Lecture Notes: Biology 10 - Theories, Laws, and Scientific Proof

Introduction

• Lecturer: Dr. Walter
• Topic: Theories, laws, and the concept of scientific proof.
• Mindfulness activity to focus the class.

Announcements

• Homework Due Date:
  • Homework 2 is due Monday, September 2nd.
  • Details will be on Canvas.
• Accessing Canvas:
  • Available on multiple devices (phone, iPad, computer).
  • Suggested to download the Canvas app if not already.
• No study guide provided; quiz questions are based on learning objectives.

Warm-up Questions

• Scientific Theories:
  • Misconception: Theories are guesses.
  • Voting exercise: Rating agreement on whether theories are guesses.
• Hypotheses and Theories:
  • Misconception: Hypotheses become theories, then laws.
  • Discussion on familiar scientific concepts.

Key Concepts

Scientific Theories

• Definition: Not guesses; require substantial evidence.
• Characteristics:
  • Explain causes and are predictive (e.g., theory of gravity).
  • Require a large amount of evidence.

Scientific Laws

• Definition: Describe effects rather than causes.
• Characteristics:
  • Often expressed as equations.
  • Equal in evidential support to theories.

Differences between Theories and Laws

• Theories and laws are distinct and do not transform into one another.
• Both require significant evidence and are not hierarchical.

Everyday Use vs. Scientific Use of 'Theory'

• Everyday use often implies a guess or assumption.
• In science, a theory is a well-supported and evidenced explanation.

Discussion and Group Activity

• Activity to differentiate between theories and laws and the evidence required.
• Emphasized importance of discussing scientific concepts to reinforce learning.
• Groups to discuss scenarios and provide explanations to non-scientific audiences.

Scientific Proof and Evidence

Misuse of 'Proof'

• Concept: Science cannot 'prove' in the absolute sense.
• Examples shown in advertisements and claims.
  • Claims of scientific proof often misleading.
  • Proof implies unchangeability, which contradicts the adaptive nature of science.

Alternative Phrasing

• Use terms like "supported by evidence" or "documented" rather than "proven."

Video and Conclusion

• Bill Nye Video: Example of misuse of 'proof' in educational media.
• Summary:
  • Avoid using proof in scientific discourse.
  • Science adapts with new evidence, and claims should reflect that adaptiveness.

Final Notes

• Reminder for students to complete in-class activities and homework.
• Encouraged to interact in groups for better understanding.

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This lecture highlighted the nuances between scientific theories and laws and the importance of using evidence-based language in science rather than definitive 'proof.' The session also included practical exercises and discussions to deepen understanding.