An Interactive Introduction to Organismal and Molecular Biology, 2021

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NATURE OF SCIENCE | 13 actually answer the question of how humans will be impacted. Instead, it is inferred how humans may be impacted based on prior research that connects physiological similarities and differences between the model species and humans. Therefore, when asking if a study is a modeling study, do not assume it is because it is using a model species. Rather, consider what the research question is, not just the general purpose of doing the research. Exercise Now try applying what you have learned about scientific research to an investigation! An interactive or media element has been excluded from this version of the text. You can view it online here: https://openbooks.lib.msu.edu/isb202/?p=5 Science Checklist To conclude this introduction to the nature of science, we’ll look at a checklist that summarizes key characteristics of science and compare it to an “atypical” example of science to see how they measure up and which characteristics they share. This checklist provides a guide for which sorts of activities are encompassed by science, but since the boundaries of science are not clearly defined, the list should not be interpreted as all-or-nothing. Some of these characteristics are particularly important to science (e.g., all of science must ultimately rely on evidence), but others are less central. For example, some perfectly scientific investigations may run into a dead-end and not lead to ongoing research. Use this checklist as a reminder of the usual features of science. If something doesn’t meet most of these characteristics, it shouldn’t be treated as science. Science Checklist How scientific is it?
14 | NATURE OF SCIENCE • Focuses on the natural world • Aims to explain the natural world • Uses testable ideas • Relies on evidence • Involves the scientific community • Leads to ongoing research • Benefits from scientific behavior Example Case Study: Most of us have probably wondered how other animals think and experience the world (e.g., is Fido really happy to see me or does he just want a treat), but can that curiosity be satisfied by science? After all, how could we ever test an idea about how another animal thinks? In the 1940s, psychologist Edward Tolman investigated a related question using the methods of science. He wanted to know how rats successfully navigate their surroundings—for example, a maze containing a hidden reward. Tolman suspected that rats would build mental maps of the maze as they investigated it (forming a mental picture of the layout of the maze), but many of his colleagues thought that rats would learn to navigate the maze through stimulus-response, associating particular cues with particular outcomes (e.g., taking this tunnel means I get a piece of cheese) without forming any big picture of the maze. Here’s how Tolman’s investigation measures up against our checklist: An interactive or media element has been excluded from this version of the text. You can view it online here: https://openbooks.lib.msu.edu/isb202/?p=5
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Page 14 and 15: INTRODUCTION Andrea Bierema This
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The Carbon Cycle SYSTEMS THINKING A
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SYSTEMS THINKING AND THE CARBON CYC
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Weather vs. Climate CLIMATE CHANGE
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Past Climate CLIMATE CHANGE | 73 Be
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CLIMATE CHANGE | 77 Results of Curr
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CLIMATE CHANGE | 79 compared to the
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10. SPECIES INTERACTIONS Andrea Bie
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SPECIES INTERACTIONS | 83 Exercise
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Graph Interpretation POPULATION GRO
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POPULATION GROWTH | 93 Although sev
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POPULATION GROWTH | 99 The previous
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12. EVOLUTION Andrea Bierema Learni
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EVOLUTION | 103 An interactive or m
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EVOLUTION | 105 To continue learnin
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EVOLUTION | 107 Carrion crow There
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13. PHYLOGENETIC TREES: MODELING EV
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Understanding Phylogenies PHYLOGENE
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UNIT III MOLECULAR BIOLOGY
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116 | INTRODUCTION TO MOLECULAR BIO
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17. PROTEIN SYNTHESIS I: TRANSCRIPT
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