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It’s amazing how difficult it is to get students to define a ‘fact’

ThumbTacksOver the years, I’ve found this idea to be much more slippery than I would have ever expected prior to teaching. As a biology teacher, these distinctions are incredibly important – along with the constant reminder that even ‘facts’ are slippery, changing things. Katie Schellenberg, JD, MA offers, in her recent Edutopia article, ways to establish rules for discussion.

Her article approaches this problem broadly by establishing a number of steps. Here, I focus on just two:

From “Fact, Feeling, and Argument: Helping Students Tell the Difference

Require Evidence

Even when you are discussing hot topic issues, make sure that evidence is required. This is a classroom, not a session of psychotherapy (although it can sometimes feel like that). When discussing particularly dicey issues, remember the importance of citing evidence for every declarative statement.

Explore the Difference Between Fact, Feeling, and Argument

Each about these three concepts and instill argument skills in your students to equip them with the abilitiy to “defend” each.

For example, ask questions to clarify if the student is asserting a fact, a feeling or an argument. How do we know it is a fact? A fact is a specific detail based on an objective truth. A feeling or an opinion is a value judgement that can neither be proven nor disproven. An argument is a way to utilize facts to validate your opinions, it can be considered a fact-filled opinion.

One major difference I see between our views is the ‘provability’ and implied ‘immutability’ of facts. As I said above, I see ‘facts’ as conclusion about evidence as we see it today. I think she has a more absolute view of facts than this.

Galaxies, galaxies everywhere - as far as the NASA/ESA Hubble Space Telescope can see. This view of nearly 10,000 galaxies is the deepest visible-light image of the cosmos. Called the Hubble Ultra Deep Field, this galaxy-studded view represents a "deep" core sample of the universe, cutting across billions of light-years. The snapshot includes galaxies of various ages, sizes, shapes, and colours. The smallest, reddest galaxies, about 100, may be among the most distant known, existing when the universe was just 800 million years old. The nearest galaxies - the larger, brighter, well-defined spirals and ellipticals - thrived about 1 billion years ago, when the cosmos was 13 billion years old. In vibrant contrast to the rich harvest of classic spiral and elliptical galaxies, there is a zoo of oddball galaxies littering the field. Some look like toothpicks; others like links on a bracelet. A few appear to be interacting. These oddball galaxies chronicle a period when the universe was younger and more chaotic. Order and structure were just beginning to emerge. The Ultra Deep Field observations, taken by the Advanced Camera for Surveys, represent a narrow, deep view of the cosmos. Peering into the Ultra Deep Field is like looking through a 2.5 metre-long soda straw. In ground-based photographs, the patch of sky in which the galaxies reside (just one-tenth the diameter of the full Moon) is largely empty. Located in the constellation Fornax, the region is so empty that only a handful of stars within the Milky Way galaxy can be seen in the image. In this image, blue and green correspond to colours that can be seen by the human eye, such as hot, young, blue stars and the glow of Sun-like stars in the disks of galaxies. Red represents near-infrared light, which is invisible to the human eye, such as the red glow of dust-enshrouded galaxies. The image required 800 exposures taken over the course of 400 Hubble orbits around Earth. The total amount of exposure time was 11.3 days,

Galaxies, galaxies everywhere – as far as the NASA/ESA Hubble Space Telescope can see. This view of nearly 10,000 galaxies is the deepest visible-light image of the cosmos. Called the Hubble Ultra Deep Field

As an example of what I mean by this:

Prior to Edwin Hubble’s examination of the Andromeda Nebula, no galaxies outside of the Milky Way were known. So, in the early 20th century, one could state as a fact that the Milky Way was the extent of the (at least matter-filled) universe. Today, we see this ‘fact’ as dated and supplanted by more recent evidence.

However, our solution is the same: Require Evidence.

I’m thinking specifically about discussions that emanated either from our reading of Neil Shubin’s “Your Inner Fish” or just the way that I commonly discuss molecular biology, which adheres pretty closely to Theodosius Dobzhansky’s central thesis from, “Nothing in biology makes sense except in the light of evolution.” The American Biology Teacher, March 1973:

Are theological principles facts? What about when they are brought up in the classroom as alternative “theories” of life? Interestingly, when I’ve asked for support for these ideas, I’ve been presented with Ken Ham‘s extensive publications for ‘Answers in Genesis.’

Honestly, I could have gone on all semester with this discussion if I had the time for it. This student introduced such a cornucopia of ideas to run with:

  • What is a reliable source?
  • What is good science?
  • What is evidence?
  • How do we interpret evidence?
  • How do we compare or decide between competing interpretations of the same data?

My head almost exploded in excitement about getting down to brass tacks. Fortunately or unfortunately, these ideas have been discussed ad nauseam over the years. On the one hand, a wealth of data was easily found to support or refute any number of claims, on the other, it was impossible for this discussion to ever find new ground.

In the end, we discussed evolution and creation for longer than I think is strictly appropriate in a science classroom, but I felt the conversation was justified in the sense that my students could benefit more from learning about how science is done than they could from knowing details of Kreb’s Cycle (but don’t worry, I taught that too).

If any of you reading this are teachers, have you had these conversations before (not necessarily about evolution, but just about separating opinions from theories, and how to form valid and true arguments, etc. )? If so, please let me know here what you discussed and how it went. I’d love to hear others’ experiences.

 
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Posted by on August 20, 2015 in Uncategorized

 

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Your Inner Fish Crawls off the Page

ImageI’ve been assigning Neil Shubin’s Your Inner Fish as a reading and discussion assignment in my General Biology classes for several years now. I believe that it’s a good introduction to understanding how the process of science works in the real world, it does a good job communicating the methods and findings of a number of complex experiments, and it also walks through the history of ideas and how new information changed these ideas over time.

If I can get students to think about all these things and perhaps do a little extra digging (into the research), then I’ve down my job.

Episode I of the adaptation of this book  just aired this week and I was very impressed by the way the material was put together- refining the story from the book a little- and coming up with a standard documentary supported by computer graphics that really add to the story rather than looking tacky of fake. In fact, I think the graphics really transform the material into a living experience.

The story is told in two converging arcs. In one, we follow Shubin’s field work, where he decided that he was interested in finding the remains of one of the earliest organisms to crawl out of the water and establish terrestrial life. Prior work suggested that the earliest tetrapod ancestor on land emerged from the Devonian Seas about 370 Million Years Ago. Shubin and colleagues identified an ancient river delta of about this age in the Canadian Arctic and set out to locate some fossils.

ImageThe other story walks us through the idea of relationship with other life on Earth. What suggests this relationship? What evidence is there for it? How long does it go back?

As I said above, I have liked this adaptation very much so far and I am already planning to bring at least parts of this video into my classroom to supplement our discussions.

More on this later…

 
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Posted by on April 10, 2014 in Uncategorized

 

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Evolution Animated

I just stumbled upon this cartoon for the first time today and I’m totally blown away. Sure, there are some things that could be explained better. There are a couple of moments when the illustrations could be a bit more accurate. But, overall, it’s a very good summary of the basic elements of evolution and pretty funny. (I wish I had made this!)

Have a watch and enjoy.

also, check out Kurzgesagt’s other animations on the Big Bang Theory, et al.

 
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Posted by on March 6, 2014 in Uncategorized

 

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The Question of Death

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Death’s Dance

In the film, Questioning Darwin, it is asked of ‘Darwinists’, “How does evolution deal with death?”

I have to admit, I don’t know what this question really means.  Is he asking why there is death? What happens after death?

Several people texted just this question during the live broadcast of the Nye / Ham debate and I didn’t understand it then either. In that context, they had posed this question as something of an experimental challenge to evolutionists and I interpreted it as meaning … ‘ Just wait until you die, heretic. Then you’ll see who’s right.’ Perhaps I had been to quick to this conclusion ?

If there is anyone out there who can explain just what this means, please let me know. Right now it’s nothing but an inside joke that I don’t get.

 
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Posted by on February 24, 2014 in Uncategorized

 

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The Utility and Futility of Debate

ken-ham-bill-nye-debateOn the evening of February 4 at 7pm EST Billy Nye and Ken Ham debated on the topic of whether “creationism is a viable model of origins in today’s modern scientific era?”

The Richard Dawkins Foundation’s Dan Arel wrote what many scientists have thought for a long time. Don’t debate creationists, it just eggs them on.It is typically the position of scientists to discuss data and how it should be interpreted, but not to simply debate on a larger idea that does not hinge on some critical observation. There are many reasons for this: 1) It’s too large in scope to actually present all the evidence for and discuss it rationally, 2) This debate in particular is coming about more than a century too late (when there was new data challenging the old paradigm, and 3) debate doesn’t actually solve anything.

It was also argued that Bill Nye might not be the best representative of the field of biology and its primary tenet. It would be counter productive to have a debate of questionable utility and then not send the best qualified person for the job.

But it happened. You can watch the whole debate here:

I was fidgeting in my seat waiting for the thing to start thinking, ‘this could go poorly, what do I really know about Bill Nye? By being held at the Creationist Museum in Kentucky, Bill is definitely speaking before a potentially overwhelmingly biased audience. I hope he’s done his homework.’

Dino with a saddle at the Creationism Museum

Dino with a saddle at the Creationism Museum

The two took the stage, were introduced to the audience and the rules of the game were outlined (intro statements, a 30 minutes opportunity to build a case, then shorter Q&A style back and forth.)

Mr. Ham won the coin toss and went first. In his opening statements he spoke very well, redefined a couple of terms for us, like ‘science’ (which he broke into observational science and historical science) and talked a bit about the theory of knowledge (what can we know? What counts as evidence?)

I was thrown off by some of his definitions and didn’t like his assertion that we cannot use observations of the laws of nature today and apply the lessons we learn to the past, but overall, he came off fairly well and charismatically.

Then Mr. Nye took the mike and started telling a story about bow ties. I like bow ties and I think he pulls it off very well, but I didn’t like where this was going. Luckily, he came back to his message and gave a strong introduction that settled my nerves somewhat.

For the meat of his talk, Mr. Ham really went all out to establish the language that could be used and what he deemed admissible as evidence. The short story was, we can’t know anything about the past, except from the eye-witness account of history the Bible gives us (God’s Word). Anything else is ‘Man’s Word’ and inherently faulty.

-Great! we can agree on something! I also believe that humans make mistakes, misremember things, etc. This is why data beats anecdote.

So, what’s troubling about this?

Well, a lot. It means we can’t really learn anything. We cannot expect the same rules of nature to apply tomorrow as they do today. And we can know nothing about the past by studying the world as it is today. This sounds suspiciously, and tragically, like David Hume’s Empiricism, i.e. we may think we observe causation, but this is impossible – and even if we are not wrong, every instance of the world is new and different, so we can’t extrapolate from past experience at all. Mr. Nye, like myself, had a problem with this and repeatedly asked, ‘Where does this leave us? Can we make no predictions about how the world will work? ‘ (not a direct quote)

Rather than getting too hung up on epistemology, Nye did an extraordinary job discussing the Earth, Life on this Planet and What evidence we have for these things. My favorite part of his talk was the example of Kangaroos in Australia. How did they get there? (he relied on Mr. Ham’s story of the flood) If all animals left Noah’s ark, how is it that all the marsupials marched directly to Australia leaving to trail of fossils along the way?

Nye pursued several lines of reasoning, including the kangaroo story above, fossil progressions, plate tectonics and paleomagnetism. I would have included more biochemical evidence for the relationship between all life, but that’s just me.

However, I feel like it all came down to one question. One that, perhaps, should have been asked right at the beginning. If the answer to this one is ‘nothing’ then you just undermined the purpose of your debate.

“What, if anything, would ever change your mind?”

Jonathan Holowoka, writing for the Liberty Voice, claims that Nye’s performance was something that all scientists should be proud of and that he effectively rebutted the concerns expressed by the Richard Dawkins Foundations.

Dan Arel answered, admitting that Nye did not fail in any of the ways he worried about in his first column. However, he remains convinced that the debate was useless and may still have done harm.

 
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Posted by on February 6, 2014 in Education, Uncategorized

 

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A Correction

The problem with audio books is that it is easy to lose your place. A lapse of attention and a new chapter starts – or you wonder if one has. This is exactly what happened to me while listening to Why Evolution is True this weekend. I accidentally listened to two chapters (2 and 3) together thinking they were all part of the same.

ImageSo, for my class that is reading this book, the posts I made about Vitamin C and its genetics will be things we discuss when we get to chapter 3. For Tuesday, I’ll have to come up with another topic, probably the evolution of whales, which is a field with a number of new discoveries to discuss.

 

 
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Posted by on January 27, 2014 in Uncategorized

 

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Pathways

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Glucose – 6 Phosphate

For my Ecology class, consider the question below as you think over Why Evolution is True chapter 2. I will post this and several more questions later today on blackboard…

There a lot of talk about biochemical pathways in this chapter. Mostly, Coyne sticks to the one used to synthesize ascorbic acid (vitamin C), however this reaction involves the use of a compound called Glucose-6-Phosphate. This molecule is common to a number of important metabolic pathways. In addition to making vitamin C, see if you can find one anabolic and one catabolic pathway downstream of this molecule. 

 
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Posted by on January 26, 2014 in Uncategorized

 

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A thoughtful article on the use and abuse of antibiotics

ImageEarlier today, I found this well written article on the era of antibiotics by Maryn McKenna (Published November 20, 2013). While I’m not sure I agree with everything in it – and have been spending time tracking down some publications to support or refute some data cited here (particularly in regards to the use of antibiotics in agricultural animals), the  summary of how antibiotics were first discovered and used and how researchers including Flemming feared an end of antibiotic usefulness, paints a vivid portrait of the problem at hand.

While we might typically think of antibiotics as being prescribed in a clinic following a positive test for strep throat or some other bacterial infection, that is just one example of their use. One element of this paper that I found particularly insightful was how easily overlooked are the myriad uses of antibiotics in situations such as surgical procedures or following chemo- / radiation therapy.

 British health economists … recently calculated the costs of antibiotic resistance. To examine how it would affect surgery, they picked hip replacements, a common procedure in once-athletic Baby Boomers. They estimated that without antibiotics, one out of every six recipients of new hip joints would die.

Let me know what you think.

 
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Posted by on November 24, 2013 in Uncategorized

 

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Visit my Ted Ed flip of the lesson: Myths and Misconceptions about Evolution

ImageTake a look at my new flip of this lesson on Ted Ed:

Myths and Misconceptions about Evolution

http://ed.ted.com/on/HQPBkX36

Then come back here and leave your feedback about what the lesson includes and what you learned or did not learn about. I’d love your feedback on the associated questions and discussion topics so I can edit and optimize them before I show it to my class in the Fall.

 
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Posted by on July 8, 2013 in Uncategorized

 

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Dogs vs Hyenas

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Homologous vs Analogous Evolution

I received this video in my inbox his morning from Jerry Coyne’s Why Evolution is True blog. It’s a quick two-minute video outlining how convergent evolution has resulted in extraordinarily similar features appearing in species long after their phylogenetic divergence. In other words, these adaptations are actually analogous, NOT homologous.

The original video appears on phdcomics, where you can find a treasure trove of lab-related humor.

 
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Posted by on May 6, 2013 in Uncategorized

 

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