Null hypothesis

Our lab investigated the morphological characteristics of leaves found in the sun and shade on various species of maple and oak trees around campus. Our null hypothesis was Acer and Quercus acclimate similarly with regards to SLW (specific leaf weight), size, and sinuosity. Our hypothesis was Quercus acclimation is greater than Acer SLW, size, and sinuosity. We tested these hypotheses by picking small sections of a branches from both maple and oak trees. A group was assigned either a maple or an

different percentages of the number of students from each ethnic group that were admitted into med school. The test that I will be doing is a Chi-square test. The null hypothesis is that there is no preference of the colleges that students pick, they usually pick anything that they believe that they can get into. The alternative hypothesis is that there is a preference to the schools

As Sekaran states “the null hypothesis is presumed true until statistical evidence, in the form of a hypothesis test, indicates otherwise” (Sekaran, 303). For scenario three, the researcher could state that the null hypothesis could be "everyone is equal in their respective physical speed ability even one of those people may see their athleticism different matched to someone else being sampled." Some may say they are athletic and really only moderately athletic whereas someone may state they are

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

the formulation of hypotheses for testing bioequivalence. The null hypothesis states "Bio-inequivalence", while the alternative states "Bioequivalence", as formulation (I). H0: bio-inequivalence; Ha: bioequivalence (I) One might argue that the null and alternative hypotheses are incorrectly reversed, since what we generally do is to put statements like "no difference", "no effect", "equivalent", or "equal to 175 lbs" as null hypotheses. Is this argument correct? To answer this question

influence each other. Next, a hypothesis is formed and tested. In this same manner, a school educator was interested in determining the potential relationship between grade point average (GPA) and IQ scores among ninth graders. The educator random sampled 30 ninth graders, ages 14 years old and administered the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). This writer will be expanding further on this topic and will formulate the null and alternative hypothesis, describe the four scales

The null hypothesis stated that birds have no seed preference, so therefore they will eat the same amount of each of the seed types and the alternate hypothesis stated that if the bird have a seed preference, then they would choose the black oil seed because they were the easiest to open, contained lots of fat, and were small enough for smaller beaked birds to eat. The null hypothesis was rejected because p value, 3.2 x 〖10〗^(-27), was less than the alpha value, .05, therefore, the alternate hypothesis

The Null Hypothesis is the thought that “all vertebrates (with the exception of humans) are of equal intelligence” (Pearce, 2008). The Null Hypothesis was proposed by Macphail (1982) and has since been widely debated; we will break these debates into six categories for further examination. Associative Learning Associative learning is the capability of animals to learn associations between two stimuli or a behavior and a stimuli. Associations can be made via classical conditioning or operant conditioning

Null Hypothesis: The amylase will have no effect on the starch or fail to digest it and the Lugol's will cross the membrane causing a color change. Hypothesis: The amylase will digest the starch, so when the Lugol's crosses the membrane, there will be no color change. In this lab experiment, we were testing diffusion across a plasma membrane using starch, amylase and Lugol's. The results from the experiment supported my hypothesis. The amylase did in fact digest the starch. The control in our experiment

1. The null hypothesis reveals the difference of data between 2010 and 2012, is consistent for all the math equations. H0: Mu = 119,155 2. The data from the readers in 2012, reveals that the alternative hypothesis is greater than 119,155, due to the difference in readers from 2010. Ha: MU>119,155 • Based on the results from the hypothesis tester for sigma known, the null hypothesis average income for readers of 119,155 is to be rejected. However, the alternative hypothesis of greater than 119