We sometimes struggle with the question of whether our primary goal is for students to recall or understand answers to questions, or for students to do science and improve their "scientific temper". This article describes how an enquiry-based laboratory experiment was carried out in which the stress was on the latter. The students formulated their own questions which involved using shell-less chicken eggs to investigate the process of osmosis. This experience raised the question of how teachers choose the most appropriate teaching designs and assess success. In particular, is success contingent on "getting the right answer"?