SciBlogs

Spicing Up Fingerprints Michael Edmonds May 15

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Fingerprints form a key part of criminal investigations, allowing an investigator to connect a suspect to a crime scene.  Modern analytical chemistry however allows more detailed information to be gathered from fingerprints, a process which is being made even easier using the spice tumeric.

By analysing the chemical composition of fingerprints it is possible to find out more about the suspect, for example their sex or if they have recently handled cocaine. Such chemical analyses can be achieved using mass spectrometry, a highly sensitive technique for analysing the molecules present in minute samples such as the material making up fingerprints.

The challenge with using this technique is that the chemical agents commonly used to visualise fingerprints can interfere with analyses. However, a new approach developed by Simona Francese of Sheffield Hallam University using tumeric as the developing agent looks like it may have overcome these interference issues. When fingerprints which have been visualised with tumeric are then analysed by mass spectrometry researchers are still able to determine the presence of various fatty acids and other molecules, including cocaine, in the fingerprints.

A clever new use for an old spice.

Source “Analysing Fingerprints with a Dash of Tumeric” by Erika Gebel, Chemical and Engineering News, May 8, 2013

“Arrow” Needs A Science Advisor! Michael Edmonds May 15

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I’m a sucker for (super)hero movies and TV series. This week “Arrow”, a TV reinvention of DC comics Green Arrow character started on TV 2.

Reviews of this series coming out of the US are pretty good and the first episode kept me fairly well entertained. In fact I couldn’t help peeking at a few future episodes using Youtube, which is how I came across this clip.

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They seriously need a science adviser! (see from about 45 seconds into the clip)

I’d be happy to volunteer :-)

Teaching Chemistry to Nonscience Majors Michael Edmonds May 15

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A recent article in Chemical and Engineering News, “Lab Lessons for Reluctant Chemists” describes the work by American tertiary educators to improve the teaching of chemistry to students who will not continue on to further study in chemistry.

In order to do this most of these more innovative courses focus on showing students how the process of science works, and teaching in context, i.e. showing students through experiments how chemistry affects their everyday lives.

Of the various approaches, I find that of Professor David A. Katz of  Pima Community College in Tuscon the most interesting. In his course “Consumer Chemistry” students extract and quantify the oil in potato chips, prepare and test a sun screen, extract flavour and colour compounds in candy, and extract essential oils to make perfumes.

Professor Marc L. Richard of Richard Stockton College of New Jersey used an experiential approach where students laboratory experiences are left somewhat open ended, allowing students to explore, actually learning how to ask and then answer scientific questions.

Other chemistry professors base their courses on current issues, for example, nanotechnology, or after the destruction of the space shuttle Columbia, a look at carbon fiber composites. This is an interesting approach, and in some respects I would see it as more challenging, as I would expect such a course to still need to cover the key concepts in chemistry.

But with so many interesting ideas, my main question after reading this article is why should these ideas just be applied to non-science majors? Surely students who intend to proceed on in chemistry or the other sciences deserve to have chemistry taught this way too?

Are the Laws of Nature Fixed? Michael Edmonds May 13

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“Are the Laws of Nature Fixed” is the name of the third chapter in Rupert Sheldrake’s book “The Science Delusion”. His summary of this chapter is as follows:

“The ideas that the ‘laws of nature’ are fixed while the universe evolves is an assumption left over from pre-evolutionary cosmology. The laws themselves may evolve or, rather, be more like habits. Also, the ‘fundamental constants’ may be variable, and their values may not have been fixed at the instant of the Big Bang. They still seem to be varying today. There may be an inherent memory in nature. All organisms may participate in a collective memory of their kind. Crystals may crystallise the way they do because they formed that way before; the more crystals of a particular chemical arise in one place, the easier they should be to crystallise everywhere on earth, and maybe throughout the universe. Evolution may be the result of an interplay between habits and creativity. New forms and patterns of organisation appear spontaneously, and are subject to natural selection. Those that survive are more likely to appear again as new habits build up, and through repetition they become increasingly habitual.”

In this chapter Sheldrake queries whether the laws of nature and fundamental constants such as the gravity and the speed of light. He describes research that shows the the Newton’s Universal Gravitational Constant (G) varies in different reference sources and that research carried out in Russia in 2002 shows that G varies in a rhythmical fashion peaking every 23.93 hours, which correlates to a sidereal day.

He also describes how, when a new chemical entity is discovered, how difficult it can be to make them crystallise. However, once crystallisation has been achieved, future attempts to crystallise it become easier, as if subsequent batches of the chemical have “learnt ” how to crystallise from the earlier batch – that crystallisation becomes easier because of “habits” established by the earlier batches.

In this chapter Sheldrake articulates his “morphic resonance” hypothesis in some detail which purports that “similar patterns of activity resonate across time and space with subsequent patterns. This hypothesis applies to all self-organising systems, including atoms, molecules, crystals, cells, plants, animals and animal societies. All draw on a collective memory and in turn contribute to it.

The wholeness of each level of organisation (morphic units) depends on an organising field, the morphic field.

“This field is within and around the system it organises, and is a vibratory pattern of activity the interacts with electromagnetic and quantum fields in the system.”

“Morphic fields are shaped by morphic resonance from all similar past systems, and thus contain a cumulative collective memory. Morphic resonance depends in similarity, and is not attenuated by distance in space or time.”

These claims are quite extraordinary, yet the evidence presented seems lightweight and unimpressive so far. Extraordinary hypotheses require extraordinary evidence if they are to challenge existing scientific views.

Is Nature Mechanical? Michael Edmonds May 12

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“Is Nature Mechanical?” is the name of the first chapter in Rupert Sheldrake’s book “The Science Delusion”*, a book in which Sheldrake challenges what he calls the “Scientific Creed”, ten beliefs which he claims that “most scientists take for granted”. (I previously posted a TED presentation where Sheldrake outlines and criticises his “Scientific Creed”)

In “Is Nature Mechanical?” Sheldrake begins by describing the evolution of scientific theories which attempted to explain how nature works, from early religious and spiritual beliefs involving god(s) and/or the soul, through to a more mechanistic approach, begun by Descartes who “laid the foundations of mechanistic biology and medicine.”

Sheldrake presents the mechanistic view of nature, as based largely on reductionism, the idea that all of nature can be described in terms of physics and chemistry and that a complex system is nothing more than the sum of its parts. This view is contrasted to that of vitalism, whereby living organisms are perceived to have something akin to a soul, something that causes living organisms to differ to non-living objects.

Sheldrake promotes something which seems to fall between the vitalistic and mechanistic views, that of an organismic view – that treats “all of nature as alive … even atoms, molecules and crystals are organisms.” I’m not quite sure I fully understand this view, perhaps it will become become clearer in subsequent chapters. I suspect it relates to his work on morphic resonance.

One of Sheldrake’s main criticisms of advocates of an mechanistic world is that they, in their own explanations of the world around us, allow vitalistic explanations to creep in – for example, the common use of “genetic program”

“The ‘genetic program’ implies that plants and animals are organised by purposeful principles that are mind-like, or designed by minds.”

He also queries whether most scientists really believe in materialism

“Can you really think of yourself as a genetically programmed machine in a mechanical universe? Probably not. Probably not even the most committed materialists cannot either. Most of us feel we are truly alive in a living world.”

When it comes to science, I’m a pragmatist – a mechanistic view allows us to break complex systems down into manageable sections to explore and gain a better understanding of them. However, modern science also relies on the synthesis of this new information into the larger system in order to better understand it, something Sheldrake seems to overlook.

When it comes to complex and dynamic systems, complete understanding of how they work may not be possible, as their complexity makes outcomes hard to anticipate (as explained by Chaos theory). However, that does not mean there is more to the system than that which can be explained by chemistry and physics. I have yet to be convinced that Sheldrake’s organismic view has anything to offer.

My view of nature  is mechanistic in that, based on existing evidence, I think that all of nature should be able to be described in terms of chemistry and physics. However, with complex and dynamic systems the variables are too complex to anticipate outcomes accurately. Furthermore, the behaviour of complex systems results in synergies – for example, sentience in human beings. I don’t think vitalism or even organismism is required to explain how we experience the world. In the same way that the iCloud is something that seems to exist beyond the mere computers which make it up, I see human consciousness and sentience as something that, while it may appear to exist separately from our biological selves, does not. This does not have to detract from our appreciation of what we are or the world around us – rather it can and should create a profound sense of awe.

I must admit so far I have found “The Science Delusion” to be a bit of challenge to read. I find it misrepresents how science works,  and relies more on philosophy than on real world evidence. Chapter 2 questions whether “The Total Amount of Matter and Energy is Always the Same?”, in one section making the “observation” that some holy men and women in India apparently live for decades without consuming either food or water.

*A more detailed critique of all of “The Science Delusion” by John Greenbank can be found here.

 

How Important is a 1st Class Degree? Michael Edmonds May 09

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Comments by leading scientist and science communicator Lord Robert Winston that he deliberately discriminates against job applicants with first class degrees have drawn some criticism in the British media.

Talking to students at Clapton Girls Academy, Lord Winston is quoted as saying “I know scientists who are amazingly stupid.” He then went on to describe how “in my laboratory I have appointed scientists on the whole who didn’t get first-class degrees, deliberately, quite specifically, because, actually, I would rather have young people around me who developed other interests at university and didn’t just focus entirely on getting that first.”

This seems rather an extraordinary quote to come from a scientist (maybe it was taken out of context?) as it is laden with assumptions which make no sense.

First is the assumption that in order to get a first class degree someone needs to focus exclusively on their work. I know a number of scientists who achieved first class degrees while also maintaining interests in other areas including music, sports, raising a family and of course, working to put themselves through university.

Second is the assumption that getting a 2:1 (an upper second class degree) means that the person must have had other interests. For some students even focus and diligence may not result in a first class degree.

I’m not sure how things currently stand in New Zealand, but when I went through University around 20 years ago, a first class honours degree was usually quite important in allowing students to access PhD funding in terms of scholarships and grants. A 2:1 provided more challenges to finding funding for PhD studies.

Is this still the same? Is this fair? And once a PhD is completed do potential employers pay any attention to a scientists honours or masters grade?

 

How Scientifically Literate are We? Michael Edmonds May 02

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and how much do we understand the technology around us?

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Disruptive Innovation in Education Michael Edmonds Apr 28

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I’ve just finished reading “Disrupting Class: How Disruptive Innovation will Change the Way the World Learns” by Clayton M. Christensen. It contains some very interesting ideas, ones will definitely referring to again, although I did find this ideas quite disjointed.

The basic premise I extracted from this book is that significant improvements in the United States education system will only come through disruptive innovation which will involve computer based technologies.

Disruptive innovation is an innovation which creates a new market and set of values that eventually goes on to disrupt (and replace) an existing market. An example of a disruptive innovation would be digital cameras – at first these cameras had much lower resolution and technical difficulties that did not threaten conventional cameras and occupied a different market – however, as the technology rapidly developed they overtook and largely replaced conventional cameras.

In discussing the issues with the current US education system, Christensen points out that for students to succeed this is largely dependent on their motivation. Referring to Gardner’s Multiple Intelligences, he discusses how learning can be intrinsically motivating if educational approaches align well with a student’s stronger intelligences and aptitudes.

He then describes how this is not often the case, as each subject often self selects for teachers with specific intelligences, for example logical-mathematical skills in mathematics and bodily-kinaesthetic in sport. There is little opportunity to tailor information to students needs and to work with them one on one.

Computer technology has the opportunity to start to fill this gap, by offering students computer software which will allow them to work at their own pace, working through material. This would then allow teachers to take on the role of facilitators to work with students as they need it. At the moment such technologies might be considered inferior to classroom teaching (see, for example, previous discussions on MOOC’S (here and here), however, as this technology develops it will improve, including incorporating approaches that addressing different learning preferences and needs. Indeed, with the right platform, Christensen sees the opportunity for teachers/students/parents to develop and share their own learning tools. He has suggested that by 2019, over 50% of students will be learning using  student-centric computer technologies. Given the apparent successes of computer based learning technologies such as Khan Academy, Udacity and Coursera, such a prediction certainly seems possible (probable).

Christensen also emphasises a modular approach to education (something which I guess reflects his interest in students/teachers/parents developing small programmes/exercises that might eventually all fit together into individualised learning programmes for each student. It is an interesting idea, but I would be a little wary of how this is done, as students also need to be able to synthesise what they know into a larger picture (this is constantly something that comes up in discussions with teachers – that many students find it difficult to pull together information from different subjects (e.g. not recognising that mathematics and chemistry have significant overlaps – something which can help reinforce learning in both subjects).

The book also includes some discussion of the political and social aspects of disruptive innovation, including how it might best be implemented, something a little unusual for such a book, until you realise the author is a Professor in the Harvard Business School. And it was quite interesting considering this aspect of the education sector.

A very interesting read, one that I will be drawing on in future – it has already given me a few ideas for the classroom.

 

 

Which TV Show Best Demonstrates the Scientific Method? Michael Edmonds Apr 25

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A number of TV shows incorporate aspects of science into their story lines, some more successfully than others. I’m interested in reader’s opinions of which show(s) best demonstrate the scientific method?

CSI, Sherlock, Elementary, NCIS, Big Bang Theory or something else….. What’s your pick for the best (and perhaps the worst) demonstration of the scientific method?

 

 

When Gullibility Costs Lives – Fake Bomb Detectors Michael Edmonds Apr 24

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This Tuesday Jim McCormick, the man who made millions of dollars selling fake bomb detectors over the past 8 years, was found guilty of fraud. I find it absolutely extraordinary that it took so long to put a stop to this. These “bomb detectors” are simply jazzed up dowsing rods – made of a aerial attached to a plastic box with apparent electronic attachments.

Thousands of these detectors have been sold to trouble spots around the world including 6000 to Iraq. With some of the “more advanced” devices being sold for more that $40,000 dollars Mr McCormick has made a substantial fortune off of these devices, most likely at the cost of the many lives of those who put their faith in these devices.

What I find surprising is that no one ever demanded an explanation for how these devices worked. If I was placing my life in the hands of such a device I would want to know exactly how it worked and what it’s limitations were. And I would be very dubious of claims it could detect substances a kilometre away.

It is sad to see someone making profit off of a falsehood, one that would have cost human lives. Thank goodness some people finally engaged in a bit of critical thinking, challenged the legitimacy of these devices, and brought this criminal to justice.

 

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