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Research 1
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Research 1 /Quarter 4 – Weeks 1 and 2 – Designing an experiment

Designing an experiment (SSP_RS7-IPS-II-l-14)

Designing an experiment

Now that you have learned about research

problem, the types of variables, and hypothesis in the
previous lessons, you are now ready to design a simple
Begin Here experiment. An experiment is a type of research in which
you manipulate one or more independent variable and you
measure its effect on one or more dependent variables
(result of the manipulation).
A good experimental design defines clearly what
the research topic and research problem is all about. If
you have a well-defined research problem, you can set objectives and predictions
which can be tested to answer your problem. You can then assign your variables
to be manipulated and see their relationship.
A good experimental design requires a strong understanding of the
system you are studying. By first considering the variables and how they are
related you can make predictions that are specific and testable.
How widely and finely you vary your independent variable will determine
the level of detail and the external validity of your results. Your decisions about
randomization, experimental controls, and independent versus repeated-
measures designs will determine the internal validity of your experiment.

At the end of the lesson, I should be able to:

Objectives 1. design a simple experiment.

2. differentiate experimental set up from control set up
3. differentiate the three types of control set up.
4. identify different types of experimental design.

View this video https://www.youtube.com/watch?v=7q8acfBx5to

Steps in Designing an Experiment

Step 1: Define your research question and variables
Begin with a specific research question in mind and spend time reading about
your field of study to identify knowledge gaps and to find questions that interest you.
Then identify the independent and dependent variables in your research problem or
question. Then examine possible confounding variables that may affect the study.
A confounding variable, also called a confounder or confounding factor, is an unmeasured
third variable in a study examining a potential cause-and-effect relationship that may
influence both the suppose cause and suppose effect . It is important to identify potential
confounding variables and plan how you will reduce their impact or how you might control
them in your experiment Page
mstpedregosa /gajoseco in order
1 to ensure a valid research result.
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Step 2: Write your hypothesis

Write a specific, testable hypothesis that addresses your research question.

Step 3: Design your experimental treatments

Design a controlled experiment. In a controlled experiment, you must be able to:
o Systematically and precisely manipulate the independent variable(s).
o Precisely measure the dependent variable(s).
o Control any potential confounding variables.

How you manipulate the independent variable can affect the experiment’s external
validity . External validity is the extent to which the results can be generalized and applied to the
broader world. Thus you may need to decide how widely to vary your independent variable and
how finely to vary your independent variable. Sometimes this choice is made for you by your
experimental system, but often you will need to decide, and this will affect how much you can infer
from your results.

Step 4: Assign your subjects to treatment groups

How you apply your experimental treatments to your test subjects is crucial for
obtaining valid and reliable results.
First, you need to consider the study size: how many individuals will be included in the
experiment? In general, the more subjects you include, the greater your experiment’s statistical
power, which determines how much confidence you can have in your results.
Second, you need to randomly assign your subjects to experimental set- ups or groups.
Each group receives a different level of the treatment Include also a control group, which receives
no treatment. The control group tells us what would have happened to your test subjects without
any experimental intervention.

Types of Set-ups/Groups:
1. Experimental Set-up/ Group- group of subjects that is exposed to a certain treatment or
intervention.
2. Control Set-up/Group- the group that is used as a standard and does not receive the
experimental treatment.
Types of Control Set - up
1. Positive Control (positive result is expected and allows the researcher to show that the
setup is capable of producing results)
2. Negative Control (no response is expected and uses a sample that is not expected to
work)
3. Untreated Control (no treatment is applied to the samples)

Completely randomized design versus a randomized block design

A completely randomized design assigned every subject to a treatment group at random
while in a randomized block design (stratified random design), subjects are first grouped
according to a characteristic they share, and then randomly assigned to treatments within those
groups.
Sometimes randomization isn’tPage
mstpedregosa /gajoseco practical
2 or ethical, so researchers create partially-random or
even non-random designs. An experimental design where treatments aren’t randomly assigned is
called a quasi-experimental design.
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Research 1
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Independent versus repeated measures

In an independent measures design (also known as between-subjects design or

classic ANOVA design), individuals receive only one of the possible levels of an experimental
treatment.
In medical or social research, you might also use matched pairs within your independent
measures design to make sure that each treatment group contains the same variety of test subjects
in the same proportions.
In a repeated measures design (also known as within-subjects design or repeated-
measures ANOVA design), every individual receives each of the experimental treatments
consecutively, and their responses to each treatment are measured. Repeated measures can also
refer to an experimental design where an effect emerges over time, and individual responses are
measured over time in order to measure this effect as it emerges. Randomizing or reversing the
order of treatments among subjects (Counterbalancing) is often used in repeated-measures design to
ensure that the order of treatment application doesn’t influence the results of the experiment.
Experiments are always context-dependent, and a good experimental design will take into
account all of the unique considerations of your study system to produce information that is both
valid and relevant to your research question.

Illustrative Examples:

Example #1 You want to know the pesticidal potential of Tuba –tuba(Jathropa curcas) leaves
extract against Golden Apple snail (Pomacea canaliculata)
Step 1: Define your research question and variables
Research Problem/Question Independent variable Dependent variable
Is there a significant difference in Tuba –tuba(Jathropa Number of Golden Apple snail
the number of Golden Apple snail curcas) leaves extract killed
(Pomacea canaliculata) killed when
sprayed with varying amounts of Tuba –
tuba (Jathropa curcas) leaves extract?

Research Problem/Question Confounding variable How to control it

Is there a significant difference in the Size and Quality of Control experimentally:
number of Golden Apple snail Golden Apple snail will Use Golden Apple snail of the
(Pomacea canaliculata) killed when also affect their resistance same size and gathered from
sprayed with varying amounts of Tuba – against pesticides. the same environment.
tuba (Jathropa curcas) leavesextract ?

Step 2: Write your hypothesis

Causal Hypothesis: If varying amounts of Tuba-tuba(Jathropa curcas) leaves extract are sprayed
on Golden Apple snail (Pomacea canaliculata), then there is a significant difference in the number of
Golden Apple snail ( Pomacea caniculata ) that will be killed.

Null Hypothesis: There is no significant difference in the number of Golden Apple snail ( Pomacea
caniculata ) that will be killed when sprayed with varying amounts of Tuba –tuba ( (Jathropa curcas
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/gajoseco
extract. Page 3
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Alternative Hypothesis: There is a significant difference in the number of Golden Apple snail
( Pomacea caniculata ) that will be killed when sprayed with varying amounts of Tuba –tuba
(Jathropa curcas)leaves extract.

Step 3: Design your experimental treatments

You may choose how widely to vary the amount of Tuba –tuba ( (Jathropa curcas) leaves
extract.
 just slightly above the natural range of application concentration { 10%, 20% and 30% of
Tuba –tuba (Jathropa curcas) leaves extract}
 over a wide range { 25%, 50% and 75% of Tuba –tuba (Jathropa curcas) leaves extract }.
 over an extreme range that is beyond any possible natural variation { 10mL, 20 mL and 30
mL pure of Tuba –tuba (Jathropa curcas) leaves extract. }

Step 4: Assign your subjects to treatment groups

Experimental Set- up
Treatment A Treatment B Treatment C
5 Golden Apple snail 5 Golden Apple snail 5 Golden Apple snail
with 10 mL of 25% with 10 mL of 50%Tuba with 10 mL of 75%
Tuba –tuba ((Jathropa –tuba ((Jathropa curcas) Tuba –tuba ((Jathropa
curcas) leaves extract. leaves extract. curcas) leaves extract.

Control Set-up
Treatment D- Treatment E- Treatment F-
Positive Control Negative Control Untreated
5 Golden Apple snail 5 Golden Apple snail 5 Golden Apple snail
with 10 mL of 25% with 10 mL of distilled
commercial pesticide water

Example #2. You want to know how temperature affects soil respiration. Specifically, you want to
find out how increased temperature near the soil surface affects the amount of carbon
dioxide (CO2) respired from the soil.
Step 1: Define your research question and variables
Research Problem/Question Independent variable Dependent variable
Does increase in air temperature near Air temperature near the amount of carbon
the surface of the soil affect the surface of the soil dioxide(CO2) respired
amount of carbon dioxide(CO2)
respired from the soil?

Research Problem/Question Confounding variable How to control it

Does increase in air temperature near Soil moisture also affects Control experimentally:
the surface of the soil affect the respiration, and moisture monitor soil moisture and add
amount of carbon dioxide(CO2) can decrease with water to make sure that soil
respired from the soil? increasing temperature. moisture is consistent across
mstpedregosa /gajoseco Page 4 all treatment plots.
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Step 2: Write your hypothesis

Causal Hypothesis: If air temperature near the surface of the soil increases, then the amount of
Carbon dioxide(CO2) respired from the soil will be affected .

Null Hypothesis: The increase in air temperature near the surface of the soil will not affect the amount
of Carbon dioxide(CO2) respired from the soil.
The increase in air temperature near the surface of the soil has no effect on the amount
of Carbon dioxide(CO2) respired from the soil.
There is no significant difference in the amount of carbon dioxide (CO 2) respired from
the soil if the air temperature near the surface of the soil increases.

Alternative Hypothesis: The increase in air temperature near the surface of the soil will affect the
amount of Carbon dioxide(CO2) respired from the soil.
The increase in air temperature near the surface of the soil has an effect on the amount
of Carbon dioxide(CO2) respired from the soil.
There is significant difference in the amount of carbon dioxide (CO 2) respired from the
soil if the air temperature near the surface of the soil increases.

Step 3: Design your experimental treatments

You can choose how widely to vary the amount the air temperature .

 just slightly above the natural range for your study region (25 0C, 280C and 300C)
 over a wide range of temperature to mimic future warming ( 25 0C, 300C and 350C )
 over an extreme range that is beyond any possible natural variation ( 30 0C, 350C and 400C)

Step 4: Assign your subjects to treatment groups

Experimental set up Control Set –up

Treatment A Treatment B Treatment C Treatment D- Untreated
100g of soil at 100g of soil at 100g of soil at 100g of soil under
250C 300C 350C normal condition

References :
1. DepEd RO 6 Portal: Research 1, Activity Worksheet Designing Experiments. Retrieved from
https://sites.google.com/deped.gov.ph/depedwesternvisayas/modules/special-science-
modules/ste-modules?authuser=0&fbclid=IwAR0cRXoAxZKGieaJap8YD9gRbIg-
dLm9N1TLrfSXy9zOOKMN3V_NuxNzGB4.
2. Bevans, R. (12 March 2021). A guide to experimental design. Retrieved from https://www.
scribbr.com/methodology/experimental-design/
3. Thomas, L. ( 8 March 2021). Understanding confounding variables. Retrieved from https://

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www.scribbr.com/methodology/confounding- variables/#:~:text=A%20confounding%20
variable% 2C%20also%20called,supposed%20effect%20of%20the%20study.

Activity1: Designing an Experiment

Name: ____________________________SPSTE 7 ___________ Date________Score _______

Direction: Design an experiment out of the given situations:
1. You want to know how phone use before bedtime affects sleep patterns. Specifically, you
ask how the number of minutes a person uses their phone before sleep affects the number
of hours they sleep.
A. Research Problem: _____________________________________________________
_____________________________________________________________________
B. Variables: Independent Variable: _________________________________________
Dependent Variable:____________________________________________
Confounding Variable: _________________________________________
How to control it?: ____________________________________________
____________________________________________________________
C. Hypothesis : Causal Hypothesis:__________________________________________
____________________________________________________________
Null Hypothesis: :______________________________________________
____________________________________________________________

Alternative Hypothesis: _________________________________________

____________________________________________________________

D. Set-ups/ Groups:
Experimental Group Control Group

For numbers 2-5, follow the same format in number 1.

2. You want to find out if varying the ratio of squash seeds and commercial feeds will affect
the weight gain of broiler chicken.

3. You are interested on the effect of pomegranate leaf decoction on the level of blood
glucose. Specifically, you want to ask the significant difference on the fasting blood glucose
level of albino mice before and after the oral administration of different doses of
pomegranate leaf decoction.

4. You want to find out if type of soil ( sandy, loam, or clay) will affect the growth rate of
mungbean plants.

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5. You prepared your squeezed 3 pieces of calamansi and added 1 tablespoon of sugar in a
glass of cold water. You wondered why sugar did not dissolve. You want to ask if the
temperature of water will affect the rate of dissolving sugar
Research 1 /Quarter 4 – Week 3 – Qualitative and
Quantitative data
Differentiate qualitative and quantitative data (SSP_RS7-IPS-III-n-
16) and explain how are data gathered quantitatively and
qualitatively (SSP_RS7-IPS-III-n-17)

At the end of the lesson, I should be able to:

1. differentiate qualitative and quantitative data

Objectives
2. Give examples of qualitative and quantitative data
3. Identify importance of qualitative and quantitative data.

Qualitative and Quantitative data

During an experiment, a scientist observes and records changes. He or she enters data
into a record book so that trends and information can be inferred. There are two types of
data: quantitative and qualitative data.

Qualitative data is collected from observation and description. It is descriptive and

conceptual. Qualitative data can be categorized based on traits and characteristics . This data
is non-numerical in nature and is collected through methods of observations, one-to-one
interviews, conducting focus groups, and similar methods. This is a WORD or “quality” – a
subjective measure other than an number like an odor , color, texture, taste, etc. Qualitative
data does not include numbers in its definition of traits.
For example:1. Plant in treatment A grew taller than plant in Treatment B.
2. Food A is sweeter than food B.
3. The cow is healthy.
4. The cheetah rans fast.
5. If the teacher gives feedback based on fluency, intonation, throw of
words, clarity in pronunciation without giving a grade to the child.

Importance of qualitative data:

1. It determines the particular frequency of traits or characteristics.
2. It allows the statistician or the researchers to form parameters through which larger data
sets can be observed.
3. It provides the means by which observers can quantify the world around them.
4. For a market researcher, collecting qualitative data helps in answering questions like, who
their customers are, what issues or problems they are facing, and where do they need to focus
mstpedregosa
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so problems or issues are resolved. Page 7
5. Qualitative data is about the emotions or perceptions of people, what they feel.
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Quantitative data is more exact . It can be counted, measured, and expressed using
numbers. Quantitative data is any quantifiable information that can be used for mathematical
calculation or statistical analysis. This form of data helps in making real-life decisions based on
mathematical derivations. Quantitative data is used to answer questions like how many? How
often? How much? The data presented in numbers tell how tall or short the experimental subject
is; or how high or low the temperature is ; how far or near the distance; or how large or small the
mass the mass of the subject; etc. This data can be validated and verified.
For example: 1. The rose plant in Treatment A is 5 cm taller than that in Treatment B.
2. My aunt lost 2.0 kg after a month of exercise.
3. The temperature of the water in the beaker is 40 0C.
4. The ramp is inclined at an angle of 25 0 with the table.
5. The average speed of the car is 65 km/h.
Advantages of quantitative data
 It allows for a broader study, using different statistical methods. This is mainly because
quantitative data is compatible with most statistical analysis methods.
 It is numeric in nature, and as such codes qualitative data into numbers before analysis.
This is sometimes called quantification of qualitative data.
 Research replication is made easy with quantitative data. Therefore making comparisons
across categories and over time. This is due to the fact that quantitative research uses a
standardised procedure.
 By coding qualitative data into unknown numbers, researchers are able to eliminate
personal bias that may arise from handling information of subjects known to them.

Table 5. 1. Qualitative and Quantitative data
Parameters Qualitative Quantitative
Hotness of boiling The boiling water is hot. The temperature of boiling water is 1000C.
water
Salinity Seawater is saltier than lake water. Salinity of Laguna Lake is 0.05 % .
Salinity of Manila Bay is 3.3%
Speed Cheetah is the fastest land animal The fastest land animal is the cheetah, which
in the world. has a recorded speed of between 109.4
km/h and 120.7 km/h.
Weight An elephant’s tooth is heavier than Average weight of an elephant’s tooth is
a person’s tooth. about 4.0kg. A human’s incisor tooth is about
0.085 kg.
Specific heat Sand heats faster than water. The specific heat of water is 1.00 cal/g.0C
while that of sand is 0.742 cal/g.0C.

References:
1. Anonymous( 2021). Qualitative Data – Definition, Types, Analysis and Examples. Retrieved from
https://www.questionpro.com/blog/qualitative- data/#:~:text=Qualitative%20data%20is%20
defined %20as,focus%20groups%2C%20and%20similar%20methods.
2. Formplus ( 2020) . What is Quantitative Data? Retrieved from https://www.formpl.us/blog/quantitative
data#:~:text=Quantitative%20data%20is%20the%20type,numeric%20variables%20(e.g.%20How
%20many%3F
3. Pavico, J.M.F., et. al ( 2017). Exploring Life Through Science Series: The New Grade 7. 2nd ed. Phoenix
Publishing House Inc., 927 Quezon
mstpedregosa /gajoseco PageAvenue,
8 Quezon City
4. Pickell, D. (2019). Qualitative vs Quantitative Data – What’s the Difference? Retrieved from
https://learn.g2.com/qualitative-vs-quantitative-data
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Activity 2. Critical Thinking

Name: ________________________________SPSTE 7- ________Date _______Score ______

I. Direction: Tell whether the given observations is qualitative data or quantitative data.

Observations Type of data

1. The body temperature of a person is 38.20C.
2. The mango is sweet.
3. Freshmilk has a pH of 6.5.
4. Plants in Treatment A bear more fruits than in Treatment B.
5. Child A is more academically incined than Child B.

II. Answer the following questions briefly:

1. What is the difference between a quantitative and a qualitative data?
__________________________________________________________________________
__________________________________________________________________________
2. When do data become meaningful?
__________________________________________________________________________
__________________________________________________________________________
3. What is the importance of qualitative data for a marketing researcher?
__________________________________________________________________________
__________________________________________________________________________
4. Give 3 advantages of quantitative data.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5. Give 3 importance of qualitative data
__________________________________________________________________________

__________________________________________________________________________

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__________________________________________________________________________

Research 1 /Quarter 4 – Weeks 4, 5, and 6 – Collecting and Organizing data

Gather and record qualitative and quantitative data from actual

observations (SSP_RS7-IPS-III-o-18) and use appropriate graphs,
tables, charts and pictures to organize and present data
(SSP_RS7-IPS-III-o-p-19)
Collecting and Organizing data

In a scientific investigation, collecting and organizing the data gathered

is an important part of the scientific method. Keeping detailed, accurate
records will help you make quantitative statements about the relationships
Begin Here
between the variables in an investigation. Before you begin your experiment,
have an observation notebook and create a table in which to record your
data. Data are the facts, figures, and other evidence gathered through
observations.
Scientists use data tables and graphs to organize
information. Graphs and data tables can help you see trends in data, analyze
results, and formulate conclusions.

At the end of the lesson, I should be able to:

4. gather and record qualitative and quantitative data in a data table.

Objectives
5. identify the different types of graphs
6. create a data graph and identify the patterns shown by a data graph
7. differentiate direct and inverse nonlinear relationship between dependent and
independent variable

Collecting and Organizing Data

As you work on your experiment, you are making observations and acquiring or
gathering data that will become your experimental data, either qualitative data or
quantitative data. These data can be collected in a variety of science process skills such
as observing changes, measuring items, classifying, comparing and estimating. These
data establish the experimental results as reliable and valid.

It’s important to determine what information you are going to gather and to
prepare a data table before the experiment starts. Using a data table is the best way to
record most kinds of data. Then, you can be as organized as possible and can be sure not
to miss any information that
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Rules for making data tables:

1. Every table MUST have a title. The title must have the two variables of the experiment in it.
2. A data table has two columns. Every column or row should be labeled with a heading. The
first column lists the independent variable, the factor or parameter that the investigator can
change. The second column in the data table lists the dependent variable. The dependent
variable is the factor that changes in response to the independent variable. It is the
variable that the scientist measures.
3. The unit of measurement that you’re using is written in the heading ONLY.
4. You must record your data in order.
5. You must box in your table. The title of the table is the only item not boxed in.

Example : Table 1. Plant growth in soil with different pH

Set – ups pH of soil Average Plant

Growth (cm)
1 6.0 25.4
2 6.2 33.0
3 6.4 50.8
4 6.6 53.3
5 6.8 53.3
6 7.0 30.5
7 7.2 22.9

Can you determine if data supports your experiment by just looking at the data table? Data
tables help you organize data. Graphs help to communicate and visualize quantitative (numeric)
data. Graphs make it easy to identify trends and make predictions.

Types of graph
1. Line graph is used to show relationship among variables.

Figure 1. The effect of acid rain on seed germination and growth

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2. Pie graph is used to compare parts of a whole. 3. Bar Graph is used to show comparison
Of multiple objects.
Figure 2. Figure 3.

How to make a graph.

1. Use a data table to determine the graph’s axes (singular, axis). An axis is a reference line that
forms one side of a graph. A graph has a horizontal x-axis and a vertical y-axis. The x-axis usually
represents the independent variable in the data table. The y-axis usually represents the
dependent variable.
Example : In a graph of the number of hours exercised in a five-week period, the x-axis
represents the week, and the y-axis represents the number of hours exercised. Each axis is
labeled with the name of the variable that is represented.
Drawing the axes. Your Labelling the axes. Each Determining range . Each
vertical and horizontal axes axis should be properly axis on the grid must have
must belong enough to fit in labelled and when needed
its own scale.
the data . the correct unit is included.

Figure 4 Figure 5 Figure 6

2. Each axis has its own range. To find the range, subtract the smallest value of a single
variable from the largest value of the same variable. For the exercise data, the range of the
independent variable, the week, is 5 weeks. Therefore, the x-axis must cover at least 5 weeks.
The range
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Page number of hours, is 53 − 40 =13. Thus, the y-axis must
have room for at least 13 hours.
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3. Label the graph. Give the graph a title as shown in Figure 7 below. The title helps people
recognize what the graph describes. Scientists often include the independent and dependent
variables in the title.
4. Plotting Data Points. Plot the data points by putting a dot on the graph for each pair of data in
the data table. Most graphs of data or observations are not drawn dot to dot through the data
points. A line of best fit, such as the one in Figure 7, is a smooth line that is drawn to “fit,” or to
include, some but not all of the data points. The smooth line without sharp turns or sudden bends
shows the pattern described by the data. The line of best fit also shows how the data differ from
the pattern.

Figure 7
The line of best fit shows the general
relationship between the two variables in the
graph. It also shows how data vary from the
overall relationship.

Patterns Shown by Graphs

Graphs help show patterns, or trends, in data. A trend shows the relationship between the
two variables studied in the experiment. Graphs make it easy to tell if something is increasing,
decreasing, or staying the same. A straight line can sometimes be used to show the trend of data
on a graph.
A graph in which the relationship between the independent variable and dependent
variable can be shown with a straight line is called a linear graph ( Figure 7). Sometimes, the
relationship between the variables studied is not a straight line but a smooth curve. Any graph in
which the relationship between the variables cannot be shown with a straight line is called a
nonlinear graph. Graphs allow scientists to determine if the relationship between the variables is
direct or inverse. Direct variation or relationship is shown if the graph indicates that the
dependent variable increases as the independent variable increases (Figure 8) while inverse
variation or relationship is shown if one variable increases while the other variable
decreases( Figure 9).
Figure 8 Figure 9

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References:
1. Collecting data. Retrieved from http://www.riversidelocalschools.com/Downloads/Section%201-
%20Scientific%20Method%20Notes.pdf
2. How to Organize Data with Charts & Graphs. Retrieved from https://study.com/academy/lesson/how-to-
organize-data-with-charts-graphs.html.
3. Organizing your data. Retrieved from https://midwaymsscience.weebly.com/uploads/8/2/9/8/8298729/
section_2_-_organizing_your_data.pdf.

Activity 3: Critical thinking/ Exercises

Name: _____________________________ SPSTE 7 - _______ Date _______ Score_____

I. Direction: Identify the variable that will placed in the first column and the variable on
the second column of the data table.

Research question Variable on the first Variable on the

column Second column
Example: Does the amount of fertilizer amount of fertilizer growth rate of corn
affect the growth rate of corn?
1. Does soil pH affect the growth and
yield of tomato plant?
2. Does air temperature affect the bounce
of the basketball?
3. Does temperature affect evaporation
rate of water?
4. Is there a relationship between the
color of light bulb and the number of
insects attracted to it?
5. Does the color of the flower affect the
number of bee visits?

II. Direction: Construct a data table of the data collected in an experiment.

1. A group of Physics students perform an experiment on the effect of applying force on the spring.
They had noticed that the spring is stretched to 1.0 cm by applying a force 50.0 N, 2.0cm by
applying a force of 100.0 N, 3.0cm by applying a force of 150.0 N, 4.0cm by applying a force of
200.0 N, and 6.0 cm by applying a force of 300.0 N

2. Mario evaluated the effect of two types of fertilizers on plant growth. He planted 12 tomato
plants and divided them into three groups, where each group contains four plants. He recorded
and calculated the average height in centimeter (cm) of the tomato plants for three consecutive
weeks. First week observation: the first group without fertilizer, average plant growth is 2.5 cm;
the second group using brand X fertilizer, it is 4.0 cm; and for the third group using brand Y
fertilizer, plant growth is 7.5 cm. Second week recorded data: first group plants, average height is

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6.5 cm, second group with 9.5 cm and the third group has the average height of 14.0 cm. At the
end of third week, the first group plants, the average height is 9.5 cm, second group has 15.0 cm
and the third group has 23.5 cm average height.

Activity 4: Critical thinking/ Exercises

Name: _____________________________ SPSTE 7 - _______ Date _______ Score_____

I. Direction: Identify the graph needed in the given research questions:

Research questions Type of graph( Line graph,
Bar graph or pie graph)
1. Does air pressure affect the height of a basketball
bounce?
2. Is there a relationship between the color of light
bulb and the number of insects attracted to it?
3. How many A’s, B’s, C’s, D’s and F’s will this class
have on the first test?
4. What percent of A’s, B’s, C’s, D’s and F’s are there
on the first test?
5. Does the temperature affect the number of cricket
chirps?

II. Direction: Identify the variable that will placed in the x–axis and the variable on the
y-axis of a line graph.

Research question Variable on the x-axis Variable on the y-

axis
Example: Does the amount of fertilizer amount of fertilizer growth rate of corn
affect the growth rate of corn?
1. Does soil pH affect the growth and
yield of tomato plant?
2. Does air temperature affect the bounce
of the basketball?
3. Does temperature affect evaporation
rate of water?
4. Is there a relationship between I.Q.
and height?
5. Does the color of the flower affect the
number of bee visits?

III. Direction: Construct a graph of the data collected in an experiment.

Table A. Effect of Force on the Elongation of the Spring

Force Elongation of the Spring

(N) (cm)
50.0 1.0
100.0 2.0
150.0 3.0

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200.0 4.0
300.0 6.0
400.0 8.0
500.0 10.0
Table B. Effect of different kinds of fertilizer on the growth of tomato plant

Treatments Height of Tomato plant (cm) Mean( average)

( Type of Week 1 Week 2 Week 3 Height of
fertilizer ) Tomato plants
(cm)
Treatment A – 2.5 6.5 9.5 6.2
Without Fertilizer
Treatment B- 4.0 9.5 15.0 9.5
Brand X r
Treatment C – 7.5 14.0 23.5 15
Brand Y

**********************************************************************************

Most Essential Research 1 /Quarter 4– Week 7 – 8 - Data Analysis

Learning
Competencies SSP_RS7-IPS-III-q-r21- Analyze or examine data, make
necessary interpretations and determine the truthfulness of
hypothesis based on given sets of data

Data Analysis
Begin Here
What is the first thing that comes to mind when we see data? The first
instinct is to find patterns, connections, and relationships. We look at the data to
find meaning in it.

Similarly, in research, once data is collected, the next step is to get insights from it. For
example, if a clothing brand is trying to identify the latest trends among young women, the
brand will first reach out to young women and ask them questions relevant to the research
objective. After collecting this information, the brand will analyze that data to identify patterns
for example, it may discover that most young women would like to see more variety of jeans.

Data analysis is how researchers go from a mass of data to meaningful insights. It is

perhaps the most important component of research. Weak analysis produces inaccurate
results that not only hamper the authenticity of the research but also make the findings
unusable. There are many different data analysis methods, depending on the type of research.
It is imperative to choose your data analysis methods carefully to ensure that your findings are
insightful and actionabl

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Objectives At the end of the lesson, I should be able to

1. identify the steps how to analyze and examine quantitative data
2. appreciate
In research, the needisofone
data analysis data
of analysis
the vital in researchThe purpose of it is to
elements.
identify, transform, support decision making and bring a conclusion to a research.

Data analysis is a method of putting facts and figures to solve the research
problem. It is vital to finding the answers to the research question. It varies based on
the domain of the study ranging from business, science and social science. There are
several ways in which the data analysis is completed. Through which, a research is
substantiated with information in relation to the research problem.

Often times it becomes difficult to deduce the raw data, in which case the data
must be analysed and deduce the result of the analysis Data analysis involves
interpretation of the data and making inferences from which conclusions are drawn. In
any study there might be two things true and they are (a.) There is a Difference,
(b.) There is no difference.
Types of data obtained from a study
1. Numerical or Quantitative data. These are associated with a scale measure.
These data may be represented by ordinal, interval or ratio scales and lends themselves
to most statistical manipulation.
2. Not numerical or Qualitative data. These are usually in the form of words and
narratives, but may include visual images, videotape, or other media.

After the collection of data frequency tables are used manually or with the
help of computer in the case of large scale researches to visualize the collected raw data
and properly analyze the data and substantiate the research findings.

Categories of data analysis:

a) Narrative Data Analysis.
This is used as a tool to analyse in the field of cognitive science,
organizational studies, arts, sociology and education. This method is known to
challenge the grounds of quantitative method of data gathering and question the
idea of objective data.
b) Descriptive Data Analysis
It aims at summarizing a sample available to the researcher. It also shows that
it is not developed on the probability theory. It provides simple summaries of the
sample and also about the observation made on them, such laboratory
observations. Quantitative method is discipline in which the descriptive data
analysis takes its prominence.

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Graphs allow scientists to determine if the relationship between the variables is direct or
inverse. Direct variation or relationship is shown if the graph indicates that the dependent
variable increases as the independent variable increases (Figure 1), inverse variation or
relationship is shown if one variable increases while the other variable decreases( Figure 2) and
Direct square variation is shown by a parabolic graph which indicates that the dependent variable
is directly proportional to the square of the independent variable. The dependent variable increases
faster than the independent variable (Figure 3) .

The graph shows that as the force

increases by 50N the spring elongates by
1.0 cm. This indicates that the
dependent variable varies directly with
the independent variable. In equation
yαx
If you double the value of double the
value of x the value of y is also
doubled.
Figure 2.

The graph shows that as the pressure

increases the volume decreases. This
indicates dependent variable varies
inversely with the independent variable. In
equation
y α 1/x
If you increase the value of x, the value
of y will decrease proportionately so that
the product of y and x is constant.

Figure 3

The graph shows that as time increases

the number of sea lions increases at a
faster rate. The dependent variable is
directly proportional to the square of
independent variable. In equation
y α x2
If you increase the value of x , the
value of y will increase faster in such a
way that when you get the square of x
and graph it against y you will form a
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c) Statistical Data Analysis

Statistical analysis means investigating trends, patterns, and relationships
using quantitative data. It is a very important tool for all research or experiments used by
scientists, governments, businesses, and other organizations that involve statistics as a
research methodology. Statistical analysis is employed in most social sciences and many
important researches in natural science and engineering.

It is also a very useful tool to bring out the approximate solutions to a highly
complex or unknown in its true form. Statistics is just a tool and not a substitute for in
depth analysis and reasoning.

To draw valid conclusions, statistical analysis requires careful planning from the
very start of the research process. You need to specify your hypotheses and make
decisions about your research design, sample size, and sampling procedure.

After collecting data from your sample, you can organize and summarize the data
using descriptive statistics and inferential statistics.

Descriptive statistics summarize and organize characteristics of a data set. A

data set is a collection of responses or observations from a sample or entire population.

In quantitative research, after collecting data, the first step of statistical analysis is
to describe characteristics of the responses, such as the average of one variable (e.g.,
age), or the relation between two variables (e.g., age and creativity).

Inferential statistics formally test hypotheses and make estimates about the
population. Inferential statistics help you come to conclusions and make predictions
based on your data. When you have collected data from a sample, you can use inferential
statistics to understand the larger population from which the sample is taken.

Two main uses of Inferential Statistics

a) making estimates about populations (for example, the mean NAT score
of all 11th graders in the IloiloNHS)
b) testing hypotheses to draw conclusions about populations (for example,
the relationship between NAT scores and curriculum/program).

Finally, you can interpret and generalize your findings.

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Activity 5: Critical thinking/ Exercises

Name: ________________________________SPSTE 7 - _________ Date _______ Score ______

I. Direction: Analyze the given graphs below and answer the questions that follows :

Graph A. Amount of Rainfall in 2020

1. Which month had the most rain? ______________
2. Which 2 months were the driest? _____________
3. In which month did they have 5 mm of rain?
________________________________
4. How much rain fall in October? ________________
5. How much rain fall in April? __________________
6. Which two months had 3 mm of rainfall?
_____________________________
7. How much more rain did they have in March than
February? ______________________

1. Which town has the fastest population

Graph B. Population of Towns growth? _______________________
2. Which town declined in population?
__________________________________
3. Which town has the smallest population in
1950? _______________________________
4. What is the population of Smallville in 2010?
____________
5. Which town has the smallest increase in its
population? __________________________
6. Which town has the highest population in
2010? ______________________
7. Which town has the highest population in in
1950? ___________________________
C. Water Consumption per month

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1. Which household activity has the least water

consumption? __________________
2. Which household activity has the most water
consumption? __________________
3. What percent of water is wasted per month
due to leaks? _________________________
4. How much is the total useful consumption of
water per month ? ____________________
5. If the total consumption per month is 12 cu.
m of water, how much water is wasted in leaks?
____________________
6. Which household activity consumes almost
2.0 cu. m of water?_____________________

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