Benchmark 1B
The Nature of Science: Scientific Inquiry
Grades 9-12, page 13

Hypotheses are widely used in science for choosing what data to pay attention to and what additional data to seek, and for guiding the interpretation of the data (both new and previously available).
 

NSES Content Standard A 
Science as Inquiry: Abilities necessary to do scientific inquiry 
Grades 5-8, page 145 
Develop descriptions, explanations, predictions, and models using evidence. Students should base their explanation on what they observed, and as they develop cognitive skills, they should be able to differentiate explanation from description--providing causes for effects and establishing relationships based on evidence and logical argument. This standard requires a subject matter knowledge base so the students can effectively conduct investigations, because developing explanations establishes connections between the content of science and the contexts within which students develop new knowledge. 

NSES Content Standard A 
Science as Inquiry: Abilities necessary to do scientific inquiry 
Grades 5-8, page 145 
Think critically and logically to make the relationships between evidence and explanations. Thinking critically about evidence includes deciding what evidence should be used and accounting for anomalous data. Specifically, students should be able to review data from a simple experiment, summarize the data, and form a logical argument about the cause-effect relationships in the experiment. Students should begin to state some explanations in terms of the relationship between two or more variables. 

NSES Content Standard A 
Science as Inquiry: Abilities necessary to do scientific inquiry 
Grades 9-12, page 175 
Identify questions and concepts that guide scientific investigations. Students should formulate a testable hypothesis and demonstrate the logical connections between the scientific concepts guiding a hypothesis and the design of an experiment. They should demonstrate appropriate procedures, a knowledge base, and conceptual understanding of scientific investigations. 

NSES Content Standard A 
Science as Inquiry: Abilities necessary to do scientific inquiry 
Grades 9-12, page 175 
Design and conduct scientific investigations. Designing and conducting a scientific investigation requires introduction to the major concepts in the area being investigated, proper equipment, safety precautions, assistance with methodological problems, recommendations for use of technologies, clarification of ideas that guide the inquiry, and scientific knowledge obtained from sources other than the actual investigation. The investigation may also require student clarification of the question, method, controls, and variables; student organization and display of data; student revision of methods and explanations; and a public presentation of the results with a critical response from peers. Regardless of the scientific investigation performed, students must use evidence, apply logic, and construct an argument for their proposed explanations. 

NSES Content Standard A 
Science as Inquiry: Abilities necessary to do scientific inquiry 
Grades 9-12, page 175 
Formulate and revise scientific explanations and models using logic and evidence. Student inquiries should culminate in formulating an explanation or model. Models should be physical, conceptual, and mathematical. In the process of answering the questions, the students should engage in discussions and arguments that result in the revision of their explanations. These discussions should be based on scientific knowledge, the use of logic, and evidence from their investigation. 

NSES Content Standard A 
Science as Inquiry: Understanding about scientific inquiry 
Grades 9-12, page 175 
Scientists usually inquire about how physical, living, or designed systems function. Conceptual principles and knowledge guide scientific inquiries. Historical and current scientific knowledge influence the design and interpretation of investigations and the evaluation of proposed explanations made by other scientists.