| 00:03 | y'all, I'd like toe. Welcome To what? I would probably call |
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| 00:06 | primary lecture for biology. 41 of integration, biological knowledge. And what |
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| 00:12 | gonna do today is we're going toe how to read the scientific literature. |
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| 00:17 | , Granted, you guys were You've been here for at least four |
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| 00:21 | doing biology, and so you should already know how to read the scientific |
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| 00:26 | in general. But what I want do here is I want to talk |
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| 00:29 | how to go about reading the scientific in a critical way so that we |
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| 00:34 | actually analyze the value of the material being presented in the literature. And |
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| 00:41 | this is what we're gonna be using we go into the group discussions. |
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| 00:45 | in next week's class, where you will meet online in teams, what |
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| 00:52 | will be doing is you'll actually be what we're practicing right now are actually |
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| 00:56 | I'm laying out. All right, this is what you would do before |
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| 01:00 | go in and actually read the And then when you actually discuss it |
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| 01:04 | upon what you've done in terms of , that's what you're going to talk |
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| 01:08 | in the classroom. So this is scientists do. This is We look |
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| 01:13 | people's work and we criticize and and we analyze, all right? |
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| 01:18 | so this is kind of what journal is. And so not only is |
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| 01:21 | scientist or biologist, um, since talking about biologists, I mean, |
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| 01:25 | is true for all scientists. Not do biologists get together into experiments and |
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| 01:31 | to determine how things are working, we look at what other people have |
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| 01:36 | because it helps to inform our own and helps us to ask, Answer |
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| 01:41 | own questions. And so what we is we typically gather as a lab |
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| 01:46 | maybe a department, depending on the of department or maybe an interest |
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| 01:51 | and we get together way come As something called journal club German Club |
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| 01:56 | started a long time ago, back the 18 hundreds, as I |
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| 02:00 | at Princeton. And so it became practice of scientist did. And so |
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| 02:06 | you take part in this, it's just I'm going to show up and |
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| 02:10 | people feed me information. Really. goal here is to discuss. And |
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| 02:16 | when you are reading A are involved these type of discussions, the most |
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| 02:20 | thing you can do is be In other words, read the |
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| 02:25 | Now reading some papers sucks. I'm gonna pretend like every paper is |
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| 02:30 | you know, full of fun and . I mean, some papers are |
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| 02:34 | slogs. I've written papers that are to read because of who the other |
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| 02:40 | authors were. But the truth is that there's a way to go about |
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| 02:44 | the papers so that it's not such nightmare for you, all right. |
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| 02:48 | really, the idea here is I've of laid it out here on this |
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| 02:52 | here. What you want to do you want to first read the |
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| 02:55 | Yeah, abstract is simply the paper down a 250 words. So if |
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| 03:00 | read that, you have the big of what the paper is, and |
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| 03:04 | that allows you to kind of be moving in. All right, The |
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| 03:08 | thing you want to do is you to read the introduction because this is |
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| 03:11 | to give you that background information you're to need in order to understand what's |
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| 03:15 | presented in the paper. Now, doesn't mean you have to understand |
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| 03:19 | But it helps at least to kind see what it is that you're going |
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| 03:23 | be talking about. So it's gonna out a kind of a foundation, |
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| 03:28 | it's gonna present data that will help understand why the paper is going. |
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| 03:33 | direction is going finally, you want read the results of discussion. This |
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| 03:37 | kind of the meat of the This is going to tell you what |
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| 03:41 | scientists did in terms of their their . And then what? What they |
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| 03:46 | out of it in the discussion kind tells you what they think is in |
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| 03:50 | paper. So if you read these things the abstract, the intro results |
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| 03:55 | discussion and sometimes results in discussion and the conclusion are kind of separated from |
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| 04:00 | other. But if you read those basic areas, you basically got everything |
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| 04:04 | need to know about the paper and be prepared. Coming in Now, |
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| 04:08 | material methods are important, and not needs to read them. But sometimes |
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| 04:14 | should read them if something isn't quite clear. All right, so if |
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| 04:18 | looking at an experiment, you're I have no idea what they're |
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| 04:20 | Go to their materials and methods and a look at it and see if |
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| 04:24 | helps you have a better understanding of going on and why they're using a |
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| 04:28 | task. So not everyone needs to it. But it's there for for |
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| 04:35 | sake. It helps you. as we described in the orientation |
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| 04:42 | we said that you're gonna be broken into groups of six. All |
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| 04:45 | so what that means is, is you're going to be put into these |
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| 04:50 | where one person is gonna be leading five people are going to be |
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| 04:55 | And what that means is, is it's not so much as a The |
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| 05:00 | needs to know everything. It's that leaders there to drive discussion. All |
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| 05:05 | , So what that means is, that they're there to kind of herd |
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| 05:10 | cats and keep everybody on task and focus on the paper. So if |
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| 05:14 | the group leader for the week, that means is you need to be |
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| 05:17 | little bit more prepared than everybody All right, so if you're |
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| 05:22 | make sure you read your papers, right? And then before you even |
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| 05:26 | coming in and leading the discussion, need to critically think about the |
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| 05:31 | All right, So I haven't bolted in red so that you can see |
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| 05:35 | basically says, recognize assumptions, evaluate and then draw conclusions. That doesn't |
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| 05:41 | you need to critique the paper. just means you need to think about |
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| 05:45 | is going on in the paper and mean you need to understand it. |
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| 05:49 | means that you need to kind of understanding off what is going on so |
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| 05:55 | if questions come up or if lulls in the conversation, you can drive |
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| 06:00 | conversation forward. All right? Your as a leader is toe lead. |
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| 06:05 | discussion. You are the one who conversations. That means you're not teaching |
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| 06:10 | the paper. Means you are driving group in a direction. So you |
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| 06:15 | read the paper as a leader and , I have no idea what this |
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| 06:19 | . So there's something that you could . It says, Look, I |
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| 06:23 | understand figure number one. Does anyone any idea how figure number one works |
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| 06:28 | what they were trying to say? all of a sudden, now, |
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| 06:31 | the leader, you're driving conversation because people are in putting into that conversation |
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| 06:37 | upon that simple question, I notice didn't have to know anything. You |
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| 06:42 | had to be able to drive the , All right, So group leaders |
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| 06:46 | your paper and think about what's trying be asked before coming to the |
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| 06:51 | and then you're gonna leave your description . The last thing is, you |
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| 06:55 | to be prepared for some awkward and that's why you need to come |
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| 06:59 | with some questions beforehand. This is of the thinking, critically about the |
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| 07:03 | , because literally you guys can all in. You can come sit and |
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| 07:07 | each other on a computer screen and maybe three questions, three basic |
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| 07:11 | and then you're going to stare at other. So the leader you need |
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| 07:15 | that conversation for at least 20 to minutes before the question period comes on |
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| 07:21 | the TA could be there. He'll popping into groups, or she will |
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| 07:24 | popping into the group's asking questions and you to drive and asking to see |
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| 07:30 | you guys need any help along the . But you need to be prepared |
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| 07:34 | that because we don't want you guys staring at each other, turning up |
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| 07:37 | screens or not doing anything. All , the job here. The goal |
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| 07:42 | is to use your knowledge to You better understand the papers. So |
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| 07:50 | do we need to do when we with papers? Well, you need |
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| 07:53 | ask for basic questions and these little questions. What is the question of |
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| 07:57 | aiming to address? How do they to address it? Do they believe |
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| 08:00 | achieve your goals? And do you they have achieved their goals? And |
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| 08:03 | I wanna do is I just want kind of show you how to go |
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| 08:06 | breaking down the paper. And this the paper that I'm an author on |
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| 08:10 | we've written in 2013, so it's eight years old. I'm almost the |
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| 08:14 | last. If I contributed so little this paper that I barely got a |
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| 08:18 | on it. But I did have mentioned because of some of the work |
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| 08:22 | I did. I think this is really interesting paper to see how they |
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| 08:25 | it, because my former boss, the final author on this paper, |
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| 08:29 | right there. Miles, you just pin on. Sorry, his Miles |
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| 08:37 | , That's my boss. Or was person who trained me? He was |
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| 08:40 | really good author. He knew how put a paper together very, very |
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| 08:44 | . And so what you're going to in this paper, whether or not |
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| 08:47 | agree that they they prove what they I think we did. But you |
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| 08:53 | see how there's a story that's being and that there's a way structure paper |
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| 08:59 | such a way that it's easy to what the goal is. All |
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| 09:03 | so this is why I kind of . Also fun. It's fun to |
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| 09:06 | at someone's your own paper and kind critique it as you go on. |
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| 09:09 | the first thing we wanna do is want to answer this question right? |
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| 09:12 | is the question that the paper is to address right now? The easiest |
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| 09:17 | to figure out this question is to at the title. All right, |
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| 09:21 | you can see the title. The when we go to main proteins regulate |
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| 09:24 | expression insulin, other metabolic regulators and in the testes. Notice it's a |
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| 09:28 | . So take this statement and turn . Turn it into a question. |
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| 09:33 | how do the rocks one of the proteins regulate the expression of insulin? |
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| 09:38 | , so all of a sudden, here's the question that's trying to be |
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| 09:41 | . And so the statement simply is answer to that question. All |
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| 09:46 | now, if you get one of titles sometimes and they're they're all the |
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| 09:50 | where someone tries to be real What their title. Like, you |
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| 09:54 | , you know, jeans, the that we wear or something like |
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| 09:57 | It's just It's like, you Okay, we get it. You |
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| 09:59 | a really bad sense of humor and jokes are cliche. So what you |
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| 10:04 | to do is you have to maybe move elsewhere. And so if the |
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| 10:09 | can't be turned into a question, at the abstract. So this is |
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| 10:14 | abstract of the paper, and I , you could sit here and positive |
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| 10:18 | if you want to try to read the whole thing. But what I |
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| 10:21 | do is I just wanna highlight for where this question pops up in the |
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| 10:27 | and you can see it. Here report several keen metabolism jeans regular, |
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| 10:32 | the test ease Which genes are They're insulin to resistance. And, |
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| 10:38 | , at open Ecton. Right. is the targets? And certainly cells |
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| 10:42 | are part of the testes. An part of the testes. Alright, |
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| 10:46 | further. We identify other members that transcription. We propose a model. |
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| 10:52 | it says very clearly what they were to accomplish here in the abstract. |
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| 10:58 | is why reading the abstract becomes so important. All right. Yeah, |
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| 11:04 | read the top. Read the Let's say you you're completely dense and |
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| 11:07 | can't find it there. Where is next place? Where you might be |
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| 11:10 | to find this question and this is the introduction becomes important. Alright, |
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| 11:16 | here's the introduction. It's actually the , multiple paragraphs. But this is |
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| 11:21 | part of it right here. And you can look for specific keywords, |
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| 11:27 | in the very Last Star. The last paragraph right. So the key |
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| 11:32 | you're looking for in this study hard . You see those, and it's |
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| 11:35 | like they're, like, basically big arrows pointing to where things might be |
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| 11:41 | . And so here I have highlighted in this paper. We report, |
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| 11:46 | know, we have previously hypothesized so they're telling you what they think |
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| 11:53 | going on. So the question that trying to accomplish is being highlighted by |
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| 11:58 | . So you have the title, have the abstract, and you have |
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| 12:04 | introduction specifically in the second, The paragraph usually, um, where you |
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| 12:10 | find what the question is. And is why when you write, you |
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| 12:15 | to think in terms of writing as . I'm trying thio clue in my |
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| 12:20 | what I'm trying to resolve. So I put in my title in my |
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| 12:23 | in my introduction, they're bound to it at least once. So that's |
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| 12:28 | you want to do is you want look at those three places for those |
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| 12:32 | items to answer that question. So second question is, how do they |
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| 12:37 | to address this question? Right. how are we trying to address. |
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| 12:43 | do rocks and box proteins regulate the of insulin? Yada, yada, |
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| 12:47 | . Alright. So again, this typically found at the end of an |
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| 12:52 | . Alright And again, we're looking keywords. Those are the key words |
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| 12:56 | we demonstrate. We show we And so this is that very last |
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| 13:01 | in the introduction that I've I've pulled and if we highlighted we can see |
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| 13:07 | those terms pop up over and over over again. We demonstrate that the |
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| 13:12 | gene blah, blah, blah. showed that the insulin gene is a |
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| 13:15 | target. Identify specific rocks. Remains identified. We determined we showed We |
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| 13:21 | we showed. And now all of sudden you have a list of items |
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| 13:26 | you're looking for in the paper. is literally a checklist. And if |
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| 13:31 | use this checklist, you can kind see and ask that question, how |
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| 13:35 | they won go about finding or tackle question that they're trying to answer? |
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| 13:40 | then you can answer the third which is Do they actually do |
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| 13:45 | Do they believe that they do All right, so when you're looking |
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| 13:49 | the specific of the tests. The of those tests, What you're doing |
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| 13:53 | you're gonna go to the materials and . Alright. So remember, |
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| 13:57 | you're the one that has to read materials and methods to kind of understand |
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| 14:01 | they're trying to accomplish. The figures you see in the paper are the |
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| 14:05 | of the tests. All right, this is the evidence that people are |
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| 14:09 | to show you. If you for example, if you took all |
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| 14:14 | figures of the paper and line them , it should literally tell you a |
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| 14:20 | that the paper actually states within the of the test or Excuse me? |
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| 14:25 | text, not the test. All . So the idea here is when |
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| 14:29 | looking at the figures, this is evidence if they were attorneys, this |
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| 14:34 | what they'd be presenting to the jury say This is how X occurred. |
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| 14:38 | right, so one of things you be thinking of as you're going to |
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| 14:43 | paper is Alright. They propose to this question. You might wanna ask |
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| 14:49 | in a hypothetical way. How would go about answering the same question and |
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| 14:54 | know, you might figure out that tests that they did or the experiments |
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| 14:58 | they did are probably not the appropriate . Or maybe there are better ways |
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| 15:03 | go about answering it. You never why they picked a particular experiment to |
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| 15:07 | . Sometimes you might be restricted by how much funds you have. Or |
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| 15:12 | that you were doing something and you came across. Um, a |
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| 15:20 | And so that was why you use evidence. And then you did other |
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| 15:24 | . The idea here is understanding what doing, why they're doing it and |
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| 15:30 | they did it helps you to answer they tackled the question. So what |
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| 15:34 | wanna do is I want to show a table here. All right. |
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| 15:37 | is one of the tables from the . This is table two, and |
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| 15:40 | shown you genes that are exhibiting alter . So they took a a knockout |
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| 15:46 | of this rocks five gene. All , so they knock out rocks |
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| 15:50 | And then they did a chip Back in the days when we did |
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| 15:53 | raised and we look for what genes going up in what genes were going |
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| 15:58 | as a result of the loss of . Five. And so this is |
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| 16:02 | this table is selective. Uh you know, selective choice of genes |
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| 16:10 | demonstrate these up and down so you see they're all greater than two type |
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| 16:15 | . And you can see the jeans down like insulin to goes down in |
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| 16:19 | absence of rocks. Five. You see that, uh, the tyrosine |
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| 16:25 | foster taste receptor goes down. You see lactate di hydrogen A C goes |
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| 16:30 | up. You can see that this finger protein goes way, way |
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| 16:34 | You know, resistant goes way, up. And it's like, |
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| 16:37 | out of connecting, it goes So if you kind of look at |
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| 16:39 | these relationships between certain molecules, in these pathways, So these are |
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| 16:44 | the metabolic paths. But if you to look at this and say, |
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| 16:47 | right, I'm gonna base my um, my entire experimental budget based |
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| 16:57 | these results, would this be a thing to do? And the likely |
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| 17:01 | is no. Because chip array analyses not particularly accurate in and of |
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| 17:08 | you need to have some sort of a little way to check this |
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| 17:15 | Way back when I was doing my work, we would do either aren't |
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| 17:21 | blocks or we do our protection. just about the time I graduated with |
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| 17:26 | PhD is a time when Q PCR out. And so that's when they |
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| 17:30 | the Q PCR. Now this is . This is probably 11 years after |
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| 17:35 | graduated with my PhD, so it much more of a norm, and |
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| 17:39 | can see using Q PCR affirms or many of the different types of expression |
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| 17:47 | that you saw when you did the array. So with the chip |
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| 17:52 | you can analyze 30,000 G once Q you can come in. So |
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| 17:56 | let me get primaries. Let me for this particular gene and does it |
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| 18:00 | what I expect to do based on array? And so the answer here |
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| 18:05 | like what these particular selected genes were , Yes, these selected genes do |
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| 18:09 | what we what we saw in the approach, and so it gives us |
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| 18:15 | focus on how we should be looking this. Alright, so that's kind |
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| 18:20 | how all of the starts. And , by looking at these figures, |
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| 18:23 | can see Okay, I can see their question came from. Why this |
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| 18:28 | came from Because they're looking at you why variety of gene expression they |
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| 18:33 | Oh, some of these genes got of these genes go down. Maybe |
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| 18:37 | are are being regulated by this you box jeans. So the third |
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| 18:42 | that you have to ask is do believe they've achieved their goal? And |
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| 18:46 | seems like almost a stupid question, they wouldn't be producing a paper if |
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| 18:50 | believe they achieved their goal, I mean, the most likely answer |
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| 18:53 | yes, all right, but not . Do you begin pursuing something to |
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| 19:02 | that answer? Sometimes you pursue something the story is just interesting as the |
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| 19:08 | . And so you say I was for a But when I was looking |
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| 19:12 | a I discovered that be actually So there are some times where that |
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| 19:17 | . You know that we thought X a was happening, but be happened |
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| 19:23 | . And so you need to be that they that the the claim that |
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| 19:28 | making is true way achieve what we're to accomplish. So when you go |
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| 19:35 | the results section, you need to what you saw in the introduction. |
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| 19:40 | , the introduction said We demonstrate we way showed we identified, we determined |
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| 19:46 | showed we showed we showed Alright. with that in mind, you now |
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| 19:51 | your checklist and now you can start through the results and saying, Did |
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| 19:55 | achieve that goal of all those things they check listed? What you can |
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| 20:00 | that simply is you can one look all the figures. And as I |
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| 20:04 | you, the p I that I for he was really good at |
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| 20:07 | and so we knew how to build paper. So it's a story. |
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| 20:11 | so based on that table that I you a minute ago, that's what |
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| 20:15 | things did. It shows First, did some, uh, q PCR |
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| 20:20 | at these particular genes in the knockout the wild type, and then they |
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| 20:24 | and looking specific cell types. So hard to read these, but this |
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| 20:28 | specifically like the sexually cells that are in testing thes air found in other |
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| 20:33 | of cells in the testes, interstitial or late excels. All right. |
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| 20:38 | so the question they're asking here is does the expression look like? You |
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| 20:43 | , doing this. Compare contrast. this is a general look. |
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| 20:47 | this is specifically in the testes. , great. So we see that |
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| 20:51 | this change, all right? And the next figure that keep going a |
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| 20:55 | bit further. Can we regulate the ? The next figure shows Is there |
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| 20:59 | region in the the five prime region the gene and the promoter region of |
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| 21:06 | gene that shows potential or punitive binding for this home? Yo, box |
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| 21:12 | . And that's what they're trying to that figure for figure five and figure |
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| 21:16 | . And figure seven is basically asking question. Does it actually bind? |
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| 21:21 | know, where are these domains located are found on different types of home |
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| 21:29 | genes in this family? And they look at to see where these |
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| 21:35 | that they've created over here, Where they trans locate? Do they actually |
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| 21:40 | locate to the nucleus? Because they're going to the nucleus. When you |
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| 21:43 | these mutations, then they're not doing job that they're supposed to do. |
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| 21:48 | right. Finally, what the authors is they then looked at thes binding |
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| 21:55 | . What would be the DNA binding or homo box genes to see how |
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| 21:59 | they are? And finally, if you, uh if you |
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| 22:04 | uh, rocks five expression, how it affect insulin? Signaling. So |
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| 22:09 | looking at other downstream genes. And all of these questions together, |
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| 22:15 | do they answer those questions that we there? We demonstrated, we show |
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| 22:21 | , blah, blah. And if of these figures do exactly that, |
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| 22:24 | they probably do demonstrate, right? , you know, if you understand |
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| 22:31 | questions, you know that that's being , then you should be able to |
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| 22:36 | at those results and come to an on whether or not the authors achieved |
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| 22:41 | goal. E, how many times you heard something on the news |
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| 22:45 | I mean, my favorite one with is when I was in grad school |
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| 22:48 | on the NBC station here in Care, I think. A |
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| 22:52 | kprc, whatever. There's like bras cancer. Now. I was being |
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| 22:57 | in the Anderson, you know, like, What the heck is |
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| 23:01 | You know, when you watch and what they did was they picked up |
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| 23:03 | sort of basic story. They didn't the signs. Rarely do the people |
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| 23:08 | understand the sides, and they're making sort of this broad claim because it |
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| 23:12 | sensational. They want to really get eyes on the TV, right? |
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| 23:16 | supposed to be scientists. You've been to critically think about the biology, |
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| 23:21 | right now, in the midst of pandemic, every time you heard |
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| 23:25 | you should have listened to it with critical ear and asked that question. |
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| 23:29 | this jive with what I understand about ? What I understand if if you |
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| 23:34 | anything about coronavirus, is how I it. Uh, ecology? This |
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| 23:40 | visit? Uh, you know, does behavior All these questions should have |
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| 23:44 | coming up. You should have been to what you're hearing with that critical |
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| 23:50 | , right? And so, with evidence, you should be able to |
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| 23:54 | a strong opinion one way or the . You should be able to formulate |
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| 23:57 | own opinion before anyone can convince you way or the other. That's what |
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| 24:02 | should be doing with the results, the results are simply the data that's |
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| 24:06 | presented. All right, so when looking back at these figures, notice |
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| 24:12 | no commentary to them. They simply their description of what the experiment |
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| 24:17 | and they show you the result is job to interpret. So if you |
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| 24:23 | interpreted, you have you should have able Thio come up with an |
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| 24:29 | and then that's when you go into discussion. And now the discussion is |
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| 24:35 | the author's interpretation of their results. if they if you don't agree with |
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| 24:42 | author's If you say You said you me this, but I don't think |
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| 24:46 | showed me this, then you re discussion and see if they can convince |
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| 24:50 | otherwise. That's why you read the . Alright, notice the discussion or |
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| 24:56 | conclusion, not simply a restatement of . It literally is the argument, |
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| 25:01 | interpretation by those authors to what they all right, sometimes they won't persuade |
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| 25:10 | that's your job is to sit there do your own analysis. So the |
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| 25:14 | question you really have to answer do you believe the authors. Have |
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| 25:19 | made a strong enough case? You're the jury. You know, if |
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| 25:23 | the attorneys presenting their case, are that you're the jury or the judge |
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| 25:28 | you get to decide whether or not have accomplished their goal in answering the |
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| 25:35 | that they've set forth answers. in saying that, there's a couple |
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| 25:39 | things you should probably ask yourself. these figures have nothing to do There |
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| 25:43 | , uh, basic figures for, , you know, for for the |
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| 25:50 | the purpose of the demonstrating. All , so some questions as did they |
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| 25:55 | their findings, You know, if might be doing this paper on, |
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| 25:58 | know, you might be reading a on fish in this semester. You're |
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| 26:01 | be looking at papers on viruses. mean, it's hot topic. Might |
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| 26:06 | well talk about viruses all the Right? So they might be making |
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| 26:10 | claim. In your case, you're one paper you're gonna look at is |
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| 26:14 | be looking at influenza. And so claim that they make their is it |
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| 26:19 | just to influenza, or is it to all viruses? Right. So |
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| 26:25 | question is, are the authors making that are overstated based on their |
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| 26:32 | You know, if their stats you know, make sure that they're |
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| 26:37 | appropriate p values. Are they using samples? You know, sometimes you'll |
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| 26:42 | , you know, in in equals . That's good enough. Well, |
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| 26:45 | might not be good enough. You to kind of make that judgment based |
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| 26:49 | what you're seeing. You know, you're looking at a mice population, |
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| 26:52 | know what you're dealing with. A population of mice three might be a |
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| 26:56 | enough answer. But if you're looking a heterogeneous population in of three is |
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| 27:01 | a terrible number, you probably you , several 1000 so that you |
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| 27:05 | you know, clean out or call all the outliers so that you can |
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| 27:10 | of get a real sense of where where the average might actually be. |
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| 27:15 | right, so do they claim broader ? You know, again, do |
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| 27:20 | do they go beyond the scope of paper? They might make this little |
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| 27:24 | claim. You know, I'm just make up something like, you |
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| 27:27 | coronavirus. You know, make sure it and then, you know, |
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| 27:32 | on our findings. You know, means your head's gonna explode, |
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| 27:36 | So that's the type of thing you to kind of look at and |
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| 27:39 | Alright, are they Are they sensationalizing work? We've already mentioned, |
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| 27:47 | if asking the question if they actually what they propose, they're going to |
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| 27:52 | , you know? So you if they're experiment, that they did |
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| 27:55 | they said tested a but it actually you results about B. This is |
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| 27:59 | of important, you know, and . And this is a really important |
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| 28:03 | , because this is one of the that scientists confuse people. They use |
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| 28:08 | that really don't represent what they're trying do, or they will try to |
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| 28:13 | you by using, uh, you , different graph sizes and stuff. |
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| 28:19 | I actually saw this just a couple ago looking at I think it was |
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| 28:25 | incidences of coronavirus infections in Kansas, the head of the health department in |
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| 28:34 | state of Kansas showed this graph where showed that if you if you read |
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| 28:39 | the way that they showed it looked that people who lived in areas where |
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| 28:43 | were fewer mask use had higher incidences of infection. Whereas those in areas |
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| 28:50 | there was mask you there were lower of infection. But what the What |
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| 28:55 | , um, the presenter had done he had used a a three axis |
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| 29:01 | . And I'm going to see if could draw this on a white screen |
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| 29:04 | that you can see this here. just give me a second. There's |
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| 29:09 | white screen. All right, So they did, um, draw |
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| 29:16 | So let's try this again. All ? So we have There's your normal |
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| 29:24 | axis graph, right? And so was time. And this is |
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| 29:28 | right? And so you had a . Users who are doing like |
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| 29:34 | right? And then they showed in counties where there were no mask |
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| 29:38 | Actually, it was, like up this, right? But what you |
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| 29:43 | ? What they did was they used graph, and so this was a |
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| 29:48 | was be right. So this was B. This was line A and |
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| 29:53 | this was, like, 0 to then this was, like, zero |
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| 29:58 | , like, 20. And so you were to take this graph for |
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| 30:03 | , I'm gonna race all the ink this slide, and I'm gonna put |
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| 30:12 | . Let's not let me risk back them. On what? The |
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| 30:26 | All right, So if I do again So here's our graph. If |
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| 30:36 | to do 0 to 100 just use . This is again the number. |
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| 30:42 | had one right that was going That was a but be would have |
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| 30:48 | like this, right? So just the way that they presented it, |
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| 30:55 | were misleading the general public. And the idea here is how doe I |
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| 31:01 | people, show them a graph they understand. And so your job as |
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| 31:07 | thinkers and as a Z scientists is look for and watch those types of |
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| 31:15 | . So just as an example, is an example of one of |
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| 31:19 | Look at this. Notice what the says. Huge spike in average home |
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| 31:24 | . Well, let's take a look here at the graph. What do |
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| 31:26 | see? I mean, if you at this, you see, that's |
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| 31:28 | difference. But if you look at differences where the differences in prices as |
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| 31:34 | that's not a huge spike. If you put this on a graph |
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| 31:38 | actually had, you know, some of, uh, you know, |
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| 31:43 | know, greater. You know, y axis here, you wouldn't see |
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| 31:49 | would they would look exactly the So, you know, the problem |
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| 31:54 | is that this figure is incredibly right? Another type of way that |
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| 31:59 | will try to confuse you is they'll Thio to do something like that where |
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| 32:05 | put too much data in the one , and so the information becomes horribly |
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| 32:11 | . And so you look at it you're just like, I can't interpret |
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| 32:15 | , so I'm just gonna trust that okay. This is the place where |
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| 32:18 | need to stop and slow down and a look at and say, Can |
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| 32:22 | parse out the information for myself and what they're doing? Because usually what |
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| 32:28 | trying to do is they're trying to . If he results in a figure |
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| 32:32 | that, all right, sometimes they'll ask you, or they'll put something |
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| 32:37 | a figure that's absolutely wrong, you , And again, this is something |
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| 32:42 | you need to watch for because this again a way that your authors, |
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| 32:47 | readers or not, you're You're not read it, but your authors will |
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| 32:52 | mask what they're finding. So this where your critical I've becomes really |
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| 32:59 | So just to kind of sum everything , All right. Remember, you're |
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| 33:06 | be a pinky one day, and for the five other classes, you're |
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| 33:09 | be brains. Or actually, I that Backwards. You'll be Pinky. |
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| 33:13 | days and you'll be the brain one . All right, so when you're |
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| 33:16 | brain, you're the leader, Your job is to lead the |
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| 33:20 | right? You need to think about paper before talking about it with the |
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| 33:24 | . Your job is not to tell what the papers about your job is |
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| 33:28 | direct the process to drive the Alright. So, plants, |
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| 33:33 | questions, you know, get ready that awkward silence. Be ready, |
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| 33:38 | . Have dialogue. Don't give your . Don't say this is what the |
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| 33:42 | about talk about what you guys think paper was about. What do you |
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| 33:45 | of this figure? Where there any ? You know, that sort of |
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| 33:49 | ? That's what you're trying. You're to dialogue. As for everybody |
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| 33:54 | remember, you need to read the before you come to the discussion |
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| 33:57 | You need to think about the paper coming to class. Right? Questions |
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| 34:01 | the margins, highlight stuff, What need to do to help you remind |
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| 34:05 | about this. All right. If something you don't understand, don't be |
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| 34:09 | about it. You know, I , honestly, when you get to |
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| 34:12 | ecology papers in the evolution papers, know, even the plant papers, |
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| 34:16 | where I would throw my hands up say, I have no idea what |
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| 34:19 | talking about. I've read enough of ecology papers where they're showing these heat |
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| 34:23 | and stuff that I sit there and my head. But you just kind |
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| 34:26 | have to just allow somebody to help understand, and it's gonna it's going |
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| 34:32 | help spark you. Um, you , the stuff that you've put away |
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| 34:37 | stored away in all the classes that learned before And really the job |
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| 34:41 | when you are pinky is participate, ? You contribute to the process of |
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| 34:50 | the paper. It's not about who's and who's wrong. It's about understanding |
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| 34:55 | the papers about. So you don't in, turn off your screen and |
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| 35:01 | your microphone and go walk off. play, You play a role, |
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| 35:05 | important role in that dialogue in that . And that's what we're gonna do |
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| 35:10 | six weeks after this class. it's really for eight weeks because you're |
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| 35:15 | do to practices where you're gonna first at the measles, install paper, |
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| 35:20 | then you're gonna look at the paper your TA is gonna pick out. |
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| 35:23 | once you start doing this, you're be doing it regularly for the next |
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| 35:27 | weeks. And that's basically the gist this class. Apart from trying to |
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| 35:31 | what you remember, uh, in very general sense from the all the |
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| 35:36 | have taken over the last couple of , I hope you have fun doing |
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| 35:39 | because reading papers is |
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