UNIT 1 SEMINAR The Scientific Method Evelyn I. Milian Instructor 2011 SC300: Big Ideas in Science:...

UNIT 1 SEMINARThe Scientific Method

Evelyn I. MilianInstructor

2011

SC300: Big Ideas in Science: From Methods to Mutation

SC300: Big Ideas in Science – Unit 1 Seminar: The Scientific Method

Instructor: Evelyn I. Milian

Instructor of Biology, Microbiology, and basic Science.

Graduate studies in Microbiology.

Scientific research thesis: immunoallergy, with dust mites.

Born in Puerto Rico. Moved to USA in 2005. Before being a biologist, I was

administrative secretary for 10 years. I also took many courses in Accounting and Humanities.

2010 Evelyn I. Milian - Instructor 2

E-mail: [email protected]

AIM: milianevelyn


Agenda

1. Discussion of Unit 1 Seminar Topic:

The scientific method

2. Question and answer session for students in my section

Course syllabus, requirements, etc.



Why is Science Important for Human Life?Why Study Science?

Science influences all aspects of human life and is a powerful tool that help us understand how our world works and how we interact with our physical surroundings.

Science is a way of asking and answering questions about the physical universe.

Among many other purposes, science helps us in: Curing diseases Predicting and coping with natural disasters Understanding the effects of natural processes in human life Discovering new materials and developing products and new

technologies to improve our lives Understanding the effects of human activities on our planet

and life in general Make better, educated decisions on many issues…etc.



2010 5


Science is Inquiry

Science is derived from a Latin verb meaning “to know”. The heart of science is inquiry, a search for information

and explanation. What elements does science include?

Challenge, adventure, luck, planning, reasoning, surprise, creativity, cooperation, competition, patience, persistence.

We gather information by making observations using our senses. Recorded observations are called data. Qualitative data are recorded descriptions.

Quantitative data are recorded measurements.



Discovery Science (Descriptive Science)

Discovery science is the scientific inquiry that describes natural structures and processes as accurately as possible through careful observation and analysis of data.

Induction, or inductive reasoning, is used in discovery science.

We derive a generalization or conclusion based on specific observations; in other words, we go from “specific to general”.

Example: “All organisms are made of cells.” (the cell theory). This generalization was based on repeated observations for hundreds of years by many biologists.



Hypothesis-Based Science

Hypothesis; an “educated guess” or an explanation on trial: A tentative explanation of an observation or phenomenon

that guides scientific inquiry. It is based on available evidence and it can be tested by

obtaining more data, often by experimentation. In hypothesis-based science we apply deduction, or deductive

reasoning: the “if . . . then” logic. We go from the general to the specific (opposite of induction) Based on observations, we make predictions, deductive,

logical consequences about what outcomes of experiments or observations we should expect if a particular hypothesis (premise) is correct. We then test the hypothesis through experimentation.

For example, if all organisms are made of cells (premise 1), and humans are organisms (premise 2), then humans are composed of cells (deductive prediction about a specific case).



Hypothesis-Based Science and The Scientific Method

The scientific method is a rigorous procedure for making observations of specific phenomena and searching for the order underlying those phenomena. It consists of four operations: 1) Observation and questions; careful study of the specific event,

organism, phenomenon or situation; asking questions; gathering information; previous data studied (background research).

2) Hypothesis; a supposition or prediction based on previous observations, offered as explanation of the event or phenomenon.

Remember the if . . . then logic (deductive reasoning). We can make predictions based on the observations and hypothesis.

3) Experiments or tests are carried out in order to test the hypothesis and the accuracy of predictions. More observations are made.

4) Analysis and Conclusion; the experimental and observational results are analyzed and the scientists come to a conclusion as to whether the hypothesis is supported or not.

The conclusion can lead to the hypothesis for another experiment, or to a scientific theory, which is an explanation supported by a broad range of evidence (observations, experiments, and data).



The Scientific Method

The return arrow indicates that a scientist often chooses to retest the same hypothesis or to test a related hypothesis. Conclusions from many different but related experiments may lead to the development of a scientific theory. For example, studies pertaining to development, anatomy, and fossil remains all support the theory of evolution.

102010


Ask Question The Scientific Method

Do Background Research

Test wih an Experiment

Analyze Results,Draw Conclusion

Hypothesis is True Hypothesis is False or Partially True

Report Results

Think!Try Again

Construct Hypothesis



A hypothesis must be testable; there must be some way to check the validity of the idea.

A hypothesis must also be fasifiable: there must be some observation or experiment that could reveal if such an idea is actually not true.




A scientific hypothesis makes predictions that can be tested by recording additional observations or by designing experiments.

We all use hypotheses in solving everyday problems.

Example situation: Your flashlight fails during a camp-out.

13


The Scientific Method: Designing Controlled Experiments

Experimental design is the manner (methodology) in which a scientist intends to conduct an experiment.

A controlled experiment compares an experimental group (being tested) with a control group. We consider:

Variables, or factors that are subject to change (and thus may affect the outcome of the experiment).

Independent variable is the factor that is manipulated.

Dependent variable is the factor that varies in response to changes in the independent variable.



The Scientific Method: Designing Controlled Experiments

An experimental group, is the one in which only the variable being tested (experimental variable) is changed.

A control group is the portion or sample that does not contain the variable being tested (is not exposed to it); in other words, the control group does not receive the substance, drug, treatment, etc. being tested.

The control group is a standard against which the results of an experiment are checked. All possible variables are held constant. The control group is included to insure that the results obtained are due to a difference in only one variable.

The experimental and control groups differ only in the one factor the experiment is designed to test.



Observation: The nucleus is the most prominent part of the cell. Ask critical questions: Why is the nucleus so large? What is its importance? Develop hypothesis: Cells will be adversely affected if they lose their nuclei. Make a prediction that can be tested: If the nucleus is removed from an

amoeba, the amoeba will die. Perform experiments to test the prediction (as shown in the figure). Conduct analysis and conclusions about the experiments.

2010 16


Typical Sequence of Steps Taken in a

Scientific Experiment

Olestra is a synthetic fat replacement made from sugar and vegetable oil. It was approved by FDA (Food & Drug Administration) in 1996. Olestra was first used in potato chips.

Some people complained of severe gastrointestinal distress after eating the chips and investigation ensued.

172010


The Myth of the Scientific Method

Very few scientific inquiries adhere rigidly to the sequence of steps prescribed by the “textbook” scientific method.

For example, a scientist may start to design an experiment, but then backtrack upon realizing that more observations are necessary.

In addition, discovery science has contributed much to our understanding of nature without most of the steps of the so-called scientific method.

It is important for us to avoid stereotyping science as a lock-step adherence to this method.



About the Word “Theory”

A scientific theory is a long-standing hypothesis or explanation of a broad range of related phenomena that has been supported by many different tests.

A scientific theory is still open to revisions, but it differs from speculation because: It has been tested many times and there is a lot of

evidence supporting it; and researchers have yet to find evidence that disproves it.

For example, Darwin’s theory of natural selection successfully explains diverse issues and after more than a century of many thousands of tests, it holds, with only minor modifications.









Limitations of Science

Science cannot provide answers to subjective issues such as moral, philosophical, or religious questions.

Science cannot address supernatural phenomena or anything that is beyond nature, because hypotheses must be testable and falsifiable and observations and experimental results must be repeatable.



Application of the Scientific Method

SCENARIO:

You’re getting ready to log in to your favorite KU course (SC300 – Big Ideas in Science!) and your computer won’t turn on.

Now what?!

Discuss how you would apply the scientific method to the scenario provided above to find a resolution.



Ready for Science?

Science is an adventure; an exciting journey with endless possibilities!

Are you ready?



Course Syllabus: Question and Answer SessionINSTRUCTOR INFORMATION

Instructor and Credentials Evelyn I. Milian, M.S.; Microbiology

Kaplan Email Address [email protected]

AIM Instant Messenger Name milianevelyn

AIM Office HoursBy appointment. Email/AIM me at the above addresses to set one up.

Please keep your Course Syllabus handy and use it as your guide throughout the entire term.

Please do not hesitate to contact me by e-mail or AIM at any time if you have any questions.

Do not forget to read all sections of the syllabus and make sure that you understand them.

I will now go through some of the sections of the Course Syllabus; feel free to ask any questions.



Course Syllabus: Flex Seminar Information

You can participate in seminar through either one of the two options listed on the Seminar page for each unit.

Your course will utilize Kaplan’s Flexible Seminar tool for your seminars this term. The flexible seminar tool will provide you with different days and times you can attend seminar.

You can choose to attend the seminar that best fits your schedule.

To access the seminars and for more information, please read the Flex Seminar Student Guide available in the Course Home or Doc Sharing areas of the course.



Course Syllabus: Grading Criteria / Course Evaluation

GRADING CRITERIA / COURSE EVALUATION

Assessments Number Points Each Total Points

Seminars 9 0 0

Discussions 10 (9 graded) 35 315

Assignments 3 85 – 150 345

Quizzes 1 90 90

Final Project 1 250 250

Comprehensive Exam 0 0 0

TOTAL POINTS 1000 Points



Course Syllabus: Important Information and Documents

Important information and documents to keep handy and use throughout the entire term include, but are not limited to:1. Calendar (in Course Home or Doc Sharing)2. Course Syllabus (Course Home or Doc Sharing)3. Grading Rubrics for Discussions and Assigments or

Projects (Course Syllabus)4. Flex Seminar Student Guide (Doc Sharing)5. Lab Report Checklist (Doc Sharing)6. Unit To Do List (Each unit)7. APA Guide (Doc Sharing, Writing Center)8. Writing Center Information (Doc Sharing)9. Student Guide to Online Communications (Doc Sharing)10. Writing Types and Tools Student Guide (Doc Sharing)



Course Syllabus: Late Assignment Policy

All unit assignments (projects, quizzes, discussion, seminar, etc.) are due Tuesday by 11:59 pm ET of the unit assigned. At the discretion of your professor: Late assignments can be marked down one letter grade for each unit

the assignment is late. For example, if you turn in your Unit 5 project, a “B” paper with a grade of an 85%, during Unit 6, one letter grade will be deducted from it, giving you a grade of C (75%). If you turn this project in during Unit 7, two letter grades will be deducted from it, giving you a grade of D (65%). As you can see, it is to your benefit to submit assignments on time.

Late discussion posts to classmates may not receive credit as their purpose is to further the discussion and the discussion cannot be furthered after it has ended.

Assignments submitted more than three units late may not be accepted.

Late final projects may not be accepted.



Course Syllabus: Late Assignment Policy

Extenuating Circumstances: If you have extenuating circumstances that prevent you from completing projects, quizzes, seminars or participating in the class, please contact the professor to discuss alternative arrangements. The possibility of alternative arrangements is at the discretion of the professor.

Active communication is the key to overcoming any hurdles you may encounter during the term. It is your responsibility to inform the professor (ahead of time, whenever possible) of extenuating circumstances that might prevent you from completing work by the assigned deadline.

Prior notification does not automatically result in a waiver of the late penalties. Please note that evaluation of extenuating circumstances is at the discretion of the instructor and documentation may be required for verification of the extenuating circumstance. Examples of extenuating circumstances may include but are not limited to: personal/family member hospitalization, death in the family, weather/environmental evacuation due to fire/hurricane, or active military assignment where internet connectivity is unavailable for a limited time period.

General computer-related or internet connectivity issues are not considered extenuating circumstances. It is your responsibility to locate a reliable Internet connection and computer. They are available at most public libraries as well as locations such as FedEx Kinkos.



Course Syllabus: Incompletes

Incompletes provide students with limited additional time to complete coursework after the term’s end. To be considered for an incomplete, you should have completed approximately 75% of the coursework and have an extenuating circumstance.

Please see the Kaplan University catalog for further information. Whether or not to grant an incomplete is your instructor’s decision.

Requests for an incomplete must be made to the instructor by the Monday of Unit 9. *See your Calendar.



Some Recommendations to be Successful

1. Read your e-mails and course announcements every day.

2. Work consistently and stay caught up.

3. Post early and often to the Discussion Board.

4. Keep up with the assignments and the final project.

5. Come prepared to the weekly seminars and participate meaningfully throughout the hour.

6. Always support all your work with complete APA style references and in-text citations and rely on quality literature resources.

7. Avoid copying and pasting anything longer than a line or two from any given source; posts and projects must always be made up of your own words, supported by literature sources properly cited.

8. Make sure that you meet the learning activity submission deadlines in each Unit. Units start on Wednesdays each week and end at 11:59 PM ET the following Tuesday.

9. Use all Kaplan resources available to help you in your courses.



References

Main reference:

Trefil, James & Hazen, Robert M. (2011). The Sciences An Integrated Approach. Sixth Edition. John Wiley & Sons, Inc. NJ, USA.

Other references:

Alters, Sandra & Alters, Brian. (2006). Biology, Understanding Life. John Wiley & Sons, Inc. NJ, USA.

Audesirk, Teresa; Audesirk, Gerald & Byers, Bruce E. (2005). Biology: Life on Earth. Seventh Edition. Pearson Education, Inc.-Prentice Hall. NJ, USA.

Belk, Colleen; Borden, Virginia. (2007). Biology, Science for Life. Second Edition. Pearson Education, Inc-Prentice Hall. NJ, USA.

Brooker, Robert J.; Widmaier, Eric P.; Graham, Linda E.; Stiling, Peter D. (2008). Biology. The McGraw-Hill Companies, Inc. NY, USA.



References

Campbell, Neil A.; Reece, Jane B., et al. (2008). Biology. Eighth Edition. Pearson Education, Inc.-Pearson Benjamin Cummings. CA, USA.

Enger, Eldon D.; Ross, Frederick C.; Bailey, David B. (2007). Concepts in Biology. Twelfth Edition. The McGraw-Hill Companies, Inc. NY, USA.

Mader, Sylvia S. (2010). Biology. Tenth Edition. The McGraw-Hill Companies, Inc. NY, USA.

Mader, Sylvia S. (2007). Essentials of Biology. The McGraw-Hill Companies, Inc. NY, USA.

Presson, Joelle & Jenner, Jan. (2008). Biology, Dimensions of Life. The McGraw-Hill Companies, Inc. NY, USA.

Solomon, Eldra; Berg, Linda; Martin, Diana W. (2008). Biology. Eighth Edition. Cengage Learning. OH, USA.

Starr, Cecie. (2008). Biology: Concepts and Applications Volume I. Thompson Brooks/Cole. OH, USA.


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