Not one explanation can indeed fit every case of a problem. At some point, the explanation created may fail a category as it was only created to solve a select few variables according to the problem at hand.

There is a clear difference between the two methods as one eliminates possible answers and one creates solutions to problems. Both are needed to solve an experiment which is why we use both to full proof a proposed hypothesis.

This is a bit of an odd case as even without much light in "the sunny part" both cases presented grew at the same height. Even if one had a limited light source, which shows that our null hypothesis for that area can not be rejected. However, in comparison, the "Shady part of the yard" cases between a plant covered with shade versus one provided with extra light, the one with extra light grew more. Which can allow us to reject the null hypothesis if it follows the t-test guidelines.

So, our alternative hypothesis would have to change for both groups since one area was not affected by the light but the other was. So the only variable we can change is the area these plants reside and conclude if there is some sort of difference when presented with different amounts of light in their respective area in the yard. To find the limiting resource these plants need to increase in height.

Biases are all around us; even when we believe them not to be. No matter the situation sometimes we are biased against or for an idea. That is why it is important to take into account all the biases and human errors that could occur through a studied experiment. If the experiment is passed, it could be debunked easily due to bias used by the scientist.

This action is crucial during the learning process that many seem to neglect, if done correctly it will provide many with beneficial learning and boost critical thinking. I think this is a very important point to keep in mind for all classes as it is always better to ask rather than stay clueless!

It is essential to be able to solve unseen problems before by using similar knowledge found in class. I think mastery over this skill is great to succeed in any exam as it allows you to know how to answer a question rather than hope to be asked the exact question studied for.

This is something I need to work on and possibly others need to as well. It shows that listening to your classmates can assist you to learn more about the topic and improve your answer in the process.

I believe it holds a lot of truth as to learn a new skill, questions must be asked to discover more about the subject at hand or understand the wrongs and rights. As well, asking questions helps create/transfer more knowledge that even knowledgeable professors and students in biology may not have known.