L6: Big Idea 4-Synthesize Ideas-Definitions, Assumptions, and Hypotheses

Lesson 6: Focus https://www.dropbox.com/s/z06wp35ecb6iefg/L11_Focus%20Monty%20Python%20Hypotheses.mp4?dl=0 King Arthur is not allowed into the castle because the guards are making a lot of assumptions and hypotheses about how Arthur even got coconuts to bash together to make the sound of the horse. What assumptions were made? What definitions were provided? What hypotheses were made? Show from time 0:42 to 1:50

Definitions, Assumptions, Hypotheses Definitions- making something definite, distinct or clear Assumptions- a belief regarded as true and often unstated Hypothesis- a proposition set forth as an explanation for the occurrence of some specified group of phenomena (Dictionary.com) and AP Research Course and Exam Description Glossary Display these definitions as students complete the Lesson 6.

Something to Think About “You can’t just SAY things.” What do you think this statement means in terms of reporting one’s research. How does effectively articulating one’s assumptions, biases, hypotheses, and definitions improve the validity and reliability of one’s research?

Improving the Interpretation, Validity, Reliability of Your Research Include definitions Acknowledge assumptions/hypotheses Contextualize your research within the larger body of knowledge How do you know what assumption/hypothesis to acknowledge and what to define? Each of your research components should have clear definitions in the introduction of your paper and should stem from your literature review. When are hypotheses used in research? When is it inappropriate to have a hypothesis? Researchers develop hypotheses based on information gathered during the literature review or developed from a comprehensive knowledge of a particular theory and the relationships between variables in the context of the theory (Christensen, Johnson, & Turner, 2011). Furthermore, researchers should develop many hypotheses as “more than one hypothesis can almost always be formulates as the probable solution to the problem” (Christensen et al., 2011, p. 88). However, Christensen at al. (2011) argued researchers should not formulate hypotheses if gathering data in unknown territory, where the variables are not known and therefore relationships between variables cannot adequately be predicted.

A businessman had just turned off the lights in the store when a man appeared and demanded money. The owner opened a cash register. The contents of the cash register were scooped up, and the man sped away. A member of the police force was notified promptly. True False Not enough information 1. A man appeared after the owner had turned off his store lights. 2. The robber was a man. 3. The man did not demand money. 4. The man who opened the cash register was the owner. 5. The store owner scooped up the contents of the cash register and ran away. 6. Someone opened a cash register. 7. After the man who demanded the money scooped up the contents of the cash register, he ran away. 8. While the cash register contained money, the story does not state how much. 9. The robber demanded money of the owner. 10. It was broad daylight when the man appeared. 11. The story concerns a series of events in which only three persons are referred to: the owner of the store, a man who demanded money, and a member of the police force. 12. The following events in the story are true: someone demanded money, a cash register was opened, its contents were scooped up, and a man dashed out of the store. Did everyone in this room evaluate the statements in exactly the same way? Why not? You all read the exact same story? Why are your evaluations different? If you don’t consider how your words may be interpreted by others, your audience may get lost in what it is you are trying to say.

Misconception Alert #1 You may not be aware of the importance of defining terms, acknowledging assumptions, and articulating your hypotheses in your research. You must be taught to be aware of your assumptions, hypotheses, and definitions and how those terms affect your research. Refer back to the importance of reflection and asking guiding questions and having students document change of thought in their PREP.

Misconception #2 You need to know that you can’t just say things. You can’t just say “modern science,” “discoveries,” and “multiple studies”. The reader of your paper will ask, “What is modern?” “What discoveries?” and “When and who performed these studies?” If readers start to question your findings and your terms, your conclusions will not be interpreted as you planned and your research will be found invalid, not reliable, and not reproducible.

Delineating the Differences between Assumptions, Definitions, and Hypotheses What hypothesis is a researcher making when choosing to perform interviews to determine the effects of smoking on a person instead of performing or gathering data from a medical examination? What assumptions is a researcher making when defining the word effective in a research question that queries the effectiveness of one treatment over another? What assumptions is a researcher making when postulating a hypothesis to a research question about the effectiveness of one treatment over another? From your responses to a, b, and c delineate the similarities and differences among an assumption, a hypothesis, and a definition in research. Discuss your rationale with your group. When should students acknowledge an assumption, hypothesis, or definition in their research (prior to, in the middle, or after collecting data and making a conclusion)? Are assumptions, hypotheses, and definitions the same thing within the report of someone’s research? What purpose do these terms serve? What are the ramifications of students not articulating or acknowledging definitions, assumptions, and hypotheses in their research?

The Importance of Definitions in Research Engage in role-play dialogue (using the questions in your workbook). Work with your partner to answer the questions to strengthen your own understanding of how, when, where, and why to include definitions in your research. Return to your table group and report your findings. Revise your responses to incorporate additional perspectives and strategies from members of your table group.

How, When, Where, Why Include Definitions in Research Why are definitions used? Provide clarity to reader Improve writer credibility How are definitions used? Define unfamiliar terms Define vague or overused terms When are definitions used? At the introduction of research question or topic As an unfamiliar term is introduced Where are definitions used? After statement of research question Specific glossary section

Reflection-Include your response in your Trello. What are the ramifications of not articulating or acknowledging definitions, assumptions, and hypotheses in your research? When should you acknowledge an assumption, hypothesis, or definition in your research (prior to, in the middle, or after collecting data and making a conclusion)? In what ways does acknowledging assumptions, hypotheses, and definitions get reflected in the academic paper for the AP Research course?