Welcome back to Lecture 2: The Process of Science. So in lecture 1, we took a look at what is
biology. We talked about what makes things alive. We talked about different domains. We talked about the different levels of hierarchy within living things.
And in this lecture we're going to talk about how we figure all of that stuff out,
as well as the five unifying themes in biology. These are five themes that you're going to be able to see throughout everything that we do for the rest of class.
So again, we're still in chapter one. Specifically, we are going to be looking at 1.4 to 1.14 in your book. So let's jump into that.
So the first question we want to ask ourselves is what is science? So science is a way of knowing about the world around us.
It's an approach to understanding the natural world. Now it's super important that in science we're not just making things up. Right. We're not just looking around and,
you know, making up nonsense about why things are like they are. There's a reason, there's a protocol, there's a process,
that we go through for it, actually, to be considered science. And the most important part of that is that science uses evidence based processes. So we have to actually be able to test and show things through scientific experiments before we're able to make a claim about it.
The scientific approach involves making observations,
forming hypotheses, making predictions, and then testing those hypotheses via experiments, additional observations and the analysis of data.
Now, when you have enough data and you've done enough experiments and you've tested a hypothesis enough times
so, this involves a lot of data. This involves more than just one experiment. This involves a lot of different scientists
doing the same experiment over and over and over and getting the same results. When that happens, we create what's called a theory.
Now in the general public the idea of a theory is not really well understood, because you know my dog is crying and laying under her leash and I have this theory that she wants to go for a walk. Right.
Or I have a stomach ache and I have a theory that I might have eaten too many MnMs the other night.
You know we throw around this word theory
for an idea, like I have a theory. I have a guess right. Well in science that's not how we use the word theory. A theory is a really serious thing in science, like in science, gravity is a theory.
The theory of gravity and we all know the gravity exists right if you're questioning that go jump off something... very short so you don't actually hurt yourself.
But when we've done a lot of experiments, we've tested the same hypothesis over and over and over, and we have a bunch of data that all suggests the same thing. That's a theory, just like evolution is a theory.
So evolution just like gravity is a thing. So that's what theory is in science. It's a thing. It's something we've shown over and over and over again.
How do we do this. Now, you might remember from elementary school, you were probably taught the scientific method, it probably looked a little something
like this, right. You might have even heard the Queen Rachel Hopes Every Coward Gains Courage, Q R H E C G C - Question research hypothesis experiment collect data graph conclusion
communicate results. You might have seen different versions of this but it usually goes something like, you make an observation and you ask a question about it,
you do some research, you know, you read, you watch videos you ask other people. You try to get some background information to help you answer that question.
Then you make a hypothesis, an educated guess about what's going on. Then you're going to make some kind of experiment where you're going to collect data in order to test the hypothesis you just made.
Then you're going to graph it, and you're going to look for trends and that's going to help you generate results and from those results you're going to draw a conclusion.
You're going to reject or you're going to fail to reject your hypothesis based on the data you just gathered and then you're going to communicate your results. So you've probably seen some version of this before and this is
generally how science is done... but but but right... here's a different method. It looks pretty similar...
but as a professional scientist, while this is generally how science happens, I want to caution you that there's actually a very big problem with the scientific method as presented in the 12345678 process. What's the problem here?
Science is messy. Science almost never happens in order right. In that scientific method that you're taught in elementary school, if you get to step four, and it doesn't work what happens? You have to go back to step one, right.
In science, the steps don't always happen in order. You can also repeat steps. Sometimes you repeat steps 100 times so, makes science interesting right... science is messy.
So while the scientific method is a good kind of overview of how we do science,
don't take it as step by step instructions on how to do science because every experiment I've ever done has been a little bit different.
And that's okay. That's how it should be. That's how we figure things out. Scientists are actually very creative because they have to be. This is the best
picture that I've ever seen of what science actually looks like. We ask questions right, we make observations, we asked questions, we try to explain them,
we investigate them, we analyze them and we try to explain them again we investigate again, we analyze again, and it keeps going and keeps going and keeps going. That's
something about science, is it's never done. We are constantly asking questions.
We're constantly trying to explain things, we're constantly investigating, we're constantly analyzing because even if you answer your original question, it always leads to more questions. A scientist's work is never done.
So the key to science is asking questions asking questions asking questions. Why, why, why. Now here's an interesting question for you. If that's what science really is, just constantly asking why why why why,
who are largest group of scientists? Any parents out there? Children right! Children are typically born with this great curiosity about the world around them and they're constantly making observations and asking questions and testing the things around them. Toddlers are little scientists
until we take all the way from them with standardized testing.
But asking questions is the foundation of science. Being curious about the world around you.
So let's go through a couple of the really important
conventions of doing science and really important ways of how we do science. So at the core of every good experiment is a good hypothesis.
So, at its core, a hypothesis is an educated guess right. We've made an observation. We've asked a question, hopefully we've done some research or we have some prior knowledge and then we're going to make a hypothesis.
There are bad hypotheses and they are good hypotheses. In order to make a good hypothesis that hypothesis must be clear and concise, I must be able to read your hypothesis and know exactly what you mean.
A good hypothesis is made as a statement, not a question. It's testable and it's measurable.
And in includes cause and effect. So, because of this, this is going to happen if this happens, then this happens cause and effect. And it's repeatable. So other scientists could do that same experiment and get similar results.
Alright, so that's a good hypothesis. So let's take a look. An example of what a bad hypothesis would be: "Will studying affect your grade?" Right. Why is this a bad hypothesis? Now it is fairly clear and concise. I know that you want to look at studying and your grade.
But it's not made as a statement, this is a question.
And it is testable. But we're not really sure what we would be testing for, like, how much are you studying what, you know, how is it affecting your grade.
So we have some level of cause and effect here, but we're not really quite sure. Like, are you saying that studying more or less will make your grade higher or lower?
And because of that, it's not really repeatable because we're not exactly sure what you're asking. So let's take a look at the other example.
"Studying more will increase a student's chance of earning a higher grade." So that is clear and concise. I know exactly what you're asking.
This one is made as a statement and it is testable, we're going to compare the amount of time that you study...
You know, we could have one group of students who don't study any more and one group of students who do study more and the effect that's the cause the amount that you've studied the effect is the more you study the higher grade.
And it is repeatable because now we know exactly what we're looking at in this experiment.
Hypotheses, like I mentioned can be tested and they're tested using controlled experiments, experiments are very, very well thought out.
And in experiments we often manipulate one component in a system in order to observe how that affects change. I mentioned cause and effect.
So we're going to be manipulating the cause. And for our last example, it's the amount of time you studied so we can have one group which we would call the control group,
not do anything different. So they would study the same amount. The control group doesn't get changed.
The in other group, the experimental group, we're going to manipulate something. So in our last example, we would have them study more in order to test whether studying more would increase their grade.
Now the factor, the thing that we're manipulating the thing that we're changing is what we call the independent variable. So in our example
the independent variable, that thing that we're changing or manipulating
is the amount of time that studied. So in that experimental group we're going to increase the amount of time the students are studying.
And so the amount of time studied is our independent variable. And here's a hint for the level of the class that we're taking right now
if you ever see time or anything that has to do with time, time is going to be your independent variable. When you get to the higher levels of science that doesn't always hold true but for what we're doing in this class time will be your independent variable.
Now we're manipulating that independent variable and we are trying to see if that's going to change
the other variable, right. Cause and effect is going to affect the other variable. That other variable we call the dependent variable. So this is the variable that depends on the manipulated variable. So in our example, the dependent variable would be your grade.
There are different types of data that we can collect. We're going to move away from the example that we were just giving and talk about data more generally.
We have quantitative data and we have qualitative data. Quantitative data is your counting data. So this is data that's represented by numbers.
Qualitative data is descriptive data. So it's data that's described in words. So take a look at this. If you take a look at the top example here,
qualitative data again that's descriptive data or data that's described in words. An example of that is "on a scale from 1 to oh my gosh, so cute, how cute is teachers dog?
Right. And after doing a bunch of experiments, the results come back. Oh my gosh, so cute. Right? That's qualitative data fluffy, squishy, stinky.
You know, oh my gosh, so fluffy, I might die. Qualitative data, data that we describe in words. The other side of that is quantitative data. That's our counting data that we express in numbers. So the number of students in class height, weight, etc. So those are two types of data.
So let's take a look. So here is an example.
On this graph where we're looking at the average change in height of adolescents over time.
So we have two variables and I want to point out that for the level of science that we are going to be doing, you only want to be looking at two
variables for your experiment. You want one independent variable, that variable that you're manipulating and you want one dependent variable.
Just that don't get any more complicated than that because then you have to start trying to figure out, like, was it really the independent variable that was
changing that dependent variable or could one of those be affected, so stick with just one independent variable, one dependent variable for each of the studies that you're going to be doing at a time.
So in this example, what are the variables?
Well, if you take a look
the variables would be age in years and height and centimeters.
Which one is the independent variable?
That would be in this example, remember I gave you a hint earlier that if one of them is time, time is going to be your independent variable.
So here it's going to be age in years. And our dependent variable is going to be height in centimeters. You can think about this- is your age going to change your height or is your height going to change your age? So do you get taller as you get older
or is the fact that you're getting taller changing how old you are, right. It's the fact that as you get older, that's going to make you taller.
Right, so your independent variable is going to be age and you're dependent variable is going to be height.
Now we're going to cover how to make a good graph in lab, but it's something that is near and dear to my heart. I love a good graph. So we're going to take just a minute here to look at this graph.
And I'm going to mention just a couple of things about making a good graph. The first thing is, notice the title, please title your graphs type of the graphs
title your graphs or I will sing about it - title your graphs. Alright. The title of the graph should tell me exactly what I'm looking at.
A lot of the papers that I read are 45 pages long. They have 20 different tables and graphs and I am not reading through all of them to find the graph that I want.
So you better have a good title that tells me exactly what this graph is about. It should be short, it should be concise, but it should be descriptive. It should tell me exactly what I'm going to be looking at.
Your independent variable goes on the bottom. That's what we call the x axis. So down here at the bottom where we see age in years. That is the x axis, that is where our independent variable goes.
And then the side, on the left is called our y axis, that is where the dependent variable goes. Notice we have labeled
each of the axes. So we're going to put height, our dependent variable here on the y axis. We're actually going to write out height.
And then we're going to put our independent variable down here and we're actually going to write out age.
Notice we also have our units, right, because age in years is way different than age in days or age in seconds. So always put your units. Height in centimeters.
And then you'll also notice that we space, our numbers evenly so 10, 11, 12, 13, 14, 15 16, 17. We're not going to go 10, 15, 55, 142, 143, 107 right, we're going to space them out evenly. It doesn't
it doesn't matter how you do this. I mean, it matters how you do this. But you get a pick how you do it. So it could be 1, 2, 3, 4 or 5, 10, 15, 20...50, 100... 100, 200... 1000, 2000
You have to pick which intervals make the most sense for your data, but those intervals, have to be even
on that same access. Now notice though that your x axis and your y axis don't have to use the same intervals. So while we're going by ones
on the x axis, we're going by five on the y axis that's perfectly fine as long as if you're going by ones on the x axis, you go by ones, the whole way along that x axis. And if you're going by fives on the y axis you go by fives, the whole way on the y axis.
Also one more thing about this good graph is you want to have your data take up the whole graph. The first time you graph, you're probably going to have your data in one
little corner of your graph, which is fine.
We're going to practice it throughout the lab, but your goal is to have your data take up the whole graph, so you're able to actually see the data a little bit easier.
Because that's the whole point of making graphs is it's really hard for us to just look at a whole bunch of numbers and see trends. Graphs, though, help us to see trends.
So here's an example. Why doesn't a flashlight work? Right, the power goes out. you grab a flashlight it, turn it on and it doesn't work. So how do we figure this out? How do we science.
So the first thing is we made an observation, right, our flashlight didn't work. Then we asked ourselves a question, why doesn't the flashlight work?
So now we're going to make a hypothesis. In this case, we're actually going make two hypotheses. Hypothesis #1: well, maybe the flashlight doesn't work because the batteries are dead.
Hypothesis #2: maybe the flashlight doesn't work because the bulb was burned out. Alright, so then we're going to test.
We're going to make a prediction, right, replacing the battery will fix the problem or replacing the bulb will fix the problem. Then we're going to test it.
So for hypothesis #1, we're going to replace the batteries. Then we're going to turn it on. See if it works.
For hypothesis #2, we're going to replace the bulb, turn it on and see if it works. If you replace the batteries and the flashlight doesn't work, then we're going to reject the hypothesis, if it does work then we will what we call fail to reject, which is kind of like accept our hypothesis.
And we'll do the same thing for the bulb burned out. Now a lot of times I get asked, I'm not a biology major. Why do I have to take this class, right, which is exactly what we're trying to answer with our science in our everyday lives discussions.
But it's because we do these types of experiments, all the time. We actually do science all the time. And we might not even realize it.
Think about the last time that you, you know, ran to check something on your phone and your phone didn't turn on.
What did you do? Right, first panic, but after you panic, what did you do? Well you made an observation, my phone didn't turn on.
Then you asked a question, why doesn't my phone turned on? Then you form a hypothesis -maybe the battery's dead. Then you test the hypothesis - you plugged it in, you let it charge.
And then you got results. Your phone turned on so you drew a conclusion, the battery was probably dead. Science! We do science all the time and we don't even realize it, but you do you do this process of science, all the time. So you're doing it.
So let's look at an example of this in real life, because we can do this in the field. And that's what a lot of
my actual research is -this type of field research and I did animal behavior research quite a bit. So we're going to look
at this real example of the scientific process and action, these two different populations of mice. So there is one type of mouse that lives at the beach. And most of these mice that live at the beach, have a really light
color to their fur. There's another population of the same species, so this is the same species of mouse,
but one of the populations lives more inland in an area that's more brown and you notice that most of the mice there actually have a brown coat
So there's your observation, you've noticed that most of the mice that live at the beach in the sand have a white coat and most of the mice that live inland where it's brown have a brown coat. So then you ask yourself a question.
Why do they have different color coats? Is that related to the environment? So then you're going to make a hypothesis. Remember, a question is not our hypothesis. A hypothesis is a statement and we're going to make a hypothesis, you know, something like
The color of the mouse's coat
helps them blend into their environment, you know, or mice that live at the beach will have white coats, because it helps them to camouflage from predators.
Mice that live inland will have brown coats, because it helps them camouflage from predators, something like that. So then we're going to test it.
So the way they're going to test it is we're going to have our control group and our control groups are going to be
mice from their own area. So we're going to take the light colored mice, and we're going to keep them at the beach and we're going to have the brown colored mice, and we're going to keep them inland.
Our experimental groups, though, we're actually going to take some of the mice, and we're going to switch them. So we're going to take some of the brown mice and put them
at the beach and we're going to take some of the white mice, and we're going to put them in the brown area, and we're going to see what happens. We're going to see if there actually is a difference in the level of predation. So this is a real experiment that was was done.
And so if you take a look. The camouflage models are the ones that came from that area. So for the beach that would be the ones with the white coats. So you'll notice this is number of attacks so
you'll notice that the mice that were taken out of their environment and put in the other one, so the brown mice on the sand or the white mice in the inland area actually had a higher level of prediction.
And we can probably guess that's because they stood out more, right, but we're able to show that with science. We're actually able to show that
the mice that you transplanted from one area to the other were eaten. There was a higher higher level of predation among those. So there's little science in action for you.
So that's how we science. That's a basic overview of how we do science and you're going to be doing a lot of that in lab where we're going to get more in depth with how you science
throughout the semester. But for the end of this lecture we're going to be looking at five unifying themes and biology. So these are going to be five themes that you're going to see throughout our study of biology.
Theme number one is that evolution is the core theme of biology. I mentioned earlier, evolution is a theory in science. That means it's a thing.
Right. Theme number two, life depends on the flow of information. We're going to talk about DNA here in just a minute. Theme number three, structure and function are related.
Theme four, life depends on the transfer and transformation of energy and matter. Things need energy. Theme number five, life depends on interactions within in between systems. So let's take a brief look at each of these theme. For a deeper dive. make sure you read the end of chapter one.
Alright, so theme number one: evolution is the core theme of biology. Evolution explains unity and the diversity of all life on Earth.
So evolution can be defined as change over time. So it's a process. This is going to be really important because you've probably also heard of natural selection.
They're not the same thing. Evolution is the process of change over time. Natural selection is going to be the mechanism by which evolution happens
How do we know this> How do we know that evolution is a thing, right, we can't look back billions of years, except actually we kind of can. We can use the fossil record
to show that life has been evolving for billions of years, we can look for patterns of ancestry. We can also use DNA.
You know, we've gotten a little more sophisticated now with technology. So we can look at DNA to help tell evolution, but we have a lot of evidence that evolution is a thing.
Charles Darwin, though, so we've known the evolution is a thing actually for quite a while. We've known
that things are changing over time for quite a while, but we didn't really know how it was happening until fairly recently and the man who's famous for explaining how evolution happens is Charles Darwin.
If you're ever having trouble sleeping, and you need something to put yourself to sleep.
read his book On the Origin of Species. It's incredibly insightful and fairly boring and it actually never mentioned natural solution (selection). He describes natural solution (selection) natural solutions...ugh...
He describes natural SELECTION, but he doesn't actually name it. It wasn't until later that we made it natural selection, but he describes the idea of natural selection. So again, evolution is the process of change over time
natural selection, this idea that Darwin described is the mechanism by which evolution is happening.
So mechanism of evolution.
I'm going to give you one quick example, although we'll get into this in much more detail in later chapters.
There's this example, a very famous example of the peppered moth. This is a moth that lived in England during the Industrial Revolution.
And if you take a look back here, before the Industrial Revolution there were a lot of these really light colored trees that the bark was almost white. Now there's two different variations of this month. There's a light version and there's a dark version. Before the Industrial Revolution
Well, actually I want you to guess which one of these do you think was more prevalent? Do you think we would see the light version or the dark version more?
And I'll give you a little hint. These are eaten by birds. So think if you were a bird, which one of these moths, would you eat?
Well, the answer is you would typically eat the dark ones because they're easier to spot.
Right, these light colored ones blend in, camouflage with the light bark on the trees.
And so we would find many, many more of the light colored moths compared to the dark colored mouth just because the dark ones stood out more and the birds would eat them.
Well, after the Industrial Revolution, it actually stained the bark of the trees a darker color. So now take a look. Post industrial revolution.
Now, which one would you eat if you were a bird? Right. Well, now the light colored mouth stand out more. So the birds were actually eating the light colored moths more and the
darker colored ones were reproducing. And so now we were finding more of the dark colored mobs than we were the light colored months.
Right, whichever one the bird eats is not going to be able to reproduce. It's the other ones that reproduce. So we see more of them.
That's the basic idea of natural selection is that some organisms are by chance going to have adaptations that help them survive and reproduce more than other organisms.
So whatever adaptations they had they'll pass on to their offspring. So we're going to see more of that particular adaptation in the next generation. That's natural selection.
All right. Theme number two- life depends on the flow of information I've mentioned DNA, a bunch. And that's because that's what we're talking about here.
The flow of information. What tells everything to do what it does, is your DNA. Unity of life is based on DNA and a common genetic code. So what is DNA? DNA, deoxyribonucleic acid.
It's composed of these for nitrogenous basis so adenine, guanine, thymine, and cytosine. Adenine bonds with thymine, so A with T, think AT, and then guanine binds with cytosine.
And they form this double helix, the order in which these nitrogenous bases appear in your DNA makes your genes.
It tells your cells what to do. It tells your whole body what to do. Every single cell in your body has DNA
and the order of those nitrogenous bases in your DNA tells yours cells what to do. So DNA is a genetic code of every living thing in the world, we're going to get into that a lot more and later letures.
Theme number three- structure and function are related. So take a look at this cute little red panda. And if you take a look it has this false thumb.
Why does it have this false thumb, right, why what it, what is the point? Is it just there for funsies or does it do something?
In life, usually, nothing is done for funsies, because it takes energy. Right. It takes energy to make that little false thumb. So we're going to do it for a reason. And the reason, if you take a look
is to grab things. You know, take a look at your feet. Why are they big? Why do you have toes? For walking right? Structure is related to function for pretty much everything at every one of those different levels of hierarchy.
Theme number four- life depends on the transfer and transformation of energy in matter. In other words, all living things need to get energy, somehow. How to humans get energy? We eat tasty tacos, right, we eat.
Not everything is going to get energy the same way, right, plants don't eat like we do. Plants aren't going to eat tacos, but they are going to be getting energy from somewhere and then they're going to be transforming that energy to do work.
So if we take a look, this is the energy flow pyramid. If you ever went a sixth grade camp, this is one of your lessons. I used to teach at sixth grade camp so one of my fondest memories.
But almost all of the energy on Earth comes from the sun. There's some debate about places like hydrothermal vents and if it actually comes from chemicals.
But really, all energy on Earth at some point is tied back to the sun. So, the sun is going to be providing our basic energy.
But, as humans, right, we can't just go out and eat sunlight. Something has to happen to it first. So the group of organisms that can use the sun's energy and turn it into food
are called producers. Back in the olden days, you might have heard this level referred to as plants, but more than just plants are able to do this.
This process is called photosynthesis. You might have heard of it. We're going to get to know it and love it and later lectures.
But more than just plants do photosynthesis. There are some algae some plankton that can do photosynthesis, as well. So that base are called producers.
The next level up used to be called herbivores or plant eaters, then we would have had omnivores, that ate both animals and plants and then we would have had carnivores, which just eat meat.
We're moving away from that model now because really what this pyramid means is the base level is the group of organisms that can turn the sun's light into energy.
The next level up is what eats the producers.
The next level up is what eats them, the next level up is what eating them. Right. So there could be more than just herbivores, omnivores, carnivores. It can be more than three levels.
Also sometimes you might have an omnivore eating a plant. So what we do now is the basic level here at the bottom is producers, the next level up are primary consumers, secondary consumers, tertiary consumers, quaternary consumers and we can keep going with words that I don't know.
But you'll notice a couple of things. So the primary consumers eat producer's, secondary consumers eat primary consumers, tertiary consumer eat
secondary consumers, so on and so forth. You'll also notice, this is in the shape of a pyramid, why? Well, that is because
most of the energy is going to be going to that bottom level. That also means it's population is going to be the biggest. Take a look around. What do you see the most of?
Probably producers, right, you're going to see a whole bunch of plants. You're not going to see that many carnivores. Here's why. Plants are going to take the sun's light,
turn it into food, right. What's it going to do with that energy?
Well, the plants are going to use it, they're going to use it and they're actually going to lose about 90% is heat and only 10% of the energy is going to be passed on to primary consumers.
So their population is going to be smaller because there's just not as much energy available to them.
Primary consumers are going to do the same thing they're going to use it and lose it, they're going to lose 90% and they're only going to pass 10%
of the 10% that they got onto the secondary consumers. So now once were to secondary consumers, there's only 1% of that original energy left.
So since there's not as much energy available their population sizes are even smaller. That's going to go on for each of what we call trophic level. So each one of these levels is called a trophic level.
And at each level 90% of energy is going to be lost as heat only 10% of the energy is going to be passed on to the next level.
So as less and less energy becomes available population sizes are going to get smaller. That's why we see a lot of plants we don't see very many carnivores, because there's just not as much energy available to them.
Once those things die, they're going to be decomposed, and then they're going to go through a cycle where their decomposing bodies are going to be turned into nutrients that are put back into the soil from which the producers grow. So it's this whole circle of life.
And theme number five- life depends on interactions within and between systems.
So we actually talked about the two main properties of this theme in the last lecture, we talked about emergent properties. If you remember when we were going through the hierarchy of life.
At each level there's going to be a new property that was not present in the levels before it. Emergent properties.
And when all of those different things interact
that makes what we call systems biology or studying all of those different interactions. And that's going to be really one of the core themes in biology is looking at how all these different pieces
are going to be interacting with each other and what the effect of that is going to be on life overall.
Alright, so let's review. What is science? Science is a way of knowing what's going on in the world around you. But it's a way of knowing
that is scientific, right, where there's, there are some rules that we follow in studying nature. Scientists are going to be making observations and they're going to form and test hypotheses using experiments and using data.
A good hypothesis is clear and concise. It's made as a statement. It's testable. It's measurable and includes cause and effect. And it's repeatable.
Hypotheses can be tested using controlled experiments. These experiments can include qualitative or quantitative data and they're going to include an independent variable and a dependent variable.
They're also five unifying themes in biology. Evolution is going to be the core theme of biology. And then we also have life depends on the flow of information, known as DNA.
Structure and function are related, life depends on the transfer and transformation of energy and matter, and life depends on the interactions within in between systems.
So that's the end of lecture two for week one in Biology 107. If it's not Wednesday yet, remember to hop on that Zoom call for our Science in our Everyday Lives discussions that take place
every Wednesday from 6:00 to 6:55pm via Zoom. Also remember that you are going to have a module quiz that is due this upcoming Sunday.
And you'll also have a lab module that will come after this. So take a look through this lecture module. Make sure you get all the different pieces done, move on to the lab module, make sure you get all those pieces done and then I will see you in week two!
