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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 4 · 25 questions

TOPIC PRACTICE

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  1. Remove it immediately
  2. Treat it as the correct answer
  3. Delete all other data
  4. Check the measurement and conditions and record the reason for keeping or removing it
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  1. Test a known antibacterial agent that definitely inhibits bacterial growth along with the new agent
  2. Add only water to all plates
  3. Leave every plate unlabeled
  4. Use different bacteria in every plate
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  1. Keep different plant species in different rooms
  2. Change leaf area in similar plants and measure water loss while keeping other conditions constant
  3. Observe only large leaves
  4. Change both soil and light
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  1. Force decreases as roughness increases
  2. Force is zero on every surface
  3. Measured frictional force generally increases as roughness increases
  4. Force changes with no pattern
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  1. They are always the same sentence
  2. A prediction gives a cause and a hypothesis only gives data
  3. A hypothesis is written only after results
  4. A hypothesis is a possible explanation whereas a prediction states what should be observed in a specific test
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  1. Self-selection bias
  2. Instrument error
  3. Increased precision
  4. Absence of independent variable
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  1. The hypothesis is completely proven
  2. There may be a trend but high uncertainty means more trials are needed
  3. Spread has no importance
  4. The mean is always sufficient
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  1. Why do plants look beautiful?
  2. What is the purpose of nature?
  3. Does increasing water salinity reduce the germination percentage of radish seeds?
  4. Why is life good?
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  1. The first school is always correct
  2. The second school is wrong
  3. The hypothesis should immediately become a law
  4. The reproducibility of the method and conditions must be examined
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  1. So carbon dioxide does not confound the result
  2. So that light is removed
  3. So the plant changes colour
  4. So bubbles are not counted
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  1. The hypothesis is automatically proven
  2. It becomes easier to identify a trend and a possible optimum level
  3. The need for controls disappears
  4. The dependent variable becomes constant
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  1. It makes the hypothesis true
  2. It removes all errors
  3. It clarifies exactly how a concept or variable will be measured
  4. It predetermines the result
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  1. The hypothesis is proven forever
  2. It has become a scientific law
  3. No further trials are required
  4. The result is consistent with the hypothesis but replication is needed for confirmation
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  1. The water added may not accurately represent the water actually available
  2. Plant height will become the independent variable
  3. The hypothesis will become unmeasurable
  4. A control group will become unnecessary
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  1. When every participant remains only in the control
  2. When the same participants receive both treatments at different times and order effects are controlled
  3. When no measurements are taken
  4. When group comparison is impossible
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  1. The effect is certainly very large
  2. Instrument limits do not matter
  3. The effect may arise from limited sensitivity or saturation of the instrument
  4. The hypothesis should be treated as a law
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  1. Random assignment
  2. Positive control
  3. Calibration
  4. Outcome-based method selection bias
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  1. Repeated measurements showing increasing amplitude across several intensities under controlled conditions
  2. Hearing a loud sound once
  3. The speaker being large
  4. The sound being pleasant
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  1. Name of the experimenter
  2. Baseline value and measurement uncertainty
  3. Size of the paper
  4. Colour used for the date
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  1. Tell the observer the preferred group
  2. Record only expected results
  3. Code the samples so the measurer does not know the treatment identity
  4. Repeatedly choose the same sample
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  1. The hypothesis is completely correct
  2. All data are wrong
  3. Salt has no effect
  4. The relationship is not simply linear and the hypothesis should be revised to include concentration levels
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  1. The mean length was (15.2) cm with a spread of about (0.3) cm across repeated measurements
  2. The length is exactly (15.2) cm and no error is possible
  3. All measurements are always true
  4. Reporting uncertainty makes the result wrong
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  1. The conclusion should contain a new unrelated hypothesis
  2. The conclusion should state from the data whether the hypothesis was supported and what its limitations are
  3. The conclusion should only repeat the procedure
  4. The conclusion should hide all inconsistent data
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  1. Use different masses of different substances and measure reaction time
  2. React small and large particles of the same substance and mass with reactant of the same concentration
  3. Keep small particles warm and large particles cold
  4. Observe the reaction of only small particles
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  1. The two groups are identical in every respect
  2. The mean of the group with greater spread is certainly wrong
  3. Variability has no importance when means are equal
  4. The mean effect may appear similar but the groups differ in consistency and uncertainty

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