Mini Data Investigation
In 2022, Year 9 students at Wollongong High tested 3 paper towel brands across 20 trials and published their findings in the school science journal — genuine scientific process in 60 minutes.
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You have one lesson to investigate a question about your classroom or school using only simple equipment like a stopwatch, ruler, thermometer or survey.
What question could you realistically answer? What data would you need, and how would you make sure your test is fair?
Pick up a ruler. You could measure how far a ball rolls, how tall a stack of books is, or how much a rubber band stretches under different loads. Each of those is a starting observation — something you can see and measure. Now turn it into a question: does the surface type change how far the ball rolls? A good investigation starts with a clear, specific question like that, one that can be answered with data. Examples include: 'Does the height of a ramp affect how far a ball rolls?' or 'Which type of paper towel absorbs the most water?'
Once you have a question, write a prediction or hypothesis so you know what outcome you expect and why.
Identify your independent, dependent and controlled variables before you begin. Decide how many repeats you will do and what equipment you need.
Design your data table in advance with headings and units. Think about safety and ethics, even in simple classroom investigations.
Follow your plan carefully and record all data as you go, even if it looks wrong. Anomalous results are part of real science and should be investigated, not hidden.
Take your time with measurements. Rushing leads to random errors. If you are working in a group, make sure everyone uses the same technique.
Wrong: A mini investigation is just messing around with equipment.
Right: Even small investigations need clear questions, controlled variables, repeated trials and honest analysis to produce meaningful results.
Wrong: If your results do not match your prediction, the investigation failed.
Right: Unexpected results are still valuable. They may reveal errors, new questions or genuine phenomena you did not anticipate.
Wrong: Changing the method halfway through data collection.
Right: Changing your procedure during the experiment introduces uncontrolled variables. If you must change something, start again with the new method consistently.
Wrong: Only recording data that supports the hypothesis.
Right: All data must be recorded and reported, even if it is surprising or unwelcome. Cherry-picking is scientifically dishonest.
Calculate averages, identify trends and create appropriate graphs from your data. Look for patterns and consider whether your results support or contradict your hypothesis.
Write a brief report with sections for aim, method, results, discussion and conclusion. Be honest about limitations. Self-criticism makes your work more credible, not less.
Speed Round · 6 questions
True or false? Tap as fast as you can. Build a streak.
A mini investigation does not need a clear question or hypothesis.
All data must be recorded, even if it does not support the hypothesis.
Changing the method halfway through an experiment is a good way to improve results.
At least three repeats are recommended for a classroom investigation.
Unexpected results mean the investigation has failed.
A fair test requires all variables except the independent variable to be controlled.
How are you completing this lesson?
Revisit your chosen question from the opening scenario.
Write a complete plan for your mini investigation, including the question, variables, method outline and how you will present your results.
Quick Check · 5 questions
Check Your Understanding · 3 questions
1. Write one testable question that could be investigated in a classroom using a stopwatch and a ball.
2. Why should you design your data table before starting the experiment?
3. What should you do if your results do not match your hypothesis?
Show Your Working · 3 questions
SA1. Plan a mini investigation to test how the amount of salt affects the boiling point of water. Identify the variables, describe the method and explain how you would ensure a fair test. (5 marks)
Hint: Consider what must stay the same and what you will measure.
SA2. Explain why repeating trials and calculating a mean is important in a mini investigation, using the concepts of random error and reliability. (4 marks)
SA3. Describe how you would present the results of your mini investigation to make them clear and convincing to another student. (3 marks)
Quick Check
1. C — Every investigation starts with a clear, testable question.
2. B — Controlled variables ensure the test is fair and the cause of any effect can be identified.
3. C — All data must be reported honestly and discussed.
4. B — At least three repeats are recommended for a classroom investigation.
5. B — A hypothesis makes a testable prediction that guides the investigation.
Check Your Understanding Model Answers
1. Any reasonable testable question using a stopwatch and a ball, e.g. 'Does the height of a ramp affect how far a ball rolls?'
2. Designing the data table beforehand ensures you record the right variables with correct units, helps you stay organised during the experiment, and prevents you from forgetting to measure something important.
3. Report the results honestly, discuss possible reasons such as random error or uncontrolled variables, and consider whether the hypothesis needs to be revised or the experiment repeated.
Show Your Working Model Answers
SA1 (5 marks): Independent variable: amount of salt [1]. Dependent variable: boiling point (temperature) [1]. Controlled variables: volume of water, heat source, container, thermometer [1]. Method: add measured amounts of salt to equal water volumes, heat to boiling, record temperature, repeat [1]. Fair test: only change salt amount, keep all other variables constant [1].
SA2 (4 marks): Random errors occur in every measurement [1]. Repeating trials lets you spot anomalous results [1]. Calculating a mean gives a more reliable value than a single measurement [1]. Reliability means another scientist would obtain a similar result using the same method [1].
SA3 (3 marks): Present results in a table with clear headings and units [1]. Use an appropriate graph to show trends [1]. Write a brief report with aim, method, results, discussion and conclusion [1].
Investigation
A systematic process of collecting and analysing data
Hypothesis
A testable prediction about the expected outcome
Fair test
Only the independent variable is changed
Data collection
Gathering measurements or observations
Analysis
Identifying patterns, trends and relationships
Presentation
Communicating findings through reports and graphs
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