The role of a hypothesis in the Scientific Method

Experimental Hypothesis
Review the role of a hypothesis in the Scientific Method in Chapter 1. Your hypothesis should be an answer to your research question.

Example: I observe that birds at my bird feeder prefer to eat certain seeds over others. I wonder if birds are picking the seeds that contain more energy (calories) to feed on first. My research question is then: do birds pick foods based on calorie content? My hypothesis could be “Birds will preferentially consume high calorie seeds over low calorie seeds.”

Methods
Briefly summarize the methods you used in your experiment. It should be detailed enough for someone to repeat your experiment. DO NOT COPY AND PASTE FROM YOUR LAB MANUAL!!

Example: This experiment was carried out in a local park where wild songbirds have been observed. Shelled sunflower seeds (584 calories/ 100 g) and dried corn kernels (386 calories/100 g) were chosen as food sources due to their popularity in wild birdseed and their difference in caloric value. Two cups of sunflower seeds were placed on a ceramic plate under a tree. Two cups of dried corn kernels were placed on a separate ceramic plate located next to the plate containing sunflower seeds. The plates were left out for birds to feed on for six hours in the morning (5:00 – 11:00). An observer monitored the plates from a picnic table located approximately 200 meters away to ensure only songbirds fed from the plates. After six hours, the remaining mass of seed was weighed. This procedure was repeated for five days.

Results
Typically, the results section does not include raw data. However, for this report, include the data your group collected in your report. From that data, calculate the averages of your group data, and include your work in the final report. Report your data collected (averages, etc.) in sentence form.

Create a graph using your data. Your graph MUST include 1) Descriptive title, 2) axis labels, including units, and 3) legend or key, if applicable.

Example:

Volume seeds consumed
(cups)
Day Sunflower Corn
1 1.3 0.7
2 1.2 0.6
3 1.6 1.1
4 1.5 0.5

Work:
Average = sum of all data points/ number of data points
Sunflower average = (1.3 + 1.2 + 1.6 + 1.5)/ 4 = 5.6/4 = 1.4 Corn average = (0.7 + 0.6 + 1.1 + 0.5)/ 4 = 2.9/4 = 0.725

Of the five days of observation, data from only four days was analyzed. Data from the remaining day had to be discarded as squirrels consumed most of the seeds before any birds were sighted. Birds consumed more sunflower seeds (average =1.4 cups) than dried corn kernels (average = 0.7 cups) over the course of six hours (Figure 1).

Figure 1. Consumption of seeds by songbirds
Consumption of seeds by songbirds

Discussion
This is the “so what?” section. Explain whether or not the data supports your hypothesis. Discuss how your results fit into what is currently known on the subject. Finally, discuss any alternative explanations to your data and suggest future areas of research.

For this part of the paper, you will need to research some of the background on the experiment’s topic. You MUST use 2-3 sources in your discussion. These sources can include your textbook, credible websites, journal articles, books, etc. Wikipedia is NOT an acceptable source. These sources must be cited in the body of the paragraph and in a separate references section!

Example: When given a choice, birds preferentially fed from the calorie-rich sunflower seeds over corn kernels.
This supports our hypothesis that birds will choose and consume higher calorie foods over lower calorie foods. This is in line with optimal foraging theory, which posits that organisms should seek to optimize nutrient consumption against effort (Sinervo, 1997). A good example of this pattern was seen by Snellen et al. (2007), which observed that western gulls (Larus occidentalis) preferentially fed on high calorie sea urchins over other organisms in the rocky intertidal zone.

However, this study does not take into account handling time (Werner & Hall 1974). As sunflower seeds are much smaller than corn kernels, it may be that songbirds are basing some of their choice on ease of consumption. A follow-up study should examine the time for consuming a similar amount of sunflower seeds and corn kernels to account for this potential source of error.

In conclusion, while other aspects of feeding strategy may play a role in an organisms foraging pattern, calorie count is likely an important contributing factor.

Works Cited:
Sinervo, Barry. “Optimal foraging theory: constraints and cognitive processes.” Behavioral ecology (1997): 105-130.

Snellen, C. L., P. J. Hodum, and E. Fernández-Juricic. “Assessing western gull predation on purple sea urchins in the rocky intertidal using optimal foraging theory.” Canadian Journal of Zoology 85.2 (2007): 221-231.

Werner, Earl E., and Donald J. Hall. “Optimal foraging and the size selection of prey by the bluegill sunfish (Lepomis macrochirus).” Ecology 55.5 (1974): 1042-1052.

Sample Solution

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Stanley Fish’s third chapter The First deals with academic issues regarding speech and value.

Choose one of the major topics in this chapter and either defend or argue against Fish’s arguments related to this topic. Part of your argument will include an assessment of the degree of effectiveness Fish’s rhetoric achieves in his own arguments. Use the LBCC library database to find one article to use to extend your argument. The article can be used to support your argument, or to support Fish’s argument. The article’s rhetoric will also be analyzed by you for its successes or weaknesses. Either way the article is to be used. your essay will need to summarize the main points of the article, and then use the article as a supplement extending the development of your essay.

Sample Solution

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Risk and resilience management

Background
Following your analysis on Starbucks for the first assessment, it is now time to think about how to take the operations to the next level and make it a means to deliver better value to the customers.
Write a report that critically evaluates the process (or the operation) that you worked on in the first assessment of Starbucks, and propose recommendations for improvement.
You need to use the Capstone Assessment Report Template provided. Your report should:
• Clearly describe the selected process (or operation) so that the reader can clearly understand it. Please ensure you present a process (or network) map to support your discussion. If the process is large, you may focus on only a part of it, i.e. delimit the scope.
• Then critically analyse and evaluate the selected process (or operation/supply network) of the organisation using relevant operations management principles taught in any three of the topics from the list below from Modules 3 to 7 and from the ebook:
o Process Design – Positioning
o Process Design – Flow Configuration
o Agile Supply Chains
o Lean Synchronisation
o Quality management
o Risk and resilience management
o Digital transformation
• Based on your evaluation, propose recommendations that improve two critical issues. In proposing improvement recommendations, follow the steps and use the tools mentioned in Module 5, operations improvement, for identifying, prioritising, and implementing improvement projects.
Requirements
The required word length for this assessment is a minimum 2500 words (+ 10% before penalty applies).
• In terms of structure, presentation and style you are normally required to use:
o AIB standard report format
o AIB preferred Microsoft Word settings
o author-date style referencing (which includes in-text citations and a reference list)

These requirements are detailed in the AIB Style Guide.
• You are required to use at least 6-12 academic references for this report, from different sources. Don’t use any sources from Assessment 1 except the course ebook.
• All references must be from credible sources such as recent academic articles, books, magazines, company documents and industry-related journals.
• Grades will be adversely affected if your assignment contains no/poor citations and/or reference list and if your assignment word length is beyond the allowed tolerance level.
In addition, you need to utilize the following attachments to help and utilise with this report:

  1. Review Speaker Notes from Assessment 1 and PowerPoint Presentation from Assessment 1 to understand the background of Starbucks from Assessment 1.
  2. Modules 3 to 7 reading materials need to be read in addition to the eBook and other references for topics relating to this report. Please don’t site these modules but you need to read them to understand the principles/theories required for this report. Modules can’t be used for in-text citations or references.
  3. In addition to references, please provide the websites for each source referenced as well.
  4. AIB Guidelines – Referencing must follow the styles referenced from pages 39 to 56.
  5. Report Template – Use this template for this Capstone Assessment.
  6. Capstone Assessment Rubric – read this document to understand how this report will be assessed and marked to help with understanding how to write this report.

Grading criteria and feedback
Your assessment will be marked according to the following grading criteria:
• Criterion 1: Extent to which question addressed (25%).
• Criterion 2: Use and understanding of theoretical concepts (25%).
• Criterion 3: Critical reflection & application of concepts to assessment tasks and relevant recommendations (40%).
• Criterion 4: Communication, structure and referencing (10%).

Sample Solution

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Lesson plan for live lesson that allows collaboration

I need a lesson plan that follows the guidelines attached. There are two different sections to the lesson plan that is needed.  Please follow the guideline to the exact.  There are several key points that need to be addressed. 

The scenario that is a part of what you are doing (this is also on the directions for reference): Your students need opportunities to collaborate with each other, with you, and with others who may comprise their support system. To accomplish this, you will create a collaborative lesson plan,
using the template provided in the Supporting Materials section, which includes both a live discussion and a group-based project. The live lesson and the collaborative student project can scaold to support each other in the way you think best, but both pieces should cover the same topic. Select a specic topic that is appropriate for the grade level that you teach or intend to teach, and with which students may struggle.