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Subjects

Science

Hypothesis and experimentation

In Class 9 Science, within “Exploration: Entering the World of Secondary Science,” students learn how scientific questions can be turned into testable hypotheses. They examine the difference between an observation, an inference, and a prediction; identify variables and controls; plan fair experiments; and record evidence carefully. The topic develops skills in measuring, organizing data, interpreting results, recognizing sources of error, and drawing conclusions supported by evidence. Students also understand that experiments refine ideas rather than simply prove them.

Expert · Level 3 · 25 questions

TOPIC PRACTICE

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25 questions

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  1. Increasing light will increase the number of oxygen bubbles in a fixed time
  2. The plant will look healthier
  3. Light is necessary for plants
  4. All plants will grow faster in bright light
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  1. Warm places are good for seeds
  2. If temperature is raised from (20^\circ C) to (30^\circ C) then the percentage of seeds germinated in the same time will increase
  3. Seeds definitely prefer warmth
  4. Temperature affects life
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  1. Names given to the plants
  2. Colour used to record measurements
  3. Plant species and initial age
  4. Experimenter's preference
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  1. Delete the inconsistent data
  2. Declare the hypothesis true
  3. Stop the experiment and hide the result
  4. Check the method and data and consider revising the hypothesis
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  1. Repeated trials at different temperatures consistently show less time at higher temperature
  2. Sugar dissolved quickly in one warm sample
  3. The student felt that warm water was better
  4. Sugar tasted the same in all samples
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  1. Experimental variable
  2. Control group
  3. Dependent group
  4. Replication group
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  1. Random error
  2. Unit of measurement
  3. Confounding variable
  4. Positive control
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  1. When the result is already known
  2. When no experiment is needed
  3. When only description is required
  4. When testing the assumption that there is no real difference between the mean effects of two treatments
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  1. It is too broad and ignores conditions such as shape and average density
  2. It contains the word metal
  3. It can never be tested
  4. It is only a mathematical statement
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  1. Individual variation
  2. Systematic error
  3. Random error
  4. Sampling choice
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  1. Boiling point of water
  2. Time of boiling
  3. Concentration of added salt
  4. Length of thermometer
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  1. Measure one person's pulse after exercise
  2. Measure two different people once
  3. Measure only athletes' pulse
  4. Repeatedly measure and compare the pulse of several participants at rest and after the same exercise
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  1. The conclusion cannot be generalized to all students
  2. Measurement will become impossible
  3. The independent variable will disappear
  4. A control group will form automatically
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  1. Reduce the number of plants
  2. Distribute initial differences approximately evenly between groups
  3. Make all plants the same height
  4. Change the dependent variable
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  1. Record only the colour of soap
  2. Observe the plate for a longer time
  3. Keep a plate treated identically but without soap
  4. Name the colonies
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  1. Random sampling
  2. Blind testing
  3. Instrument calibration
  4. Confirmation bias
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  1. Within the tested range the mean activity was highest at (40^\circ C)
  2. Every enzyme always works best at (40^\circ C)
  3. Temperature is the only controller of enzymes
  4. The result definitely applies to all organisms
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  1. Light is definitely the cause of growth
  2. No other factor can have an effect
  3. The relationship may suggest causation but does not prove it without a controlled experiment
  4. The hypothesis automatically becomes a law
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  1. Reduce sample size
  2. Increase the dose
  3. Remove the independent variable
  4. Reduce response bias caused by expectations
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  1. Time taken to produce a fixed volume of gas
  2. Name of the acid
  3. Size of the laboratory
  4. Manufacturer of the beaker
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  1. An invisible force always changes results but can never be measured
  2. Under identical conditions a solid with greater surface area will dissolve faster
  3. Nature is mysterious
  4. Some events happen because of fate
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  1. There will be too much data
  2. There will be no dependent variable
  3. It will be difficult to determine the two effects separately
  4. The hypothesis will automatically be correct
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  1. Use a less sensitive instrument
  2. Record the value by guessing
  3. Measure only once
  4. Take several measurements with a suitably resolved instrument and calculate the mean
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  1. Precise but inaccurate
  2. Accurate but imprecise
  3. Accurate and precise
  4. Neither accurate nor precise
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  1. Colour of the drink bottle
  2. Students' favourite subjects
  3. Initial memory levels of the groups and sample size
  4. Decoration of the test room

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