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Research ,[object Object],[object Object]
a. A search or investigation directed to the discovery of some fact by careful consideration or study of a subject; a course of critical or scientific inquiry.  b. Without article: Investigation, inquiry into things. Also, as a quality of persons, habitude of carrying out such investigation.
Investigation or pursuit of a subject. R are. ,[object Object]
trans . To search into (a matter or subject); to investigate or study closely. Also, to engage in research upon (a subject, a person, etc.).  ,[object Object]
Google it. ,[object Object]
How to create new knowledge (or evaluate old stuff) ,[object Object]
Await revelation.
Await enlightenment.
Methodical evaluation.
Fake it.
How to do research ,[object Object]
Evaluate quality of sources ,[object Object]
What happens when you can't find the answer?
Don't forget ,[object Object]
We also assume that rational principles govern the world.
We further assume that humans are logical and capable of deducing these principles. ,[object Object]
Four Easy Steps ,[object Object]
Formulation of an hypothesis to explain the phenomena.  Often, the hypothesis often takes the form of a causal mechanism or a mathematical relationship.
Use of the hypothesis to predict the existence of other phenomena, or to quantitatively predict the results of new observations.
Performance of empirical tests of the predictions by appropriately designed experiments and, preferably, several independent experimenters.
What's Important? ,[object Object]
“The important thing is to never stop questioning.”
“The independence created by philosophical insight ... is the mark of distinction between a mere artisan or specialist and a real seeker of the truth.” ,[object Object],[object Object]
The  Problem 2005, Kaplan's Americas Hottest Colleges, Newsweek
The REAL Problem; (and the SOLUTION) ,[object Object]
College  (16 hrs/week * 15 weeks/ semester * 2 semesters) ,[object Object],[object Object],[object Object]
110.4 BILLION txt msgs. omg.
>100 million tweets ...
Biology ,[object Object]

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Biol161 01

Editor's Notes

  1. (A) Seed-shattering habits of rice panicles. Photos taken after grabbing rice panicles. (Left) Nonshattering-type cultivar, Nipponbare. (Right) Shattering-type cultivar, Kasalath, in which the seed has shattered. (B) Chromosomal locations of QTLs for seed-shattering degree, based on an F2 population from a cross between Nipponbare and Kasalath. Positions of circles indicate positions of QTLs, and circle size indicates the relative contribution of each QTL. Red circles, Nipponbare alleles contributing to nonshattering habit; blue circles, Kasalath alleles contributing to nonshattering. qSH1 is marked on chromosome 1 with the nearest DNA marker (C434). (C) NonÐseed-shattering habits of Nipponbare, Kasalath, and NIL(qSH1). Breaking tensile strength upon detachment of seeds from the pedicels by bending and pulling was measured (10). Increase in value indicates loss of shattering. NIL(qSH1), a nearly isogenic line carrying a Kasalath fragment at the qSH1 locus in the Nipponbare background, as shown in fig. S1A. (D) Photo of a rice grain. White box indicates position of abscission layer formation. (E to G) Nipponbare. (H to K) Kasalath. (L to N) NIL(qSH1). (E), (H), and (L) Longitudinal sections of positions corresponding to white box in (D). Arrows point to the partial abscission layer of Kasalath in (H), the complete abscission layer of NIL(qSH1) in (L), and the corresponding region of Nipponbare in (E). (F), (I), and (M) Scanning electron microscope (SEM) photos of pedicel junctions after detachment of seeds. (G), (J), (K), and (N) Close-up SEM photos corresponding to white boxes in (F), (I), and (M). (G) Broken and rough surface of Nipponbare when forcedly detached. (N) Peeled-off and smooth surface of NIL(qSH1) upon spontaneous detachment. In Kasalath, rough center surface (K) and smooth outer surface (J) are observed. Scale bars: 500 µm in (E), (H), and (L); 100 µm in (F), (I), and (M); 10 µm in (G), (J), (K), and (N). http://www.sciencemag.org/cgi/content/full/312/5778/1392?maxtoshow=&HITS=10&hits=10&RESULTFORMAT=&andorexacttitleabs=and&andorexactfulltext=and&searchid=1&FIRSTINDEX=0&volume=312&firstpage=1392&resourcetype=HWCIT
  2. Modern examples of dehiscent wild einkorn wheat ear (A) and spikelet (B). Detail of spikelet with smooth wild abscission scar (C), indehiscent domestic ear (D), and detail of spikelet with jagged break (E) are shown. The bar chart (F) gives relative frequencies of subfossil finds with the absolute figures. Records from Aswad and Ramad (6) are of barley; the other four sites are of wheat. http://www.sciencemag.org/cgi/content/full/311/5769/1886