1

Scientific Investigation

Relationships

Trends

Precautionary
measures

The Aim of an investigation

A statement that describes what will be done in the investigation or identifies the purpose of the
investigation.
Usually starts by using the following keywords:
o To investigate the…
o To determine the…
o To show that…
E.g. To aim of this investigation is to investigate the effect of temperature of enzyme
activity.

Planning steps for an investigation

What will be followed / done to ensure the research investigation reaches its intended purpose.
General steps include (steps need to be in context of investigations parameters):
o Determine the sample size
o Find volunteers
o Find a comparable group to act as control
o Decide on the equipment for measuring
o Decide on the duration
o Obtain consent/permission
o Design a way of recording the data
Eg. The followings steps were taken during the investigation:
(i) The first sample of mosquitoes was collected
(ii) The DDT dose was prepared
(iii) Deciding where to collect the mosquitoes
(iv) A method how to capture the mosquitoes was selected
(v) The data was recorded in a table

Which of the above steps form part of the planning steps of this investigation?
A (i) to (v)
B (ii), (iii), (iv) and (v) only
C (ii), (iii) and (iv) only
D (iii), (iv) and (v) only
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Investigative questions
Scientists observe a phenomenon (observable event) and from that come up with a
question. This question is based on their observation and is referred to as an investigative
question.
In answering the investigative question(s), researches attempt to reach their investigation’s aim.

E.g. At which temperature threshold (range) will the enzyme pepsin denature?

Hypothesis formulation
Can be described in a number of ways which include:
o An attempt to explain a phenomenon
o Or a prediction/educated guess of what will happen in the investigation.
o You predict the effect X (Independent variable) will have on Y (Dependent variable).

Criteria for a hypothesis

● Must express variables (the cause and effect)
● Cause: Independent variable; Effect: Dependent variable
● State the relationship between the two variables
● It must be testable
● Never expressed as a question but rather a prediction
We can use the aim to write the hypothesis
● The aim - To determine the effect of antibiotic A on the growth of bacterial strain V.
● The hypothesis: If bacterial strain V is exposed to antibiotic A their will be a 0% growth rate.

Variables
In an investigation, the variables are factors the researches normally change/manipulate except for
the dependent variable, this variable (dependent) the researcher has an indirect effect on through
choosing of a suitable independent variable.
An investigation usually has an experiment and a control.
● There are THREE types of variables:
o Independent variable – this is the variable that is manipulated during an investigation.
This variable has an effect on the dependent variable. It is plotted on the X-axis.

o Dependent variable – this is the variable that is measured during the investigation. Is
the effect of the independent variable and is plotted on the Y- axis.

o Fixed /controlled variables – variables that are same in both the experiment and the
control e.g. units of measurement of a substance etc.
● How to set up a control
o In order to set up a control the key step is to set up the same experiment without the
variable that is being tested (independent variable).

● Reason to have a control

o To ensure that the results obtained are only due to the effect of the independent
variable and not any other factor
o Used to compare the results
o Increase the validity of the investigation
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Evaluation
Evaluating the results of investigation involves determining the reliability and
validity of the results obtained.
Validity - is about how fair the investigation was carried out. Fairness can be
reached by keeping all factors/variables constant (controlled/fixed) except the one
that is being tested example:
● Same species
● Same age
● Equal number for samples between parts of the experiment: Measurements must be
done at the same time, by the same person and using the same apparatus
● Choose sample randomly
● Maintain same environmental conditions
In questions that require learners to suggest some factors that might have decreased the
validity of an investigation, learners should identify some factors/variables that were not
fixed/controlled when carrying out the investigation.

Reliability - is about if the results can be trusted such that if repeated similar results can be
obtained.
The idea behind reliability is that any significant results of an investigation must be more than a
once-off finding and be repeatable.
Other researchers must be able to perform exactly the same investigation, under the same
conditions, and generate the same results.
This would reinforce the findings of the investigation and ensure that the wider scientific
community accepts the hypothesis.
For questions that require learners to state how the reliability of the investigation could have
been improved, the following answers may apply depending on the nature of the investigation:
• Repeat the investigation
• Take many readings and use the average
• Select a sample randomly
• Increase the sample size
• Increase the period of the investigation.
• Add a control
• Obtain an average

Conclusion
The conclusion is the answer to your investigative question, or just the outcome of your
experiment.
The conclusion should summarize what happened after conducting the experiment or testing the
hypothesis.
This entails showing whether your guess was contradicted or supported by the experiment.
Therefore, summarize results and show whether the results of the experiment proved your
hypothesis correct or wrong.
Eg. Aim: Scientists conducted an investigation to determine the relationship between the length
of the male long-tailed widowbird's tail and its mating success.
Conclusion: The longer the (male long-tailed widowbird's) tail, the higher the mating
success. OR
The shorter the (male long-tailed widowbird's) tail, the lower the mating success
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Precautionary measures that should be taken to make the results of the

experiment more reliable.

Example:
There is variation in the wing length of fruit flies (Drosophila melanogaster). Some have long wings
and can fly while others have short wings and cannot fly.

An investigation was conducted to determine which flies would survive under certain conditions.

The following steps were carried out:

1. Five flies with short wings and five flies with long wings were placed in a flask.
2. Food was placed at the bottom of the flask.
3. The lid of the flask allowed airflow.
4. Sticky paper was suspended from the top of the flask. Flies that got stuck to the paper died.
5. The apparatus was left for 24 hours.

The results of the investigation are shown in the diagram below.

Other than the opening for airflow, explain other PRECAUTIONS that should be taken in this
investigation.

- Ensure that the flies do not come into contact with the sticky paper when placing them in
the flask so that their death will not be caused by the investigator
- Ensure sufficient food supply for the period of the investigation so that death of flies is not
due to hunger
- The openings for airflow should be small enough so that the flies cannot escape/ or others
enter
- Maintain optimum environmental conditions to allow the flies to survive/ behave normally
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Identifying the shortcomings of an experimental design which may include:

• the possibility of human error
• situations that are not realistic eg. simulations
• the manipulating of variables which isn’t necessarily an objective standpoint.
• a time-consuming process.
• ethical or practical problems with variable control.
• Human responses which can be difficult to measure.
• participants that can be influenced by their current situation. Participants to “go along” with
what they think a researcher wants to see instead of providing an honest response.
• Impracticality to control the extraneous variables because of the unpredictability of Mother
Nature.

Example:
A species of mice have different fur colours in different habitats. Scientists observed that there
were more mice with a lighter fur colour in a beach habitat where the sand was lighter in colour.
Also, there were more mice with a darker fur colour in the mainland habitat where the sand was
darker in colour. Owls attack and prey on the mice.

Scientists wanted to investigate how the colour of the fur affects the chances of the mice being
attacked. They conducted a simulation where they used models to represent the mice.

While conducting the investigation they:

• Made clay models of the mice
• Painted 200 clay models to resemble the lighter fur colour and 200 models to resemble the
darker fur colour
• Placed an equal number of mice of each colour randomly in the beach habitat and in the
mainland habitat
• Allowed enough time for predators to attack the mice models
• Collected all the models and recorded the number that were damaged after being attacked

The results of the investigation are shown in the diagram below.

Explain why the simulation may not be an accurate representation of the survival
of the mice.

- The clay models are not able to escape from predators

- and therefore, they would be attacked more frequently OR

- The owls will not recognise the models as prey and

- therefore. will attack less frequently OR

- If the models showed signs of an attack

- it doesn’t give an indication of their survival
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Calculations
Basic calculations required in Life Sciences include:
● Calculation of difference
● Determining the percentage
● How to calculate percentage increase/decrease
The number of TB cases reported at a hospital between the years 1998 to 2002.

Year TB cases reported

1998 75
1999 82
2000 95
2001 101
2002 121

Differences: Calculate the difference in TB cases from the year 2000 to 2001
Difference = 101 – 95 = 6 TB cases reported

Percentage: Calculate the percentage of TB cases in 2001:

Find total = 75 + 82 + 95 + 101 + 121 = 474
Cases in 2001 = 101
101
P = 474 𝑥 100 = 21.3%

Average: Calculate the average TB cases reported between 1998 to 2002

75+82+95+101+121
= = 94.8
5

Percentage Increase: Calculate the percentage increase in the number of TB cases between
1999 and 2000
• Increased from 82 to 95
• Started increasing from 82
𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 95−82
• Percentage Increase = 𝑥 100 = 𝑥 100 = 15.9%
𝑠𝑡𝑎𝑟𝑡𝑖𝑛𝑔 𝑣𝑎𝑙𝑢𝑒 82

Percentage decrease: Calculate the percentage decrease in the number of TB cases between
2001 and 2002
• Decreased from 121 and 101
• Started decreasing from 121
𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 121−101
• Percentage Decrease = 𝑠𝑡𝑎𝑟𝑡𝑖𝑛𝑔 𝑣𝑎𝑙𝑢𝑒 𝑥 100 = 𝑥 100 = 16.5%
121
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Data representations (graphs & tables)

In life sciences data can be represented as:

1. Table

Year TB cases reported

1998 75
1999 82
2000 95
2001 101
2002 121

2. Bar graph

No. of TB cases over six years Caption (Both variables 1 mark

included
140 Type of 1 mark
120 graph
X-axis label, unit and 1 mark
No. of TB Cases

100
scale
80
Y-axis label and scale 1 mark
60
Plotting of points 0 mark – no points
40 plotted correctly
20 1 mark – 1 to 5 points
0 plotted correctly
1998 1999 2000 2001 2002 2 marks – all points
YEAR plotted correctly

3. Line graph 4. Histogram

No. of TB cases over six years

140
120
No. of TB Cases

100
80
60
40
20
0
1998 1999 2000 2001 2002
YEAR
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5. Pie Chart

Caption 1 mark
No. of TB cases over six Type of 1 mark
years graph
Calculations to 1: 1 to 3 calculations
determine the correct 2: All four calculations
proportions corect
1998 Proportions accurate 1: 1 to 2 sectors plotted
75
101 1999 for each sector/key correctly
82 2000 2: All 4 sectors plotted
correctly
121 2001 75
95 • 𝑥 3600 = 570
2002 474
82
• 𝑥 3600 = 62.30
474
95
• 𝑥 3600 = 72.20
474
101
• 𝑥 3600 = 76.70
474
121
• 474
𝑥 3600 = 91.80

In the exam it will be stated which type of data representation to be used and thus will be
penalised if the wrong type is used. Each type of data representation has a set of criteria.

Interpreting data in tables and graphs

When you are looking for relationships between variables, what you are really doing is interpreting
graphs or data by looking for patterns and trends.

Trend
Statement (prediction) of the progression of results in the possible future.
● Can also be described as the major changes that occur on the dependent variable in
relation to the independent variable.
● They key changes are stated and sometimes the values that represent a major change can
be included in the description of the trend of the data.
The graph below shows the number of rhinoceros killed by an illegal activity.

Calculate the percentage

increase in the killing of
rhinoceros in South Africa, from
2011 to 2012.

668 – 448 = 220

220
𝑥 100 = 49.10%
448
or
668−448
𝑥 100 = 49.10%
448

State the general trend shown in

the graph from 2010 – 2012.
A steady increase in poaching of
the rhinoceros’ population of South
Africa since 2010.
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Relationship
In scientific research, we often want to study the effect of one variable on another one.
• When both the independent and dependent variables increase together and at the same
time and
• when both the independent and dependent variables decrease together and at the same
time and
• When one of the variables increases at the same time that the other variable decreases.

Example:
An investigation was done to test the relationship between the thickness of the lens and
the focal length of the lens. The data in the table gives the focal length of six lenses
which have the same diameter but different thickness.

Draw a line graph to illustrate the data in the table above

State the relationship between lens thickness and focal length.

- As the thickness of the lens increases the focal length decreases

The following format is one procedure used when writing a statement of relationship between
two variables:
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Grade 12 Nov 2020 P1

An investigation was done to determine the effect of a plant hormone on plant growth:
The procedure was as follows:
- Two pot plants (1 and 2) of the same species and age were used.
- The apical buds of both plants were cut at the same length along the stem.
- The cut surface of plant 1 was sealed with petroleum jelly.
- The cut apical bud of pot plant 2 was placed on a block of agar jelly for 2 hours.
- The block of agar jelly was then placed on the cut surface of plant 2.
- The plants were exposed to the same environmental conditions for 2 weeks.
- The growth of both plants was observed at the end of this period.

The diagrams below show the results obtained.

1. Describe the results obtained for plant 1.

- The stem stopped growing upwards
- Lateral branches developed
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Grade 12 Nov 2020 P1

Male hormone contraceptive (birth control) pills have been in development for over 50 years.
The pills contain a substance called TU, which inhibits the secretion of testosterone. There is,
however, no product available on the market yet, mainly due to many side effects associated
with the product.

An investigation was done to determine how TU affects male fertility.

The procedure was as follows:

- 308 healthy, male volunteers were selected.
- A sperm count for each volunteer was done initially.
- Each volunteer was given 500 mg of TU monthly over a period of 12 months.
- During the period of the investigation, the volunteers were asked to wear loose-fitting
trousers and underwear made of the same light fabric.
- A sperm count was done weekly over a period of 24 months.
- The average sperm count was calculated per volunteer.

NOTE: Sperm count refers to the total number of healthy sperm per ml of semen and is an
indication of male fertility.

1. Identify the dependent variable in the investigation.

Male fertility

2. State how the dependent variable in QUESTION 1 was measured.

Measuring the sperm count

3. Name TWO other factors that should be considered when selecting volunteers.
- Age
- Diet
- Exercise
- Activity level
- Lifestyle
- Occupation, etc
- (Accept factors that are NOT related to health; race)

4. Suggest ONE reason for doing the sperm count for an additional 12
months after stopping the TU treatment.
- To determine if TU is still effective after 12 months
- To see if the sperm count returns to normal when the treatment stops
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Grade 12 Nov 2020 P2

Male long-tailed widowbirds have extremely long tail feathers that they use in mating displays to
attract females. Scientists conducted an investigation to determine the relationship between the
length of the male long-tailed widowbird's tail and its mating success.

The procedure was as follows:

- A total of 27 male long-tailed widowbirds was sampled and divided into 3 equal groups.
- The tail feathers of the birds in each group were treated in the following way:
o Group 1 – Cut short
o Group 2 – Made longer by adding artificial feathers
o Group 3 – Left unchanged
- The 3 groups of male long-tailed widowbirds, along with female long-tailed widowbirds,
were released into an environment suitable for mating.
- Each time a pair mated successfully they produced a nest and all the nests were counted.
- The average number of nests produced by each group was calculated and used as an
indication of mating success.

The results are shown in the table below.

1. Name the Independent variable in this investigation

- Length of the (male long-tailed widowbird's) tails
2. Explain why 27 long-tailed widowbirds were used in the investigation instead of only
3.
- A larger sample size
- increases the reliability of the investigation
3. Explain why Group 3 was included in the investigation.
- To serve as a control
- so that it can be compared with the other groups
- and show that the tail length is the only factor that affects the results/improves the
validity of the investigation
4. Draw a bar graph to represent the results of this investigation.

5. State a conclusion for this investigation.

- The longer the (male long-tailed widowbird's) tail, the higher the mating success
OR
- The shorter the (male long-tailed widowbird's) tail, the lower the mating success
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Grade 12 Nov 2019 P1

Read the extract below.

People with Type I diabetes mellitus are usually insulin-dependent (must inject themselves with
insulin to control their blood glucose levels). It has been determined that these people also
lose their ability to secrete glucagon within five years of being diagnosed and they become
glucagon deficient.

During a stressful situation adrenalin is secreted, which has the same effect as glucagon on the
blood glucose levels.

An investigation was conducted to determine the influence of adrenalin on the blood

glucose levels of Type I diabetics who were also glucagon deficient.

The investigation was conducted as follows:

• 100 male patients with Type I diabetes mellitus, who were also glucagon deficient,
participated in the investigation.
• They were then given the same amount of food and water at the same time for a
period of three days.
• Their blood glucose levels were measured on the morning of the third day.
• A solution with a low concentration of adrenalin was then administered
intravenously (injected).
• After 20 minutes, the blood glucose concentration in each person was measured again.
• The blood glucose levels before and after administering adrenalin were
compared.

1. Identify the independent variable in the investigation.

- Adrenalin

2. State other factors that should have been kept constant during the investigation.
Same:
- Type of food given
- Concentration of adrenalin
- Amount of adrenalin
- Measuring tools used
- Person measuring the glucose concentrations
- Levels of activity
- Age of patients
- Body mass of patients
- Health condition of patients

3. Explain why the blood glucose levels were measured before injecting adrenalin on
the third day.
- Provides a baseline/starting level/point of reference/control
- to compare with the effect of injecting adrenalin

4. Give a reason for the use of 100 patients in the investigation instead of
only 10 patients.
- Increases reliability of the results
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Grade 12 Nov 2019 P2

The E. coli bacterium lives in the intestines of pigs where they reproduce rapidly. Certain strains of E.
coli cause diarrhoea in young pigs (piglets).
Scientists carried out an investigation using 100 piglets to determine the resistance of E. coli to two
antibiotics, A and B.
The scientists:
• Injected the piglets with antibiotic A and antibiotic B
• Took a sample of E. coli from the intestines of each piglet a week later and placed them in separate
petri dishes
• Allowed the bacteria to grow for 24 hours
• Added antibiotic A to one petri dish and antibiotic B to the other petri dish
• Measured the growth of the bacteria in each petri dish after 24 hours
• Used the growth measurement as an indication of the resistance of the bacteria to each antibiotic
• Repeated the process over a period of six months
• Calculated the average percentage resistance to both antibiotics

The results are shown in the graph below.

1. Identify the independent variable in this investigation.

- Type of antibiotic
2. Identify factors that should be kept constant during the investigation.
Same:

- Environmental conditions/example - Size/mass of piglets

- Amount of antibiotic - Size of petri dishes
- Concentration of antibiotic - Growth medium in both sets of petri dishes
- Time of initial injection of antibiotics - Sample size of E. coli
- Age of the piglets - Method of measurement
- Species of piglets - Person doing the measurements
- Type food given to piglets - Time interval for measurements
- Amount of food given to piglets

3. State ways in which the scientists ensured the reliability of the investigation.
- Investigation was done over a period of six months
- Took many measurements/calculated the average resistance
- Used a large sample size/100 piglets
4. Which antibiotic will you recommend for controlling E. coli in piglets?
Antibiotic B
5. Support your answer to QUESTION 4 using evidence in the graph.
- The average percentage resistance of [Link] to antibiotic B is lower than its resistance to
antibiotic A therefore
- more E. coli bacteria die in the presence of antibiotic B
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Grade 12 Sept 2020 (EC) P2

Many athletes have to train hard to build muscle. Muscle is a protein and is therefore formed by protein
synthesis. Athletes need to eat and train to ensure optimal Muscle Protein Synthesis (MPS). They
always want to know how much protein they must eat to build bigger muscles.

Scientists carried out an investigation to determine the optimal daily protein (in grams) needed for
maximal increase in Muscle Protein Synthesis.

The investigation was carried out as follows:

- They studied 100 bodybuilders
- Each bodybuilder was given the same daily weightlifting exercise programme
- All athletes were fed the measured protein meal straight after exercising
- Their MPS was recorded 4 hours after exercising

The graph below shows the results of the investigation. These results were similar to two other
investigations carried out by other scientists.

The conclusion reached by the scientists was as follows:

The optimal daily protein needed for maximal increase in Muscle Protein Synthesis is 20 g.

1. State the:
(a) Dependent variable
Increase in Muscle Protein Synthesis
(b) Independent variable
Amount of protein
2. Give planning steps that investigators would need to follow.
- Get permission from participants/ doctor
- Determine how to measure MPR / how data will be collected
- Train data collectors on how to measure MPR
- Determine sample size
3. Give reasons why this investigation can be considered reliable.
- It had a large sample size/100 participants
- It obtained similar results to two other investigations
4. Calculate percentage increase in MPS from 20 g to 40 g.
1
- Percentage increase = 𝑥 100 = 9,09%
11
5. Using the data provided, suggest why the scientists’ conclusion stated that 20’g of
protein was the optimal amount of protein needed daily for increased Muscle Protein
Synthesis.
- There is very little increase in MPR from 20 g to 40 g
- therefore, you will gain very little for double the amount of protein
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Read the extract below.

Investigating deforestation in East Africa

An investigation was conducted to analyse the influence of different factors on deforestation

patterns in East Africa in the time period from the 1980's to the 2000's. The depletion of forests
could destroy the habitats of endangered plants and animals and cause biodiversity loss.

Satellite image data were used to map deforestation in three countries. The study areas focused
on the forests near Nairobi, the largest and most populated city in East Africa, as well as Mount
Kilimanjaro, a cultivated area in Tanzania. Kilimanjaro is an important water catchment resource
for both Kenya and Tanzania.

According to the results, obvious deforestation occurred during the study period in Mau forest,
located northwest of Nairobi, the forest in Mount Kilimanjaro and Gatamaiyo forest close to
Nairobi city. In East Africa the expansion of farming and population growth were the major
reasons for deforestation. [Adapted from: [Link]

The table below shows the pattern of deforestation identified by satellite images.

Landmark Decreasing forest area

(km2)
Gatamaiyo forest 285
Mount Kilimanjaro 288
Mau forest 1189
Shompole conservancy 99
Ngorongoro conservation area 195

Formulate an investigative question for this study.

What is the influence of different factors on deforestation patterns in East Africa from the 1980's to
2000's?
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GRADE 10

An experiment was conducted to determine the effects of different temperatures on the

action of the enzyme catalase, found in raw chicken livers. The apparatus was set-up as
shown below.

(a) Formulate a hypothesis for this investigation.

Enzyme catalase functions optimally ✓ at body temperature of 37 °C ✓/
catalase become denatured by extremely high temperatures ✓ (90 °C) and
its action will be negatively affected ✓ /catalase will be inactive ✓ at
extremely low temperatures ✓ (2 °C)
(b) In which test tube, A, B, or C, would the reaction take place the fastest?
Give a reason for your answer.
In test C ✓37 °C is the human body temperatures/optimum temperature where
enzymes work best ✓
(c) Which observation would indicate a positive reaction from the catalase?
The formation of bubbles ✓
(d) What results would be observed after the experiment in test tubes A and B
respectively?
- No bubbles formed in test tube A, ✓ H2O2 was not broken down, catalase inactive at low
temperatures of 2 °C. ✓
- No bubbles formed in test tube B, ✓ H2O2 was not broken down, catalase inactive at high
temperatures of 90 °C ✓
(e) Name the property of enzymes that is being investigated in this investigation.
Enzymes are sensitive to temperature ✓
(f) Identify the TWO factors that must be kept constant in this investigation.
- Same amount/size of chicken livers ✓
- Same amount/concentration of enzyme used ✓
- Chicken livers exposed to the same pH
(g) Give a reason why the investigation was repeated more than once using many
samples.
To ensure reliability ✓