Category Archives: Science Education

Project Exploration at Science Foo Camp

pe-logo.gifAs more and more people are slowly coming out of the woodwork and revealing they are going to Science Foo Camp, I am getting more and more excited about it! Yes, I have registered and reserved my hotel room already.
Sure, people like Neal Stephenson and Carl Djerassi are going to be there (as well as all those bloggers I linked to before – see the link above), but I am so excited to be able, for the first time, to meet in person Gabrielle Lyons, the power behind Project Exploration (the link to their site has been on my sidebar – scroll down – for about a year now). I wrote about it in more detail before.
They are gearing up for a busy summer season, taking inner-city kids to labs, museums and dinosaur digs. That, of course, costs something, but it is a cause worth supporting, so if you can, go here and see how you can help.

A Geneticist in Chernobyl

Remember when we discussed the mammal vs. bird survival at Chernobyl the other day? Well, I learned today that someone is about to go and study the humans there as well. I am not exactly sure what kind of reserch it will be, but it will have something to do with the mutations in genomes of the surrounding population.
Sarah Wallace, a senior at Duke University, will be part of the team. And you will be able to follow her adventures and her science on her blog: Notes from Ukraine (MT will not render Cyrillics well so I translated the name of the country)

To Educate vs. To Inform

You may be aware of the ongoing discussion about the tense relationship between scientists and science journalists. Here is the quick rundown of posts so far:
Question for the academic types–interview requests
The Mad Biologist and Science Journalists
Science Journalists are NOT the Problem
Just don’t quote me
Science and the Press
Scientists and Journalists, Part Deux
Scientists in the Media
Science/journalists update redux: Mooney chimes in
Science and journalism
Journalists and scientists – an antimatter explosion?
Madam Speaker, I Yield My Remaining Time to the Paleontologist from the Great State of California
Scientists and Journalists, Redux
Scientists and journalists, still going….
[More:
Science and Journalism
On dealing with journalists
Scientists and journalists
Scientists and the Media
Education and Media Relations
Lying to Children about Drugs
Press releases and the framing of science journalism]
Very smart stuff in posts and comments, to which it is difficult to add anything very new and creative. But….
Everyone is afraid to use the F word, but the underlying tension is, at its core, the same as in the discussion of Framing Science:
The scientists want to educate.
The journalists want to inform (if not outright entertain, or at least use entertaining hooks in order to inform).
There is a difference between the two goals. The former demands accuracy. The latter demands relevance. As long as both parties are aware of the existence of two disparate goals, there is a possibility of conversation that can lead to an article that satisfies both goals, thus both participants.
Media is not the place for education and scientists need to understand this simple fact. But media is great at attention-getting, so those who are intrigued by a news report can follow up and get educated on top of getting informed.
I was never interviewed about my research. If I was, I suspect I’d have some horror stories to tell because I’d have been tempted to educate instead of inform. All the articles for which I was interviewed (linked below the fold), either by professional journalists or by other bloggers, were about the Conference, the Anthology, or about science blogging in general. I have nothing but positive impressions of the people who conducted the interviews.

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The Power of Name

red_rose2.jpgWhat’s in a name? It’s just a word, a tag we use to talk about people so everyone knows wo we are talking about, isn’t it? Or at least that is how it should be, don’t you think?
But it is not, as anthropologists (and now psychologists as well) have been telling us for a long time. There is a reason why names run in families (with the addition of Jr., II, III, …). There is a reason why there is a big market for Baby Names books. Names have subtle power over people.
Now, Sheril discusses a recent study from the University of Florida about the subtle effect of female names on their prospects in science and math.
As a kid, I never thought of this. You meet people and learn their names and never think of names as being weird, or macho or feminine or whatever. This only starts happening as you are growing up and accumulating your own life’s name-list. And your name-list will be deeply affected by people you personally know. It took me a while to shed the notion that every Sofia is superficial and shallow because the first Sofia I have ever known (a girl I sat with in 2nd grade) was such a person.
I was most struck with the entire notion of the importance of names once we started picking names for our own babies. And those were names in Engish language. For my wife, the names were colored mainly by her own childhood experiences. For me, the first encounters with most of those names were in movies, TV shows and books. We disagreed on almost every name as to what it denotes!
What bothers me most about the study (and Sheril touches on that somewhat) is the definition of ‘feminine’. What is it? Who’s asking? Does ‘feminine’ mean pale, thin, silent wallflower? Or chick with a nice sat of T&As?
And this is where, I think, the study reveals not so much sexist thinking as classist! The names that are considered “soft” are also names considered to be “aristocratic”, names you find in the lineage of the British Monarchy, for instance. The “hard” names are considered to be more masculine because they are also considered to be more proletarian – names of people you can encounter actually doing hard work.
It has already been documented in the past how names that obviously belong to African American women are a handicap in getting a job or getting accepted at a University (refs, anyone?). As for the names that are not currently popular – if you know someone of that name, it is probably an older lady, who may behave in an old-fashioned way (from your perspective), so you get your prejudices from that.
Anyway, as you are growing up, it is not the other kids that judge you by your name (or even by your looks), it is the adults. And that can certainly influence your self-esteem and your choice of career. So, I am not surprised by the finding of the study, as much as concerned as to how to counter it in practice.
Update: I wrote the above in a 15-minute rush. May come back later to add some more in the comments. Here is the original Observer article (does anyone have an actual published paper of this?)
Also see good discussions on Thus Spake Zuska, Omni Brain, I am … unhindered by talent, Gene Expression Classic, Joanne Jacobs and Pharyngula.
Update: More interesting takes on The Island of Doubt, The Scientific Indian and Adventures in Ethics and Science.

Everything You Always Wanted to Know About Pennicillin (and more)

Here is an example of perfect science blogging. It starts seemingly innocuously, with a quiz: Monday’s Molecule #30, where you are supposed to figure out what the compound is.
Then, after a couple of days, there is a post that you may not even realize at first is related to the first one: Bacteria Have Cell Walls
Another day or two, and A and B get connected: How Penicillin Works to Kill Bacteria
But how do we know this? Well, some people figured it out: Nobel Laureates: Sir Alexander Fleming, Ernst Boris Chain, Sir Howard Walter Florey – and now you know how we know.
Finally, putting everything in context of science, society, medicine and history, a two-parter: Penicillin Resistance in Bacteria: Before 1960 and Penecillin Resistance in Bacteria: After 1960
A tour-de-force of science blogging. I wish I could do something like that.

Blip – creative arts, science and technology

What is it?:

Blip is a forum for artists, scientists and members of the public interested in new forms of art that explore generative and procedural processes, interaction, emergence and artificial life. We are based in Brighton, UK, and in the last 4 years we have organized presentations, exhibitions, gigs and three Big Blip festivals. To facilitate access, we primarily organize events in bars, clubs and other public venues in the centre of the city.

I have not been in Brighton since 1980 and I have not heard of Big Blip festivals until last night. Can someone tell me more? It sounds really interesting.

Teaching tonight

Physiology: Coordinated Response
Blogging resumes later tonight….

The Iron Science Teacher

I love Iron Chef (on those rare occasions when I watch it, but I did more in the past), so I am excited about this spin-off – the Iron Science Teacher:

Parodying the syndicated, tongue-in-cheek, cult Japanese TV program, Iron Chef, the Exploratorium’s Iron Science Teacher competition showcases actual Bay Area science teachers as they build experiments around a given “secret ingredient” — an everyday item such as a paper-towel tube, a straw or a soda can. According to astrophysicist Dr. Linda Shore, Director of the Exploratorium Teacher Institute and host of the competition, “We try to show we can do science with anything. We show teachers how to use low-tech materials to illustrate classic principles of science and math.” As contestant Don Rathjen summed up, “This helps teachers teach the $10 million state science standards on a $10 budget.”
After building the gizmos, the teachers have a few minutes to explain what they are and the scientific principles they demonstrate. Judging is done on a less scientific basis, using what Dr. Shore refers to as “the clap-o-meter” — audience applause as measured by the human ear.
In one competition where the secret ingredient was a soda can, the diversity of science activities based on a simple object became clear. Using soda cans, a mathematician demonstrated the X, Y, and Z-axes of geometric shapes, a physicist illustrated the Bernoulli Effect (which affects such things as lift on an airplane’s wing), a biologist demonstrated that Classic Coke is denser than Diet Coke, and a chemist rigged up alcohol burners.
Given the popularity of the Iron Science Teacher competition, the Exploratorium is bringing science to teachers nationally via the World Wide Web.
The Exploratorium Teacher Institute provides teacher development for middle and high school science and mathematics teachers in the form of intensive summer long workshops and follow-up programs through the school year. There are currently 3000 alumni of the Teacher Institute, funded by the National Science Foundation, the State of California, the William and Flora Hewlett Foundation, the Noyce Foundation and the Eisenhower Program.

The event will take place on June 29, July 6, 13, and 20, and August 3, 10 in the Bay Area, so I may be able to go and watch two or three of those in person (and liveblog it!). For more information, check the Iron Science Teacher website and watch their Web Cams.

Teaching tonight

Introduction to Anatomy and Physiology
Physiology: Regulation and Control

More than just Resistance to Science

In the May 18th issue of Science there is a revew paper by Paul Bloom and Deena Skolnick Weisberg. An expanded version of it also appeared recently in Edge and many science bloggers are discussing it these days.
Enrique has the best one-sentence summary of the article:

The main source of resistance to scientific ideas concerns what children know prior to their exposure to science.

The article divides that “what children know prior to their exposure to science” into two categories: the intuitive grasp of the world (i.e., conclusions they come up with on their own) and the learned understanding of the world (i.e., conclusions they absorb from the adults around them):

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Seed Writing Contest

Seed Magazine and Honeywell are having a writing contest. Unfortunately, for legal reasons, the contest is restricted to US residents over 18. The deadline is July 1st, the length limit is 1200 words and the topic is:

What does it mean to be scientifically literate in the 21st century?
How do we measure the scientific literacy of a society? How do we boost it? What is the value of this literacy? Who is responsible for fostering it?

Several of my SciBlings have blogged their thoughts and ideas about the contest and you should try entering: the first prize is $2500 and the second place wins $1000. I am assuming that the winning essays (and perhaps some others) will see the light of day in print (or at least online) at some point in the future.

Lab Action!

Remember back in November, when everyone got excited about JoVe (the Journal of Visulized Experiments)?
Well, it is not alone in its niche any more. There is now another site similar to that: Lab Action.
Of course I homed in onto videos of scoring lobster aggression and Drosophila aggression, but there is quite a lot of other stuff there. It is pretty much like a YouTube for science so feel free to post your contributions.

Believe it or not….

…but I am teaching tonight! No rest on Memorial Day for speed classes. Furthermore, I am giving the first exam (the hardest of the three). Ah, how the students are going to love me….

Complexity

Larry just won the Triple Crown (or a trifecta, betting on the Triple Crown) with the third post in a trio of posts on a very important topic:
Facts and Myths Concerning the Historical Estimates of the Number of Genes in the Human Genome
The Deflated Ego Problem
SCIENCE Questions: Why Do Humans Have So Few Genes?
Alex Palazzo, madhadron, Ricardo Azevedo and PZ Myers add thoughtful commentary as well.
Of course, this is something that has been debated and studied (yes, in the laboratory) for a long time by people like Dan McShea so the issue is not going to be solved any time soon with a few blog posts.
But the anthropocentric bias is a big problem in studying and teaching biology and I try to at least briefly discuss the left wall of complexity (as much as it is itself contentious in the literature, I know) and the error of thinking of evolution as progressive (and inevitably leading to humans) when I teach about the origin and evolution of the current biological diversity. I wish it was easier to get that point through.

Science grants for two local schools

Good news for two local schools:

Two Chapel Hill-Carrboro schools have received grants to fund school projects.
Carrboro High School received a $5,950 grant from the North Carolina Biotechnology Center. Science teacher Robin Bulleri applied for the grant to fund a biotechnology project at Carrboro High.
Smith Middle School received a $5,000 Lowe’s Toolbox for Education Grant from the Lowe’s Charitable and Educational Foundation. Teachers Kelly Sears and Melinda Fitzgerald received the grant to fund a proposal entitled, “Sediment Rangers: 8th Grade Stewardship and Outdoor Classroom Project.”

Carrboro High is the brand new high school, opening this Fall. Robin Bulleri is moving there from Chapel Hill High.

Diversity Tonight

No more blogging until late tonight or tomorrow morning as it is a Monday and on Monday evenings I teach. Today’s topic is Biological Diversity, from its origins through its evolution to its current state. Fun!

Another role for Open Science

When I teach BIO101 I usually give at least one assignment that entails finding a biology-related article, writing a short summary of it and explaining the gist of it to the rest of the class. We did that this Monday and the students picked, as usual, some interesting topics (including some that take us way outside of the scope of the course, e.g., game theory and Evolutionarily Stable Strategies). The sources, as usual, are popular science magazines like American Scientist (the last one that is still of high quality, I’m afraid to say), Scientific American, Discover, Natural History, etc.
One of the students talked about the research on butterflies and beetles by Emlen and Nijhout – if this happened just a week later, she could have used the brand new (and better written) article in Seed Magazine on this topic instead of a 1998 article from Discover.
But this year there was a first! One of the students reported on a paper she found online – where? On PLoS-Biology, of course. This paper about ‘Thermal Stress and Coral Cover as Drivers of Coral Disease Outbreaks’. And she did a good job understanding the paper (with a little help from an MSNBC article about it as well). Remember, this is someone with zero background in biology, being able to understand a true scientific paper, not just a popular science article. I was quite impressed!

Intel International Science and Engineering Fair

Seed Magazine sent two intrepid reporters to Albuquerque to cover this year’s Intel International Science and Engineering Fair (you may remember those under the old name of “Westinghouse”). They are busy filing their reports and you can find them all on the special scienceblogs Intel ISEF blog.
We never had science fairs in Yugoslavia – the science competitions were all in a paper-and-pencil style (like Math Olympiad), nothing to make or do, just theory and solving problems. I usually did better in math and English (as ESL) than in physics, chemistry and biology championships. But my daughter did participate in a science fair a couple of years ago and I am sure happy science fairs exist – if not, someone should invent them.

Another job ad

If you are idle, retired or rich, if you live in (or are willing to move to) Oakland, California, if you have decent computer skills and if you want to help fight against Creationism, then this job is perfect for you:
From the National Center for Science Education:

Information technology technician needed by the National Center for Science Education, a nonprofit organization that defends the teaching of evolution in the public schools, to maintain and expand NCSE’s web presence, including maintenance of hardware platforms, determining software needs, and overseeing migration of content to a new web site. NCSE is pursuing open source solutions to information technology services.

How to teach as much biology in as little time

Yup, I am teaching my accelerated BIO101 class tonight again. It is all about figuring out what is really important, stripping away everything else, trying not to fry the students’ brains, and keeping one’s own sanity in the process. I’ll probably spend about 30 minutes on cell division and DNA replication, about 45 minutes on development, about 30 minutes on genotype and phenotype and about an hour on evolution, taking breaks between each two topics. In the end, if there is time, I may show an old movie. How old? Well, Steve Jones is in it and he looks young and he talks about his – then current – snail research! That old.

Mike has a great idea

Three out of ten Republican presidential candidates raised hands in the recent debate indicating they do not believe in evolution. Jason has an excellent round-up of responses (Arianna Huffington rocks!) with some good comments by readers as well. How can you help combat scientific ignorance? If your blog is NOT a science blog, try to do what Mike suggests and link to five science-related posts every week.
There is plenty of stuff here at scienceblogs.com, but you can also use this page when you are looking for science posts, especially the science-related carnivals listed at the very bottom of that page. Carnivals act as filters, showcasing the best that science/nature/medical/environmental blogosphere has to offer on any given week.

SBC-NC’08 – we have the venue!

2008NCSBClogo200.pngMaking the second Science Blogging Conference even bigger and better, we are happy to announce that the January 19th, 2008 meeting will be hosted by Sigma Xi (publishers of American Scientist) in their gorgeous new building in the Research Triangle Park. Their conference facilities can house more people (225 as opposed to 170 we had last time) and provide more space for shmoozing between and after the sessions.
For those who arrive early, there will be Friday afternoon events, sessions and meals on or close to the UNC campus. We have tentatively secured two excellent session leaders so far and are negotiating with several others. Please check the program and help us build it by adding your ideas (edit the bottom portion of the wiki page or post a comment there). And we are still looking for sponsors – are you interested?

Framing Global Warming

NPR has started a year-long series on climate called Climate Connections. The other day, they broadcast the first in a series of their educational segments, starting at the very beginning: the carbon atom. You can read the intro here and watch the video here but just listening to the audio in the car was absolutely fascinating (the video is close, but much shorter and not identical to the first quarter of the audio segment for which the podcast is at the “listen” button).
The science was very basic yet completely correct and the entire segment was so fun to listen to. It was fast and funny, and there were no big words like “covalent bond” or “valence” that would make the piece sound like a lecture. In five minutes or so of listening, my son and I learned (or remembered) everything important about the properties of carbon and how that affects climate change. And it was all through silly metaphors!
Importantly, the entire story was very carefully framed – yes, the F-word! At the end of the segment you are going to think along these lines: carbon atoms have no choice but to behave the way they do; scientists can only discover properties of carbon but they cannot do anything to change the properties and behavior of the carbon atoms; humans are the only players in this story with the power to alter their own behavior and it is up to us as a society, as well as us as a collection of individuals, to make choices about modifying our behaviors in a way that takes into account the unchangeable properties of carbon atoms.
Of course, for those who want to learn more and are not afraid of big words, NPR has also posted this interview online. Framed differently for different audiences, the video (low level), audio (middle) and online text (high) – yet the final result is the same: a better understanding of the science underlying global warming.

The Wolfram Demonstrations Project

This was released to public today:

Conceived by Mathematica creator and scientist Stephen Wolfram as a way to bring computational exploration to the widest possible audience, The Wolfram Demonstrations Project is an open-code resource that uses dynamic computation to illuminate concepts in science, technology, mathematics, art, finance, and a remarkable range of other fields.
Its daily-growing collection of interactive illustrations is created by Mathematica users from around the world, who participate by contributing innovative Demonstrations.
Interactive computational resources have typically been scattered across the web–requiring specialized programming knowledge that’s made them difficult and expensive to develop. As a result, their coverage has long been limited, and progress has been slow.
In many ways, The Wolfram Demonstrations Project introduces a new paradigm for exploring ideas. The power to easily create interactive visualizations, once in the domain of computing experts alone, is now in the hands of every Mathematica user.
Demonstrations can be created with just a few short lines of readable code, powered by the revolutionary advances in Mathematica. This opens the door for researchers, educators, students, and professionals at any level to create their own sophisticated mini-applications and publish them online.
From elementary education to front-line research, topics span an ever-growing array of categories. Some Demonstrations can be used to enliven a classroom or visualize tough concepts, while others shed new light on cutting-edge ideas relevant to high-level workgroups and thesis research. Each is reviewed for content, clarity, and presentation, edited by experts at Wolfram Research to ensure quality and reliability.
All Demonstrations run freely on any standard Windows, Mac, Unix, or Linux computer. In fact, you don’t even need Mathematica to benefit. Anyone can preview a Demonstration online, and interact with it using the free Mathematica Player. Those with Mathematica can also experiment with and modify the code on their own computers.

I looked around a little bit and, although there is nothing related to my own field, I found lots of cool stuff, from maps to oscillations to the Long Tail. Give it a try. Play with some of the demonstrations. See if they are useful for you in your teaching.

Undergraduate Research – some examples

Jake, Chad, Rob, Janet, Chad again and Chad again. have already written everything important about today’s Buzz topic – the undergraduate research. What I will do is add a few examples and you draw conclusions why this worked (or not) for each one of them.
A Self-Starter
Kevin Messenger loved snakes all his life. He did his own research in high school, a standard survey of herps in the Sandhills area of North Carolina. He presented that at a meeting of the Herps society while a high-school senior. He went to college to NCSU because he wanted to work with Hal Heathwole. He got his own first grant as a college freshman which resulted in a really nifty (I think still not published, but presented) paper on the effects of moonlight on nocturnal snake activity. He breezed through college. Nobody really cared if he got Ds in English or Chemistry classes – he aced all biology classes though, including some graduate level courses he took quite early on. He also got involved in some gecko research with my lab-buddy Chris. He barely graduated when he already had a grant to go to China to do a herps survey of a previously unsurveyed (and rarely visited by Westerners) are of China. He reported his findings in a series of guests posts on this blog. What a fun way to get a Masters…
A Surprise
Laura Jolley was considered by some of our faculty here to be a bookish type – excellent grades, but perhaps growing up with too sheltered life to want to get dirty with research. So when she applied for a hard-to-get grant to go to Africa to do AIDS research most were reluctant to sign a letter of support for her. Dr.Nick Haddad, who saw her in actiuon in his ecology core course, gladly signed and was delighted when she actually got the money. You have to scroll down here (one should think NCSU folks would learn the notion of permalink by now!) to read about her accomplishments and I have also mentioned her in this post. She spent two summers in Ghana and one in Lesotho living with the locals, doing the research on local attitudes and knowledge about sex and AIDS and devising strategies for education and prevention. She is in graduate school up in DC right now studying public health and epidemiology.
A Hidden Gem
Amy Hughes was my student in a physiology lab which, as its most important component, has an independent project. Amy is smart, but was shy and not with the greatest of the GPEs in the world at the time. She had no idea what to do for her project except that she liked handling crayfish in one of the lab exercises and wanted to work alone (i.e., not teamed up with another student or two). I have no idea how and why I figured out that she would be just the right person to do this long and tedious study, but she did brilliantly and when I showed the data to a professor he promptly got some funding for Amy to repeat and continue the work as her honors project. The result is the first ever study published on a blog – the famous crayfish circadian/melatonin/aggression post. She went on to Minnesota where she got a MS in epidemiology (I think her work there should be published by now), came back to NCSU for some more fun and classes and will start medical school next semester. Oh, and she came to the Science Blogging Conference.
Obvious from the beginning
Elizabeth Daubert was one of those straight A students who ran out of classes and had to take all graduate-level courses in her senior year, including the extremely tough two-semester General Physiology with Bob Grossfeld (NCSU is a big campus yet it is eerily quiet on the days when there is an exam in this course). My PI did not do any undergraduate research, but when Chris and I were running the lab (and far too many experiments) he let us hire undergrads to help us. Most of the people we hired were pretty much content to be paid to feed the animals, but Elizabeth wanted to do research. And she did. She got fully involved in several of my experiements – all aspects of it, not just the drudgery work. Now, my boss is a brutally honest person and, if he is not prepared to write a stellar letter of recommendation for you, he’ll politely refuse to write one at all. But he wrote a letter for Elizabeth when she started applying to grad schools. Every place she applied to (except Stanford) called her for an interview and wherever she went she was referred to as the “candidate with the Underwood letter”! I have no idea what he wrote, but people in the field understand that if he writes one, it is to be taken seriously. She got accepted/invited everywhere. She is happily enjoying (scroll down) her neuroscience graduate studies at University of Virginia right now.
Now go read what others have written about the theory of undergraduate research and think how Kevin, Laura, Amy and Elizabeth fit in there.
Update: Kate, Propter Doc, Guru, Laelaps, Jason and Kayhan add their experiences.
Update: Jenna and Larry add their perspectives.

Classroom Blog

I am starting my BIO101 for adults course again on Monday and this time I am deteremined to use a blog in the classroom. To begin with, I copied my lecture notes here (still needs some fiddling and editing before Monday) and we’ll see how it works out.

Looking for good educational biology movies

I am teaching my BIO101 again starting this Monday. The class is very small, so the discussions and student presentations will not last very long. Thus, I will have extra time at the end of each lecture. This can be a good time to show some videos. So, if you know of good movies available online or that can be ordered as CDs or VHS tapes, let me know in the comments (check the link for the topics I need to cover). I have a couple of ancient tapes whcih will do in a jiffy, but I am looking for more recent and better stuff. Keep in mind that this is VERY basic biology. Thus, the cool Harvard movie of the inside of the cell won’t work – too many molecules I do not cover and nothing is labelled anyway.

Rube-Goldberg Cascades of Molecular Reactions

RPM found this on The Disgruntled Chemist’s blog: the most awesome Rube-Goldberg machine I have ever seen. Much better than the one built by the Mythbusters guys. Just follow this link and watch the movie!
RPM complains that it does not appear to actually do anything, but, who cares? The thing is so intricate! Think of it this way – this is a metaphor for a cell: the (circadian) clock sounds an alarm and as a result a large number of molecular interactions occur resulting, in the end, in the opening of the curtain an ion channel.
I have already mentioned here, here and here that a Rube-Goldberg machine is a better metaphor for the circadian mechanism than the Clock, but it is also a better metaphor for all things intracellular as well: one biochemical reaction leading to another, to another, to another….

Elements

My son has memorized them all. Once you start singing along, you will, too.

Framers are NOT appeasers!

In the latest dust-up over framing science, an unfortunate frame is emerging that I want to nip in the bud, that ‘appeasers’ in the big culture war against religion are the same as ‘framers’ in the current debate, and likewise that ‘anti-framers’ and ‘vocal atheists’ are the same people. It is a result of confusion, and I want to clear it up right now.
You know that I am strongly in the Dawkins/Myers camp in the fight against religion:

Dawkins, Harris and Dennett are changing the landscape of the discourse, forming an environment in which it is possible to talk about atheism and religion on a level field. Without them, we’d be forced to hide our atheism even more than before and allow the fundies to define us as amoral.

And I have explained before (and I totally agree with Sean Carrol on this) that the Dawkinses of the world are performing a necessary function of moving the Overton Window.
But, I am also strongly in the Mooney/Nisbet camp on framing because it is an entirely different battle:

Thus, the term ‘framing’ has two meanings and one is discussed by one group and the other meaning by the other group. As the two meanings suggest two different strategies, the two groups think that they disagree with each other.

But, if you have a hammer, you only see nails. Matt and Chris are not talking about the same battle, about the same fora, about the same audience, or about the same messengers, but if all you care about is how to defeat religion, you will not notice that there are other battles as well. You will erroneously assume that Chris and Matt are suggesting methods for fighting your favorite battle.
And of course you will disagree, as the two battles can sometimes negatively affect each other. Fortunately, people selectively choose sources of information, so the target audiences of the short-term and long-term battles are unlikely to see much of the unintended-for-them messengers.
I doubt there are many bookstores in the Deep South that carry ‘The God Delusion’. He has not sold millions – more like tens of thousands, perhaps hundreds of thosands at best – that is more than enough to top all the best-seller lists in the world. Many of those copies were sold abroad. Others were bought by people concentrated in big cities and the coasts (I bet the map of his customers fits well with the map of precincts that voted for Kerry in 04).
Bible sells in hundreds of millions.
So, if you live in Europe or New England, your perception of the world is skewed – all those rational people around you! If you only read science and atheist blogs, you get the erroneous feel that there are many more atheists in America than there really are. Take a slow car trip through the North American continent – the middle of it. Gazillions of very nice, smart people who, due to the upbringing and the surrounding culture think that Atheist=Satan. But you want those people to push Congress to do something about global warming, don’t you?
Then think strategically how to talk to them about it. This is political battle, not a science battle or a religion battle. So stick to politics. Back it up by science only as much as needed to be understood and trusted. Starting out by telling them they are stupid makes the conversation stop before it ever started.
Related (and containing links to all the other blogospheric responses):
Framing Science – the Dialogue of the Deaf
Framing ‘framing’
Did I frame that wrong?
Framing and Truth
Just a quick update on ‘framing science’ (not that ‘quick’ after all!)
Joshua Bell and Framing Science
More blogospheric reactions: Mark Hoofnagle, Zeno, John Fleck, Rebecca Hartong, Matt Nisbet
Related:
Framing Science – the Dialogue of the Deaf
Framing ‘framing’
Did I frame that wrong?
Framing and Truth
Just a quick update on ‘framing science’
Joshua Bell and Framing Science
Framers are NOT appeasers!
Framing Politics (based on science, of course)
Everybody Must Get Framed

Framing and Truth

Truth, All the Truth, and Nothing but the Truth.
You are all familiar with the phrase. It actually figures prominently (though unspoken until now) in this whole discussion about framing science.
Nobody – absolutely nobody – ever suggests that anything but The Truth should be used when communicating science or communicating about science.
The wisdom of framing is that ‘All the Truth’ can be omitted, as too much information puts off the target audience in some cases, and is thus counterproductive.
The self-styled Defenders Of The Truth insist that a) ‘All The Truth’ should never be omitted, and b) that ‘framers’ want to omit ‘nothing but the Truth”, i.e. to advocate lying. Nothing is further from the Truth.
The important issues of the day – evolution, global warming, stem cell reseach – are too contentious and politically hot. Thus, to illustrate how omitting “All The Truth” does not mean lying, I’ll use the examples from my own reasearh, as far from political (or even politicizable) as can be.
For instance, this is the way some of our data are presented to the peers in the field. Compare that to this treatment of the very same data intended for a different audience – readers of a science blog (some scientists, some interested lay-people, no chronobiologists). There is more background, more explanation of the basics, a more casual English language, and almost no numbers/statistics in the latter. Both contain the Truth and Nothing but the Truth, but the latter is not “All the Truth” as some less relevant information has been omitted. Does it turn it into lying? Not at all. Does it make more comprehensible and interested to a non-expert? Yes. The published paper was read by the dozens, the blog post by the hundreds at least – hundreds who probably could not have understood the published paper anyway and who don’t need all the nitty-gritty details in order to understand it.
Or, how about this example: here is the actual paper, and here is the blog post about it. Not just does the blogpost explain in an easy language what the paper is about, but it also adds the wisdom of several intervening years of research and thinking, i.e., puts the paper in a historical perspective. It also has a slightly different emphasis on what was really important in the paper – something we learned only in hindsight. So, which of the two is The Truth? The paper has all the details and statistics that the blog-post lacks. The blog-post has the post-hoc insights that the paper lacks. Are they, thus, both Lies? No. They are both true, framed for different audiences at different times in history.
How about this one: here is the paper and here is the blog-post. The blog-post puts the data from the paper in a much, MUCH broader context, including data from a number of other papers by other people, and ends with new data that never saw the light of day previously, followed by a novel testable hypothesis that was never included in the original paper. Which one is The Truth? Both, of course. Just framed differently.
Another example: here is the published paper while here and here are two different blog treatments of the same data. The first post explains the data in the paper (sans boring details and numbers) and puts the paper into a historical perspective. It adds some of the background thinking that was not included in the paper – about my motivations for doing the work, about expectations how the data would turn out, the way we responded when the data did not turn out the way we predicted, and the way to see the data from the lens of what we know now seven years later. The second post also describes the data in simple English, yet goes further – by placing the data into a different context (ecological instead of physiological) it ends up proposing a novel hypothesis to be tested in the future. Which of the three treatments are the Truth? All three, of course, but each framed differently.
OK, that was my MS stuff. I am not allowed to tell you the details of my PhD work, but there is a way to frame it so you can understand what it was all about without revealing any specifics.
For instance, if asked by a person (professional or lay-person) interested in evolution, I would describe my PhD work along these lines: “I am interested in evolutionary implications of sex, strain and individual differences in circadian and photoperiodic time measurement in Japanese quail, with potential insight into group selection”.
If asked by a physiologist of some sort, I would describe it like this: “I did studies in the way exposure to sex steroid hormones by embryos and adults affects the way bird brains measure time of day and time of year”.
If asked by someone whose primary interest are humans, I’d say something like this: “I use an avian model to study the way circadian system is altered during adolescence”.
If I were young and single and talking up a girl in a bar where loud music makes language economy an imperative, I’d say “I am a brain surgeon”.
And you know what? All four statements are True. Nothing but the Truth. But obviously not All the Truth. Each emphasizes a different aspect of my work. Each neglects to say that the work is already done and that I have not set foot in the lab for a while. And each is framed for its target audience. The first reflects my real #1 interest and can help bond with a like-minded fellow. The second is my #2 interest, but that is what my Dissertation is supposed to be about and this is the way most people in the field (including my advisor) would like to hear about it. The third is good for selling my work to NIH, but also good for giving a polite answer to a non-scientist friend who asked the question out of being polite him/herself. The fourth emphasizes one of the methods in my toolkit and has a different goal in mind.
Each of the four is framed differently because the audience is different, the question (“What is your research about”) was asked for different reasons, and my goal is different (though establishing my expertise and staking my turf are a common thread to all four): bonding, teaching, persuading, or self-aggrandizing, respectively. And I never inserted a single lie anywhere. Oh, and without knowing any details, you now have a pretty decent idea of my rresearch interests, don’t you?
That is what framing is about. Knowing what your goals is. Knowing what to omit when. And knowing what style of language to use with which audience. No need to ever be dishonest. Leave that to Creationists and Republicans.
But, what really is The Truth in science and in journalism? Oh, do click on that link, I know you want to and it is worth it.
Related:
Framing Science – the Dialogue of the Deaf
Framing ‘framing’
Did I frame that wrong?
Framing and Truth
Just a quick update on ‘framing science’
Joshua Bell and Framing Science
Framers are NOT appeasers!
Framing Politics (based on science, of course)
Everybody Must Get Framed

Brain Essay Student Contest

Real Life (as well as the framing science debate) took too much of my time and energy and attention so I never got to posting this very inportant notice. I will just copy what Sharp Brains put up, but feel free to write your feedback both to me and to Alvaro:

What is the Brain Essay Student Contest?
A real-life experiment to connect high-school students and teachers of biology and psychology with science and psychology bloggers.
What will happen?
1) Essay submissions by May 10th, 2007: students (or teachers, with students’ consent) can use the form below to submit 400-800 word essays on the topic “Based on brain research, what is Learning and how do we Learn?”.
2) Evaluation and Publication by May 20th: from all submissions, the Jury -composed of the 5 bloggers below- will select the Best 10 Essays based on the usefulness of the content and quality of writing. Each blogger will publish 2 winning essays on their blog on May 20th.
The Jury is composed of leading blogs in their respective fields:
A Blog Around The Clock
Neurophilosophy
Positive Psychology Daily
SharpBrains
The Quick and the Ed
Is there a Prize?
Each winner will receive:
I. Recognition in the blogosphere. The essay will not only be published in a top blog, but submitted to a number of science, psychology and education blog carnivals.
II. A free annual subscription to TuitionCoach, a personalized, internet-based program that de-mystifies the college financial aid process for students and their families and helps families find the best options to finance college choices.
Why is this happening?
One of the final recommendations of a recent science conference co-organized by Bora was to increase the flow of communication between bloggers and high-school students and teachers. Separately, Jeff, a high-school psychology teacher, sent us some essays by his students, we were amazed at their level, and in fact published one: “Tis better to give than receive”: oxytocin and dopamine.
Now we want to see if 1 + 1 can equal 10!
This is cool. How can I help?
If you are a student, please submit an essay that makes you proud!
If you are a teacher, please encourage your students to submit a good essay!
Everyone else: please help us spread the word by linking to this page! we will publish links to all collaborating blogs below the form.

Bodies

The Bodies Exhibition is coming to The Streets at Southpoint in Durham.
My wife saw it last year in NYC. My daughter will probably be too squeamish for it, but I’ll try to get my son to come with me.
Once I go….well, it is certainly a bloggable event.

Framing Science – the Dialogue of the Deaf

Blog%20Against%20Theocracy.jpgMy SciBlings Chris Mooney and Matt Nisbet just published an article in ‘Science’ (which, considering its topic is, ironically, behind the subscription wall, but you can check the short press release) about “Framing Science”
Carl Zimmer, PZ Myers, Mike Dunford (also check the comments here), John Fleck, Larry Moran, Dietram Scheufele, Kristina Chew, Randy Olson, James Hrynyshyn, Paul Sunstone and Alan Boyle have, so far, responded and their responses (and the comment threads) are worth your time to read. Chris and Matt respond to some of them. Matt has more in-depth explanations here, here and here (pdf) that are worth reading before firing off a response to the whole debate.
This is not a simple topic, but I will try to organize my thoughts in some way….

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E.O. Wilson wins 2007 TED Prize – watch his acceptance speech

2007 TED Prize winner E.O. Wilson on TED (Technology, Entertainment, Design) Talks:

As E.O. Wilson accepts his 2007 TED Prize, he makes a plea on behalf of his constituents, the insects and small creatures, to learn more about our biosphere. We know so little about nature, he says, that we’re still discovering tiny organisms indispensable to life; and yet we’re steadily, methodically, vigorously destroying nature. Wilson identifies five grave threats to biodiversity (a term he coined), and makes his TED wish: that we will work together on the Encyclopedia of Life, a web-based compendium of data from scientists and amateurs on every aspect of the biosphere.

How to read a scientific paper

I was waiting until the last installment was up to post about this. Revere on Effect Measure took a recent paper about a mathematical model of the spread of anti-viral resistance and wrote a 16-part series leading the readers through the entire paper, from the title to the List of References and everything in between. While the posts are unlikely to garner many comments, this series will remain online as a valuable resource, something one can use to learn – or teach others – how a scientific paper is to be analyzed.
As you can see, it takes a lot of time to read a paper thoroughly. It also requires some background on the topic of the paper. A journalist on deadline is unlikely to have either the time or the necessary background to be able to read a paper in this manner before writing an article. And that is just one paper per week.
Scientists themselves rarely read all the papers as thoroughly as this. If you, like I do, go through dozens of papers per week, you find your own method of cutting down the necessary time. You skim through the abstract, figures and figure legends, perhaps some of the Discussion and – this is it. You make a mental note what the paper is about and move on. But that is reading for one’s own information only. It is not the way to read a paper one is to comment on – or write an article about. For that, one has to do it throughly, like Revere did.
If a paper is in my narrow field, or a field I am very familiar with, the first place I look is the list of references. This tells me from what tradition the paper comes from, what group of people, what mindset, what research goals and questions. That is, actually, already a LOT of information about the paper. Then I read the abstract, look at the figures and figure legends and, if necessary, scan the text of the Results section to find relevant passages connected to the figure I am interested in. Then I dig deep through the Materials and Methods because that is where flaws, if any, will be discovered. Introduction can usually be skipped – that is mainly for the readers outside of the narrow field. Then I read the Discussion carefully in the very end, by which time I already have a very good idea what the data really say so I can spot if the authors overreach in their conclusions.
As a science blogger, I would not want to write a post about a paper I have not read as throughly as that. I may post a link to it and let you evaluate it for yourself, or point out if some other blogger wrote a good review, but I would not go into a critique of my own if my familiarity with the paper was only superficial, or if it is in a field I do not have a good background in – thus, no reviews of physics papers here!
As this process takes a lot of time and effort, it is not surprising that science bloggers do not post such in-depth reviews very often. I may do one a week if Real Life allows. It is easier, quicker and gets more comments and traffic to write posts that do not require as much expertise and as much time and effort.
But doing it once in a while is still worth the effort. See this latest post on Pharyngula. It is stunning, beautiful, exciting! Yet, this was probably the post that took PZ most time and work to write of all of his many posts this week. And it is likely to get less comments, links and traffic than any of the other posts. But, unlike the commentary about current issues or the daily anti-religion screed (which are all eloquent and lovely and useful and have to be done), this post will not dissappear into the depths of his archives forever. It will remain online (and likely high on Google searches) as a resource that will be linked again and again, for years to come, by other bloggers as well as people who want to use it when teaching biology in the real-world classrooms. The same goes for Revere’s series, or for that matter every serious science post that goes into detail of an area or a single paper and explains it (and perhaps criticizes it) in plain language. There has to be room for all kinds of science blog-posts, each serving a different purpose.
So, bookmark Revere’s series, read it, and save it somewhere handy for future reference.

Evolution Visualized and Explained


I think I will show this in class in May when I teach the evolution lecture again.
Reed adds some caveats I am sure to point out in the classroom.
Update: Watched it again. I think I’ll stop the movie a moment before the first chimp appears. Until that moment the animation, though not 100% accurate, and quite oversimplified, is GREAT for a visceral understanding of evolution. We can debate neutral selection and population sizes, but that is what we do. For a regular citizen uninterested in science, this brief movie is sufficient to “grok” evolution. This is a great example of “visual framing” (as opposed to language-based framing). You don’t have to tell all the science. You dont’ have to have your science 100% accurate. But you hit a nerve, and you end up with a convert. Nothing more is needed, though if anyone gets interested, there is plenty of information out there.

Science Labs

There is a growing, glowing discussion about the usefulness of college science labs that was started with an anti-lab post by Steve Gimbel and responded to, with various degrees of pro-lab sentiment by Janet Stemwedel, Chad, Chad again, Chad yet again, Razib, Jeremy and RPM and numerous commenters on all of their posts (also check older posts on the topic by Sean Carroll and Janet). Of course, I felt a need to chime in. I teach labs, after all (and I took many as a student as well).
The core of the problem is the very existence of the institution we call ‘college’.
Let me explain.

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A high-school science blogging contest?

Alvaro of Sharp Brains (in a comment here) links to a high-school student’s science essay that he posted on his blog and asks:

Why couldn’t we approach a number of websites where science teachers hang out and propose some kind of essay contest for high-school students, with winning essays published in our blogs?

What do you think?

In Less Than An Hour! ‘Galapagos’ on the National Geographic Channel

I hope you see this on time to tune in.
Hat-tip: The Beagle Project Blog

Science In School

The fourth issue of Science In School online magazine is out. It is full of cool articles. Let me just point out a couple:
Eva Amsen wrote about Science Fairs.
There is a nice review of Kreitzman & Foster’s book Rhythms of Life: The Biological Clocks That Control the Daily Lives of Every Living Thing.
Finally, how to use the movie ‘Erin Brokovich’ to teach about chemistry and environment.

You can help kids get excited about marine science

Here’s an educational program worth supporting – Oceans Wide gets kids involved in marine science up in Maine. Craig, over on Deep Sea News has all the details. I wish there were programs like this when I was a kid! I had to learn all my science on my own, from dusty books!

Another Saturday morning….

While you are reading this in your pajamas, I am enjoying doing this again.

Physiology: Coordinated Response

Physiology: Coordinated ResponseThis is the last in the 16-post series of BIO101 lecture notes for a speed-course targeted at adults. As always, I welcome corrections and suggestions for improvement (June 17, 2006)…

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Dinner with a Dinosaur VII

Project%20Exploration.gifIf you are going to be in Chicago in early May, consider attending (or at least donating towards) the Seventh Dinner With a Dinosaur, an annual event organized by Project Exploration – a worthy investment in science education for inner-city kids.

While you are reading this…

… I am having fun doing this.

Physiology: Regulation and Control

Physiology: Regulation and Control
The penultimate installment of lecture notes in the BIO101 series. Help me make it better – point out errors of fact and suggest improvements:

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Do We Need An Anti-Creationist Think-Tank?

Do We Need An Anti-Creationist Think-Tank?Two years (January 28, 2005) have passed, but I am still not sure what the correct answer to this question is:

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Basic Terms and Concepts in Math and Science

I don’t know how many of you check out the constantly growing list of links to posts that cover Basic Terms And Concepts in Science, but you should. Our Seed Overlords are cooperating and will soon set up a place where all those posts will be re-posted, commented upon, edited, etc. – a one-stop shopping for all basic stuff useful, for instance, in teaching at all levels from Kindergarden to Postdoc!
Until then, here is my unofficial list – not the one compiled by Wilkins – that also includes some of my own posts, as well as some of the other people’s posts that I found useful in teaching myself.
If you are a science blogger and your area of expertise is not represented – write a post and let us know about it (“us” being pretty much everyone on scienceblogs.com, but John Wilkins is the #1 person to go to). If you are a scientist, but not a blogger, I’m sure many of us will be happy to let you publish a ‘guest-post’ on a missing topic, written in a way that can be understood by lay-people and used in the classroom.
Here is my ‘enhanced’ list, under the fold:

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While you are reading this…

…I am doing this, and probably enjoying it just as much as every time before…