SCIENTIFIC INVESTIGASTION .pptx

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1. SCIENCE 7 First QUARTER- lc 6 Matatag curriculum Designing a Scientific Investigation

2. Designing a Scientific Investigation CONTENT The learners shall learn that diagrams and flowcharts are very useful in demonstrating and explaining the motion and arrangement of particles during changes of state. LEARNING STANDARD The learners follow the appropriate steps of a scientific investigation which include: a. Aim or problem, b. Materials and equipment, c. Method or procedures, d. Results including data, and e. Conclusions. LEARNING COMPETENCY

3. By the end of the lesson, the 80 percent of the learners will be able to: Identify the key components of a scientific investigation. Formulate an appropriate aim or problem for a scientific investigation. Draw reasonable conclusions based on the findings of the investigation . OBJECTIVES

4. I. Activating Prior Knowledge "What do you already know about scientific investigations?"

5. I. Activating Prior Knowledge

6. I. Activating Prior Knowledge "Have you conducted any scientific investigations before?"

7. I. Activating Prior Knowledge "What steps did you follow in your previous investigations?“

8. I. Activating Prior Knowledge "What challenges did you face?“

9. Learn how to design and conduct a comprehensive scientific investigation. Explain that the learners will explore the following key components: - Aim or problem Materials and equipment Method or procedures Results including data Conclusions B. Establishing Purpose of the Lesson 1. LESSON PURPOSE

10. WHO’S THE KILLER?

11. WHO’S THE KILLER?

12. C. Developing and Deepening Understanding Step in a scientific investigation with a more detailed explanation: a. Aim or Problem: This is the heart of your investigation. It's the question you want to answer through your experiment. A good aim is: Clear and Specific: It should be a focused question about what you want to investigate. Don't try to answer too many things at once. Answerable through an Experiment: The question should be something you can test by collecting data. Measurable: You should be able to measure or observe something to find an answer.

13. C. Developing and Deepening Understanding Example 1: "To investigate the effect of temperature on the rate of photosynthesis in green algae." Characteristics: Clear and Specific: The aim focuses on a single, focused question about the relationship between temperature and the rate of photosynthesis in green algae. Answerable through an Experiment: The question can be tested by collecting data on photosynthesis rates at different temperatures. Measurable: The rate of photosynthesis can be quantified and observed to find an answer.

14. C. Developing and Deepening Understanding Example 2: "To investigate the effect of different soil pH levels on the growth rate of tomato plants.“ Characteristics: Clear and Specific : This aim is clear in its focus on the relationship between soil pH and tomato plant growth. It does not try to investigate multiple factors or outcomes at the same time. Answerable through an Experiment: The aim can be investigated by setting up an experiment where tomato plants are grown in soils with different pH levels, and their growth rates are measured. This allows for data collection to answer the question. Measurable: The growth rate of the tomato plants can be quantified, such as by measuring the height, number of leaves, or biomass of the plants. This provides a measurable outcome to determine the effect of soil pH.

15. C. Developing and Deepening Understanding Step in a scientific investigation with a more detailed explanation: b. Materials and Equipment: This is the list of tools and supplies you need to conduct your experiment. Consider these points: Adequacy: You should have everything needed to carry out your procedures effectively. Safety : Choose materials that are safe to use and handle. Availability : Ensure the materials are readily available or easily obtainable.

16. C. Developing and Deepening Understanding Common Materials in Scientific Investigations Glassware (beakers, test tubes, pipettes, etc.) Measuring devices (balances, thermometers, rulers, etc.) Chemicals and reagents Petri dishes, culture plates, and other containers Microscopes and other optical equipment Writing materials (notebooks, pens, pencils, etc.)

17. C. Developing and Deepening Understanding Step in a scientific investigation with a more detailed explanation: c. Method or Procedures: This is the detailed step-by-step plan for conducting your experiment. It outlines exactly what you will do to test your aim. A good method should be: Clear and Concise : Write specific instructions that are easy to understand and follow, even by someone else. Sequential : List the steps in the order they will be performed. Repeatable : The method should be written in a way that allows others to repeat your experiment and get similar results.

18. C. Developing and Deepening Understanding Step in a scientific investigation with a more detailed explanation: d. Results including Data: This section documents the findings of your experiment. It includes all the information you collected during the investigation. Data can be presented in various ways: Observations: Detailed descriptions of what you saw, smelled, heard, etc., during the experiment. Measurements : Quantitative data collected using tools like rulers, thermometers, or scales. Tables and Charts : Organized presentations of your data for easier analysis. Graphs : Visual representations of your data to identify trends or relationships.

19. C. Developing and Deepening Understanding Step in a scientific investigation with a more detailed explanation: e. Conclusions: This is where you interpret your results and answer your initial question (aim). A good conclusion should be: Based on Evidence : It should be derived directly from the data you collected during the experiment. Explanatory : Explain what your findings mean in relation to your aim. Supports or Rejects : State whether your data supports or rejects your initial hypothesis (if one was formulated).

20. C. Developing and Deepening Understanding Hypothesis and Variables Hypothesis is an educated guess or a prediction about the outcome of an experiment based on your observations and prior knowledge. Example: "Hypothesis: Plants placed in a sunny location will grow taller than plants placed in the shade."

21. C. Developing and Deepening Understanding Hypothesis and Variables Independent Variable : This is the factor you deliberately change or manipulate in your experiment to see its effect on something else. (In our example, the independent variable is the amount of sunlight) Example: "Hypothesis: Plants placed in a sunny location will grow taller than plants placed in the shade."

22. C. Developing and Deepening Understanding Hypothesis and Variables Dependent Variable : This is the factor that you measure or observe in response to the changes made in the independent variable. (In our example, the dependent variable is plant growth) Example: "Hypothesis: Plants placed in a sunny location will grow taller than plants placed in the shade."

23. C. Developing and Deepening Understanding Worked Example Present a scenario: You've noticed that some brands of paper towels seem to be more absorbent than others. You wonder, "Do different brands of paper towels absorb the same amount of water?" Hypothesis: Independent Variable: Dependent Variable: Controlled Variables:

24. C. Developing and Deepening Understanding Worked Example Present a scenario: You've noticed that some brands of paper towels seem to be more absorbent than others. You wonder, "Do different brands of paper towels absorb the same amount of water?" Method: ● Step 1: ● Step 2: ● Step 3: ● Step 4: ● Step 5: Results:

25. D. MAKING GENERALIZATION D. MAKING GENERALIZATION Learners’ Takeaways Today we learned about designing scientific investigations. What surprised you the most about this process?

26. D. MAKING GENERALIZATION D. MAKING GENERALIZATION Learners’ Takeaways Think about the scientific investigation you designed today. What was the most challenging part, and how did you overcome it?

27. D. MAKING GENERALIZATION D. MAKING GENERALIZATION Learners’ Takeaways Why is it important to have a clear and detailed method (procedure) when designing an experiment?

28. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING __________1. Which of the following is NOT one of the key steps in a scientific investigation? Aim or problem Materials and equipment Hypothesis Conclusions

29. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING __________2. When designing the method or procedures for an investigation, it is important to: Explain the importance of a detailed, systematic approach Guide learners in mapping out the investigation steps Emphasize the need for recording observations and data All of the above

30. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING __________3. The results section of a scientific investigation should include: The aim or problem being investigated A list of the materials and equipment used Detailed data and observations collected The conclusions drawn from the investigation

31. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING __________4. The conclusions drawn at the end of a scientific investigation should: Restate the aim or problem Summarize the key findings and observations Explain how the results support or refute the original hypothesis All of the above

32. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING __________5. Which of the following is a critical step that should not be overlooked in a scientific investigation? Developing a hypothesis Analyzing the data Communicating the findings All of the above are critical steps

33. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING __________6. The first step in a scientific investigation is to: Identify the materials and equipment needed Develop a hypothesis State the aim or problem to be investigated Conduct the experiment

34. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING __________7. When designing the method or procedures, it is important to: Ensure the steps are vague and open-ended Avoid including any controls or variables Focus solely on the data collection process Outline a detailed, systematic approach

35. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING __________8. Which of the following is NOT a key component of the results section? Observations made during the investigation Numerical data and measurements collected Interpretation and analysis of the findings. The original hypothesis

36. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING __________9. The conclusions drawn at the end of a scientific investigation should: Introduce new information unrelated to the investigation Restate the aim or problem in different words Explain how the results support or refute the original hypothesis Both b and c

37. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING __________10. Effective communication of the investigation's findings is: An optional final step that can be skipped Only necessary if the results are positive or successful. Crucial for sharing knowledge and allowing replication. Best achieved through an unstructured, informal presentation.

38. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING Answer Key: 1. c 2. d 3. c 4. d 5. D 6. c 7. d 8. d 9. d 10. c

39. References : SCIENCE 7 LESSON EXEMPLAR Textbook: "Chemistry: The Central Science" by Theodore L. Brown, H. Eugene LeMay, Bruce E. Bursten , Catherine J. Murphy, Patrick Woodward Scientific paper: "Molecular Dynamics Simulation of Phase Transitions in Water" by Pablo G. Debenedetti Curriculum standards: Next Generation Science Standards (NGSS) - Matter and Its Interactions Online resource: "States of Matter" from Khan Academy