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Write down what you observe. Repeat the activity with both of you using a ruler. Record your readings in centimetres. Tabulate your measurements. Compare the results of the measurements using the dali and the ruler.

Write a conclusion based on the results, Now you know why itis important to use a standard measuring device when making observations instead of using body parts. People have different arm lengths. Thus, when a long-armed customer buys a piece of cloth from a short-armed seller, there will be disagreements. In the Philippines, the Bureau of Standards determines the standards or official norms of measurement to be used.

The acceptable standard of measurement at present is the Metric System. Presidential Decree No. Thus, the gallon, pint, and the customary units like picul, quintal, and ganta are no longer used. How convenient is it to use the Metric System? Examine Table 1. Table 1. Some of these are: hour, kilowatt-hour, cup, or tablespoon. Metric units are given in multiples of ten hundred, thousand, etc. It is relatively easy to convert one unit to another.

How many cans are needed to prepare 2 L of fruit juice? How many kilograms is this? What is the average mass of one egg in kg? Are you familiar with the instruments in Figure 1. Study them one by one, Figure 1. Where do we use each instrument? Do you know how to use them properly? The next activity will help develop your skills in measuring and reading scales. Take a standard ruler.

Put marks A, B, C, and Don points as indicated. How many — equal spaces are there from Ato B? Note that each space is bounded by two line segments. What does each space represent in fraction form? How many millimetres are there in 1 centimetre?

How many centimetres are there from A to C? What is the length from A to C in millimetre? Take a block of wood.

Measure its length L , width W , and height H in mm using the ruler. Do this three times and record the measurements in table form.

Are your measurements the same for the three trials? If not, where did the error come from? How did you report the measurements—two, three, or four its? Why did you report them that way? The volume of a regularly-shaped solid is the product of its L, W,, and H. What would be the unit for volume? How will you report the unit for volume? What is the volume of your block of wood? Use proper units. Take a platform or triple beam balance.

Your teacher will teach you how to use the balance. How many digits will you use to report the mass of the block of wood? Why will you report it that way? What is the mass of your block of wood in grams? Part C 5. Get a graduated cylinder.

Note that each ml is divided into five equal spaces. What does each space represent? Put any amount of water in the graduated cylinder. Read the lower meniscus. Take note that each space is bounded by two line segments, What does the value of each space represent in fraction form?

What is the volume of the water? In reporting the volume, how many significant figures should you use? Remember that there is no such thing as a perfect measurement. Each measurement contains a degree of uncertainty due to the limits of instruments and the people using them. When measuring something, you are expected to follow the same procedure that scientists follow. Each measurement should be reported using significant figures, that is, with some digits that are certain, plus one digit with a value that has been estimated.

For example, in Part A of Activity 1. Therefore, the length should be reported to the nearest millimetre i. This would show that the value 28 mm is certain and you estimated the final digit because the wood was about half way between the values 28 and Your ruler allows you to read the length in cm, so the correct value would be 2.

This means that the value 2. The accuracy of the measurement refers to how close the measured value is to the true or accepted value. Precision refers to how close together a group of measurements actually are to each other. For example, if you used a balance to find the mass of a known standard One important distinction between accuracy and precision is that accuracy can be determined by only one measurement, while precision can only be determined with multiple measurements.

Precision has nothing to do with the true or accepted value of a measurement, so it is quite possible to be very precise and totally inaccurate. In many cases, when precision is high and accuracy is low, the fault can lie with the instrument. If a balance or a thermometer is not working correctly, they might consistently give inaccurate answers, resulting in high precision and low accuracy.

A dartboard analogy Figure 1. The closer the dart hits the bull's-eye, the more accurate his or her tosses are a. If the person misses the dartboard with every throw, but all of their shots land close together, they can still be very precise b. How is this possible?

You must strive for both accuracy and precision in all of your laboratory activities. Make sure that you understand how each instrument works, take each measurement carefully, and recheck to make sure that you have precision. Without accurate and precise measurements your calculations, even if done correctly, are quite useless. You can convert one unit to another using the Metric System.

What have you leamed so far? Observations may be qualitative or quantitative. Qualitative observations require use of appropriate words, adjectives, or other descriptors.

Quantitative observations require the use of standardized measuring instruments such as ruler, balance, graduated cylinder, protractor, thermometer, and stopwatch. Nonstandard items like paper clips, cups, or coins can also be used.

Estimate the measurement. Making estimates will give you a frame of reference. Compare your estimate using standard or nonstandard units. Classifying What objects and events do you see around you? How are these objects or events similar? How are they different? Scientists group objects and events by first observing similarities and differences among objects and events and then grouping them according to common characteristics or scheme.

For example, books in the library ate classified according to subjects. Animals are classified based on the food they eat, or skin cover, or habitat, or number of legs. How good are you at classifying objects or events? Follow these tips: 1.

Observe a set of objects or events. Think of their properties or characteristics. Divide the set into two or more groups based on one observable property. Divide the objects or events based on a second observable property. Repeat number 3 using another observable property. Show the classification using a diagram. Visit a garden. Observe the leaves of different plants without Temoving them from the plant.

Into how many ways can you classify the leaves? What is the basis for each grouping? Make a diagram to show the groupings. Study the objects or contents of the containers distributed by your teacher.

Group them in as many ways as you can in 10 minutes. Use the measuring instrument given, if possible. How did the instrument help you in making the classification?

Make a diagram to show the different groupings. You are familiar with the following environmental phenomena: earthquake, volcanic eruption, flooding, erosion, tides, solar eclipse, and meteor showers. Using all the phenomena, group them in two ways.

Explain the basis for such grouping. What phenomenon was difficult to classify? Why was it difficult to classify? If air pollution were added to the list, in which group would you put it? Consider the leaves you observed. When classifying the leaves, did you compare their color, size, shape, thickness, smell, presence of thors or hair, and other properties?

How about the objects? Did you observe some or all of the following properties: color, size, luster, conductivity, heaviness, reaction in water or acid, and number of components in the container? Did you group the environmental phenomena based on whether they are natural occurrences, or whether they are due to human activities, of whether they are land-based, water-based, or observed in the sky?

If you did all these, you have made a good classification scheme. Making Inferences By now you can gener that an observation is a personal experience obtained through one or more of the senses.

Based on these experiences, you can make inferences. We infer when we use our past experiences to draw conclusions and make explanations about objects or events not observed. To make good inferences remember the following: Observe an object or event very carefully. Based on past experience, think of several inferences. Decide which new observations would support these inferences.

Make new observations to determine if each of the inferences is an acceptable explanation. For example, one morning you observed that your best friend came to class with red eyes. Based on past experiences about red eyes, you infer that she cried last night, or she rubbed her eyes with dirty fingers, or she has sore eyes. To check which inference is correct you have to ask your frlend what happened or make observations to determine which inference has an acceptable explanation.

Do the next activity to practice inferring skills. Describe the sound produced by each can, 2. Infer and draw what you think is inside each can. Open each can. How many of your inferences were correct? Describe how shaking the cans helped you infer the object inside each can.

Part B 5. You are given leaves—some are damaged with holes. What do you think caused the holes in some leaves? Do you think the holes were made by one kind of organism? Why do you think are the other leaves hole-free? Give two inferences. Do more observations to check the inferences you gave to answer questions b and c. This may take more than one observation period. Making an inference means deriving additional information from observations by relating them to experiences or by reasoning out logically.

In the next activity, you should be able to differentiate casual observations from inferences. The man is leading the carabao with a rope. There is a haystack in the field. The field is planted with rice. Itis about p. Itis rainy season. The man is tired. The girl has an umbrella. The shadows are short. Some windows in the bui have curtains. Interpreting Data When you read newspapers, magazines, or books, some data are tabulated or graphed. At first glance, the given set of information is not familiar to you.

But you can get meaning from such data if you could analyze the data well. The next activity will help you review your skills in interpreting data in a table and in a graph. Tabulated Data min by a Car km 4, Study the table on the right. What does the table show? What is the unit of measure- 30 eo ment used to measure time? What is the unit of measure- 60 ment used to measure the 75 distance traveled by the car? What wil be the distance traveled by a car after 90 min?

Knowing that speed is a measure of distance traveled per unit time, how is the speed of the car expressed? What kind of road do you think is the car traveling on—straight or zigzag? How do you know? Part B. What does this line mean? Describe the line graph for the last three minutes. What general information can you derive from the graph? Can you tell what happens in certain intervals of time? What would be the direction of the line graph if the energy supplied is extended five minutes longer?

The information presented in Part A of Activity 1. Because the distance traveled by a car at a given time was constant, you were able to predict the distance it will travel after 90 minutes.

In Part B, the line graph showed that the temperature changed when energy was Supplied to water for a given period. During the first seven minutes, the water temperature steadily rose as shown by the line, slanting upward. The temperature remained constant as indicated by a straight horizontal line on the graph. The graph can also tell what happens in certain intervals of time. For example, you can determine the temperature after 3.

To do this, draw a broken line vertically upward, starting between time points 3 and 4 minutes, until the graph line and broken line intersect. Then mark the point where the lines intersect. From the intersection, draw a horizontal line to the left unti it touches the line which gives the temperature reading. Thus, after 3. Thus, you can approximate the temperature in a given time interval of supplying energy.

Take time out to reflect. After doing Activities 1. Remember that these are the same skills useful in everyday life, especially in analyzing how science and technology affect your everyday life. But some people act on mere impulse and old habit. Others simply repeat what others are doing.

Others follow some old beliefs and practices. Although some beliefs and practices have scientific bases, most are merely superstitious in nature and have no scientific value at all Consider one common belief: "When you break a mirror, you are sure to have years of bad luck. Of course, breaking a mirror is a rather unfortunate accident. You may cut yourself or cause injury to others. Therefore, we should be careful in handling objects that easily break. One old, common practice was placing a metal spoon in a glass before pouring hot water into it.

People believed that in so doing, one prevents the actual breaking of the glass. This belief has a clear and logical explanation. Metals absorb and conduct heat faster. When hot water is poured into a glass with a metal spoon in it, heat is absorbed by the spoon and is conducted away from the glass.

This prevents the glass from breaking. This also explains why a metal ladle used in cooking easily gets hot and should therefore be provided with a rubberized or plastic-covered handle. Column A gives a list of Without reading the statements in Column B, can you tell offhand which are superstitions?

Which are scientifically based? Column A Column B itis dificult to catoh fish during a full moon. Fish are easily attracted to light. During a full moon, the light reflected in the waters is scattered and covers a wide range. Naturally, the fish will also be scattered about, and a fisherman's lamp will not be bright enough to attract and keep a group of fish together.

The spirit of the sun will punish you. The sun has no spirit, but it does emit high-energy beams ultraviolet radiation which can just as easily destroy sensitive eye parts. Constant exposure of the eyes to the sun especially when itis unprotected may eventually cause irreparable damage to the retina which can lead to blindness Losing a tooth in a dream is a sign that a relative has died or will die. This has no scientific basis. However, i is likely that you will not see the black cat crossing your path, especially at night.

Thus, you may step on it, tumble, and hurt yourself. That is your bad luck. He can tell you where to find it No scientific basis back or else the spirit of the water will punish you. If you catch a small fish, throw it There are no spirits in the water which will punish you. Small fish should be allowed to grow and reproduce. If fish are caught before they are fully grown, there will be less fish to reproduce for the future.

Handling house lzards with bare hands causes warts kulogo. This has no scientific basis, Warts are caused by viruses. Check your initial answers with the explanations given in Column B. No scientific basis How well did you score in this activity?

If your score Is at least 9, it shows that you possess an analytical and scientific mind, SUMMARY This unit introduced you to what science and technology are all about. The work of some scientists, especially those of Filipino scientists, certainly gave you something to be proud of. Scientists think critically; they also have positive attitudes that are attributed to their success in their scientific endeavors.

You too can think and act like a scientist. You just have to practice the basic skills in observing, measuring, classifying, making inferences, and interpreting data. Mastery of these skills is important for coping with daily life.

Acquisition of these skills is important for making decisions. It has been shown that science and technology are complementary. They affect the development of society in general. They can help people regardless of their needs, abilities, or interests.

However, each one has to be careful in selecting what technology to use for a specific situation and to learn how to dispose of them to prevent danger to life, property, and the environment.

Column A Column B 1. Open-ended or Constructed - Response Items Inside the box is a list of waste materials. Group them in three ways. Give the basis for each grouping. Give a possible reason for the differences. Study the graph at the right Is the air temperature decreasing all the way from the ground to 80 the upper atmosphere?

Whats the air temperature near the ground? Atwhat height is the lowest air temperature recorded? The 0 7 highest air temperature? She is worried that she might fail in the test because she has been absent for two days the past week. Her friend told her not to worry but to eat fish and peanuts the night before the test because these are brain foods. She followed the advice of her friend, slept and went to school the following day.

Do you think the advice of Mila's friend became helpful? Clue: Nutrients are for all body parts. Do you think Mila passed the test? If you were Mila, what would you have done to make sure that you pass the test?

Do science and technology benefit you? Cite an example. Do science and technology affect you negatively? They use special methods to determine truths about things happening around. They gather facts and use these as clues, not answers, to scientific mysteries.

They look at many relevant facts as they can and propose explanations for the events they observe. They conduct experiments to test their explanations. From the results of the experiments, scientists develop a theory—a powerful and time-tested concept that makes useful and dependable predictions about the natural world. A theory is tested over and over again.

When it survives the tests, it is presented to the scientific community. A theory may or may not be accepted outright. It may change after additional tests are made. And finally, if accepted as true by the scientific community, the theory becomes a law. But scientific laws are still scrutinized and may be changed as new data arise. In short, experimentation is the heart of science.

In this unit, you will be exposed to the different steps conducting experiments or scientific investigations. Your findings may not become a law but you will experience the way scientists think and do their work.

Goodyear accidentally discovered rubber. Wiliam Perkins , English chemist discovered a synthetic dye by chance while looking for other things. This method of finding something else of value by chance is called serendipity. One case of serendipity occurred in the research laboratory of a company that produces sticky tape. In the s, some researchers found a new bonding agent but decided that it was worthless since it could not stick a paper tightly to a surface.

This failure was later on converted into a successful product, Post-it notepads. Most scientists however, follow the experimental method of solving problems. You will leam more of this in Lesson 2. What are their other contributions to science and technology besides those already mentioned?

Give one disadvantage. Explain your answer briefly. They ask questions about the phenomenon or situation observed. They carefully observe and look for regularities in their observations.

They are able to synthesize observations and make good inferences. Only investigators with trained scientific minds could chance upon such findings. The answer to this question may vary with the situation. The important thing is for people to observe keenly and ask the right question at the right time. You must have noticed that many people accept as truth what they see, hear, or read.

They make conclusions solely based on that information and without verifying the source of that information. More often than not, this attitude gives rise to misunderstanding and problems. Asking the right questions at the right time is a sign of curiosity, objectivity, and a desire to learn more. Asking the right questions could reduce bias, anxiety, or even panic. The rule to follow is: If you are not sure about anything, ask.

Activity 2. Form a group with about five members each. A smaller group will allow members to participate more actively in the discussion. Read the situations below. Choose one for your group to brainstorm on and answer questions a to d. What questions come to your mind when you read the situation?

How will you find out answers to these questions? Why did you choose that method of finding out the answer to your questions?

Could these problems be prevented? Situation 1: Yesterday was your town fiesta. You visited several houses. You were served lots of food. That night you had stomach ache and started vomiting, Situation 2: You have seen the commercial on shampoo endorsed by your favorite actress. Her hair looks beautiful. You tried the shampoo yourself. After one week, you observed you have lots of falling hair. Situation 4: The fish catch in the lake is dwindling. Listen to the presentation of the other groups.

Compare your method with their methods. Are there similarities in the methods used? What are different? Why is it the best way than the other methods presented? Some questions or problems may have several answers. Other questions are opinion based, that there are no right or wrong answers. But, when giving an opinion, it is important that you have a sound basis for it.

Home Activity Write a short essay on one of your most unforgettable experiences or problems. Narrate how you arrived at your answer. Do you think that method was the best? Lesson 2. Doing experiments or conducting scientific investigations enabled them to see cause-effect relationships. The experimental method involves several steps. Galileo Galilei , Italian astronomer and physicist used this method when he discovered the principle of the pendulum. Joseph Priestly , English clergyman and chemist identified the gas, carbon dioxide, using the same method.

Read about these discoveries at your own time. What are the basic steps of the experimental method of investigation? How do we go about doing these steps? Identify or define the problem. What problem or issue do you want to work on? Is the problem clear and specific? Is the solution to this problem attainable? For example, Dario's problem in Unit 1 , was finding out how he could make an herbal preparation that would stay long in contact with the wound.

Was a possible solution in sight? If you are not sure what you would like to do, consult a local professional or read more about the problem. Gather enough information and study them. What has been achieved so far in relation to the problem? Are the given facts relevant and measurable? Get only relevant information about the problem. When organized, the information may reveal some patterns, regularities, or trends that will establish relationships among given facts. Pattems and trends help in making hypotheses.

Formulate the hypothesis. Think about what might happen in response to certain inputs or assumptions. A hypothesis is an educated guess and must be based on information from past researches or literature studies. Dario's hypotheses were: a. Essentially, the hypothesis provides the ground or justification for conducting specific studies and guides the investigator in the course of his or her study.

Before a hypothesis can be accepted as a fact, it has to be proven first through experimentation and the findings have to be supported by more than one testing to erase any doubts of a chance success. Test the hypothesis. These factors are known as variables. Two types of variables are considered: those that can be controlled and those that can be changed or manipulated.

The variable that is changed or that changes is called the independent variable while the variable that responds to the change is called the dependent variable. Remember the rule: Vary only one variable or factor at a time while keeping all other factors in the experiment unchanged or constant. In an experiment, a control setup is used as reference or standard against which the results of the experimental setups will be compared. Note that testing or experimenting is done under controlled conditions preferably indoors where temperature can be regulated at will , although this is not possible when conducting field studies.

Wherever you are doing your investigation, observations should be done closely to see if any relationship exists between and among sets of collected data. Establishing relationships is essential in the experimental method. Make a conclusion. All collected data are clearly analyzed and correctly interpreted. This analysis helps any investigator decide whether to accept or reject his or her hypothesis.

From this, a conclusion or a general statement can be made about the study. Verify the conclusion. To make sure that the findings are conclusive, repeat the experiment using the same procedure and conditions. If the results are almost the same, the conclusion is What are the important parts of a science investigation?

Do Activity He thought that bees could distinguish one kind of flower from another. He suspected that the bees could distinguish flowers by color. To determine if this was true, he designed a set of simple experiments. He first trained bees to come to a source of honey located on a piece of blue card.

The bees made many trips between their hives and the source of food on the blue card. The bees returned to the blue card and avoided the red card. The bees were able to distinguish the blue card from the red card. After von Frisch published his results, other scientists designed similar experiments. Their findings supported von Frisch's hypothesis, 2. The next activity will guide you, Lesson 2. For example, you observe that the flagpole casts a shadow.

Some hours of the day, the shadow is long; other times, it is short. What questions come to your mind? What questions can be investigated, given your educational background and limited resources? Did you ask a question about what might affect the length of the shadow?

Either problem is specific and measurable. The seven short activities that follow will guide you in the process of investigation. Study the object or situation assigned to your group or one you chose to study.

Individually, write three questions about the object or situation in 5 minutes, 3. Discuss your questions within the group. Try to answer each question. What questions were easy to answer? Why were you able to answer them easily? Why can you not answer the other questions easily?

Which question can you investigate, given limited time, resources, and science background? Asa group, state the specific problem that you want to investigate. These questions do not require much thinking. High-level questions, on the other hand, require you to think about why and how things happen. Furthermore, you need to think of possible answers to the question formulate hypotheses , test one hypothesis at a time to determine cause-effect relationship, and make conclusions based on the data gathered.

Go back to the problem about shadows. Do you think there is a relationship between the position of the sun in the sky and the length of an object's shadow? You can also state your hypothesis in different ways, for as long as the factors involved in the study are included in the statement. Study the problem identified by your group in Activity 2. Does your hypothesis state the relationship between the factors involved in the study? Does the hypothesis give a tentative answer to the problem or question?

As a group, decide on one hypothesis that will give you an idea what might happen in response to certain inputs that you will do in the next activity. Show your hypothesis to the teacher before doing Activity 2. Now, you are ready to design a procedure to test your hypothesis.

Again, go back to the hypothesis about shadows. Think of what might affect the shadow—the position of the sun at different hours of the day, the brightness of the surrounding, the position of the flagpole in relation to the sun, the height of the flagpole, and the time when the observation and measurement are made. The position of the sun the variable that changes is the independent variable while the length of the shadow the variable that responds to the change is the dependent variable.

What variables should be kept the same in order to have a fair test? Apart from the independent variable, all the other variables should be kept the same. In this way, you will be able to say that any change in an object's shadow must have been caused by the change in the position of the sun.

Remember that the success of any scientific investigation depends largely on the scientist's ability to control variables. Also, remember that the independent variable must be given values.

For example, the position of the sun can be observed at different hours of the day: 9 a. The dependent variable or the length of an object's shadow must be measured using a standard instrument e. From your hypothesis in Activity 2. Identify the following: a. Give values for your independent variable. Tell what instrument you will use to measure the dependent variable, 5. Write down the whole procedure for the experiment.

Assuming that you have gathered the data, how will you show what happened in your experiment? Results of data collection are best recorded in table form. TA p. The shadow gets shorter at noon when the sunrays seem to reach the ground almost perpendicularly. Time of day Figure 2. These observations can then be explained using Earth's rotation on its axis.

Figure 2. Give a possible reason for each observation A, B, and C. If you repeat the activity on shadows another day, you may get slightly different results but the same pattern can be observed. Why do you say so? Complete your investigation by doing the next activity. Follow the procedure described in your design Activity 2.

Record your data in a table. Measure up to the tenth value. Graph your data. Make sure you put the independent variable and the dependent variable in its right place in the graph. Study the graph. Is there a pattern in your results?

Describe the pattern. What do you think the results tell you? Are there any surprises in your results? What do you know now that you didn't know before you started the experiment? What have you leamed from your investigation? List down problems you encountered while conducting your experiment.

Make recommendations so that others who may want to do a similar experiment will not meet the same problems. To get meaning out of the data you collected, look back at your original prediction or hypothesis to see whether or not the evidence supports it.

Then try to explain the relationship between the independent variable what was changed and dependent variables what responded to the change and were measured.

You might even have to go back to the activity to make further observations when trying to explain results. Was your test fair? The shadow experiment was a fair test because all variabies, except one, were controlled. Also, data collection was done at specific times.

Furthermore, the same measuring instrument was used to determine the length of the shadow. Which test is fair? Give a reason for your choice. She put the same kind and amount of soil in six pots of the same size. She planted the same kind of seedlings into each pot.

The seedlings were of equal age and heights at the time they were planted. She placed all pots in a sunny place in their backyard. Then she watered each pot everyday with different amounts of water. Test 2: Mario wanted to classify water samples from different sources as hard or soft.

He chose bottles of the same sizes and placed equal amounts of water in each bottle. If you can identify the variables in your study, this will help you design the procedure of your investigations as well as interpret the results later. Review these steps using the following problem, Problem: Does alum dissolve faster in hot water?

Hypothesis: Alum will dissolve faster in hot water. Without looking at Column 3 try to answer the questions in Column 2. Table 2. Then, twill show the graph the tabulated data.

The speed of alum dissolution became faster terns in pattern? Use as guide the questions in Column 2 of table 2. Be ready to discuss the results of your Lesson 2. In Astronomy, Geology, or Meteorology, the luxury of performing experiments is limited. Moreover, these sciences usually deal with great magnitudes of time—thousands to billions of years—as those used in geologic time scale.

Nevertheless, the experimental method is stil applicable. Scientists use observation skills to arrive at a logical conclusion, which later can become a theory, and then a law.

How are these observations done? For example, how did Aristotle B. He observed lunar eclipses! During one lunar eclipse, Aristotle saw that the Earth cast a shadow onto the surface of the moon.

He hypothesized that the Earth must be round because its shadow looked like an arc of a circle. He predicted that any and all future lunar eclipses would show the Earth's shadow to be curved regardless of its orientation. Aristotle's prediction has yet to be proven wrong.

His reasoning formed the basis for all scientific inquiry today. He was not the first to argue that the Earth was round but he was the first to offer proof using the lunar eclipse method.

He used scientific inquiry in formulating his theory about the Earth. He followed the following steps. He first made an observation. Then he formulated a hypothesis to explain his observation. Lastly, he tested his hypothesis by making a prediction that could be confirmed by further observations.

Home Activity You know what a rainbow is. But have you seen enough rainbows that you can make a general statement about when rainbows appear? If not, do more observations the next time you see rainbows. How do you know that your science investigation was done properly and reported correctly? To grade your project objectively, rubrics or scoring key is used. Rubrics are matrices that define what are expected in a leaming situation. Rubrics describe the level of performance for each aspect of the investigation and the criteria for each level.

These are the criteria that your teacher will use in rating your outputs. These are also similar to the criteria used by judges when rating your science projects in a science fair. We use new AI technology to make our Mangapark even more interesting. Remember that our translators work for you. If anyone is willing to help them for money email us on our Discord server.

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