Science / Year 6 / Working Scientifically / 6.6
Estimated time: 35 minutes | Difficulty: Easy | Ref: KS2-WS-3
Learning objective: Record data systematically in tables with headings and units
Use the pathway to build a clear mental model. Open each node and answer the check question.
Recording data systematically means writing down your results in an organised way so they're easy to read, understand, and analyse. Good data recording lets you spot patterns, identify anomalies, and share your findings with others. Messy notes lead to confusion and unreliable conclusions!
Check: Why is it important to record data during an experiment, not after?
Before you start your investigation, create a blank table to record your results. Think about: What will the columns be? (independent variable first, then dependent variable, plus space for repeats). What headings do you need? What units? How many rows?
Check: Why should you design your table before starting the experiment?
Every column must have a clear heading that includes the unit of measurement. Write: "Temperature (°C)" not just "Temperature". Write: "Time (s)" not just "Time". Put units in the heading, NOT in every cell - this makes the table cleaner and easier to read.
Check: Where should units appear in a results table - in the heading or every cell?
Write down each measurement as soon as you take it - don't rely on memory! Record ALL results, even if they seem wrong or unexpected. Never change data to make it "look better". Anomalies can be identified later, but the original data must be preserved honestly.
Check: What should you do if you get an unexpected result?
Data is the information you collect during an investigation - your measurements, observations, and results. Recording data means writing this information down in an organised, systematic way. Good scientists always record their data in tables because tables make information easy to read, compare, and analyse.
A good results table has these features:
| Feature | What It Means | Example |
|---|---|---|
| Clear headings | Every column has a heading describing what it contains | "Ramp height" not just "height" |
| Units in headings | The unit appears once in the heading, not in every cell | "Distance (cm)" in heading |
| Logical order | Independent variable first (left), then dependent variable(s) | Temperature column before time column |
| Space for repeats | Columns for Test 1, Test 2, Test 3, and Mean | Three columns for repeat measurements |
| Neat and readable | Use a ruler for lines, write clearly | Draw straight lines with a ruler |
Investigation: Does ramp height affect how far a toy car rolls?
| Ramp height (cm) | Test 1 (cm) | Test 2 (cm) | Test 3 (cm) | Mean (cm) |
|---|---|---|---|---|
| 10 | 45 | 48 | 46 | 46.3 |
| 20 | 78 | 82 | 80 | 80.0 |
| 30 | 115 | 118 | 112 | 115.0 |
Scientists must record their data accurately and honestly so that others can check their work. If data is poorly recorded, experiments cannot be repeated and results cannot be trusted. In professional science, poor data recording has led to wasted research and even dangerous mistakes in medicine. Good habits now will serve you well throughout your scientific career!
Poor table:
| height | how far |
| 10cm | 45cm |
| 20cm | 80cm |
Problems: No clear headings, units in cells instead of headings, no space for repeats.
Good table:
| Ramp height (cm) | Distance rolled - Test 1 (cm) | Test 2 (cm) | Test 3 (cm) | Mean (cm) |
|---|---|---|---|---|
| 10 | 45 | 48 | 46 | 46.3 |
Investigation: Observing ice melting at different temperatures.
| Room temp (°C) | Time to melt (min) | Observations |
|---|---|---|
| 15 | 28 | Slow dripping, remained solid for long time |
| 20 | 18 | Steady melting, puddle formed quickly |
| 25 | 12 | Rapid melting, lost shape fast |
Key point: Qualitative observations (descriptions) add valuable information alongside quantitative measurements (numbers).
Before starting: "I'm testing 4 different materials, measuring temperature every 5 minutes for 30 minutes, with 3 repeats."
Table planning:
Why plan ahead? You won't scramble to record data mid-experiment!
Results:
| Ball type | Bounce 1 (cm) | Bounce 2 (cm) | Bounce 3 (cm) | Mean (cm) |
|---|---|---|---|---|
| Tennis | 58 | 12* | 56 | 57 |
Note: *Anomaly - ball hit table leg. Excluded from mean calculation.
Important: Record ALL data (including anomalies), then note and explain them. Never erase unexpected results!
Answer all questions, then check your answers. Your quiz result is saved on this device.
✗ Wrong: Writing "45cm", "48cm", "46cm" in each cell.
✓ Right: Writing "(cm)" in the column heading, then just "45", "48", "46" in cells.
Units go ONCE in the heading - this keeps tables clean and easy to read.
✗ Wrong: Scribbling results on scrap paper and transferring to a table later.
✓ Right: Drawing your table BEFORE the experiment and filling it in as you go.
Creating the table first ensures you don't forget any data and reduces copying errors.
✗ Wrong: Getting 12cm when others are around 55cm, so rubbing it out and writing 52cm.
✓ Right: Recording 12cm, marking it with *, and writing a note: "*anomaly - ball hit obstacle".
Data must be recorded honestly. Identify anomalies but never falsify results!
✗ Wrong: Column headings like "stuff", "results", or no headings at all.
✓ Right: Clear, specific headings like "Water temperature (°C)" or "Time to dissolve (s)".
Someone else should be able to understand your table without asking questions!