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Example of a complex multiple dependent variable hypothesis:

Intelligence leaves behind a characteristic trademark or signature — what I call “specified complexity.” An event exhibits specified complexity if it is contingent and therefore not necessary; if it is complex and therefore not easily repeatable by chance; and if it is specified in the sense of exhibiting an independently given pattern. Note that complexity in the sense of improbability is not sufficient to eliminate chance: flip a coin long enough, and you’ll witness a highly complex or improbable event. Even so, you’ll have no reason not to attribute it to chance.

What role do human beings play in this hypothesis.

CORRECTION: Perhaps because the last step of the Scientific Method is usually "draw a conclusion," it's easy to imagine that studies that don't reach a clear conclusion must not be scientific or important. In fact, scientific studies don't reach "firm" conclusions. Scientific articles usually end with a discussion of the limitations of the tests performed and the alternative hypotheses that might account for the phenomenon. That's the nature of scientific knowledge — it's inherently tentative and could be overturned if new evidence, new interpretations, or a better explanation come along. In science, studies that carefully analyze the strengths and weaknesses of the test performed and of the different alternative explanations are particularly valuable since they encourage others to more thoroughly scrutinize the ideas and evidence and to develop new ways to test the ideas. To learn more about publishing and scrutiny in science, visit our discussion of .

Null, Empirical, Complex & Logical Hypothesis

Students should be actively involved in exploring phenomena that interest them both in and out of class. These investigations should be fun and exciting, opening the door to even more things to explore. An important part of students' exploration is telling others what they see, what they think, and what it makes them wonder about. Children should have lots of time to talk about what they observe and to compare their observations with those of others. A premium should be placed on careful expression, a necessity in science, but students at this level should not be expected to come up with scientifically accurate explanations for their observations. Theory can wait.

In any case, some children will be ready to offer explanations for why things happen the way they do. They should be encouraged to "check what you think against what you see." As explanations take on more and more importance, teachers must insist that students pay attention to the explanations of others and remain open to new ideas. This is an appropriate time to introduce the notion that in science it is legitimate to offer different explanations for the same set of observations, although this notion is apparently difficult for many youngsters to comprehend.

Research Problems, Purposes, and Hypotheses …

If we really thought that genetic information was like the signal in Contact, shouldn’t we infer we were designed by extraterrestrials? Intelligent-design theorists do sometimes mention extraterrestrials as possible suspects, but most seem to have their eyes on a designer more highly placed in the heavens. The problem is, science requires a specific model that can be tested. What exactly did the designer do, and when did he do it? Dembski’s nebulous hypothesis of design, even if restricted to natural processes, provides precious little that is testable, and once supernatural processes are wedged in, it loses any chance of testability.

CORRECTION: Scientists do strive to be unbiased as they consider different scientific ideas, but scientists are people too. They have different personal beliefs and goals — and may favor different hypotheses for different reasons. Individual scientists may not be completely objective, but science can overcome this hurdle through the action of the scientific community, which scrutinizes scientific work and helps balance biases. To learn more, visit in our section on the social side of science.

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Start studying Research Problems, Purposes, and Hypotheses ..

CORRECTION: This misconception may be reinforced by introductory science courses that treat hypotheses as "things we're not sure about yet" and that only explore established and accepted theories. In fact, hypotheses, theories, and laws are rather like apples, oranges, and kumquats: one cannot grow into another, no matter how much fertilizer and water are offered. Hypotheses, theories, and laws are all scientific explanations that differ in breadth — not in level of support. Hypotheses are explanations that are limited in scope, applying to fairly narrow range of phenomena. The term is sometimes used to refer to an idea about how observable phenomena are related — but the term is also used in other ways within science. Theories are deep explanations that apply to a broad range of phenomena and that may integrate many hypotheses and laws. To learn more about this, visit our page on .

also simple/complex hypothesis ..

CORRECTION: This misconception is based on the idea of falsification, philosopher Karl Popper's influential account of scientific justification, which suggests that all science can do is reject, or falsify, hypotheses — that science cannot find evidence that one idea over others. Falsification was a popular philosophical doctrine — especially with scientists — but it was soon recognized that falsification wasn't a very complete or accurate picture of how scientific knowledge is built. In science, ideas can never be completely proved or completely disproved. Instead, science accepts or rejects ideas based on supporting and refuting evidence, and may revise those conclusions if warranted by new evidence or perspectives.

Complex hypothesis - this predicts the relationship between two or ..

CORRECTION: The feats accomplished through the application of scientific knowledge are truly astounding. Science has helped us eradicate deadly diseases, communicate with people all over the world, and build that make our lives easier everyday. But for all scientific innovations, the costs must be carefully weighed against the benefits. And, of course, there's no guarantee that solutions for some problems (e.g., finding an HIV vaccine) exist — though science is likely to help us discover them if they do exist. Furthermore, some important human concerns (e.g. some spiritual and aesthetic questions) cannot be addressed by science at all. Science is a marvelous tool for helping us understand the natural world, but it is not a cure-all for whatever problems we encounter.

Simple Hypothesis and Composite Hypothesis | …

CORRECTION: Because science relies on observation and because the process of science is unfamiliar to many, it may seem as though scientists build knowledge directly through observation. Observation critical in science, but scientists often make about what those observations mean. Observations are part of a complex process that involves coming up with ideas about how the natural world works and seeing if observations back those explanations up. Learning about the inner workings of the natural world is less like reading a book and more like writing a non-fiction book — trying out different ideas, rephrasing, running drafts by other people, and modifying text in order to present the clearest and most accurate explanations for what we observe in the natural world. To learn more about how scientific knowledge is built, visit our section .

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