supporting a scientifically literate society

College of Agricultural Sciences

Supporting a Scientifically Literate Society


Bruce A. McPheronCollege of Agricultural Sciences

Penn State University


My CollaboratorsMy Collaborators• Scott Angle• Lee Todd• Tom Zinnen• Laurel Norris• Steven Rosenstone• Karen Bell• Jeffrey Vitter• Hands-on Science teams




• Communication• Implications of failure to educate• Targets of our education efforts


Supporting Scientific LiteracySupporting Scientific Literacy• Is fundamental

science inaccessible to the non-specialist?

• USDA, NSF, NIH all focus on translational science and outreach to non-specialist audiences


Make Science AccessibleMake Science Accessible

• The communication of science is important at multiple levels– Technical knowledge to the next

generation of scientists and academics– Discovery, accessibility, and excitement to

non-technical audiences• Attraction to the field• Understanding social issues• Understanding the role of scientists


Bio-Inspired Sensor DevicesBio-Inspired Sensor Devices

• Science in Pasteur’s Quadrant– High potential for new knowledge– High potential for utility


Current Artificial Nose TechnologyCurrent Artificial Nose Technology

• Consist of an array of sensors selective for different sets of compounds

• The array of sensors will respond with a unique pattern in response to a given compound that may be recognized by a computer algorithm

Sensor 1 Sensor 2 Sensor 3

CPU

Sensor NO

dor

1O

dor

2O

dor

3

Odo

r 1

Odo

r 2

Odo

r 3

Odo

r 1

Odo

r 2

Odo

r 3

SensorResponse


Biology of Insect OlfactionBiology of Insect Olfaction

• Dendrites of the neurons project from sensilla, where odorants enter through pores

• Several tens of types of sensilla, incorporating different olfactory neuron types, reside on the surface of the antennae, which are spatially organized

• Stimulation of the neurons mostly leads to excitation, but sometimes inhibition.

Pore

Dendrite

SensillarLymph

Axon

SensoryNeuron

Cuticle


Background: Biology of Insect OlfactionBackground: Biology of Insect Olfaction

• Moth antennae contain about 105 olfactory neurons

• Functionally organized axons project to specific glomeruli

• The number of glomeruli and olfactory neuron types are approximately equal

• The male Agrotis ipsilon has 66 glomeruli• At the base of the antenna, ensembles of

spatially organized firing axons give rise to the EAG potential.

• A technology for interfacing to the different classes of olfactory neuron axons could multiply the number of sensors many-fold

Glomeruli

AntennalNerve

Antenna withSensillae


The EAG artificial noseThe EAG artificial nose• Insect antennae serve as

the selective sensors• The sensor signal is the

electroantennogram(EAG) potential, measured across insect antennae of different species

• Antennae are sensitive to some odors down to parts per billion.

• Response times to filaments of odor are on the order of 200 ms

Response of FET amplifier drain current toEAG potentials applied to the gate for thePotato beetle. Odor: “green leaf “(Z-3-hexen-1-ol) Concentrations are indicatedon the x axis (SchoningSchoning et. al.)et. al.)

FET

Dra

in c

urre

nt


Cross channel event correlationCross channel event correlation

• The program searches across channels for peaks occurring within 0.16 s (user defined parameter)

• Peaks are grouped and define a multi-channel event. • 5 features per channel x 4 channels = 20 features max• Events are again thresholded by the largest trough to peak in the

multichannel event

-1.0E-03

-5.0E-04

0.0E+00

5.0E-04

1.0E-03

1.5E-03

2.0E-03

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1time, seconds

EAG

Vol

tage

, Vol

ts Male Helicoverpa ZeaMale Trichoplusia Ni

Event separation time < 0.16 s


Eigenvectors of the Covariance MatrixEigenvectors of the Covariance Matrix• The eigenvectors may have any

magnitude, and point in the directions of the axes of the d-dimensional Gaussian

Eigenvector 0

Eigenvector 1

x

y

• When the eigenvectors are normalized to have unit length, the exponent of the Gaussian may be expressed

( )( )∑=

−•−

d

n n

n

1

2

21

λμxV

• The eigenvalues may be considered equal to the variance along each eigenvector


Biosensors: Learning from NatureBiosensors: Learning from Nature

Heliothis virescens male



EAG responses to soil samples

Blank reference soil 2,4-DNT containing soil

4 .47 4 .58 4 .70 4 .82 4 .93 5 .05 5 .17 5 .28 5 .40 5 .52 5 .63

C h 1 : 5 0 m V/d i v (F i lt: 0 ); Ch 2: 50 mV/d iv (F il t : 0); Horz : 7 s/ d iv

0 . 37 0 . 48 0 . 60 0 . 72 0 . 83 0 . 95 1 . 07 1 . 18 1 . 30 1 . 42 1 . 53

C h 1 : 5 0 m V/d i v (F i lt : 0 ); Ch 2: 50 mV /d iv ( F il t : 0) ; H orz : 7 s/d iv


Biosensors: Learning from NatureBiosensors: Learning from NatureEcstasy

250 s

260 s

270 s

280 s

290 s

400 mV

-400 mV

800 mV

-800 mV

Sig129(1)Sig129(2)Sig129(3)Sig129(D)

Methamphetamine

70 s

80 s

90 s

100 s

110 s

400 mV

-400 mV

800 mV

-800 mV

Sig129(1)Sig129(2)Sig129(3)Sig129(D)

Marijuana

140 s

150 s

160 s

170 s

180 s

400 mV

-400 mV

800 mV

-800 mV

Sig135(1)Sig135(2)Sig135(3)Sig135(D)

100 s

110 s

120 s

130 s

140 s

400 mV

-400 mV

800 mV

-800 mV

Sig130(1)Sig130(2)Sig130(3)Sig130(D)

Blank


Learning from NatureLearning from Nature

• Once we’ve “learned from nature,” what do we do with the knowledge? We translate that research.


Scientific Literacy – Our Mission?Scientific Literacy – Our Mission?

• What is Science?• Who does Science?• Who pays for Science?• Can I understand Science?• What does Science do for my life?

• What is OUR responsibility?


What is at Stake?What is at Stake?

• Why do “regular people” need to understand science?

• What are the consequences of a failure to promulgate science literacy?


Genetically Modified FoodsGenetically Modified Foods

Photo credits United Soybean Board, PSU


Genetically Modified FoodsGenetically Modified Foods

Photo credit United Soybean Board

College of Agricultural Sciences Courtesy NIH


Evolution and Intelligent DesignEvolution and Intelligent Design

Judge rules against ‘intelligent design’‘Religious alternative’ to evolution barred

from public-school science classes

Evolution Shares a Desk With 'Intelligent Design'

'Intelligent design' backers lose in PennsylvaniaThe court verdict in a landmark lawsuit on "intelligent design" is weeks away, but voters in Dover, Pa., delivered their judgment this week by sweeping out eight of nine school board members who decided that ninth-grade science students must be told the concept is an alternative to evolution….

http://www.msnbc.msn.com/

http://subscribe.washpost.com/contactus.nsf/frmsubscribezip?openform&code=wc


Cloned animals 'safe to eat'

By Richard Black BBC Science Correspondent

An influential committee of scientists in scientists in the USA has declared that that eating food made from cloned animals animals appears to be safe. However, it says that products made from from genetically-modified animals could could pose a risk to human health.


Endangered SpeciesEndangered Species

Photo credits USFWS, Cincinnati Zoo,Stockholm Herpetological Society


A Scientifically Literate SocietyA Scientifically Literate Society• Who is our audience?

– Students in science• The next generation of professionals

– Students in other disciplines• First step in creating life-long learners

– Life-long learners• Voters• Legislators• Donors to our enterprises


The Great Insect FairThe Great Insect Fair

Selling science “on the sly”


Influencing Science Education –Integrated Pest Management


22 Pa. Code, Chapter 4, Appendix BFinal Form - January 5, 2002Academic Standards in Environment and

Ecology4.5. Integrated Pest ManagementPennsylvania's public schools shall teach,

challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:




4.5.4. GRADE 4A. Know types of pests.

– Identify classifications of pests. – Identify and categorize pests. – Know how pests fit into a food chain.

B. Explain pest control. – Know reasons why people control pests. – Identify different methods for controlling specific pests in the

home, school and community. – Identify chemical labels (e.g., caution, poison or warning).

C. Understand society’s need for integrated pest management. – Identify integrated pest management practices in the home. – Identify integrated pest management practices outside the home.

Source: http://paipm.cas.psu.edu/standards.html




• Resources for teachers– Web sites– Lesson plans– Reference books and manuals– Images– Continuing education

• Resources for administrators• Resources for students• Resources for parents


Influencing Science Education –Teaching the Teachers

Influencing Science Education –Teaching the Teachers

• Insect Connection for Educators– Pre-service K-12 teachers


What is our responsibility?What is our responsibility?

• Every ear is an audience• Every audience deserves scientific

accuracy• Clarify the connection between the blue

sky and everyday life

supporting a scientifically literate society

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