The document describes two tests of Automobile 1 and Automobile 2. Automobile 1 was crashed into a barrier at 35 mph, resulting in a 10% chance of life-threatening injuries. Automobile 2 was driven down a country lane at 35 mph and had a 0% chance of life-threatening injuries. It then asks what a hypothesis is, how to test it, and why test it. It provides examples of hypotheses about WRIT students achieving academic success and explains that a hypothesis must be falsifiable.

1. Inventing with hypotheses writ 1133

2. Inventing with hypotheses writ 1133 Automobile 1 Automobile 1 was tested by assessing the damage done to a crash test dummy when the car was driven at 35 mph head on into a concrete barrier and when it was hit on the slide by a 3,000 lb. trolley moving at 35 mph. The test showed that, under these conditions, there is a 10% chance of life-threatening injury.

3. Inventing with hypotheses writ 1133 Automobile 2 Automobile 2 was tested by assessing the damage done to a human driver when the car was driven at 35 mph down a pleasant, traffic-free country lane surrounded by daisies and daffodils on a sunny day in May. The test showed that, under these conditions, there is a 0% chance of life-threatening injury.

4. Inventing with hypotheses writ 1133 What is a hypothesis? How do you test one? And why?

5. Inventing with hypotheses writ 1133 Rene Descartes

7. Inventing with hypotheses writ 1133 hypothesis Claim: WRIT students will go on to achieve academic success. A reason: Because they are very bright and very hardworking. A hypothesis is an argument: It is made up of (at least) two assertions: a debatable claim + a reason or reasons for believing the claim.

8. Inventing with hypotheses writ 1133 hypothesis A hypothesis is an argument: It is made up of (at least) two assertions: a debatable claim + a reason or reasons for believing the claim. Claim: WRIT students will go on to achieve academic success. A reason: Because I am the greatest teacher who ever lived.

11. Inventing with hypotheses Imagine that the computer had never been invented. How would higher education be better off, worse off, or otherwise different? writ 1133

12. Inventing with hypotheses Imagine that the computer had never been invented. How would higher education be better off, worse off, or otherwise different? Why do you believe that? . . . writ 1133

13. Inventing with hypotheses Imagine that the computer had never been invented. How would higher education be better off, worse off, or otherwise different? Why do you believe that? . . . How could you prove this? writ 1133