Scientific theory in the context of "Classical physics"

Creativity is the ability to form novel and valuable ideas or works using one's imagination. Products of creativity may be intangible (e.g. an idea, scientific theory, literary work, musical composition, or joke), or a physical object (e.g. an invention, dish or meal, piece of jewelry, costume, a painting).

Creativity may also describe the ability to find new solutions to problems, or new methods to accomplish a goal. Therefore, creativity enables people to solve problems in new ways.

A hypothesis (pl.: hypotheses) is a proposed explanation for a phenomenon. A scientific hypothesis must be based on observations and make a testable and reproducible prediction about reality, in a process beginning with an educated guess or thought. If a hypothesis is repeatedly independently demonstrated by experiment to be true, it becomes a scientific theory. In colloquial usage, the words "hypothesis" and "theory" are often used interchangeably, but this is incorrect in the context of science.

A working hypothesis is a provisionally-accepted hypothesis used for the purpose of pursuing further progress in research. Working hypotheses are frequently discarded, and often proposed with knowledge (and warning) that they are incomplete and thus false, with the intent of moving research in at least somewhat the right direction, especially when scientists are stuck on an issue and brainstorming ideas.

The cosmic microwave background (CMB, CMBR), or relic radiation, is microwave radiation that fills all space in the observable universe. With a standard optical telescope, the background space between stars and galaxies is almost completely dark. However, a sufficiently sensitive radio telescope detects a faint background glow that is almost uniform and is not associated with any star, galaxy, or other object. This glow is strongest in the microwave region of the electromagnetic spectrum. Its energy density exceeds that of all the photons emitted by all the stars in the history of the universe. The accidental discovery of the CMB in 1964 by American radio astronomers Arno Allan Penzias and Robert Woodrow Wilson was the culmination of work initiated in the 1940s.

The CMB is landmark evidence of the Big Bang theory for the origin of the universe. In the Big Bang cosmological models, during the earliest periods, the universe was filled with an opaque fog of dense, hot plasma of sub-atomic particles. As the universe expanded, this plasma cooled to the point where protons and electrons combined to form neutral atoms of mostly hydrogen. Unlike the plasma, these atoms could not scatter thermal radiation by Thomson scattering, and so the universe became transparent. Known as the recombination epoch, this decoupling event released photons to travel freely through space. However, the photons have grown less energetic due to the cosmological redshift associated with the expansion of the universe. The surface of last scattering refers to a shell at the right distance in space so photons are now received that were originally emitted at the time of decoupling.

Scientific study is a creative action to increase knowledge by systematically collecting, interpreting, and evaluating data. According to the hypothetico-deductive paradigm, it should encompass:

• The contextualization of the problem;
• A hypothesis for explaining the problem considering existing theoretical approaches;
• A verification of the hypotheses by an experiment;
• Analysis of the test outcome.

Scientific study involves scientific theory, scientific method, scientific models, experiments and physical situations. It may refer to:

Evolution is the change in the heritable characteristics of biological populations over successive generations. It occurs when evolutionary processes such as genetic drift and natural selection act on genetic variation, resulting in certain characteristics becoming more or less common within a population over successive generations. The process of evolution has given rise to biodiversity at every level of biological organisation.

The scientific theory of evolution by natural selection was conceived independently by two British naturalists, Charles Darwin and Alfred Russel Wallace, in the mid-19th century as an explanation for why organisms are adapted to their physical and biological environments. The theory was first set out in detail in Darwin's book On the Origin of Species. Evolution by natural selection is established by observable facts about living organisms: (1) more offspring are often produced than can possibly survive; (2) traits vary among individuals with respect to their morphology, physiology, and behaviour; (3) different traits confer different rates of survival and reproduction (differential fitness); and (4) traits can be passed from generation to generation (heritability of fitness). In successive generations, members of a population are therefore more likely to be replaced by the offspring of parents with favourable characteristics for that environment.

This list includes well-known general theories in science and pre-scientific natural history and natural philosophy that have since been superseded by other scientific theories. Many discarded explanations were once supported by a scientific consensus, but replaced after more empirical information became available that identified flaws and prompted new theories which better explain the available data. Pre-modern explanations originated before the scientific method, with varying degrees of empirical support.

Some scientific theories are discarded in their entirety, such as the replacement of the phlogiston theory by energy and thermodynamics. Some theories known to be incomplete or in some ways incorrect are still used. For example, Newtonian classical mechanics is accurate enough for practical calculations at everyday distances and velocities, and it is still taught in schools. The more complicated relativistic mechanics must be used for long distances and velocities nearing the speed of light, and quantum mechanics for very small distances and objects.

Pseudoscience consists of statements, beliefs, or practices that claim to be scientific or factual but are inherently incompatible with the scientific method. Pseudoscience is often characterized by contradictory, exaggerated or unfalsifiable claims; reliance on confirmation bias rather than rigorous attempts at refutation; lack of openness to evaluation by other experts; absence of systematic practices when developing hypotheses; and continued adherence long after the pseudoscientific hypotheses have been experimentally discredited. It is not the same as junk science.

The demarcation between science and pseudoscience has scientific, philosophical, and political implications. Philosophers debate the nature of science and the general criteria for drawing the line between scientific theories and pseudoscientific beliefs, but there is widespread agreement "that creationism, astrology, homeopathy, Kirlian photography, dowsing, ufology, ancient astronaut theory, Holocaust denialism, Velikovskian catastrophism, and climate change denialism are pseudosciences." There are implications for health care, the use of expert testimony, and weighing environmental policies. Recent empirical research has shown that individuals who indulge in pseudoscientific beliefs generally show lower evidential criteria, meaning they often require significantly less evidence before coming to conclusions. This can be coined as a 'jump-to-conclusions' bias that can increase the spread of pseudoscientific beliefs. Addressing pseudoscience is part of science education and developing scientific literacy.