The Scientific Method

1. Ask a question to which you want to find an answer.

 What is happening?
 How is it happening?
 When is it occurring?
 Why is it happening?
Example: A farmer notices that his tomato plants that are shaded have smaller tomatoes than his plants that are
in a sunny spot, which makes him wonder: 'Does the amount of sunlight a tomato plant receives affect the size
of tomatoes?

2. Hypothesis
A hypothesis is a prediction or possible explanation for a question that needs to be investigated. It’s a
statement of what you believe will happen based on the information you have gathered. It must always
contain an independent and dependant variable.
Example: The more sunlight a tomato plant receives, the larger the tomatoes will grow.

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Identifying variables
In science, a variable is something that is changed or can change.
In experiments, variables are used to help determine “the cause” and “effect”
Three types:
 Independent (CAUSE) – A variable that you can control or change.
 Dependant (EFFECT) – A variable that you can observe and measure.
 Controlled/fixed – A variable that is kept the same for all conditions.
The independent variable is assumed to have a direct effect on the dependent variable.
The dependent variable is 'dependent' on the independent variable.
NB! If the independent variable changes, then the dependent variable changes.

Example: In this investigation, variables might include: the amount of sunshine, the types of soil in which the
tomatoes are growing, the water available to each of the plants, etc. To which variable type does each factor
belong?

 Dependent variable: mass/size of tomatoes

 Independent variable: how much light the tomato plants receive
 Fixed/ Controlled variables: all tomato plants will:
o Be the same species of tomato
o Get the same fertiliser (type and amount)
o Grow in the same type of soil
o Get the same amount of water
3. Aim
In the aim you need to state what you going to be investigating.
Key words you can use are: To determine..., To show that..., To investigate..., To find out..., To observe..., To
measure... etc.

Example: To investigate the effect of different amounts of sunlight on the growth of tomatoes.

4. Experiment

Apparatus: All the apparatus that you will need for the investigation needs to be listed.

 Sizes of beakers, test tubes and measuring cylinders

 Specialised equipment that you may need must also be included.
 Include all chemicals and quantities that are required for your investigation.

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Method: In science, another researcher may want to repeat your method, to verify your results, improve it or do
a variation of your experiment. Listing the apparatus helps others to verify that you used a suitable method, and
enables them to replicate the experiment.

 Write down the scientific method in bullet format for your investigation.
 The method should be written so that a complete stranger will be able to carry out the same procedure in
the exact same way and get almost identical results.
 The method should be written in the past tense using the passive voice.
 The method must be clear and precise instructions including the apparatus and the exact measurements
or quantities of chemicals or substances
 Ensure that your method is written out in the correct sequence, with each step of the experiment
numbered.
 State the criteria you will look for or measure to get results.
 Give clear instructions how the results should be recorded (table, graph etc.)
 Include safety precautions where possible.

5. Data/Results
 Record your observations from doing the investigation.
 It is important that you do not write out an explanation for the results.
 Present your results in a suitable format such as tables and graphs.

Presenting data:
Table form

 The heading is placed above the table.

 The heading should include both variables under investigation- the dependent and independent
variables.
 The grid should be divided up into rows and columns
 NB! The table must have outer borders.
 Independent variable is placed in the LEFT column
 Dependent variable is placed in the RIGHT column
 The columns should have headings and should mention the units that were used, eg. grams, hours,
km/hr, cm

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Example:
Average monthly temperatures (°C) in Western Cape

Months of the year Average Temperature (°C)

January 27
February 33
March 28
April 24
May 20
June 20
July 19
August 17
September 16
October 20
November 22
December 25

Graphs
Terminology linked to graphs:
 Axis (pl. axes): The vertical axis is the y-axis & The horizontal axis is the x-axis
 Origin: The point where the x- and y-axis cross meet. THERE MUST BE A ZERO AT THE ORIGIN.
 Independent variable: Always goes on the x-axis. This is the variable that we can control / change so that
we can see what happens.
 Dependent variable: Always goes on the y-axis. This is the variable that depends on the independent
variable i.e. it changes as we change the independent variable / the variable that is measured.
 Scale: This is the way we determine how to plot the information on the graph and we have to take
readings from the graph and carefully consider it before we start the graph. We need to make sure that
our scale covers all the figures that we have to plot. The scale starts at 0 and must be kept constant e.g.
5, 10, 15, 20 or 10, 20, 30 etc. The scale must also be clearly marked on the axes.
 Heading: All graphs must have a heading that includes the information on both axes i.e. both variables.
The question will guide you to write the heading. The heading must say what type of graph it is. The
heading must have the units. The heading must be underlined.
 Labels: Each axis must be correctly labelled – always include units (if there are any)
 Plotting points: Plot the points and clearly mark them on the graph with a dot. Use a ruler to join the
plotted points.

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Plotting variables on graphs: Marking guideline
T – Type 1
REMEMBER → DRY MIX
H– 1
D (ependent) – R – y (axis) Heading
S – Scale 1
M – I (ndependent) – x (axis) L – Labels 1
P – Plots 2
TOTAL 6
Different types of graphs:
1. Line graph
Line graphs are used when:

 we compare two different number values (Both dependent and independent variables are measured in
numbers)
 The relationship between the dependent and independent variables is continuous.

Features:

 The graph must have a clear, descriptive title which outlines the relationship between the dependent and
independent variable.
 An appropriate scale is used for each axis so that the plotted points use most of the axis/space (work out
the range of the data and the highest and lowest points).
 The scale must remain the SAME along the entire axis and use easy intervals such as 10's, 20's, 50's etc.
 Each axis must be labelled with what is shown on the axis and must include the appropriate units in
brackets, e.g. Temperature (°C), Time (days), Height (cm).
 Each point has an x and y co-ordinate and is plotted with a small dot. The points are then joined.
 DO NOT start the line at the origin unless there is a data point for 0. If there is no reading for 0, then start
the line at the first plotted point.
 If there is more than one set of data drawn on a graph, a different symbol/colour must be used for each
set and a key must define the symbols.

100
Average height (cm) to weight (kg) ratio for males and females
90
80
70
Weight (Kg)

60 Male
50
40 Female
30
20
10
0
150 160 170 180 190
Height (cm)

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[Link] graph

Bar graphs are used when:

 The independent variable is discontinuous (i.e. The variables on the x-axis are each associated with
something different)
 Independent variables are not numerical.
Features:

 A bar graph must have a clear, descriptive title containing both variables.
 The data is plotted as columns or bars that do not touch each other as each deals with a different
characteristic.
 The bars must be the same width and be the same distance apart from each other.
 An appropriate scale is used for the y-axis and must remain the SAME along the entire axis and use easy
intervals such as 10's, 20's, 50's etc.
 Each axis must be labelled with what is shown on the axis and must include the appropriate units in
brackets, e.g. Temperature (°C), Time (days), Height (cm).

Average monthly temperature (°C )

in Western Cape
35
30
25
Temperature (°C )

20
15
10
5
0
a ry ary rch pril ay une July ust ber er er ber
a n u b r u Ma A M J
A ug em ctob emb em
J Fe pt O ov Dec
Se N
Months

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[Link]

Histograms are used when:

 The independent variable (x-axis) represents information which is continuous, such as numerical ranges,
i.e. 0-9, 10-19, 20-29, etc.

Features:

 A histogram must have a clear, descriptive title containing both variables.

 Unlike a bar graph, in a histogram the data is plotted as columns or bars that touch each other as they
are related to each other in some way.
 The numerical categories must not overlap, for example, 0-10, 10-20, 20-30, etc. The ranges must be
exclusive so that there is no doubt as to where to put a reading, for example, 0-9, 10-19, 20-29, etc.
 An appropriate scale is used for the y-axis and must remain the SAME along the entire axis and use easy
intervals such as 10's, 20's, 50's etc.
 Each axis must be labelled with what is shown on the axis and must include the appropriate units in
brackets, e.g. Temperature (°C), Time (days), Height (cm).

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[Link] chart
Pie charts are used when:

 You want to give a visual representation of percentages as a relative proportion of the total of a circle.
Features:

 A pie chart must have a clear, descriptive title containing both variables.
 A pie chart is a circle divided into sectors (think of them as the slices of a cake).
 100% represents the whole complete circle, 50% represents a half circle, 25% is a quarter circle, and so
on.

How to draw a pie chart:

1. Add the numbers to get a total.
2. Convert to % (Divide the value of the portion by the total)
3. Convert % to degrees (Multiply the answer with 360°/100)
Example.
Convert the following table to a pie chart.

Different food types No. of portions

Lipids 10

Proteins 20

Carbohydrates 40

Step 1 – Add number of portions together to get a total

10 + 20 + 40 = 70
Step 2 – Convert each food type to %.
10 100
Lipids: 70 × 1 =14 ,29 %

20 100
Proteins: 70 × 1 =28 , 57 %

40 100
Carbohydrates: 70 × 1 =57 ,14 %

∴ 14.29+28 , 57+57 , 14=100 %

*Make sure you round off correctly till you get 100% then proceed to the next step.

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*Add all degrees and once you have 360 degrees then you may proceed to draw the circle.

Then:

 Use a compass to draw the circle and a protractor to measure accurate angles for each slice.
 Start with the largest angle/percentage starting at 12 o' clock and measure in a clockwise direction.
 Shade each slice and write the percentage on the slice and provide a key.

Pie chart showing the number of portions of different food

types

14% Lipids
Proteins
Carbohydrates
57% 29%

6. Analysis/Observations
 The analysis of the results is stating in words what the results are often saying in tables/graphs.
 Discuss if there are there any relationships between your independent and dependent variables.
 It is important to look for patterns/trends in your graphs or tables and describe these clearly in words.
7. Conclusion
The conclusion needs to link the results to the aim and hypothesis. In a short paragraph, write down if what was
observed is supported or rejected by the hypothesis by restating the variables that were tested. If your original
hypothesis does not match up with the final results of your experiment, do not change the hypothesis. Instead,
try and explain what might have been wrong with your original hypothesis.

Example: It was clear that tomato plants form bigger tomatoes when they are exposed to bright sunlight. The
original hypothesis was supported.

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 EXAMPLE OF A SCIENTIFIC WRITE-UP

Investigative question

Do plants on a windowsill grow towards light?

Hypothesis

If plants are placed on a windowsill, then plants will grow towards light.

Aim

To investigate if plants on a windowsill grow towards light.

Dependent variable: growth of a plant

Independent variable: amount of light

Fixed variables: Same size pot plant, same amount of water, same amount of soil, same time intervals, same
type of plant, same temperature.

Apparatus

 2 pot plants (same size and type, same amount of soil and water)
 Windowsill near light
 Dark cupboard

Method

1. Collect 2 pot plants.

2. Place one pot plant on a windowsill.
3. Place the other pot plant in a dark cupboard.
4. Leave for 2 weeks.
5. Record the observations.

Observation

A table of the growth (direction) of 2 pot plants in the dark and

on the windowsill (different amount of light)

Pot plant in dark Pot plant on windowsill

No change Entire plant grew towards

light

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Discussion

The pot plant on the windowsill grows towards light. Plants need light for photosynthesis. The hypothesis is
supported.

Evaluation

The experiment is not a fair test as I could have used many plants and could have increased the sample group.

Conclusion

Plants on a windowsill do grow towards light.

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