In a recent video, Simon Whistler of the YouTube channel Sideprojects tackles some common scientific misconceptions that many of us were taught in school. These myths have persisted due to oversimplification for educational purposes or outdated beliefs that have since been debunked. Here are five scientific concepts that Simon Whistler explains are actually wrong.
1. Deoxygenated Blood is Blue
One of the most pervasive myths is that deoxygenated blood is blue. According to Whistler, this misconception is often taught to young students, with the explanation that blood turns red when it interacts with oxygen and becomes blue when deoxygenated. In reality, blood is always red, albeit a darker shade when deoxygenated. The red color comes from hemoglobin, which contains iron, not from the oxygen itself. Veins appear blue due to an optical illusion caused by the way light penetrates the skin and interacts with the blood beneath.
2. Eating Carrots Improves Your Eyesight
Many of us were told that eating carrots would improve our eyesight due to their high beta-carotene content. Whistler clarifies that while beta-carotene is beneficial because the body converts it into vitamin A, which is crucial for eye health, it doesn’t directly improve eyesight unless there is a vitamin A deficiency. This myth likely persisted from a time when vitamin deficiencies were more common, but for most people today, eating carrots won’t significantly enhance vision.
3. Humans Have Five Senses
The belief that humans have only five senses – sight, sound, taste, touch, and smell – originates from Aristotle’s writings. However, Whistler points out that modern science recognizes many more senses. For example, the vestibular system in the inner ear contributes to our sense of balance, while skin receptors detect pain and temperature. Additionally, proprioception, the sense of body position and movement, is another crucial sense. Depending on definitions, humans could have as many as 33 senses.
4. The Taste Map
The taste map suggests that different parts of the tongue are responsible for tasting bitter, sour, salty, and sweet flavors. Whistler debunks this by explaining that this map is based on a misinterpretation of early 20th-century research. In reality, all taste buds can detect all five basic tastes, including umami, which was recognized later. The taste map has been refuted, but it still appears in some educational materials.
5. You Lose 80% of Your Body Heat Through Your Head
A common myth is that up to 80% of body heat is lost through the head. Whistler reveals that this is based on a misinterpretation of military research where subjects wore Arctic survival suits with their heads exposed. In truth, heat loss is proportional to the surface area of exposed body parts, and the head, being about 10% of the body’s surface area, loses roughly 10% of body heat. This myth likely persists because it aligns with the idea of wearing hats in cold weather.
The Role of Education in Perpetuating Myths
Education plays a pivotal role in shaping our understanding of the world, but it can also be responsible for perpetuating myths. As Simon Whistler points out, many scientific concepts taught in schools are either oversimplified or based on outdated information. This happens partly because educators aim to make complex topics accessible to young students. However, this well-meaning simplification can lead to misconceptions that persist into adulthood. To counter this, it’s essential for educational curricula to be regularly reviewed and updated based on the latest scientific research.
The Importance of Updating Scientific Knowledge
Regular updates to educational content are crucial to prevent the spread of misinformation. Schools and educational boards should collaborate with scientists and researchers to ensure that textbooks and teaching materials reflect current understanding. In the digital age, this process can be facilitated by online platforms that provide up-to-date information and resources. Encouraging teachers to engage in continuous professional development can also help them stay informed about recent scientific advancements, enabling them to teach more accurate and comprehensive content.
“The Truth is Just Too Difficult”
People in the comments shared some additional info: “My (possibly apocryphal) understanding was that the ‘carrots are good for eyesight’ was actually a WWII disinformation campaign to explain why US and British pilots could spot enemies nearly over the horizon and/or had exceptional night vision, when in fact they were being spotted by radar, which was, at the time, a secret.”
One person said: “When teaching General Chemisty in a University I tell my students that most of what they will get in this class are: ‘Lies, half-truths, and approximations.’ The truth is just to difficult.”
Another commenter added: “I remember my science teachers in school being pretty honest. They told us alot of what we would learn is simplified and thus wrong. But it’s the building blocks you need, to pursue science at a higher level.”
Questioning What We Learn
Simon Whistler’s video highlights the importance of questioning and updating our knowledge. As scientific understanding evolves, it’s crucial to correct outdated or oversimplified concepts taught in schools. By staying informed, we can ensure that our education reflects the most accurate and current information available.
Education Evolution
What are your thoughts? How can educational systems be improved to ensure that outdated or incorrect scientific concepts are updated promptly? What steps can be taken to encourage critical thinking and skepticism in students regarding commonly taught myths? How can we better communicate complex scientific truths to young students without oversimplifying to the point of inaccuracy?
See the full video on Sideprojects’ YouTube channel for more details here.
