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A1.1 · Use a scientific research process to investigate a question

Learn to use a scientific research process to investigate a question through clear examples and targeted practice.

Ontario Grade 9 Science

STEM Skills, Careers, and Connections

SNC1W A1.1 study topic: asking a question, gathering evidence, and drawing a careful conclusion

A plant beside a bright window may look taller than one in a darker corner. That observation can lead to a science question: does the amount of light relate to plant growth? Answering well takes more than guessing or looking once. A scientific research process helps us ask a clear question, plan how to gather useful evidence, examine what the evidence shows, and explain what it cannot show. The process may use a safe hands-on investigation or trustworthy information that already exists. It does not guarantee a perfect answer. It makes the reasoning easier to check.

What you will learn

Turn an observation into a focused, investigable science question.
Plan a safe process for gathering relevant evidence.
Organize evidence and use it to support a careful conclusion.
Recognize the limits of evidence and distinguish scientific findings from opinions or judgments.

1. Begin with an observation and shape a question

An observation is something noticed or recorded. It may come from sight, sound, a measurement, or a reliable source. An observation is not yet an explanation. “The plant near the window looks taller” describes what someone noticed. “The window made it grow faster” is an explanation that still needs evidence.

A useful science question is focused enough to investigate. It names what is being studied and what evidence could help answer it. “What helps plants?” is too broad. “How does daily light-exposure time relate to the height of a bean plant after three weeks?” is more focused. It identifies the factor being considered, the outcome to record, and a time period. It does not assume the answer.

Before collecting evidence, ask whether the question can be investigated safely and fairly. A fair comparison changes one main factor while keeping other important conditions as similar as possible. A factor is something that may vary, such as light exposure or plant height. Make sure the information you plan to gather can actually help answer your question.

An observation is not the same as an explanation.
A focused question names what is being studied and what evidence could help answer it.
Check that the investigation or research can be done safely.

2. Plan to gather useful evidence

Evidence is information used to support or question an explanation. It may include observations, measurements, images, or information from a source. A plan should state what evidence is needed, how it will be gathered, and how it will be recorded. For a plant investigation, a student could use the same kind of plant, similar pots and soil, and the same watering schedule. The student could compare different light-exposure times and record plant height on a regular schedule.

A plan should reduce avoidable differences. If plants receive different amounts of water as well as different light, the student may not know which difference relates to growth. Repeating observations can help show whether a pattern is consistent or whether one result was unusual. When research uses existing information, choose sources that explain where their information came from and are relevant to the question. Comparing more than one credible source can help reveal agreement or disagreement.

A model is a simplified representation of a real situation. The flow diagram shows a general research process, not a rule that every investigation must follow in exactly this order. Researchers may revisit a question or change a plan when new evidence raises a problem. The diagram cannot show every safety decision, detail, or uncertainty.

Decide what evidence to gather and how to record it before starting.
Keep other important conditions similar when making a comparison.
Use relevant sources that explain the basis for their information.
A research model simplifies the process; real investigations can involve revising earlier steps.

3. Examine evidence and draw a careful conclusion

After gathering evidence, organize it so patterns and differences are easier to see. A labelled list, chart, or graph can help. Give headings and units where they apply. Check that records match what was actually observed or found in sources. Do not change or leave out evidence just because it does not fit an expected result.

A conclusion answers the original question as far as the evidence allows. It should state the main pattern and point to evidence that supports it. If plants receiving more daily light were taller in a carefully planned comparison, a conclusion could say that the results suggest a relationship between light time and height in that investigation. It should not claim that light is the only cause or that the same result must occur for every plant in every setting.

Evidence has limits. A small number of plants, a short study, measurement errors, or differences that were not controlled can make a conclusion less certain. Research from a source also has limits: it may not cover the exact conditions in the question. A scientific finding is a statement about what evidence supports. A social or ethical judgment is about what people consider fair, responsible, or important. Evidence can inform such a judgment, but it does not make the judgment for us.

Organize and check evidence before interpreting it.
Match the strength of the conclusion to the evidence gathered.
State important limits rather than pretending they do not exist.
Scientific evidence and social or ethical judgments are not the same thing.

4. Communicate and improve the process

A research process connects noticing, questioning, planning, gathering evidence, examining it, and communicating a conclusion. If the evidence does not answer the question, that is useful information. The question may be too broad, the records may not fit the question, or the plan may need improvement.

Communicating a result means explaining the question, the approach, the evidence, the conclusion, and relevant limits clearly enough for another person to understand. Another person should be able to see how the evidence led to the conclusion. This does not mean every study must produce the expected result. An unexpected result can still teach us something if the process is described honestly.

Revisit the plan when evidence is missing, unclear, or not relevant to the question.
Communicate the approach, evidence, conclusions, and limits clearly.
An unexpected result is not automatically a failed investigation.

Worked example

Example 1: Turn an observation into a question

A student notices that a classroom plant beside a window appears taller than a similar plant on a shelf farther from the window. Develop a focused question and a suitable plan for gathering evidence.

A simple plant investigation plan

This simplified flow shows one possible process, not every decision or safety detail. It does not show the plant setup and is not to scale.

Separate observation from explanation
The observation is that one plant appears taller. The student should not treat the window as the proven cause. Other differences, such as water or plant age, could matter.
Write a focused question
Ask how a stated difference relates to a recordable outcome. One possible question is: “How does daily light-exposure time relate to the height of the same kind of bean plant over three weeks?” This specifies the factor, outcome, and time period.
Plan a fair comparison
Use similar plants, pots, soil, and watering schedules. Change the light-exposure time being compared, and record height in the same way on a regular schedule. Keep the setup safe and ask the teacher to approve the plan.
State a limit in advance
Even a careful classroom comparison may involve only a few plants and one setting. Its result can suggest a pattern, but it may not apply to every plant or growing condition.

Answer: A suitable question asks how daily light-exposure time relates to bean-plant height over a stated period. A comparison with similar plants and consistent care can provide relevant evidence.

Check: The plan measures a stated outcome and avoids treating the first observation as proof.

Worked example

Example 2: Draw a conclusion from hypothetical evidence

A class uses hypothetical practice data from a planned plant comparison. After three weeks, the average heights recorded for two groups are 8 cm and 11 cm. What conclusion is supported, and what should the class avoid claiming?

Identify the source and meaning
These are hypothetical practice values, not real observations. The averages describe the two groups in this example, assuming the height records were collected as planned.
Compare the evidence
The second group’s recorded average is greater. The difference is 3 cm, found by subtracting 8 cm from 11 cm. This describes the supplied values; it does not by itself explain why they differ.
$11\text{ cm}-8\text{ cm}=3\text{ cm}$
Answer only as far as the evidence allows
If the groups differed in light exposure and other important conditions were kept similar, the results suggest that the group with more light exposure grew taller in this practice comparison. The values alone do not prove that light caused the difference.
Name a limitation
The number of plants, spread of individual heights, and details of the comparison are not given. Without them, the strength of the pattern and other possible influences cannot be judged.

Answer: The hypothetical data show a 3 cm difference between the group averages. If the comparison was planned fairly, the pattern may support a relationship in this investigation. It does not prove that light alone caused the difference.

Check: The arithmetic is correct, and the conclusion is limited to the stated hypothetical evidence.

Worked example

Example 3: Check whether research answers a question

A student asks whether a named Moon phase occurs on a particular date. One website gives a phase calendar but does not identify its source or how it was prepared. What should the student do before using it as evidence?

Check relevance
The calendar appears related to the question because it lists Moon phases by date. Relevance alone does not show that its information is dependable.
Look for the basis of the information
Check who produced the calendar, what information it relies on, when it was updated, and whether it explains its method or source. These details help the student judge whether it is suitable evidence.
Compare with another suitable source
Look for an independent, trustworthy source that addresses the same date and location if location matters. If sources disagree, do not hide the disagreement; check whether they use different dates, time zones, or definitions.
Report the limit
If the original website gives no source or method, it is not enough on its own to support a confident conclusion. The student should identify the source used and explain any uncertainty.

Answer: The student should check how the calendar was produced and compare it with another relevant, trustworthy source. An unexplained website should not be treated as strong evidence on its own.

Check: The approach evaluates the source and its relevance rather than accepting a claim because it appears online.

Common mistakes and how to avoid them

Treating an observation as proof of its cause.

Correction: Use the observation to form a question, then gather evidence that can test possible explanations.

Changing several important conditions at once in a comparison.

Correction: Keep other important conditions similar so the evidence is easier to interpret.

Claiming that one result proves a rule for every situation.

Correction: Describe what the evidence supports in this investigation and name its limits.

Accepting a source because it is easy to find.

Correction: Check whether it is relevant and whether it explains where its information came from.

Lesson summary

Begin with an observation, then make a focused, investigable question.
Plan safe, relevant evidence gathering and record information clearly.
Organize and examine evidence before drawing a conclusion.
Use evidence to answer the question, but do not claim more than it supports.
State limitations and communicate the process honestly.

Check your understanding

Question 1

Which is the most focused science question?

Why are plants interesting?
How does daily light-exposure time relate to bean-plant height over three weeks?
Do plants always grow better near windows?
Which plant is the prettiest?

Show answer and explanation

How does daily light-exposure time relate to bean-plant height over three weeks?

It identifies a factor, an outcome, and a time period. The other questions are too broad, assume a result, or ask for a preference.

Question 2

A comparison gives average heights of 9 cm and 12 cm. What is the difference between the averages?

2 cm
3 cm
9 cm
21 cm

Show answer and explanation

3 cm

Subtract the smaller average from the larger:

12\text{ cm}-9\text{ cm}=3\text{ cm}

. This calculation does not explain the cause of the difference.

Question 3

A conclusion says, “This small comparison proves that more light always makes every plant grow taller.” What is the main problem?

The conclusion says too much for the evidence described.
The conclusion should never mention evidence.
A comparison cannot answer any science question.
The conclusion should be a personal opinion.

Show answer and explanation

The conclusion says too much for the evidence described.

A small comparison can suggest a pattern in that investigation, but it cannot establish a rule for every plant and setting.

Key terms

Observation: Something noticed or recorded, such as a sight or measurement.
Evidence: Information used to support or question an explanation.
Factor: Something that may vary in a situation, such as light time or plant height.
Fair comparison: A comparison that changes one main factor while keeping other important conditions similar.
Model: A simplified representation of a real situation.
Limitation: A feature of an investigation or source that restricts what can be concluded.

Continue through SNC1W

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About this lesson and its review

Published by DoAssignment. This reviewed lesson follows Ontario Grade 9 Science (SNC1W), expectation A1.1. 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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