A paradox is when a scenario seems — at first — impossible. It goes against what your gut feeling tells you is true. Once resolved, however, a paradox often reveals something crucial about how a system works. It may correct a common misconception. Or it may address incorrect assumptions.
Sometimes, a paradox consists of real facts that seem to defy expectation. Moravec’s paradox is one example. It notes that many abilities that come easily to humans are quite hard to program into a robot. Walking, for instance. On the flip side, many easy-to-program abilities, such as complex math, are hard for humans to learn. Exploring this paradox can help us better understand how the human mind works.
Peto’s paradox is another example. It points out that large, long-lived animals get cancer at about the same rate as small, short-lived ones. For a long time, that fact puzzled scientists. They expected large animals to get cancer more often. Cancer starts when something goes wrong with a single cell’s genetic material. Shouldn’t large animals — which contain many more cells — have this problem much more often than small ones? The data showed this was not the case.
Scientists studied this paradox. They learned that large animals have genes that help reduce cancer risks. Researchers did not know to look for such genes before noticing the paradox. This is one case of a paradox helping us learn things we didn’t know that we didn’t know.
Some paradoxes are thought experiments. That’s an imaginary scenario that allows us to explore an idea that we can’t test in real life. Imagine, for instance, you traveled to the distant past. But then, you accidentally killed a distant ancestor. (Oops!) This might mean that you would no longer be born. But wait. If you no longer exist, that means you wouldn’t be able to travel back in time to kill your ancestor in the first place, right?
On its own, this sci-fi paradox doesn’t answer questions. But it does help us think about the physics of time. And that can inspire new ideas in scientists who study the nature of our universe.
In a sentence
The “paradox of horror” refers to how people often seek out films that seem — on first glance — to evoke only negative emotions.
Proposed federal rules would rely on political appointees to decide how a lot of U.S. science gets done. History shows the consequences of such actions.
When Victoria Glynn was a teen living in Honduras, she enjoyed making art. But that wasn’t her only interest. “Growing up in Central America, I was just surrounded by all of this amazing biodiversity,” she says. So, when it came to college, Glynn opted to study environmental science.
For undergrad studies, Glynn moved to the United States to attend the University of California, Berkeley. While there, she worked in a lab that genetically engineered yeast to produce biofuel. But she had a problem: Glynn was struggling to find diagrams to accompany talks about her research. Her mom suggested that she use her skills in art and make her own. “At the time, I wasn’t seeing other people doing that,” Glynn says. “It felt like science was in one corner, and all the arts and humanities were in the other.”
Glynn soon found other ways to bridge science and art. As an undergrad, she taught refugees and children who had recently arrived in the United States. She sometimes worked in classrooms where the students spoke many different languages. Art became a “common language for all of us to be on the same page,” she says.
Now as a visiting researcher at the University of Connecticut, Avery Point, Glynn studies how plankton are adapting to high temperatures. In this interview, she shares her experiences and advice with Science News Explores. (This interview has been edited for content and readability.)
Glynn uses traditional media such as colored pencils and watercolor to create scientific illustrations.V. Glynn
What inspired your career?
I think what really inspired me was an undergrad class at Berkeley. One of my best friends recommended that I take this particular genetics course. I was unsure since the course wasn’t a requirement for my degree. The class seemed very removed from my interests at the time, but I still decided to enroll. I felt college was a time to explore and learn from various fields.
I remember something just clicking in my brain during one of the first lectures. Genetics and DNA felt so powerful. All organisms have DNA, which means you can track it and directly measure how it’s changing over time. Essentially, how it is evolving and mutating. After this class, I really wanted to dive into this topic more deeply.
How did you get to where you are today?
I didn’t do a lot of marine biology work until I was in my PhD. The lab I joined for my PhD at McGill University in Montreal, Canada, was looking for someone who did genetics work, preferably in marine invertebrates. I happened to fit the bill and was interested in the project. We would take corals from their home environment and bring them onto a boat to conduct temperature stress experiments. We were interested in seeing how they build up resistance to bleaching.
Corals are beautiful animals, but they’re very hard to rear in the lab. They’re very delicate animals that do not like being in tanks. They even struggle out on the reef. That unpredictability makes experiments very difficult.
For my post-doc, I switched to studying plankton to better understand how marine organisms are being affected by warming oceans. I needed an animal that could evolve quickly over multiple generations. Plankton are much easier to grow. In as little as 11 days, you can have adult plankton that lay eggs. Compare that to corals. Some species are so long-lived that they will not reproduce within our lifetime.
How did you decide to study science education?
I loved being an environmental science major, but I often missed that human connection when spending time in the lab. I also felt that sometimes the best researchers were not always the best at communicating their work with the general public. I wanted to share what I was learning with those who are the most affected.
Improved science communication leads to better science. In turn, embracing different backgrounds improves science education. It allows more people who are taking these courses to feel empowered and actually pursue STEM degrees. [STEM stands for science, technology, engineering and math.]
As an evolutionary biologist, Victoria Glynn has conducted field work underwater, such as sampling corals in Panama’s Las Perlas Archipelago.Michael Connelly
Scuba diving is both a hobby and part of your work. When did you pursue that?
Both of my parents are divers. When I was younger, they would always talk about it. Honduras is also one of the most affordable places to get dive certified. So when I turned 12, I decided to go for it.
As I was applying for my PhD, my mother suggested that I add diving onto my CV. [A CV, or curriculum vitae, is the academic version of a resume.] I doubted whether people were going to care but added it anyway. That was the one line out of my entire CV that my future PhD advisor picked out during our interview. He was looking for someone who could handle both diving in the field and doing molecular work in the lab.
That taught me that the experiences you may not see as valuable in professional settings may be what sets you apart. You don’t know where these experiences are going to lead.
What advice would you give those pursuing careers in STEM?
Oftentimes, you find the most unlikely mentors outside of your direct field of study. I think those can be the most important. Sometimes, those people gave me more powerful personal advice than my formal supervisors did. STEM degrees are difficult. But with a good support system, anything is possible.
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