Belk Chapter 01 Palmer Post

Biology 103 Section 2
 Dr. Brent Palmer

 Syllabus
 Schedule
Two Websites
1. UK Blackboard
elearning.uky.edu
2. Mastering Biology
www.masteringbiology.com
Copyright © 2010 Pearson Education, Inc.

WHY YOU SHOULD CARE ABOUT BIOLOGY?

WHY YOU SHOULD CARE ABOUT BIOLOGY
Biology is about you!

 Cancer - 1 in 4 people will get cancer
 Lung Cancer
 1/3 of U.S. smokes
 160,000/yr get lung cancer
 145,000 will die in 3 years (90%)
 Skin cancer –
 melanoma is the most deadly form of cancer!
 Breast cancer
 1 in 9 women will get

 Destruction of tropical rain forests

 Hundreds of thousands of acres are cleared
every day
 1-2 percent every year
 They will never grow back
 Greenhouse effect is here

 Melting of glaciers and polar ice caps
 Crop failures, drought, famine

 Loss of Biological diversity

 100,000 species extinct in the next 20 yrs
 nearly 1/4 of all species on earth
 They are lost forever
 genes are lost --> cure for cancer and AIDS
may be gone
 Aesthetics and moral --> a barren planet

 Overpopulation
 I remember 3 billion people on the planet, then
4, then 5, then 6 billion people
 Now 6,860,482,878 people in the world!
 population will double in 40 years
 10-14 billion people by 2050
 mostly in poor 3rd world countries
 can we continue to feed the world, especially
with the greenhouse effect?
 balance of world power?

Biology: Science for Life
Chapter 1
Introduction to the Scientific Method
Can Science Cure the Common Cold?

Chapter 1
Section 1.1 The Process of Science

1.1 The Process of Science
 Science is NOT a giant collection of facts to

be memorized.
 Science is a Process, using the scientific
method:
 Observing
 Proposing ideas - Hypotheses
 Testing the hypotheses
 Discarding those ideas that fail

The Nature of Hypotheses

 Hypothesis: proposed explanation for
observation
 Must be both testable & potentially falsifiable
 Were to hypotheses come from?

The Nature of Hypotheses

 Both logical and creative influences are used
Chance Logic
Intuition Experience
Imagination Previous scientific

results
HYPOTHESIS
OBSERVATION QUESTION Scientific theory
Copyright © 2010 Pearson Education, Inc. Figure 1.1

Science, Technology, and

Education
 Who is conducting
‘science’?
 Who is using technology?
 Who is has more

education?
Science versus Technology

 Science is a process that uses the scientific
method
 It may not require technology, depending upon
hypothesis
 Technology uses advanced instrumentation
 But just by having instrumentation does not mean it is
being used to in science (i.e., not testing hypothesis).

Science, Technology, and

Education
 Who is conducting
‘science’?
 Who is using technology?
 Who is has more

education?
Pseudoscience
 Pretends to be science
 Often starts with a conclusion and then
tries to find ‘proof’ for it
 Only accepts evidence that supports their
theory, and rejects evidence that does not
support it

Scientific Theory
 Powerful, broad explanation of a large set of
observations
 Rests on many hypotheses that have been
tested
 Generates additional hypotheses

Example: Germ Theory
 People used to think diseases were caused
by things like:
 bad air – so they would not go out at night, or
 bad blood – which they treated with blood
letting
 Louis Pasteur observed that
microorganisms caused milk to spoil
 Hypothesized the microorganisms caused
deseases too
 Robert Koch demonstrated that anthrax
bacteria caused the disease in mice
The Logic of Hypothesis Tests
 Inductive reasoning: combining a series of
specific observations into a generalization
 Fruits and Veg’s contain lots of Vit C
 People who eat lots of fruits and Veg’s are
generally healthier
 Vit C is an anti-inflammatory agent, which reduces
nose & throat irritation
 From these observations a hypothesis is formed:

 Consuming vitamin C decreases the risk of
catching a cold
 Inductive reasoning
 EXAMPLE
 The sun rises in the east every morning
 It travels across the sky
 It sets in the west every morning
> Therefore, the sun rotates around the earth
 Just because a series of observations appear right

doesn’t mean they are.
> MUST BE TESTED!!

 To test, make a prediction using deductive

reasoning.
 attempts to show that a conclusion necessarily
follows from a set of premises
 Uses an “if…then” statement

Hypothesis
The Logic of (that is testable and fasifiable)
Consuming vitamin C reduces

Hypothesis Tests the risk of catching a cold.
 The process looks

Make prediction
something like this: If vitamin C decreases the risk
of catching a cold, then people
who take vitamin C
supplements will experience
fewer colds than people
who do not.
Test prediction
Conduct experiment or survey

to compare number of colds
in people who do and do not
take vitamin C supplements.

If people who If people who

take vitamin C take vitamin C
suffer fewer suffer the
colds than same number
those who do of colds or
not. . . more than
those who do
not. . .
Conclude that Conclude that

prediction is prediction is
true false
Do not reject Reject the

the hypothesis hypothesis
Conduct Consider
additional alternative
tests hypotheses
Copyright © 2010 Pearson Education, Inc. Figure 1.3 (continued)


 A hypothesis that fails our test is rejected
and considered disproven.
 A hypothesis that passes is supported, but
not proven.
 Why not? An alternative hypothesis might
be the real explanation.
> it is possible to disprove a hypothesis, but

never possible to prove a hypothesis
Chapter 1
End Section 1.1 The Process of Science

Chapter 1
Section 1.2 Hypothesis Testing

1.2 Hypothesis Testing
Does Vit C help prevent colds?

 First proposed by Noble prize winning
chemist Linus Pauling in 1970
 Based on a few studies conducted between
1930s and 1970s
 Subsequently disproven by lots of more
thorough research

When is a hypothesis considered true?

 When one hypothesis has not been disproven
through repeated testing and
 all reasonable alternative hypothesis have been
eliminated.
 But may still be rejected in the future
>Facts in science is what we know and

understand based on all currently available
information, but may change when new
information is available

Experiments
 The most powerful way to test hypotheses is
to do experiments

 Example: Experiments support the
hypothesis that the common cold is caused
by a virus.
(a) Cold–causing virus (b) How the virus causes a cold
Nasal
passages
Host cell Throat
1 Virus introduces its

Virus
genetic material into a
host cell.
Protein Genetic 2 The viral genetic material instructs the

shell material and host cell to make new copies of the
virus. Immune system cells target
proteins
infected host cells. Side effects are
increased mucus production and throat
Virus irritation.
copies
3 New copies of the virus are Immune

Released released, killing host cell. These system cells
virus copies can infect other cells in
copies the same person or cells in
another person (for example, if
transmitted by a sneeze).
Mucus

The Experimental Method - Terminology

 Experiments are carefully regulated
situations.
 Variables: factors that can change in value
under different conditions
 Independent variables can be manipulated by
the scientist
 Dependent variables change depending upon
the dependent variable

Controlled Experiments
 Controlled experiment: tests the effect of a
single variable at a time
 Control: a subject who is not exposed to the
experimental treatment
 Differences can be attributed to the
experimental treatment.

Animation—Science
PLAY as a Process: Arriving at
Scientific Insights

Example of Controlled Experiment

 Example: Echinacea tea experiment:
 Hypothesis: drinking Echinacea tea relieves
cold symptoms
 Experimental group drinks Echinacea tea 5-6
times daily.
 Control group drinks “placebo” or “sham”
Echinacea tea.
 Both groups rated the effectiveness of their
treatment on relieving cold symptoms.

Controlled Experiments
 People who received echinacea tea felt that it
was 33% more effective at reducing
symptoms.

Minimizing Bias in Experimental Design

 If human subjects know whether they have
received the real treatment or a placebo, they
may be biased.
 Blind experiment: subjects don’t know what
kind of treatment they have received
 Double blind experiment: the person
administering the treatments also doesn’t
know until after the experiment is over
 “gold standard” for experimentation

Using Correlation to Test Hypotheses

 It is not always possible or ethical to
experiment on humans.
 Using existing data, is there a correlation
between variables?

Example of Using Correlation to Test

Hypotheses
 Hypothesis: stress makes people more
susceptible to catching a cold
 Is there a correlation between stress and the
number of colds people have caught?


 Results of such a study: the number of colds
increases as stress levels increase.


 Caution! Correlation does not imply
causation.
 The correlation might be due to other
reasons.
 Correlational data is not as good as

controlled experimental data
 Correlation does not demonstrate a ‘cause and
effect’ relationship.

Caution! Correlation does not imply causation.
 The correlation
might be due to
other reasons.

Correlation Versus Experimental Data
 Correlational data is not as good as a

experimental data
 Correlation does not demonstate a ‘cause and
effect’ relationship.

Chapter 1
End Section 1.2 Hypothesis Testing

Chapter 1
Section 1.3 Understanding Statistics

1.3 Understanding Statistics
Overview: What Statistical Tests Can Tell Us
 Scientists use statistics to understand what the
results of their experiments mean.
 Statistics is a branch of mathematics that extends
the results from small samples to an entire
population.
 It determines if the difference between two samples
are real or due to chance (i.e. sampling error)
 Statistics measures:
 Sample size
 Variation with the sample
Overview: What Statistical Tests Can Tell Us
 Scientists use statistics to understand what
the results of their experiments mean.
 Statistics is a branch of mathematics that
extends the results from small samples to an
entire population.
 It determines if the difference between two
samples are real or due to chance (i.e.
sampling error)

The Problem of Sampling Error

 Sampling error = the effect of chance
 Experimental and control groups (samples)

will never be identical because all living
organisms are unique
 Sometimes the observed difference between
groups is only due to sampling error and not
experimental treatment

Example of Problem
of Sampling Error
 Effect of zinc
lozenges on length of
a cold
 Did zinc really
shorten colds?
 Or did those people
just get over the cold
faster anyway?
 Statistics will help!

Statistics and Sampling Error
 Statistics calculates the probability that a
result is simply due to sampling error.
 Statistics measures:
 Sample size
 Variation with the sample
 Statistically significant = an observed

difference between experimental groups is
probably not due to sampling error
 Statistical Significance: a low probability that
experimental groups differ simply by chance
Only Exp 1 is
“Statistically
Significant”

Factors that Influence Statistical

Significance
1.Sample size
 Bigger is better: more likely to detect
differences
2.Variance of the population

 Statistical significance is harder to find in highly
variable populations

How to interpret Statistical Significance

 Most scientists accept a 5% probability of
error (i.e. P<0.05)
 This means that the probability that the
experimental groups were different by sampling
error alone is 5%
 That means that 1 in 20 (5%) of statistically
significant research is really just a false
positive

What Statistical Tests Cannot Tell Us

 If an experiment was designed and carried
out properly
 Evaluate the probability of sampling error, not
observer error
 May not be of any biological significance

Chapter 1
End Section 1.3 Understanding Statistics

Chapter 1
Section 1.4 Evaluating Scientific Information

1.4 Evaluating Scientific Information
Where info comes from makes a difference!
Best resource = Primary Sources
 Researchers submit a paper about their
results to a professional journal (primary
source).
 Peer review: evaluation of submitted papers by
other experts before publication
Not as reliable: Secondary sources

 books, news reports, the internet, and
advertisements

Science in the News

 Often from secondary sources
 may be missing critical information or report the
information incorrectly.
 Consider the source of media reports.

Other poor sources of information

 Anecdotal evidence is based on one
person’s experience, not on experimental
data.
 Example: a testimonial from a celebrity
 Internet: Be careful with the internet since
anyone can post information.
 Paid Advertisements: Be very cautious
about claims made in paid advertisements.

Understanding
Scientific reports
Use your understanding

of the process of
science to evaluate
science stories
Table 1.2 on page 24.

Chapter 1
End Section 1.4: Evaluating Scientific

Information
Conclusion
Section 1.5: Is There a Cure for the Common
Cold?

1.5 Is There a Cure for the Common Cold?
 No effect on cold susceptibility:

 Vitamin C
 Exposure to cold temperatures
 Exercise
 No vaccine for the common cold
 But prevention methods are

known.
 Wash your hands!
Chapter 1
End Chapter 1

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Biology 103 Section 2

 Dr. Brent Palmer

Copyright © 2010 Pearson Education, Inc.

Copyright © 2010 Pearson Education, Inc.

Biology is about you!

Copyright © 2010 Pearson Education, Inc.

 Destruction of tropical rain forests

 Greenhouse effect is here

Copyright © 2010 Pearson Education, Inc.

 Loss of Biological diversity

Copyright © 2010 Pearson Education, Inc.

Copyright © 2010 Pearson Education, Inc.

Copyright © 2010 Pearson Education, Inc.

Section 1.1 The Process of Science

Copyright © 2010 Pearson Education, Inc.

 Science is NOT a giant collection of facts to

Copyright © 2010 Pearson Education, Inc.

The Nature of Hypotheses

 Were to hypotheses come from?

Copyright © 2010 Pearson Education, Inc.

The Nature of Hypotheses

Imagination Previous scientific

OBSERVATION QUESTION Scientific theory

Copyright © 2010 Pearson Education, Inc. Figure 1.1

Science, Technology, and

 Who is using technology?

 Who is has more

Science versus Technology

Copyright © 2010 Pearson Education, Inc.

Science, Technology, and

 Who is using technology?

 Who is has more

Copyright © 2010 Pearson Education, Inc.

Copyright © 2010 Pearson Education, Inc.

 From these observations a hypothesis is formed:

 Just because a series of observations appear right

Copyright © 2010 Pearson Education, Inc.

 To test, make a prediction using deductive

Copyright © 2010 Pearson Education, Inc.

Consuming vitamin C reduces

 The process looks

Conduct experiment or survey

Copyright © 2010 Pearson Education, Inc. Figure 1.3

If people who If people who

Conclude that Conclude that

Do not reject Reject the

Copyright © 2010 Pearson Education, Inc. Figure 1.3 (continued)

The Logic of Hypothesis Tests

> it is possible to disprove a hypothesis, but

End Section 1.1 The Process of Science

Copyright © 2010 Pearson Education, Inc.

Section 1.2 Hypothesis Testing

Copyright © 2010 Pearson Education, Inc.

Does Vit C help prevent colds?

Copyright © 2010 Pearson Education, Inc.

When is a hypothesis considered true?

>Facts in science is what we know and

Copyright © 2010 Pearson Education, Inc.

Copyright © 2010 Pearson Education, Inc.

1 Virus introduces its

Protein Genetic 2 The viral genetic material instructs the

3 New copies of the virus are Immune

Copyright © 2010 Pearson Education, Inc. Figure 1.4

The Experimental Method - Terminology