INTRODUCTION

INTRODUCTION

Sub-Topics

Overview

Scientific method

System thinking

Critical thinking

Introduction to Life Sciences and Technology

- Course Overview -

Lecturers and Assistant

Prof. Dr. Tati S. Syamsudin, MS.DEA.

Dr. Achmad Sjarmidi

Arni Rahmawati Fahmi Sholihah (Assistant)

About the Course

• This course explains the relationship among bioscience concepts, bioengineering, biomanagement, bioeconomics, biotechnology and social system as basics of bioindustry in energy, food, health, materials and environmental aspects.

Syllabus

• Students are able to explain how the application of life sciences and technology in specific bioindustrial

development issues selected for the course.

Outcome

Introduction to Life Sciences and

Technology

Critical Thinking

Bio-Industrial Models

Bio- Management Bio-Economy

Systems Thinking

Technology’s System Socio-Cultural

Aspects in Bio- Industris

Scientific

Methodology Bio-System

Bio-Resources

Contents

Final Assesment

Mid test = 30%

Final test = 30%

Assignments = 30%

Presence = 10%

References

Ann Saterbak, Larry V. Mc Intire, Ka-Yiu San. Bioengineering Fundamentals. Pearson Prentice Hall Bioengineering. 2007 .

Joseph Fiksel. Design for Environment: Creating Eco-Efficient Products and Processes.

McGraw-Hill. 1996.

Bernard W., Taylor III. Introduction to Management Science (Sains Manajemen Edisi 8) Buku I dan II. Penerbit Salemba Empat. 2005.

William W. Keller dan Richard J. Samuels. Crissis and Innovation in Asian Technology.

Cambridge University Press. 2003.

Other relevant sources (textbooks, journals, websites, etc.)

Science

What is Science?

An attempt to

discover order in nature and use

that knowledge to make prediction

about what is likely to happen in

nature.

What Scientists DO???

Types of Reasoning Scientists Use

Inductive Reasoning

Involves using specific

observations and measurements to arrive at a general observation and measurements to arrive at a general conclusion or hypothesis.

Deductive Reasoning

Involve using logic to arrive at a specific conclusion on a

generalization of premise.

Example of Experiment:

Inductive Reasoning (1)

• You walk into your bedroom at night and flick on the light switch.The light does not come on.

Observation

• Why did the light not come on?

Question

• Maybe the power for the house is out

Hypothesis

Example of Experiment:

Inductive Reasoning (2)

• If the power is out, the lights in

other rooms should also be out.

Test of Hypothesis

• To check this prediction, go to other rooms and click light switches.

Experiment

• Lights in other rooms come on when their switches are clicked.

Results

• Power to whole house is not out.

Conclusion

Example of Experiment:

Deductive Reasoning (1)

• Mimicry of certain fly species (prey) to imitate jumping spiders (predator)

Phenomenon

• Jumping spiders wave their legs in the presence of potential competitors

• Certain fly species, when approached by jumping spiders, wave their wings which have markings that resemble spider legs

Observations

• What is the

function of the flies’

wing

markings and

waving behavior?

Question

• The

markings and wing waving increase survival of the flies by causing jumping spiders to flee

Hypothesis

Example of Experiment:

Deductive Reasoning (2)

• That the hypothesis is correct

Prediction

• The flies wing

markings are

masked with a dye

Experiment

• Then jumping spiders should pounce on the

experimental flies more often than they do on control flies with normal wing

Predicted

• Conclusion Is the

hypothesis about the wing

markings correct?

Conclusion

Example of Experiment:

Deductive Reasoning (3)

Hierarchy of Scientific Confidence

Scientific Law/Principle

Scientific Theory

Experiment

Hypothesis

Tentative explanation a scientist proposes for a specific phenomenon that has been observed

Designed to test the hypothesis

- Hypothesis fail the test rejected

- Hypothesis survived the test  accepted

Scientific Law/Principle

Scientific Theory

Experiment

When a hypothesis has been tested over and over again and has not been contradicted

- E = MC²

- Law of Thermodynamics

Hierarchy of Scientific Confidence

Synthesis of a large body of information that

encompasses well-tested and verified hypotheses about certain aspect of the natural world.

Evolves in redefinition and refinement.

- Evolution Theory

SYSTEM THINKING

What is Systems Thinking?

Scientific field of knowledge for understanding change and complexity through the study of dynamic cause and effect over time.

As paradigm, it’s a way of thinking about the world and relationship.

Forest

Dynamic Thinking

Operational Thinking

Closed-loop

Methodology in Systems Thinking

Casual Loop Maps Stock and Flow Models

Microworlds (Computer Simulation) Learning Laboratory

Group Model Building

Principles in Systems Thinking

•The art of seeing the forest and the trees; the whole is more than the sum of its part. Any problem is related to the larger forces and interactions.

Big Picture

• While habitual short-term fixes can impede long-term outcomes, one cannot ignore necessary short-term measures.

Short and Long Term

• There is more to a system than can be measured by conventional performance indicators, known as Key Performance Indicator (KPI), Critical Success Factor (CSF), Balanced Score Card (BSC).

Soft Indicators

• A great deal of problems encountered by organizations are created internally.

• We contribute to our own problems not only because of the unintended consequences but also because of our mental models.

System as a Cause

• Cause and effect are often not close in time and space.

• Time delays and chain effects of actions often mask the connection between cause and effect.

Time and Space

• Common confussion between cause and symptom of problem leads to inappropriate treatment.

Cause vs.

Symptom

Systems vs. Linear Thinking

Systems Thinking ≠ Conventional Linear Thinking

System thinking involves:

• Dependent factors

• Loops of causes and symptoms; casuality is often circular.

• Factors are often not equally important; it could be even hierarchical.

Critical thinking is a skill

Critical thinking is the capacity to distinguishbetween beliefs(what we think is true) and knowledge(facts that are backed by accurate observation) helps us separate judgment from facts

Critical thinking involves subjecting facts and conclusions to careful analysis, looking for weaknesses in logic and other errors or reasoning

There is no single formula on how to think critically

Critical Thinking Skill

Why Do I Need to Think Critically?

Prof. Karen J. Warren of Macalester College suggests the following list :

1. Skepticism and independence 2. Open-mindedness and flexibility 3. Contextual sensitivity and empathy 4. Accuracy and orderliness

5. Persistence and relevance 6. Decisiveness and courage

CONCEPTS & RULES

Concept 1

Critical thinking requires one to know as much information about an issue as possible before rendering an opinion or making a decision.

Rule 1

Gather all information :

• Dig deeper

• Learn all you can before you decide

• Don’t mistake ignorance for perspective

CONCEPTS & RULES

Concept 2

To think critically about an issue, one must

understand the terms and concepts related to it.

Rule 2

Understand all terms

• Define all terms you use

• Be sure you

understand terms and concepts others use

CONCEPTS & RULES

Concept 3

Critical thinking requires that we know how

information has been acquired and that we

question the methods by which it was derived.

Rule 3

Questions how information is derived.

• Were they derived from scientific study?

• Were the studies well

conceived and carried out?

• Were there an adequate number of subjects?

• Was there a control group and an experiment group?

• Has the study been repeated successfully?

• Is the information anecdotal?

CONCEPTS & RULES

Concept 4

Critical thinking requires one to search for hidden biases and assumptions that may influence one’s understanding of an

issue or interpretation of data.

Rule 4

Question the source of information.

• Is the source invested in the outcome of the issue?

• Is the source biased?

• Do underlying

CONCEPTS & RULES

Concept 5

Critical thinking requires us to question the

conclusion drawn from facts to see if other

interpretations might be possible.

Rule 5

Question the conclusion.

• Do the facts support the conclusion?

• Correlation does not necessarily mean causation

CONCEPTS & RULES

Concept 6

Our knowledge of the world around us is evolving, so it is

necessary to accept uncertainty as an

inevitable fact of life and make decisions with the best information

Rule 6

Expect and tolerate uncertainty.

• Hard and fast answers aren’t always possible

• Learn to be

comfortable with not knowing

CONCEPTS & RULES

Concept 7

To become a critical

thinker it is necessary to examine the big picture - relationships and entire system.

Rule 7

Examine the big picture.

• Study the whole system

• Look for hidden causes and effects

• Avoid simplistic thinking

• Avoid dualistic thinking

Assignment

1. What’s the difference between scientific inquiry and non- scientific inquiry?

2. From your opinion, which one would be better for

understanding life sciences and technology, system thinking or linear thinking? State your arguments.

3. What is the relationship between systems thinking and

Submission

• Submit your assignment individually via e-mail to arni.rahmawati@gmail.com

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File type : pdf

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File name : PSTH_A1_NIM

e.g. PSTH_A1_16107055

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Mail subject : PSTH A1

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Deadline : January 26

^th

, 2015

23.59 WIB

• Only submission with relevant format will be

evaluated.

Sulawesi Fanged Frog (Limnonectes larvaepartus) The only tadpole laying frog species known

A discovery by Prof. Djoko T. Iskandar (Picture by Jimmy McGuire)

http://www.sith.itb.ac.id/?p=2411