Source : https://www.youtube.com/watch?v=9KM21aBOOmo

The story of quantum physics starts at the beginning of the 20th century with scientists trying to better understand how light bulbs work. This simple question soon led scientists deep into the hidden workings of matter, into the sub-atomic building blocks of the world around us. Here they discovered phenomena unlike any encountered before – a realm where things can be in many places at once, where chance and probability call the shots and where reality appears to only truly exist when we observe it.

Albert Einstein hated the idea that nature, at its most fundamental level, is governed by chance. Jim reveals how in the 1930’s, Einstein thought he’d found a fatal flaw in quantum physics. This was not taken seriously until it was tested in the 1960s. Professor Al-Khalili repeats this critical experiment, posing the question does reality really exist, or do we conjure it into existence by the act of observation?

Elsewhere, we explore how the most famous law of quantum physics – The Uncertainty Principle – is obeyed by plants and trees as they capture sunlight during the vital process of photosynthesis. Could quantum mechanics explain the greatest mystery in biology – evolution?

Source : https://www.youtube.com/watch?v=q4ONRJ1kTdA

That is, approximately 61 percent of all fresh water on the Earth is held in the Antarctic ice sheet, an amount equivalent to 70 m of water in the world’s oceans. In East Antarctica, the ice sheet rests on a major land mass, but in West Antarctica the bed can extend to more than 2,500 m below sea level. The land in this area would be seabed if the ice sheet were not there.

The icing of Antarctica began with ice-rafting from middle Eocene times about 45.5 million years ago and escalated inland widely during the Eocene – Oligocene extinction event about 34 million years ago. CO2 levels were then about 760 ppm and had been decreasing from earlier levels in the thousands of ppm. Carbon dioxide decrease, with a tipping point of 600 ppm, was the primary agent forcing Antarctic glaciation.

The glaciation was favored by an interval when the Earth’s orbit favored cool summers but Oxygen isotope ratio cycle marker changes were too large to be explained by Antarctic ice-sheet growth alone indicating an ice age of some size. The opening of the Drake Passage may have played a role as well though models of the changes suggest declining CO2 levels to have been more important.

Ice enters the sheet through precipitation as snow. This snow is then compacted to form glacier ice which moves under gravity towards the coast. Most of it is carried to the coast by fast moving ice streams. The ice then passes into the ocean, often forming vast floating ice shelves. These shelves then melt or calve off to give icebergs that eventually melt.

If the transfer of the ice from the land to the sea is balanced by snow falling back on the land then there will be no net contribution to global sea levels. A 2002 analysis of NASA satellite data from 1979 – 1999 showed that while overall the land ice is decreasing, areas of Antarctica where sea ice was increasing outnumbered areas of decreasing sea ice roughly 2:1.

The general trend shows that a warming climate in the southern hemisphere would transport more moisture to Antarctica, causing the interior ice sheets to grow, while calving events along the coast will increase, causing these areas to shrink. A 2006 paper derived from satellite data, measures changes in the gravity of the ice mass, suggests that the total amount of ice in Antarctica has begun decreasing in the past few years.

Another recent study compared the ice leaving the ice sheet, by measuring the ice velocity and thickness along the coast, to the amount of snow accumulation over the continent. This found that the East Antarctic Ice Sheet was in balance but the West Antarctic Ice Sheet was losing mass. This was largely due to acceleration of ice streams such as Pine Island Glacier. These results agree closely with the gravity changes.

The estimate published in November 2012 and based on the GRACE data as well as on an improved glacial isostatic adjustment model indicates that an average yearly mass loss was 69 ± 18 Gt/y from 2002 to 2010. The West Antarctic Ice Sheet was approximately in balance while the East Antarctic Ice Sheet gained mass. The mass loss was mainly concentrated along the Amundsen Sea coast.

Source : https://www.youtube.com/watch?v=mhMdmuagjVk

Source : https://www.youtube.com/watch?v=ygn266fxDuc

Source : https://www.youtube.com/watch?v=SBgC0PyIomU

For more such videos : https://www.youtube.com/c/ExperiHub?sub_confirmation=1

For more Science related blogs and videos : https://experihub.com/did-you-know/

Source : https://www.youtube.com/watch?v=voUi8RtmVRw

Source : https://www.youtube.com/watch?v=nUpfnSfzZ4k

This is my ABSOLUTE favourite science experiment of all time (oh yes, I promise it is THAT GOOD!)

When asked by my daughter at age 3 (7 years ago!), “Why do leaves change colour?” I had no answer.

I looked it up, found it too complicated for a 3 year old, but explained the best I could and let it be.

I was in Teacher’s College at the time, and wouldn’t you know a few weeks later we learned about (and did) a science experiment for kids about leaves changing colour.  It made things so much clearer that I immediately did the experiment with Madeline.

Please keep in mind this is my (limited) understanding having done the experiment and some research in that class. I’d love to share it with you.  So ….

WHY DO LEAVES CHANGE COLOUR?

Leaves contain Chlorophyll.  Chlorophyll makes the leaves green and is so dominant that it covers up all the other colours in the leaves. To figure out what colour a leaf would be without the dominant chlorophyll colour, we can separate the colours by doing this science experiment.

This experiment is very simple and you likely already have everything you need:

MATERIALS:

3 leaves (from the same tree)

Rubbing Alcohol

Jar

Plastic baggie (or plastic wrap)

Paper Coffee Filter

Small bowl or pan

STEPS:

1.  Have your child break the leaves into tiny pieces and put in the jar

2.  pour rubbing alcohol over the leaves until they are just covered

3.  mash and stir the leaves into the rubbing alcohol until the alcohol turns slightly green.  Really give it a good mashing – this is key.

4.  cover the jar with the baggie or plastic wrap and place the jar in a small bowl and pour hot water into the bowl.

5.  leave (ha!) the jar in the water for 30 minutes, swishing the jar occasionally to stir the leaves a bit.  The alcohol should be a very dark green (leave longer if needed).  If you can resist, wait even 45 minutes or an hour.

6.  Cut a strip in the coffee filter so the strip can reach the rubbing alcohol.  Place it in the jar like this:

(We just cut a strip off the coffee filter and taped it to the edge of the jar)

7.  The liquid will travel up the coffee filter and the colours will separate as the alcohol evaporates off the coffee filter.  Let this happen for about an hour for the full effect.  The leaves we used turn to a beautiful yellow in autumn

SO … WHY DO LEAVES CHANGE COLOUR?

In this science experiment we used the rubbing alcohol and energy (hot water) to separate the colours.  You likely saw green, and depending on your leaf type, maybe red, yellow, or orange.  As we know, Chlorophyll gives leaves their green colour and is so dominant it hides the other colours in the leaves.  But in the fall, chlorophyll in the leaves breaks down allowing the other colours to finally shine through and show their beautiful reds, yellows, and oranges.

I hope your kids will love this experiment as much as mine.  Science is naturally so hands on and relevant to kids real worlds.  Even if your wee one is very wee it may be worth giving this one a go.  I did it with my Sam and we spaced out the wait time with his rest time.  Even though he did not grasp everything I know he learned a lot!

Article by Sarah

Source : https://www.howweelearn.com/super-cool-walking-water/

I had a bit of time to puts around on Pinterest a little while ago, and found this neat science experiment on walking water by Science Sparks. I immediately remembered doing this neat activity when I was in teacher’s college and knew that my little ones would get a big kick out of it.

As will you Mama! It is super easy to prepare and quick for the results to happen as well. It is full of learning – wonderful big words like absorption can be used, and colour mixing can be played with in so many ways.

All you need: 3 Mason jars, paper towels, water, and food colouring

We filled two of the mason jars about half way with water. Then we added a few drops of food colouring, we did blue and yellow. I would highly recommend sticking to the prime colours.

Then, we folded two sheets of paper towel into long thin rectangles.

We arranged the 3 mason jars on a desk, with the empty jar in the middle. Then we put the paper towel into each jar, and curved them over into the empty jar in the middle.

Next we waited and watched, waited and watched, waited and watched. The water slowly started to creep up the paper towel. After about 5 minutes the boys got a bit ansy with the waiting and watching and started to play. After another 5 minutes Mama got a little ansy about the jars full of food colouring being in the midst of said play and they were moved to the window ledge.

I think it was about 20 minutes or so when the water started to drip into the empty jar.

A few drips of blue, a few drips of yellow, and very soon green appeared in the middle jar. Voila!

There is a lot of science that could accompany this lesson of course. But with the age of my little two, we simply did some chatting about our observations and marveled at the magic and wonder of it all.

I will teach them all about absorption and big scientific ideas when they are big. Right now my focus is on giving them as many experiences and amazing, beautiful things to talk about as possible. When they are bigger, and learning about absorption they will have great experiences to draw on. But no rushing.

We are fully embracing the innocence of childhood and letting them stay little around here.

Article by Sarah

Source : https://www.howweelearn.com/super-cool-walking-water/

This shows how pure mathematics and applied mathematics relate to each other and all of the sub-topics they are made from. If you would like to buy a poster of this map, they are available here: http://www.redbubble.com/people/domin…

I have also made a version available for educational use which you can find here: https://www.flickr.com/photos/9586967…

To err is to human, and I human a lot. I always try my best to be as correct as possible, but unfortunately I make mistakes. This is the errata where I correct my silly mistakes. My goal is to one day do a video with no errors!

1. The number one is not a prime number. The definition of a prime number is a number can be divided evenly only by 1, or itself. And it must be a whole number GREATER than 1. (This last bit is the bit I forgot).

2. In the trigonometry section I drew cos(theta) = opposite / adjacent. This is the kind of thing you learn in high school and guess what. I got it wrong! Dummy. It should be cos(theta) = adjacent / hypotenuse.

3. My drawing of dice is slightly wrong. Most dice have their opposite sides adding up to 7, so when I drew 3 and 4 next to each other that is incorrect.

4. I said that the Gödel Incompleteness Theorems implied that mathematics is made up by humans, but that is wrong, just ignore that statement. I have learned more about it now, here is a good video explaining it: https://youtu.be/O4ndIDcDSGc

5. In the animation about imaginary numbers I drew the real axis as vertical and the imaginary axis as horizontal which is opposite to the conventional way it is done.

Thanks so much to my supporters on Patreon. I hope to make money from my videos one day, but I’m not there yet! If you enjoy my videos and would like to help me make more this is the best way and I appreciate it very much. https://www.patreon.com/domainofscience