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Lab 2: Problem Solving. Problem Solving!. Understand ‘ scientific approach ’ and its practice Use ‘ scientific approach ’ in your own problem-solving activities Heighten your awareness of the role and construction of a scientific argument - PowerPoint PPT Presentation
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Lab 2: Problem Solving
Problem Solving!• Understand ‘scientific approach’ and
its practice
• Use ‘scientific approach’ in your own problem-solving activities
• Heighten your awareness of the role and construction of a scientific argument
• Use thought and existing knowledge in hypothesis generation and testing
Definitions
• “Science is the human endeavor to achieve a better understanding of the world by observation, comparison, experiment, analysis, synthesis, and conceptualization”
• “Science is a body of facts (‘knowledge’) and the concepts that permit explaining these facts.”
• Both from Ernst Mayr, What makes biology unique p. 140 (Kindle version)
Scientific Method
• Observation
• Hypothesize
• Model
• Predict
• Test
• Repeat?
Scientific Method
• Observation
• Hypothesize
• Model
• Predict
• Test
• Repeat?
NOT an ‘educated guess’!!!
Scientific Method• IF (insert mechanism here) “is tru
e”
• THEN (a predicted outcome based on the mechanism) “must also be true”
It’s not limited to ‘scientists’
• You stumble out of your room at 4 a.m. and turn on a lamp
• Nothing happens• Now what? Did your world disappear?
It’s not limited to ‘scientists’
• “The light’s not turning on!” = observation• ‘Possible explanations’ = hypothesis/models• “If I ______, it should _____” = prediction• Execution of prediction = test• Goal is to whittle away possibilities until only
one is left standing– If only looking at one, challenge it to fail
Ways of knowing what you ‘know’
• Empirical--you saw it, touched it, etc.• Reasoned argument from
documented/identified assumptions & previous knowledge
• Repeatedly established by others that you ‘trust’• ‘Intuition’ arises from experience & mental
participation• Never: assertions by authority
Here it is at work, WITH ways of ‘knowing’!
Smell for yourself
• What do you notice/observe?
• What does this ‘tell’ you?– About what your body does– About the molecules
• What do ‘different smells’ tell you?
Smell for yourself
• So, you’ve formulated a hypothesis…
• BOTH molecules are C10H14O
• New hypothesis?
Smell for yourself
• See ‘Duo_Comparator’ in Bio181L_Go
What do you conclude?
A ‘big part’ of science is observation…
SPOTTING A PATTERN
Pattern Master
• YOU find the rules
Pattern Master
• Take a look
• Bio181L_Go => “PatternMaster”
• Enter a random#
• Select ‘Demo’
• Perimeter to top inner color
• Top inner color to lower left color
• Lower right color to lower left color
Given 1-step clockwise*, it could be...
Pattern Master Write Up• Description clearly explains underlying
rule (50 points)–supplemented with examples
–sufficient to guide someone who doesn’t know the game
Pattern Master Write Up• Description clearly explains underlying
rule (50 points)–supplemented with examples
–sufficient to guide someone who doesn’t know the game
• Proposed solution wrong or not understandable… points taken OFF & max possible score 45 no matter what
Pattern Master Write Up• Description clearly explains underlying
rule (50 points)–supplemented with examples
–sufficient to guide someone who doesn’t know the game
• Proposed solution wrong or not understandable… points taken OFF & max possible score 45 no matter what
• More points? Harder puzzle! 45, 50, 55
Making Order• In PatternMaster, you conjecture from
a ‘standing start’, then test resulting hypotheses
• Now - you’ll investigate building of knowledge, = creation of simplifying view from initially disparate information
Two sets of liquids
• Indicator 1-6; Substances A & B
Two sets of liquids
• Indicator 1-6; Substance A & B• These are yours to investigate. How much
can you figure out?
Two sets of liquids
• Indicator 1-6; Substance A & B• These are yours to investigate. How much
can you figure out?• What design/experiments will you perform
to gain insight
Two sets of liquids
• Indicator 1-6; Substance A & B• These are yours to investigate. How much
can you figure out?• What experiments will you perform to gain
insight• As you make observations, can you model
the world?
Two sets of liquids
• Indicator 1-6; Substance A & B• These are yours to investigate. How much
can you figure out?• What experiments will you perform to gain
insight• As you make observations, can you model
the world?• Suggestion: finding an organized way to
record your data is probably a Good Idea
Rubrics
• What’s a rubric?– Treasure map to points = see rubric!!!!
Group Assignments
Learning from yourself
Five tips from you to you• Strategies, approaches, insights you
observed, employed, discovered today
• For each– state the rule, approach, etc.– explain the context in which it arose– state a circumstance where it could apply
in your future
• This is 25% of next week’s quiz grade, handed in today
Quantum Mine
• Open
• “Show Beams”
• “Show Gems”
• Figure out the rules
• What do you have?
Quantum Mine• Turn off ‘hints’
Quantum Mine• Turn off ‘hints’
• Solve one as a group
Quantum Mine• Turn off ‘hints’
• Solve one as a group
• NO CLICKING until all group members understand and support proposal
Quantum Mine• Turn off ‘hints’
• Solve one as a group
• NO CLICKING until all group members understand and support proposal
MAKE A PREDIC
TION – IF
… THEN
Quantum Mine• Turn off ‘hints’
• Solve one as a group
• NO CLICKING until all group members understand and support proposal
• Hypothesis proposer ≠ prediction maker ≠ result analyzer
Quantum Mine• Turn off ‘hints’
• Solve one as a group
• NO CLICKING until all group members understand and support proposal
• Hypothesis proposer ≠ prediction maker ≠ result analyzer
• Successful = 4 bonus pts on PM
Homework• Quantum Mine: Bonus credit
• Pattern Master: Solution & (written) description
–Written submitted to D2L Dropbox (doc or docx ONLY)
• Assessor: the Logic of Disproof
• Mix and Match Liquids: write-up of today’s work (see rubric)
• Submit to Dropbox (1/group)