AC9S10I01: Develop Investigable Questions, Hypotheses and Predictions

Questions, predictions and hypotheses connect measurable relationships to an explanatory model.

By the end of this lesson, you should be able to:

• Questions identify measurable relationships or model tests.
• Hypotheses include scientific reasoning.
• Predictions follow logically from a hypothesis under stated conditions.

Students should identify independent, dependent and controlled variables and distinguish an observation from an explanation.

Learning sequence: Observe carefully → Define variables → Propose a mechanism → Predict a pattern

Core teaching

• Questions identify measurable relationships or model tests.
• Hypotheses include scientific reasoning.
• Predictions follow logically from a hypothesis under stated conditions.

Key vocabulary and ideas

• observation
• question
• variables
• hypothesis
• model-based prediction

• A prediction and hypothesis are identical: Use prediction for expected outcome and hypothesis for the reasoned explanatory relationship.
• A testable question must always be causal: Distinguish descriptive, relational and causal questions.

Keep the Year 10 boundary: Do not state causation from observational correlation alone. Do not force every inquiry into an ‘if–then–because’ sentence when another precise form is clearer.

1. From a motion graph, write one question, one hypothesis and one quantitative prediction.
2. Label which part comes from the model.

Work through the sequence Observe carefully → Define variables → Propose a mechanism → Predict a pattern, explaining the evidence or mechanism at each step before moving on.

1. Rewrite “Does light affect plants?” as a measurable investigable question that identifies an independent and dependent variable.
2. Write a directional hypothesis for an investigation of temperature and reaction rate.
3. Identify the independent, dependent and two controlled variables in a stated investigation.
4. Explain the difference between a prediction and a scientific reason that supports a hypothesis.

Rewrite a vague question such as “Does temperature affect reactions?” into a testable question and hypothesis that name measurable variables and a directional prediction.

Reasoning standard: state the claim, use relevant evidence or a scientific mechanism, and explain why the evidence supports the conclusion without overclaiming.

What is the central idea?

Questions, predictions and hypotheses connect measurable relationships to an explanatory model.

What should a strong response do?

Use the sequence Observe carefully → Define variables → Propose a mechanism → Predict a pattern. Connect the evidence, mechanism or data to the claim.

What common trap should I avoid?

A prediction and hypothesis are identical: Use prediction for expected outcome and hypothesis for the reasoned explanatory relationship.

1. A student asks, “Which fertiliser is best?” Rewrite this as a testable Year 10 investigation question and hypothesis, defining what “best” will mean operationally.
2. Evaluate the hypothesis “Plants grow better with music.” Identify why it is weak and rewrite it so the relationship can be tested.
3. Develop an investigable question and reasoned prediction for a relationship between one physical variable and another, then justify your choice of variables.

Review hint: Use precise scientific vocabulary, show the relevant mechanism or evidence, and state any limitation or uncertainty when the evidence does not justify a stronger claim.

• I can explain and apply: Questions identify measurable relationships or model tests.
• I can explain and apply: Hypotheses include scientific reasoning.
• I can explain and apply: Predictions follow logically from a hypothesis under stated conditions.

Exit ticket: Explain the core idea in 3–5 sentences and apply it to one new example without copying the worked model.

Australian Curriculum v9.0 — AC9S10I01: develop investigable questions, reasoned predictions and hypotheses to test relationships and develop explanatory models

Victoria — VC2S10I01, Levels 9–10: Levels 9–10 investigable questions, predictions and hypotheses. Victorian Science is banded across Levels 9 and 10, so the VC2S10 code identifies the band rather than a single school year.

NSW: Stage 5 Working scientifically — develops questions and hypotheses for scientific investigation (SC5-WS-02). Where NSW places the closest concept in another Stage or spreads it across focus areas, this page states that relationship rather than claiming a false one-to-one Year 10 equivalent.

Use these links to move through the learning sequence rather than studying this code in isolation.

• AC9S10I02
• AC9S10I03

• Australian Curriculum v9.0 — Science
• Victorian Curriculum F–10 Version 2.0 — Science
• NSW Science 7–10 Syllabus (2023) — outcomes

Curriculum equivalents for Develop investigable questions, reasoned predictions and hypotheses to test relationships...

Mapped skill: develop investigable questions, reasoned predictions and hypotheses to test relationships and develop explanatory models

These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.

Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.