What Homo erectus did next

Can we be certain about something that happened half a million years ago?

Keith S. Taber


What was going on in Java when Homo erectus lived there? (Image by Kanenori from Pixabay )

About half a million years ago a hominid, of the Homo erectus species, living in Java took a shell and deliberately engraved a mark on it. Now, I was not there when this happened, so my testimony is second hand, but I can be confident about this as I was told by a scientist that she was sure that this definitely happened.

"…we knew for sure that it must have been made by Homo erectus"

But how can we be so sure about something alleged to have occurred so long ago?


"A long time ago [if not] in a galaxy far, far away…." the skull of a specimen of Homo erectus (Image by Mohamed Noor from Pixabay ) [Was this an inspiration for the Star Wars stormtrooper helmet?]

I doubt Fifi would be convinced.1 Fifi was a Y12 student (c.16 years old) interviewed as part of the LASAR project who had reservations about palaeontology as it did not provide certain scientific knowledge,

"I like fossils though, I think they're interesting but I don't think I'd really like [working as a palaeontologist]…I don't think you could ever really know unless you were there… There'll always be an element of uncertainty because no matter how much evidence you supply there will always be, like, doubt because of the fact that you were never there…there'll always be uncertainty."

Fifi quoted in Taber, Billingsley & Riga, 2020, p.57

Learners can have alternative conceptions of the nature of science, just as much as they often do for forces or chemical bonding or plant nutrition. They often think that scientific knowledge has been 'proved', and so is certain (e.g., Taber, Billingsley, Riga & Newdick, 2015). An area like palaeontology where direct observation is not possible may therefore seem to fall short of offering genuine scientific knowledge.

The uncertain nature of scientific knowledge

One key feature of the nature of science is that it seeks to produce general or theoretical knowledge of the natural world. That is, science is not just concerned with providing factual reports about specific events but with developing general accounts that can explain and apply to broad categories of objects and events. Such general and theoretical knowledge is clearly more useful than a catalogue of specific facts – which can never tell us about the next occasion or what might happen in hypothetical situations.

However, a cost of seeking such applicable and useful knowledge is that it can never be certain. It relies on our ways of classifying objects and events, the evidence we have collected so far, our ability to spot the most important patterns -and the deductions this might support. So, scientific knowledge is always provisional in the sense that it is open to revision in response to new data, or new ways of thinking about existing data as evidence.

Read about the nature of scientific knowledge

Certainty and science in the media

Yet often reports of science in the media give the impression that science has made absolute discoveries. Some years ago I wrote about the tendency in science documentaries for the narrative to be driven by links that claimed "...this could only mean…" when we know that in science the available data always underdetermines theory (Taber, 2007). Or, to put it another way, we could always think up other ways of explaining the data. Sometimes these alternatives might seem convoluted and unlikely, but if we can suggest a possible (even when unconvincing) alternative, then the available data can never "only mean" any one particular proposed interpretation.

Read about scientific certainty in the media

Fossils from Java


Prof. Joordens who reported on how a shell had been deliberately marked by a member of the Homo erectus species hundreds of thousands of years ago.

(taken from her website at https://www.naturalis.nl/en/science/researchers/jose-joordens )


The scientist concerned was J.C.A (José) Joordens who is Professor in Hominin Paleoecology and Evolution, at Maastricht University. Prof. Joordens holds the Naturalis Dubois Chair in Hominin Paleoecology and Evolution. The reference to Dubois relates to the naturist responsible for finding a so-called 'missing link' in the chain of descent to modern humans,

"One of the most exciting episodes of palaeoanthropology was the find of the first transitional form, the Pithecanthropus erectus, by the Dutchman Eugène Dubois in Java during 1891-1892. …Besides the human remains, Dubois made a large collection of vertebrate fossils, mostly of mammals, now united in the so-called Dubois Collection."

de Vos, 2004

The Java man species, Pithecanthropus erectus (an upright ape/mokey-man), was later renamed as Homo erectus, the upright man.


'In Our Time' episode on Homo erectus

On an edition of BBC Radio 4's 'In Our Time' taking 'Homo erectus' as its theme, Prof. Joordens explained how some fossil shells collected by Dubois as part of the context of the hominid fossils had remained in storage for over a century ("The shells had been, well, shelved…"!), before a graduate student set out to photograph them all for a thesis project. This led to the discovery that one of the shells appeared to have been engraved.

This could only mean one thing…

This is what Prof. Joordens told the host, Melvyn Bragg,

"One shell that had a very strange marking that we could not understand how it ended up there…

It was geometric, like a W, and this is of course something that animals don't produce. We had to conclude that it must have been made by Homo erectus. And it must have been a very deliberate marking because of, we did experimental research trying to replicate it, and then we actually found it was quite hard to do. Because, especially fresh shells, they have a kind of organic exterior, and it's hard to push some sharp objects through and make those lines, so that was when we knew for sure that it must have been made by Homo erectus."

Prof. José Joordens talking on 'In Our Time'

We may consider this claim to be composed of a number of components, such as:

  • There is a shell with some 'very strange' markings
  • The shell was collected in Java in the nineteenth century
  • The shell had the markings when first collected
  • The markings were not caused by some natural phenomenon
  • The markings were deliberate not accidental
  • The markings were made by a specimen of Homo erectus

A sceptic might ask such questions as

  • How can we be sure this shell was part of the original collection? Could it have been substituted by mistake or deliberately?
  • How do we know the marks were not made more recently? perhaps by someone in the field in Java, or during transit form Java to the Netherlands, or by someone inspecting the collection?
  • Given that even unusual markings will occur by chance occasionally, how can we be certain these markings were deliberate? Does the mark really look like a 'W 'or might that be an over-interpretation. 2

And so forth.

It is worth bearing in mind that no one noticed these markings in the field, or when the collection was taken back to the Netherlands – indeed Prof. Joordens noted she had carried the shell around in her backpack (could that have been with an open penknife?) unaware of the markings

Of course, Prof. Joordens may have convincing responses to many of these questions – but a popular radio show is not the place to detail all the argument and evidence. Indeed, I found a report in the top journal Nature ('Homo erectus at Trinil on Java used shells for tool production and engraving') by Prof. Joordens and her team 3, claiming,

"One of the Pseudodon shells, specimen DUB1006-fL, displays a geometric pattern of grooves on the central part of the left valve [*]. The pattern consists, from posterior to anterior, of a zigzag line with three sharp turns producing an 'M' shape, a set of more superficial parallel lines, and a zigzag with two turns producing a mirrored 'N' shape. Our study of the morphology of the zigzags, internal morphology of the grooves, and differential roughness of the surrounding shell area demonstrates that the grooves were deliberately engraved and pre-date shell burial and weathering"

Joordens et al, 2015, p.229

[* Photgraphs are included in the paper. Some can also be seen at https://www.smithsonianmag.com/science-nature/oldest-engraving-shell-tools-zigzags-art-java-indonesia-humans-180953522/ ]

It may seem most likely that the markings were made by a Homo erectus, as no other explanation so far considered fits all the data, but theory is always under-determined – one can never be certain another scenario might be found which also fits the known facts.

Strictly, Prof. Joordens' contradicts herself. She claims the marks are "something that animals don't produce" and then claims an animal is responsible. She presumably meant that no non-hominid animal makes such marks. Even if we accept that (and, as they say, absence of evidence is not evidence of absence 4), can we be absolutely certain some other hominid might not have been present in Java at the time, marking the odd shell? As the 'In Our Time' episode discussed, Homo erectus often co-existed with other hominids.

Probably not, but … can we confidently say absolutely, definitely, not?

As Fifi might say: "I don't think you could ever really know unless you were there".

My point is not that I think Prof. Joordens is wrong (she is an expert, so I think she is likely correct), but just that her group cannot be absolutely certain. When Prof. Joordens says she knows for sure I assume (because she is a scientist, and I am a scientist) that this means something like "based on all the evidence currently available, our best, and only convincing, interpretation is…" Unfortunately lay people often do not have the background to insert such provisos themselves, and so often hear such claims literally – science has proved its case, so we know for sure. Where listeners already think scientific knowledge is certain, this misconception gets reinforced.

Meanwhile, Prof. Joordens continues her study of hominids in Java in the Studying Homo erectus Lifestyle and Location project (yes, the acronym is SHeLL).


Work cited:

Notes

1 As is usual practice in such research, Fifi is an assumed name. Fifi gave permission for data she contributed to the research to be used in publications on the assumption it would be associated with a pseudonym. (See: 'Using pseudonyms in reporting research'.)


2 No one is suggesting that the hominid deliberately marked the shell with a letter of the Roman alphabet, just that s/he deliberately made a mark that represented a definite and deliberate pattern. Yet human beings tend to spot patterns in random data. Could it just be some marks that seem to fit into a single pattern?


3 Josephine C. A. Joordens, Francesco d'Errico, Frank P. Wesselingh, Stephen Munro, John de Vos, Jakob Wallinga, Christina Ankjærgaard, Tony Reimann, Jan R. Wijbrans, Klaudia F. Kuiper, Herman J. Mücher, Hélène Coqueugniot, Vincent Prié, Ineke Joosten, Bertil van Os, Anne S. Schulp, Michel Panuel, Victoria van der Haas, Wim Lustenhouwer, John J. G. Reijmer & Wil Roebroeks.


4 At one time there was no evidence of 'noble' gases reacting. At one time there was no evidence of ozone depletion. At one time there was no evidence of superconductivity. At one time there was no evidence that the blood circulates around the body. At one time there was no evidence of any other planet having moons. At one time there was no evidence of protons being composed of even more fundamental particles. At one time there was no evidence of black holes. At one time there was no evidence that smoking tobacco was harmful. At one time there was no evidence of … [fill in your choice scientific discovery!]

How much damage can eight neutrons do?

Scientific literacy and desk accessories in science fiction

Keith S. Taber


Is the principle of conservation of mass that is taught in school science falsified all the time?


I am not really a serious sci-fi buff, but I liked Star Trek (perhaps in part because it was the first television programme I got to see in colour 1) and I did enjoy Blakes7 when it was broadcast by the BBC (from 1978-1981).



Blakes7 was made with the same kind of low budget production values of Dr Who of the time. Given that space scenes in early episodes involved what seemed to be a flat image of a spacecraft moving across a star field with no sense of depth or perspective (for later series someone had built a model), and in one early episode the crew were clearly given angle-poise lamps to control the craft, it was certainly not a case of 'no expense spared'. So, it was never quite clear if the BBC budget had also fallen short of a possessive apostrophe in the show title credits or Blakes7 was to be read in some other way.

After all, it was not made explicit who was part of Blake's 7 if that was what the title meant, and no one referred to "Blake's 7" in the script (perhaps reflecting how the doctor in Dr Who was not actually called Dr Who?).


The Blakes7 team on the flight desk of the Liberator – which was the most advanced spaceship in the galaxy (and was, for plot purposes, conveniently found drifting in space without a crew) – at least until they forgot to clean the hull once too often and it corroded away while they were on an away mission.

Blake's group was formed from a kind of prison break and so Blake was something of a 'rough-hero' – but not as much as his sometime unofficial lieutenant, sometime friend, sometime apparent rival, Avon, who seemed to be ruled by self-interest (at least until the script regularly required some act of selfless heroism from him). 'Rough-heroes' are fictional characters presented in the hero role but who have some traits that the audience are likely to find morally questionable if not repugnant.

As well as Blake (a rebel condemned as a traitor, having 'recovered' from brainwashing-supported rehabilitation to rebel again) and Avon (a hacker convicted of a massive computer fraud intended to make himself extremely rich) the rest of the original team were a smuggler, a murderer and a petty thief, to which was added a terrorist (or freedom fighter if you prefer) picked up on an early mission. That aside, they seemed an entirely reasonable and decent bunch, and they set out to rid the galaxy of 'The Federation's tyrannical oppression. At least, that was Blake's aspiration even if most of his companions seemed to see this as a stop-gap activity till they had decided on something with more of a long-term future.

At the end of one season, where the fight with the Federation was temporarily put aside to deal with an intergalactic incursion, Blake went AWOL (well, intergalactic wars can be very disruptive) and was assumed dead/injured/lost/captured/?… for much of the remaining run without affecting the nature of the stories too much.

Among its positive aspects for its time were strong (if not exactly model) roles for women. The main villain, Servalan, was a woman – Supreme Commander of the Federation security forces (and later Federation president).


As the ruthless Supreme Commander of the Federation security forces, Servalan got to wear whatever she liked (a Kid Creole, or Mel and Kim, look comes to mind here) and could insist her staff wore hats that would not upstage hers

In Blake's original team (i.e., 7?), his pilot is a woman. (Reflecting other SciFi series, the spacecraft used by Blakes7 require n crew members to operate effectively, where n is an integer that varies between 0 and 6 depending on the specific plot requirements of an episode.) In a later series, after Avon has taken over the role of 'ipso facto leader-among-equals', the group recruits a female advanced weapons designer/technologist and a female sharpshooter.


The Blakes7 team later in the run. (Presumably they are checking the monitor and having a quick recount.) Was Soolin (played by Glynis Barber, far right) styled as a subtle reference to the 'Seven Samurai'?

When I saw Blakes7 was getting a rerun recently I re-watched the series I had not seen since it was first aired. Despite very silly special effects, dodgy story-lines, and morally questionable choices (the series would make a great focus for a philosophy class) the interactions between the main characters made it an enjoyable watch.

But, it is not science

Of course, the problem with science fiction is that it is fiction, not science. Star Trek may have prided itself on seeking to at least make the science sound feasible, but that is something of an outlier in the genre.

Egrorian and his young assistant Pinder (unfortunately prematurely aged somewhat by a laboratory mishap) show Avon and Vila around their lab.

This is clear, for example, in an episode called 'Orbit' where Avon discuses the tachyon funnel, an 'ultimate weapon', with Egrorian, a renegade scientist. Tachyons are hypothetical particles that travel faster than the speed of light. The theory of special relatively suggests the speed of light is the theoretical maximum speed anything can have, but some other theories suggest tachyons may exist in some circumstances. As always in science, theories that are widely accepted as our current best understanding of some aspect of nature (e.g., relativity) are still open to modification or replacement if new evidence is found that suggests this is indicated.

In the Blakes7 universe, there seemed to be a surprisingly high frequency of genius scientists/engineers who had successfully absconded from the tyrannical and paranoid Federation with sufficient resources to build private research facilities on various obscure deserted planets. Although these bases are secret and hidden away, and the scientists concerned have normally been missing for years or even decades, it usually transpires that the Blakes7 crew and the Federation manage to locate any particular renegade scientist during the same episode.

This is part of the exchange between this particular flawed genius scientist and our flawed and reluctant 'rough hero', Kerr Avon:

Egrorian: You've heard of Hoffal's radiation?

Avon: No.

Ah… Hoffal had a unique mind. Over a century ago he predicted most of the properties that would be found in neutron material.

Neutron material?

Material from a neutron star. That is a… a giant sun which has collapsed and become so tightly compressed that its electrons and protons combine, making neutrons.

I don't need a lecture in astrophysics. [But presumably the scriptwriter felt the audience would need to be told this.]

When neutrons are subjected to intense magnetic force, they form Hoffal's radiation. Poor Pinder [Egrorian's lab. assistant] was subjected for less than a millionth of a second. He aged 50 years in as many seconds. …

So neutrons are part of the tachyon funnel.

Um, eight of them … form the core of the accelerator. 

From the script of 'Orbit' (c) 1981 by the British Broadcasting Corporation – made available 'for research purposes'

Now, for anyone with any kind of science background such dialogue stretches credibility. Chadwick discovered the neutron in everyday matter in 1932, so the neutron's properties could be explored without having to obtain samples from a neutron star – which would certainly be challenging. When bound in nuclei, neutrons (which are electrically neutral, thus the name, and so not usually affected by magnetic fields) are stable.

Thinking at the scale of a neutron

However, any suspension of disbelief (which fiction demands, of course) was stretched past breaking point at the end of this exchange. Not only were the generally inert neutrons the basis of a weapon that could destroy whole worlds – but the core of the accelerator was formed of, not a neutron star, nor a tonne of 'neutron matter', but eight neutrons (i.e., one for each member of Blake's 7 with just a few left over?)

That is, the intensely destructive beam of radiation that could destroy a planet from a distant solar system was generated by subjecting to a magnetic field: a core equivalent to (the arguably less interesting) half of a single oxygen atomic nucleus.


Warning – keep this away from strong magnetic fields if you value your planet! (Image by Gerd Altmann from Pixabay )

Now free neutrons (that is, outside of an atomic nuclei – or neutron star) are unstable, and decay on a timescale of around a quarter of an hour (that is, the half-life is of this order – following the exponential decay familiar with other kinds of radioactivity), to give a proton, an electron and a neutrino. The energy 'released' in this process is significant on the scale of a subatomic particle: 782 343 eV or nearly eight hundred thousand eV.

Eight hundred thousand seems a very large number, but the unit here is electron volt, a unit used for processes at this submicroscopic scale. (An eV is the amount of work that is done when one single electron is moved though a potential difference of 1v – this is about 1.6 x10-19 J). In the more familiar units of joules, this is about 1.25 x 10-13 J. That is,

0.000 000 000 000 125 J

To boil enough water at room temperature to make a single cup of tea would require about 67 200 J. 2 So, if the energy from decaying neutrons were used to boil the water, it would require the decay of about

538 000 000 000 000 000 neutrons.3

That is just to make one cup of tea, so imagine how many more neutrons would have to decay to provide the means to destroy a planet. Certainly, one would imagine,

more than 8.

E=mc2

Now since Einstein (special relativity, again), mass and energy have been considered to have an equivalence. It is commonly thought that mass can be converted to energy and the equation E=mc2 tells you how much of one would be converted to the other: how many J per kg or kg per J. (Spoiler alert – this is not quite right.)

In that way of thinking, the energy released by a free neutron when it decays is due to a tiny part of the neutrino's mass being converted to energy.

The neutron's mass defect

The mass (or so called 'rest mass') of a neutrino is about 1.67 x 10-27 kg. In the usual mode of decay the neutrino gives rise to a proton (which is nearly, but not quite, as heavy as a neutron), an electron (which is much lighter), and a neutrino (which is considered to have zero rest mass.)


Before decayRest mass / 10-31 kgAfter decayRest mass / 10-31 kg
neutron16 749.3proton16 726.2
electron9.1
neutrino
total16 749.316 735.3
[rest] mass defect in neutrino decay

So, it seems like some mass has disappeared. (And this is the mass sometimes said to have been converted into the released energy.) This might lead us to ask the question of whether Hoffal's discovery was a way to completely annihilate neutrons, so that instead of a tiny proportion of their mass being converted to energy as in neutron decay – all of it was.

Mass as latent energy?

However, when considered from the perspective of special relativity, it is not that mass is being converted to energy in processes such as neutron decay, but rather that mass and energy are considered as being different aspects of something more unified -'mass-energy' if you like. Energy in a sense carries mass, and mass in a sense is a manifestation of energy. The table above may mislead because it only refers to 'rest mass' and that does not tell us all we need to know.

When the neutron decays, the products move apart, so have kinetic energy. According to the principle of mass-energy equivalence there is always a mass equivalence of any energy. So, in relativity, a moving object has more mass than when it is at rest. That is, the 'mass defect' table shows what the mass would be if we compared a motionless neutron with motionless products, not the actual products.

The theory of special relativity boldly asserts that mass and energy are not the independent quantities they were once thought to be. Rather, they are two measures of a single quantity. Since that single quantity does not have its own name, it is called mass-energy, and the relationship between its two measures is known as mass-energy equivalence. We may regard c2 as a conversion factor that enables us to calculate one measurement from the other. Every mass has an energy-equivalent and every energy has a mass-equivalent. If a body emits energy to its surroundings it also emits a quantity of mass equivalent to that energy. The surroundings acquire both the energy and mass in the process.

Treptow, 2005, p.1636

So, rather than thinking mass has been converted to energy, it may be more appropriate to think that the mass of a neutron has a certain (latent) energy associated with it, and that, after decay, most of this energy is divided between products (according to their rest masses), but a small proportion has been converted to kinetic energy (which can be considered to have a mass equivalence).

So, whenever any process involves some kind of energy change, there is an associated change in the equivalent masses. Every time you boil the kettle, or go up in an elevator, there is a tiny increase of mass involved – the hot water is heavier than when it was cold; you are heavier than when you were at a lower level. When you lie down or burn some natural gas, there is a tiny reduction in mass (you weigh less lying down; the products of the chemical reaction weigh less than the reactants).

How much heavier is hot water?

Only in nuclear processes does the energy change involved become large enough for any change in mass to be considered significant. In other processes, the changes are so small, they are insignificant. The water we boiled earlier to make a cup of tea required 67 200J of energy, and at the end of the process the water would not just be hotter, but also heavier by about

0.000 000 000 000 747 kg

0r about 0.000 000 000 75 g. That is easy to calculate 4, but not so easy to notice.

Is mass conserved in chemical reactions?

On this basis, we might suggest that the principle of conservation of mass that is taught in school science is falsified all the time – or at least needs to be understood differently from how it is usually presented.


Type of reactionMass change
endothermicmass of products > mass of reactants
exothermicmass of products < mass of reactants
If we just consider the masses of the substances then mass is not conserved in chemical change

Yet, the discrepancies really are tiny – so tiny that in school examinations candidates are expected to pretend there is no difference. But, strictly, when (as an example) copper carbonate is heated in a crucible and decomposes to give copper oxide and carbon dioxide there is a mass decrease even if you could capture all the CO2. But it would not be measurable with our usual laboratory equipment – so, as far as chemistry is concerned, mass is conserved. 'To all intense and purposes' (even if not absolutely true) mass is always conserved in chemical reactions.

Mass is conserved overall

But actually, according to current scientific thinking, mass is always conserved (not just very nearly conserved), as long as we make sure we consider all relevant factors. The energy that allowed us to boil the kettle or be lifted in an elevator must have been provided from some source (which has lost mass by the same extent). In an exothermic chemical reaction there is an extremely slight difference of mass between the reactants and products, but the surroundings have been warmed and so have got (ever so slightly) heavier.


Type of reactionMass change
endothermicenergy (and equivalent mass) from the surroundings
exothermicenergy (and equivalent mass) to the surroundings
If we just consider the masses of the substances then mass does not seem to be conserved in chemical change


As Einstein himself expressed it,

"The inertial mass of a system of bodies can even be regarded as a measure of its energy. The law of the conservation of the mass of a system becomes identical with the law of the conservation of energy, and is only valid provided that the system neither takes up nor sends out energy."

Einstein, 1917/2015, p.59

Annihilate the neutrons!

So, if we read about how in particle accelerators, particles are accelerated to immense speeds, and collided, and so converted to pure energy we should be suspicious. The particles may well have been destroyed – but something else has now acquired the mass (and not just the rest mass of the annihilated particles, but also the mass associated with their high kinetic energy).

So, we cannot convert all of the mass of a neutron into energy – only reconfigure and redistribute its mass-energy. But we can still ask: what if all the mass of the neutron were to be converted into some kind of radiation that carried away all of its mass as high energy rays (perhaps Hoffal's radiation?)

Perhaps the genius scientist Hoffal, with his "unique mind", had found a way to do this (hm, with a magnetic field?) Even if that does not seem very feasible, it does give us a theoretical limit to the energy that could be produced by a process that converted a neutron into radiation.6 Each neutron has a rest mass of about

1.67 x 10-27 kg

now the conversion factor is c2 (where c is the speed of light, which is near enough 3 x 108 ms-1, so c2 =(3×108ms-1)2 , i.e., about 1017m2s-2), so that mass is equivalent to about 1.50 x 10-10 J 5 or,

0.000 000 000 150 J

Now that is a lot more energy than the 1.25 x 10-13 J released in the decay of a neutron,

0.000 000 000 150 000 J

>

0.000 000 000 000 125 J

and now we could in theory boil the water to make our cup of tea with many fewer neutrons. Indeed, we could do this by annihilating 'only' about 7

448 000 000 000 000 neutrons

This is a lot less neutrons than before, i.e.,

448 000 000 000 000 neutrons

< 538 000 000 000 000 000 neutrons

but it seems fair to say that it remains the case that the number of neutrons needed (now 'only' about 448 million million) is still a good deal more than 8.

448 000 000 000 000 neutrons

> 8 neutrons

So, if over 400 million million neutrons would need to be completely annihilated to make a single cup of tea, how much damage can 8 neutrons do to a distant planet?

A common learning difficulty

In any reasonable scenario we might imagine 8 neutrons would not be significant. This is worth emphasising as it reflates to a common learning difficulty. Quanticles such as atoms, atomic nuclei, neutrons and the like are tiny. Not tiny like specs of dust or grains of salt, but tiny on a scale where specs of dust and grains of salt themselves seem gigantic. The scales involved in considering electronic charge (i.e., 10-19C) or neutron mass (10-27 kg) can reasonably said to be unimaginatively small – no one can readily visualise the shift in scale going from the familiar scale of objects we normally think of as 'small', to the scale of individual molecules or subatomic particles.

Students therefore commonly form alternative conceptions of these types of entities (atoms, electrons, etc.) being too small to see, but yet not being so far beyond reach. And it is not just learners who struggle here. I have even heard someone on a national news programme put forward as an 'expert' make a very similar suggestion to Egrorian, in this case that a "couple of molecules" could be a serious threat to public health after the use of chemical nerve agent. This is a preposterous suggestion to a chemist, but was, I am sure, made in good faith by the international chemical weapons expert.

It is this type of conceptual difficulty which allows scriptwriters to refer to 8 neutrons as being of some significance without expecting the audience to simply laugh at the suggestion (even if some of us do).

It also explains how science fiction writers get away with such plot devices given that many in their audiences will readily accept that a few especially malicious molecules or naughty neutrons is a genuine threat to life.8 But that still does not justify using angle-poise lamps as futuristic spacecraft joysticks.


Jenna pilots the most advanced spacecraft in the galaxy

Works cited:
  • Einstein, A. (1917/2015). Relativity. The special and the general theory. (100th Anniversary ed.). Princeton: Princeton Univerity Press.
  • Treptow, R. S. (2005). E = mc2 for the Chemist: When Is Mass Conserved? Journal of Chemical Education, 82(11), 1636. doi:10.1021/ed082p1636

Notes:

1 To explain: For younger readers, television was first broadcast in monochrome (black and white – in effect shades of grey). My family first got a television after I started primary school – the justification for this luxury was that the teachers sometimes suggested programmes we might watch.

Colour television did not arrive in the UK till 1967, and initially it was only used for selected broadcasts. The first colour sets were too expensive for many families, so most people initially stayed with monochrome. This led to the infamous 'helpful' statement offered by the commentator of the weekly half-hour snooker coverage: "And for those of you who are watching in black and white, the pink [ball] is next to the green". (While this is well known as a famous example of misspeaking, a commentator's blooper, those of a more suspicious mind might bear in mind the BBC chose snooker for broadcast in part because it might encourage more people to watch in colour.)

Snooker – not ideal viewing on 'black and white' television (Image by MasterTux from Pixabay )

My father had a part-time weekend job supervising washing machine rental collections (I kid you not, many people only rented such appliances in those days), to supplement income from his full time job, and this meant on Monday evenings after his day job he had to visit his part-time boss and report and they would go throughout the paperwork to ensure things tallied. I would go with him, and was allowed to watch television whilst they did this – it coincided with Star Trek, and the boss had a colour set!


2 Assuming water had to be heated from 20˚C to 100˚C, and the cup took 200 ml (200 cm3) of tea then the calculation is 4.2 x 80 x 200

4.2 J g-1K-1 is the approximate specific heat capacity of water.

Changing these parameters (perhaps you have a small tea cup and I use a mug?) will change the precise value.


3 That is the energy needed divided by the energy released by each neutron: 67200 J ÷ 1.25 x 10-13 J/neutron = 537 600 000 000 000 000 neutrons


4 E=mc2

so m = E/c2 = 67 200 ÷ (3.00 x 108)2 = 7.47 x 10-13


5 E=mc2 = 1.67 x 10-27 x (3.00 x 108)2 = 1.50 x 10-10


6 Well, we could imagine that somehow Hoffal had devised a process where the neutrons somehow redirect energy provided to initially generate the magnetic field, and perhaps the weapon was actually an enormous field generator producing a massive magnetic field that the funnel somehow converted into a beam (of tachyons?) that could pass across vast amounts of space without being absorbed by space dust, remaining highly collimated, and intense enough to destroy a world.

So, perhaps the neutrons are analogous to the core of a laser.

I somehow think it would still need more than 8 of them.


7 That is the energy needed divided by the energy released by each neutron: 67200 J ÷ 1.50 x 10-10 J/neutron = 4.48 x 1014 neutrons


8 Of course molecules are not actually malicious and neutrons cannot be naughty as they are inanimate entities. I am not anthropomorphising, just alliterating.


How much damage can a couple of molecules do?

Just how dangerous is Novichok?

Keith S. Taber


"We are only talking about molecules here…

There might be a couple of molecules left in the Salisbury area. . ."

Expert interviewed on national news

The subject of chemical weapons is not to be taken lightly, and is currently in the news in relation to the Russian invasion of Ukraine, and the concern that the limited progress made by the Russian invaders may lead to the use of chemical or biological weapons to supplement the deadly enough effects of projectiles and explosives.

Organophosphorus nerve agents (OPNA) were used in Syria in 2013 (Pita, & Domingo, 2014), and the Russians have used such nerve agents in illicit activities – as in the case of the poisoning of Sergey Skripal and his daughter Yulia in Salisbury. Skripal had been a Russian military intelligence officer who had acted for the British (i.e., as a double agent), and was convicted of treason – but later came to the UK in a prisoner swap and settled in Salisbury (renown among Russian secret agents for its cathedral). 1

Salisbury, England – a town that featured in the news when it was the site of a Russian 'hit' on a former spy (Image by falco from Pixabay )

These substances are very nasty,

OPNAs are odorless and colorless [and] act by blocking the binding site of acetylcholinesterase, inhibiting the breakdown of acetylcholine… The resulting buildup of acetylcholine leads to the inhibition of neural communication to muscles and glands and can lead to increased saliva and tear production, diarrhea, vomiting, muscle tremors, confusion, paralysis and even death

Kammer, et al., 2019, p.119

So, a substance that occurs normally in cells, but is kept in check by an enzyme that breaks it down, starts to accumulate because the enzyme is inactivated when molecules of the toxin bind with the enzyme molecules stopping them binding with acetylcholine molecules. Enzymes are protein based molecules which rely for their activity on complex shapes (as discussed in 'How is a well-planned curriculum like a protein?' .)


Acetylcholine is a neurotransmitter. It allows signals to pass across synapses. It is important then that acetylcholine concentrations are controlled for nerves to function (Image source: Wikipedia).


Acetylcholinesterase is a protein based enzyme that has an active site (red) that can bind and break up acetylcholine molecules (which takes about 80 microseconds per molecule). The neurotransmitter molecule is broken down into two precursors that are then available to be synthesised back into acetylcholine when appropriate. 2

Toxins (e.g., green, blue) that bind to the enzyme's active site block it from breaking down acetylcholine.

(Image source: RCSB Protein Data Bank)


A need to clear up after the release of chemical agents

The effects of these agents can be horrific – but, so of course, can the effects of 'conventional' weapons on those subjected to aggression. One reason that chemical and biological weapons are banned from use in war is their uncontrollable nature – once an agent is released in an environment it may remain active for some time – and so hurt or kill civilians or even personnel from the side using those weapons if they move into the attacked areas. The gases used in the 1912-1918 'world' war, were sometimes blown back towards those using them when the wind changed direction.


Image by Eugen Visan from Pixabay 

This is why, when small amounts of nerve agents were used in the U.K. by covert Russian agents to attack their targets, there was so much care put into tracing and decontaminating any residues in the environment. This is a specialised task, and it is right that the public are warned to keep clear of areas of suspected contamination. Very small quantities of some agents can be very harmful – depending upon what we mean by such relative terms as 'small'. Indeed, two police officers sent to the scene of the crime became ill. But what does 'very small quantities' mean in terms of molecules?

A recent posting discussed the plot of a Blakes7 television show episode where a weapon capable of destroying whole planets incorporated eight neutrons as a core component. This seemed ridiculous: how much damage can eight neutrons do?

But, I also pointed out that, sadly, not all those who watched this programme would find such a claim as comical as I did. Presumably, the train of thought suggested by the plot was that a weapon based on eight neutrons is a lot more scary than a single neutron design, and neutrons are found in super-dense neutron stars (which would instantly crush anyone getting too near), so they are clearly very dangerous entities!

A common enough misconception

This type of thinking reflects a common learning difficulty. Quanticles such as atoms, atomic nuclei, neutrons and the like are tiny. Not tiny like specs of dust or grains of salt, but tiny on a scale where specs of dust and grains of salt themselves seem gigantic. The scales involves in considering electronic charge (i.e., 10-19C) or neutron mass (10-27 kg) can reasonably be said to be unimaginatively small – no one can readily visualise the shift in scale going from the familiar scale of objects we normally experience as small (e.g., salt grains), to the scale of individual molecules or subatomic particles.

People therefore commonly form alternative conceptions of these types of entities (atoms, electrons, etc.) being too small to see, but yet not being so far beyond reach. It perhaps does not help that it is sometimes said that atoms can now be 'seen' with the most powerful microscopes. The instruments concerned are microscopes only by analogy with familiar optical microscopes, and they produce images, but these are more like computer simulations than magnified images seen through the light microscope. 3

It is this type of difficulty which allows scriptwriters to refer to eight neutrons as being of some significance without expecting the audience to simply laugh at the suggestion (even if some of us do).

An expert opinion

Although television viewers might have trouble grasping the insignificance of a handful of neutrons (or atoms or molecules), one would expect experts to be very clear about the vast difference in scale between us (people for example) and them (nanoscopic entities of the molecular realm). Yet experts may sometimes be stretched beyond their expertise without themselves apparently being aware of this – as when a highly qualified and experienced medical expert agreed with an attorney that the brain sends out signals to the body faster than the speed of light. If a scientific expert in a high profile murder trial can confidently make statements that are scientifically ridiculous then this underlines just how challenging some key scientific ideas are.

For any of us, knowing what we do not know, recognising when we are moving outside out of areas where we have a good understanding, is challenging. Part of the reason that student alternative conceptions are so relevant to science learning is that a person's misunderstanding can seem subjectively to be just as well supported, sensible, coherent and reasonable as a correct understanding. Where a teacher themself has an alternative conception (which sometimes happens, of course) they can teach this with as much enthusiasm and confidence as anything they understand canonically. Expertise always has limitations.

A chemical weapons expert

I therefore should not have been as surprised as I was when I heard a news broadcast featuring an expert who was considered to know about chemical weapons refer to the potential danger of "a couple of molecules". This was in relation to the poisoning by Russian agents of the Salisbury residents,

"During an interview on a BBC Radio 4 news programme (July 5th, 2018), Hamish de Bretton-Gordon, who brands himself as one of the world's leading chemical weapons experts, warned listeners that there may be risks to the public due to residue from the original incident in the area. Whilst that may have been the case, his suggestion that "we are only talking about molecules here. . .There might be a couple of molecules left in the Salisbury area. . ." seemed to suggest that even someone presented to the public as a chemistry expert might completely fail to appreciate the submicroscopic scale of individual molecules in relation to the macroscopic scale of a human being."

Taber, 2019, p.130
Chemical weapons expert ≠ chemistry expert

Now Colonel de Bretton-Gordon is a visiting fellow at  Magdalene College Cambridge, and the College website describes him as "a world-leading expert in Chemical and Biological weapons". I am sure he is, and I would not seek to underplay the importance of decontamination after the use of such agents; but if someone who has such expertise would assume that a couple of molecules of any substance posed a realistic threat to a human being with its something like 30 000 000 000 000 cells, each containing something like 40 000 000 molecules of protein (to just refer to one class of cellular components), then it just underlines how difficult it is to appreciate the gulf in scale between molecules and men.

Regarding samples of nerve agents, they may be deadly even in small quantities, but that still means a lot of molecules.

Novichok cocktails

The attacks in Salisbury (from which the intended victims recovered, but another person died in nearby Amesbury apparently having come into contact with material assumed to have been discarded by the criminals), were reported to have used 'Novichok', a label given to group of compounds.

"Based on analyses carried out by the British "Defence Science and Technology Laboratory" in Porton Down it was concluded that the Skripals were poisoned by a nerve agent of the so-called Novichok group. Novichok … is the name of a group of nerve agents developed and produced by Russia in the last stage of the Cold War."

Carlsen, 2019, p.1

Testing of toxins is often based on the LD50 – which means finding the dose that has an even chance of being lethal. This is not an actual amount, as clearly the amount of material that is needed to kill a large adult will be more than that to kill a small child, but the amount of the toxin needed per unit mass of victim. Although no doubt these chemicals have been directly tested on some poor test specimens of non-consenting small mammals, such information is not in the public domain.

Indeed, being based on state secrets, there is limited public data on Novichok and related agents. Carlsen (2019) estimates the LD50 for oral administration of 9 compounds in the Novichok group and some closely related agents to vary between 0.1 to 96.16 mg/kg.

Carlsen suggest the most toxic of these compounds is one known as VX. VX was actually first developed by British Scientists, although almost equivalent nerve agents were later developed elsewhere, including Russia.


'Chemical structures of V-agents.'
(Figure 2 from Nepovimova & Kuca, 2018 – subject to http://creativecommons.org/licenses/BY-NC-ND/4.0/)
n.b. This figure shows more than a couple of molecules of nerve agent – so might this be a lethal dose?


Carlsen then argues that the actual compounds in Novachok are probably less toxic than XV, which might explain…

"…why did the Skripals not die following expose to such high potent agents; just compare to the killing of Kim Jong-nam on February 13, 2017 in Kuala Lumpur International Airport, where he was attacked by the highly toxic VX, and died shortly after."

Carlsen, 2019, p1

So, for the most sensitive agent, known as XV (LD50 c. 0.1 mg/kg), a person of 50 kg mass would it is estimated have a 50% chance of being killed by an oral dose of 0.1 x 50 mg. That is 5 mg or 0.005 g by mouth. A single drop of water is said to have a volume of about 0.05 ml, and so a mass of about 0.05 g. So, a tenth of a drop of this toxin can kill. That is a very small amount. So, if as little as 0.005 g of a nerve agent will potentially kill you then that is clearly a very toxic substance.

The molecular structure of XV is given in the figure above taken from Nepovimova and Kuca (2018). These three structures shown appear to be isomeric – that is the three molecules are structural isomers. They would have the same empirical formula (and the same molecular mass).

Chemical shorthand

This type of structural formula is often used for complex organic molecules as it is easy for experts to read. It is one of many special types of representation used in chemistry. It is based on the assumption that most organic compounds can be understood as if substituted hydrocarbons. (They may or may not be derived that way – this is jut a formalism used as a thinking tool.) Hydrocarbons comprise chains of carbon atomic cores bonded to each other, and with their other valencies 'satisfied' by being bonded to hydrogen atomic cores. These compounds can easily be represented by lines where each line shows the bond between two carbon atomic cores. The hydrogen centres are not shown at all, but are implicit in the figure (they must be there to 'satisfy' the rules of valency – i.e., carbon centres in a stable structures nearly always have four bonds ).

Anything other than carbon and hydrogen is shown with elemental symbols, and in most organic compounds these other atomic centres take up on a minority of positions in the structure. So, for compounds, such as the 'VX' compounds, these kinds of structural representations are a kind of hybrid, with some atomic centres shown by their elemental symbols – but others having to be inferred.

From the point of view of the novice learner, this form of abstract representation is challenging as carbon and hydrogen centres need to be actively read into the structure (whereas an expert has learnt to do this automatically). But for the expert this type of representation is useful as complex organic molecules can contain hundreds or thousands of atomic centres (e.g., the acetylcholinesterase molecule, as represented above) and structural formulae that show all the atomic centres with elemental symbols would get very crowded.

So, below I have annotated the first version of XV:


The VX compound seems to have a molecular mass of 267

This makes the figure much more busy, but helps me count up the numbers of different types of atomic centres present and therefore work out the molecular mass – which, if I had not made a mistake, is 267. I am working here with the nearest whole numbers, so not being very precise, but this is good enough for my present purposes. That means that the molecule has a mass of 267 atomic mass units, and so (by one of the most powerful 'tricks' in chemistry) a mole of this compound, the actual substance, would have a mass of 267g.

The trick is that chemists have chosen their conversion factor between molecules and moles, the Avogadro constant of c. 6.02 x 1023, such that adding up atomic masses in a molecule gives a number that directly scales to grammes for the macroscopic quantity of choice: the mole. 5

So, if one had 267 g of this nerve agent, that would mean approximately 6.02 x 1023 molecules. Of course here we are talking about a much smaller amount – just 0.005 g (0.005/267, about 0.000 02 moles) – and so many fewer molecules. Indeed we can easily work out 0.005 g contains something like

(0.005 / 267) x 6.02 x 1o23 = 11 273 408 239 700 374 000 = 1×1019 (1 s.f.)

That is about

10 000 000 000 000 000 000 molecules

So, because of the vast gulf in scale between the amount of material we can readily see and manipulate, and the individual quanticle such as a molecule, even when we are talking about a tiny amount of material, a tenth of a drop, this still represent a very, very large number of molecules. This is something chemistry experts are very aware of, but most people (even experts in related fields) may not fully appreciate.

The calculation here is approximate, and based on various estimates and assumptions. It may typically take about 10 000 000 000 000 000 000 molecules of the most toxic Novichok-like agent to be likely to kill someone – or this estimate could be seriously wrong. Perhaps it takes a lot more, or perhaps many fewer, molecules than this.

But even if this estimate is out by several orders of magnitude and it 'only' takes a few thousand million million molecules of XV for a potential lethal dose, that can in no way be reasonably described as "a couple of molecules".

It takes very special equipment to detect individual quanticles. The human retina is in its own way very sophisticated, and comes quite close to being able to detect individual photons – but that is pretty exceptional. As a rule of thumb, when anyone tells us that a few molecules or a few atoms or a few ions or a few electrons or a few neutrons or a few gamma rays or… can produce any macroscopic effect (that we can see, feel, or notice) we should be VERY skeptical.


Work cited:

Notes:

1 Two men claiming to be the suspects whose photographs had been circulated by the British Police, and claimed by the authorities here to be Russian military intelligence officers, appeared on Russian television to explain they were tourists who had visited Salisbury sightseeing because of the Cathedral.

2 According to the RCSB Protein Data Bank website

"Acetylcholinesterase is found in the synapse between nerve cells and muscle cells. It waits patiently and springs into action soon after a signal is passed, breaking down the acetylcholine into its two component parts, acetic acid and choline."

Molecule of the month: Acetylcholinesterase

Of course, it does not 'wait patiently': that is anthropomorphism.


3 We might think it is easy to decide if we are directly observing something, or not. But perhaps not:

"If a chemist heats some white powder, and sees it turns yellow, then this seems a pretty clear example of direct observation. But what if the chemist was rightly conscious of the importance of safe working, and undertook the manipulation in a fume cupboard, observing the phenomenon through the glass screen. That would not seem to undermine our idea of direct observation – as we believe that the glass will not make any difference to what we see. Well, at least, assuming that suitable plane glass of the kind normally used in fume cupboards has been used, and not, say a decorative multicoloured glass screen more like the windows found in many churches. Assuming, also, that there is not bright sunlight passing through a window and reflecting off the glass door of the fume cupboard to obscure the chemist's view of the powder being heated. So, assuming some basic things we could reasonably expect about fume cupboards, in conjunction with favourable viewing conditions, and taking into account our knowledge of the effect of plane glass, we would likely not consider the glass screen as an impediment to something akin to direct observation.

Might we start to question an instance of direct observation if instead of looking at the phenomenon through plane glass, there was clear, colourless convex glass between the chemist and the powder being heated? This might distort the image, but should not change the colours observed. If the glass in question was in the form of spectacle lenses, without which the chemist could not readily focus on the powder, then even if – technically – the observations were mediated by an instrument, this instrument corrects for a defect of vision such that our chemist would feel that direct observation is not compromised by, but rather requires, the glasses.

If we are happy to consider the bespectacled chemist is still observing the phenomenon rather than some instrumental indication of it, then we would presumably feel much the same about an observation being made with a magnifying glass, which is basically the same technical fix as the spectacles. So, might we consider observation down a microscope as direct observation? Early microscopes were little more than magnifying glasses mounted in stands. Modern compound microscopes use more than one lens. A system of lenses (and some additional illumination, usually) reveals details not possible to the naked eye – just as the use of convex spectacles allow the longsighted chemist to focus on objects that are too close to see clearly when unaided.

If the chemist is looking down the microscope at crystal structures in a polished slice of mineral, then, it may become easier to distinguish the different grains present by using a Polaroid filter to selectively filter some of the light reaching the eye from the observed sample. This seems a little further from what we might normally think of as direct observation. Yet, this is surely analogous to someone putting on Polaroid sunglasses to help obtain clear vision when driving towards the setting sun, or donning Polaroid glasses to help when observing the living things at the bottom of a seaside rock pool on a sunny day when strong reflections from the surface prevent clear vision of what is beneath.

A further step might be the use of an electron microscope, where the visual image observed has been produced by processing the data from sensors collecting reflections from an electron beam impacting on the sample. Here, conceptually, we have a more obvious discontinuity although the perceptual process (certainly if the image is of some salt crystal surface) may make this seem no different to looking down a powerful optical microscope. An analogy here might be using night-vision goggles that allow someone to see objects in conditions where it would be too dark to see them directly. I have a camera my late wife bought me that is designed for catching images of wildlife and that switches in low light conditions to detecting infrared. I have a picture of a local cat that triggered an image when the camera was left set up in the garden overnight. The cat looks different from how it would appear in day-light, but I still see a cat in the image (where if the camera had taken a normal image I would not have been able to detect the cat as the image would have appeared like the proverbial picture of a 'black cat in a coal cellar'). Someone using night-vision goggles considers that they see the fox, or the escaped convict, not that they see an image produced by electronic circuits.

If we accept that we can see the cat in the photograph, and the surface details of crystal grains in the electron microscope image, then can we actually see atoms in the STM [scanning tunneling microscope] image? There is no cat in or on my image, it is just a pattern of pixels that my brain determines to represent a cat. I never saw the cat directly (I was presumably asleep) so I have no direct evidence there really was a cat if I do not accept the photograph taken using infrared sensors. I believe there are cats in the world, and have seen uninvited cats in my garden in daylight, and think the camera imaged one of them at night. So it seems reasonable I am seeing a cat in the image, and therefore I might wonder if it is reasonable to doubt that I can also see atoms in an STM image.

One could shift further from simple sensory experience. News media might give the impression that physicists have seen the Higgs boson in data collected at CERN. This might lead us to ask: did they see it with their eyes? Or through spectacles? Or using a microscope? Or with night-vision goggles? Of course, they actually used particle detectors.

Feyerabend suggests that if we look at cloud chamber photographs, we do not doubt that we have a 'direct' method of detecting elementary particles …. Perhaps, but CERN were not using something like a very large cloud chamber where they could see the trails of condensation left in the 'wake' of a passing alpha particle, and that could be photographed for posterity. The detection of the Higgs involved very sophisticated detectors, complex theory about the particle cascades a Higgs particle interaction might cause, and very complex simulations to allow for all kinds of issues relating to how the performance of the detectors might vary (for example as they age) and how a signal that might be close to random noise could be identified…. No one was looking at a detector hoping to see the telltale pattern that would clearly be left by a Higgs, and only a Higgs. In one sense, to borrow a phrase, 'there's nothing to see'. Interpreting the data considered to provide evidence of the Higgs was less like using a sophisticated microscope, and more like taking a mixture of many highly complex organic substances, and – without any attempt to separate them – running a mass spectrum, and hoping to make sense of the pattern of peaks obtained.

Taber, 2019, pp.158-160

4 That is not to suggest that one should automatically assume that one molecule of a toxin can only ever damage one protein molecule somewhere in one body cell. After all, one of the reasons that CFCs (chlorofluorocarbons, which used to be used as propellants in all kinds of spray cans for example) were so damaging to the ozone 'layer' was because they could initiate a chain reaction.

In reactions that involve free radicals, each propagation step can produce another free radical to continue the reaction. Eventually two free radicals are likely to interact to terminate the process – but that might only be after a great many cycles, and the removal of a great many ozone molecules from the stratosphere. However, even if one free radical initiated the destruction of many molecules of ozone, that would still be a very small quantity of ozone, as molecules are so tiny. The problem was of course that a vast number of CFC molecules were being released.


5 So one mole of hydrogen gas, H2, is 2g, and so forth.

The baby monitor in your brain

Are our neural systems designed?

Keith S. Taber

Taking advantage of good design? (Image by Ben Kerckx from Pixabay )

"A lot of researchers talk about this [neural system] called the care-giving system which is designed to help us care for our crying babies".

Assoc. Prof. Sara Konrath

The reference to the 'design' of a human neural system caught my attention. The reference was made by Dr Sara Konrath, Associate Professor of Philanthropic Studies at the Lilly Family School of Philanthropy at Indiana University, who was interviewed for the BBC radio programme 'The Anatomy of Kindness'.

As a scientist, I found the reference to 'design' out of place, as it is a term that would often be avoided in a scientific account.

A BBC radio programme and podcast

Design in nature

Mention of 'design' in the context of natural phenomena is of note because of the history of the idea, and its role in key philosophical questions (such as the nature of the world, the purpose of our lives, the origins of good and evil, and other such trifling matters).

The notion of design was very important in natural theology, which looked at 'the book of nature' as God's works, and as offering insight into God as creator. A key argument was that the intricacy of nature, and the way life seemed to encompass such complex interlinked systems that perfectly fitted together into an overarching ecology, could only be explained in terms of a designer who was the careful architect of the whole creation.

Perhaps the most famous example of this argument was that of William Paley who wrote an entire book (1802) making the case with a vast range of examples. He started with the now famous analogy of someone who found a pocket watch on crossing a heath. Had he kicked a stone on his trip, he would have thought little of how the stone came to be there – but a watch was a complex mechanism requiring a large number of intricate parts that had to be just the right size, made of the right kind of materials, and put together in just the right way to function. No reasonable person could imagine the watch had just happened to come about by chance events, and so, by a similar argument, how could anything as subtle and complex as a human body have just emerged by accident and not have been designed by some great intelligence?

If you came across this object lying on the ground, what might you infer? (Image by anncapictures from Pixabay)

Paley's book does a wonderful job of arguing the case, and, even if some of the examples look naive from two centuries on, it was the work of someone who knew a great deal about anatomy, and the natural history of his time, and knew how to build up 'one long argument'. 1 It must have seemed very convincing to many readers at the time (especially as most would have read it from a position of already assuming there was an omniscient and all-powerful creator, and that the types of animals and plants on earth had not substantially changed their forms since their creation).

Indeed, a fair proportion of the world's population would still consider the argument sound and convincing today. That is despite Charles Darwin having suggested, about half a century later, in his own long argument 1 that there was another alternative (than an intelligent designer or simply chance formation of complex organisms and ecosystems). The title of one of Richard Dawkin's most famous books, The Blind Watchmaker (1988), championing the scientific position first developed by Darwin (and Alfred Russel Wallace) is a direct reference to Paley's watch on the heath.

The modern scientific view, supported by a vast amount of evidence from anatomy, genetics, paleontology, geology and other areas is that life evolved on earth over a vast amount of time from common ancestral unicellular organisms (which it is thought themselves evolved from less complex systems over a very long period).

Has science ruled out design?

This does not mean that science has completely ruled out the possibility that modern life-forms could have been designed. Science does rule out the possibility that modern organisms were created 'as is' (i.e., 'as are'), so if they were designed then the designer not only designed their forms, but also the highly complex processes by which they might evolve and the contingencies which made this possible. (That can be seen as an even greater miracle, and even stronger evidence of God's capabilities, of course.) What science does not do is to speculate on first causes which are not open to scientific investigation. 2

Many of the early modern scientists had strong religious convictions – including faith in an intelligent creator – and saw science as work that was totally in keeping with their faith, indeed often as a form of observance: a way of exploring and wondering at God's work. Science, philosophy and theology were often seen as strongly interlinked.

However, the usual expectation today is that science, being the study of nature, has no place for supernatural explanations. Scientists are expected to adopt 'methodological naturalism', which means looking for purely natural mechanisms and causes. 3

Read about science and religion

Arguments from design invoke teleology, the idea that nature has purpose. This makes for lazy science – as we do not need to seek natural mechanisms and explanations if we simply argue that

  • the water molecule was designed to be a shape to form hydrogen bonds, or that
  • copper is a good conductor because its molecular structure was designed for that purpose, or that
  • uranium is subject to radioactive decay because the nucleus of a uranium atom was designed to be unstable

Science has (and so a scientist, when doing her science, should have) nothing to say about the existence of a creator God, and has no view on whether aspects of the natural world might reflect such a creator's design; so arguments from design have no place in scientific accounts and explanations. This is why I honed in on the reference to design.

The evolution of empathy?

The reference was in relation to empathy. The presenter, Dr Claudia Hammond, asked rhetorically "empathy … how did it evolve?", and then introduced an interview clip: "Here's Sara Konrath, Associate Professor at the Lilly Family School of Philanthropy at Indiana University in the U.S." This was followed by Dr Konrath stating:

"A lot of researchers talk about this thing called the care-giving system which is designed to help us care for our crying babies. So, think about a crying baby for a minute that is not your own. You are on an airplane, think about that. [She laughs] And probably what you are hoping for is that baby will stop crying, [Hammond: 'absolutely'], I guess.

We need to have a biological system that will make us feel compassion for that little crying baby and figure out what's wrong so we can make the baby feel better. So, there's a whole neural system that's called the care-giving system, that activates oxytocin which is a hormone that helps us to basically reduce stress and feel close and connected, and as you can imagine that would help us want to change that little nappy or whatever the baby needs. * And that same brain system doesn't seem to distinguish too much, well, you know, we can use that, that same system to care for other people in our lives that we know or even strangers, and even people who are different than us."

Assoc. Prof. Sara Konrath

Now, as pointed out above, accepting evolution (as the vast majority of natural scientists do) does not logically exclude design – but to be consistent it requires the design not only of the intended structure, but also of the entire natural system which will give rise to it. And evolution, a natural process, is open to scientific investigation, whereas claims of design rely on extra-scientific considerations. Moreover, as evolution is an ongoing process, one might suggest that references to 'this stage in the design-realisation process' might be more appropriate.

One way of explaining the apparent inconsistency here ("how did it evolve?"…"designed to help us") is to simply assume that I am being much too literal, as surely Dr Konrath was speaking metaphorically. We can talk about 'the design' of the kidney, or a flower, or of a cow's digestive system, meaning the structure, the layout, the assemblage – without meaning to suggest 'the design' had been designed. Although Dr Konrath referred to the neural system being designed, it is quite possible she was speaking metaphorically.

But can we beleive what we (think we) hear?

A listener can reasonably assume, from the editing of the programme, that Dr Konrath was asked, and was answering, the question 'how did empathy evolve?' Yet this is only implied ("…how did it evolve? Here's Sara Konrath…") – the clip of Dr Konrath does not include any interview questions.

A journalist has to edit a programme together, to offer a narrative a listener can easily follow, so it is likely an interview would be edited down to select the most useful material. Indeed, when transcribing, I suspected that there was an edit at the point I have marked * above. I could not hear any evidence of an edit, BUT to my ears the speech was not natural in moving between "…whatever the baby needs" and "And that same brain system…". Perhaps I am wrong. But, perhaps there was a pause, or a 'false start', edited out to tidy the clip; or perhaps some material deemed less pertinent or too technical for present purposes was removed. Or, possibly, the order of the material has been changed if the speaker had responded to a number of questions, and it was felt a re-ordering of segments of different responses offered a better narrative.

All of that would be totally acceptable, as long as it was done without any intention to distort what the speaker had said. Indeed, in analysing and presenting research material from interviews or written texts, one approach is known as editing. 4 I have used this myself, to select text from different points in an interview to build up a narrative that can summarise an informant's ideas succinctly (e.g., Taber, 2008 5). This needs to be done carefully, but as long as an effort is made to be true to the person's own ideas (as the researcher understands them from the data) and this methodological technique is explicitly reported to readers, it is a valid approach and can be very effective.

Read about approaches to qualitative data analysis

A convincing argument?

Perhaps, if Dr Konrath was indeed asked 'how did empathy evolve?' this was a rather unfair question. Unlike some anatomical structures, empathy does not leave direct evidence in the fossil record. This might explain a not entirely convincing response.

The gist of the clip, as I assume a listener was meant to understand it, was along the lines.

How did empathy evolve?

  • babies cannot look after themselves and need support
  • they cry to get attention when they need help
  • a system evolved to ensure that others around the baby would pay attention to its cries, and feel compassionate, and so help it
  • the system either has the side effect of, or has evolved over time, allowing us to be empathetic more generally so we support people who need help

Perhaps that narrative is correct, and perhaps there is even scientific evidence for it. But, in terms of what I actually hear Dr Konrath say, I do not find a strong evolutionary account, but rather something along the lines:

  • We have a biological system known as the care-giving system, that activates a hormone that reduces stress and helps us feel close and connected to others
  • this allows us to feel compassion for people in need
  • encouraging us to care for other people, largely indiscriminately
  • even strangers, such as a crying baby

When I reframe ('edit') the interview that way, I do not see any strong case for why this system is designed specifically to help us care for our crying babies – but nor is there any obvious evolutionary argument. 6

If one approaches this description with a prior assumption that such things have evolved through natural selection then Dr Konrath's words can certainly be readily interpreted to be consistent with an evolutionary narrative. 6 However, someone who did not accept evolution and had a metaphysical commitment to seeing the natural world as evidence for a designer would surely be able to understand the interview just as well within that frame. I suspect both Paley and Darwin would have been able to work this material into their arguments.

Works cited:
  • Darwin, C. (1859/2006). The Origin of Species. In E. O. Wilson (Ed.), From so Simple a Beginning: The four great books of Charles Darwin. New York: W. W. Norton.
  • Dawkins, R. (1988). The Blind Watchmaker. Harmondsworth, Middlesex: Penguin Books.
  • Paley, W. (1802/2006). Natural Theology: Or Evidence of the Existence and Attributes of the Deity, Collected from the Appearances of Nature (M. D. Eddy & D. Knight Eds.). Oxford: Oxford University Press.
  • Taber, K. S. (2008). Exploring Conceptual Integration in Student Thinking: Evidence from a case study. International Journal of Science Education, 30 (14), 1915-1943. (DOI: 10.1080/09500690701589404.)
  • Taber, K. S. (2013). Conceptual frameworks, metaphysical commitments and worldviews: the challenge of reflecting the relationships between science and religion in science education. In N. Mansour & R. Wegerif (Eds.), Science Education for Diversity: Theory and practice (pp. 151-177). Dordrecht: Springer. [Download manuscript version]

Note:

1 The term 'one long argument' was used by Darwin to describe his thesis in the Origin of Species.

2 I write loosely here: science does not do anything; rather, it is scientists that act. Yet it would not be true to claim scientists do not speculate on first causes which are not open to scientific investigation. Many of them do. (Dawkins, for example, seems very certain there is no creator God.) However, that is because scientists are people and so have multiple identities. Just as nothing stops a scientist also being a mother or a daughter; nothing stops them being ice skaters, break dancers or poets. So, scientists do speculate outside of the natural realm – but then they are doing something other than science, as when they write limericks. (And perhaps something where their scientific credentials suggest no special expertise.)

3 Unfortunately, this can mislead learners into thinking science is atheistic and scientists necessarily atheists:

"The tradition in Western science (with its tendencies towards an analytical and reductionist approach) to precede as though the existence and potential role of God in nature is irrelevant to answering scientific questions, if not explicitly explained to
students, may well give the impression that because science (as a socio-cultural activity) does not need to adopt the hypothesis of the divine, scientists themselves (as individuals sharing membership of various social groups with their identities as scientists) eschew such an idea."

Taber, 2013: 153

4 This process would need to be made explicit in research, where it is normally just accepted as standard practice in journalism. These two activities can be seen as quite similar, especially when research is largely based on reports from various informants. A major difference however is that whereas researchers often have months to collect, analyse and report data, journalists are often expected to move on to the next story or episode within days, so may be working under considerable time pressures.

5 For example,

"Firstly the interview transcript was reworked into a narrative account of the interview based around Alice's verbatim responses, but following the chronology of the interview schedule in the order of the questions….The next stage of the analysis involved reorganising the case material into themes in terms of the main concepts used in Alice's explanations…This process produced a case account that was reduced (in this case to about 1,000 words), and which summarises the ways Alice used ideas in her interview."

Taber, 2008: 1926

6 One can imagine researchers asking themselves how this indiscriminate system for helping others in need arose, and someone suggesting that perhaps it was originally to make sure mothers attended to their own babies, but as a 'false negative' would be so costly (if you do not notice your baby is unfed, or has fallen in the lake, or is playing with the tiger cubs…) the system was over-sensitive and tolerated 'false positives' (leading to people attending to unrelated babes in need), and even got triggered by injured or starving adults – which it transpired increased fitness for the community, so was selected for…

It can be much easier to invent feasible-sounding evolutionary 'just-so stories' than rigorously testing them!

The earth's one long-term objective

Scientist reveals what the earth has been trying to do

Keith S. Taber

Seismology – the study of the earth letting off steam? (Image by ELG21 from Pixabay)

"the earth has one objective, it has had one objective for four and half billion years, and that's…"

In our time

'In Our Time' is an often fascinating radio programme (and podcast) where Melvyn Bragg gets three scholars from a field to explain some topic to a general audience.

Imagine young Melvyn interrupting a physics teacher's careful exposition of why pV = 1/3nmc2 by asking how the gas molecules came to be moving in the first place.

The programme covers various aspects of culture.

BBC 'In our time'

I am not sure if the reason that I sometimes find the science episodes seem a little less erudite than those in the the other categories is:

  • a) Melvyn is more of an arts person, so operates at a different level in different topics;
  • b) I am more of a science person, so more likely to be impressed by learning new things in non-science topics; and to spot simplifications, over-generalisations, and so forth, in science topics.
  • c) A focus in recent years on the importance of the public understanding of science and science communication means that scientists may (often, not always) be better prepared and skilled at pitching difficult topics for a general audience.
  • d) Topics from subjects like history and literature are easier to talk about to a general audience than many science topics which are often highly conceptual and technical.

Anyway, today I did learn something from the episode on seismology ("Melvyn Bragg and guests discuss how the study of earthquakes helps reveal Earth's secrets [sic]"). I was told what the earth had been up to for the last four and half billion years…

Seismology: Where does this energy come from?

Quite early in the discussion Melvyn (sorry, The Lord Bragg CH – but he is so familiar from his broadcasts over the years that he seems like an old friend) interjected when Dr James Hammond (Reader in Geophysics at Birkbeck, University of London) was talking about forces involved in plate tectonics to ask "Where does this energy come from?". To this, Dr Hammond replied,

"The whole thing that drives the whole caboose?

It comes from plate tectonics. So, essentially the earth has one objective, it has had one objective for four and half billion years, and that's to cool down. We're [on] a big lump of rock floating in space, and it's got all this primordial energy, so we are going right back here, there's all this primordial energy from the the material coming together, and it's trying to cool down."

Dr James Hammond talking on 'In Our Time' 1

My immediate response, was that this was teleology – seeing purpose in nature. But actually, this might be better described as anthropomorphism. This explanation presents the earth as being the kind of agent that has an objective, and which can act in the world to work towards goals. That is, like a human:

  • The earth has an objective.
  • The earth tries to achieve its objective.

Read about teleology

Read about anthropomorphism

A flawed scientific account?

Of course, in scientific terms, the earth has no such objective, and it is not trying to do anything as it is inanimate. Basic thermodynamics suggests that an object (e.g., the earth) that is hotter than its surroundings will cool down as it will radiate heat faster than it absorbs it. 2 (Of course, the sun is hotter than the earth – but that's a rather minority component of the earth's surroundings, even if in some ways a very significant one.) Hot objects tend to cool down, unless they have an active mechanism to maintain their temperature above their ambient backgrounds (such as 'warm-blooded' creatures). 3

So, in scientific terms, this explanation might be seen as flawed – indeed as reflecting an alternative conception of similar kind as when students explain evolutionary adaptations in terms of organisms trying to meet some need (e.g., The brain thinks: grow more fur), or explain chemical processes in terms of atoms seeking to meet a need by filling their electron shells (e.g., Chlorine atoms share electrons to fill in their shells).

Does Dr Hammond really believe this account?

Does Dr Hammond really think the earth has an objective that it actively seeks to meet? I very much doubt it. This was clearly rhetorical language adopting tropes seen as appropriate to meet the needs of the context (a general audience, a radio programme with no visuals to support explanations). In particular, he was in full flow when he was suddenly interrupted by Melvin, a bit like the annoying child who interrupts the teacher's carefully prepared presentation by asking 'but why's that?' about something it had been assumed all present would take for granted.

Imagine the biology teacher trying to discuss cellular metabolism when young Melvin asks 'but where did the sugar come from?'; or the chemistry teacher discussing the mechanism of a substitution reaction when young Melvin asks why we are assuming tetrahedral geometry around the carbon centre of interest; or young Melvyn interrupting a physics teacher's careful exposition of why pV = 1/3nmc2 by asking how the gas molecules came to be moving in the first place.

Of course, part of Melvin's job in chairing the programme IS to act as the child who does not understand something being taken for granted and not explained, so vicariously supporting the listener without specialist background in that week's topic.

Effective communication versus accurate communication?

Science teachers and communicators have to sometimes use ploys to 'make the unfamiliar familiar'. One common ploy is to employ an anthropomorphic narrative as people readily relate to the human experience of having goals and acting to meet needs and desires. Locating difficult ideas within such a 'story' framework is known to often make such ideas more accessible. Does this gain balance the potential to mislead people into thinking they have been given a scientific account? In general, such ploys are perhaps best used only as introductions to a difficult topic, introductions which are then quickly followed up by more technical accounts that better match the scientific narrative (Taber & Watts, 2000).

Clearly, that is more feasible when the teacher or communicator has the opportunity for a more extensive engagement with an audience, so that understanding can be built up and developed over time. I imagine Dr Hammond was briefed that he had just a few minutes to get across his specific points in this phase of the programme, only to then find he was interrupted and asked to address additional background material.

As a scientist, the notion of the earth spending billions of years trying to cool down grates as it reflects pre-scientific thinking about nature and acts as a pseudo-explanation (something which has the form of an explanation, but little substance).

Read about pseudo-explanations

As cooling is a very familiar everyday phenomena, I wondered if a basic response that would avoid anthropomorphism might have served, e.g.,

When the earth formed, it was very much hotter than today, and, as it was hotter than its surroundings, it has been slowly cooling ever since by radiating energy into space. Material inside the earth may be hot enough to be liquid, or – where solid – be plastic enough to be deformed. The surface is now much cooler than it was, but inside the earth it is still very hot, and radioactive processes continue to heat materials inside the earth. We can understand seismic events as driven by the ways heat is being transferred from deep inside the earth.

However, just because I am a scientist, I am also less well-placed to know how effective this might have been for listeners without a strong science background – who may well have warmed [sic] to the earth striving to cool.

Dr Hammond had to react instantly (like a school teacher often has to) and make a quick call based on his best understanding of the likely audience. That is one of the difference between teaching (or being interviewed by Melvin) and simply giving a prepared lecture.

Work cited:

Taber, K. S. and Watts, M. (1996) The secret life of the chemical bond: students' anthropomorphic and animistic references to bonding, International Journal of Science Education, 18 (5), pp.557-568.

Note

1 Speech often naturally has repetitions, and markers of emphasis, and hesitations that seem perfectly natural when heard, but which do not match written language conventions. I have slightly tidied what I transcribed from:

"The whole thing that drives the whole caboose? It comes from plate tectonics, right. So, essentially the earth, right, has one objective, it has had one objective for four and half billion years, and that's to cool down. Right, we're a big lump of rock floating in space, and it's got all this primordial energy, so we are going right back here, there's all this primordial energy from, from the the material coming together,4 and it's trying to cool down."

2 In simple terms, the hotter an object is, the greater the rate at which it radiates.

The hotter the environment is, the more intense the radiation incident on the object and the more energy it will absorb.

Ultimately, in an undisturbed, closed system everything will reach thermal equilibrium (the same temperature). Our object still radiates energy, but at the same rate as it absorbs it from the environment so there is no net heat flow.

3 Historically, the earth's cooling was an issue of some scientific controversy, after Lord Kelvin (William Thomson) calculated that if the earth was cooling at the rate his models suggested for a body of its mass, then this was cooling much too rapid for the kind of timescales that were thought to be needed for life to have evolved on earth.

4 This is referring to the idea that the earth was formed by the coming together of material (e.g., space debris from a supernova) by its mutual gravitational attraction. Before this happens the material can be considered to be in a state of high gravitational potential energy. As the material is accelerated together it acquires kinetic energy (as the potential energy reduces), and then when the material collides inelastically it forms a large mass of material with high internal energy (relating to the kinetic and potential energy of the molecules and ions at the submicroscopic level) reflected in a high temperature.

Viruses may try to hide, but

other microbes are not accepting defeat

Keith S. Taber

viruses might actually try to…hide…
the microbes did not just accept defeat, they have been mounting their resistance

qutoes from an 'Inside Science' episode
A recent episode of the BBC radio programme/podcast inside science

I was catching up on the BBC Radio 4 science programme/podcast 'Inside Science' episode 'Predicting Long Covid, and the Global Toll of Antimicrobial Resistance' (first broadcast 27 January 2022) and spotted anthropomorphic references to microbes in two different items.

What is anthropomorphism?

Anthropomorphic language refers to non-human entities as if they have human experiences, perceptions, and motivations. Both non-living things and non-human organisms may be subjects of anthropomorphism. Anthropomorphism may be used deliberately as a kind of metaphorical language that will help the audience appreciate what is being described because of its similarly to some familiar human experience. In science teaching, and in public communication of science, anthropomorphic language may often be used in this way, giving technical accounts the flavour of a persuasive narrative that people will readily engage with. Anthropomorphism may therefore be useful in 'making the unfamiliar familiar', but sometimes the metaphorical nature of the language may not be recognised, and the listener/reader may think that the anthropomorphic description is meant to be taken at face value. This 'strong anthropomorphism' may be a source of alternative conceptions ('misconceptions') of science.

Read about anthropomorphism

Viruses may try to hide from the immune system

The first example was from the lead story about 'long COVID'.

Prof. Onur Boyman, Director of the Department of Immunology at the University Hospital, Zurich, was interviewed after his group published a paper suggesting that blood tests may help identify people especially susceptible to developing post-acute coronavirus disease 2019 (COVID-19) syndrome (PACS) – which has become colloquially known as 'long COVID'.

"We found distinct patterns of total immunoglobulin (Ig) levels in patients with COVID-19 and integrated these in a clinical prediction score, which allowed early identification of both outpatients and hospitalized individuals with COVID-19 that were at high risk for PACS ['long COVID']."

Cervia, Zurbuchen, Taeschler, et al., 2022, p.2

The study reported average patterns of immunoglobulins found in those diagnosed with COVID-19 (due to SARS-CoV-2 infection), and those later diagnosed with PACS. The levels of different types of immunoglobulins (designated as IgM, etc.) were measured,

Differentiating mild versus severe COVID-19, IgM was lower in severe compared to mild COVID-19 patients and healthy controls, both at primary infection and 6-month follow-up… IgG3 was higher in both mild and severe COVID-19 cases, compared to healthy controls …In individuals developing PACS, we detected decreased IgM, both at primary infection and 6-month follow-up… IgG3 tended to be lower in patients with PACS…which was contrary to the increased IgG3 concentrations in both mild and severe COVID-19 cases…

Cervia, Zurbuchen, Taeschler, et al., 2022, p.3

Viruses in a defensive mode

In the interview, Professor Boyman discussed how features of the immune system, and in particular immunoglobulins, were involved in responses to infection, and made the comment:

"IgG3…is smaller than IgM and therefore it is able to go into many more tissues. It is able to cross certain tissue barriers and go into those sites where viruses might actually try to go to and hide"

Prof. Onur Boyman interviewed on 'BBC Inside Science'
Micro-organisms trying to hide? (Image by WikiImages from Pixabay )

This is anthropomorphic as it refers to viruses trying to hide from the immune components. Of course, viruses are not sentient, so they do not try to do anything: they have no intentions. Although viruses might well pass across tissue barriers and move into tissues where they are less likely to come into contact with immunoglobulins, 'hiding' suggests a deliberate behaviour – which is not the case.

Professor Boyman is clearly aware of that, and either deliberately or otherwise was speaking metaphorically. Scientifically literate people would not be misled by this as they would know viruses are not conscious agents. However, learners are not always clear about this.

The bacteria, however, are going on the offensive

The other point I spotted was later in the same programme when the presenter, Gaia Vince, introduced an item about antibiotic resistance:

"Back in my grandparent's time, the world was a much more dangerous place with killer microbes lurking everywhere. People regularly died from toothache, in childbirth, or just a simple scratch that got infected. But at the end of the second world war, doctors had a new miracle [sic] drug called penicillin. Antibiotics have proved a game changer, taking the deadly fear away from common infections. But the microbes did not just accept defeat, they have been mounting their resistance and they are making a comeback."

Gaia Vince presenting 'Inside Science'

Antibiotics are generally ineffective against viruses, but have proved very effective treatments for many bacterial infections, including those that can be fatal when untreated. The functioning of antibiotics can be explained by science in purely natural terms, so the label of 'miracle drugs' is a rhetorical flourish: their effect must have seemed like a miracle when they first came into use, so this can also be seen as metaphoric language.

Read about metaphors in science

Bacteria regrouping for a renewed offensive? (Image by WikiImages from Pixabay )

However, again the framing is anthropomorphic. The suggestion that microbes could 'accept defeat' implies they are the kind of entities able to reflect on and come to terms with a situation – which of course they are not. The phrase 'mounting resistance' also has overtones of deliberate action – but again is clearly meant metaphorically.

Again, there is nothing wrong with these kinds of poetic flourishes in presenting science. Most listeners would have heard "microbes did not just accept defeat, they have been mounting their resistance and they are making a comeback" and would have spontaneously understood the metaphoric use of language without suspecting any intention to suggest microbes actually behave deliberately. Such language supports the non-specialist listener in accessing a technical science story.

Some younger listeners, however, may not have a well-established framework for thinking about the nature of an organism that is able to reflect on its situation and actively plan deliberate behaviours. After all, a good deal of children's literature relies on accepting that various organisms, indeed non-living entities such as trains, do have human feelings, motives and behavioural repertoires. (Learners may for example think that evolutionary adaptations, such as having more fur in a cold climate, are mediated by conscious deliberation.) Popular science media does a good job of engaging and enthusing a broad audience in science, but with the caveat that accessible accounts may be open to misinterpretation.

Work cited:

Should we trust an experiment that suggests a stone can eat iron?

Is it poor scientific practice to explain away results we would not expect?

Keith S. Taber

how convinced would be be by a student who found an increase in mass after burning some magnesium and argued that this showed that combustion was a process of a substance consuming oxygen as a kind of food

I came across an interesting account of an experiment which seemed to support a hypothesis, but where the results were then explained away to reject the hypothesis.

An experiment to test whether a lodestone buried in iron filings will get heavier
Experimental results always need interpretation

That might seem somewhat dubious scientific practice, but one of the things that becomes clear when science is studied in any depth is that individual experiments seldom directly decide scientific questions. Not only is the common notion that a positive result proves a hypothesis correct over-simplistic, but it is also seldom the case that a single negative result can be assumed to be sufficient to reject a hypothesis. 1

Given that, the reason I thought this report was interesting is that it was published some time ago, indeed in 1600. It also put me in mind of a practical commonly undertaken in school science to demonstrate that combustion involves a substance combining with oxygen. In that practical activity (commonly mislabelled as an 'experiment' 2), magnesium metal (for example) is heated inside a ceramic crucible until it has reacted, and by careful weighing it is found (or perhaps I should say, it should be found, as it can be a challenging practical for the inexperienced) that the material after combustion weighs more than before – as the magnesium has reacted with a substance from the air (oxygen).3 This is said to give support to the oxygen theory of combustion, and to be contrary to the earlier phlogiston theory which considered flammable materials to contain a substance called phlogiston which was released during combustion (such that what remains is of less mass than before).

Testing whether lodestones eat iron

The historical experiment that put me in mind of this involved burying a type of stone known as a lodestone in iron filings. The stone and filings were carefully weighed before burial and then again some months later after being separated. The hypothesis being tested was that the weight of the lodestone would increase, and there would be a corresponding decrease in the mass of the weight of the iron filings. Apparently at the end of the experiment the measurements, strictly at least, suggested that this was what had occurred. Yet, despite this, the author presenting the account dismissed the result – arguing that it was more likely the finding was an artifact of the experimental procedure either not being sensitive enough, or not having been carried out carefully enough.

Explaining away results – in science and in school laboratories

That might seem somewhat against the spirit of science – I wonder if readers of this posting feel that is a valid move to make: to dismiss the results, as if scientists should be fee to pick and chose which results they wish to to take notice of?

But I imagine the parallel situation has occurred any number of times in science classrooms, for example where the teacher responds to students' practical demonstrations that what is left after burning magnesium has less mass than the magnesium had before. Rather than seeing this as a refutation of the oxygen hypothesis (actually now, of course, canonical theory) – and possible support for the notion that phlogiston had been released – the teacher likely explains this away as either a measurement error or, more likely, a failure to retain all of the magnesia [magnesium oxide] in the crucible for the 'after' measurement.

Hungry magnets

The historical example is discussed in William Gilbert's book about magnetism, usually known in English as 'On the magnet'. 4 This is sometimes considered the first science book, and consists of both a kind of 'literature review' of the topic, as well as a detailed report of a great many observations and demonstrations that (Gilbert claims) were original and made by Gilbert himself. There were no professional scientists in 1600, and Gilbert was a physician, a medical practitioner, but he produced a detailed and thoughtful account of his research into magnets and magnetism.

Gilbert's book is fascinating to a modern reader for its mixture of detailed accounts that stand today (and many of which the reader could quite easily repeat) alongside some quite bizarre ideas; and as an early example of science writing that mixes technical accounts with language that sometimes seems quite unscientific by today's norms – including (as well as a good deal of personification and anthropomorphism) some very unprofessional remarks about some other scholars he considers mistaken. Gilbert certainly has little time for philosophers ('philosophizers') who set out theories about natural phenomena without ever undertaking any observations or tests for themselves.

Lodestones

Magnetism has been known since antiquity. In particular, some samples of rock (usually samples of magnetite, now recognised as Fe3O4) were found to attract both each other and samples of iron, and could be used as a compass as they aligned, more or less, North-South when suspended, or when floated in water (in a makeshift 'boat'). Samples of this material, these naturally occurring magnets, were known as lodestones.

Yet the nature of magnetism, seemingly an occult power that allowed a stone to attract an iron nail, or the earth to turn a compass needle, without touching it, remained a mystery. Some of the ideas that had been suggested may seem a little odd today.

Keepers as nutrients?

So, for example, it is common practice to store magnets with 'keepers'. A horseshoe magnet usually has a steel rod placed across its ends, and bar magnets are usually stored in pairs with steel bars making a 'circuit' by connecting between the N of one magnet with the S of the other. But why?

One idea, that Gilbert dismisses is that the magnet (lodestone) in effect needs a food source to keep up its strength,

"The loadstone is laid up in iron filings, not that iron is its food; as though loadstone were alive and needed feeding, as Cardan philosophizes; nor yet that so it is delivered from the inclemency of the weather (for which cause it as well as iron is laid up in bran by Scaliger; mistakenly, however, for they are not preserved well in this way, and keep for years their own fixed forms): nor yet, since they remain perfect by the mutual action of their powders, do their extremities waste away, but are cherished & preserved, like by like."

Gilbert, 1600 – Book 1, Chapter 16.

Girolamo Cardano was an Italian who had written about the difference between amber (which can attract small objects due to static electrical charges) and lodestones, something that Gilbert built upon. However, Gilbert was happy to point out when he thought 'Cardan' was mistaken.

An experiment to see if iron filings will feed a magnet

Gilbert reports an experiment carried out by Giambattista della Porta. Porta's own account is that:

"Alexander Aphrodiseus in the beginning of his Problems, enquires wherefore the Loadstone onely draws Iron, and is fed or helped by the fillings of Iron; and the more it is fed, the better it will be: and therefore it is confirmed by Iron. But when I would try that, I took a Loadstone of a certain weight, and I buried it in a heap of Iron-filings, that I knew what they weighed; and when I had left it there many months, I found my stone to be heavier, and the Iron-filings lighter: but the difference was so small, that in one pound I could finde no sensible declination; the stone being great, and the filings many: so that I am doubtful of the truth."

Porta, 1658: Book 7, Chapter 50

Gilbert reports Porta's experiment in his own treatise, but adds potential explanations of why the iron filings had slightly lost weight (it is very easy to lose some of the material during handling), and why the magnet might be slightly heavier (it could have become coated in some material during its time buried),

"Whatever things, whether animals or plants, are endowed with life need some sort of nourishment, by which their strength not only persists but grows firmer and more vigorous. But iron is not, as it seemed to Cardan and to Alexander Aphrodiseus, attracted by the loadstone in order that it may feed on shreds of it, nor does the loadstone take up vigour from iron filings as if by a repast on victuals [i.e., a meal of food]. Since Porta had doubts on this and resolved to test it, he took a loadstone of ascertained weight, and buried it in iron filings of not unknown weight; and when he had left it there for many months, he found the stone of greater weight, the filings of less. But the difference was so slender that he was even then doubtful as to the truth. What was done by him does not convict the stone of voracity [greediness, great hunger], nor does it show any nutrition; for minute portions of the filings are easily scattered in handling. So also a very fine dust is insensibly born on a loadstone in some very slight quantity, by which something might have been added to the weight of the loadstone but which is only a surface accretion and might even be wiped off with no great difficulty."

Gilbert, 1600 – Book 2, Chapter 25.
Animistic thinking

To a modern reader, the idea that a lodestone might keep up its strength by eating iron filings seems very fanciful – and hardly scientific. To refer to the stone feeding, taking food, or being hungry, is animistic – treating the stone as though it is a living creature. We might wonder if this language is just being used metaphorically, as it seems unlikely that intelligent scholars of the 16th Century could actually suspect a stone might be alive. Yet, as Gilbert points out, there was a long tradition of considering that the lodestone, being able to bring about movement, had a soul, and Gilbert himself seemed to feel this was not so 'absurd'.

A reasonable interpretation?

We should always be aware of the magnitude of likely errors in our measurements, and not too easily accept results at the margins of what can be measured. Gilbert's suggestions for why the test of whether mass would be transferred from the iron to the magnet might have given flawed positive results seem convincing. It would be easy to lose some of the filings in the experiment: especially if the "heap of Iron-filings" was left for several months without any containment! And the lodestone could indeed easily acquire some extraneous material that needed to be cleaned off to ensure a valid weighing. As the lodestone attracts iron, all of the filings would need to be carefully cleaned from it (and returned to the 'heap' before the re-weighing).

But, I could not help but wonder if, in part at least, I found Gilbert's explaining away of the results as reasonable, simply because I found the premise of the iron acting as a kind of food as ridiculous. We should bear in mind that although the predicted change in mass was motivated by a notion of the magnet needing nutrition, that might not be the only scenario which might give rise to the same prediction. 1 After all, how convinced would be be by a student who

  • suggested combustion was a process of a substance consuming oxygen as a kind of food, and
  • therefore predicted that magnesium would be found to have got heavier after a good meal, and
  • subsequently found an increase in mass after burning some magnesium, and
  • argued that this gave strong support for the oxygen-as-food principle?

Coda

It is rather difficult for us today to really judge how language was used centuries ago. Do these natural philosophers talking of magnets eating iron mean this literally, or is it just figurative – intended as a metaphor that readers would understand suggested that there was a process somewhat akin to when a living being eats? 5 Some of them seemed quite serious about assigning souls to entities we today would conspire obviously inanimate. But we should be careful of assuming apparently incredible language was meant, or understood, literally.

In the same week as I was drafting this posting I read an article in Chemistry World about how the heavier elements are produced, which quoted Professor Brian Metzer, physicist at Columbia University,

"What makes the gamma-ray burst in both of these cases [merging neutron stars and the collapse of large rapidly rotating stars] is feeding a newly-formed black hole matter at an extremely high rate…The process that gives rise to the production of this neutron-rich material is actually outflows from the disc that's feeding the black hole."

Brian Metzer quoted in Wogan, 2022

If we would be confident that Professor Metzer meant 'feeding a black hole' to be understood figuratively, we should be careful to reserve judgement on how the feeding of lodestones was understood when Porta and Gilbert were writing.

Sources cited:
Notes:

1 Strictly scientific tests never 'prove' or 'disprove' anything.

The notion of 'proof' is fine in the context of purely theoretical disciplines such as in mathematics or logic, but not in science which tests ideas empirically. Experimental results always underdetermine theories (that is, it is always possible to think up other theories which also fit the results, so a result never 'proves' anything). Apparently negative results do not refute ('disprove') a theory either, as any experimental test of a hypothesis also depends upon other factors (Has the researcher been sloppy? Is the measuring instrument valid – and correctly calibrated? Are any simplifying assumptions reasonable in the context…). So experimental results offer support for, or bring into question, specific theoretical ideas, without ever being definitive.

2 An experiment is undertaken to test a hypothesis. Commonly in school practical work 'experiments' are carried out to demonstrate an accepted principle, such that it is already determined what the outcome 'should' be – students may have already been told the expected outcome, it appears i n their textbooks, and the title of the activity may be suggestive ('to show that mass increases on combustion'). Only if there is a genuine uncertainty about the outcome should the activity be labelled an experiment – e.g., it has been suggested that combustion is like the fuel eating oxygen, in which case things should be heavier after burning – so let's weigh some magnesium, burn it, and then re-weight what we have left (dephlogisticated metal?; compound of metal with oxygen?; well-fed metal?)

3 Mass and weight are not the same thing. However, in practice, measurements of weight made in the laboratory can be assumed as proxy measurements for mass.

4 As was the norm in European scholarship at that time, Gilbert wrote his treatise in Latin – allowing scholars in different countries to read and understand each other's work. The quotations given here are from the 1900 translation into English by S.P. Thompson.

5 Such metaphors can act as communication tools in 'making the unfamiliar familiar' and as thinking tools to help someone pose questions (hypotheses?) for enquiry. There is always a danger, however, that once such figures of speech are introduced they can channel thinking, and by providing a way of talking about and thinking about some phenomena they can act as obstacles to delving deeper in their nature (Taber & Watts, 1996).

NASA puts its hand in the oven

A tenuous analogy

Keith S. Taber

The Parker Solar Probe

I recently listened to NASA's Nicky Fox being interviewed about the Parker Solar Probe which (as the name suggests) is being used to investigate the Sun.

Screenshot from http://parkersolarprobe.jhuapl.edu (© 2019 The Johns Hopkins University Applied Physics Laboratory LLC. All rights reserved. Permission for use requested.)

There is a website for the project which, when I accessed it (28th December 2021), suggested the spacecraft was 109 279 068 km from the Sun's surface (which I must admit would have got a marginal comment on one of my own student's work along the lines "is the Sun's surface so distinctly positioned that this level of precision can be justified?") and travelling at 57 292 kph (kilometers per hour). This unrealistic precision derives from the details being based on "mission performance modeling [sic] and simulation and not real-time data…" Real-time data is not necessarily available to the project team itself – the kind of shielding needed to protect the spacecraft from such extreme conditions also creates a challenge in transmitting data back to earth.

But the serious point is that returning to the website at another time it is possible to see how the probe's speed and position have changed (as shown on 'the Mission' webpage – indeed by the time I took the 'screenshot' it had moved about 7000 km), as the spacecraft moves through a sequence of loops in space orbiting the Sun on a shifting elliptical path that takes it periodically very close (very close, in solar system terms, that is) to the sun. Like any orbiting body, the probe will be moving faster when closest to the sun and slowest when furthest from the sun. (The balance shifts between its kinetic and potential energy – as it works to move away against the sun's gravity when receding from it 1.)

Touching the Sun

Publicity still from the Danny Boyle film 'Sunshine'

Getting too close the Sun – with its high temperature, the 'solar wind' of charged particles emitted into space, occasional solar flares, and the high flux of radiation from across the electromagnetic spectrum – is very dangerous, making the design and engineering of any craft intended to investigate our local star up close very challenging. A key feature is a protective heat shield facing the Sun . This was the premise of the sci-fi film 'Sunshine' 2.

For the Parker probe

"the spacecraft and instruments will be protected from the Sun's heat by a …11.43 cm carbon-composite shield, which will need to withstand temperatures outside the spacecraft that reach nearly …1,377 degrees Celsius"

"At closest approach to the Sun, while the front of Parker Solar Probe' solar shield faces temperatures approaching … 1,400° Celsius, the spacecraft's payload will be near room temperature, at about [29˚C.]."

http://parkersolarprobe.jhuapl.edu

Note: Dr Fox is NOT reporting from the Parker Solar Probe – just pictured in front of an image of the sun (Dr Fox's profile on NASA website)

Dr Fox, who is Director of NASA's Heliophysics [physics of the Sun] Division, was being interviewed about data released from an earlier close approach on a BBC Science in Action podcast.

"The Parker Solar probe continues its mission of flying closer and closer to the sun. Results just published show what the data the probe picked up when it dipped into the surrounding plasma. NASA's Nicky Fox is our guide."

Item on BBC Science in Action

The project is framing that event as when, "For the first time in history, a spacecraft has touched the Sun". Although the visible surface of the sun has a temperature of about 6000K (incredibly hot by human standards), the temperature of the 'atmosphere' or corona around it is believed to reach several million Kelvins. On the programme, Dr Fox was asked about how the spacecraft could survive in the sun's corona, given its extremely high temperatures.

A teaching analogy?

In response she used an analogy from everyday experience:

"We talk about the plasma being at a couple of million degrees, it's like putting your hand inside an oven, and you don't touch anything. You won't burn your hand, you'll feel some heat but you won't actually burn your hand, and so the solar wind itself, or the corona, is a very tenuous plasma, there are just not that many particles there. So, even though the whole atmosphere is at about two million degrees, the number of particles that are coming into contact with the spacecraft are [sic] very small.

The temperatures that we have to deal with are about fourteen, fifteen hundred degrees Celsius, at the maximum, which is still hot, don't…let me kid you, that's still hot, but it is not two million degrees."

Dr Fox interviewed on Science in Action

Analogies are commonly used in science, science communication and science education as one means of 'making the unfamiliar familiar' by showing how something novel or surprising is actually like something the audience is already aware of and comfortable with.

Read about science analogies

Read about making the unfamiliar familiar

If the probe had been dipped in a molten vat of some hypothetical refractory liquid at two million degrees it would have quickly been destroyed. But because the Corona is not only a plasma (an 'ionised gas')3, but a very tenuous one, this does not happen. NASA sending the probe into the corona is similar to putting one's hand in the oven when cooking. If you touch the metal around the outside you will burn yourself, but you are able to reach inside without damage as long as you do not touch the sides – as although the air in the oven can get as hot as the metal structure, it has a very low particle density compared with a solid metal. So, your hand is in a hot place, but is not in contact with much of the hot material.

Do not try this at home – at least not unless you are quick

Of course, this is not the whole story. You can reach in the oven to put something in or (with suitable protection) take something out, but you cannot safely leave your hand in there for any length of time.

When two objects at different temperature are placed in contact, heating will occur with 'heat' passing from the hotter to colder object until they are in thermal equilibrium (i.e., at the same temperature). But this is not instantaneous – it takes time.4 If the Parker Solar Probe had been flown into the Sun's atmosphere and left there it would have been heated till it eventually matched the ambient temperature (not 'just' 1400˚C) regardless of how effective a heat shield it had been given. Or rather, it would have been heated till its substance reached the ambient temperature, as it would have lost structural integrity long before this point.

Of course, the probe has been designed to spend some time in the coronal atmosphere collecting data, but to only dip in for short visits, as NASA is well aware that it would not be wise to leave one's hand in the oven for too long.

Note:

1 This at least is the description based on Newtonian physics. There is an attractive, gravitational force between the Sun and the probe. As the spacecraft moves towards the sun it accelerates, and then its momentum takes it away, being decelerated by gravity.In this model gravity is a force between two bodies. (The path is actually more complex than this, as it has been designed to fly past Venus several times to adjust its trajectory round the Sun.)

In the model offered by general relativity the probe simply moves in a straight line through space which has a complex geometry due to the presence of matter/energy: a straight line which seems to us to be a shifting series of ellipses. Gravity here is best understood as a distortion from a 'flat' space. Perhaps it is clear why for most purposes scientists stick with the Newtonian description even though it is no longer the account considered to best describe nature.

2 The movie poster gives a slight clue to the hazards involved in taking a manned mission to the Sun!

3 Plasma is considered a fourth state of matter: solid, liquid, gas, plasma. The expression that 'a plasma is an ionised gas' may suggest plasma is a kind of gas, but then we might also say that a gas is a boiled liquid or that a liquid is melted solid! So, perhaps what we should say is that a plasma [gas/liquid] is what you get when you ionise [boil/melt] a gas [liquid/solid].

4 In theory, modelling of such a process suggests it takes an infinite time for this to occur. 5 In practice, the temperatures become close enough that for practical purposes we consider thermal equilibration to have occurred.

5 This is an example of a process that can be understood as having a negative feedback cycle: temperature difference drives the heat flow, which reduces temperature difference, which therefore also reduces the driver for heat flow; so the rate of heat flow is reduced, so therefore the rate of temperature change is reduced… This is a similar pattern to radioactive decay – both follow an 'exponential decay' law.

Of opportunistic viruses and meat-eating bees

The birds viruses and the bees do it: Let's do it, let's…evolve

Keith S. Taber

bees that once were vegetarian actually decided to change their ways…

this group of bees realised that there's always animals that are dying and maybe there's enough competition on the flowers [so] they decided to switch

How the vulture bee got its taste for meat

I was struck by two different examples of anthropomorphism that I noticed in the same episode of the BBC's Science in Action radio programme/podcast.

Science in Action episode broadcast 5th December 2021

Anthropomorphism in science?

Anthropomorphism is the name given treating non-human entities as if they were human actors. An example of anthropomorphic language would be "the atom wants to donate an electron so that it can get a full outer shell" (see for example: 'A sodium atom wants to donate its electron to another atom'). In an example such as that, an event that would be explained in terms of concepts such as force and energy in a scientific account (the ionisation of an atom) is instead described as if the atom is a conscious agent that is aware of its status, has preferences, and acts to bring about desired ends.

Read about Anthropomorphism

Of course, an atom is not a complex enough entity to have mental experience that allows it to act deliberately in the world, so why might someone use such language?

  • Perhaps, if the speaker was a young learner, because they have not been taught the science.
  • Perhaps a non-scientist might use such language because they can only make sense of the abstract event in more familiar terms.

But what if the speaker was a scientist – a science teacher or a research scientist?

When fellow professionals (e.g., scientists) talk to each other they may often use a kind of shorthand that is not meant to be taken literally (e.g., 'the molecule wants to be in this configuration') simply because it can shorten and simplify more technical explanations that both parties understand. But when a teacher is talking to learners or a scientist is trying to explain their ideas to the general public, something else may be going on.

Read about Anthropomorphism in public science discourse

Anthropomorphism in science communication and education

In science teaching or science communication (scientists communicating science to the public) there is often a need to present abstract or complex ideas in ways that are accessible to the audience. At one level, teaching is about shifting what is to be taught from being unfamiliar to learners to being familiar, and one way to 'make the unfamiliar familiar' is to show it is in some sense like something already familiar.

Therefore there is much use of simile and analogy, and of telling stories that locate the focal material to be learned within a familiar narrative. Anthropomorphism is often used in this way. Inanimate objects may be said to want or need or try (etc.) as the human audience can relate to what it is to want or need or try.

Such techniques can be very useful to introduce novel ideas or phenomena in ways that are accessible and/or memorable ('weak anthropomorphism'). However, sometimes the person receiving these accounts may not appreciate their figurative nature as pedagogic / communicative aids, and may mistake what is meant to be no more than a starting point, a way into a new topic or idea, as being the scientific account itself. That is, these familiarisation techniques can work so well that the listener (or reader) may feel satisfied with them as explanatory accounts ('strong anthropomorphism').

Evolution – it's just natural (selection)

A particular issue arises with evolution, when often science only has hypothetical or incomplete accounts of how and why specific features or traits have been selected for in evolution. It is common for evolution to be misunderstood teleologically – that is, as if evolution was purposeful and nature has specific end-points in mind.

Read about teleology

The scientific account of evolution is natural selection, where none of genes, individual specimens, populations or species are considered to be deliberately driving evolution in particular directions (present company excepted perhaps – as humans are aware of evolutionary processes, and may be making some decisions with a view to the long-term future). 1

Yet describing evolutionary change in accord with the scientific account tends to need complex and convoluted language (Taber, 2017). Teleological and anthropomorphic shorthand is easier to comprehend – even if it puts a burden on the communicatee to translate the narrative into a more technical account.

What the virus tries to do

The first example from the recent Science in Action episode related to the COVID pandemic, and the omicron variant of the SARS-CoV-2 virus. This was the lead story on the broadcast/podcast, in particular how the travel ban imposed on Southern Africa (a case of putting the lid on the Petri dish after the variant had bolted?) was disrupting supplies of materials needed to address the pandemic in the countries concerned.

This was followed by a related item:

"Omicron contains many more mutations than previous variants. However scientists have produced models in the past which can help us understand what these mutations do. Rockefeller University virologist Theodora Hatziioannou produced one very similar to Omicron and she tells us why the similarities are cause for concern."

https://www.bbc.co.uk/programmes/w3ct1l4p

During this item, Dr Theodora Hatziioannou noted:

"When you give the virus the opportunity to infect so many people, then of course it is going to try not only every possible mutation, but every possible combination of mutations, until it finds one that really helps it overcome our defences."

Dr Theodora Hatziioannou interviewed on Science in Action

Dr Theodora Hatziioannou
Research Associate Professor
Laboratory of Retrovirology
The Rockefeller University

I am pretty sure that Dr Hatziioannou does not actually think that 'the virus' (which of course is composed of myriad discrete virus particles) is trying out different mutations intending to stop once it finds one which will overcome human defences. I would also be fairly confident that in making this claim she was not intending her listeners to understand that the virus had a deliberate strategy and was systematically working its way through a plan of action. A scientifically literature person should readily interpret the comments in a natural selection framework (e.g., 'random' variation, fitness, differential reproduction). In a sense, Dr Hatziioannou's comments may be seen as an anthropomorphic analogy – presenting the 'behaviour' of the virus (collectively) by analogy with human behavior.

Yet, as a science educator, such comments attract my attention as I am well aware that school age learners and some adult non-scientists may well understand evolution to work this way. Alternative conceptions of natural selection are very common. Even when students have been taught about natural selection they may misunderstand the process as Lamarckian (the inheritance of acquired characteristics – see for example 'The brain thinks: grow more fur'). So, I wonder how different members of the public hearing this interview will understand Dr Hatziioannou's analogy.

Even before COVID-19 came along, there was a tendency for scientists to describe viruses in such terms as as 'smart', 'clever' and 'sneaky' (e.g., 'So who's not a clever little virus then?'). The COVID pandemic seems to have unleashed a (metaphorical) pandemic of public comments about what the virus wants, and what it tries to achieve, and so forth. When a research scientist talks this way, I am fairly sure it is intended as figurative language. I am much less sure when, for example, I hear a politician telling the public that the virus likes cold weather ('What COVID really likes').

Vulture bees have the guts for it

The other item that struck me concerned vulture bees.

"Laura Figueroa from University of Massachusetts in Amhert [sic] in the US, has been investigating bees' digestive systems. Though these are not conventional honey bees, they are Costa Rican vulture bees. They feed on rotting meat, but still produce honey."

https://www.bbc.co.uk/programmes/w3ct1l4p
Bees do not actually make reasoned choices about their diets
(Original image by Oldiefan from Pixabay)

The background is that although bees are considered (so I learned) to have evolved from wasps, and to all have become vegetarians, there are a few groups of bees that have reverted to the more primitive habits of eating meat. To be fair to them, these bees are not cutting down the forests to set up pasture and manage livestock, but rather take advantage of the availability of dead animals in their environment as a source of protein.

These vulture bees (or carrion bees) are able to do this because their gut microbiomes consist of a mix of microbes that can support them in digesting meat, allowing them to be omnivores. This raises the usual kind of 'chicken and egg' question 1 thrown up by evolutionary developments: how did vegetarian bees manage to shift their diet: the more recently acquired microbes would not have been useful or well-resourced whilst the bees were still limiting themselves to a plant-based diet, but the vegetarian bees would not have been able to digest carrion before their microbiomes changed.

As part of the interview, Dr Figueroa explaied:

"These are more specialised bees that once they were vegetarian for a really long time and they actually decided to change their ways, there's all of this meat in the forest, why not take advantage? I find that super-fascinating as well, because how do these shifts happen?

Because the bees, really when we are thinking about them, they've got access to this incredible resource of all of the flowering plants that are all over the world, so then why switch? Why make this change?

Over evolutionary time there are these mutations, and, you know, maybe they'd have got an inkling for meat, it's hard to know how exactly that happened, but really because it is a constant resource in the forest, there's always, you know, this might sound a little morbid but there's always animals that are dying and there's always this turn over of nutrients that can happen, and so potentially this specialised group of bees realised that, and maybe there's enough competition on the flowers that they decided to switch. Or, they didn't decide, but it happened over evolutionary time.

Dr Laura Figueroa interviewed on Science in Action

Dr Figueroa does not know exactly how this happened – more research is needed. I am sure Dr Figueroa does not think the bees decided to change their ways in the way that a person might decide to change their ways – perhaps deciding to get more exercise and go to bed earlier for the sake of their health. I am also sure Dr Figueroa does not think the bees realised that there was so much competition feeding on the flowers that it might be in their interests to consider a change of diet, in the way that a person might decide to change strategy based on an evaluation of the competition. These are anthropomorphic figures of speech.

Dr Laura Figueroa, NSF Postdoctoral Research Fellow in Biology
Department of Entomology, Cornell University / University of Massachusetts in Amherst

As she said "they didn't decide, but it happened over evolutionary time". Yet it seems so natural to use that kind of language, that is to frame the account in a narrative that makes sense in terms of how people experience their lives.

Again, the scientifically literate should appreciate the figurative use of language for what it is, and it is difficult to offer an accessible account without presenting evolutionary change as purposive and the result of deliberation and strategy. Yet, I cannot help wondering if this kind of language may reinforce some listeners' alternative conceptions about how natural selection works.

Work cited:
Notes

1 The 'selfish' gene made famous by Dawkins (1976/1989) is not really selfish in the sense a person might be – rather this was an analogy which helped shift attention from changes at the individual or species level when trying to understand how evolution occurs, to changes in the level of distinct genes. If a mutation in a specific gene leads to a change in the carrying organism that (in turn) leads to that specimen having greater fitness then the gene itself has an increased chance of being replicated. So, from the perspective of focusing on the genes, the change at the species level can be seen as a side effect of the 'evolution' of the gene. The gene may be said to be (metaphorically) selfish because it does not change for the benefit of the organism, but to increase its own chances of being replicated. Of course, that is also an anthropomorphic narrative – actually the gene does not deliberately mutate, has no purpose, has no notion of replication, indeed, does not even 'know' it is a gene, and so forth.

2 Such either/or questions can be understood as posing false dichotomies (here, either the bees completely changed their diets before their microbiomes or their microbiomes changed dramatically before their diets shifted) when what often seems most likely is that change has been slow and gradual.

When being almost certain is no better than a guess

Scientific discourse and the media

Keith S. Taber

"I picked up that phrase 'almost certainly due to lack of vaccine', I mean that sounds like a bit of guesswork."

Presenter on the BBC Radio 4 Today programme

Yesterday, I was drafting a post about how a scientist had referred to a scientific theory being 'absolutely certain'. I suggested that this seemed at odds with the nature of science as producing conjectural knowledge always open to revisiting – yet might be considered necessary when seeking to communicate in public media.

Today, I sadly heard an excellent example to support that thesis.

BBC Radio 4's Today programme included an interview with Dr Raghib Ali

That example concerned Nick Robinson (BBC journalist, and former Political Editor) introducing an interview with Dr Raghib Ali on the radio news programme, 'Today'. Dr Ali is a Senior Clinical Research Associate at the MRC Epidemiology Unit at the University of Cambridge.

Robinson: "Now one of the first things we learned when the pandemic began, was that a greater proportion of Black and South Asian people were dying from corona virus. That remains the case many months on, but a new government report out today argues that the mortality gap now is mainly due, is not due, I'm sorry, to any genetic or social factor, it is, and I quote almost certainly down to vaccine take-up, or more accurately a lack of vaccine take-up. We're joined now by the government's independent expert advisor on COVID-19 and ethnicity, Dr. Raghib Ali, who is a consultant in acute medicine at Oxford University Hospitals. Morning to you"

Dr Ali: "Good morning Nick."

Robinson:"I picked up that phrase 'almost certainly due to lack of vaccine', I mean that sounds like a bit of guesswork. Do we actually know that?"

Nick Robinson interviewing Dr Raghib Ali on Today, 3rd December 2021, c.08.46

This seems to show a worrying level of ignorance (or else an odd provocation) from a senior and experienced journalist expecting scientific studies to be able to offer certain knowledge about causes in complex multivariate social situations.

How a scientific claim was understood on a prestigious news magazine programme

Yesterday, I was asking whether Dr Friederike Otto should have referred to scientists knowing something with 'absolute certainty' when speaking in the broadcast media. Today I heard an example of how the media can treat any scientific claim that is not framed as being absolutely certain.

Sadly, if the news media are only interested in absolute certainty, then they should stop talking to scientists about their work as absolute certainty has no place in scientific discourse. Nor should it, I might suggest, have a place in serious journalism.

Climate change – either it is certain OR it is science

Is there a place for absolute certainty in science communication?

Keith S. Taber

I just got around to listening to the podcast of the 10th October episode of Science in Action. This was an episode entitled 'Youngest rock samples from the moon' which led with a story about rock samples collected on the moon and brought to earth by a Chinese mission (Chang'e-5). However, what caused me to, metaphorically at least, prick up my ears was a reference to "absolute certainty".

Now the tag line for Science in Action is "The BBC brings you all the week's science news". I think that phrase reveals something important about science journalism – it may be about science, but it is journalism, not science.

That is not meant as some kind of insult. But science in the media is not intended as science communication between scientists (they have journals and conferences and so forth), but science communicated to the public – which means it has to be represented in a form suitable for a general, non-specialist audience.

Read about science in public discourse and the media

Scientific and journalistic language games

For, surely, "all the week's science news" cannot be covered in one half-hour broadcast/podcast. 1

My point is that "The BBC brings you all the week's science news" is not intended to be understood and treated as a scientific claim, but as something rathere different. As Wittgenstein (1953/2009) famously pointed out, language has to be understood in specific contexts, and there are different 'language games'. So, in the genre of the scientific report there are particular standards and norms that apply to the claims made. Occasionally these norms are deliberately broken – perhaps a claim is made that is supported by fabricated evidence, or for which there is no supporting evidence – but this would be judged as malpractice, academic misconduct or at least incompetence. It is not within the rules of that game

However, the BBC's claim is part of a different 'language game' – no one is going to be accused of professional misconduct because, objectively, Science in Action does not brings a listener all the week's science news. The statement is not intended to be understood as an objective knowledge claim, but more a kind of motto or slogan; it is not to be considered 'false' because it not objectively correct. Rather, it is to be understood in a fuzzy, vague, impressionistic way.

To ask whether "The BBC brings you all the week's science news" through Science in Action is a true or false claim would be a kind of category error. The same kind of category error that occurs if we ask whether or not a scientist believes in the ideal gas law, the periodic table or models of climate change.

Who invented gravity?

This then raises the question of how we understand what professional academic scientists say on a science news programme that is part of the broadcast media in conversation with professional journalists. Are they, as scientists, engaged in 'science speak', or are they as guests on a news show engaged in 'media speak'?

What provoked this thought with was comments by Dr Fredi Otto who appeared on the programme "to discuss the 2021 Nobel Prizes for Science". In particular, I was struck by two specific comments. The second was:

"…you can't believe in climate change or not, that would just be, you believe in gravity, or not…"

Dr Friederike Otto speaking on Science in Action

Which I took to mean that gravity is so much part of our everyday experience that it is taken-for-granted, and it would be bizarre to have a debate on whether it exists. There are phenomena we all experience all the time that we explain in terms of gravity, and although there may be scope for debate about gravity's nature or its mode of action or even its universality, there is little sense in denying gravity. 2

Newton's notion of gravity predominated for a couple of centuries, but when Einstein proposed a completely different understanding, this did not in any sense undermine the common ('life-world' 2) experience labelled as gravity – what happens when we trip over, or drop something, or the tiring experience of climbing too many steps. And, of course, the common misconception that Newton somehow 'discovered' gravity is completely ahistorical as people had been dropping things and tripping over and noticing that fruit falls from trees for a very long time before Newton posited that the moon was in freefall around the earth in a way analogous to a falling apple!

Believing in gravity

Even if, in scientific terms, believing in a Newtonian conceptualisation of gravity as a force acting at a distance would be to believe something that was no longer considered the best scientific account (in a sense the 'force' of gravity becomes a kind of epiphenomenon in a relativistic account of gravity); in everyday day terms, believing in the phenomenon of gravity (as a way of describing a common pattern in experience of being in the world) is just plain common sense.

Dr Otto seemed to be suggesting that just as gravity is a phenomenon that we all take for granted (regardless of how it is operationalised or explained scientifically), so should climate change be. That might be something of a stretch as the phenomena we associate with gravity (e.g., dense objects falling when dropped, ending up on the floor when we fall) are more uniform than those associated with climate change – which is of course why one tends to come across more climate change deniers than gravity deniers. To the best of my knowledge, not even Donald Trump has claimed there is no gravity.

But the first comment that gave me pause for thought was:

"…we now can attribute, with absolute certainty, the increase in global mean temperature to the increase in greenhouse gases because our burning of fossil fuels…"

Dr Friederike Otto speaking on Science in Action
Dr Fredi Otto has a profile page at the The Environmental Change Unit,
University of Oxford

Absolute certainty?

That did not seem to me like a scientific statement – more like the kind of commitment associated with belief in a religious doctrine. Science produces conjectural, theoretical knowledge, but not absolute knowledge?

Surely, absolute certainty is limited to deductive logic, where proofs are possible (as in mathematics, where conclusions can be shown to inevitably follow from statements taken as axioms – as long as one accepts the axioms, then the conclusions must follow). Science deals with evidence, but not proof, and is always open to being revisited in the light of new evidence or new ways of thinking about things.

Read about the nature of scientific knowledge

Science is not about belief

For example, at one time many scientists would have said that the presence of an ether 3 was beyond question (as for example waves of light travelled from the sun to earth, and waves motion requires a medium). Its scientific characterisation -e.g., the precise nature of the ether, its motion relative to the earth – were open to investigation, but its existence seemed pretty secure.

It seemed inconceivable to many that the ether might not exist. We might say it was beyond reasonable doubt. 4 But now the ether has gone the way of caloric and phlogiston and N-rays and cold fusion and the four humours… It may have once been beyond reasonable doubt to some (given the state of the evidence and the available theoretical perspectives), but it can never have been 'absolutely certain'.

To suggest something is certain may open us to look foolish later: as when Wittgenstein himself suggested that we could be certain that "our whole system of physics forbids us to believe" that people could go to the moon.

Science is the best!

Science is the most reliable and trustworthy approach to understanding the natural world, but a large part of that strength comes from it never completely closing a case for good – from never suggesting to have provided absolute certainty. Science can be self-correcting because no scientific idea is 'beyond question'. That is not to say that we abandon, say, conversation of energy at the suggestion of the first eccentric thinker with designs for a perpetual motion machine – but in principle even the principle of conservation of energy should not be considered as absolutely certain. That would be religious faith, not scientific judgement.

So, we should not believe. It should not be considered absolutely certain that "the increase in global mean temperature [is due to] the increase in greenhouse gases because [of] our burning of fossil fuels", as that suggests we should believe it as a doctrine or dogma, rather than believe that the case is strong enough to make acting accordingly sensible. That is, if science is always provisional, technically open to review, then we can never wait for absolute certainty before we act, especially when something seems beyond reasonable doubt.

You should not believe scientific ideas

The point is that certainty and belief are not really the right concepts in science, and we should avoid them in teaching science:

"In brief, the argument to be made is that science education should aim for understanding of scientific ideas, but not for belief in those ideas. To be clear, the argument is not just that science education should not intend to bring about belief in scientific ideas, but rather that good science teaching discourages belief in the scientific ideas being taught."

Taber, 2017: 82

To be clear – to say that we do not want learners to believe in scientific ideas is NOT to say we want them to disbelieve them! Rather, belief/disbelief should be orthogonal to the focus on understanding ideas and their evidence base.

I suggested above that to ask whether "The BBC brings you all the week's science news" through Science in Action is a true or false claim would be a kind of category error. I would suggest it is a category error in the same sense as asking whether or not people should believe in the ideal gas law, the periodic table, or models of climate change.

"If science is not about belief, then having learners come out of science lessons believing in evolution, or for that matter believing that magnetic field lines are more concentrated near the poles of a magnet, or believing that energy is always conserved, or believing that acidic solutions contain solvated hydrogen ions,[5] misses the point. Science education should help students understand scientific ideas, and appreciate why these ideas are found useful, and something of their status (for example when they have a limited range of application). Once students can understand the scientific ideas then they become available as possible ways of thinking about the world, and perhaps as notions under current consideration as useful (but not final) accounts of how the world is."

Taber, 2017: 90

But how do scientists cross the borders from science to science communication?

Of course many scientists who have studied the topic are very convinced that climate change is occurring and that anthropogenic inputs into the atmosphere are a major or the major cause. In an everyday sense, they believe this (and as they have persuaded me, so do I). But in a strictly logical sense they cannot be absolutely certain. And they can never be absolutely certain. And therefore we need to act now, and not wait for certainty.

I do not know if Dr Otto would refer to 'absolute certainty' in a scientific context such as a research paper of a conference presentation. But a radio programme for a general audience – all ages, all levels of technical background, all degrees of sophistication in appreciating the nature of science – is not a professional scientific context, so perhaps a different language game applies. Perhaps scientists have to translate their message into a different kind of discourse to get their ideas across to the wider public?

The double bind

My reaction to Dr Otto's comments derived from a concern with public understanding of the nature of science. Too often learners think scientific models and theories are meant to be realistic absolute descriptions of nature. Too often they think science readily refutes false ideas and proves the true ones. Scientists talking in public about belief and absolute certainty can reinforce these misconceptions.

On the other hand, there is probably nothing more important that science can achieve today than persuade people to act to limit climate change before we might bring about shifts that are (for humanity if not for the planet) devastating. If most people think that science is about producing absolute certain knowledge, then any suggestion that there is uncertainty over whether human activity is causing climate change is likely to offer the deniers grist, and encourage a dangerous 'well let's wait till we know for sure' posture. Even when it is too late and the damage has been done, if there are any scientists left alive, they still will not know absolutely certainly what caused the changes.

"…Lord, here comes the flood
We'll say goodbye to flesh and blood
If again the seas are silent
In any still alive
It'll be those who gave their island to survive
…"

(Peter Gabriel performing on the Kate Bush TV special, 1979: BBC Birmingham)

So, perhaps climate scientists are in a double bind – they can represent the nature of science authentically, and have their scientific claims misunderstood; or they can do what they can to get across the critical significance of their science, but in doing so reinforce misconceptions of the nature of scientific knowledge.

Coda

I started drafting this yesterday: Thursday. By coincidence, this morning, I heard an excellent example of how a heavyweight broadcast journalist tried to downplay a scientific claim because it was couched as not being absolutely certain!

Works cited:

Notes

1 An alternative almost tautological interpretation might be that the BBC decides what is 'science news', and it is what is included in Science in Action, might fit some critics complaints that the BBC can be a very arrogant and self-important organisation – if only because there are stories not covered in Science in Action that do get covered in the BBC's other programmes such as BBC Inside Science.

2 This might be seen as equivalent to saying that the life-world claim that gravity (as is commonly understood and experienced) exists is taken-for-granted Schutz & Luckmann, 1973). A scientific claim would be different as gravity would need to be operationally defined in terms that were considered objective, rather that just assuming that everyone in the same language community shares a meaning for 'gravity'.

3 The 'luminiferous' aether or ether. The ether was the name given to the fifth element in the classical system where sublunary matter was composed of four elements (earth, water, air, fire) and the perfect heavens from a fifth.

(Film  director Luc Besson's sci-fi/fantasy movie 'The Fifth Element' {1997, Gaumont Film Company} borrows from this idea very loosely: Milla Jovovich was cast in the title role as a perfect being who is brought to earth to be reunited with the other four elements in order to save the world.)

4 Arguably the difference between forming an opinion on which to base everyday action (everyday as in whether to wear a rain coat, or to have marmalade on breakfast toast, not as in whether to close down the global fossil fuel industry), and proposing formal research conclusions can be compared to the difference between civil legal proceedings (decided on the balance of probabilities – what seems most likely given the available evidence) and criminal proceedings – where a conviction is supposed to depend upon guilt being judged beyond reasonable doubt given the available evidence (Taber, 2013).

Read about writing-up research

5 Whether acids do contain hydrated hydrogen ions may seem something that can reasonably be determined, at least beyond reasonable doubt, by empirical investigation. But actually not, as what counts as an acid has changed over time as chemists have redefined the concept according to what seemed most useful. (Taber, 2019, Chapter 6: Conceptualising acids: Reimagining a class of substances).

The heart-stopping queen

An analogy for a paralysing poison

Keith S. Taber

By the light of day…in the dead of night

It was nice to have a sunny and warm day in October to sit in the garden and do some reading. Looking at Chemistry World, I came across an article by Raychelle Burks (2021) on the the natural poison aconitine, extracted from plants collectively known as aconite. The article was punningly called 'The dead of aconite'.

An article in October's Chemistry World

Regular readers of this blog (if that is not a null set) may have noticed my interest in analogies used in teaching and communicating science, and so I was intrigued with the comparison between the effect of the poison and a damaged car engine:

Aconitine likely serves as a defensive tool for the plants that produce it, discouraging [!] predators with its deadly action. It acts quickly on sodium ion signalling channels, opening them and preventing their closure. 'To use a car analogy, if the valves in your car's engine open up, but then won't close, it's dead in the water', wrote toxicologist Justin Bower [sic]. 'Just like aconitine victims.'

Burks, 2021: 69

I was quite interested in following this up, but no citation was given. A little searching around the web led to the a blog called 'Nature's Poisons' written by forensic toxicologist  Justin Brower [sic], and an entry on 'the queen of the poisons'.

Making the unfamiliar familiar

Analogy is just one technique used by teachers and others communicating technical or abstract ideas to assist in introducing those ideas – by suggesting that what is unfamiliar and is to be communicated is actually somewhat like something that the listeners(s) or reader(s) already know(s) about.

For this to work, the analogue needs to actually be more familiar than the target idea being communicated. Dr Brower's analogy relies upon people knowing enough about car engines to be familiar with the possibility of engine valves getting stuck open and preventing the car operating.

That the function and operation of the two systems are quite different means that knowing about car engines only offers limited support in learning about the effects of the poison on body cells, but this kind of superficial mapping between systems is true of many teaching analogies. Their role is more about initial familiarisation with the novel concept or phenomenon than providing a detailed explanation. We might almost see their primary role as affective rather than cognitive – making something quite technical seem less alien (and potentially less inaccessible).

Posting at Justin Brower's blog

Dr Brower explained in his blog that aconitine is found in the plant Monkshood (a.k.a. Wolfsbane), "in every part…from its pretty flowers right down to its dirty roots", and therefore

When any part of the plant is ingested, the aconitine is absorbed through the gut and goes to work. It binds to receptors that help regulate the muscle cells' sodium-ion channels, key components of the nervous system and cardiac cells (i.e. the heart). This action keeps the channels open, allowing sodium to flow freely into the cell. Unable to repolarize, the cells are stuck in a state of "open", and paralysis sets in. To use a car analogy, if the valves in your car's engine open up, but then won't close, it's dead in the water. Just like aconitine victims.

Brower, 2014

Cell membranes have to both prevent the unrestrained ingress and egress of materials, and yet also allow transport of particular substances across the barrier. Sodium ion channels are structures in the cell membrane that are specifically suited to allowing sodium ions (but not, say, calcium ions) to pass through. Moreover these channels do not remain open all the time. (They act as metaphorical 'gates' that can be closed.) The channels depend on specific proteins embedded in the membrane – substances that can have relatively 'large' molecules (that is, large for molecules!) with complex structures. The shapes of proteins can be very complicated.

Molecular shapes

The shapes of simple molecules are understood in terms of the electrical forces within the molecule (and at upper secondary school level the VSEPRT – the valance shell electron pair repulsion theory – model is often taught). Put very simply, the distribution of charges attracting and repelling each other (positive atomic cores, negative electrons) leads to the conformation of lowest potential energy.

The simple molecules can be considered to have one 'central' atomic centre (O in H2O; N in NH3; C in CH4; P in PCl5, and so forth) and the shape decided by considering the electronic distribution around that atom.  In a molecule like propane (CH3CH2CH3) the shape can be considered by considering the situation around each of the of the C centres in turn, but taking into account that free rotation around the C-C bonds means that the molecule has a dynamic conformation. In larger molecules, there may be interactions (such as hydrogen bonding) between different parts of the molecule which influence and constrain the shape. Proteins may be very large molecules with many such interactions, often leading to a convoluted shape as the molecule 'folds' according to these interactions. Such protein folding can very difficult to predict.

Two views of a voltage-gated sodium channel. (Source: Protein Data Bank). The second view shows the protein located in the membrane (represented in grey).

VSEPRT is used to consider isolated molecules, and ignores the influence of other charges from outside the molecule (such as interactions with solvent molecules). The protein in a context such as a cell membrane may have quite a different shape than the same protein had it been isolated. Moreover, a change in the environment may affect the protein shape. In cells, when the membrane potential changes, the electric field around the ion channel proteins change, and they may change shape. The changes 'open' or 'close' the channels.

The same protein molecule, showing sites where two different toxins (shown as green and yellow) are known to bind and change the conformation of the structure preventing the 'gate' functioning. (Source: Protein Data Bank).

If a poison interferes with this process, the channels can no longer control the transport of sodium ions across the membrane in a way that enables the cell's normal functioning. Without this process nerve cells are unable to transmit electrical signals, and heart cells called myocytes (muscle cells) do not beat. That is important, as the beating of the heart is due to the synchronised beating of these cells. And the beating heart keeps the blood flowing, and with it the critical movement of substances (glucose, carbon dioxide, oxygen, etc.) around the body. Aconitine, then, acts as a cardiotoxin and neurotoxin (a heart poison and nerve poison).

Individual heart cells beat in this YouTube video from Wake Forest Baptist Medical Center's Institute for Regenerative Medicine

The car analogy breaks down in the sense that engine valves that are stuck open might later be closed again with some oil and a hammer and may then function again, and this restoration is not time critical; whereas after a heart has stopped beating, irreversible tissue damage will soon follow.

The first symptoms of aconitine poisoning appear approximately 20 min to 2 hr after oral intake and include paraesthesia [odd sensations], sweating and nausea. This leads to severe vomiting, colicky diarrhoea, intense pain and then paralysis of the skeletal muscles. Following the onset of life-threatening arrhythmia [irregular heartbeat], including ventricular tachycardia [fast, abnormal heartbeat] and ventricular fibrillation [loss of coordination in the muscle activity so there is no effective pumping1] death finally occurs as a result of respiratory paralysis or cardiac arrest.

Beike, Frommherz, Wood, Brinkmann & Köhler,2004: 289

In a worse case scenario for the car, the engine could be replaced, and the car made as good as new. Nonetheless, this is a useful analogy for anyone who knows a little of how the car engine works, as without working valves, the engine cycle (which I seem to recall summarised as 'suck-squeeze-bang-blow' on one course I once taught on) cannot occur, and the car goes nowhere.

Read about science analogies

Read about making the unfamiliar familiar

target: sodium channels in cell membraneanalogue: internal combustion engine valves
positive mappingpoison may stop channels closingvalves may stick in open position
cell does not function with channels unable to closeengine does not function with valves stuck open
if nerve and heart cells do not function, paralysis occurs, and person diesif engine does not work, car does not go
negative mappingtissue damage will soon be irreversiblevalves may sometimes be freed up, restoring engine function – a quick response is not critical
Mapping between target idea and analogue
Work cited:
  • Beike, J., Frommherz, L., Wood, M., Brinkmann, B., & Köhler, H. (2004). Determination of aconitine in body fluids by LC-MS-MS. International Journal of Legal Medicine, 118(5), 289-293. doi:10.1007/s00414-004-0463-2
  • Brower, J. (2014). Aconitine: Queen of poisons. Nature's poisons. Retrieved from https://naturespoisons.com/2014/02/20/aconitine-queen-of-poisons-monkshood/
  • Burks, R. (2021). The dead of aconite. Chemistry World (October), 69.
Footnote:

1 An interactive 3D simulation of ventricular fibrillation can be found at https://www.msdmanuals.com/en-gb/home/heart-and-blood-vessel-disorders/abnormal-heart-rhythms/ventricular-fibrillation