Understanding the Nature of Science

Your Learning Companion in Scientific Thinking and Inquiry

Cycles 3 & 4 – Measurements, Units, and Scientific Investigations
Prepared by: Jessie F. Peralta Jr., LPT] | For Junior High School Learners

Cycle 3: The Nature of Science III

Topic: Working with Measurements and Units

1. Estimates

What is Estimation?

Estimation is the process of finding an approximate value based on reasonable assumptions and
prior knowledge rather than exact calculations. Estimation helps scientists make quick decisions
before performing precise measurements.

Why is Estimation Important in Science?

• Saves time when exact values are not yet needed.

• Helps plan materials or tools before experiments.
• Useful in making predictions.

Real-Life Examples:
 • Estimating how long it takes water to boil.
• Estimating the weight of a bag of rice.
• Estimating the amount of bleach to use for disinfecting water.

Try This!

1. Estimate the length of your table using your palm as a unit.

2. Now, measure it using a ruler. How close was your estimate?

2. Accuracy and Precision

Accuracy

Accuracy refers to how close a measured value is to the true or accepted value.

Precision

Precision refers to how consistent repeated measurements are, even if they are not close to the
actual value.

Key Differences:

Term What it Means Example

Accuracy Correctness Getting 100°C when measuring boiling water
Precision Consistency Getting 95°C, 95°C, 95°C repeatedly

Visual Representation:

If you imagine a dartboard:

• Accurate = hitting the bullseye.

• Precise = hitting the same spot multiple times (even if far from the bullseye).
• Accurate and Precise = hitting the bullseye repeatedly.

Science Connection:

• In experiments, both accuracy and precision are needed.

• Instruments must be calibrated (set correctly) to give accurate and precise readings.

Activity:

Use a thermometer to take the temperature of the same cup of water three times. Are your results
accurate? Are they precise?
 Cycle 4: The Nature of Science IV
Topic: Introduction to Scientific Investigation

1. Problem Identification

What is a Scientific Problem?

A scientific problem is a question about something you observe that can be tested or
investigated.

How to Identify a Good Scientific Problem:

• It should be specific.
• It should be testable.
• It should be based on observation.

Example:

You observe that plants near the window grow better. You ask, “Does sunlight affect plant
growth?”

Task:

Look around your school or home. Write one observation and turn it into a scientific question.

2. Formulation of Hypothesis

What is a Hypothesis?

A hypothesis is an educated guess or prediction based on prior knowledge and observation. It

usually answers your scientific question.

Format:

• “If ___, then ___.”

• “I think ___ because ___.”

Example:
“If a plant gets more sunlight, then it will grow taller, because sunlight is needed for
photosynthesis.”

Remember:

A hypothesis must be testable and measurable.

3. Identifying Variables

What are Variables?

Type of Variable Description Example

Independent Variable The one you change Amount of sunlight
Dependent Variable The one you measure Growth of the plant
Controlled Variables The ones you keep the same Type of plant, amount of water, soil used

Why Identify Variables?

So your test results can be valid and reliable.

Try This:

Choose a topic (e.g., studying hours and test scores). Identify the independent, dependent, and
controlled variables.

4. Testing the Hypothesis (Experimentation)

Designing the Experiment:

• Make a plan or procedure.

• Use proper tools and materials.
• Collect and record data carefully.

Example Experiment:

Question: Does the type of liquid affect plant growth?

Hypothesis: If I water the plant with milk, then it will grow taller than the one watered with
water.
Variables:

• IV: Type of liquid

 • DV: Plant growth
• CV: Plant type, amount of liquid, sunlight, pot

5. Data Interpretation and Analysis

What is Data Interpretation?

It means analyzing the results of your experiment to see if it supports your hypothesis.

Steps:

• Organize data in tables, charts, or graphs.

• Look for patterns or differences.
• Decide if your hypothesis was supported or not.

Example Data:

Liquid Used Growth after 1 week

Water 5 cm
Milk 3 cm

Conclusion: The hypothesis was not supported. Water helped the plant grow more than milk.

Try This!

Make a simple chart to organize data from a class experiment (e.g., measuring pulse rate before
and after exercise).

CONSOLIDATION ACTIVITY
Scientific Investigation Template

1. Observation/Problem: ___________________________________
2. Hypothesis: ____________________________________________
3. Independent Variable: ___________________________________
4. Dependent Variable: _____________________________________
5. Controlled Variables: ____________________________________
6. Materials Needed: _______________________________________
7. Procedure: _____________________________________________
 8. Data/Results Table:
| Trial | Observations | Measurements |
|-------|--------------|--------------|
||||
9. Conclusion: _____________________________________________
10. Reflection: What would you improve if you do this experiment again?

References and Further Reading:

• DepEd Science Curriculum Guide (Grades 7-10)
• Basic Concepts in Science Education, T. Corpuz (2018)
• Measurement and Data Analysis in Science, J. Garcia (2020)
• Khan Academy: Measurements and Units in Science
• SciShow Kids on YouTube (Great for visual explanation of variables and experiments)

ASSESSMENT:

Cycle 3: Measurements and Units

1. A student estimated the length of a classroom using their feet and later measured it using a tape
measure. What skill is primarily being developed in this activity?
A. Memorization
B. Estimation
C. Conversion
D. Graphing

2. You observed that your estimated length using palm units was close to the measured value using a
ruler. What does this suggest about your estimation skill?
A. It lacks accuracy.
B. It is imprecise.
C. It is relatively valid.
D. It is non-measurable.

3. A scientist gets temperature readings of 88°C, 88°C, and 89°C when measuring boiling water. What can
be said about these measurements?
A. Accurate and precise
B. Precise but not accurate
C. Accurate but not precise
D. Neither accurate nor precise
4. Why is calibration important in ensuring accuracy and precision?
A. It enhances visual appeal of data.
B. It allows random errors to occur.
C. It adjusts instruments to give correct readings.
D. It improves the size of the instrument.

5. You measured 1 liter of water using three different measuring cups and got 980 mL, 1000 mL, and
1050 mL. What does this suggest about your measurements?
A. High precision
B. High accuracy
C. Low accuracy and low precision
D. High error tolerance

6. Estimation is often used in science because:

A. It provides exact solutions.
B. It eliminates human error.
C. It guides planning before actual measurement.
D. It is more entertaining than measuring.

7. Which situation best shows accuracy but not precision?

A. Hitting the same wrong target repeatedly.
B. Getting consistent values far from the correct one.
C. Getting one value close to the accepted value, but others are off.
D. Getting exact values by guessing.

8. In choosing a measuring tool, a student picked a weighing scale that always showed the same value.
What should they verify first?
A. Whether it's made of plastic
B. Whether it has batteries
C. Whether it has been calibrated
D. Whether it is colorful

Cycle 4: Scientific Investigation

9. Why is identifying a scientific problem the first step in an investigation?

A. It helps in buying tools.
B. It sets a clear direction for the study.
C. It shows how much you know.
D. It allows for easier conclusions.

10. What makes a good scientific question?

A. It is complicated and difficult.
B. It can be tested through investigation.
C. It has multiple answers.
D. It must have a yes/no answer.
11. “If plants receive more sunlight, then they will grow taller.” This is an example of:
A. Conclusion
B. Experiment
C. Hypothesis
D. Variable

12. Why is a hypothesis written in an “If... then…” format?

A. To follow mathematical formula
B. To simplify the hypothesis
C. To clearly express cause and effect
D. To confuse other researchers

13. Which of the following is the independent variable in the experiment:

"If different amounts of fertilizer are applied to plants, then they will grow at different rates."
A. Type of plant
B. Growth of the plant
C. Amount of fertilizer
D. Pot size

14. Controlled variables are important because:

A. They help make data harder to analyze.
B. They improve estimation skills.
C. They ensure only one factor is tested.
D. They randomly affect results.

15. A student measured the growth of three plants watered with different liquids. What is the
dependent variable?
A. Amount of liquid
B. Growth of the plant
C. Time of watering
D. Type of soil

16. Which of the following best describes experimental design?

A. A conclusion based on feelings
B. A guess based on the internet
C. A plan for testing the hypothesis
D. A story about previous experiments

17. In a valid experiment, which is the best reason to change only one variable?
A. To save materials
B. To reduce teacher workload
C. To clearly see cause-effect relationship
D. To confuse participants

18. What should be the first step when analyzing data from an experiment?
A. Destroy incorrect data
B. Celebrate results
C. Organize data in a chart or graph
D. Change the hypothesis

19. After performing an experiment, a student’s results did not support the hypothesis. What should
they do next?
A. Hide the results
B. Modify data to fit the hypothesis
C. Form a new hypothesis
D. Repeat the same experiment without change

20. A student asks: “Does the type of light affect plant growth?” What would be the best hypothesis?
A. Plants grow for many reasons.
B. If the light is red, then the plant will grow taller.
C. I will check the weather daily.
D. Plants do not need water.

21. A table showing plant height over five days is what type of data tool?
A. Estimation
B. Graph
C. Chart
D. Hypothesis

22. What skill is used when a student identifies patterns in data to draw a conclusion?
A. Measuring
B. Data interpretation
C. Hypothesizing
D. Estimating

23. A conclusion must be based on:

A. Feelings
B. Past experiments
C. Data collected
D. Online articles

24. In designing a science experiment, which of the following is the best approach?
A. Guess the outcome and stop
B. Test multiple variables at once
C. Follow a structured and repeatable plan
D. Rely on others to finish it

25. Which of the following best reflects the goal of scientific investigation?
A. To memorize science facts
B. To explore and test ideas using evidence
C. To win in science competitions
D. To draw beautiful graphs
"Understanding the Nature of Science – Measurements, Units, and Scientific
Investigations":

No. Answer Explanation

1 B Estimation is the process of making an educated guess based on prior
knowledge or comparison, which is the skill being developed.
2 C If the estimated and measured values are close, the estimation is relatively
valid, meaning it closely represents the actual value.
3 B A thermometer that gives consistent but incorrect readings shows precision
(repeatability) but not accuracy (correctness).
4 C Calibration is the process of adjusting instruments to improve both accuracy
and precision by aligning readings with the true value.
5 C The measurements are neither consistent nor correct—thus, the data is neither
accurate nor precise.
6 C Estimation is crucial in early planning stages where rough values help guide
decisions before exact measurements are taken.
7 C If one reading is accurate and others are inconsistent, the data set is accurate
(due to one correct value) but not precise.
8 C Calibration corrects instruments to produce accurate and consistent results,
ensuring reliable measurements.
9 B Defining the scientific problem provides a focused goal for the investigation
and determines what will be tested.
10 B A scientific question should be specific and testable through an experiment or
investigation.
11 C A hypothesis is a logical prediction, often written in "if-then" format, based on
prior knowledge or observation.
12 C "If-then" format helps clearly state the cause and predicted effect, forming a
testable hypothesis.
13 C The independent variable is what the experimenter changes – in this case,
the amount of fertilizer.
14 C Controlled variables are kept the same throughout the experiment to ensure
fair testing of only the independent variable.
15 B The dependent variable is the one that is measured – here, it’s the plant’s
growth in height.
16 C Experimental design outlines the steps of the investigation and ensures that it
can be repeated and tested.
17 C Only one variable should be changed at a time to isolate the cause of the
outcome and ensure a valid conclusion.
18 C Organizing data in tables, charts, or graphs makes patterns easier to identify
and interpret.
19 C If data does not support the hypothesis, it should be revised or a new
hypothesis should be developed.
20 B A good hypothesis is specific, testable, and offers a prediction that can be
proven true or false through data.
21 C A table listing plant growth over days is a form of organized data used to
interpret trends.
22 B Interpretation of data means analyzing trends or differences in the data to
make informed conclusions.
23 C Conclusions in science must be backed up by actual experimental data and
observations.
24 C A valid experiment must be repeatable, controlled, and follow a systematic
plan to ensure reliability.
25 B The ultimate goal of scientific investigations is to test ideas using evidence to
answer questions or solve problems.