The four basic categories of molecules for building life are carbohydrates, lipids, proteins, and nucleic acids.
Carbohydrates serve many purposes, from energy to structure to chemical communication, as monomers or polymers.
Lipids, which are hydrophobic, also have different purposes, including energy storage, structure, and signaling.
Proteins, made of amino acids in up to four structural levels, are involved in just about every process of life.
The nucleic acids DNA and RNA consist of four nucleotide building blocks, and each has different purposes.
The longer version
Life is so diverse and unwieldy, it may surprise you to learn that we can break it down into four basic categories of molecules. Possibly even more implausible is the fact that two of these categories of large molecules themselves break down into a surprisingly small number of building blocks. The proteins that make up all of the living things on this planet and ensure their appropriate structure and smooth function consist of only 20 different kinds of building blocks. Nucleic acids, specifically DNA, are even more basic: only four different kinds of molecules provide the materials to build the countless different genetic codes that translate into all the different walking, swimming, crawling, oozing, and/or photosynthesizing organisms that populate the third rock from the Sun.
Big Molecules with Small Building Blocks
The functional groups, assembled into building blocks on backbones of carbon atoms, can be bonded together to yield large molecules that we classify into four basic categories. These molecules, in many different permutations, are the basis for the diversity that we see among living things. They can consist of thousands of atoms, but only a handful of different kinds of atoms form them. It’s like building apartment buildings using a small selection of different materials: bricks, mortar, iron, glass, and wood. Arranged in different ways, these few materials can yield a huge variety of structures.
We encountered functional groups and the SPHONC in Chapter 3. These components form the four categories of molecules of life. These Big Four biological molecules are carbohydrates, lipids, proteins, and nucleic acids. They can have many roles, from giving an organism structure to being involved in one of the millions of processes of living. Let’s meet each category individually and discover the basic roles of each in the structure and function of life.
You have met carbohydrates before, whether you know it or not. We refer to them casually as “sugars,” molecules made of carbon, hydrogen, and oxygen. A sugar molecule has a carbon backbone, usually five or six carbons in the ones we’ll discuss here, but it can be as few as three. Sugar molecules can link together in pairs or in chains or branching “trees,” either for structure or energy storage.
When you look on a nutrition label, you’ll see reference to “sugars.” That term includes carbohydrates that provide energy, which we get from breaking the chemical bonds in a sugar called glucose. The “sugars” on a nutrition label also include those that give structure to a plant, which we call fiber. Both are important nutrients for people.
Sugars serve many purposes. They give crunch to the cell walls of a plant or the exoskeleton of a beetle and chemical energy to the marathon runner. When attached to other molecules, like proteins or fats, they aid in communication between cells. But before we get any further into their uses, let’s talk structure.
The sugars we encounter most in basic biology have their five or six carbons linked together in a ring. There’s no need to dive deep into organic chemistry, but there are a couple of essential things to know to interpret the standard representations of these molecules.
Check out the sugars depicted in the figure. The top-left molecule, glucose, has six carbons, which have been numbered. The sugar to its right is the same glucose, with all but one “C” removed. The other five carbons are still there but are inferred using the conventions of organic chemistry: Anywhere there is a corner, there’s a carbon unless otherwise indicated. It might be a good exercise for you to add in a “C” over each corner so that you gain a good understanding of this convention. You should end up adding in five carbon symbols; the sixth is already given because that is conventionally included when it occurs outside of the ring.
On the left is a glucose with all of its carbons indicated. They’re also numbered, which is important to understand now for information that comes later. On the right is the same molecule, glucose, without the carbons indicated (except for the sixth one). Wherever there is a corner, there is a carbon, unless otherwise indicated (as with the oxygen). On the bottom left is ribose, the sugar found in RNA. The sugar on the bottom right is deoxyribose. Note that at carbon 2 (*), the ribose and deoxyribose differ by a single oxygen.
The lower left sugar in the figure is a ribose. In this depiction, the carbons, except the one outside of the ring, have not been drawn in, and they are not numbered. This is the standard way sugars are presented in texts. Can you tell how many carbons there are in this sugar? Count the corners and don’t forget the one that’s already indicated!
If you said “five,” you are right. Ribose is a pentose (pent = five) and happens to be the sugar present in ribonucleic acid, or RNA. Think to yourself what the sugar might be in deoxyribonucleic acid, or DNA. If you thought, deoxyribose, you’d be right.
The fourth sugar given in the figure is a deoxyribose. In organic chemistry, it’s not enough to know that corners indicate carbons. Each carbon also has a specific number, which becomes important in discussions of nucleic acids. Luckily, we get to keep our carbon counting pretty simple in basic biology. To count carbons, you start with the carbon to the right of the non-carbon corner of the molecule. The deoxyribose or ribose always looks to me like a little cupcake with a cherry on top. The “cherry” is an oxygen. To the right of that oxygen, we start counting carbons, so that corner to the right of the “cherry” is the first carbon. Now, keep counting. Here’s a little test: What is hanging down from carbon 2 of the deoxyribose?
If you said a hydrogen (H), you are right! Now, compare the deoxyribose to the ribose. Do you see the difference in what hangs off of the carbon 2 of each sugar? You’ll see that the carbon 2 of ribose has an –OH, rather than an H. The reason the deoxyribose is called that is because the O on the second carbon of the ribose has been removed, leaving a “deoxyed” ribose. This tiny distinction between the sugars used in DNA and RNA is significant enough in biology that we use it to distinguish the two nucleic acids.
In fact, these subtle differences in sugars mean big differences for many biological molecules. Below, you’ll find a couple of ways that apparently small changes in a sugar molecule can mean big changes in what it does. These little changes make the difference between a delicious sugar cookie and the crunchy exoskeleton of a dung beetle.
Sugar and Fuel
A marathon runner keeps fuel on hand in the form of “carbs,” or sugars. These fuels provide the marathoner’s straining body with the energy it needs to keep the muscles pumping. When we take in sugar like this, it often comes in the form of glucose molecules attached together in a polymer called starch. We are especially equipped to start breaking off individual glucose molecules the minute we start chewing on a starch.
Double X Extra: A monomer is a building block (mono = one) and a polymer is a chain of monomers. With a few dozen monomers or building blocks, we get millions of different polymers. That may sound nutty until you think of the infinity of values that can be built using only the numbers 0 through 9 as building blocks or the intricate programming that is done using only a binary code of zeros and ones in different combinations.
Our bodies then can rapidly take the single molecules, or monomers, into cells and crack open the chemical bonds to transform the energy for use. The bonds of a sugar are packed with chemical energy that we capture to build a different kind of energy-containing molecule that our muscles access easily. Most species rely on this process of capturing energy from sugars and transforming it for specific purposes.
Polysaccharides: Fuel and Form
Plants use the Sun’s energy to make their own glucose, and starch is actually a plant’s way of storing up that sugar. Potatoes, for example, are quite good at packing away tons of glucose molecules and are known to dieticians as a “starchy” vegetable. The glucose molecules in starch are packed fairly closely together. A string of sugar molecules bonded together through dehydration synthesis, as they are in starch, is a polymer called a polysaccharide (poly = many; saccharide = sugar). When the monomers of the polysaccharide are released, as when our bodies break them up, the reaction that releases them is called hydrolysis.
Double X Extra: The specific reaction that hooks one monomer to another in a covalent bond is called dehydration synthesis because in making the bond–synthesizing the larger molecule–a molecule of water is removed (dehydration). The reverse is hydrolysis (hydro = water; lysis = breaking), which breaks the covalent bond by the addition of a molecule of water.
Although plants make their own glucose and animals acquire it by eating the plants, animals can also package away the glucose they eat for later use. Animals, including humans, store glucose in a polysaccharide called glycogen, which is more branched than starch. In us, we build this energy reserve primarily in the liver and access it when our glucose levels drop.
Whether starch or glycogen, the glucose molecules that are stored are bonded together so that all of the molecules are oriented the same way. If you view the sixth carbon of the glucose to be a “carbon flag,” you’ll see in the figure that all of the glucose molecules in starch are oriented with their carbon flags on the upper left.
The orientation of monomers of glucose in polysaccharides can make a big difference in the use of the polymer. The glucoses in the molecule on the top are all oriented “up” and form starch. The glucoses in the molecule on the bottom alternate orientation to form cellulose, which is quite different in its function from starch.
Storing up sugars for fuel and using them as fuel isn’t the end of the uses of sugar. In fact, sugars serve as structural molecules in a huge variety of organisms, including fungi, bacteria, plants, and insects.
The primary structural role of a sugar is as a component of the cell wall, giving the organism support against gravity. In plants, the familiar old glucose molecule serves as one building block of the plant cell wall, but with a catch: The molecules are oriented in an alternating up-down fashion. The resulting structural sugar is called cellulose.
That simple difference in orientation means the difference between a polysaccharide as fuel for us and a polysaccharide as structure. Insects take it step further with the polysaccharide that makes up their exoskeleton, or outer shell. Once again, the building block is glucose, arranged as it is in cellulose, in an alternating conformation. But in insects, each glucose has a little extra added on, a chemical group called an N-acetyl group. This addition of a single functional group alters the use of cellulose and turns it into a structural molecule that gives bugs that special crunchy sound when you accidentally…ahem…step on them.
These variations on the simple theme of a basic carbon-ring-as-building-block occur again and again in biological systems. In addition to serving roles in structure and as fuel, sugars also play a role in function. The attachment of subtly different sugar molecules to a protein or a lipid is one way cells communicate chemically with one another in refined, regulated interactions. It’s as though the cells talk with each other using a specialized, sugar-based vocabulary. Typically, cells display these sugary messages to the outside world, making them available to other cells that can recognize the molecular language.
Lipids: The Fatty Trifecta
Starch makes for good, accessible fuel, something that we immediately attack chemically and break up for quick energy. But fats are energy that we are supposed to bank away for a good long time and break out in times of deprivation. Like sugars, fats serve several purposes, including as a dense source of energy and as a universal structural component of cell membranes everywhere.
Fats: the Good, the Bad, the Neutral
Turn again to a nutrition label, and you’ll see a few references to fats, also known as lipids. (Fats are slightly less confusing that sugars in that they have only two names.) The label may break down fats into categories, including trans fats, saturated fats, unsaturated fats, and cholesterol. You may have learned that trans fats are “bad” and that there is good cholesterol and bad cholesterol, but what does it all mean?
Let’s start with what we mean when we say saturated fat. The question is, saturated with what? There is a specific kind of dietary fat call the triglyceride. As its name implies, it has a structural motif in which something is repeated three times. That something is a chain of carbons and hydrogens, hanging off in triplicate from a head made of glycerol, as the figure shows. Those three carbon-hydrogen chains, or fatty acids, are the “tri” in a triglyceride. Chains like this can be many carbons long.
Double X Extra: We call a fatty acid a fatty acid because it’s got a carboxylic acid attached to a fatty tail. A triglyceride consists of three of these fatty acids attached to a molecule called glycerol. Our dietary fat primarily consists of these triglycerides.
Triglycerides come in several forms. You may recall that carbon can form several different kinds of bonds, including single bonds, as with hydrogen, and double bonds, as with itself. A chain of carbon and hydrogens can have every single available carbon bond taken by a hydrogen in single covalent bond. This scenario of hydrogen saturation yields a saturated fat. The fat is saturated to its fullest with every covalent bond taken by hydrogens single bonded to the carbons.
Saturated fats have predictable characteristics. They lie flat easily and stick to each other, meaning that at room temperature, they form a dense solid. You will realize this if you find a little bit of fat on you to pinch. Does it feel pretty solid? That’s because animal fat is saturated fat. The fat on a steak is also solid at room temperature, and in fact, it takes a pretty high heat to loosen it up enough to become liquid. Animals are not the only organisms that produce saturated fat–avocados and coconuts also are known for their saturated fat content.
The top graphic above depicts a triglyceride with the glycerol, acid, and three hydrocarbon tails. The tails of this saturated fat, with every possible hydrogen space occupied, lie comparatively flat on one another, and this kind of fat is solid at room temperature. The fat on the bottom, however, is unsaturated, with bends or kinks wherever two carbons have double bonded, booting a couple of hydrogens and making this fat unsaturated, or lacking some hydrogens. Because of the space between the bumps, this fat is probably not solid at room temperature, but liquid.
You can probably now guess what an unsaturated fat is–one that has one or more hydrogens missing. Instead of single bonding with hydrogens at every available space, two or more carbons in an unsaturated fat chain will form a double bond with carbon, leaving no space for a hydrogen. Because some carbons in the chain share two pairs of electrons, they physically draw closer to one another than they do in a single bond. This tighter bonding result in a “kink” in the fatty acid chain.
In a fat with these kinks, the three fatty acids don’t lie as densely packed with each other as they do in a saturated fat. The kinks leave spaces between them. Thus, unsaturated fats are less dense than saturated fats and often will be liquid at room temperature. A good example of a liquid unsaturated fat at room temperature is canola oil.
A few decades ago, food scientists discovered that unsaturated fats could be resaturated or hydrogenated to behave more like saturated fats and have a longer shelf life. The process of hydrogenation–adding in hydrogens–yields trans fat. This kind of processed fat is now frowned upon and is being removed from many foods because of its associations with adverse health effects. If you check a food label and it lists among the ingredients “partially hydrogenated” oils, that can mean that the food contains trans fat.
Double X Extra: A triglyceride can have up to three different fatty acids attached to it. Canola oil, for example, consists primarily of oleic acid, linoleic acid, and linolenic acid, all of which are unsaturated fatty acids with 18 carbons in their chains.
Why do we take in fat anyway? Fat is a necessary nutrient for everything from our nervous systems to our circulatory health. It also, under appropriate conditions, is an excellent way to store up densely packaged energy for the times when stores are running low. We really can’t live very well without it.
Phospholipids: An Abundant Fat
You may have heard that oil and water don’t mix, and indeed, it is something you can observe for yourself. Drop a pat of butter–pure saturated fat–into a bowl of water and watch it just sit there. Even if you try mixing it with a spoon, it will just sit there. Now, drop a spoon of salt into the water and stir it a bit. The salt seems to vanish. You’ve just illustrated the difference between a water-fearing (hydrophobic) and a water-loving (hydrophilic) substance.
Generally speaking, compounds that have an unequal sharing of electrons (like ions or anything with a covalent bond between oxygen and hydrogen or nitrogen and hydrogen) will be hydrophilic. The reason is that a charge or an unequal electron sharing gives the molecule polarity that allows it to interact with water through hydrogen bonds. A fat, however, consists largely of hydrogen and carbon in those long chains. Carbon and hydrogen have roughly equivalent electronegativities, and their electron-sharing relationship is relatively nonpolar. Fat, lacking in polarity, doesn’t interact with water. As the butter demonstrated, it just sits there.
There is one exception to that little maxim about fat and water, and that exception is the phospholipid. This lipid has a special structure that makes it just right for the job it does: forming the membranes of cells. A phospholipid consists of a polar phosphate head–P and O don’t share equally–and a couple of nonpolar hydrocarbon tails, as the figure shows. If you look at the figure, you’ll see that one of the two tails has a little kick in it, thanks to a double bond between the two carbons there.
Phospholipids form a double layer and are the major structural components of cell membranes. Their bend, or kick, in one of the hydrocarbon tails helps ensure fluidity of the cell membrane. The molecules are bipolar, with hydrophilic heads for interacting with the internal and external watery environments of the cell and hydrophobic tails that help cell membranes behave as general security guards.
The kick and the bipolar (hydrophobic and hydrophilic) nature of the phospholipid make it the perfect molecule for building a cell membrane. A cell needs a watery outside to survive. It also needs a watery inside to survive. Thus, it must face the inside and outside worlds with something that interacts well with water. But it also must protect itself against unwanted intruders, providing a barrier that keeps unwanted things out and keeps necessary molecules in.
Phospholipids achieve it all. They assemble into a double layer around a cell but orient to allow interaction with the watery external and internal environments. On the layer facing the inside of the cell, the phospholipids orient their polar, hydrophilic heads to the watery inner environment and their tails away from it. On the layer to the outside of the cell, they do the same.
As the figure shows, the result is a double layer of phospholipids with each layer facing a polar, hydrophilic head to the watery environments. The tails of each layer face one another. They form a hydrophobic, fatty moat around a cell that serves as a general gatekeeper, much in the way that your skin does for you. Charged particles cannot simply slip across this fatty moat because they can’t interact with it. And to keep the fat fluid, one tail of each phospholipid has that little kick, giving the cell membrane a fluid, liquidy flow and keeping it from being solid and unforgiving at temperatures in which cells thrive.
Steroids: Here to Pump You Up?
Our final molecule in the lipid fatty trifecta is cholesterol. As you may have heard, there are a few different kinds of cholesterol, some of which we consider to be “good” and some of which is “bad.” The good cholesterol, high-density lipoprotein, or HDL, in part helps us out because it removes the bad cholesterol, low-density lipoprotein or LDL, from our blood. The presence of LDL is associated with inflammation of the lining of the blood vessels, which can lead to a variety of health problems.
But cholesterol has some other reasons for existing. One of its roles is in the maintenance of cell membrane fluidity. Cholesterol is inserted throughout the lipid bilayer and serves as a block to the fatty tails that might otherwise stick together and become a bit too solid.
Cholesterol’s other starring role as a lipid is as the starting molecule for a class of hormones we called steroids or steroid hormones. With a few snips here and additions there, cholesterol can be changed into the steroid hormones progesterone, testosterone, or estrogen. These molecules look quite similar, but they play very different roles in organisms. Testosterone, for example, generally masculinizes vertebrates (animals with backbones), while progesterone and estrogen play a role in regulating the ovulatory cycle.
Double X Extra: A hormone is a blood-borne signaling molecule. It can be lipid based, like testosterone, or short protein, like insulin.
As you progress through learning biology, one thing will become more and more clear: Most cells function primarily as protein factories. It may surprise you to learn that proteins, which we often talk about in terms of food intake, are the fundamental molecule of many of life’s processes. Enzymes, for example, form a single broad category of proteins, but there are millions of them, each one governing a small step in the molecular pathways that are required for living.
Levels of Structure
Amino acids are the building blocks of proteins. A few amino acids strung together is called a peptide, while many many peptides linked together form a polypeptide. When many amino acids strung together interact with each other to form a properly folded molecule, we call that molecule a protein.
For a string of amino acids to ultimately fold up into an active protein, they must first be assembled in the correct order. The code for their assembly lies in the DNA, but once that code has been read and the amino acid chain built, we call that simple, unfolded chain the primary structure of the protein.
This chain can consist of hundreds of amino acids that interact all along the sequence. Some amino acids are hydrophobic and some are hydrophilic. In this context, like interacts best with like, so the hydrophobic amino acids will interact with one another, and the hydrophilic amino acids will interact together. As these contacts occur along the string of molecules, different conformations will arise in different parts of the chain. We call these different conformations along the amino acid chain the protein’s secondary structure.
Once those interactions have occurred, the protein can fold into its final, or tertiary structure and be ready to serve as an active participant in cellular processes. To achieve the tertiary structure, the amino acid chain’s secondary interactions must usually be ongoing, and the pH, temperature, and salt balance must be just right to facilitate the folding. This tertiary folding takes place through interactions of the secondary structures along the different parts of the amino acid chain.
The final product is a properly folded protein. If we could see it with the naked eye, it might look a lot like a wadded up string of pearls, but that “wadded up” look is misleading. Protein folding is a carefully regulated process that is determined at its core by the amino acids in the chain: their hydrophobicity and hydrophilicity and how they interact together.
In many instances, however, a complete protein consists of more than one amino acid chain, and the complete protein has two or more interacting strings of amino acids. A good example is hemoglobin in red blood cells. Its job is to grab oxygen and deliver it to the body’s tissues. A complete hemoglobin protein consists of four separate amino acid chains all properly folded into their tertiary structures and interacting as a single unit. In cases like this involving two or more interacting amino acid chains, we say that the final protein has a quaternary structure. Some proteins can consist of as many as a dozen interacting chains, behaving as a single protein unit.
A Plethora of Purposes
What does a protein do? Let us count the ways. Really, that’s almost impossible because proteins do just about everything. Some of them tag things. Some of them destroy things. Some of them protect. Some mark cells as “self.” Some serve as structural materials, while others are highways or motors. They aid in communication, they operate as signaling molecules, they transfer molecules and cut them up, they interact with each other in complex, interrelated pathways to build things up and break things down. They regulate genes and package DNA, and they regulate and package each other.
As described above, proteins are the final folded arrangement of a string of amino acids. One way we obtain these building blocks for the millions of proteins our bodies make is through our diet. You may hear about foods that are high in protein or people eating high-protein diets to build muscle. When we take in those proteins, we can break them apart and use the amino acids that make them up to build proteins of our own.
How does a cell know which proteins to make? It has a code for building them, one that is especially guarded in a cellular vault in our cells called the nucleus. This code is deoxyribonucleic acid, or DNA. The cell makes a copy of this code and send it out to specialized structures that read it and build proteins based on what they read. As with any code, a typo–a mutation–can result in a message that doesn’t make as much sense. When the code gets changed, sometimes, the protein that the cell builds using that code will be changed, too.
Biohazard!The names associated with nucleic acids can be confusing because they all start with nucle-. It may seem obvious or easy now, but a brain freeze on a test could mix you up. You need to fix in your mind that the shorter term (10 letters, four syllables), nucleotide, refers to the smaller molecule, the three-part building block. The longer term (12 characters, including the space, and five syllables), nucleic acid, which is inherent in the names DNA and RNA, designates the big, long molecule.
DNA vs. RNA: A Matter of Structure
DNA and its nucleic acid cousin, ribonucleic acid, or RNA, are both made of the same kinds of building blocks. These building blocks are called nucleotides. Each nucleotide consists of three parts: a sugar (ribose for RNA and deoxyribose for DNA), a phosphate, and a nitrogenous base. In DNA, every nucleotide has identical sugars and phosphates, and in RNA, the sugar and phosphate are also the same for every nucleotide.
So what’s different? The nitrogenous bases. DNA has a set of four to use as its coding alphabet. These are the purines, adenine and guanine, and the pyrimidines, thymine and cytosine. The nucleotides are abbreviated by their initial letters as A, G, T, and C. From variations in the arrangement and number of these four molecules, all of the diversity of life arises. Just four different types of the nucleotide building blocks, and we have you, bacteria, wombats, and blue whales.
RNA is also basic at its core, consisting of only four different nucleotides. In fact, it uses three of the same nitrogenous bases as DNA–A, G, and C–but it substitutes a base called uracil (U) where DNA uses thymine. Uracil is a pyrimidine.
DNA vs. RNA: Function Wars
An interesting thing about the nitrogenous bases of the nucleotides is that they pair with each other, using hydrogen bonds, in a predictable way. An adenine will almost always bond with a thymine in DNA or a uracil in RNA, and cytosine and guanine will almost always bond with each other. This pairing capacity allows the cell to use a sequence of DNA and build either a new DNA sequence, using the old one as a template, or build an RNA sequence to make a copy of the DNA.
These two different uses of A-T/U and C-G base pairing serve two different purposes. DNA is copied into DNA usually when a cell is preparing to divide and needs two complete sets of DNA for the new cells. DNA is copied into RNA when the cell needs to send the code out of the vault so proteins can be built. The DNA stays safely where it belongs.
RNA is really a nucleic acid jack-of-all-trades. It not only serves as the copy of the DNA but also is the main component of the two types of cellular workers that read that copy and build proteins from it. At one point in this process, the three types of RNA come together in protein assembly to make sure the job is done right.
Back when I taught college general biology, I always gave a lecture in which we talked about ecosystems. At the beginning of the lecture, I showed them the above image or a similar one and explained that the handsome organism it features lives quietly and unobtrusively in the hair follicles on your face. My goal was to combine horror and information so that my students would never forget that they, too, are ecosystems–and, I hoped–get acclimated to the idea. Most of them just seemed pretty creeped out.
The animal above is a mite and member of the Demodex genus. Because of its affinity for follicles, it’s known as Demodex folliculorum. Its partner in existence on your face (and some other places) is the shorter version, known as Demodex brevis [PDF], which is drawn to your sebaceous (oil) glands, also on your face. Because they have “piercing-sucking mouth parts,” pedipalps, and eight legs in four pairs, according to one lovingly detailed description in a 1976 paper, they are arachnids, just like spiders. Tiny arachnids that live on your face, taking moonlit strolls when it’s dark and diving for cover in light. They live there, just as you live in a house, except your face is like an array of microscopic cave houses where these organisms reproduce and eat. And apparently are rather active; from a 1985 paper about these mites and what they do on your eyelids:
The normally torpid existence of demodectic mites of the eyelid changes with the onset of oviposition (egg laying). There occurs a burst of activity characterized by flexion, extension, and rotation.
In addition to all of flexing and extending and rotating, these mites also happen to die on your face. They “disgorge” products from their salivary glands while alive, but when dead, they appear to disintegrate, releasing the contents of their guts onto you and the visage you show the world. As it happens, the mites themselves are, like you, hosts to unseen organisms, in this case the bacteria in their guts.
The word on the street–and in this paywalled paper–is that these mites don’t have anuses. Thus, after suffering from a near-lifelong (a few days at most) case of constipation, they die and unconstipate all over you.
If the idea of dead mites reproducing and dying and disintegrating all over your face didn’t do you in, congratulations. You’re a rational person resigned to your inevitable fate as an ecosystem. Either way, you may have wondered: What does this mite-y fecal matter do to my face?
Experts have disagreed about what these mites and their, er, exudants do to their host, but studies have found links between their presence and abundance and several dermatological and other diseases. Among these, rosacea is possibly the best known, in part because it is relatively common (up to 3% of people worldwide have it) and easy to spot: It produces a pronounced redness of the skin, sometimes with a sandpapery look, and with age and as it worsens, can result in manifestations like bumps on the skin and gritty eyes, including effects on the nose like those in this painting:
A nose with features of end-stage rosacea (left). Public domain, via Wikimedia Commons.
Indeed, as we age, the population of these mites grows, and rosacea is considered a chronic condition that crops up most often between the ages of 30 and 50 or 60. It also has had an air of mystery about it, including why some people develop it and others do not, and what, exactly, causes it. Now, researchers who have conducted a deep review of all of the rosacea-related research suggest that it’s primarily a bacterial infection. The source of the bacteria? That mite poop.
Does that mean that people who don’t have rosacea are in some way less fecally affected than people who do? Not necessarily. These mites are “commonly” found on people without any outward manifestation of effect. But people with rosacea may develop it thanks to wonky immune systems that underreact or overreact to the mites or the bacteria in their poop, according to the authors of the review, published in the Journal of Medical Microbiology.
In other words, people who have rosacea might actually be fighting the mites and their poop contents harder than people without it, so no need to feel all superior if you’re rosacea free. Rosacea is more common in women than in men, which is in keeping with a general female prevalence of disorders of immune wonkiness. Also, just in case menopause didn’t carry enough baggage, rosacea happens to strike women “particularly” during that time our ovaries are saying their sayonaras.
One of the bacteria in question actually might begin as just another resident lurking in the ecosystem that is your skin. The mites eat the bacteria along with the delicious (I’m assuming) skin cells they consume. When the mites die and disintegrate, bacterial bits may emerge along with other components of the mite digestive contents. It is possible, say the review authors, that these bacterial bits–like lots of other bacterial bits–trigger an immune response that we see as rosacea. Indeed, one antibiotic, doxycycline, that’s particularly well known for conquering this bacterium, is reasonably effective for rosacea.
What can you or any of us do to prevent or treat rosacea? As far as prevention, the review authors note that in some cases, a genetic immune wonkiness may predispose some people to developing it. Because these mites often are deeper than skin surface, techniques like exfoliation are unlikely to be helpful. As science writer Ed Yong cautions in his fantastic piece about this review paper, do not try to bleach your face, either. Current treatment consists of a topical medication to reduce inflammation and oral antibiotics. In severe cases, a medication used for cystic acne and that actually inhibits sebaceous gland secretion is a possibility.
Do you or does someone you know have rosacea? What treatments have you tried? Given the potential involvement of a wonky immune system, have you noted any co-occurrence of other immune-related problems?
My daughter, patiently waiting to get her own balloon jetpack. Photo credit: Phil Blake
Why can’t you understand that my daughter wants a damn jetpack?
Last weekend, I took my daughters to a birthday party that featured a magician/balloon artist. He was really fantastic with the kids, and kept their attention for close to 1 hour (ONE HOUR!!!). At the end of his magic show, he began to furiously twist and tie balloons into these amazing shapes, promoting energetic and imaginative play. Of these shapes was his own, very intricate invention: a jetpack.
When he completed the first jetpack, I watched as the eyes of my five-year-old daughter, who happens to be a very sporty kid, light up with wonder. She looked at me and smiled, indicating through her facial expression alone that she wanted the same balloon toy. But, alas, when it was her turn for a balloon, her requests were met with opposition. Here was the conversation:
Magician: How about a great butterfly balloon?
Daughter: No thanks, I’d like a jetpack please.
Magician: I think you should get a butterfly.
Daughter: I’d prefer a jetpack.
Magician: But you’re a girl. Girls get butterflies.
Daughter (giving me a desperate look): But I really want a jetpack!
Realizing that my daughter was becoming unnecessarily upset, especially given the fact that there were 3 boys already engaging in play with their totally awesome jetpacks, myself and the hostess mother intervened. We kindly reiterated my daughter’s requests for a jetpack. And, so she was given a jetpack.
Later that evening, my daughter asked me why the magician insisted that she get a butterfly balloon when she explicitly asked for a jetpack. Not wanting to reveal the realities of gender stereotype at that very point in time, I simply stated that sometimes we (a gender neutral “we”) might have to repeat ourselves so that others understand what we want. Then she asked, “but why are butterflies only for girls?”
I was able to more or less able smooth it over with her, but it was clear to me that a very archaic reality was still in play, and my daughters were about to inherit it. While I have nothing against typically female role-playing or dolls or princesses, I do not like when they are assumed to be the preferred activities. I also do not like the idea that some toys, based on years of “market research,” are designed to basically pigeonhole girls into a June Cleaveresque state of being, especially without alternative play options.
The five LEGO Friends
For instance, LEGO has recently launched a “for-girls-only” campaign, exemplified by the new “Friends” LEGO kit. Slathered in pink and purple, this kit is designed around a narrative involving five friends and a pretend city named Heartlake. Like nearly all cities, Heartlake boasts a bakery, a beauty salon, a cafe, and a veterinarian’s office to take care of sick animals. However, unlike every city, Heartlake lacks things like a hospital, a fire department, a police station, and a local airport (thought they do have a flying club). In essence, this toy is facilitating pretend play that centers ONLY on domestication, which absolutely limits both experiences and expectations for girls playing with this toy. In essence, LEGO is assuming that all girls want the butterfly balloon instead of the jetpack.
Some might think, “jeeze, it’s just a toy!” and dismiss my objection to all that the Friends kit encompasses. And perhaps when the Friends kit is offered in addition to a variety of toy types – gender neutral, masculine, and feminine – it may not have a significant effect on the mindset of its young, impressionable owner. But what if that’s not the case?
Traditional LEGO bricks: For boys AND girls, goshdarnit!
LEGO has also gotten it wrong when it comes to the assumption that girls are not into the traditional LEGO blocks. In fact, just last night, my daughter (the very one who wanted a jetpack) saw a commercial for a LEGO City product – I forgot which one – and asked that we put it on her ever expanding Christmas list. Furthermore, both of my daughters are huge fans of the LEGO produced show on the Cartoon Network, Ninjago: Masters of Spinjitzu, which is based on the traditional LEGO figures and game. My oldest daughter is arguably very sporty and may be more inclined to like “boy” things, but my younger daughter is chock-full of sugar and spice and yada yada yada. She prefers to wear dresses, LOVES shoes, and demands to have her nails painted at all times. And she still gets down with regular LEGOs and monster trucks and basketball and karate (all her own choices). So why is LEGO shoving pastel bricks down girls’ throats?
Gender and play
Play is an important part of cognitive development. When children engage in play, they learn through discovery, become familiar with their own limitations, gain a better understanding of spatial relationships, become introduced to cause and effect, and, most relevant to this discussion, play exposes children to societal and cultural norms, as well as family values. Placing limits on play can affect how a child sees him or herself in the world, which can impact both career and lifestyle choices.
Research (and experience) has shown that the toys kids choose are shaped by societal expectations; however, these expectations are often dictated by marketing teams and their assumptions of what they think their customers want to see, perpetuating a toy culture that has changed little since the 1950s. Furthermore, parents may impose toys that are gender “appropriate,” or even punish play that does not align with traditional gender expectations. But what toys do kids actually want to play with?
In 2003, researchers at the University of Nebraska conducted a study to, in part, identify the impact that stereotyped toys have on play in young children. There were 30 children who participated in this study, ranging in age from 18-47 months. They were observed for 30 minutes in a room full of toys, with each toy defined as being traditionally masculine, feminine, or gender neutral. Interestingly, when assessing the toy preferences of the children, boys tended to play with toys that were either masculine or gender neutral, whereas girls played with toys that were largely gender neutral. These findings were consistent with previous studies showing that girls tend to play with toys that are not traditionally gendered (i.e. blocks, crayons, puzzles, bears, etc).
Cherney, et al, 2003
Why is there a disconnect between the natural tendencies of toy choice among female children and what marketing executives deem as appropriate toys for girls? While fantasy play based on domestic scenarios does have its place during normal development, restricting children to certain types of gendered toys can promote a stereotypical mindset that extends into adulthood, possibly adding to the gender inequity seen in the workplace. Furthermore, assigning and marketing toys to a specific gender may also contribute to the gendering of household duties and/or recreational activities (i.e. only boys can play hockey or only girls do laundry).
This is obviously problematic for females, especially given the disproportionately low number of women executives and STEM professionals (just to name a few). However, a conclusion from this study that I hadn’t even considered is the idea that overly feminized toys are not good for boys.
How “girls only” is disadvantageous to boys
When looking at “masculine” versus “feminine” play, one would see that there is some non-overlap when it comes to learned skills. For instance, “masculine” play often translates into being able to build something imaginative (like a spaceship or other cool technology) whereas “feminine” toys tend to encourage fantasy play surrounding taking care of the home (like putting the baby to sleep or ironing clothes).
Both types of learning experiences are useful in today’s world, especially given that more women enter the work force and there is growing trend to more or less split household duties. So when a kid is being offered toys that encourage play that has both masculine and feminine qualities, there is enhanced development of a variety of skills that ultimately translate into real, modern world scenarios.
However, the issue lies in the willingness to provide and play with strongly cross-gender-stereotyped toys. Because of the number of toys having this quality, there is a huge gender divide when it comes to play, and boys are much less likely to cross gender lines, especially when toys are overtly “girly” (see figure above). This is most often because of parents and caregivers who discourage play with “girl” toys, usually citing things like “they will make fun of you.” Toys heavily marketed to match the stereotypical likes of girls, such as the Friends LEGO kit, clearly excludes boys from engaging in play that develops domestic skills (in addition to pigeonholing girls into thinking that girls can only do domestic things).
Just yesterday, I came across an article on CNN discussing this issue, and it contained anecdotes similar to the one I described above. The author described how a little girl was scoffed for having a Star-Wars thermos as well as how a little boy was told (by another little girl) that he could not have the mermaid doll he wanted. My arguments thus far have been centered on developing a variety of skills through play, but I’d also like to add that limiting self-expression could be disastrous for the future wellbeing of an individual.
There is some progress being made with regard to how toys are being presented in stores. For instance, the same article described the new Toy Kingdom at Harrod’s, which does not conform to the traditionally separated “boy” and “girl” sections. Instead, it has “worlds,” such as The Big Top(with circus acts and fairies) or Odyssey(with space crafts and gadgets). This type of organization allows any child, regardless of gender, to engage in play that facilitates imagination and cognition.
Hey Toys’R Us, are you listening?
Please don’t misinterpret this as being anti-pink, anti-princess, or anti-feminine. I embrace my own femininity with vigor and pride. I like to wear dresses and makeup and get my hair did. Give me a pair of Manolo Blahniks and I will wear the shit out of them. But I will do so while elbow deep in a biochemical analysis of intracellular cholesterol transport.
My point is that if you are going to make a toy more appealing to girls by painting it pink, don’t forget to include facets that allow girls to be comfortable with their femininity while providing an experience that promotes empowerment and an unlimited imagination. Furthermore, don’t exclude boys from getting an experience that helps them acquire skills that are applicable (and desirable) in the modern world. As it stands right now, toys like the Friends LEGO kit does neither of these and I believe that they major fails, both of the Double X and the XY variety.
Judith E. Owen Blakemore and Renee E. Centers, Characteristics of Boys’ and Girls’ Toys, Sex Roles, Vol. 53, Nos. 9/10, November 2005 [PDF, paywall]
Gerianne M. Alexander, Ph.D., An Evolutionary Perspective of Sex-Typed Toy Preferences: Pink, Blue, and the Brain, Archives of Sexual Behavior, Vol. 32, No. 1, , pp. 7–14, February 2003 [PDF, paywall]
Isabelle D. Cherney, Lisa Kelly-Vance, Katrina Gill Glover, Amy Ruane, and Brigette Oliver Ryalls, The Effects of Stereotyped Toys and Gender on Play Assessment in Children Aged 18-47 Months, Educational Psychology: An International Journal of Experimental Educational Psychology, 23:1, 95-106, 2003
Carol J. Auster and Claire S. Mansbach, The Gender Marketing of Toys: An Analysis of Color and Type of Toy on the Disney Store Website, Sex Roles, 2012 [abstract link]
Isabelle D. Cherney and Kamala London, Gender-linked Differences in the Toys, Television Shows, Computer Games, and Outdoor Activities of 5- to 13-year-old Children, Sex Roles, 2006 [PDF]
Isabelle D. Cherney and Bridget Oliver Ryalls, Gender-linked differences in the incidental memory of children and adults, J Exp Child Psychol, 1999 Apr;72(4):305-28 [abstract link]
Leah Gerber is an Associate Professor of ecology at Arizona State University. Her research is motivated by a desire to connect academic pursuits in conservation science to decision tools and effective conservation solutions. This approach includes a solid grounding in natural history and primary data collection, quantitative methods and an appreciation for the interactions between humans and the environment. She is keenly aware of the need for the communication of scientific results to the public and to government and non-governmental agencies. This communication is essential for the translation of scientific results into tenable conservation solutions.
DXS: First, can you give me a quick overview of what your scientific background is and your current connection to science?
LG: I learned about ecology and environmental conservation as an undergraduate and quickly became motivated to do science that impacted the real world of conservation. Learning about the impacts of humans on nature was a wake-up call for me, and inspired me to channel my feeling of concern for the demise of nature in a positive way.
From there, I have walked the tightrope between science and policy. After getting my undergraduate degree in environmental biology, I wanted to do more than just the science. So I enrolled in a masters program at the University of Washington – an interdisciplinary program called Marine Affairs. It was a great experience, but I wanted to have more substance to my science background – I wanted to know how to do the science in addition to how to apply the science.
This compelled me to enter a PhD at the University of Washington, which was largely funded by NOAA. My thesis involved trying to figure out how to make decisions about endangered species – how to determine which were endangered and which were threatened. This was a perfect project given my interest in developing tools to solve problems. After finishing my PhD, I did a postdoc at the National Center for Ecological Analysis and Synthesis (NCEAS) and developed approaches for marine reserve design and endangered species recovery. I was at NCEAS for three years before starting on the tenure track at Arizona State University. I’ve been at ASU for about 10 years now.
A major theme in my work has remained constant – that is, how to use the information we are generating in the natural and social sciences to better manage our natural world. Pre-tenure I focused a lot more on doing the science, publishing in good journals, and hoping that it made its way into good policy. Now that I am midcareer, meaning that I have a good amount of papers and tenure, I am enjoying the opportunity to work with practitioners outside of academia. For instance, I just got off the phone with someone from National Geographic regarding my recent publicationon seafood health and sustainability. In that study, we performed an analysis regarding seafood in the context of health and sustainability, to answer simple questions like, what to order when out to sushi? How do we educate about health benefits and risks? We will be organizing a workshop to help restaurant chains, grocery stores, as well as environmental NGOs identify a path forward in informing consumers about healthy and sustainable seafood choices. As a tenured professor, I feel fortunate to have the opportunity to work at the science-policy interface and to give society some science that is truly applicable.
DXS: It is too bad that you have to wait until you are more established and have tenure to go out and engage with the public, because this type of thing is just so important!
LG: Yes, I agree. There isn’t a clear path in academia when it comes to public engagement. But in recent years I have felt optimistic – the landscape within academia is starting to change, and at ASU this change is noticeable. We have a fabulous president, Michael Crow, who has really transformed ASU from just another state institution to a leader in sustainability. Part of this is the establishment of the Global Institute for Sustainability, and one of Michael Crow’s mantras is “community embeddedness.” He is really on board with this type of thing and I have seen evidence of his commitment trickle down throughout the University. For instance, when I first arrived, I had to justify and explain why I was serving on these federal recovery teams for endangered species. Now I feel that there is no justification needed. Developing solutions is not only so important for society, but should also be a key aspect of what we do at Universities.
DXS: We were introduced by another fantastic science communicator, Liz Neeley, who you met at a communications workshop. Why is it important to take part in this type of training?
LG: I met the Fantastic and Fashionable Liz through the Leopold Leadership Program, offered through the Woods Institute for the Environment at Stanford University. The Leopold Leadership training was the best professional development experience of my career, and has made me a better translator and communicator of science to policy. Pre-Leopold, I had little training in communications, and there I was, in a teaching position where I taught hundreds students. I thought to myself, well, how do I do this? The Leopold experience has solidified my commitment to teaching students about communication and engaging in policy.
One development emerging from this training is a science communication symposium at the AAAS meeting. Elena Bennett and I are giving a talk on overcoming institutional barriers for community engagement, and we will address the issues head on. We put out a survey asking others if they faced institutional barriers, and how they might work to engage more.
DXS: What ways do you express yourself creatively that may not have a single thing to do with science?
LG: I have 2 young kids, a 3yo and a 7yo. Being a mom helps me keep it real - I love that I get to enjoy the awe of discovering the world with my girls. We just got a puppy this weekend and we are having fun dressing her up and painting her nails (only partly joking). Other things that I do that are creative – truthfully, I am uninteresting – I don’t bake bread or go to the opera. I just work and take care of my kids. I practice yoga for my own sanity and also love to work in the garden. Doing these things gives me a reason to pause and step off the treadmill of keeping up with everything.
DXS: Do you find that your scientific background informs the creativity you have with your kids or your yoga practice, even though what you do may not specifically be scientific?
LG: I think there is synergy with my science and my kids and my yoga practice in helping me to accept things and be mindful – but not in any conscious way. For instance, when doing my science, the type A person that I am, I have an inclination to keep pushing, pushing, pushing. My kids and my yoga help me to shift gears and accept that things are going to happen when they happen. I try to let the kids be kids, including the associated chaos, and accept that this is a snapshot in time that they will be little. Now I find joy in that chaos. Having kids and yoga gives me a little more perspective, and the knowledge that things aren’t lined up and neatly placed in a box. It rounds me out.
DXS: Are your kids are major influencers in your career?
LG: My first child, Gabriella, was born just after I submitted my application for tenure – so it was good timing. And I was able to slow down. I quickly realized that I wasn’t able to work a 60+hour week. Before kids, I lived to work. Now, I work to live. I absolutely love my job and I feel so lucky that I have a career that I believe in and that I am actually paid to do it – it’s not just a hobby. But having kids made me chill out a little. If I get a paper rejected, I can let it go instead of lamenting about it for weeks. It has made me healthier. I don’t necessarily know if it has had positive impact on my career – time will tell. While my publication rate may be slightly smaller, I think my work now has different dimensions, and greater depth.
I am still pretty passionate about my work, and my kids know what I do and are proud of it. They share it with their classmates, and take every opportunity to wax poetic about how their mom saves animals in the ocean. They also have a built in conservation effort – my 7YO gets irritated when she can’t find a compost bin, and her new thing is to only fill her cup half way because she will only drink a little bit of water.
DXS: When you decided to have children, did your colleagues view you differently? Did they consider that you were sending your career down the tubes or was it a supportive environment?
LG: I honestly had a really positive experience. I can’t think of any negative sentiments from my colleagues, and they were actually really supportive. For instance, when I was pregnant with my first daughter, ASU did not have a maternity leave policy. Before that, you would have to take sick leave. So my colleague worked within the parameters of the unit to give me maternity leave. And then with my second daughter, our new president had established a maternity policy.
The support of my colleagues at ASU has made me feel loyal to my institution. Normally, I am loyal to people and not institutions, but overall, the support has been fabulous. Of course, with having the kids in each case, I did decline a lot of invitations – some pretty significant ones – but I did not have a desire to drag a newborn to give a talk, especially when I was nursing. And it was hard for me to do this at times, especially given my career driven nature, and I had to learn to accept that there would be other opportunities.
I had to shift it down a notch and realize that the world wasn’t going to freeze over, and that I could shift it back to high gear later. With “mommy brain”, I knew I wasn’t going to be at the top of my game at that point in my life. But I have incredible role models. Most notable is Jane Lubchenco, currently the Director of the National Oceanic and Atmospheric Administration. During the first part of her career, she shared a position with her husband – each did 50% – and they did that on purpose so they’d be able to enjoy having children and effectively take care of them. Now, she is in the National Academy, is having major scientific impacts, and she did it all despite having kids. If she can do it, why cant the rest of us?
DXS: Given your experiences as a researcher, as a mother, and now as a major science communicator, do you feel that your ability to talk to people has evolved?
LG: Absolutely. I think that the Leopold Training Program, which selects 20 academics from North America to participate in retreats to learn how to be better communicate and lead, has re-inspired all who attended. It has recharged our batteries and allowed us to make realizations that doing good science and putting it out there via scientific publication is just not enough. We also have to push it out there and make it available to a broader, more diverse population. As part of the training, we also learned about different thinking styles – super analytical or super emotional – and after I returned, I had my lab group participate in this type of exercise. And now I feel like I can better assess a persons thinking style and adjust the way I communicate accordingly.
DXS: Did you always have the ability to talk to the general public or does having kids help you to better understand some of the nuances associated with science communication?
LG: I think so. In fact, I am thinking back to when I had a paper in Sciencecome out around the time that I had my first child. It got a lot of news coverage and was featured in Time magazine. I thought it was so cool at the time, but looking back on it I realized that have come a long way. I said something to a journalist, who then asked me to translate it into “plain English.” It was a little bit of a jab.
Now, with kids, I can tell you a lot more about my research and can better see the broader impact. Talking to them helps me to do that. Here is a conversation about my research with my daughter:
L: Mama is working on figuring out how to help the whales that people like to eat. It’s a big problem because some people like to eat whales and some like to see them swimming in the ocean.
G: What we have to do is let the people eat the whales in the ocean, and buy some whales from the pet store to put back in the ocean. How much do whales cost?
L: Good idea. But you can’t buy whales at the store. They are too big. And if we take them all out of the ocean there will be none left.
G: Well instead we should ask the people to eat bad things like sharks.
L: Another good idea. But if we take sharks out there will be no predators to eat the big fish. And the whole ecosystem would collapse.=
G: Well then the people should eat other things like fish instead of whales. They should buy a fishing pole and catch a fish and eat those instead of whales.
L: What about chicken, shouldn’t people just eat chicken?
G: Mama, we can’t kill chickens. Chickens are nicer than fish, so that’s why we have to eat fish.
L: What about just eating vegetables?
G: Oh mama, some people are meat-eaters. And there are no more dinosaurs. They all got extinct. They should have saved some of the dinosaur meat in the freezer for the meat-eaters. When the dinosaurs come back, there will be enough meat to eat and people won’t want to eat whales.
The simplicity of taking myself out of my research bubble and engaging with a creative (and nonlinear?) 7YO has taught me how to be a better communicator – with the media, with my students, and with the general population.
DXS: Do you think these efforts in science communication are helping to shift other peoples perspectives about who a scientist actually is? For instance, are we changing the old crazy haired white guy stereotype?
LG: Well, I hope so. A couple of examples – again, as a mom, one of my daughters a Girl Scout and I get to help with the troop. One of the themes was to teach about environmental and conservations awareness. We did this Crayola molding experiment where we put our fingers into cold water. We then did the same thing except we put modeling clay over our fingers before putting them into the cold water and to learn about adaptations to extreme environments. Also, we play games where they simulate fishing – what if there is plastic? What happens to you if you eat that? My hope is that this shows these young girls that science is both interesting and fun.
Another thing that just happened today is that I was contacted by Martha Stewart’s office, and it seems that some of my research results will be featured in the October issue of Martha Stewart Living. The message here is that I happen to care about the ocean, but I also love sushi. I also I care about health. I am not just a nerd in a lab coat. I am a mom, I do yoga, I have wonderful friends, and here is the kind of science that I do. It seems to me that it is better to connect with others when I can give them something that is relevant to their lives instead of a more abstract ecological theory.
DXS: If you had something you could say to the younger you about getting on your chosen career path, what would you say?
LG: I feel like I have been very effective at figuring out how to get from point A to point B, but less successful at savoring the process. I think that I’d tell myself to make time to celebrate the small victories. I have also learned to identify what kind of research is most exciting, and I would tell myself to say “no” to everything that is only moderately interesting. I tell my grad students that if you don’t dive in head first, you won’t ever know. So why just not give it a try! And if it doesn’t work, move on. Also, if something isn’t making you happy, change! Academia isn’t for everyone, and there is a lot more to life than science.
Liz Neeley: Science communicator extraordinaire and lover of fine fashion… and bread.
Liz Neeley is the assistant director at COMPASS where she helps develop and lead the communications trainings for scientists, and specializes in the social media and multimedia components of their workshops and outreach efforts. Before joining COMPASS, Liz studied the evolution and visual systems of tropical reef fishes at Boston University. After grad school, she helped communities and researchers in Fiji and Papua New Guinea connect their knowledge of local coral reefs ecosystems to the media. She also dabbled in international science policy while working on trade in deep-sea corals. Liz is currently based in Seattle, at the University of Washington. You can find Liz on Twitter (@LizNeeley) and on Google+. Also check our her passion projects, ScienceOnline Seattle and her SciLingual hangout series.
DXS: First, can you give us a quick overview of what your scientific background is and your current connection to science?
I was one of those kids who knew from a really young age what they wanted to be, and that was a fish biologist. Sea turtles, dolphins – no way – I wanted to study fish. My mom actually found an old picture I drew when I was in third grade about what I wanted to be when I grew up: it was me in a lab coat, holding a clipboard, and tanks of aquaria behind me.
You combine this with the fact that I am also a really stubborn person, and I just wanted to do science straight through all my schooling. Not just the coursework either – I did an NSF young scholars program in high school, was the captain of the engineering team, and, of course, was a mathlete.
I did my undergraduate work in marine biology at the University of Maryland. I did three years of research there on oyster reef restoration, and then went straight into my PhD at Boston University, where I studied the evolution of color patterns and visual systems in wrasses and parrotfish.
I actually did not finish my PhD. Life sort of knocked me sideways, and instead of finishing my PhD, I ended up taking a masters, and then going into the non-profit world. At first, I mostly worked on coral conservation in Fiji and Papua New Guinea, and I did a big project on deep sea corals.
After I left grad school, I started a 20-hour per week internship at an NGO called SeaWeb. Vikki Spruill, who was the founder and president, has killer instincts and a passion for women’s high fashion that I share. She had noticed coral jewelry coming down the runway in Milan, Paris, and NY. People just didn’t have any idea that these pieces of jewelry were actually animals, much less that they were deep sea corals.
So we launched a campaign called “Too Precious to Wear,” which partnered with high-end fashion and luxury designer to create alternatives to these deep sea corals – celebrating coral but not actually using it. The Tiffany & Co. Foundation was our major partner, and we got to throw a breakfast at Tiffany’s that brought in fashion editors from Mademoiselle and Vogue.
Everyone always dismisses women’s fashions as shallow and meaningless, but this ended up being this huge lever that got a lot of attention for deep sea coral conservation, and my piece was the science that pinned it all together. I got a taste of the international policy component of that as well, and headed to the Netherlands for CITES (the Convention on International Trade in Endangered Species) as part of the work. I knew the science, but certainly helped that I knew how to pronounce the names of the designers too – opportunities like that to bridge cultures that seem foreign to each other are tremendously powerful.
I currently work at COMPASS, which is an organization that works at the intersection of science, policy, and communication/media. Our tagline is “helping scientists find their voices and bringing science into the conversation.” For my part, this means, I teach science communications trainings around the country, helping researchers understand how social media works, how reporters find their stories, and how to overcome some of the obstacles that scientists often put in their own way when they talk about their work.
What I love about this work so much is that it keeps me in the science community – around people who are pursuing tough questions. That is how my brain works, it is how my soul works, and I want to be a part of it. The power of this for me is to be able to take in all of this knowledge that is generated by these scientists and help connect it to the broader world. I feel like this is the best contribution I can make.
DXS: What ways do you express yourself creatively that may not have a single thing to do with science?
I am a pretty artistic person – or at least I think of myself as a pretty artistic person! My creative outlets usually involve some kind of graphic design. I am always giving presentations for my work, and I constantly ask “what do my slides look like, and am I telling a good story?” I so lucky that I get to spend a lot of time thinking about imagery, visual storytelling, and how people react to art or data visualization.
I also paint and draw (though I wouldn’t really share those) and I cook. I am actually doing a bread baking experiment this year where I am trying out a different type of bread recipe every weekend.
It can be really funny because sometimes, if it has been a really stressful week, I will look for a recipe that really needs to be punched down or kneaded for a long time. It’s a good workout too! And then we have this amazing bread every weekend. It is all about the aesthetics for me – I host dinner parties, bake, have a great garden – all of that is sort of my own creative outlet.
Some experimental results from Liz’s bread project.
DXS: What is your favorite bread?
The delicious baguette
LN: Oh, the baguette. I made my own for the first time last weekend and it was really fantastic! I realize that baking is one of these things that, if you want to do it properly, you have to be very precise. You should weigh the ingredients. But I’m precise in the rest of my life. When it is the weekend and I am having fun, I kind of love it when the flour is just flying everywhere. As a result, my loaves are a little bit mutated, or just not quite right, but they are delicious! Some of my other favorites also includes a great focaccia (the recipe for it is below!).
DXS: Do you find that your scientific background informs your creativity, even though what you do may not specifically be scientific?
Yes, absolutely. It’s funny because when you asked the question about my creative outlets that have nothing to do with science, it was not entirely easy to answer. You know, science is who I am – it permeates everything I do. When I am baking the bread, I am thinking about the yeast and fermentation. When I am painting, I am thinking about color theory and visual perception – after all that would have been what my PhD was in!
Speaking of color theory, Joanne Manaster recently shared a “how good is your color vision?” quiz. I took that test immediately to see how I would do. That lead me on this interesting exploration around the literature, and I read one theory that Van Gogh might have had a certain type of color blindness. I love this question of how our brains interact with the world. In animal behavior the concept is called “umwelt” – each species has a unique sensory experience of the environment. I like to think about how that applies to individual people to a smaller degree.
I think about this all the time – science, creativity, art, aesthetics – it is all one beautiful and amazing thing to me.
DXS: Have you encountered situations in which your expression of yourself outside the bounds of science has led to people viewing you differently–either more positively or more negatively?
I accept the fact that, especially when it comes to strangers, we make up stories based on what we see – clothes, hair, etc. I know that this happens to me as well. When we talk about femininity, it’s no secret that I am a girly girl. I wear makeup and heels. That’s how I feel most like myself, how I feel best. I know that this doesn’t sit well with everybody, but that’s ok. I like to think that I hold my own. Give me enough time to speak my piece and I can back it up. I’ve got an interesting career, I am a geek, and it is not hard for me to connect with people once we start talking.
In science we say that we don’t have a dress code, but the reality is that we do. Maybe it’s unspoken, and sure it is not the same as you see in the business world, but when you look different from how everyone else looks, people do want comment on it. I don’t feel like it is particularly negative in my case, and I feel that it doesn’t impede me. What is most exciting is that it often opens up conversation – mostly with other women who say “oh I really like your dress, I’ve been wearing more dresses lately!”
When I was an undergrad, I was kind of oblivious to the whole dress code thing. One day, when I was in the lab, I was wearing this pink, strappy sundress, tied up the back, and these stupid platform sandals that were really tall (clearly not appropriate lab gear). I was scrubbing out this 100-gallon oyster tank and my advisor happened to walk by and he sees me doing this. I remember freezing – all of the sudden I was afraid he was going to mock me or lecture me, but he just said, “Oh, Liz… Keep on.”
My graduate advisor was the same way – he acknowledged who I am and didn’t bother about how I dress. We didn’t avoid the topic. It just wasn’t an issue. I hope that other women can have that same experience. It doesn’t matter if you are a tomboy or a girly-girl. I don’t care – I am not judging you. You don’t have to look like me because I am in a dress.
This is why I love this #IAmSciencememe, and the whole “be yourself” mentality. And that is what I am going to do. I’ve decided to be myself. I accept the fact that not everyone will like the look of me. But, I think that we will eventually get to the point where we understand that science can be presented in lots of different ways.
DXS: Have you found that your non-science expression of creativity/activity/etc. has in any way informed your understanding of science or how you may talk about it or present it to others?
For me, my job with COMPASS really is sitting at this nexus of asking how we share science with people who aren’t intrinsically fascinated by it or connected to it. This is very much a ripe field for thinking about creative expression. Mostly, we come at it in terms of verbal presentations, storytelling and written materials, but then I specialize in the social media and multimedia components. I am always thinking about everything I am reading and seeing – news, art, music, fiction – and how we can apply what resonates with others in these non-science realms. It is very much a two-way thing; my science informs my creativity and my creativity informs my science. That makes it really fulfilling and exciting for me.
I see this in terms of the ability to make connections. When I am standing up in front of a group of researchers doing a social media training, I am making pop-culture references, alluding to literary works, quoting song lyrics. When you get it right, you can see someone’s eyes light up. It’s just another way to connect – people sit up and pay attention if you can make a meaningful reference to the artist they love or the book they just read.
One of the questions we always use in our trainings is “so what?” So you are telling me about your science, but why should I care? Miles Davis has a famous song “So What?” and we play that in the background. It makes people smile. It makes it memorable. I love that. I really like this idea that we should be using the fullness of who we are and our creative selves, including all of the sensory modalities, to talk about the very abstract and difficult scientific topics we care about so much.
(DXS editor’s side note: A portion of the previous paragraph was delivered to me in song. What’s not to smile about?!?!)
DXS: How comfortable are you expressing your femininity and in what ways? How does this expression influence people’s perception of you in, say, a scientifically oriented context?
I feel very comfortable in my own skin, and who I am and where I come from does tend to be a classically feminine look (at least in terms of clothing choices and how I wear my hair). I am never quite certain the exact definition of “femininity”, but I don’t think how I look so much influences people’s perception of me as much as it opens up opportunities for us to discuss gender and personality and science.
Part of what I do for my work is to help scientists understand that in journalism, we need characters. So, I have the obligation to walk my talk – we are all the main characters in our own lives and we have to live with that and be true to that.
It brings up interesting questions of personality and privacy. I feel pretty comfortable talking about my clothes and my art and my dogs and my bread baking – but I also know that a lot of people don’t want that type of stuff out there. I like the challenge of helping them tell their own science stories and shine through as interesting people in a way that is authentic and represents who they are in a way that works for them.
DXS: Do you think that the combination of your non-science creativity and scientific-related activity shifts people’s perspectives or ideas about what a scientist or science communicator is? If you’re aware of such an influence, in what way, if any, do you use it to (for example) reach a different corner of your audience or present science in a different sort of way?
Sure, I think that I sometimes surprise people. For example, in the world of communications and journalism, we are seeing more and more that coding and programming has great value. To just look at me, you might not believe that I geek out over altmetrics and that I miss using MatLab.
It suprises people when they find this out, and I sort of like that. I know what it feels like to walk into a room and to be dismissed. I relish these opportunities because I consider them a challenge. Instead of feeling offended (though it can get tiring), my approach is thinking, “Guess what! I have something interesting to say, and you and I are actually going to connect, even though you don’t see it yet.”
I think that this sort of willingness to interact is something I try to help the scientists that I work with to understand. Maybe you think that you are going to be met with great opposition toward some subject like climate change, but if you have the willingness to approach it without assuming the worst, it opens new opportunties. I’m no Pollyanna, but I think relentless optimism and a commitment to finding common ground with others is very effective.
When I introduce social media to scientists, it has changed a lot over the last three years, but there is still a lot of skepticism and some outright scorn for “all those people online.” I like to encourage taking a step back from that in order to reveal all of the awesome things going on online and the ways you might engage. I truly enjoy the process of turning skeptics into something other than skeptics – I might not change them into believers, but they will at least be surprised and interested onlookers.
Liz Neeley’s Favorite Focaccia
Scant 4 cups white bread flour
1 tablespoon salt
Scant 1/2 cup olive oil
1 packet of active dry yeast
1 1/4 cups warm water
Favorite olives, roughly chopped if you prefer
Handful of fresh basil
Start this mid-afternoon (between 3 and 4 hours before you want to eat it, depending on how fast you are in the kitchen)
1.In a large bowl, combine the flour and salt with 1Ž4 cup of the olive oil, the yeast & the water. Mix with your hands for about 3 minutes.
2.Lightly dust your countertop with flour and knead your dough for 6 minutes. Enjoy your arm workout and stress relief exercise!
3.The dough will be pretty sticky. Put it back in the bowl, cover it with a damp cloth, and let stand at room temperature for 2 hours.
4.Mix 1Ž2 or more of your olives and all the basil into the dough, and try to get them evenly distributed. It won’t be perfect, but it will be delicious.
5.Dump the dough onto a lined baking sheet. Flatten it with your hands until it’s a big rectangle about 1″/2.5cm thick. Slather with olive oil. Let rise for 1 hour.
6.Preheat your oven to 425°F/220°C
7.Sprinkle with flaky sea salt and drizzle with more olive oil if you want. Bake for 25 minutes or until golden.
8.Make your neighbors jealous with the amazing smell of baked bread wafting from your house.
Women are often stereotyped as having a dislike of dirt, a fear of snakes, an abhorrence of bugs. I happen to like snakes, think dirt is a good thing, and embrace the enormous diversity that is the world of “bugs,” or, more specifically, arthropods. The number of species of bugs may well account for the vast majority of all known animals species and easily exceeds 1 million. With 1 million+ species from which to choose, how can anyone “hate bugs”? So, it is with great delight that we highlight a blog today that’s about a woman and her love of bugs. The appropriately named Bug Girl’s Blog is a wealth of expert information about bugs, palatably presented. (Warning: some entries, especially the limerick contest entries, not suitable for children. This legitimate form of poetry often carries NSFC labels). Naughty proboscis-related poetry aside, at Bug Girl’s Blog, you’ll find all the detail and fascinating information about bugs that only a woman with a PhD in entomology can provide. While Bug Girl is happy to write about bugs and collate bug-related naughty poetry, she will not, she notes, be able to identify your bug for you. Remember that 1 million+ thing? No one can identify each and every one. She will, however, post and discuss videos of the sounds of summer (i.e., cicadas) complete with the related poetry of the ancient Greeks. You’ll learn about those bumps on the undersides of leaves–galls–and what their bug-related purpose is. Bug Girl applies critical thinking and skepticism to claims about bugs–and about what kills them–and tells us which bugs we can eat. Mmm. Ants are spicy. In case you’re interested, Bug Girl has also posted bed bugcoverage. Ewww. Women interested in science careers, in particular bug-related science careers, will also find a wealth of career-related posts. Oh, and National Moth Week? That’s coming up next July, so be sure to be ready for that. The point of it is citizen science, in which citizens engage in the process of science. In case you didn’t know it, moths are pretty cool, often quite beautiful, and rather necessary as pollinators and food. You can follow Bug Girl on Twitter @bug_girl.
With the holidays fast approaching, the Double X Science team has come up with a great list of science-themed gifts to help you in your quest for the perfect present. Not only are these gifts thoughtful, they are full of thought. So go forth and spread some nerd love this year!
I Love Science T-shirt, Amazon, $19.99 Let your loved ones tell the world around them that they are into science with this cool take on a T-shirt. I doubt that any of the Kardashians will be wearing this one.
The way we work by David Macaulay, Amazon, $23.10Recommended for ages 5 and above, this book elegantly demonstrates how and why our bodies function the way they do, from digestion, to respiration, to reproduction, all from the perspective of an engineer and illustrator.
Here Comes Science by They Might Be Giants, Amazon, $8.99 This is a seriously wonderful music/DVD combo that uses catchy tunes and big voices to turn science into singable fun! My personal favorite is “Electric Car.” Here is a video form this collection about why the sun shines (my kids know every word):
Hometown Puzzle, National Geographic, $39.95Forget those generic puzzles found on the shelves of cookie-cutter toy stores, this highly personalized jigsaw will tickle the fancy of puzzle-lovers anywhere. I’m probably going to get this for my mom. NOTE: You need to order this by 12/13 if you want it by 12/25.
DNA Gel Travel Mug, Cafe Press, $24.50What’s in your cup is not nearly as cool as what’s on your cup! I’ve always said that DNA is beautiful, and with this mug, everyone will be able to see it. I’d venture to say that it would be a great conversation piece as well.