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Maarif TYT Biyoloji Kampı 1. Gün | Biyolojiye Giriş, Bilimsel Yöntem ve Etik — Transcript

by Cici Biyoloji · 7,183 words · 1,156 segments · language en · Watch on YouTube

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0:00The best team at Maarif, the best
0:02biology at Maarif, Tayfun Teacher, also
0:05known as Cici Biology, is here. Why the
0:08best biology? Because friends, there is
0:11only one biology at Maarif. That’s
0:13why we are the best. Yes, dear friends,
0:15our Maarif TYT camp is starting. We
0:17shall begin in the name of God. This is
0:19our first video, meaning the first
0:20video where we teach a lesson. In this
0:22video, we will cover the 9.1.1, 9.1.2,
0:25and 9.1.3 learning outcomes. These are,
0:28friends, the first topics of Maarif TYT
0:30. In 9.1.1, we have turning points in
0:33biology. In 9.1.2, we have the
0:35scientific method, the nature of
0:36biology, or the nature of science. In
0:399.1.3, we will talk about scientific
0:40ethics and finish the first video. The
0:43video link or the uh, PDF link is below
0:46. You can visit our Maarif Team website
0:49, sign up for free, and download the
0:51PDF, we say. Additionally, you can find
0:54our schedule for this 35-day camp,
0:56including what will be taught and done
0:59each day, on our Instagram and YouTube
1:02accounts, dear friends. Now, without
1:05beating around the bush, let’s get to
1:07our lesson. Yes, respected friends,
1:09first we will start with the concept of
1:12biology. What is the concept of biology
1:14? Friends, what comes to mind when we
1:16say biology? Living things come to mind
1:17. So, biology is essentially the branch
1:20of science that studies living things,
1:22but we can't just stop there. After all
1:24, living things live within a
1:25non-living environment. They live
1:26depending on the non-living environment
1:28, friends. Therefore, since we can't
1:30just limit it to living things, there
1:32is a field we call ecology, friends.
1:34Here, in our first outcome, there are
1:36some topics related to space. For
1:38example, what comes to mind when we say
1:40space? Engineering comes to mind. When
1:41we say space, physics and mathematics
1:43come to mind. But actually, friends,
1:45biology is also needed in space for
1:48living things or astronauts to work and
1:51function properly. Meaning, we have
1:53various problems in space. What are
1:55these problems? Let's give examples.
1:56For instance, there is the problem of
1:58extreme temperatures, radiation, and a
2:00zero-gravity environment. There is the
2:01problem of lack of oxygen. There are
2:03nutritional requirement problems. Where
2:04is the solution to all these problems,
2:06friends? The solution to all these
2:07problems is biology. There is a film
2:09called The Martian. Many of you have
2:10watched it. If you remember in the film
2:12The Martian, what was that one person
2:14left alive on Mars? He was a botanist.
2:16What was he doing with the potatoes he
2:17collected, friends? He was growing them
2:18. He had achieved the first
2:20colonization on Mars. Actually, biology
2:21is a very important branch of science.
2:22Don’t mind the different perspective
2:25towards biology in Turkey. Space
2:27research is very exciting, but it is
2:29not just an engineering problem. Or it
2:32doesn't just fall under the field of
2:33engineering. Of course, it also falls
2:35under the field of biology, friends.
2:36Naturally, biological systems are also
2:39important, friends. Especially the
2:41human body can be exposed to serious
2:43problems in the space environment. For
2:45example, radiation is a serious problem
2:47. Extreme temperature changes,
2:49zero-gravity environment, lack of
2:51oxygen, nutritional requirements, bone
2:53loss, weight loss, joint problems—
2:55what are all these, friends? These are
2:58problems. There are also ecological
2:59problems. Oxygen production, waste
3:01management, nutrition, infection; what
3:04are all these? They actually appear as
3:07those biological problems in space, we
3:10say. Now we say biology is the key to
3:13life in space. Why do we say this,
3:16friends? Because how will a human adapt
3:18to space conditions in space? We can
3:20find the answer to this with biology.
3:22How will food be grown in space? How
3:23will plants grow in space? We can
3:25answer this with biology. How will
3:26oxygen be produced? We can answer this
3:28with biology. The control of
3:30microorganisms or their processes is
3:31also related to biology. After all,
3:33there are germs here too. There will be
3:34problems here as well. So, if you have
3:36a thought like "I won't get sick when I
3:37go to space," you are mistaken, friends
3:39. Again, we say that all this
3:41information will form the foundation of
3:43sustainability in a habitable
3:45environment in space. What is there in
3:48this exam that saves lives, friends?
3:49Biology is not just a course where we
3:51learn the names of living things. I
3:53mean, "I know biology.""I know all the
3:55cats and dogs." No, friends. Biology is
3:58a very, very important basic science
4:00that produces solutions in many fields
4:02such as health, environment, living
4:04beings, agriculture, sustainability,
4:06ecology, genetics, heredity, and life
4:08in space. We even say it is the most
4:11important basic science in Europe and
4:13America. So, is it possible for humans
4:16to live in space? Can we live in space?
4:18Of course, for example, there are
4:20people living on the space station
4:21right now. So, what are the problems in
4:22space? We learned about them on the
4:24previous page. Extreme temperatures,
4:25cold—in other words, temperature
4:26changes in living beings directly
4:27affect the functioning of our enzymes.
4:29High-energy radiation. Now, what is
4:31missing here? UV rays, uh, the ozone
4:33layer is missing. We have left the
4:35ozone layer; we have left Earth.
4:36Therefore, we are directly exposed to
4:37solar rays, cosmic rays, and alpha,
4:39beta, and gamma radiation, friends. And
4:41there is weightlessness, and we are
4:42spinning very fast, friends. Don't be
4:44fooled by the view; one is orbiting the
4:46Earth at high speed. And there is a
4:48closed living environment. There is an
4:49oxygen problem. There is a food problem
4:50. There is the problem of waste
4:52disposal and water. All of these make
4:53biology a necessity, friends. The
4:56textbook actually mentions two devices
4:58here called centrifuge and MOXIE. And I
5:00definitely think that, most likely,
5:02friends, a question about the MOXIE
5:04device might appear on the first exam
5:07in 2028 regarding biology. A question
5:09about the centrifuge issue. What is a
5:10centrifuge? What happens to the human
5:13body under different gravity conditions
5:15? It researches this, friends. Because
5:17you spin very fast in space, friends.
5:19Remember Alper Gezeravcı. What is the
5:21MOXIE device? The MOXIE device is a
5:23device that allows oxygen to be
5:25produced on Mars, similar to plants,
5:27but it produces oxygen from carbon
5:29dioxide, not water, friends. I repeat,
5:31it produces it from carbon dioxide. So,
5:33what is the MOXIE device? It is a
5:35device that allows oxygen to be
5:36produced from carbon dioxide. This
5:38device enables the production of
5:40breathable air in space. The device is
5:43large, and it is aimed to increase the
5:46oxygen ratio, especially on Mars, by
5:48creating many of these devices. Let's
5:51look at the important note. To sustain
5:54life in space, biology needs to work
5:56with many sciences such as engineering,
5:58chemistry, physics, computer science,
6:01and materials science—that is,
6:02metallurgy—and in fact, all systems
6:05and sciences working together through
6:07interdisciplinary cooperation, what we
6:09call STEM, can create a clearer and
6:12more habitable universe, world, and
6:14planet. Friends, now we have come to
6:17the definition of biology. What is
6:19biology? Biology is the branch of
6:21science that examines the structure and
6:23functions of living organisms, the, uh,
6:24interactions and organization between
6:26these structures, their cooperation, as
6:28well as the genetic makeup and
6:29embryonic development of living beings
6:31—essentially, it studies everything
6:33about them, including their
6:34relationships with each other and their
6:36environment. Biology, biology is a very
6:38important branch. Look, I'm not just
6:40saying this. I don't say this just
6:41because I'm a biology teacher, but
6:42truly, in Europe and America,
6:44especially in America, for instance, in
6:45exams similar to the YKS, they have
6:47Biology 1 and Biology 2 exams, just
6:48like how math questions are divided
6:50into Math 1 and Math 2 here. It's like
6:52that over there too, so biology is that
6:53important, folks, I'll tell you that.
6:54So, what fields does biology contribute
6:56to? For example, health; what you call
6:57medicine is actually biology. What you
6:59call pharmacy is biology. What you call
7:01dentistry is biology. They are actually
7:02, automatically, sub-branches of
7:04biology. Environment, ecology,
7:05sustainability, right folks? These are
7:07all related to biology. The efficiency
7:09of nutrients, uh, the efficiency of
7:10agricultural products, getting higher
7:12yields. What were these always? Related
7:14to biology. Economy. Ultimately, if you
7:16cannot produce resources or use them
7:18properly, what is this economy? It is
7:19again related to biology.
7:20Sustainability is actually related to
7:22the environment as well. What is
7:23sustainability? It is the transfer of
7:25existing resources to the living beings
7:26and humans who come after us. So, what
7:28is biology, friends? Health,
7:30environment, agriculture, and the
7:32future. All of these can actually fall
7:34within the definition of biology
7:36together. In the textbook, where
7:38biology is explained, there is a QR
7:39code that tells the story of the
7:40discovery of penicillin. It actually
7:41talks about the impact of the discovery
7:43of penicillin on the world and living
7:45beings in terms of biology. Penicillium
7:48is a toxin obtained from a type of
7:50cheese or mold fungus, so it is
7:52actually a toxic substance, friends. It
7:56is a poisonous substance. Due to a
7:57mistake made in the experiments, for
7:59example, Fleming sees that bacteria did
8:02not grow in the middle of this
8:03experiment, as you can see. Look, there
8:05is a completely empty area in the
8:07middle. He sees that bacteria did not
8:08grow. When I did research here, he sees
8:10the Penicillium bacteria here, friends.
8:12There is penicillin in the Penicillium
8:14bacteria. He discovers this in the year
8:171928 or 29. So he discovers that
8:19penicillin kills bacteria and causes
8:22trouble for them, but he cannot turn it
8:25into an antibiotic. I mean, he
8:27researches for years and finally gives
8:29up. But after that, just before World
8:31War II, two scientists—it could be in
8:33England, London, or America—produce
8:36the first antibiotic on this path
8:37started by Alexander Fleming, friends.
8:40Antibiotics are currently the most
8:42important medicine for many people
8:44today to recover from infections very
8:46easily. So, it increases people's life
8:48expectancy. In the past, people's life
8:50spans were shorter. The reason for this
8:51is that. Infections used to kill people
8:53very quickly, friends. Let's put it
8:54that way. We have come to the turning
8:55points of biology. Now, biology is a
8:57branch of science. It is a basic
8:58science and there are certain turning
9:00points in biology. Meaning, there are
9:02very important developments. One of
9:04these developments is Akşemseddin
9:06mentioning things that resemble the
9:08name "microbe." He actually cannot
9:10quite mention it. Why? The time when
9:12Akşemseddin lived, the 15th century,
9:13when Istanbul was conquered. century
9:15times, there were no microscopes then.
9:17I mean, they existed, but they were
9:18produced in places like Holland.
9:20Akşemseddin doesn't know much about
9:21these, just from eyeglass lenses.
9:23Therefore, Akşemseddin does not know
9:26the micro world. Although he did not
9:28know about the micro-world, friends, he
9:30mentioned in his book that some disease
9:32agents could be transmitted from one
9:34living thing to another, meaning from
9:36human to human. This shed light on the
9:39foundations of germ theory. But of
9:41course, this subject of Akshamsaddin is
9:42unfortunately not very scientific. Why?
9:45Because there were no microscopes at
9:46that time. But when we reach the 1600s,
9:49friends, the microscope is invented,
9:51and a very famous scientist, Robert
9:53Hooke. Robert Hooke. This Robert Hooke
9:56conducts studies in 1665 using a
9:58microscope he developed himself,
10:00friends. In his studies, he sees hollow
10:04chambers. He sees these yellow-colored
10:07hollow chambers. In the section he
10:09obtained from a bottle cork. He calls
10:12these chambers "cellula". Which means "
10:15cell" in English and "hücre" in
10:17Turkish. The first observation of a
10:19cell. Therefore, the work done by
10:22Robert Hooke in 1665, as well as by the
10:24Dutch scientist Anton van Leeuwenhoek,
10:27opens a major new era in biology with
10:29the invention of the microscope. It
10:31also gives rise to the scientific
10:33fields we call cytology and
10:35microbiology. Later, when we reach the
10:381800s, scientists named Schleiden and
10:40Virchow, specifically Theodor Schwann,
10:42Matthias Schleiden, and Rudolf Virchow,
10:45establish cell theory with their work.
10:48There are general principles regarding
10:49the cell that are still accepted today.
10:51What are these? They state that all
10:53living things are composed of one or
10:55more cells. They state that the cell is
10:57the smallest structural and functional
10:58unit of all living things. They state
11:00that existing cells are formed by the
11:02division of previous cells. They state
11:04that hereditary material is inside the
11:06cell. Additionally, friends, they state
11:07that metabolic activities take place
11:09within the cell. These five points
11:11constitute the cell theory. Friends
11:13watching this video can slow it down
11:15and take notes on this part. Later,
11:18also in the 1800s, a monk named Gregor
11:21Mendel discovers the rules of
11:23inheritance that are still accepted
11:25today through his experiments with peas
11:28in his monastery garden. Discovering
11:31the rules of inheritance is one of the
11:32most fundamental events in biology. Of
11:34course, he was unaware of this while he
11:36was alive. In other words, Mendel is a
11:38legend now. But he didn't know he was a
11:39legend, by the way, friends. Because
11:41when he died, he wasn't a very
11:43well-known scientist. We had mentioned
11:45the discovery of antibiotics. The
11:47discovery of antibiotics, especially
11:49with their production, prevented
11:50bacteria from causing fatal illnesses
11:52in humans. The discovery of the
11:54double-helix structure of DNA, as you
11:55can see, we are talking about the year
11:561953. So we have now reached the 20th
11:57century. century. Here, friends, there
12:00are three scientists named Watson,
12:02Crick, and Franklin. And we can add
12:03Wilkins to these three scientists,
12:05friends. In their work, they revealed
12:08that DNA has a double-helix structure.
12:11And one of the greatest discoveries in
12:13science is the discovery of the
12:14double-helix structure of DNA, friends.
12:17Watson, Crick, and what was it, friends
12:20? Rosalind Franklin; I repeat, it is
12:22the birth of biology. It is the birth
12:24of molecular biology. It is the birth
12:25of genetics. It is the birth of genetic
12:27biology. And this discovery, friends,
12:29opened the doors to many things in
12:30biology in later times. For example,
12:32what did it open, friends? Recombinant
12:34DNA technology. Professor, what is
12:35recombinant DNA technology? Recombinant
12:38means being rearranged. So it is the
12:41DNA technology that allows for the
12:42rearrangement of DNA, friends. The
12:45technology that allows you to transfer
12:47a gene you take from one organism to
12:49another is called recombinant DNA
12:51technology, friends. And what we call
12:53the polymerase chain reaction is PCR.
12:55With PCR, we can replicate any DNA
12:58sequence we want millions of times. PCR
13:01technology lies at the foundation of
13:03many genetic studies today, friends.
13:06From the discovery of diseases to
13:08forensic medicine, disease diagnosis,
13:11and genetic analysis, PCR technology
13:13serves in many fields. When it comes to
13:16cloning living organisms, the most
13:17famous one here is Dolly. She wasn't an
13:19IT expert, but she is very famous.
13:20There was even a Megan or something
13:22back then, Dolly. Dolly was named after
13:23an Irish singer who was famous back
13:24then, friends. That Irish singer had,
13:26uh, very large breasts. That's why the
13:29mischievous Wilmut and the scientists
13:31with him at the time played a prank and
13:33gave this sheep the name of that Irish
13:35singer. So, unfortunately, there is a
13:37bit of male chauvinism here, friends.
13:40Uh, there's nothing to be done. I was a
13:42child back in 1996. I remember it very
13:44well. It was breaking news on the
13:45broadcasts. An animal had been cloned.
13:47This Dolly is an exact copy of her
13:49mother. The nucleus of the cell taken
13:52from the mother's mammary gland is
13:53placed into the surrogate mother's egg
13:55after it's been emptied, then it's
13:56given an electric shock to trigger
13:58division, and Dolly is formed. So, in
14:00short, it means this. It means that
14:02another one of me can be created,
14:03friends. Of course, there are ethical
14:05problems with this. Uh, and that's why
14:07the goal of cloning living things here
14:09is actually to be able to create arms,
14:11legs, and organs for people. But, of
14:13course, they couldn't do that, but they
14:14were able to create the entire living
14:15creature. Friends, the Human Genome
14:18Project was partially defined in 2003,
14:20or maybe it was completed in the 2000s.
14:23A project that was fully completed.
14:25Meaning, the human gene map was created
14:27. It is known which gene does what in
14:29our body. It is known what each gene
14:31does. This is called the Human Genome
14:34Project, friends. Another turning point
14:36is the CRISPR-Cas technique. Two female
14:39scientists, friends. One is named
14:42Charpentier, I don't know, I forgot. Uh
14:44, Doudna might be the other one. With
14:46the work done by these two female
14:48scientists, Charpentier and Doudna,
14:51friends, it became the subject of that
14:53Cem Yılmaz bit. So, what was Cem
14:56Yılmaz doing in that bit? You know how
14:58Cem Yılmaz was saying, "let there be a
14:59little something related to the child,"
15:00in his skit. Well, actually, you can
15:02transfer any allele you want. You can
15:03transfer the allele you want to
15:05wherever you want. I mean, it's a
15:06tremendous technology. It's a
15:08technology that could create super
15:10humans, super living beings. I'd like
15:12to express that. But it also has
15:14ethical and safety issues. Then it came
15:17to mRNA studies. mRNA technology is a
15:19technology developed entirely for
15:20cancer. Meaning, it is a technology
15:22aimed at eradicating cancer diseases.
15:24However, uh, especially during the
15:26Covid era, there are mRNA agents that
15:28were also attempted to be used as mRNA
15:30vaccines. These agents enter the cells
15:31and ensure the production of the
15:33desired protein. An important step. I
15:36hope this technology develops and can
15:37save the whole world from cancer. It
15:39emphasizes something important. Thanks
15:41to modern biology, humans no longer
15:43just observe living things. Humans read
15:46DNA, replicate DNA, map DNA, and can
15:50edit DNA. Just think, 100 years ago we
15:52couldn't do any of these. Look, 100
15:54years ago we couldn't do any of this.
15:56But right now, mankind is reading DNA.
15:59It knows what each gene is used for.
16:01They replicate them, modify them, and
16:03by mapping them, they can say, "You
16:05have this cancer gene" or "You have
16:07that gene," my friends. Yes, there is
16:09an activity here that is also found in
16:11the textbook, friends. You can do this
16:13activity yourselves. What did you know
16:15before listening to this topic? What do
16:18you want to know? You can use
16:19techniques like "what have I learned."
16:21There are concepts here. What are these
16:23concepts? For example, what is a
16:24microscope? With the microscope, cells
16:27became visible, and microorganisms
16:29began to be seen. When we say vaccine,
16:31mRNA technology comes to mind. When we
16:32say Mendel, heredity and the human
16:34genome project come to mind. It is
16:35known what the genes of human alleles
16:36are used for. When we say Watson and
16:38Crick, DNA and its helical structure
16:40come to mind. Recombinant DNA, the
16:42issue of making changes on DNA, the
16:44issue of transfer—Akşemsettin talked
16:46about microbes, saying that a microbe
16:48is a seed that can be transmitted from
16:50living thing to living thing. Biology
16:53is the science of life, a definition or
16:55a completely broad explanation.
16:57Alexander Fleming is the person who
16:59discovered antibiotics, while
17:00CRISPR-Cas is the technique that allows
17:02for cutting and editing desired changes
17:04on DNA. You need to keep these in mind
17:07one by one. Then let's come to science.
17:09What is scientific knowledge, what is
17:10science? Can science change? That is,
17:12scientific knowledge is testable
17:14knowledge. Scientific knowledge is
17:16knowledge that can be tested by other
17:18living beings, other people, and other
17:21scientists, my friends. It is provable
17:23or refutable. Scientific knowledge. For
17:25example, when we say water boils at 100
17:28degrees Celsius, this is scientific
17:30knowledge. This scientific knowledge is
17:31testable knowledge, my friends. Well,
17:33can scientific knowledge change? While
17:35there are scientific facts that have
17:37become laws, many pieces of scientific
17:39knowledge are subject to change. For
17:41instance, 70, 80, or 100 years ago,
17:44what did people think about maggots 100
17:46years ago? Imagine, people thought they
17:49originated from meat, or they believed
17:51that mice could emerge from dirty
17:53laundry. But we know this is not true.
17:56What are the rules and responsibilities
17:58that scientists must follow in
17:59scientific research? What is a
18:01scientist, my friends? A scientist will
18:02not act crookedly, will not be a liar.
18:04They will not be a traitor, they will
18:06not steal. By theft, I mean scientific
18:08theft, that is, they will not steal
18:10information from others, my friends. If
18:12they do take it, they will cite it.
18:13They will say, "Look, brother, I did
18:15this, this, and this." They will say, "
18:17This scientist also provided me with
18:19this kind of help," my friends. During
18:21the Renaissance, Redi, and towards the
18:241900s, Louis Pasteur eliminated the
18:26theory that living things come from
18:29non-living things. That is, until the
18:31Renaissance, there was a view that
18:33living things originated from
18:34non-living things. We call this
18:36abiogenesis, but it was not accepted
18:38for centuries. But later, two young men
18:40appeared. Francesco Redi and Louis
18:42Pasteur. These two scientists refuted
18:44the theory that living things originate
18:47from non-living things with their work,
18:49my friends. So what did Redi do here?
18:52Let's look at what Redi did, dear
18:53friends. Redi took three jars. He
18:56closed one jar. He saw that the meat
18:58did not spoil. He covered the second
18:59jar with a cloth that would allow air
19:01to enter, and he saw that the meat
19:02still did not spoil. What did he do
19:04with the third jar, my friends? He left
19:06it open and saw that the meat had
19:07become infested with maggots, and he
19:08said, "Look," he said, "the meat...
19:10maggots do not form." He said that the
19:12maggots here come from flies and that
19:14living things can only come from other
19:16living things, Redi did. But of course,
19:18they still didn't believe Redi. Let's
19:20mention that as well, friends. But what
19:21does Redi say, friends? He says that
19:23living things come from pre-existing
19:25living things. In other words, the
19:27theory of biogenesis. What did Redi
19:29actually do here? He conducted a
19:31controlled experiment. Teacher, what is
19:33a controlled experiment? In a
19:34controlled experiment, friends, the
19:36test is performed by changing only one
19:38condition. The variable that changes
19:40when that one condition is altered is
19:42called the independent variable. For
19:44example, covering it with cloth is the
19:45independent variable here. Closing the
19:47jar lid completely is the independent
19:49variable. But whether the meat spoils
19:51or not as a result of this is the
19:53dependent variable, friends. We call
19:55experiments that have one control group
19:57and one experimental group in this
19:59manner controlled experiments. We call
20:02the variable we change the independent
20:03variable, and the variables that depend
20:05on the independent variable are called
20:07dependent variables, friends. What did
20:09Pasteur do in his experiment? He lived
20:10in the 19th century and is the
20:12discoverer of the rabies vaccine,
20:14friends. He is the scientist who
20:15developed the rabies vaccine. What did
20:17he do? He used swan-neck test tubes
20:20like this, and thanks to these test
20:22tubes, flies were not able to...What
20:24were they not able to do? The flies
20:26could not enter the tube. Because they
20:28couldn't enter, microorganisms, in fact
20:30, couldn't get inside. Because they
20:32couldn't enter, the heated broth did
20:34not spoil, friends, and microorganisms
20:36did not reproduce. Then, what else did
20:38he do? He broke that neck. He broke the
20:41other neck, too. When he broke them, he
20:43saw that it spoiled and said, "My
20:45friend, germs do not form from broth."
20:47He said those germs come from the
20:49outside. So, it's the biogenesis view
20:51again, friends. What did Redi and
20:54Pasteur show? Redi showed that maggots
20:57did not spontaneously form from rotting
21:00meat. Pasteur observed that
21:01microorganisms develop by entering a
21:03suitable environment from the outside.
21:04In both experiments, the idea that
21:06living things do not spontaneously form
21:08from non-living things was supported.
21:09This was usually a question asked in
21:11exams this year, friends. Yes, let's
21:13come to the scientific method. What is
21:15the scientific method? For example,
21:16here this friend's light bulb isn't
21:18turning on while they are studying. So,
21:20what do you do when the lamp doesn't
21:22turn on? There are possibilities. Maybe
21:24the power is out, the bulb might have
21:25blown, the switch might be broken, or
21:27there might be issues with the
21:28conductive connections. Look, you can
21:30find this out by trial and error, by
21:32experimenting, and by observing.
21:34Finding out why a lamp doesn't turn on
21:36actually requires scientific knowledge
21:39and scientific work. And in the general
21:41logic of the scientific method, there
21:43are research questions. For instance,
21:45the lamp isn't working. Why isn't it
21:46working? It is tested, observations are
21:48made, and data is collected. If there
21:50are experiments conducted, the results
21:51are analyzed, and through this, a
21:53scientific understanding develops.
21:55Friends, the scientific method is like
21:57a recipe for scientific work, friends.
22:00In other words, the scientific method
22:02is actually a way of thinking, dear
22:03friends. You identify the causes, such
22:05as being skeptical, testing, and
22:07verifying, and then you test those
22:09causes with evidence, friends. We say
22:12you test them, dear friends. Then there
22:14is the section on science and the
22:15nature of science. What is science?
22:17Let's define it. Science is the process
22:19of seeking answers systematically to
22:21events in the universe and curious
22:23questions, and transforming the
22:25obtained information into reliable and
22:27valid explanations. So, for example, "
22:29Why is my friend not sinking in the
22:30water?""Why don't objects sink in the
22:33water?" It is a problem. Seeking an
22:34answer to this, and the process of
22:36turning that answer into reliable,
22:38valid explanations, is science. What is
22:39this, for example? We can think of it
22:41as the buoyancy of water, friends.
22:43Science, of course, does not just
22:45contain results. In the end, how the
22:47question is asked within science and
22:49within the method is important. How
22:51this information is obtained, and
22:52through which data and observations it
22:54is derived, is important. How the
22:56information is analyzed is important.
22:58And friends, what contribution this
23:00information will make to living things,
23:02life, and society is also a scientific
23:03process. Sometimes you conduct a
23:05scientific study. This scientific study
23:07may have no benefit to the public. So,
23:08you can think of it as whether science
23:10is done for the public or for art,
23:12friends. What is the nature of science?
23:14The nature of science shows how
23:16scientific research is conducted,
23:19produced, evaluated, and how it
23:21interacts with society. What does the
23:24nature of science consist of? It shows
23:25how scientific work is done, how
23:27scientific knowledge is produced, how
23:29it is evaluated, and what kind of
23:31interaction it has with society. What
23:33are some scientific pieces of
23:34information, for example? They are not
23:36accepted by society, friends. Therefore
23:38, science is not actually a list of
23:41memorized results. Science involves
23:43processes such as asking questions,
23:45doubting, seeking evidence, evaluating
23:47data, analyzing, presenting results,
23:49evaluating the results obtained,
23:51announcing them, and reinterpreting. So
23:53, science actually requires the ability
23:55to think, interpret, analyze, and
23:57synthesize. When we look at the nature
23:59of science, we see that it has 7 basic
24:01characteristics, friends. One of them
24:04is that scientific knowledge is
24:05changeable. We mentioned this just a
24:07moment ago. Once upon a time, people
24:09used to think that living things
24:10originated from non-living things,
24:12friends. Two, the social and cultural
24:14structure of science. What is this,
24:15friends? Society's lifestyle, values,
24:17and cultural structure can affect
24:19scientific studies. For instance, mRNA
24:22vaccines, the vaccine issue, right? In
24:24our country, some people do not want to
24:26get vaccinated or give heel blood, for
24:28example. This means that science is
24:30actually influenced by the social and
24:31cultural structure. This scientific
24:33knowledge is unique. That is, it is
24:35specific to the scientist. For example,
24:37different scientists can work on the
24:39same study and reach different results
24:41or make different interpretations. This
24:43shows scientific uniqueness, friends.
24:45So, science is not just objectivity. It
24:48is also unique, meaning it is specific
24:50to the scientist, friends. So, is there
24:52subjectivity in scientific knowledge?
24:54We said it just now. Yes, there is
24:55subjectivity. Different scientists can
24:57interpret scientific knowledge from
24:59different perspectives. Let's clarify
25:01that a theory and a law are not the
25:03same thing, nor are they the cause or
25:05effect of each other. So, a theory does
25:07not turn into a law, friends. Laws
25:09explain how natural phenomena occur.
25:13Theories, on the other hand, explain
25:15why these events occur. I repeat. Laws
25:17explain how natural phenomena occur.
25:20Theories explain why these events occur
25:23, and theories never turn into laws.
25:26There is no such thing. We say that
25:28theories can be refuted, but laws are
25:30definitive, friends. This was also a
25:31question that could be asked especially
25:33in written exams. It must be based on
25:35scientific observation and inference.
25:36In other words, you cannot just pull
25:38information out of thin air. You cannot
25:39just say, "It occurred to me, brother,
25:41it is like this." If you are going to
25:42make a scientific inference, you will
25:44present a conclusion. You will make an
25:46observation. You will collect data and
25:47make an interpretation. You will
25:49conduct an analysis. You will present
25:50an inference, and there is no single
25:52scientific method. So, not all
25:54scientific methods have to start with
25:56an observation and continue with
25:57identifying a problem. And we do not
25:59have to conduct controlled experiments
26:01in every scientific method. For example
26:03, in social sciences, surveys have
26:05taken the place of controlled
26:06experiments. What is the exam highlight
26:08? A theory does not turn into a law. It
26:10will appear in the written exam and can
26:11also be asked in the TYT exam. There is
26:13no hierarchy between theory and law.
26:16Both are different types of scientific
26:17explanations, friends. So, why is it
26:20important to learn the nature of
26:22science? Because when you learn the
26:24nature of science, you can provide
26:26answers to the questions you encounter.
26:28For example, you can research claims
26:30about vaccines, such as "don't get
26:31vaccinated," and learn whether it is
26:33based on solid scientific evidence. Or,
26:35nutritional advice related to your
26:37heart health is also related to the
26:38nature of science. The relationship of
26:40global warming and climate change with
26:42the world, humans, and living things is
26:44also related to the nature of science.
26:46Why can a scientist make different
26:47interpretations on the same subject? We
26:49say that this is also related to the
26:51nature of science. The nature of
26:52science teaches us to question the
26:54information we encounter in the media,
26:56our social circles, and on the internet
26:58before accepting it directly. So, let's
27:00not just accept information instantly
27:02in every moment of our lives. Let's
27:04question it first. Is this true? Is
27:06this false? This leads us to the truth.
27:08Scientifically and humanely, friends,
27:11not every claim is scientific. By the
27:14way, friends, for a claim to be
27:16accepted as scientific, it must be
27:18applied using the steps of the
27:19scientific method, be based on data and
27:21evidence, and be supported by reliable
27:24sources. That's why you can't just say,
27:26"Brother, my knee hurts because it's
27:29very humid here." I mean, that's not
27:30very scientific. Or, "Sir, I crack my
27:33knuckles.""It's very harmful." That is
27:35not scientific. If you encounter a
27:36piece of information, you should ask
27:38yourself these questions. Is the
27:39information based on evidence? Is the
27:41source reliable? For example, the
27:43source should not be my arm. The source
27:44should not be my leg. The source should
27:46not be my bottom, friends. The source
27:48should be an article. It should be a
27:50scientist. Of course, the scientist who
27:52produced that article must also be
27:53reliable. The journal must also be
27:55reliable, friends. How was the data
27:57obtained? The methods of acquisition
27:59should be examined. I support it with
28:00different scientific studies. Because
28:02when you present a scientific finding,
28:04different scientists will try to refute
28:06your thesis by conducting the same
28:08studies, and if new data emerges, does
28:09this information change? This is also
28:12important, friends; there is a complete
28:13scientific study, a level one, but 10
28:15years later another scientist might
28:17refute this one. It is necessary to
28:18research these things as well, friends.
28:20For example, look at what it says here.
28:21"Miracle plant cures all diseases." It
28:24is not scientific information, friends.
28:25"Rapid weight loss is possible with
28:27every expert method." This is not a
28:28scientific method, friends. For example
28:31, the studies conducted during the
28:33discovery of DNA, friends, show the
28:35changeable and inference-based nature
28:37of science. Especially Rosalind
28:40Franklin taking photos using the X-ray
28:42diffraction technique, and Watson and
28:44Crick using these photos to reveal a
28:46DNA helical structure, is an example of
28:48what, friends? It's an example. For
28:50instance, the photo you see here is
28:52Photo 51. It is the photo that Rosalind
28:54Franklin revealed. It was stolen; it
28:55was stolen with thievery. So, Watson
28:57and Crick are thieves, friends. I won't
28:58dwell on it. Let's not speak ill of the
29:00dead. Yes, let's see the steps of the
29:02scientific method. First, we will go
29:04from observation to hypothesis, and
29:05then from hypothesis to analysis and
29:07conclusion, friends. First, uh, let's
29:08go from observation toward hypothesis,
29:10friends. What is observation?
29:12Observation is collecting information
29:14using our five senses or by using
29:15certain tools and equipment, friends.
29:17We call this scientific observation.
29:19That is, scientific observation. One
29:20must be careful during scientific
29:22observation. It must be systematic and
29:24have a purpose. We've given an example.
29:26For instance, a moth's wings in nature
29:28are examined. There is an eye pattern
29:30on its wings that resembles an owl's
29:32face. Noticing this is an observation.
29:34Then comes defining the problem and the
29:35situation. In other words, you
29:37formulate a question related to the
29:38situation that aroused curiosity as a
29:40result of the observation. We call this
29:42problem identification. For example,
29:43why is there an eye pattern resembling
29:45an owl's face on the moth's wings? Look
29:47, this is the problem. Then you collect
29:49data related to this problem. What is
29:51data? Searching information sources to
29:53clarify the problem, to solve the
29:55problem. Scanning the literature,
29:57collecting data. For example, has any
29:59work been done before on the moth's eye
30:00patterns? There is a common article
30:02system. You will look through that
30:04system. Has anyone done any work before
30:05? Could these owl patterns be providing
30:08protection from predators? Are there
30:10other creatures with similar defense
30:12patterns, etc.? For example, this falls
30:14under mimicry. A past exam question.
30:162025 AYT question. One creature
30:17imitating another creature is mimicry,
30:19friends. Then you formulate your
30:21hypothesis. You say that in light of
30:23the collected information, it is such
30:25and such. You put forward a temporary
30:27explanation, that is, a temporary
30:28solution to the problem. For example,
30:30what do you say? You can say that the
30:32eye patterns scare away creatures that
30:34might eat the moth, friends. Then make
30:37predictions based on the hypothesis.
30:39You need to say if my hypothesis is
30:41correct, then it is such and such. That
30:44is, moths with eye patterns on their
30:47wings are eaten less by predatory birds
30:49. Why are they seen less? Because they
30:51become camouflaged, friends. Let's
30:53think that way. Let's continue. Exam
30:54spotlight. A hypothesis must be
30:57testable. A hypothesis must be
30:59changeable. A hypothesis must not be
31:01definitive, friends. There are
31:02characteristics of a hypothesis. Here
31:04you see that owl-eyed moth, friends. In
31:07the same, uh, scientific step of ours,
31:09this time we will move to the
31:10controlled experiments part. Why? You
31:12will test your predictions based on the
31:14hypothesis. To see if they are true or
31:16false. Friends, what will you do? You
31:18will create two groups. The first group
31:20has moths with eye patterns, the second
31:22group has moths without eye patterns.
31:24Then you will observe both groups of
31:25moths in their natural environment
31:27where predatory birds are present for a
31:29while, and then compare the number of
31:30surviving moths. What is the
31:32independent variable here, friends? The
31:34independent variable is whether or not
31:36the moths have eye patterns. The
31:39dependent variable is their survival
31:41based on whether or not the moths have
31:43eye patterns. So, what is the
31:44independent variable here? So, whether
31:46the moths have that eye color or not.
31:48Having or not having that owl eye
31:50pattern is the independent variable,
31:51while the survival rates dependent on
31:53it are the dependent variable.
31:54Afterward, you conducted the
31:55experiments. You will present the
31:56results in the analysis. We call this
31:58an inference, friends. When this
32:00inference is accepted by many
32:02scientists, it takes on the name of
32:03fact, friends. So, if the data supports
32:05the hypothesis, the result is reported.
32:08In other words, if your data positively
32:10supports the hypothesis, your
32:11hypothesis turns into an inference or a
32:13fact. If it turns out negative, you
32:15will return to the hypothesis. You have
32:16to change the hypothesis, friends. An
32:19important note. In science, results are
32:20not finalized with a single trial. That
32:22is, scientific knowledge is
32:23strengthened by repeated observations
32:25and reliable evidence. So, the
32:27experimental process isn't as simple as
32:28we're talking about here. It perhaps
32:30takes months or years. Perhaps you try
32:32it many times. Finally, you arrive at
32:34the result you wanted or a result based
32:36on the problem, or a result based on
32:38your prediction, or you change your
32:40prediction. It is not that easy. I mean
32:42, these are not studies to be done in
32:44one day. There is a scientific research
32:45process in the textbook related to
32:47chimpanzees. There are chimpanzees on
32:49the north and south slopes. Let's not
32:52call it the same population, but the
32:53same species, friends. When they look
32:54at it here, it is seen that there is a
32:56difference in the number of individuals
32:58among the chimpanzees on the north and
32:59south slopes. And researching this
33:01difference in the number of chimpanzees
33:03on the north and south is an
33:04experimental study. You had done this
33:06as an activity with your teacher in the
33:09textbook, friends. Now let's move on to
33:11ethics in scientific studies. Before we
33:13move on, you need to memorize this
33:15flowchart. Okay. So, you need to know
33:17the steps of the scientific method by
33:19heart. Making observations, identifying
33:20the problem, and after identifying the
33:22problem, you collect data. You form a
33:24hypothesis based on the data. You make
33:25predictions based on the hypothesis.
33:27You test the predictions with
33:28controlled experiments. Then you
33:29analyze the data and draw conclusions.
33:31If your results support the hypothesis,
33:33you report it. If it doesn't support
33:36the hypothesis, you rearrange or change
33:38the hypothesis. My friend, this is
33:40important. You need to know this as
33:41well. We have arrived at scientific
33:43studies. Ethics. Ethics is morality, in
33:45other words, friends, roughly honest
33:47scientific work. You know how they say
33:50honest, polite...doing honest
33:51scientific work is ethics, so what is
33:53ethics? What are the rules that a
33:56scientist must follow in scientific
33:57studies? What is a scientist, friends?
34:00Um, the work they do must be based on
34:02data, they shouldn't make up results as
34:04they please, they shouldn't steal work
34:06done by others, they shouldn't commit
34:08plagiarism. What are the
34:09responsibilities of scientists during
34:10the research process? We will answer
34:11all of these. How are science and
34:13society affected when ethical rules are
34:14not followed? For example, if ethics
34:15are not followed, trust in science
34:16disappears. Now let's look at the
34:17definition of ethics. What is the
34:19definition of ethics? It is the body of
34:20rules that determines people's moral
34:22principles, forms of behavior, duties,
34:23and responsibilities. Scientific ethics
34:25, on the other hand, is the set of
34:26principles that guides the behaviors,
34:28methods, and results of researchers in
34:29the scientific process in accordance
34:30with ethical standards. These are all
34:32checked, by the way. So if you present
34:33a scientific study, all of these are
34:35explained. All of them, friends, um,
34:37what do they do? They are tested and
34:38examined. For example, what happens
34:40thanks to scientific ethics? Thanks to
34:41scientific ethics, the accuracy of data
34:43is protected. Thanks to scientific
34:44ethics, the presentation of unbiased
34:46information is ensured. Scientific
34:47ethics ensure that human and animal
34:48rights are respected. Scientific ethics
34:50support public trust. But what happens
34:52if you don't act in accordance with
34:53ethics? A regular person on the street
34:54will come up and say, "Who do you think
34:55you are?" Right? They will say, "What
34:57kind of science is this?" For example,
34:58one of the behaviors against scientific
35:00ethics is plagiarism. Plagiarism is
35:01stealing. What does theft mean?
35:04Plagiarism is using others 'methods,
35:06data, opinions, writings, or visuals
35:09without citing them. What is biased
35:12behavior? It is steering the process so
35:15that experiment or research results
35:18turn out as desired. For instance,
35:20hiding bad or negative results counts
35:22as biased behavior. For example, what
35:24is data fabrication? It is actually the
35:25same as biased behavior. It is
35:27generating data not based on research,
35:29for example, making up fake data and
35:31reporting and publishing it. Well, you
35:33could do this, but since your
35:35scientific studies will also be
35:37researched by other scientists, that
35:39scientist will conduct a study against
35:42yours and embarrass you to the world.
35:44They will say, "Son, you just made this
35:45up." What is data exclusion? Not
35:47supporting your hypothesis in the
35:48research. In other words, you formed a
35:49hypothesis and made a prediction. Then
35:51results emerged from the experiments.
35:52There are results that are negative and
35:53results that are positive. If you
35:55ignore the negative results and do not
35:56write them in your report or the
35:58results section, this becomes data
35:59exclusion. This is also a bad thing.
36:01Publishing the same result in more than
36:03one place. If a scientific study is
36:04conducted, this scientific study can
36:06only be published in one journal. The
36:08same scientific study cannot be
36:09published in more than one journal.
36:11Friends, unethical behavior is not just
36:14a mistake. It both destroys the
36:16reliability of science and shakes
36:19society's trust in science. This is
36:21also a huge burden of responsibility,
36:22friends. Let me express that as well.
36:24As a result, to reduce unethical
36:25behavior, scientists who adopt ethical
36:27rules must be raised. In other words,
36:30the values education we talk about,
36:31which we want to be implemented in the
36:33current model, aims for this. We say
36:36that people adopting ethical rules
36:37through values education should be
36:39ensured starting from the 1st grade,
36:40friends. There is a performance
36:42assignment in your book related to
36:44scientific ethics, friends. You can see
36:45this at school, too. In your school
36:48assignments or, dear friends, in your
36:51performance tasks, using information or
36:53visuals without citing sources is also
36:56contrary to ethics. Yes, our first
36:59video ends here. I hope it has been
37:01useful, friends. In our second video,
37:02we will continue with the common
37:03characteristics of living things. See
37:05you later. Take care of yourselves.

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