Basic 9 · Science · Term Project

Term Project: Investigating in Science

In this topic you will apply the term's learning through science project work, using observation, investigation, recording and presentation of findings.

By the end of these notes you should be able to:

Plan a science project
Carry out an investigation
Record and analyse results

What you already know

All topics covered in Science this term

Copy everything that has a blue line on its left into your notebook. The other parts are for reading.

Lesson 1

Strand: Diversity Of Matter
Sub-strand: Term Project

Introduction

Now you can ask your own question and find the answer in the way that scientists do.

1. Project Options

Project options

Option	Question	Topic
soil testing	How acidic is local soil?	acids and bases
natural indicators	Which local plant makes the best indicator?	acids and bases
legume study	Do legumes improve soil and growth?	nitrogen cycle
fitness	How quickly does the pulse recover?	circulation
home energy	How can our homes use less electricity?	energy
yeast	What temperature suits yeast best?	respiration

2. Planning

Ask a clear question.
Write a hypothesis.
List your variables.
List your materials.
Write your method.
Identify the risks.
Prepare a results table.

Ask your teacher to check your plan. Choose something you can complete within the time and with the materials you have.

Students testing soil samples

Figure 1: Testing soil Write your project question and hypothesis.

3. A Worked Plan

Sample plan: natural indicators

Item	Details
question	Which plant gives the clearest colour change?
hypothesis	Hibiscus will give the clearest change.
independent variable	type of plant
dependent variable	the colour change
controlled variables	test liquids, amount, temperature

Comparing results across several plants, in the same conditions, makes the test fair. Record the colours in a table with clear headings. Photographs can help as evidence. Repeat each test to be sure.

4. Safety and Ethics

Follow safety rules. If you work with food, do not eat it in a laboratory. If your project involves other people, ask for their agreement, and do not ask them to do anything unsafe. For the pulse test, make sure that all participants are well. Treat living things with care, and do not harm animals. Be honest in reporting, and do not change your results.

New words

plan: A list of steps for a task.
hypothesis: A testable idea.
ethics: Rules of right conduct.
participant: A person who takes part.

Summary

Choose a clear and practical question.
Write a complete plan.
Keep safe and act ethically.

Class activity: Project Plan

Choose a project.
Complete a plan.
Ask your teacher to check it.

You need: Beaker, Hand lens, Safety goggles

Exercises

Answer in your exercise book first, then check your answers.

1. A person taking part is a…
- A. participant
- B. pest
- C. predator
- D. variable
Show answer
Answer: participantTerm.
2. The dependent variable is what you…
- A. measure
- B. change
- C. ignore
- D. buy
Show answer
Answer: measureTerm.
3. Results should never be changed.
- A. True
- B. False
Show answer
Answer: TrueEthics.
4. Rules of right conduct are ______.
Show answer
Answer: ethicsTerm.
5. List four parts of a plan.
Show answer
Answer: Question, hypothesis, method and risks.Any four.
6. Why should you repeat a test?
Show answer
Answer: To make the results more reliable.Reliability.

Lesson 2

Strand: Diversity Of Matter
Sub-strand: Term Project

Introduction

Good investigations are careful, patient and honest.

1. Doing the Work

Set up your apparatus.
Follow your method carefully.
Measure accurately.
Record results straight away.
Repeat each test.
Note any problems.
Clean up.

2. Recording Results

Sample results: yeast and temperature

Temperature (°C)	Height of foam (mm)
10	2
25	12
40	25
60	8
90	0

The results show that the yeast produced the most foam at 40 °C. At high temperatures, the enzymes in the yeast are destroyed. At low temperatures, they work slowly. Patterns like these help you to draw conclusions.

Bottles with balloons in a yeast experiment

Figure 2: Yeast experiment Record your results in a table.

3. Working Accurately

Read scales at eye level. Use the same equipment for each test. Keep everything the same, except for the variable you are testing. Write results in a table as you go along. Do not rely on memory. Note the units. If something goes wrong, record it, and repeat the test if you can.

4. Making Observations

Observations can be numbers or descriptions. A colour change is a qualitative observation, and a temperature is a quantitative one. Use exact words: "dark red" is better than "changed". Draw diagrams or take photographs. Note anything unexpected, since it may be important.

5. Teamwork

Share the tasks among group members: one measures, one records, one checks the time and another keeps the area safe. Swap roles so that everyone learns. Discuss your results as you go. If you disagree, repeat the measurement. Good scientists work together, check each other's work and give credit to all.

New words

qualitative: Described in words.
quantitative: Described in numbers.
enzyme: A protein that speeds up reactions.
apparatus: Scientific equipment.

Summary

Follow your method and record at once.
Use both words and numbers for observations.
Work as a team.

Class activity: Investigation Session

Carry out your investigation.
Record your results.
Discuss what they show.

You need: Beaker, Hand lens, Safety goggles

Exercises

Answer in your exercise book first, then check your answers.

1. "Dark red" is a…
- A. qualitative observation
- B. quantitative observation
- C. variable
- D. hypothesis
Show answer
Answer: qualitative observationTerm.
2. A temperature reading is…
- A. quantitative
- B. qualitative
- C. a guess
- D. a hypothesis
Show answer
Answer: quantitativeTerm.
3. Results should be recorded right away.
- A. True
- B. False
Show answer
Answer: TrueAccuracy.
4. A protein that speeds up reactions is an ______.
Show answer
Answer: enzymeTerm.
5. Why are enzymes destroyed at 90 °C?
Show answer
Answer: High heat changes their shape, so they stop working.Reason.
6. What do the yeast results show?
Show answer
Answer: Yeast works best at about 40 °C, and less at lower or higher temperatures.Analysis.

Lesson 3

Strand: Diversity Of Matter
Sub-strand: Term Project

Introduction

Results become meaningful when you look for patterns and explain them.

1. Drawing a Graph

Plot your results on graph paper. Place the independent variable on the horizontal axis, and the dependent variable on the vertical axis. Label the axes with their units. Use a sensible scale, and draw a smooth curve. A graph quickly shows the pattern in your data. Look for peaks, rises and falls.

2. Interpreting Results

Questions for analysis

Question	Purpose
What is the pattern?	describes results
Why did this happen?	links to science
Did it support the hypothesis?	tests the idea
Were there any odd results?	checks data
How could the test be improved?	evaluates it

3. Worked Analysis

Calculating an average

Three pulse recovery times were 90 s, 100 s and 110 s. Find the mean.

Total: 90 + 100 + 110 = 300.
Mean: 300 ÷ 3.

Answer: 100 s

Repeated readings are averaged to reduce random error. If one reading is far from the rest, check it, and consider repeating the test. A mean helps to compare groups fairly.

A student studying a graph

Figure 3: Analysing a graph Draw a graph of your results.

4. Linking to Science

Explain your results using science ideas. If lemon juice turned hibiscus juice bright pink, explain that it is an acid. If legumes improved plant growth, mention the nitrogen-fixing bacteria. If pulse recovery was quicker in athletes, mention their fitness and stronger hearts. Science explanations should use the right terms, and they should go beyond simply describing what happened.

5. Writing a Conclusion

State whether your results supported your hypothesis, and why. For example: "The results support the hypothesis that yeast works best at warm temperatures, since the most foam was produced at 40 °C." Mention any limits, such as a small number of tests. Suggest what you would do next. A good conclusion answers the question that you asked at the beginning.

New words

pattern: A regular trend.
mean: The average of values.
conclusion: What the results show.
random error: Unpredictable variation in measurements.

Summary

Graphs reveal patterns.
Explain results using science ideas.
Conclusions answer the question.

Class activity: Analysis Session

Draw a graph.
Explain the pattern.
Write a conclusion.

You need: Beaker, Hand lens, Safety goggles

Exercises

Answer in your exercise book first, then check your answers.

1. The average of values is the…
- A. mean
- B. mode
- C. range
- D. tally
Show answer
Answer: meanTerm.
2. The vertical axis shows the…
- A. dependent variable
- B. independent variable
- C. title
- D. key
Show answer
Answer: dependent variableGraph.
3. Conclusions should answer the question.
- A. True
- B. False
Show answer
Answer: TrueReport.
4. A regular trend is a ______.
Show answer
Answer: patternTerm.
5. Find the mean of 12, 15 and 18.
Show answer
Answer: 1545 ÷ 3.
6. Why are repeated readings averaged?
Show answer
Answer: To reduce random error.Reliability.

Homework

Write the results and conclusion sections of your report.