From Claude Bernard to the Batcave and beyond: using Batman as a hook for physiology education
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Communicating physiology to the general public and popularizing science can be tremendously rewarding activities. Providing relevant and compelling points of linkage, however, between the scientific experiences and the interests of the general public can be challenging. One avenue for popularizing science is to link scientific concepts to images, personalities, and icons in popular culture. Currently, comic book superhero movies and television shows are extremely popular, and Batman was used as the vehicle for popularizing concepts of exercise science, neuroscience, and physiology in my recent book, Becoming Batman: the Possibility of a Superhero. The objective of this book was to bring scientific understanding to the broader public by using the physical image and impression everyone has of Batman and his abilities and then connecting this to the underlying science. The objective of this article is to share some of the details of the process and the positive and negative outcomes of using such an approach with other academics who may be interested in similar activities. It is my goal that by sharing this experience I may stimulate like-minded readers to initiate their own similar projects and to also be emboldened to try and integrate popular culture touchstones in their own teaching practice.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it