What Could Have Been The Student's Hypothesis

The independent variable for the experiment was the paper towels. The dependent variable was the absorbency and strength. The constants for the experiment were the size of the paper towels that were used, the amount of water, the size of the beaker, the size of the cylinder and the amount of the weight.

science -inquiry concepts. In the video clip from lesson 4,minute Students will work together to form hypothesis, observe ,follow procedure ,collect and analyze data, write a conclusion. This lab has four stations, with each stations student were dealing with situation involving phenomenon that they see outside of the classroom, likely on daily basis. so, with each station the Students can be seen using data and their observations as evidence to explain why they were seeing this real-world phenomenon. then students need to answer the lab analysis questions that also connect them with real world. video 2. Furthermore, to help students construct their explanations, I asked questions that push students to make connections to the real world. For example, in video 2, minute , I ask students why organic compounds dose not conduct electricity ? and how about if we try using water and salt ?

1. Find a media piece—article, video, presentation, song, or other—related to the scientific method, creating hypotheses, or designing experiments. Include the link or reference citation for the piece and describe how it helped you better understand how the scientific method is used to create hypotheses and experiments.

Although procedures vary from one field of inquiry to another, identifiable features distinguish scientific inquiry from other methodologies of knowledge. Scientific researchers propose hypotheses as explanations of phenomena, and design experimental studies to test these hypotheses. These steps must be repeatable in order to dependably predict any future results. Theories that encompass wider domains of inquiry may bind many hypotheses together in a coherent structure. This in turn may help form new hypotheses or place groups of hypotheses into context.

What was the primary research finding and did it support the hypothesis or answer the primary question?

- (IV) The independent variable is the amount of weights that were added to the plastics. (DV) The dependent variable is the length that each piece of plastic will stretch with the added weights. (Justification) After we add the two pound weights to the plastics, each of the plastics stretched more than 5 mm, which was their original length. At least 90% of the plastics were stretched, and that concluded that my hypothesis was correct.

Using existing literature and data, critically evaluate this claim in relation to at least 2 of the following areas (or 2 areas approved by your tutor):

Once students have a good list of possible evidence that supports the theory, ask them to begin planning how they might conduct an experiment to test for each piece of evidence (i.e. – students who believe fossil evidence might be a key should design an experiment to either dig for fossils or research fossil

For this study a large population of a number of colleges were gathered together to record the number of students that applied to medical colleges and then recorded the number of students that were accepted into medical school. After, everyone entered in their data, they separated the students by ethnic backgrounds into males and female categories to see the different percentages of the number of students from each ethnic group that were admitted into med school.

What evidence does the author provide that supports or contradicts each of the three hypotheses?

My independent variable is the type of paper because it will affect the distance because of the type of paper that we can use like tissue paper that kind of paper won’t go that far and note book paper will go farther than the tissue paper and that can affect our Science project.

III. To place some meaning to said experiments I am going to go over what the explanations to the findings are.

When explaining the situation about the two 4th grade male students, they did involve a third student. However, from my observation as they were explaining their side of the story, the third person was not important. The reason to what happened between the two student involved the third person, but the third person had no input in their situation. If the two male did involve a third person, I would have to talk to the third student that is now part of their situation. It would be complicated when hearing all three students side, but it would have to be done to address the present issue.

experiment discussed in class. Be ready to “confront a naysayer” who disagrees with your school of

Our data from cross 1 resulted in failing to reject our null hypothesis of no difference between the expected and observed results. This means our cross followed the expected 1:1:1:1 ratio of sex-linked inheritance. When looking at our results from the pooled class data, the room for human error while performing the crosses is very likely since we had 8 different groups. There is a good chance not every group properly carried out their cross and therefore provided skewed results which in turn caused our chi-square to be skewed so high and our null hypothesis rejected. For our second cross, which should have also followed a sex-linked inheritance pattern, the data caused us to reject the null hypothesis because our observed numbers were