So, there’s this total solar eclipse thing happening on August 21st. If you’re not going to be in the 70 mile wide band of totality that crosses the US, then you might want to see it using one of these livestreaming sites. Especially if you’ll be trapped indoors in a cube farm.
Carrie Poppy has a great story about how she went from believing that her home was haunted, to finding out what the danger really was. And yes, it was life threatening. But there’s more, about why skepticism is a good thing.
How much do you know? Really? That much? Are you sure?
It turns out that there are lots of ways to think that you know more than you really do. Here’s a good scischow youtube about it. One of my favorites is the Dunning-Kruger Effect, which I see lots of. Basically, the less you know about something, the more you think you know. As a teacher I see this when students think they understand the topic, but then proceed to bomb the test. It works like this: When you have a beginners knowledge of something, you don’t know the intricacies of it. You don’t know just how much more there is to know.
I teach middle school science, so the material has been simplified—there’s a lot more to it than what I teach. Some students don’t get the simplified version, and they think that what they’ve gotten (the very simplified) is easy. Then they have to take a test on what they should know, and they have trouble with it. And when they get to a question on higher-order thinking skills … watch out!
The thing is, I think they could do much better. But when they’re studying, they think they know it, so they don’t study much. If they understood how much more they need to know, I think they’d realize that they needed to study more.
Anyway, watch the video.
My parents smoked. They tried to stop a few times, but always started again. Maybe if they knew how quickly the body starts to repair itself after you stop smoking, they would have stuck with it. Here’s a good video from ASAPscience about this.
Everytime math comes into my science class, the students always groan. “Why do we have to do math? We already had math class?” But math and science are linked. In fact, the math has to be there. And it can be really interesting how this happens. A number of years ago, one of my favorite youtubers did a trilogy of videos on this.
The first is on Fibonacci numbers, which seem to pop up all over the place. This then leads to one of my favorite irrational numbers: Phi (Φ). Everyone knows about Pi, but phi is pretty awesome too. Well, actually the golden ratio, which is also used all over the place, and mathematicians use phi as shorthand, kind of like they use pi for the ratio of the circumference of a circle to the diameter.
It turns out that when plants want to grow leaves, but not have the upper leaves be right above the lower leaves, they frequently put the leaves phi degrees away from the previous leaf. How do they do that? It’s not like they have protractors know about geometry or anything. It turns out that it’s really simple, as vihart gets to. It’s just growing where there’s more protein that tells the plant where to grow new leaves. This automatically ends up with the leaves being phi degrees apart. It’s really cool!
Anyway, here are the videos:
Vsauce has a really cool video on some ways that language and math are intertwined. Including how it all is interwoven with the world around us.
Alzheimer’s is transmissible, but is not catching. What does that even mean? Well, you can’t get it by being near someone with it, but if your brain comes into contact with the brain of someone who has it, you can get it. But how does that even happen? Well, watch this:
A star inside another star. Also, planet hunting.