Science limitations
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This document discusses limitations on what types of questions science can answer. Questions related to philosophy, morality, aesthetics, and supernatural explanations cannot be definitively tested through scientific experimentation. Questions involving historical events also cannot be answered conclusively due to lack of evidence and inability to conduct controlled experiments in the past. While science has answered factual questions that can be tested, it has limitations in addressing questions related to meaning, values, and the unobservable.
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Limits of science
This document provides instructions and content for a science class on the limits of science. It discusses three key areas where science cannot provide answers: questions of value, morality, and the supernatural. It also defines pseudoscience and provides examples like astrology, phrenology, and numerology. The document instructs students on note taking for the lesson, including underlining, italics, and subheadings to guide notetaking.
Task 1 m1
The document discusses the limitations of science. It explains that science can only answer questions that can be tested through experiments and evidence. Some questions science can answer include whether the speed of sound can be achieved or if the Earth is flat. However, science cannot answer all questions and has limitations. Questions about values, morality or supernatural phenomena cannot be tested scientifically. The document also discusses questions that science is currently trying to find answers for, like curing Ebola, or questions it will never be able to answer, like what exists after death.
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Task 1 - D1 - Resubmission
There are several reasons why new scientific theories face resistance and take time to be accepted. First, existing theories are well established and new theories challenge existing beliefs and research. Additionally, scientists rely on testing and verifying each other's work, so new theories require substantial evidence through repeated experimentation before being widely accepted. A classic example is Darwin's theory of evolution, which took decades to be accepted by the scientific community despite providing compelling evidence. For a theory to be accepted, it must present sufficient evidence and explanatory power to overcome the resistance from the established paradigm and community of scientists.
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- A scientific theory is a hypothesis that has been tested multiple times and proven accurate through reliable experiments and evidence. It can take months or years to gather enough evidence through various tests to prove a scientific theory.
- To create a scientific theory, a hypothesis must first be made and then tests and research conducted to collect information and evidence to prove the hypothesis accurately. Repeated experiments and research are needed to fully prove the hypothesis and elevate it to the status of a scientific theory.
- Resistance to new scientific theories often arises because more evidence, predictions, experiments and different methods are needed to fully develop the theory and address doubts within the scientific community.
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The document discusses several scientific developments and their associated moral and ethical issues:
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- Resistance to new scientific theories often arises because more evidence, predictions, experiments and different methods are needed to fully develop the theory and address doubts within the scientific community.
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1) Cloning could allow for organ replacement and help infertile couples have children, but there are concerns that the first cloned humans may be born with disabilities.
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Introduction to Science
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The Scientific Method
Observations
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Writing a Lab Report
Socrates (469 B.C. - 399 B.C.), Plato (427 B.C. - 347 B.C.), and Aristotle (384
B.C. - 322 B.C.) are among the most famous of the Greek philosophers
(Figure 1). Plato was a student of Socrates, and Aristotle was a student of Pla-
to. These three philosophers are considered to be the greatest thinkers of
their time.
Aristotle’s views on science profoundly shaped medieval academics, and his
influence extended into the Renaissance (14
th
- 16
th
century). His opinions
were the authority on science well into the 1300s. Unfortunately, the philoso-
pher’s method was logical thinking and did not involve making direct observa-
tions on the natural world. As a result, many of Aristotle’s opinions were incor-
rect. Although he was extremely intelligent, he used a method for determining
the nature of science that was insufficient for the task. For example, in Aris-
totle’s opinion, men were bigger than women. Therefore, he made the de-
duction that men would have more teeth than women. It is assumed that he
never actually looked into the mouths of both men and women and counted
their teeth. If he had, he would have found that males and females have ex-
actly the same number of teeth (Figure 2).
In the 16
th
and 17
th
centuries, innovative thinkers began developing a new
way to investigate the world around them. They were developing a method
that relied upon making observations of phenomena and trying to explain
why that phenomena occurred. From these techniques, the scientific method
was born. The scientific method is a process of investigation that involves
Figure 1: Neoclassical statue
of ancient Greek philosopher,
Plato, in front of the Academy
of Athens in Greece.
Figure 2: Humans—male and
female—have 20 baby teeth
and 32 permanent teeth.
13
experimentation and observation to acquire new knowledge, solve problems, and answer questions. Scien-
tists eventually perfected the methods and reduced it to a series of steps (Figure 3).
Today, the scientific method is used as a systematic approach to solving problems. Science begins with ob-
servations. Once enough observations or results from preliminary library or experimental research have been
collected, a hypothesis can be constructed. Experiments then either verify or disprove the hypothesis. If
enough evidence can support a hypothesis, the hypothesis can become a theory, or proven fact. Theories
can be further refined by other hypotheses and experimentation. An example of this is how we further refine
our knowledge of germ theory by learning about specific pathogens. A scientific law is a summary of obser-
vations in which there are no current exceptions using the most recent technology. It can be a.
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Intro to Critical Thinking: Types of Questions
Dr. Raghu
It is essential to understand a question well in order to learn:
a) whether it has a correct answer,
b) whether it is feasible to discover the correct answer, and
c) the process of discovering the correct answer.
Part of understanding a question clearly is to understand the type or category of question it belongs to.
Here are a few categories or types of questions:
1 . Descriptive-Empirical and Evaluative Questions
A descriptive-empirical question probes or asks for the nature, or structure, or specific features of something. An evaluative question probes or asks for a judgment on the general quality or value of something.
Evaluative questions are identified in terms of the key evaluative words in them. These are questions which ask whether a key evaluative term or word can be applied or ascribed to something.
For example, "What is the chemical composition of a star?" is a descriptive-empirical question because it asks about the chemical structure or nature of a star.
For example, "Is the Mona Lisa a great painting?" is an evaluative question because it asks whether the evaluative term "great" can be applied to the painting Mona Lisa.
All answers to descriptive-empirical questions are either true or false, although we may not know in a given instance that an answer is true or that it is false. When an answer to a descriptive-empirical question is known to be true or false, it is a settled question. When an answer to a descriptive-empirical question is not known to be true or false, it is an unsettled question.
2 . Semantic, Conceptual, and Descriptive-Empirical Questions
A semantic question pertains to the meaning of a word, phrase, or statement. "What is the meaning of "curmudgeon" in English?" is a semantic question.
A conceptual question probes or asks for the meaning or aspects of a concept or idea, i.e., it requires an answer based on the definition and/or analysis of the concept. Conceptual questions also pertain to relations between or among concepts, e.g., the relation between love and justice, freedom and order, faith and reason, etc.
"Is love necessarily unconditional?" This is a conceptual question because it is a question on the concept of love.
An descriptive-empirical question probes or asks whether something is a fact and/or what the facts are. It requires an answer affirming or denying that something is a fact or documenting the facts.
"How many weekly direct flights are there from Las Vegas to Honolulu?" This is a descriptive-emprical question because it pertains to facts on those flights originating in Las Vegas and ending in Honolulu.
Important Note: While conceptual questions are solely about concepts, descriptive-empirical questions always involve the use of words and concepts which require clarification before the answers can be determined. But this should not create confusion as to whethe ...
implied_main_idea.pptx
The document provides 10 steps for improving college reading skills. It discusses identifying implied main ideas, as the main idea is sometimes only suggested by the details rather than clearly stated. It provides an example paragraph and guides the reader through identifying the topic and implied main idea. The document emphasizes that implied main ideas must be inferred by considering how all the details support the overall point.
Chap3_ business reaserch
This document discusses research problems and problem statements. It defines a research problem as a situation that needs a solution where possible solutions exist. A problem statement describes an issue that needs to be addressed and provides context for a research study. The document outlines the key elements of a research problem, including developing a research question, hypotheses, specific aims, and research design. It also discusses the scientific method, types of research, qualitative vs. quantitative approaches, and the distinctions between research and evaluation.
Research method
This document discusses various topics related to research methods, including:
- The difference between applied and basic research, with basic research focusing on expanding knowledge without immediate commercial goals and applied research seeking to solve specific problems.
- Key hallmarks of scientific research, such as having a clear purpose, rigorous methodology, testable hypotheses, replicable results, objective conclusions, and generalizability.
- The scientific method process of observation, hypothesis, prediction, experiment, and conclusion to systematically investigate topics and reach new understandings. Tomato plant growth in relation to sunlight is used as an example to explain the different steps.
Scientific method
The scientific method is a process used by scientists to explore observations and answer questions. It involves asking a question, doing background research, constructing a hypothesis, testing the hypothesis with an experiment, analyzing data and drawing a conclusion. The scientific method allows scientists to systematically investigate causes and effects in nature through experiments.
Es estadísticas duro
Statistics is not inherently difficult. Those who view it as hard tend to struggle more, while those with a growth mindset find it easier. There are some key lessons that help make statistics more intuitive: 1) It involves philosophical questions about data analysis approaches. 2) It works backwards from data to theories, rather than evaluating theories based on data. 3) Failing to find an effect is different than proving no effect exists. With practice analyzing diverse datasets, statisticians develop expertise in applying these lessons. Regular practice is important for mastering any skill like statistics.
Senior seminar script
The student discusses their experience taking IB biology over the past two years of high school. They explain how the course has engaged them in asking questions and carrying out experiments to answer hypotheses. They chose to focus on their experience in IB biology because it has grown their passion for the field and they enjoy carrying out investigations. The ways of knowing of reason, emotion, and language have most connected to their experience. Reasoning is key to the scientific method and carrying out experiments, while emotion provides motivation for questions. Language allows findings to be shared but can also reflect biases. The student recognizes limitations in each way of knowing and how it will inform their future learning approach.
Introduction to research methods
This slideshow was created with images from the web. I claim no copyright or ownership of any images. If a copyright owner of any image objects to the use in this slideshow, contact me to remove it. This is for a course in Introductory Psychology using Wayne Weiten’s "Psychology: Themes and Variations" 8th ed. Published by Cengage. Images from the text are copyrighted by Cengage.
Bond J has a coupon rate of 4.3 percent. Bond S has a coupon.docx
Bond J has a coupon rate of 4.3 percent. Bond S has a coupon rate of 14.3 percent. Both bonds have eleven years to maturity, make semiannual payments, a par value of $1,000, and have a YTM of 9.6 percent.
If interest rates suddenly rise by 3 percent, what is the percentage price change of these bonds? (A negative answer should be indicated by a minus sign. Do not round intermediate calculations and enter your answers as a percent rounded to 2 decimal places, e.g., 32.16.)
Percentage
change in price
Bond J
%
Bond S
%
If interest rates suddenly fall by 3 percent instead, what is the percentage price change of these bonds? (Do not round intermediate calculations and enter your answers as a percent rounded to 2 decimal places, e.g., 32.16.)
Percentage
change in price
Bond J
%
Bond S
%
-20.42
-16.37
Lab 1 – Introduction to Science
Exercise 1: The Scientific Method
In this exercise, you will answer the questions based on what you have seen in the videos throughout the lab. Be sure to pay careful attention to the videos – you will not only need them to complete this exercise successfully, but also to have a firm understanding of the scientific method for future labs.
QUESTIONS
1. Make an observation – Write down any observations you have made regarding the effect of pollution on the environment.
Answer =
2. Do background research – Utilizing the scholarly source (provided here), describe how pollution might affect yeast.
Answer =
3. Construct a hypothesis – Based on your research from question 2, develop an if-then hypothesis relating to the effect of pollution on yeast respiration.
Answer =
4. Test with an experiment – Identify the dependent variable, independent variable, and the controlled variables for the experiment.
Answer =
5. Analyze results – Record your observations of the three test tubes before incubation and compare them to the observations provided in the video.
Answer =
Test Tube
Initial Appearance
Yeast with No Pollutant
Yeast with Salt Water
Yeast with Detergent
6. Analyze results – Record your observations of the three test tubes after incubation.
Answer =
Test Tube
Final Appearance
Yeast with No Pollutant
Yeast with Salt Water
Yeast with Detergent
7. Analyze results – The table below shows sample data regarding the amount of carbon dioxide produced by each tube. Determine what type of graph would be the most appropriate for displaying the data and explain why you chose that graph. Then, make a graph. Use Microsoft Excel or a free graphing program (for example, https://nces.ed.gov/nceskids/createagraph/) to create the graph. Submit this with your post-lab questions.
Sample
Amount CO2 Produced (mL) After 1 Hour
Yeast with No Pollutant
7 mL
Yeast with Salt Water
0.5 mL
Yeast with Detergent
0 mL
Answer =
8. Draw conclusions – Interpret the data from the graph in Question 7. What conclusions can you make based on this graph?
Answer =
9. Draw conclusions – Based on your observations ...
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D4
Cancer Research UK is a charity that raises money through various methods like marathons, charity boxes, and cake sales to fund research to find a cure for cancer. Marathons raise money based on distance run or number of participants. Celebrities also support the charity by shaving their hair and asking for donations. The charity provides fundraising packs with new ideas and funds both experimental research in laboratories searching for a cure as well as observational research studying patients to help them emotionally. With support, the charity's scientists have helped increase cancer survival rates to 50% for those suffering 10 or more years.
M4
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D2
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Science limitations
- 1. These type of questions are impossible to answer as it can not be tested or experimented on. different religions have their own concept of ‘does God exist however in terms of science and scientists there can not be any controlled experiments done to answer this question and nor will there ever be one. Questions that cannot yet be answered- The questions that scientists are often asked but have never answered are questions which are related to philosophy for example- Does God exist? Are my actions good or bad? What is the point of living? ● Such questions can only be answered if such technology was or is around when the question can be answered. ● A lot of these questions can be spoken about and many people have their own interpretations on them when they involve religion in there however that is not the answer to such questions. ● For such questions to be answered you need better technology, you need more time etc. There are many other type of questions asked which quite frankly have no answer for example- Did Jesus rise from the dead? this question can also not be answered because of how long back it goes, there is also no experiment that can be done to support or answer this question.
- 2. ‘If you sneeze with your eyes open,do they fall out?’ this question has been answered and the answer was a no as people have tried and scientists say that when you close your eyes when you sneeze it is just an automatic reflex action. Science has answered many questions and can answer things like Areas which may be hit by a tsunami however it has definite limits. “Science does not make moral judgements” like for example should other animals have rights. Science cannot make any type of judgement describing whether something is good or bad, It is of human nature to decide that. “Science doesn't make aesthetic judgments” It cannot tell you whether something looks nice or not. Quotes from “understanding science” website listed on references page. Questions that can be answered- If you sneeze with your eyes open, do they fall out? Why does your hair turn grey? Why is yawning infectious? These are simple logical questions that require 1 or 2 tests and experiments to answer and are not very time consuming. “ Science doesn't tell you how to use scientific knowledge”. “Science does not draw conclusions about supernatural explanations” “Science does not make moral judgements” “Science doesn't make aesthetic judgments”
- 3. Questions scientists are trying to answer- ● Why do we dream? ● How do we beat bacteria ● Will we ever cure cancer? These questions are still trying to be answered and are currently being experimented on to find and answer. Carrying out experiments is the only way to prove a point and answer the questions with solid proof. ‘Will we ever cure cancer?’ This question has been answered several times with a simple answer of no however scientists are still trying to find evidence to prove otherwise.
- 4. Comparison between 3 questions- The main difference between the 3 questions on what scientists can answer, are answering and can not yet answer is because of the lack of equipment and time.they need much more advanced tools to find out whether ‘God exists’.So overall technology would have a big impact on finding out about these questions. For example when the Cell theory was first introduced by Robert Hooke there was not enough technology to support what he was saying and therefore while time went past new technology was invented and only because of that was the theory proven and tested for, also it takes a long time using the cell theory as an example.
- 5. http://www.changinglivesonline.org/questions-and-answers/item/889-what-are-the-limitations-of-science?.html This is where i got the information for, for the questions science has answered, can answer and cannot yet be answered. http://undsci.berkeley.edu/article/0_0_0/whatisscience_12 This is where i got the the information on slide 2. These were quotes i found on the website of understanding science. http://healthimpactnews.com/wp-content/uploads/2014/02/Molecular-Thoughts-Science.jpg This is the image url on all my pages backgrounds.