Biology 100Stephanie BurdettBiology .docx

Biology 100
Stephanie Burdett
Biology Department
Brigham Young University
Provo, Utah
Portfolio Question #4
The Logic of Hypothesis Testing
Important information about completing this assignment:
1. Please thoughtfully and carefully respond to each question
and exercise. It is not important whether or not you are able to
come up with the “right” answer. As you can see from the
grading guide your work will be assessed based on your ability
to think and work as a scientist!
2. Make sure you format your paper so that you’ve included
titles for each part of the activity and that you submit your
document properly
The Activity:

A. Title: Observations
· Record at least 4 observations:
·
·
·
·
B. Title: Question Development
· Write down at least 2 questions generated from your
observations. Make sure the questions you pose are suitable for
firsthand scientific investigation:
·
·
C. Title: Constructing A Hypothesis
· Select one investigable question from the list you made in
question B and use it to construct a hypothesis. Make sure you
write a highly formalized hypothesis – If….then statement that
focuses on a single independent variable and clearly shows its
relationship to the dependent variable. Don’t forget to include a
prediction:
D. Title: Experimental Design
· Design an experiment to test your hypothesis. Use bullet
points to briefly describe your experimental protocol. You
should carefully think about materials, methods, how you will

control for extraneous variable, and the data you will collect:
E. Title: Data From The Experiment
· Think about the types of data (qualitative and quantitative)
that you want to collect to provide evidence for the hypothesis.
Collect suitable data and display it appropriately (graphically,
textually, etc.)
· List strengths and weaknesses of this experiment (i.e. what
variables weren’t appropriately controlled, etc.)
F. Title: Data Analysis – Conclusion
· Analyze your data. Provide at least 4 pieces of evidence from
your analysis that either support or refute your hypothesis.
· Use bullet points to succinctly outline the main points of your
conclusion:
G. Title: Recap
· Record at least 2 uncertainties you have(Use bullet points to
give any reasons why you are not completely confident in your
results/conclusion):
H. Title: Reflection
Review your notes from previous discussions and readings in
the textbook to help you prepare your answers.
1. Record at One of the major tenets behind science is that any
scientific hypothesis and the experimental design based on that
hypothesis must be falsifiable. Briefly, provide an explanation

for why falsifiability is the foundation of scientific
experimentation and why this principle leads to scientific
advancements in knowledge. Limit your answer to no more
than 1 page, double-spaced, 12 point font.
2. Using the given vocabulary words where appropriate,
summarize the process of turning an investigable question into a
hypothesis. Limit your answer to no more than 1 page, double-
spaced, 12 point font.
· Scientifically testable
· Prediction
· Falsifiable
· Independent Variable
· Dependent variable(s)
· Controlled variables/conflicting variables
Grading Guide
A range B range C range D range
OBSERVATIONS/
QUESTION/
HYPOTHESIS
Excellent
observations
that lead to
interesting
questions and
a testable
potential
hypothesis.
The hypothesis

is testable,
falsifiable; the
independent
and dependent
variables are
clearly
identified;
contains a
clear
prediction; it is
clear that a
single
independent
variable will be
manipulated.
Good
observations
that lead to
interesting
questions and
a testable
potential
hypothesis.
The hypothesis
is testable and
falsified; the
independent
and dependent
variables are
identified as
well as a
prediction;
however, the
relationship
between each

may be a bit
fuzzy; it
appears that a
single
independent
variable will be
manipulated.
Observations
may lack detail;
however, they
do lead to
interesting
questions and
a testable
potential
hypothesis.
The hypothesis
is testable and
falsifiable;
independent
and dependent
variables are
identified, but a
solid link
between the
two may be
lacking; may or
may not
contain a
prediction; it
appears that
multiple
independent
variables might
be manipulated

(but no more
than two).
Observations
lacking or
unfocused.
Questions can
be deduced
from the
observations
but the
hypothesis
may or may not
be testable.
The hypothesis
is testable and
falsifiable but is
weak;
connection
between the
independent
and dependent
variables are
very weak or
lacking;
doesn’t contain
a prediction;
multiple
independent
variables might
be manipulated
(three or
more).
TEST DESIGN/
CONCLUSION

Test Design:
Independent
variable was
identified, is
measurable;
other variables
that were
easily
identifiable and
clearly
controlled.
Test Design:
Independent
variable was
identified; is
measureable;
90 percent of
other variables
that were
easily
identifiable
were clearly
controlled.
Test Design:
Independent
variable may
have been
identified or
was
measurable;
80 percent of
other variables
that were

easily
identifiable
Test Design:
Independent
variable often
not identified,
questionable
measurement;
70 percent of
other variables
that were
easily
identifiable
Data: Data
correlates with
test design;
recorded in a
way that
makes it easy
to read and
analyze.
Conclusion:
Could see
logical
progression of
thought—
follows data;
flaws in the
model are
recognized and
an attempt at
an explanation

is
demonstrated.
Data: Data
correlates with
test design;
recorded in a
way that
makes it easy
to read and
analyze.
Conclusion:
Logical
progression of
thought seen;
follows the
data; Flaws in
model are
recognized;
attempt at an
explanation is
demonstrated
at least 90
percent of the
time.
were clearly
controlled.
Data: Data
correlates with
test design;
recorded but
not easily
defined.
Conclusion:
Some logical

progression of
thought; may
not deviate
from the data.
Flaws in the
may be
recognized; an
attempt at an
explanation
may be
demonstrated.
were clearly
controlled.
Data: Data
may or may not
correlate with
test design but
is not easily
defined,
making
analysis
difficult.
Conclusion:
Logical
progression of
thought lacking
or random;
deviates from
data. Flaws in
the model
often not
recognized
and/or
attempts at an
explanation

lacking or
minimal.
REFLECTION
QUESTIONS
Question 1
Excellent
knowledge of
falsifiability;
excellent
explanation of
the role it plays
in
advancement
of knowledge
(only one flaw
in reasoning).
Question 2
Clear, concise
summary; all
vocabulary
used—no
major errors
Question 1
Good
understanding
of purpose of
falsifiability;
good
explanation of
the role it plays
in
advancement
of knowledge

(no more than
two flaws in
reasoning).
Question 2
Summary is
largely correct;
vocabulary
used, for the
Question 1
Adequate
understanding
of purpose of
falsifiability;
adequate
explanation of
the role it plays
in
advancement
of knowledge
(no more than
three flaws in
reasoning).
Question 2
Summary is
sketchy, all
vocabulary not
used/not all
Question 1
Poor
understanding
of purpose of
falsifiability;
poor
explanation of

the role it plays
in
advancement
of knowledge
(four or more
flaws in
reasoning).
Question 2
Summary
clearly shows
lack of
knowledge;
(no more than
one flaw).
most part
correctly (no
more than two
flaws).
vocabulary
correctly (no
more than
three flaws).
vocabulary not
used/not used
correctly (four
or more flaws).

Portfolio Question 4: Termite Behavior: Using the Scientific
Method to Know
Reminder
Your complete set of portfolio activities is the capstone project
of this class. Thus, it is in your best interest to carefully read
the instructions and information for this assignment and
critically think about the best way to answer the question before
you prepare and submit your work.
Connections to Learning Outcomes:
Carefully complete each phase of the portfolio assignment
dealing with the termite experiment.
Note: for each exam, two portfolio questions will be randomly
selected for grading, so take your time and do your best. It is in
your best interest to carefully study the grading guide so you
know exactly what is expected.
· Carefully observe phenomenon and record those observations.
· Write questions based on the observations—assess which
questions are scientifically testable.
· Propose a hypothesis based on observations and questions that
is testable, falsifiable, and predictive.
· Design an experimental protocol based on the hypothesis.
· Gather data, analyze the data, and organize the data into a
format that communicates information clearly.
· Write a conclusion that is defendable based on the evidence
collected.
Introduction to the Activity
Termites in a wooden structure
Photo by Stephanie Burdett
This activity lets you practice elements of the scientific method
as best we can in an online environment. You’ll be filling out
the Termite Activity Worksheet as you work your way through
the activity. Save a copy of the worksheet, type your
information into it, and submit it when you are finished.
Hint: As you go through the activity, it will help to use a
printed or electronic copy to keep track of your answers. This

will make it easier to format it for submission when you are
done.
Next, watch the introduction video. This segment will give you
some background on termite behavior and ecology.
Click here to watch video.
01—Termites
To read the transcript for this video, click here.
Now is a good time to check out the grading guide so you have
a pretty good handle on what is expected.
Observations
There is a difference between casual and scientific observations.
Good scientific observations include both qualitative
(descriptive) and quantitative (numeric) data. In real life you
might want to think of tools you could use to enhance
observations. Details are important.
02—Observations
For this segment of our activity, you need to record a minimum
of four observations (more is better). For this assignment you
will submit four carefully-crafted observational statements that
will lead to interesting questions and a testable hypothesis.
Question Development
Think back to our lesson “Do You Know What You Should
Think” and our discussion on asking good questions in order to
find clear answers. You might want to review President
Samuelson’s article to jog your memory.
Developing effective questions is an especially important
concept in science: to promote problem solving, you need to ask
effective questions.
Now you get to practice what you’ve learned previously. Based
on your observations you’ll need to write two scientifically
investigable questions.
03—Question Development

Constructing a Hypothesis
Remember, a hypothesis is a proposed explanation for a set of
phenomena and is often based not only on observation but on
prior experience, scientific background knowledge, and logic.
In this class, we’ll have you write a highly formalized
hypothesis so that you clearly identify the independent and
dependent variables, showing a strong relationship between the
two, and make a clear prediction. A strong, clear hypothesis
will help you design a good experiment!
To do this let’s review some vocabulary:
· INDEPENDENT VARIABLE (A)—the variable you, the
scientist, control or change
· DEPENDENT VARIABLE (B)—the variable that you observe
or measure the results of
· PREDICTION—a rigorous statement (often quantitative)
forecasting what will happen under specific conditions
Remember, the observed outcome of the dependent
variable depends on how you manipulate the independent
variable.
Hypothesis statement format: If A (independent variable) is
related to B (dependent variable), then __________________
(prediction).
The structure of a formalized hypothesis is useful because it
make you focus on a single independent variable and its
relationship to the dependent variable(s). Plus, it forces you to
make a prediction of how manipulating the independent variable
will affect the dependent variable.
For example:
If annual rainfall is related to the thickness of annual growth
rings in trees, then examining wood samples will reveal
correlations in the growth rings to the historical records for
rainfall in that environment.
Beware! Not all if–then statements are hypotheses. An example
of an if–then statement that isn’t a hypothesis might be “If
heavier-than-normal rainfall occurs in one year, then the annual
growth ring for that year will be thicker.” This is a simple

prediction, not a hypothesis. The problem with this statement is
that there is no proposition to test. What is related to what? Is
rainfall a variable? Is growth a variable?
Now, you’ll select one of your investigable questions and
construct a formalized hypothesis.
04—Constructing a Hypothesis
Experimental Design
“Because the validity of an experiment is directly affected by
its construction and execution, attention to experimental
design is extremely important.” 1 Scientists analyze the data
that an experiment produces, so it’s vital to put in the time and
effort required to properly design an experiment. If you’ve
designed the experiment well, it will produce the right type of
data, and you will be able to answer the question quickly and
efficiently.
You’ve clearly identified the question the experiment is
intended to answer. Now you should focus on identifying
expected conflicting variables so that there is only one variable
of interest that is being manipulated—this is a major way you
can improve the quality of your answer. Of course, it is
impossible to identify and eliminate all extraneous variables
however you should eliminate as many as possible.
The students that take this course on campus in a face-to-face
environment have the opportunity to actually do the termite
activity. They make actual observations and carry out
experiments. Since an online course does not have this luxury,
I’m going to tell you the six directions virtually every on-
campus student takes when writing a hypothesis.
· Ink color—the color of the ink is what attracts termites to the
circle
· Shape—the geometric shape drawn affects whether or not
termites follow the ink path
· Smell/taste—termites are attracted to the smell of the ink, or
they like the taste of the ink

· Texture—the stickiness, wetness, smoothness, etc. of the ink
influences termite movement
· Indentation—the recess in the surface of the paper forms a
pathway the termites follow
Does one of these fit your hypothesis? Great! If not, then don’t
worry. Write up your experimental design based on your
hypothesis.
Take some time to carefully design an experiment to test your
hypothesis. Use bullet points to briefly describe your
experimental protocol including how you plan to eliminate
unwanted variables and the sorts of data you will collect.
05—Experimental Design
Record the Experimental Data
Evaluating an idea in light of the evidence should be simple,
right? Either the results match the expectations or they don’t.
Sometimes this is true, but in the real world things are usually
more complex and messy, which means it’s not so
straightforward to interpret the evidence that pertains to your
idea. For these reasons it is crucial to have a good idea of the
data you want to collect from an experiment and be scrupulous
when collecting that data.
Because we are not in a face-to-face class, you were not able to
actually carry out your own experimental design. We still want
you to have the experience of collecting and analyzing data, so
we’ve set up five of the most common experimental designs
Biology 100 students have created in the past. Select the idea
that best fits your hypothesis, click on the link and collect the
data. Make sure you organize your data so it is clear and tells a
story.
Ink Color
06—Ink Color
Shape

07—Shape
Smell/Taste
08—Smell/Taste
Texture
09—Texture
Indentation
10—Indentation
Analyze the Data—Write a Conclusion
Data analysis is perhaps the trickiest part of any scientific
endeavor. The same data may be interpreted in different ways.
After many rounds of experiments, arguments, and analysis, the
scientific community usually reaches a concensus about how a
set of data should be interpreted but this process usually
involves additional lines of evidence.
For this activity we are not interested if you "got the right
answer" as to why the termites behave as they did. We are
interested that you show deep thought, logic, and application of
the evicence (data) in your conclusion.
Recap
For this part of the activity we’ll look at potential problems
with various experiments. After watching this segment, you’ll
write down two uncertainties you have about the conclusion you
just wrote (i.e., why you might be not completely confident in
your conclusion). At this point you may want to go back and
view the other experiments.
11—Recap

Reflection
Now that you’ve completed the termite activity, you’ll reflect
on the principles to which you were introduced in this unit and
put into practice in this lesson by answering two questions. You
might want to review your notes, the Explorable website, and
the assigned reading in your textbook to help you prepare your
answers.
Formatting and Naming Your Assignment
Please follow these guidelines.
· Type your information in the Termite Activity Worksheet.
· Any citations (in text and works cited page) should be in MLA
format (see the BYU Writing Center website for more
information).
· Save the file in DOC or DOCX format.
· Name the file using the course number, your first and last
name, and the assignment name for the filename. For
example, BIO100_KimSmith_TermiteActivity_Unit2Lesson3.do
cx
Submitting Your Assignment
When you are ready to submit your assignment,
1. Click on “Show Dropbox” at the bottom right of your screen.
2. Click on “Choose File.”
3. In the window that pops up, navigate to the document you
want to submit.
4. Select the document and click “Open.”
5. In the comment box below, add any comments you have or
any comments required by the assignment.
6. Once everything is ready, click “Submit.” A small icon will
appear in the top right corner of the screen and on the
navigation menu informing you that the assignment has been
submitted and is ready for grading.
Reading Links:
http://writingcenter.byu.edu/
https://explorable.com/research-basics

https://speeches-dev.byu.edu/talks/cecil-o-
samuelson_importance-asking-questions/

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