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Formative Assessment Probe
What Is a Hypothesis?
By Page Keeley
Uncovering Student Ideas in Science, Volume 3: Another 25 Formative Assessment Probes
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This is the new updated edition of the first book in the bestselling Uncovering Student Ideas in Science series. Like the first edition of volume 1, this book helps pinpoint what your students know (or think they know) so you can monitor their learning and adjust your teaching accordingly. Loaded with classroom-friendly features you can use immediately, the book includes 25 âprobesââbrief, easily administered formative assessments designed to understand your studentsâ thinking about 60 core science concepts.
Access this probe as a Google form: English
Download this probe as an editable PDF: English
The purpose of this assessment probe is to elicit studentsâ ideas about hypotheses. The probe is designed to find out if students understand what a hypothesis is, when it is used, and how it is developed.
Type of Probe
Justified List
Related Concepts
hypothesis, nature of science, scientific inquiry, scientific method
Explanation
The best choices are A, B, G, K, L, and M. However, other possible answers open up discussions to contrast with the provided definition. A hypothesis is a tentative explanation that can be tested and is based on observation and/or scientific knowledge such as that that has been gained from doing background research. Hypotheses are used to investigate a scientific question. Hypotheses can be tested through experimentation or further observation, but contrary to how some students are taught to use the âscientific method,â hypotheses are not proved true or correct. Students will often state their conclusions as âMy hypothesis is correct because my data proveâŠ,â thereby equating positive results with proof (McLaughlin 2006, p. 61). In essence, experimentation as well as other means of scientific investigation never prove a hypothesisâthe hypothesis gains credibility from the evidence obtained from data that support it. Data either support or negate a hypothesis but never prove something to be 100% true or correct.
Hypotheses are often confused with questions. A hypothesis is not framed as a question but rather provides a tentative explanation in response to the scientific question that leads the investigation. Sometimes the word hypothesis is oversimplified by being defined as âan educated guess.â This terminology fails to convey the explanatory or predictive nature of scientific hypotheses and omits what is most important about hypotheses: their purpose. Hypotheses are developed to explain observations, such as notable patterns in nature; predict the outcome of an experiment based on observations or prior scientific knowledge; and guide the investigator in seeking and paying attention to the right data. Calling a hypothesis a âguessâ undermines the explanation that underscores a hypothesis.
Predictions and hypotheses are not the same. A hypothesis, which is a tentative explanation, can lead to a prediction. Predictions forecast the outcome of an experiment but do not include an explanation. Predictions often use if-then statements, just as hypotheses do, but this does not make a prediction a hypothesis. For example, a prediction might take the form of, âIf I do [X], then [Y] will happen.â The prediction describes the outcome but it does not provide an explanation of why that outcome might result or describe any relationship between variables.
Sometimes the words hypothesis , theory , and law are inaccurately portrayed in science textbooks as a hierarchy of scientific knowledge, with the hypothesis being the first step on the way to becoming a theory and then a law. These concepts do not form a sequence for the development of scientific knowledge because each represents a different type of knowledge.
Not every investigation requires a hypothesis. Some types of investigations do not lend themselves to hypothesis testing through experimentation. A good deal of science is observational and descriptiveâthe study of biodiversity, for example, usually involves looking at a wide variety of specimens and maybe sketching and recording their unique characteristics. A biologist studying biodiversity might wonder, âWhat types of birds are found on island X?â The biologist would observe sightings of birds and perhaps sketch them and record their bird calls but would not be guided by a specific hypothesis. Many of the great discoveries in science did not begin with a hypothesis in mind. For example, Charles Darwin did not begin his observations of species in the Galapagos with a hypothesis in mind.
Contrary to the way hypotheses are often stated by students as an unimaginative response to a question posed at the beginning of an experiment, particularly those of the âcookbookâ type, the generation of hypotheses by scientists is actually a creative and imaginative process, combined with the logic of scientific thought. âThe process of formulating and testing hypotheses is one of the core activities of scientists. To be useful, a hypothesis should suggest what evidence would support it and what evidence would refute it. A hypothesis that cannot in principle be put to the test of evidence may be interesting, but it is not likely to be scientifically usefulâ (AAAS 1988, p. 5).
Curricular and Instructional Considerations
Elementary Students
In the elementary school grades, students typically engage in inquiry to begin to construct an understanding of the natural world. Their inquiries are initiated by a question. If students have a great deal of knowledge or have made prior observations, they might propose a hypothesis; in most cases, however, their knowledge and observations are too incomplete for them to hypothesize. If elementary school students are required to develop a hypothesis, it is often just a guess, which does little to contribute to an understanding of the purpose of a hypothesis. At this grade level, it is usually sufficient for students to focus on their questions, instead of hypotheses (Pine 1999).
Middle School Students
At the middle school level, students develop an understanding of what a hypothesis is and when one is used. The notion of a testable hypothesis through experimentation that involves variables is introduced and practiced at this grade level. However, there is a danger that students will think every investigation must include a hypothesis. Hypothesizing as a skill is important to develop at this grade level but it is also important to develop the understandings of what a hypothesis is and why and how it is developed.
High School Students
At this level, students have acquired more scientific knowledge and experiences and so are able to propose tentative explanations. They can formulate a testable hypothesis and demonstrate the logical connections between the scientific concepts guiding a hypothesis and the design of an experiment (NRC 1996).
Administering the Probe
This probe is best used as is at the middle school and high school levels, particularly if students have been previously exposed to the word hypothesis or its use. Remove any answer choices students might not be familiar with. For example, if they have not encountered if-then reasoning, eliminate this distracter. The probe can also be modified as a simpler version for students in grades 3â5 by leaving out some of the choices and simplifying the descriptions.
Kâ4 Understandings About Scientific Inquiry
- Scientific investigations involve asking and answering a question and comparing the answer with what scientists already know about the world.
- Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge).
5â8 Understandings About Scientific Inquiry
- Different kinds of questions suggest different kinds of investigations. Some investigations involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve experiments; some involve seeking more information; some involve discovery of new objects and phenomena; and some involve making models.
- Current scientific knowledge and understanding guide scientific investigations. Different scientific domains employ different methods, core theories, and standards to advance scientific knowledge and understanding.
5â8 Science as a Human Endeavor
- Science is very much a human endeavor, and the work of science relies on basic human qualities such as reasoning, insight, energy, skill, and creativity.
9â12 Abilities Necessary to Do Scientific Inquiry
- Identify questions and concepts that guide scientific investigations.*
9â12 Understandings About Scientific Inquiry
- Scientists usually inquire about how physical, living, or designed systems function. Conceptual principles and knowledge guide scientific inquiries. Historical and current scientific knowledge influence the design and interpretation of investigations and the evaluation of proposed explanations made by other scientists.
*Indicates a strong match between the ideas elicited by the probe and a national standardâs learning goal.
Kâ2 Scientific Inquiry
- People can often learn about things around them by just observing those things carefully, but sometimes they can learn more by doing something to the things and noting what happens.
3â5 Scientific Inquiry
- Scientistsâ explanations about what happens in the world come partly from what they observe and partly from what they think. Sometimes scientists have different explanations for the same set of observations. That usually leads to their making more observations to resolve the differences.
6â8 Scientific Inquiry
- Scientists differ greatly in what phenomena they study and how they go about their work. Although there is no fixed set of steps that all scientists follow, scientific investigations usually involve the collection of relevant evidence, the use of logical reasoning, and the application of imagination in devising hypotheses and explanations to make sense of the collected evidence.*
6â8 Values and Attitudes
- Even if they turn out not to be true, hypotheses are valuable if they lead to fruitful investigations.*
9â12 Scientific Inquiry
- Hypotheses are widely used in science for choosing what data to pay attention to and what additional data to seek and for guiding the interpretation of the data (both new and previously available).*
Related Research
- Students generally have difficulty with explaining how science is conducted because they have had little contact with real scientists. Their familiarity with doing science, even at older ages, is âschool science,â which is often not how science is generally conducted in the scientific community (Driver et al. 1996).
- Despite over 10 years of reform efforts in science education, research still shows that students typically have inadequate conceptions of what science is and what scientists do (Schwartz 2007).
- Upper elementary school and middle school students may not understand experimentation as a method of testing ideas, but rather as a method of trying things out or producing a desired outcome (AAAS 1993).
- Middle school students tend to invoke personal experiences as evidence to justify their hypothesis. They seem to think of evidence as selected from what is already known or from personal experience or secondhand sources, not as information produced through experiment (AAAS 1993).
Related NSTA Resources
American Association for the Advancement of Science (AAAS). 1993. Benchmarks for science literacy. New York: Oxford University Press.
Keeley, P. 2005. Science curriculum topic study: Bridging the gap between standards and practice. Thousand Oaks, CA: Corwin Press.
McLaughlin, J. 2006. A gentle reminder that a hypothesis is never proven correct, nor is a theory ever proven true. Journal of College Science Teaching 36 (1): 60â62.
National Research Council (NRC). 1996. National science education standards. Washington, DC: National Academy Press.
Schwartz, R. 2007. Whatâs in a word? How word choice can develop (mis)conceptions about the nature of science. Science Scope 31 (2): 42â47.
VanDorn, K., M. Mavita, L. Montes, B. Ackerson, and M. Rockley. 2004. Hypothesis-based learning. Science Scope 27: 24â25.
Suggestions for Instruction and Assessment
- The âscientific methodâ is often the first topic students encounter when using textbooks and this can erroneously imply that there is a rigid set of steps that all scientists follow, including the development of a hypothesis. Often the scientific method described in textbooks applies to experimentation, which is only one of many ways scientists conduct their work. Embedding explicit instruction of the various ways to do science in the actual investigations students do throughout the year as well as in their studies of investigations done by scientists is a better approach to understanding how science is done than starting off the year with the scientific method in a way that is devoid of a context through which students can learn the content and process of science.
- Students often participate in science fairs that may follow a textbook scientific method of posing a question, developing a hypothesis, and so on, that incorrectly results in students âprovingâ their hypothesis. Make sure students understand that a hypothesis can be disproven, but it is never proven, which implies 100% certainty.
- Help students understand that science begins with a question. The structure of some school lab reports may lead students to believe that all investigations begin with a hypothesis. While some investigations do begin with a hypothesis, in most cases, they begin with a question. Sometimes it is just a general question.
- A technique to help students maintain a consistent image of science as inquiry throughout the year by paying more careful attention to the words they use is to create a âcaution wordsâ poster or bulletin board (Schwartz 2007). Important words that have specific meanings in science but are often used inappropriately in the science classroom and through everyday language can be posted in the room as a reminder to pay careful attention to how students are using these words. For example, words like hypothesis and scientific method can be posted here. Words that are banned when referring to hypotheses include prove, correct, and true.
- Use caution when asking students to write lab reports that use the same format regardless of the type of investigation conducted. The format used in writing about an investigation may imply a rigid, fixed process or erroneously misrepresent aspects of science, such as that hypotheses are developed for every scientific investigation.
- Avoid using hypotheses with younger children when they result in guesses. It is better to start with a question and have students make a prediction about what they think will happen and why. As they acquire more conceptual understanding and experience a variety of observations, they will be better prepared to develop hypotheses that reflect the way science is done.
- Avoid using âeducated guessâ as a description for hypothesis. The common meaning of the word guess implies no prior knowledge, experience, or observations.
- Scaffold hypothesis writing for students by initially having them use words like may in their statements and then formalizing them with if-then statements. For example, students may start with the statement, âThe growth of algae may be affected by temperature.â The next step would be to extend this statement to include a testable relationship, such as, âIf the temperature of the water increases, then the algae population will increase.â Encourage students to propose a tentative explanation and then consider how they would go about testing the statement.
American Association for the Advancement of Science (AAAS). 1988. Science for all Americans. New York: Oxford University Press.
Driver, R., J. Leach, R. Millar, and P. Scott. 1996. Young peopleâs images of science. Buckingham, UK: Open University Press.
Pine, J. 1999. To hypothesize or not to hypothesize. In Foundations: A monograph for professionals in science, mathematics, and technology education. Vol. 2. Inquiry: Thoughts, views, and strategies for the Kâ5 classroom. Arlington, VA: National Science Foundation.
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General Education
Think about something strange and unexplainable in your life. Maybe you get a headache right before it rains, or maybe you think your favorite sports team wins when you wear a certain color. If you wanted to see whether these are just coincidences or scientific fact, you would form a hypothesis, then create an experiment to see whether that hypothesis is true or not.
But what is a hypothesis, anyway? If youâre not sure about what a hypothesis is--or how to test for one!--youâre in the right place. This article will teach you everything you need to know about hypotheses, including:
- Defining the term âhypothesisâ
- Providing hypothesis examples
- Giving you tips for how to write your own hypothesis
So letâs get started!
What Is a Hypothesis?
Merriam Webster defines a hypothesis as âan assumption or concession made for the sake of argument.â In other words, a hypothesis is an educated guess . Scientists make a reasonable assumption--or a hypothesis--then design an experiment to test whether itâs true or not. Keep in mind that in science, a hypothesis should be testable. You have to be able to design an experiment that tests your hypothesis in order for it to be valid.
As you could assume from that statement, itâs easy to make a bad hypothesis. But when youâre holding an experiment, itâs even more important that your guesses be good...after all, youâre spending time (and maybe money!) to figure out more about your observation. Thatâs why we refer to a hypothesis as an educated guess--good hypotheses are based on existing data and research to make them as sound as possible.
Hypotheses are one part of whatâs called the scientific method . Every (good) experiment or study is based in the scientific method. The scientific method gives order and structure to experiments and ensures that interference from scientists or outside influences does not skew the results. Itâs important that you understand the concepts of the scientific method before holding your own experiment. Though it may vary among scientists, the scientific method is generally made up of six steps (in order):
- Observation
- Asking questions
- Forming a hypothesis
- Analyze the data
- Communicate your results
Youâll notice that the hypothesis comes pretty early on when conducting an experiment. Thatâs because experiments work best when theyâre trying to answer one specific question. And you canât conduct an experiment until you know what youâre trying to prove!
Independent and Dependent Variables
After doing your research, youâre ready for another important step in forming your hypothesis: identifying variables. Variables are basically any factor that could influence the outcome of your experiment . Variables have to be measurable and related to the topic being studied.
There are two types of variables: independent variables and dependent variables. I ndependent variables remain constant . For example, age is an independent variable; it will stay the same, and researchers can look at different ages to see if it has an effect on the dependent variable.
Speaking of dependent variables... dependent variables are subject to the influence of the independent variable , meaning that they are not constant. Letâs say you want to test whether a personâs age affects how much sleep they need. In that case, the independent variable is age (like we mentioned above), and the dependent variable is how much sleep a person gets.
Variables will be crucial in writing your hypothesis. You need to be able to identify which variable is which, as both the independent and dependent variables will be written into your hypothesis. For instance, in a study about exercise, the independent variable might be the speed at which the respondents walk for thirty minutes, and the dependent variable would be their heart rate. In your study and in your hypothesis, youâre trying to understand the relationship between the two variables.
Elements of a Good Hypothesis
The best hypotheses start by asking the right questions . For instance, if youâve observed that the grass is greener when it rains twice a week, you could ask what kind of grass it is, what elevation itâs at, and if the grass across the street responds to rain in the same way. Any of these questions could become the backbone of experiments to test why the grass gets greener when it rains fairly frequently.
As youâre asking more questions about your first observation, make sure youâre also making more observations . If it doesnât rain for two weeks and the grass still looks green, thatâs an important observation that could influence your hypothesis. You'll continue observing all throughout your experiment, but until the hypothesis is finalized, every observation should be noted.
Finally, you should consult secondary research before writing your hypothesis . Secondary research is comprised of results found and published by other people. You can usually find this information online or at your library. Additionally, m ake sure the research you find is credible and related to your topic. If youâre studying the correlation between rain and grass growth, it would help you to research rain patterns over the past twenty years for your county, published by a local agricultural association. You should also research the types of grass common in your area, the type of grass in your lawn, and whether anyone else has conducted experiments about your hypothesis. Also be sure youâre checking the quality of your research . Research done by a middle school student about what minerals can be found in rainwater would be less useful than an article published by a local university.
Writing Your Hypothesis
Once youâve considered all of the factors above, youâre ready to start writing your hypothesis. Hypotheses usually take a certain form when theyâre written out in a research report.
When you boil down your hypothesis statement, you are writing down your best guess and not the question at hand . This means that your statement should be written as if it is fact already, even though you are simply testing it.
The reason for this is that, after you have completed your study, you'll either accept or reject your if-then or your null hypothesis. All hypothesis testing examples should be measurable and able to be confirmed or denied. You cannot confirm a question, only a statement!
In fact, you come up with hypothesis examples all the time! For instance, when you guess on the outcome of a basketball game, you donât say, âWill the Miami Heat beat the Boston Celtics?â but instead, âI think the Miami Heat will beat the Boston Celtics.â You state it as if it is already true, even if it turns out youâre wrong. You do the same thing when writing your hypothesis.
Additionally, keep in mind that hypotheses can range from very specific to very broad. These hypotheses can be specific, but if your hypothesis testing examples involve a broad range of causes and effects, your hypothesis can also be broad.
The Two Types of Hypotheses
Now that you understand what goes into a hypothesis, itâs time to look more closely at the two most common types of hypothesis: the if-then hypothesis and the null hypothesis.
#1: If-Then Hypotheses
First of all, if-then hypotheses typically follow this formula:
If ____ happens, then ____ will happen.
The goal of this type of hypothesis is to test the causal relationship between the independent and dependent variable. Itâs fairly simple, and each hypothesis can vary in how detailed it can be. We create if-then hypotheses all the time with our daily predictions. Here are some examples of hypotheses that use an if-then structure from daily life:
- If I get enough sleep, Iâll be able to get more work done tomorrow.
- If the bus is on time, I can make it to my friendâs birthday party.
- If I study every night this week, Iâll get a better grade on my exam.
In each of these situations, youâre making a guess on how an independent variable (sleep, time, or studying) will affect a dependent variable (the amount of work you can do, making it to a party on time, or getting better grades).
You may still be asking, âWhat is an example of a hypothesis used in scientific research?â Take one of the hypothesis examples from a real-world study on whether using technology before bed affects childrenâs sleep patterns. The hypothesis read s:
âWe hypothesized that increased hours of tablet- and phone-based screen time at bedtime would be inversely correlated with sleep quality and child attention.â
It might not look like it, but this is an if-then statement. The researchers basically said, âIf children have more screen usage at bedtime, then their quality of sleep and attention will be worse.â The sleep quality and attention are the dependent variables and the screen usage is the independent variable. (Usually, the independent variable comes after the âifâ and the dependent variable comes after the âthen,â as it is the independent variable that affects the dependent variable.) This is an excellent example of how flexible hypothesis statements can be, as long as the general idea of âif-thenâ and the independent and dependent variables are present.
#2: Null Hypotheses
Your if-then hypothesis is not the only one needed to complete a successful experiment, however. You also need a null hypothesis to test it against. In its most basic form, the null hypothesis is the opposite of your if-then hypothesis . When you write your null hypothesis, you are writing a hypothesis that suggests that your guess is not true, and that the independent and dependent variables have no relationship .
One null hypothesis for the cell phone and sleep study from the last section might say:
âIf children have more screen usage at bedtime, their quality of sleep and attention will not be worse.â
In this case, this is a null hypothesis because itâs asking the opposite of the original thesis!
Conversely, if your if-then hypothesis suggests that your two variables have no relationship, then your null hypothesis would suggest that there is one. So, pretend that there is a study that is asking the question, âDoes the amount of followers on Instagram influence how long people spend on the app?â The independent variable is the amount of followers, and the dependent variable is the time spent. But if you, as the researcher, donât think there is a relationship between the number of followers and time spent, you might write an if-then hypothesis that reads:
âIf people have many followers on Instagram, they will not spend more time on the app than people who have less.â
In this case, the if-then suggests there isnât a relationship between the variables. In that case, one of the null hypothesis examples might say:
âIf people have many followers on Instagram, they will spend more time on the app than people who have less.â
You then test both the if-then and the null hypothesis to gauge if there is a relationship between the variables, and if so, how much of a relationship.
4 Tips to Write the Best Hypothesis
If youâre going to take the time to hold an experiment, whether in school or by yourself, youâre also going to want to take the time to make sure your hypothesis is a good one. The best hypotheses have four major elements in common: plausibility, defined concepts, observability, and general explanation.
#1: Plausibility
At first glance, this quality of a hypothesis might seem obvious. When your hypothesis is plausible, that means itâs possible given what we know about science and general common sense. However, improbable hypotheses are more common than you might think.
Imagine youâre studying weight gain and television watching habits. If you hypothesize that people who watch more than twenty hours of television a week will gain two hundred pounds or more over the course of a year, this might be improbable (though itâs potentially possible). Consequently, c ommon sense can tell us the results of the study before the study even begins.
Improbable hypotheses generally go against science, as well. Take this hypothesis example:
âIf a person smokes one cigarette a day, then they will have lungs just as healthy as the average personâs.â
This hypothesis is obviously untrue, as studies have shown again and again that cigarettes negatively affect lung health. You must be careful that your hypotheses do not reflect your own personal opinion more than they do scientifically-supported findings. This plausibility points to the necessity of research before the hypothesis is written to make sure that your hypothesis has not already been disproven.
#2: Defined Concepts
The more advanced you are in your studies, the more likely that the terms youâre using in your hypothesis are specific to a limited set of knowledge. One of the hypothesis testing examples might include the readability of printed text in newspapers, where you might use words like âkerningâ and âx-height.â Unless your readers have a background in graphic design, itâs likely that they wonât know what you mean by these terms. Thus, itâs important to either write what they mean in the hypothesis itself or in the report before the hypothesis.
Hereâs what we mean. Which of the following sentences makes more sense to the common person?
If the kerning is greater than average, more words will be read per minute.
If the space between letters is greater than average, more words will be read per minute.
For people reading your report that are not experts in typography, simply adding a few more words will be helpful in clarifying exactly what the experiment is all about. Itâs always a good idea to make your research and findings as accessible as possible.
Good hypotheses ensure that you can observe the results.
#3: Observability
In order to measure the truth or falsity of your hypothesis, you must be able to see your variables and the way they interact. For instance, if your hypothesis is that the flight patterns of satellites affect the strength of certain television signals, yet you donât have a telescope to view the satellites or a television to monitor the signal strength, you cannot properly observe your hypothesis and thus cannot continue your study.
Some variables may seem easy to observe, but if you do not have a system of measurement in place, you cannot observe your hypothesis properly. Hereâs an example: if youâre experimenting on the effect of healthy food on overall happiness, but you donât have a way to monitor and measure what âoverall happinessâ means, your results will not reflect the truth. Monitoring how often someone smiles for a whole day is not reasonably observable, but having the participants state how happy they feel on a scale of one to ten is more observable.
In writing your hypothesis, always keep in mind how you'll execute the experiment.
#4: Generalizability
Perhaps youâd like to study what color your best friend wears the most often by observing and documenting the colors she wears each day of the week. This might be fun information for her and you to know, but beyond you two, there arenât many people who could benefit from this experiment. When you start an experiment, you should note how generalizable your findings may be if they are confirmed. Generalizability is basically how common a particular phenomenon is to other peopleâs everyday life.
Letâs say youâre asking a question about the health benefits of eating an apple for one day only, you need to realize that the experiment may be too specific to be helpful. It does not help to explain a phenomenon that many people experience. If you find yourself with too specific of a hypothesis, go back to asking the big question: what is it that you want to know, and what do you think will happen between your two variables?
Hypothesis Testing Examples
We know it can be hard to write a good hypothesis unless youâve seen some good hypothesis examples. Weâve included four hypothesis examples based on some made-up experiments. Use these as templates or launch pads for coming up with your own hypotheses.
Experiment #1: Students Studying Outside (Writing a Hypothesis)
You are a student at PrepScholar University. When you walk around campus, you notice that, when the temperature is above 60 degrees, more students study in the quad. You want to know when your fellow students are more likely to study outside. With this information, how do you make the best hypothesis possible?
You must remember to make additional observations and do secondary research before writing your hypothesis. In doing so, you notice that no one studies outside when itâs 75 degrees and raining, so this should be included in your experiment. Also, studies done on the topic beforehand suggested that students are more likely to study in temperatures less than 85 degrees. With this in mind, you feel confident that you can identify your variables and write your hypotheses:
If-then: âIf the temperature in Fahrenheit is less than 60 degrees, significantly fewer students will study outside.â
Null: âIf the temperature in Fahrenheit is less than 60 degrees, the same number of students will study outside as when it is more than 60 degrees.â
These hypotheses are plausible, as the temperatures are reasonably within the bounds of what is possible. The number of people in the quad is also easily observable. It is also not a phenomenon specific to only one person or at one time, but instead can explain a phenomenon for a broader group of people.
To complete this experiment, you pick the month of October to observe the quad. Every day (except on the days where itâs raining)from 3 to 4 PM, when most classes have released for the day, you observe how many people are on the quad. You measure how many people come and how many leave. You also write down the temperature on the hour.
After writing down all of your observations and putting them on a graph, you find that the most students study on the quad when it is 70 degrees outside, and that the number of students drops a lot once the temperature reaches 60 degrees or below. In this case, your research report would state that you accept or âfailed to rejectâ your first hypothesis with your findings.
Experiment #2: The Cupcake Store (Forming a Simple Experiment)
Letâs say that you work at a bakery. You specialize in cupcakes, and you make only two colors of frosting: yellow and purple. You want to know what kind of customers are more likely to buy what kind of cupcake, so you set up an experiment. Your independent variable is the customerâs gender, and the dependent variable is the color of the frosting. What is an example of a hypothesis that might answer the question of this study?
Hereâs what your hypotheses might look like:
If-then: âIf customersâ gender is female, then they will buy more yellow cupcakes than purple cupcakes.â
Null: âIf customersâ gender is female, then they will be just as likely to buy purple cupcakes as yellow cupcakes.â
This is a pretty simple experiment! It passes the test of plausibility (there could easily be a difference), defined concepts (thereâs nothing complicated about cupcakes!), observability (both color and gender can be easily observed), and general explanation ( this would potentially help you make better business decisions ).
Experiment #3: Backyard Bird Feeders (Integrating Multiple Variables and Rejecting the If-Then Hypothesis)
While watching your backyard bird feeder, you realized that different birds come on the days when you change the types of seeds. You decide that you want to see more cardinals in your backyard, so you decide to see what type of food they like the best and set up an experiment.
However, one morning, you notice that, while some cardinals are present, blue jays are eating out of your backyard feeder filled with millet. You decide that, of all of the other birds, you would like to see the blue jays the least. This means you'll have more than one variable in your hypothesis. Your new hypotheses might look like this:
If-then: âIf sunflower seeds are placed in the bird feeders, then more cardinals will come than blue jays. If millet is placed in the bird feeders, then more blue jays will come than cardinals.â
Null: âIf either sunflower seeds or millet are placed in the bird, equal numbers of cardinals and blue jays will come.â
Through simple observation, you actually find that cardinals come as often as blue jays when sunflower seeds or millet is in the bird feeder. In this case, you would reject your âif-thenâ hypothesis and âfail to rejectâ your null hypothesis . You cannot accept your first hypothesis, because itâs clearly not true. Instead you found that there was actually no relation between your different variables. Consequently, you would need to run more experiments with different variables to see if the new variables impact the results.
Experiment #4: In-Class Survey (Including an Alternative Hypothesis)
Youâre about to give a speech in one of your classes about the importance of paying attention. You want to take this opportunity to test a hypothesis youâve had for a while:
If-then: If students sit in the first two rows of the classroom, then they will listen better than students who do not.
Null: If students sit in the first two rows of the classroom, then they will not listen better or worse than students who do not.
You give your speech and then ask your teacher if you can hand out a short survey to the class. On the survey, youâve included questions about some of the topics you talked about. When you get back the results, youâre surprised to see that not only do the students in the first two rows not pay better attention, but they also scored worse than students in other parts of the classroom! Here, both your if-then and your null hypotheses are not representative of your findings. What do you do?
This is when you reject both your if-then and null hypotheses and instead create an alternative hypothesis . This type of hypothesis is used in the rare circumstance that neither of your hypotheses is able to capture your findings . Now you can use what youâve learned to draft new hypotheses and test again!
Key Takeaways: Hypothesis Writing
The more comfortable you become with writing hypotheses, the better they will become. The structure of hypotheses is flexible and may need to be changed depending on what topic you are studying. The most important thing to remember is the purpose of your hypothesis and the difference between the if-then and the null . From there, in forming your hypothesis, you should constantly be asking questions, making observations, doing secondary research, and considering your variables. After you have written your hypothesis, be sure to edit it so that it is plausible, clearly defined, observable, and helpful in explaining a general phenomenon.
Writing a hypothesis is something that everyone, from elementary school children competing in a science fair to professional scientists in a lab, needs to know how to do. Hypotheses are vital in experiments and in properly executing the scientific method . When done correctly, hypotheses will set up your studies for success and help you to understand the world a little better, one experiment at a time.
Whatâs Next?
If youâre studying for the science portion of the ACT, thereâs definitely a lot you need to know. Weâve got the tools to help, though! Start by checking out our ultimate study guide for the ACT Science subject test. Once you read through that, be sure to download our recommended ACT Science practice tests , since theyâre one of the most foolproof ways to improve your score. (And donât forget to check out our expert guide book , too.)
If you love science and want to major in a scientific field, you should start preparing in high school . Here are the science classes you should take to set yourself up for success.
If youâre trying to think of science experiments you can do for class (or for a science fair!), hereâs a list of 37 awesome science experiments you can do at home
Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.
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What is a hypothesis?
No. A hypothesis is sometimes described as an educated guess. That's not the same thing as a guess and not really a good description of a hypothesis either. Let's try working through an example.
If you put an ice cube on a plate and place it on the table, what will happen? A very young child might guess that it will still be there in a couple of hours. Most people would agree with the hypothesis that:
An ice cube will melt in less than 30 minutes.
You could put sit and watch the ice cube melt and think you've proved a hypothesis. But you will have missed some important steps.
For a good science fair project you need to do quite a bit of research before any experimenting. Start by finding some information about how and why water melts. You could read a book, do a bit of Google searching, or even ask an expert. For our example, you could learn about how temperature and air pressure can change the state of water. Don't forget that elevation above sea level changes air pressure too.
Now, using all your research, try to restate that hypothesis.
An ice cube will melt in less than 30 minutes in a room at sea level with a temperature of 20C or 68F.
But wait a minute. What is the ice made from? What if the ice cube was made from salt water, or you sprinkled salt on a regular ice cube? Time for some more research. Would adding salt make a difference? Turns out it does. Would other chemicals change the melting time?
Using this new information, let's try that hypothesis again.
An ice cube made with tap water will melt in less than 30 minutes in a room at sea level with a temperature of 20C or 68F.
Does that seem like an educated guess? No, it sounds like you are stating the obvious.
At this point, it is obvious only because of your research. You haven't actually done the experiment. Now it's time to run the experiment to support the hypothesis.
A hypothesis isn't an educated guess. It is a tentative explanation for an observation, phenomenon, or scientific problem that can be tested by further investigation.
Once you do the experiment and find out if it supports the hypothesis, it becomes part of scientific theory.
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The Scientific Method Lesson Plan: Developing Hypotheses
Submitted by: charlie conway.
This is a lesson plan designed to be incorporated into a elementary or middle school general science class. Using BrainPOP and its resources, students will be introduced (or further exposed) to the steps necessary to undertake scientific experimentation leading (perhaps) to a Science Fair project. The Scientific Method is a core structure in learning about scientific inquiry, and although there are many variations of this set of procedures, they all usually have similar components. This lesson should take 45-60 minutes, with opportunities for extending the lesson further.
Students will:
- Students will use BrainPOP features to build their understandings of the Scientific Method.
- Students will learn how to identify and write effective hypotheses.
- Students will use game play to write an appropriate hypothesis for an experiment.
- Students will identify and utilize the tools necessary to design a scientific investigation.
- Laptops/Computers
- Interactive White Board
- Pencil/Paper
- Class set of photocopies of the Scientific Method Flow Chart
- BrainPOP accounts (optional)
Vocabulary:
Preparation:.
These procedures may be modified according to the needs/resources of each teacher & class. For example, you may decide to do the quiz with pencil/paper, or do the quiz as a class.
Lesson Procedure:
- Ask the students how scientists answer questions and solve problems. Take a few minutes to explore students' prior knowledge with a short discussion.
- Tell the class that you're going to watch a BrainPOP movie about answering a scientific question about plant growth.
- Show the BrainPOP movie on the Scientific Method two times. The first time, students should just watch and listen. The second time they should take notes. Pause the movie at critical STOP points.
- Students should log on to their individual student accounts and take the Scientific Method Quiz to give the teacher some immediate feedback. (This can also be done as a pre-assessment, or at the very end of the lesson). NOTE: If you choose to, you can give a pencil/paper quiz also; students who work best with electronic media can be given accommodations). If you don't have access to individual student logins via MyBrainPOP (a school subscription), students can take the Review Quiz or paper quiz instead.
- Discuss the main points from the movie: a. Write the definition of the scientific method: the procedure scientists use to help explain why things happen. b. Make a list on the board of the steps mentioned as part of the scientific method: problem, fact finding, observation, inference, hypothesis, experiment, conclusions. c. Tell students that there are various versions of the scientific method that they may see, but they are all basically the same.
- Hand out the Scientific Method Flow Chart . Introduce the "If...then...because..." format for writing hypotheses. Give the students 10 minutes to complete the sheet with their group. They may use their notes from the movie to help them, and/or work collaboratively with other students.
- Discuss some of the student responses in class. Focus on the hypotheses, and explain that a good hypothesis is a testable explanation of the problem. For example, a good hypothesis to the third problem would be, "If I move farther away from the microwave oven, then the cell phone signal will improve because I am further away from the source of interference." Show how this is a TESTABLE hypothesis that can lead to a scientific experiment.
- Introduce the students to the Pavlovâs Dog game in GameUP. Allow time for the kids to explore the game without telling them why they are playing it.
- After 10-15 minutes, have the students take a break from playing, and have a short discussion about the game. Ask if anyone was able to complete the task successfully, and have them share how they got the "diploma." If time allows, show the students how to complete the task so that they all understand that the dog has been conditioned to respond to a stimulus (noise before food has been introduced).
- Have the students write a hypothesis that Pavlov may have written before he started his experiment. Students can either do this with pencil/paper, or the teacher may create a BrainPOP quiz and have students submit their hypothesis electronically. This may be used as a part of the assessment.
- Choose some sample responses from the students, highlighting the hypotheses that are TESTABLE, and not just guesses or predictions.
If this lesson is an introduction to allowing students to plan and carry out their own experiments, then all that follows is naturally an extension to the lesson.
Other, shorter extensions are easy to develop as well.
Extension Activities:
- BrainPOP Jr. (K-3)
- BrainPOP ELL
- BrainPOP Science
- BrainPOP Español
- BrainPOP Français
- Set Up Accounts
- Single Sign-on
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Hypothesis facts for kids
A hypothesis is a proposed explanation for some event or problem.
Cardinal Bellarmine gave a well known example of the older sense of the word in his warning to Galileo in the early 17th century: that he must not treat the motion of the Earth as a reality, but merely as a hypothesis.
Today, a hypothesis refers to an idea that needs to be tested . A hypothesis needs more work by the researcher in order to check it. A tested hypothesis that works, may become part of a theory or become a theory itself. The testing should be an attempt to prove the hypothesis is wrong. That is, there should be a way to falsify the hypothesis, at least in principle.
People often call a hypothesis an "educated guess".
Experimenters may test and reject several hypotheses before solving the problem.
A 'working hypothesis' is just a rough kind of hypothesis that is provisionally accepted as a basis for further research. The hope is that a theory will be produced, even if the hypothesis ultimately fails.
Hypotheses are especially important in science. Several philosophers have said that without hypotheses there could be no science. In recent years, philosophers of science have tried to integrate the various approaches to testing hypotheses, and the scientific method in general, to form a more complete system. The point is that hypotheses are suggested ideas which are then tested by experiments or observations .
In statistics , people talk about correlation : correlation is how closely related two events or phenomena are. A proposition (or hypothesis) that two events are related cannot be tested in the same way as a law of nature is tested. An example would be to see if some drug is effective to treat a given medical condition. Even if there is a strong correlation that indicates that this is the case, some samples would still not fit the hypothesis.
There are two hypotheses in statistical tests, called the null hypothesis and the alternative hypothesis. The null hypothesis states that there is no link between the phenomena. The alternative hypothesis states that there is some kind of link. The alternative hypothesis may take several forms. It can be two-sided (for example: there is some effect, in a yet unknown direction) or one-sided (the direction of the supposed relation, positive or negative, is fixed in advance).
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Home » What is a Hypothesis – Types, Examples and Writing Guide
What is a Hypothesis – Types, Examples and Writing Guide
Table of Contents
Definition:
Hypothesis is an educated guess or proposed explanation for a phenomenon, based on some initial observations or data. It is a tentative statement that can be tested and potentially proven or disproven through further investigation and experimentation.
Hypothesis is often used in scientific research to guide the design of experiments and the collection and analysis of data. It is an essential element of the scientific method, as it allows researchers to make predictions about the outcome of their experiments and to test those predictions to determine their accuracy.
Types of Hypothesis
Types of Hypothesis are as follows:
Research Hypothesis
A research hypothesis is a statement that predicts a relationship between variables. It is usually formulated as a specific statement that can be tested through research, and it is often used in scientific research to guide the design of experiments.
Null Hypothesis
The null hypothesis is a statement that assumes there is no significant difference or relationship between variables. It is often used as a starting point for testing the research hypothesis, and if the results of the study reject the null hypothesis, it suggests that there is a significant difference or relationship between variables.
Alternative Hypothesis
An alternative hypothesis is a statement that assumes there is a significant difference or relationship between variables. It is often used as an alternative to the null hypothesis and is tested against the null hypothesis to determine which statement is more accurate.
Directional Hypothesis
A directional hypothesis is a statement that predicts the direction of the relationship between variables. For example, a researcher might predict that increasing the amount of exercise will result in a decrease in body weight.
Non-directional Hypothesis
A non-directional hypothesis is a statement that predicts the relationship between variables but does not specify the direction. For example, a researcher might predict that there is a relationship between the amount of exercise and body weight, but they do not specify whether increasing or decreasing exercise will affect body weight.
Statistical Hypothesis
A statistical hypothesis is a statement that assumes a particular statistical model or distribution for the data. It is often used in statistical analysis to test the significance of a particular result.
Composite Hypothesis
A composite hypothesis is a statement that assumes more than one condition or outcome. It can be divided into several sub-hypotheses, each of which represents a different possible outcome.
Empirical Hypothesis
An empirical hypothesis is a statement that is based on observed phenomena or data. It is often used in scientific research to develop theories or models that explain the observed phenomena.
Simple Hypothesis
A simple hypothesis is a statement that assumes only one outcome or condition. It is often used in scientific research to test a single variable or factor.
Complex Hypothesis
A complex hypothesis is a statement that assumes multiple outcomes or conditions. It is often used in scientific research to test the effects of multiple variables or factors on a particular outcome.
Applications of Hypothesis
Hypotheses are used in various fields to guide research and make predictions about the outcomes of experiments or observations. Here are some examples of how hypotheses are applied in different fields:
- Science : In scientific research, hypotheses are used to test the validity of theories and models that explain natural phenomena. For example, a hypothesis might be formulated to test the effects of a particular variable on a natural system, such as the effects of climate change on an ecosystem.
- Medicine : In medical research, hypotheses are used to test the effectiveness of treatments and therapies for specific conditions. For example, a hypothesis might be formulated to test the effects of a new drug on a particular disease.
- Psychology : In psychology, hypotheses are used to test theories and models of human behavior and cognition. For example, a hypothesis might be formulated to test the effects of a particular stimulus on the brain or behavior.
- Sociology : In sociology, hypotheses are used to test theories and models of social phenomena, such as the effects of social structures or institutions on human behavior. For example, a hypothesis might be formulated to test the effects of income inequality on crime rates.
- Business : In business research, hypotheses are used to test the validity of theories and models that explain business phenomena, such as consumer behavior or market trends. For example, a hypothesis might be formulated to test the effects of a new marketing campaign on consumer buying behavior.
- Engineering : In engineering, hypotheses are used to test the effectiveness of new technologies or designs. For example, a hypothesis might be formulated to test the efficiency of a new solar panel design.
How to write a Hypothesis
Here are the steps to follow when writing a hypothesis:
Identify the Research Question
The first step is to identify the research question that you want to answer through your study. This question should be clear, specific, and focused. It should be something that can be investigated empirically and that has some relevance or significance in the field.
Conduct a Literature Review
Before writing your hypothesis, it’s essential to conduct a thorough literature review to understand what is already known about the topic. This will help you to identify the research gap and formulate a hypothesis that builds on existing knowledge.
Determine the Variables
The next step is to identify the variables involved in the research question. A variable is any characteristic or factor that can vary or change. There are two types of variables: independent and dependent. The independent variable is the one that is manipulated or changed by the researcher, while the dependent variable is the one that is measured or observed as a result of the independent variable.
Formulate the Hypothesis
Based on the research question and the variables involved, you can now formulate your hypothesis. A hypothesis should be a clear and concise statement that predicts the relationship between the variables. It should be testable through empirical research and based on existing theory or evidence.
Write the Null Hypothesis
The null hypothesis is the opposite of the alternative hypothesis, which is the hypothesis that you are testing. The null hypothesis states that there is no significant difference or relationship between the variables. It is important to write the null hypothesis because it allows you to compare your results with what would be expected by chance.
Refine the Hypothesis
After formulating the hypothesis, it’s important to refine it and make it more precise. This may involve clarifying the variables, specifying the direction of the relationship, or making the hypothesis more testable.
Examples of Hypothesis
Here are a few examples of hypotheses in different fields:
- Psychology : “Increased exposure to violent video games leads to increased aggressive behavior in adolescents.”
- Biology : “Higher levels of carbon dioxide in the atmosphere will lead to increased plant growth.”
- Sociology : “Individuals who grow up in households with higher socioeconomic status will have higher levels of education and income as adults.”
- Education : “Implementing a new teaching method will result in higher student achievement scores.”
- Marketing : “Customers who receive a personalized email will be more likely to make a purchase than those who receive a generic email.”
- Physics : “An increase in temperature will cause an increase in the volume of a gas, assuming all other variables remain constant.”
- Medicine : “Consuming a diet high in saturated fats will increase the risk of developing heart disease.”
Purpose of Hypothesis
The purpose of a hypothesis is to provide a testable explanation for an observed phenomenon or a prediction of a future outcome based on existing knowledge or theories. A hypothesis is an essential part of the scientific method and helps to guide the research process by providing a clear focus for investigation. It enables scientists to design experiments or studies to gather evidence and data that can support or refute the proposed explanation or prediction.
The formulation of a hypothesis is based on existing knowledge, observations, and theories, and it should be specific, testable, and falsifiable. A specific hypothesis helps to define the research question, which is important in the research process as it guides the selection of an appropriate research design and methodology. Testability of the hypothesis means that it can be proven or disproven through empirical data collection and analysis. Falsifiability means that the hypothesis should be formulated in such a way that it can be proven wrong if it is incorrect.
In addition to guiding the research process, the testing of hypotheses can lead to new discoveries and advancements in scientific knowledge. When a hypothesis is supported by the data, it can be used to develop new theories or models to explain the observed phenomenon. When a hypothesis is not supported by the data, it can help to refine existing theories or prompt the development of new hypotheses to explain the phenomenon.
When to use Hypothesis
Here are some common situations in which hypotheses are used:
- In scientific research , hypotheses are used to guide the design of experiments and to help researchers make predictions about the outcomes of those experiments.
- In social science research , hypotheses are used to test theories about human behavior, social relationships, and other phenomena.
- I n business , hypotheses can be used to guide decisions about marketing, product development, and other areas. For example, a hypothesis might be that a new product will sell well in a particular market, and this hypothesis can be tested through market research.
Characteristics of Hypothesis
Here are some common characteristics of a hypothesis:
- Testable : A hypothesis must be able to be tested through observation or experimentation. This means that it must be possible to collect data that will either support or refute the hypothesis.
- Falsifiable : A hypothesis must be able to be proven false if it is not supported by the data. If a hypothesis cannot be falsified, then it is not a scientific hypothesis.
- Clear and concise : A hypothesis should be stated in a clear and concise manner so that it can be easily understood and tested.
- Based on existing knowledge : A hypothesis should be based on existing knowledge and research in the field. It should not be based on personal beliefs or opinions.
- Specific : A hypothesis should be specific in terms of the variables being tested and the predicted outcome. This will help to ensure that the research is focused and well-designed.
- Tentative: A hypothesis is a tentative statement or assumption that requires further testing and evidence to be confirmed or refuted. It is not a final conclusion or assertion.
- Relevant : A hypothesis should be relevant to the research question or problem being studied. It should address a gap in knowledge or provide a new perspective on the issue.
Advantages of Hypothesis
Hypotheses have several advantages in scientific research and experimentation:
- Guides research: A hypothesis provides a clear and specific direction for research. It helps to focus the research question, select appropriate methods and variables, and interpret the results.
- Predictive powe r: A hypothesis makes predictions about the outcome of research, which can be tested through experimentation. This allows researchers to evaluate the validity of the hypothesis and make new discoveries.
- Facilitates communication: A hypothesis provides a common language and framework for scientists to communicate with one another about their research. This helps to facilitate the exchange of ideas and promotes collaboration.
- Efficient use of resources: A hypothesis helps researchers to use their time, resources, and funding efficiently by directing them towards specific research questions and methods that are most likely to yield results.
- Provides a basis for further research: A hypothesis that is supported by data provides a basis for further research and exploration. It can lead to new hypotheses, theories, and discoveries.
- Increases objectivity: A hypothesis can help to increase objectivity in research by providing a clear and specific framework for testing and interpreting results. This can reduce bias and increase the reliability of research findings.
Limitations of Hypothesis
Some Limitations of the Hypothesis are as follows:
- Limited to observable phenomena: Hypotheses are limited to observable phenomena and cannot account for unobservable or intangible factors. This means that some research questions may not be amenable to hypothesis testing.
- May be inaccurate or incomplete: Hypotheses are based on existing knowledge and research, which may be incomplete or inaccurate. This can lead to flawed hypotheses and erroneous conclusions.
- May be biased: Hypotheses may be biased by the researcher’s own beliefs, values, or assumptions. This can lead to selective interpretation of data and a lack of objectivity in research.
- Cannot prove causation: A hypothesis can only show a correlation between variables, but it cannot prove causation. This requires further experimentation and analysis.
- Limited to specific contexts: Hypotheses are limited to specific contexts and may not be generalizable to other situations or populations. This means that results may not be applicable in other contexts or may require further testing.
- May be affected by chance : Hypotheses may be affected by chance or random variation, which can obscure or distort the true relationship between variables.
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A hypothesis is an explanation that is proposed for a phenomenon. Formulating a hypothesis is a step of the scientific method .
Alternate Spellings: plural: hypotheses
Examples: Upon observing that a lake appears blue under a blue sky, you might propose the hypothesis that the lake is blue because it is reflecting the sky. One alternate hypothesis would be that the lake is blue because water is blue.
Hypothesis Versus Theory
Although in common usage the terms hypothesis and theory are used interchangeably, the two words mean something different from each other in science. Like a hypothesis, a theory is testable and may be used to make predictions. However, a theory has been tested using the scientific method many times. Testing a hypothesis may, over time, lead to the formulation of a theory.
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Definition of hypothesis
Did you know.
The Difference Between Hypothesis and Theory
A hypothesis is an assumption, an idea that is proposed for the sake of argument so that it can be tested to see if it might be true.
In the scientific method, the hypothesis is constructed before any applicable research has been done, apart from a basic background review. You ask a question, read up on what has been studied before, and then form a hypothesis.
A hypothesis is usually tentative; it's an assumption or suggestion made strictly for the objective of being tested.
A theory , in contrast, is a principle that has been formed as an attempt to explain things that have already been substantiated by data. It is used in the names of a number of principles accepted in the scientific community, such as the Big Bang Theory . Because of the rigors of experimentation and control, it is understood to be more likely to be true than a hypothesis is.
In non-scientific use, however, hypothesis and theory are often used interchangeably to mean simply an idea, speculation, or hunch, with theory being the more common choice.
Since this casual use does away with the distinctions upheld by the scientific community, hypothesis and theory are prone to being wrongly interpreted even when they are encountered in scientific contextsâor at least, contexts that allude to scientific study without making the critical distinction that scientists employ when weighing hypotheses and theories.
The most common occurrence is when theory is interpretedâand sometimes even gleefully seized uponâto mean something having less truth value than other scientific principles. (The word law applies to principles so firmly established that they are almost never questioned, such as the law of gravity.)
This mistake is one of projection: since we use theory in general to mean something lightly speculated, then it's implied that scientists must be talking about the same level of uncertainty when they use theory to refer to their well-tested and reasoned principles.
The distinction has come to the forefront particularly on occasions when the content of science curricula in schools has been challengedânotably, when a school board in Georgia put stickers on textbooks stating that evolution was "a theory, not a fact, regarding the origin of living things." As Kenneth R. Miller, a cell biologist at Brown University, has said , a theory "doesnât mean a hunch or a guess. A theory is a system of explanations that ties together a whole bunch of facts. It not only explains those facts, but predicts what you ought to find from other observations and experiments.â
While theories are never completely infallible, they form the basis of scientific reasoning because, as Miller said "to the best of our ability, weâve tested them, and theyâve held up."
- proposition
- supposition
hypothesis , theory , law mean a formula derived by inference from scientific data that explains a principle operating in nature.
hypothesis implies insufficient evidence to provide more than a tentative explanation.
theory implies a greater range of evidence and greater likelihood of truth.
law implies a statement of order and relation in nature that has been found to be invariable under the same conditions.
Examples of hypothesis in a Sentence
These examples are programmatically compiled from various online sources to illustrate current usage of the word 'hypothesis.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.
Word History
Greek, from hypotithenai to put under, suppose, from hypo- + tithenai to put â more at do
1641, in the meaning defined at sense 1a
Phrases Containing hypothesis
- counter - hypothesis
- nebular hypothesis
- null hypothesis
- planetesimal hypothesis
- Whorfian hypothesis
Articles Related to hypothesis
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hypothesize
Cite this Entry
“Hypothesis.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/hypothesis. Accessed 2 May. 2024.
Kids Definition
Kids definition of hypothesis, medical definition, medical definition of hypothesis, more from merriam-webster on hypothesis.
Nglish: Translation of hypothesis for Spanish Speakers
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Problem 1. a) There is a positive relationship between the length of a pendulum and the period of the pendulum. This is a prediction that can be tested by various experiments. Problem 2. c) Diets ...
Follow this easy formula to write a strong hypothesis: If (I do this), then (this will happen). We call this an if - then statement. Here are some examples of an if - then statement: If I use ...
A hypothesis (plural hypotheses) is a proposed explanation for an observation. The definition depends on the subject. In science, a hypothesis is part of the scientific method. It is a prediction or explanation that is tested by an experiment. Observations and experiments may disprove a scientific hypothesis, but can never entirely prove one.
A hypothesis, which is a tentative explanation, can lead to a prediction. Predictions forecast the outcome of an experiment but do not include an explanation. Predictions often use if-then statements, just as hypotheses do, but this does not make a prediction a hypothesis. For example, a prediction might take the form of, "If I do [X], then ...
Merriam Webster defines a hypothesis as "an assumption or concession made for the sake of argument.". In other words, a hypothesis is an educated guess. Scientists make a reasonable assumption--or a hypothesis--then design an experiment to test whether it's true or not.
A hypothesis is a tentative, testable answer to a scientific question. Once a scientist has a scientific question she is interested in, the scientist reads up to find out what is already known on the topic. Then she uses that information to form a tentative answer to her scientific question. Sometimes people refer to the tentative answer as "an ...
Hypothesis Lesson Plan for Elementary School. Jennifer has taught elementary levels K-3 and has master's degrees in elementary education and curriculum/instruction and educational leadership ...
An ice cube will melt in less than 30 minutes. You could put sit and watch the ice cube melt and think you've proved a hypothesis. But you will have missed some important steps. For a good science fair project you need to do quite a bit of research before any experimenting. Start by finding some information about how and why water melts.
Discuss the main points from the movie: a. Write the definition of the scientific method: the procedure scientists use to help explain why things happen. b. Make a list on the board of the steps mentioned as part of the scientific method: problem, fact finding, observation, inference, hypothesis, experiment, conclusions. c.
Developing a hypothesis (with example) Step 1. Ask a question. Writing a hypothesis begins with a research question that you want to answer. The question should be focused, specific, and researchable within the constraints of your project. Example: Research question.
A hypothesis is a proposed explanation for some event or problem. Cardinal Bellarmine gave a well known example of the older sense of the word in his warning to Galileo in the early 17th century: that he must not treat the motion of the Earth as a reality, but merely as a hypothesis. Today, a hypothesis refers to an idea that needs to be tested.
Definition: Hypothesis is an educated guess or proposed explanation for a phenomenon, based on some initial observations or data. It is a tentative statement that can be tested and potentially proven or disproven through further investigation and experimentation. Hypothesis is often used in scientific research to guide the design of experiments ...
A hypothesis is the best answer to a question based on what is known. Scientists take that best answer and do experiments to see if it still makes sense or if a better answer can be made. When a scientist has a question they want to answer, they research what is already known about the topic. Then, they come up with their best answer to the ...
Unlocking Curiosity: Discovering the Power of Hypotheses with Our Kid-Friendly Definition! đđ Dive into the world of science with our exciting video! Join...
In simple terms, the scientific method is a way for scientists to study and learn things. It doesn't matter what the scientist is trying to learn, using the scientific method can help them come up with an answer. The first thing to do with the scientific method is to come up with a question. You can't find the answer until you know the question ...
These books contain three developmentally appropriate reading levels for each grade span. Each level of the book conveys similar concepts, images, and vocabulary. Hypotheses. Hypotheses are statements that predict an outcome and provide a potential explanation for an experiment, based on prior knowledge. By using the resources below, students ...
Hypothesis Definition (Science) A hypothesis is an explanation that is proposed for a phenomenon. Formulating a hypothesis is a step of the scientific method . Alternate Spellings: plural: hypotheses. Examples: Upon observing that a lake appears blue under a blue sky, you might propose the hypothesis that the lake is blue because it is ...
A hypothesis is an educated guess about what will happen in your experiment. It is NOT just a random guess! Your hypothesis should have some reason or factual basis for happening. A good hypothesis almost always follows this pattern: It is brief. It answers the "Question". It uses the same word pattern as the "Question".
A hypothesis is often called an "educated guess," but this is an oversimplification. An example of a hypothesis would be: "If snake species A and B compete for the same resources, and if we ...
hypothesis, something supposed or taken for granted, with the object of following out its consequences (Greek hypothesis, "a putting under," the Latin equivalent being suppositio ). Discussion with Kara Rogers of how the scientific model is used to test a hypothesis or represent a theory. Kara Rogers, senior biomedical sciences editor of ...
The meaning of hypothesis. Definition of hypothesis. Best online English dictionaries for children, with kid-friendly definitions, integrated thesaurus for kids, images, and animations. Spanish and Chinese language support available
hypothesis: [noun] an assumption or concession made for the sake of argument. an interpretation of a practical situation or condition taken as the ground for action.
Test your hypothesis Now that you've done your analysis, try writing down a first draft. Drawing on the first two topics, your value proposition should sound like this:
The quiz will help you practice the following skills: Defining key concepts - be able to accurately define the term hypothesis. Knowledge application - use what you know about science experiments ...