● Keep one outside where it is exposed to sunlight.
● The height of the two plants from the soil to the highest part of the plant can be
measured with a ruler every day for two to three weeks.

The independent variable is direct sunlight while the dependent variable is the height of the
plant.

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Key Points

● The scientific method is a series of organized steps that are taken to answer a
question or solve a problem. The steps of the scientific method are the following:
○ Make observations.
○ State the problem.
○ Collect preliminary data.
○ Formulate a hypothesis.
○ Test the hypothesis.
○ Collect and analyze data.
○ Draw a conclusion.
● A hypothesis is an educated guess that may lead to a possible solution to the
problem.
● An experiment is performed to validate the hypothesis.

Check Your Understanding

A. Describe which step in the scientific method is being described in the following
statements.

1. You concluded that the chocolate mix dissolves fastest in hot water.
_________________________________________________________________________________
2. You dissolve chocolate mix in water with different temperatures: ice-cold, room
temperature, and hot.
_________________________________________________________________________________
3. You noticed that the rate at which chocolate mix dissolves varies with temperature.
_________________________________________________________________________________

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4. You want to know at which temperature the chocolate mix dissolves faster.
_________________________________________________________________________________
5. You have read that a lot of solid dissolves faster when the temperature of the water
is high.
_________________________________________________________________________________

B. During her computer class, Ira realized that the computer where she is stationed is not
working. She knows that the computer needs electricity to run so she thought there
might be something wrong with the socket. She plugged the computer into a different
socket but the computer is still not working.
1. What is the observation that Ira made in this scenario?
_________________________________________________________________________________
2. What is the question that Ira needs to address in this scenario?
_________________________________________________________________________________
3. What is her hypothesis and what is her basis for such?
_________________________________________________________________________________
4. What important data or fact was stated in this scenario that helps generate the
hypothesis?
_________________________________________________________________________________
5. What can be concluded from the result of her “experiment?”
_________________________________________________________________________________
6. What other experiments could she have done to test her hypothesis?
_________________________________________________________________________________

Ira then called the attention of her teacher. She told the teacher about her situation and
that she tried using a different socket for the computer. The teacher thought it could be
a wiring issue so the teacher changed the wire that connects the computer to the
socket. Ira turned on the computer and it worked, to her relief.
7. “She told the teacher her situation” is what step of the scientific method?
_________________________________________________________________________________
8. What is the importance of gathering known data in this situation?
_________________________________________________________________________________

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9. What are the hypotheses in this scenario?

_________________________________________________________________________________
10. What can be concluded from the result of the teacher’s “experiment?”
_________________________________________________________________________________

C. Read the scenario below and answer the succeeding questions.

During ancient times, the Egyptians believed that frogs are produced from the mud.
Egyptians had this belief because every spring, many frogs appear in the mud near the
Nile river.
1. Given this scenario, use every step of the scientific method to accept or reject the
hypothesis on the origin of the frogs.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. Identify the independent variable and dependent variable.
_________________________________________________________________________________
3. Which are the experimental group and the control group in your experiment?
_________________________________________________________________________________
4. Can you think of a different hypothesis given the observations above?
_________________________________________________________________________________

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Bibliography

Boundless. “The Scientific Method.” Lumen Learning. Accessed January 31, 2022.
https://courses.lumenlearning.com/boundless-psychology/chapter/the-scientific-met
hod/.

Bradford, Alina, and Ashley Hamer. “Science and the Scientific Method: Definitions and
Examples.” LiveScience. Purch, January 17, 2022.
https://www.livescience.com/20896-science-scientific-method.html.

Britannica, T. Editors of Encyclopaedia. "scientific method." Encyclopedia Britannica, October

15, 2021. https://www.britannica.com/science/scientific-method.

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