{"id":629,"date":"2019-07-26T19:47:37","date_gmt":"2019-07-26T19:47:37","guid":{"rendered":"https:\/\/eportfolios.macaulay.cuny.edu\/science-forward\/?page_id=629"},"modified":"2025-09-30T03:32:20","modified_gmt":"2025-09-30T03:32:20","slug":"video-scientific-uncertainty","status":"publish","type":"page","link":"https:\/\/openlab.macaulay.cuny.edu\/science-forward\/video-scientific-uncertainty\/","title":{"rendered":"Video: Scientific Uncertainty"},"content":{"rendered":"\t\t
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Video:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Scientific
Uncertainty<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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For scientists, uncertainty is not something to be worried about or avoided. It’s something to be quantified, understood and explained. It’s even part of the process that drives science forward.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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How to Use this Video<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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This video explores what scientists mean when they talk about uncertainty, and how that’s different from the way this uncertainty is often perceived by the public. We start with 2014’s record heat wave, and end up with a discussion about how scientists quantify uncertainty and the value of expertise.<\/p>

Find the video below, as well as some of the important Science Senses it features relating to sample size effects, understanding accuracy and precision, and understanding the value of scientific expertise and consensus.<\/p>

Have thoughts about the video? What resources or activities have you used to teach this topic in your class? We\u2019d love to know – share your voice by sending us a message below \ud83d\ude42<\/p>

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Science Senses Featured in this Video<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Understanding sample size effects<\/p>

Quantifying variability and uncertainty<\/p>

Repeating measurements<\/p>

Understanding accuracy and precision<\/p>

Thinking probabilistically<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Drawing conclusions from data<\/p>

Communicating science<\/p>

Employing reasonable skepticism<\/p>

Making progress in science<\/p>

Understanding the value of scientific expertise and consensus<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Video Pairings<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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\"climate<\/a><\/figure>

Climate Change<\/a><\/h3><\/div><\/div>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Activities & Lesson Plans<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Good headline \/ bad headline – there is an opportunity here to discuss how scientific findings are translated (and mistranslated) in the popular press. Choose a recent science news item and have students find articles that report on that finding. Have them compare those articles with the original peer-reviewed presentation of those data. Which news articles most accurately represent the scientific finding? Which are misleading? Why?<\/p>

Skepticism discussion – Dr. Block says that “a good scientist is a good skeptic for their own data set.” What does that mean? Does this mean we should be skeptical of everything? Why \/ why not? There is a push for some scientists to stop calling people who don’t think the climate is changing “climate skeptics” and to start calling them “climate deniers.” Why do you think this is?<\/p>

Statistical analysis – this video is a good time to have students think about quantifying variability and error. Give students a set of data from any field and have them analyze it using basic descriptive statistics. Calculating means, standard deviations, variances, standard errors, and confidence intervals is a great way to have students begin to think about how we can go from a table of numbers to conclusions. You can also have students visualize these statistics.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Readings<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Hansen et. al. 2012. Perception of climate change. PNAS. E2415-E2423.<\/p>

Pigliucci, M. Chapter 6: Science and Politics from Nonsense on Stilts: How to Tell Science from Bunk. Chicago: The University of Chicago Press.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Contact Us<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Have an idea for how to use this video in class? Want to give us feedback? Let us know!<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Share on your Network<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Video: ScientificUncertainty For scientists, uncertainty is not something to be worried about or avoided. It’s something to be quantified, understood and explained. It’s even part of the process that drives science forward. How to Use this Video This video explores what scientists mean when they talk about uncertainty, and how that’s different from the way … <\/p>\n

Continue reading “Video: Scientific Uncertainty”<\/span><\/a><\/p>\n","protected":false},"author":16,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"elementor_header_footer","meta":{"portfolio_post_id":0,"portfolio_citation":"","portfolio_annotation":"","openlab_post_visibility":"","footnotes":""},"class_list":["post-629","page","type-page","status-publish","hentry","entry"],"_links":{"self":[{"href":"https:\/\/openlab.macaulay.cuny.edu\/science-forward\/wp-json\/wp\/v2\/pages\/629","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/openlab.macaulay.cuny.edu\/science-forward\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/openlab.macaulay.cuny.edu\/science-forward\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/openlab.macaulay.cuny.edu\/science-forward\/wp-json\/wp\/v2\/users\/16"}],"replies":[{"embeddable":true,"href":"https:\/\/openlab.macaulay.cuny.edu\/science-forward\/wp-json\/wp\/v2\/comments?post=629"}],"version-history":[{"count":6,"href":"https:\/\/openlab.macaulay.cuny.edu\/science-forward\/wp-json\/wp\/v2\/pages\/629\/revisions"}],"predecessor-version":[{"id":2172,"href":"https:\/\/openlab.macaulay.cuny.edu\/science-forward\/wp-json\/wp\/v2\/pages\/629\/revisions\/2172"}],"wp:attachment":[{"href":"https:\/\/openlab.macaulay.cuny.edu\/science-forward\/wp-json\/wp\/v2\/media?parent=629"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}