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A1.4 · Plan investigations with safe laboratory practices

Learn to plan investigations with safe laboratory practices through clear examples and targeted practice.

Ontario Grade 10 Science

Scientific Investigation and Careers

A Grade 10 guide to preparing a science investigation with safe laboratory practices

A science investigation is a planned way to answer a question using observations or measurements. Before collecting evidence, you need to consider how the work can be done safely. A hazard is something that could cause harm, such as hot water, broken glass, or a spilled liquid. A risk is the chance that a hazard will cause harm in a particular situation. Safe planning means noticing hazards, following directions, and choosing steps that reduce risk. It does not mean guessing that an activity is safe because it looks simple.

What you will learn

  • Explain why safety planning is part of planning an investigation.
  • Identify possible hazards and choose sensible ways to reduce risk.
  • Plan a simple investigation while following teacher instructions and laboratory rules.
  • Describe what to do before, during, and after an investigation.

1. Start with a question and review the safety basics

In Grade 9, you learned to observe carefully and follow safety rules during practical work. These habits still matter when you plan an investigation. First, understand the question and the steps you have been asked to do. If any direction is unclear, ask the teacher before beginning.
A fair investigation changes or compares something in a planned way and records observations. You do not need complicated equipment to practise safe planning. For example, a class might compare how quickly two ice cubes melt in different locations. The plan should say where the ice cubes will go, what will be observed, and how students will avoid hazards such as wet floors.
Safety is considered before materials are handled. Read the instructions, identify materials and equipment, and check for hazards. Follow the teacher’s directions and the school’s laboratory rules. Use only the materials and procedures that have been approved for the activity.
  • A hazard could cause harm; a risk is the chance of harm in a particular situation.
  • Ask for clarification before starting if a step or safety direction is unclear.
  • Use only the materials and procedures approved for the investigation.

2. Use a safety plan before, during, and after the work

A useful plan organizes safety actions into three stages. Before the investigation, read all directions, identify hazards, gather only approved materials, and wear any protective equipment the teacher requires. Protective equipment is an item worn to help protect the body, such as safety goggles or an apron. It does not replace careful behaviour or instructions.
During the investigation, follow the steps in order and use equipment only as shown. Keep your work area organized. Do not eat or drink in the laboratory, and never taste a material. Do not smell materials directly. If you notice an unexpected change, spill, breakage, or injury, stop working and tell the teacher. Do not try to clean up a spill or broken item unless the teacher tells you to do so.
After the investigation, follow the teacher’s directions for returning equipment, handling leftover materials, and cleaning your work area. Waste must be handled as instructed; do not pour or place materials somewhere unless the instructions say to. Wash your hands when directed. A plan is complete only when it includes safe cleanup, not just data collection.
  • Before: read directions, identify hazards, and use required protective equipment.
  • During: follow instructions, keep the area orderly, and report problems promptly.
  • After: handle equipment, leftover materials, and cleanup as directed.

3. Turn the question into a safe, workable plan

A clear plan connects the question to the observations while keeping the work within approved safety limits. State what you will observe or compare, what materials are needed, and the steps you will follow. Include a safety action beside any step that could create a hazard. This makes safety part of the method rather than an afterthought.
Consider a hypothetical classroom investigation about whether a paper towel absorbs more water when folded or left flat. The materials could include paper towels, a small amount of water supplied by the teacher, and a tray. The plan can use the same amount of water for each towel and compare what is observed. A tray helps contain water, and spills should be reported and dealt with according to the teacher’s directions.
The question does not justify using extra materials or changing the procedure without permission. A student should not add a substance, use equipment in a new way, or continue after an unexpected problem. If the investigation cannot be done safely with the available directions and materials, pause and ask the teacher how to proceed.
  • Write the materials, steps, observations, and safety actions clearly.
  • Use only the approved procedure and amounts of materials.
  • Pause and ask the teacher if an unexpected hazard appears.

4. Check the plan against the evidence you need

Evidence is information gathered through observations or measurements. A safe plan should make it possible to gather useful evidence without adding unnecessary hazards. Before beginning, check that each step helps answer the question and that you know how to record what you observe.
For a comparison, plan to observe each condition in a similar way. For example, if comparing two paper towels, use the same observation method for both and record what you see. This helps make the comparison clearer. It does not require students to invent results in advance. In a real investigation, record the observations that actually occur.
Finally, do a safety check: Can you explain the directions? Have you identified possible hazards? Do you know what protective equipment is required? Do you know whom to tell if something goes wrong? If any answer is no, ask the teacher before starting. Careful planning supports both safety and trustworthy observations.
  • Evidence comes from actual observations or measurements, not expected results.
  • Use a consistent observation method when comparing conditions.
  • Begin only when the directions and safety steps are clear.

Worked example

Comparing paper towels

Plan a safe classroom investigation to compare how much water two types of paper towel absorb. The example is hypothetical; no results are supplied.
  1. Clarify the comparison
    The question is about comparing two towel types, so use the same observation approach for each. Ask the teacher which approved materials and procedure to use.
  2. Identify hazards
    Water can make a surface slippery. Plan to work over a tray and tell the teacher about spills instead of leaving water on the floor or cleaning it without permission.
  3. Plan the observations
    Record what happens to each towel using the teacher-approved method. Do not write predicted outcomes as if they were observations.
  4. Close safely
    Follow directions for leftover water, equipment, and cleanup. Wash your hands if instructed.
Answer: A safe plan uses approved materials, compares the towels in the same way, contains water, records actual observations, and includes teacher-directed cleanup.
Check: The plan addresses both the investigation question and the foreseeable risk of spills.

Worked example

Observing ice in two locations

A class wants to observe whether ice changes differently in two teacher-approved classroom locations. Plan the investigation without assuming what the observations will show.
  1. Confirm the locations
    Use only locations approved by the teacher. Do not place ice near electrical equipment, walkways, or other areas the teacher has not approved.
  2. Plan a fair observation
    Use comparable ice pieces and observe them at the same planned times, if the teacher’s procedure allows. This makes the notes easier to compare.
  3. Manage water safely
    Use a tray or other approved container to catch meltwater. Keep the area orderly and report a spill so it can be handled as directed.
  4. Record evidence
    Write down only what is observed at each location. Complete the cleanup by following the teacher’s instructions.
Answer: The plan uses approved locations and containers, makes observations in a consistent way, and includes steps to prevent and report water spills.
Check: It does not claim in advance which location will show a faster change.

Worked example

Responding to an unexpected spill

During an approved classroom investigation, a small amount of an unidentified liquid spills near a student’s work area. What should the student’s plan say?
  1. Stop the activity
    The liquid is unidentified, so the student should not touch it or continue working close to it.
  2. Tell the teacher
    Report the spill promptly and follow the teacher’s instructions. Do not guess what the liquid is or attempt cleanup unless directed.
  3. Resume only when directed
    The teacher will decide what happens next. The student should return to the investigation only when told it is safe to do so.
Answer: Stop, avoid contact, alert the teacher, and follow directions. Do not identify or clean up an unknown liquid by guessing.
Check: Reporting the spill protects students and allows the teacher to decide how it should be handled.

Common mistakes and how to avoid them

Starting because the activity looks harmless.
Correction: Read the directions and identify possible hazards before handling materials.
Treating protective equipment as permission to ignore instructions.
Correction: Protective equipment supports safety but does not replace teacher directions or careful behaviour.
Cleaning an unknown spill or broken item without asking.
Correction: Stop, keep clear, and tell the teacher. Follow the teacher’s directions.
Writing expected results as if they were observations.
Correction: Record only the evidence actually observed or measured.
Forgetting cleanup when writing the plan.
Correction: Include teacher-directed handling of equipment, leftover materials, and the work area.

Lesson summary

  • Plan safety before collecting evidence.
  • Know the question, read directions, and use approved materials and procedures.
  • Identify hazards and follow the safety steps required by the teacher.
  • Stop and report unexpected spills, breakage, or injury.
  • Record actual observations and complete cleanup as directed.

Check your understanding

Question 1

You are unsure whether a piece of equipment is approved for your investigation. What should you do?
  1. Use it carefully and explain afterward.
  2. Ask the teacher before using it.
  3. Ask another student to try it first.
  4. Replace it with any similar item you can find.
Show answer and explanation
Ask the teacher before using it.
The teacher should clarify whether the equipment and procedure are approved before you begin.

Question 2

A small spill appears during a classroom investigation. Which response is safest?
  1. Ignore it until the investigation is finished.
  2. Wipe it up with nearby materials without telling anyone.
  3. Stop and tell the teacher, then follow directions.
  4. Move the spill toward a sink.
Show answer and explanation
Stop and tell the teacher, then follow directions.
The teacher needs to know about the spill and direct the safe response. Do not clean it up or move it without instructions.

Question 3

Which statement describes good evidence in an investigation?
  1. A result chosen because it seems likely.
  2. An observation recorded after it actually occurs.
  3. A result copied from another group without checking.
  4. A safety step that was planned but not followed.
Show answer and explanation
An observation recorded after it actually occurs.
Evidence is information gathered from actual observations or measurements.

Key terms

Investigation
A planned way to answer a question by making observations or measurements.
Hazard
Something that could cause harm.
Risk
The chance that a hazard will cause harm in a particular situation.
Protective equipment
An item worn to help protect the body during approved practical work.
Evidence
Information gathered through observations or measurements.

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About this lesson and its review

Published by DoAssignment. This reviewed lesson follows Ontario Grade 10 Science (SNC2D), expectation A1.4. It is a study resource, not an official curriculum publication.

Before publication, content is checked for structure, mathematical or chemical notation, calculations, course boundaries, and readability. Errors can still occur, so corrections are welcomed.

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