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00:18

[APPLAUSE] 00:28

00:30

BASSAM SHAKHASHIRI: Thank you very much. 00:31

Good afternoon, everyone. 00:33

It's almost evening. 00:34

It's a pleasure to be back at MIT. 00:35

It's always a pleasure to be back in the Boston area 00:37

because this is where we first lived, 00:40

when my family and I came to the United States in 1957. 00:42

In fact, we arrived here September 17, 1957. 00:46

My dad came as a visiting professor to Harvard 00:50

from the American University of Beirut. 00:53

And then Harvard said, stay another year stay, 00:55

another year. 00:57

He never went back. 00:58

So I enrolled at Boston University. 01:00

My dad then moved to NIH. 01:02

Both my parents are deceased now. 01:04

But the Boston area is very special to us 01:06

because it was the first place that we 01:08

lived in this great and wonderful country of ours. 01:10

And then, I'm very, very happy to be back 01:14

as a guest of Professor Lippert, and the students in his class, 01:16

and the colleagues. 01:19

And I promise you a good time, if you pay attention. 01:21

[LAUGHTER] 01:23

01:24

So what I really would like you to do 01:26

is sit back and relax because I'm 01:27

going to share with you, to begin with, 01:30

some important convictions about what it is that we do 01:33

in science and why we do it. 01:36

I wish I had more time to go in depth. 01:40

But I just want to go quickly through some 01:42

of these convictions that I hold very deeply. 01:47

So let's see if this is going to work here. 01:51

I want to see your faces. 01:54

OK. 01:56

I can still see your faces. 01:56

So Science is Fun and the Joy of Learning. 02:00

That's the title of my presentation, 02:02

Science is Fun and the Joy of Learning. 02:04

And every word is carefully selected. 02:07

You know, English is my second language. 02:09

So I think about every word and its meaning. 02:12

I also want to say that it's a pleasure for me 02:15

to see some old friends here, but also to make new friends. 02:17

And to see someone who watched me in Singapore, when 02:21

I was in Singapore-- 02:26

Where are you? 02:27

Right there, yeah, yeah-- 02:28

about three years ago. 02:29

So welcome. 02:31

So what I'd like to say to you immediately, 02:35

that your brain and my brain will 02:42

be different after this presentation, 02:45

if you pay attention. 02:48

If you don't pay attention, I can't do much about it. 02:50

But both my brain and your brain will be different. 02:54

35, 40 years ago, when students went to medical school, 03:00

they were told that the brain is an organ. 03:05

It doesn't change very much. 03:07

But now we know more. 03:10

Through the neurosciences, we know a lot more. 03:11

We know about plasticity. 03:14

In fact, changes in the brain happen. 03:17

That's what education is all about. 03:19

That's what learning is about, if those changes were not 03:22

happening. 03:25

So I just want to share with you the importance of being 03:26

focused and paying attention. 03:30

We live in the most advanced society in humankind. 03:32

And these advances are due to advances in science 03:38

and in technology. 03:40

I want you to think of this statement I just made. 03:43

Everything we enjoy now is the result 03:47

of advances in science and in technology. 03:49

The advances are so great, much greater 03:52

than we knew 50 years ago when I first 03:54

came to this country, or a hundred years ago, 03:57

or 200 years ago, or 500 years ago, a thousand years ago. 04:01

A long time ago, technology drove society. 04:05

The printing press was invented. 04:10

Electricity lit the world before we learned about the electron, 04:12

before the electron was discovered. 04:17

There are all kinds of connections 04:19

between science and technology. 04:21

But nowadays, it's science that drives technology. 04:23

Our ancestors were very good. 04:27

They built cities. 04:29

They built canals. 04:30

They built pyramids. 04:31

But now, we can build pyramids at the atomic level. 04:33

You've seen pictures of them. 04:35

A great deal of wonderful transformations 04:37

have happened because of advances in science 04:40

and in technology. 04:43

And it is the brain, our brain, that is 04:45

responsible for those changes. 04:49

We're all capable of doing good things, each one of us. 04:52

And each one of us is capable of doing evil. 04:57

And that's why we have to be selective about how 05:00

we use the results of those advances in science 05:03

and in technology. 05:06

These are different parts of the control mechanisms 05:07

that we know about now for the brain. 05:10

So please pay attention and bear with me. 05:13

You came to see some experiments and some demonstrations. 05:18

I promise I will get to them. 05:21

[LAUGHTER] 05:22

I promise I will get to them. 05:23

But I want you to understand the perspective and the context 05:24

for doing those experiments and those demonstrations. 05:29

So we all like to say that chemistry 05:32

is the central science. 05:35

And it is the central science. 05:36

I like to say it's the familiar science. 05:38

In fact, what I'd like to say, it's 05:41

the science of the familiar because everything around us 05:43

is made of chemicals. 05:46

The air that we breathe is a mixture 05:47

of usually good chemicals. 05:49

The food that we eat is a mixture of chemicals. 05:51

The clothes that we wear are made of chemicals. 05:54

Our own bodies are made of chemicals. 05:56

What goes on inside our bodies is 05:58

nothing but a series of biochemical reactions. 06:00

The medicine that we take when we are sick 06:03

is a mixture of chemicals. 06:06

06:07

The drugs that some people very stupidly 06:10

experiment with are chemicals. 06:12

Ah, some of you are smiling. 06:15

I'm connecting with the already. 06:16

That's why we need to learn about chemicals, 06:19

their proper handling, safe handling, proper disposal, 06:22

their benefits. 06:26

It's so complex, but it's beautiful. 06:27

Beauty is part of science. 06:30

It's an essential part of science. 06:31

Now having told you that everything around us 06:34

is made of chemicals, I'd like to ask each one of you 06:36

right now to reach out. 06:38

It's OK, Lou. 06:40

It's part of the effect. 06:42

It already had the same effect on you. 06:45

So that's good. 06:46

I'd like to ask each one of you right now 06:48

to reach out and touch a chemical. 06:50

Go ahead and do it right now. 06:51

Somebody's tapping on somebody's shoulder. 06:53

Somebody's is pulling somebody's hair. 06:54

Don't pull it too long. 06:56

Somebody is reaching out in the air. 06:57

Yes. 06:58

Chemicals are all around us. 06:59

And we want to learn and enjoy the beautiful chemical world 07:00

that we live in. 07:05

That's why I say chemistry is the science of the familiar. 07:06

It's the science of the familiar. 07:10

So I want to share with you for just a few short seconds 07:13

the theme that I have selected for the American Chemical 07:16

Society. 07:20

As Professor Lippert said, I will be the president 07:21

beginning January 1. 07:24

But I'm not waiting till then because I 07:25

want to get a good head start and get going. 07:27

The theme I selected is advancing chemistry, 07:29

communicating chemistry; advancing chemistry, 07:31

communicating chemistry; advancing chemistry, 07:34

communicating chemistry. 07:38

And I want to call your attention to the ACS mission 07:40

statement. 07:42

One of the worst things that a presenter can do 07:44

is show a slide and then proceed to read it. 07:46

It's an insult to the audience. 07:48

You can read it. 07:50

But forgive me. 07:51

I don't mean to insult you. 07:52

I want to share with you the emphasis about this. 07:53

So it says, "To advance the broader chemistry enterprise 07:56

and its practitioners for the benefit of Earth 08:00

and its people." 08:03

Such a profound statement, I only wish I had written it. 08:05

And then there's the ACS vision, "Improving people's lives 08:09

through the transforming power of chemistry." 08:12

"Transform" is a very powerful word. 08:14

That's what happens to us when we become educated. 08:16

This is what happens to us when we become learned individuals. 08:20

This is what happens to societies when they 08:23

become advanced and learned. 08:26

They are transformed. 08:27

I've selected four initiatives. 08:31

Next year is the sesquicentennial 08:33

of the Land Grant Act. 08:35

And the Land Grant Act, as some of you 08:37

know, and I'm about to tell you if you didn't know it, 08:38

transformed America. 08:41

MIT is a land grant institution. 08:44

Did you know that? 08:46

Raise your hand if you knew that MIT was a land grant 08:47

institution. 08:49

OK. 08:50

Raise your hand now if you know that MIT is a land grant 08:51

institution? 08:54

Everybody-- right? 08:55

I mean, look, I asked you to pay attention. 08:56

[LAUGHTER] 08:58

I said your brains will be different. 09:00

My brain is being different already 09:02

because I can tell from your reactions, 09:03

when it is visual reactions, and also from your sound 09:05

that you're sharing with me. 09:09

So we're going to mark the sesquicentennial of the Land 09:11

Grant Act at the national ACS meeting in San Diego 09:14

and Philadelphia by looking retrospectively 09:18

at what chemistry departments have done in the past 150 09:21

years. 09:24

So we educate ourselves about our heritage. 09:25

What I'm really most interested in is 09:27

what we're going to do in the future, what you're 09:29

going to do in the future? 09:31

I'm not going to be around much longer. 09:32

I hope a long time. 09:34

But not as long as you're going to be. 09:35

So we want to be prospective. 09:37

We want a glance in the real view mirror. 09:39

But we want to look ahead so we can 09:41

be participants and leaders in transformations that 09:43

are good for our human society. 09:47

Our second initiative deals with appointing a blue ribbon 09:50

commission to examine the purposes of graduate education 09:54

and research in the chemical sciences. 09:58

Look at the purposes. 09:59

Why do we have graduate programs in the chemical sciences? 10:01

Has the German model served us well? 10:05

Is it appropriate for the 21st century? 10:07

We make promises to graduate students 10:10

when they come to graduate school. 10:11

Do we keep those promises? 10:13

Look at the duration of the postdoctoral appointment now. 10:15

It's getting longer and longer. 10:17

So we talk about employment issues. 10:19

We also look at the profile of the graduate students, 10:21

diversity, as well as international part 10:24

of the profile. 10:27

And we want to, of course, remember 10:29

that the graduate students were undergraduates before. 10:31

And before that, they were in precollege. 10:34

So we're going to segue to that. 10:36

But the focus is on this level right now. 10:38

There'll be listening sessions. 10:42

There'll be opportunities to interact via email, webinars, 10:44

with this blue ribbon commission that I have appointed. 10:47

The third initiative is to help the public understand 10:50

the science of climate change. 10:52

The science of climate change, not the politics, 10:54

not the economics, but the science of climate change. 10:57

What is a greenhouse gas? 11:01

What makes it a greenhouse gas? 11:02

Did you know that any molecule with three atoms or more 11:04

in the gaseous phase is a greenhouse gas? 11:07

Did you know that? 11:09

Yes or no? 11:10

Did you know that? 11:11

You didn't know it, right. 11:12

Well, I just told you. 11:13

OK. 11:15

Every molecule in the gaseous phase, 11:15

that has three atoms or more, is a greenhouse gas. 11:18

But they're not all effective. 11:21

And why aren't they all effective? 11:24

And what does it take for a molecule 11:25

to become a greenhouse gas? 11:27

We all know about dipole moments. 11:29

Yes. 11:31

You know about dipole moments? 11:31

OK. 11:32

So what I'd like you to do is make connections between what 11:33

you know and what you're hearing me 11:35

say now because that's how we learn. 11:37

And that's how we share the knowledge with each other. 11:39

So it takes a dipole moment to effect, right? 11:42

You're shaking your head. 11:45

And I'm beginning to connect with you, right? 11:46

But there are molecules with two atoms in the gaseous phase that 11:49

have a dipole moment too. 11:55

Carbon monoxide, right? 11:57

Well, it's not a greenhouse gas. 11:58

How come? 11:59

So what does it take to be a greenhouse gas? 12:00

Think about it. 12:04

Here's the big question. 12:05

How does the vibrational energy change into heat energy? 12:07

I'm not going to ask any one individual to tell me 12:12

the answer to that one. 12:14

But I'm asking you to think about it. 12:16

How does the vibrational energy change into heat energy? 12:17

You know, most of the air is nitrogen and oxygen. 12:21

But now, we're putting greenhouse gases in there, 12:24

more than we did before. 12:26

Why? 12:27

Because the Industrial Revolution 12:28

has been so successful, extremely successful. 12:30

This is why we have the most advanced society in humankind. 12:33

But because of the Industrial Revolution, 12:39

we put more carbon dioxide in the air. 12:41

We put more CO2 gas in the air. 12:44

Is that a good thing? 12:46

Up to a point, it's a good thing. 12:47

If it weren't for the greenhouse gases, 12:49

the surface of the planet would be as cold 12:52

as it is on Mars and life as we know it would not exist. 12:53

So there are good and not so good 12:57

things about the greenhouse gases. 12:59

And that's what this third initiative deals about. 13:01

The fourth one is to consider the possibility 13:03

of establishing an ACS high school teacher fellowship 13:06

program. 13:08

We will be hearing about this later 13:09

on from reading chemical engineering 13:10

news and other sources. 13:12

So that's briefly what I want to focus on. 13:14

It's not the only thing. 13:16

But that's what I want to focus on for next year. 13:17

So advancing chemistry, how do how 13:20

do we do it, through research. 13:22

Research is so enjoyable. 13:24

It's so rewarding. 13:26

We ask questions. 13:28

We want to know the answers. 13:29

We're curious. 13:30

Why is the sky blue? 13:31

Why is the sky blue? 13:32

Scattering, you're to tell me scattering. 13:34

OK, that's good. 13:35

OK. 13:36

[LAUGHTER] 13:37

13:37

Why do leaves change color in the fall? 13:38

One of the most beautiful experiences I had in my life, 13:41

when we first came to Boston in 1957, 13:43

a colleague of my dad at Harvard took us to New Hampshire, 13:46

to Vermont, in the fall. 13:50

It just-- it was-- 13:52

I can't use adequate words to describe 13:53

the beauty of the chemical transformations 13:56

that were happening in the leaves 14:00

and how the chlorophyll reaction shuts down. 14:02

And all these other colors are there already. 14:04

But we don't see them because they're masked by chlorophyll. 14:07

And just understanding that and asking questions 14:10

is what we're trying to do, both in research and in education. 14:13

Of course advanced chemistry by being innovative as well. 14:17

So I'd like to just take a couple of moments to tell you 14:21

that in society today, we have two 14:25

sectors, the science-rich sector and the science-poor sector. 14:28

Who is in the science-rich sector? 14:33

Colleges and universities, parts of industry, 14:36

the national laboratories. 14:41

Who is in the science-poor sector? 14:43

Everyone else. 14:46

And those of us who are fortunate to be 14:48

in the science-rich sector have an obligation 14:51

to the people who are in the science-poor sector. 14:54

I want you for a moment to think about science-rich 14:56

and science-poor. 15:00

But I also want you to think about what you hear on the news 15:01

now daily and cross out the word "science" 15:04

and cross out the word "science from the second one. 15:08

And look at the turmoil that we have. 15:11

There's a gap that is widening at an alarming 15:14

rate between those of us who are rich in knowledge 15:16

and otherwise, and those who are not. 15:19

And it's incumbent upon us to narrow that gap. 15:22

We have to do it for a lot of profound societal reasons. 15:26

But I'll give you one crass reason 15:29

why it's important for those of us in the science-rich sector 15:30

to communicate with the science-poor sector. 15:33

And you know what that crass reason is. 15:36

The people here, in this sector here, they 15:39

pay for what it is that we do in the science-rich sector, 15:41

government funds, private foundation funds. 15:46

So we need to be thinking about our role as science students, 15:49

as scientists, as learned individuals in this regard. 15:52

All right. 15:57

So there's scientific competence, 15:57

which is what we acquire by doing research 15:59

through education. 16:01

There's scientific expertise. 16:01

But there's also science literacy. 16:03

Our goal should be to increase the level of science literacy 16:06

among people in the science-poor sector. 16:09

Science literacy is the appreciation of science 16:11

without a deep knowledge of chemistry, physics, or biology, 16:14

or any other science. 16:17

It's an appreciation. 16:18

Let me give you an analogy to make this point as clearly as I 16:19

know how. 16:23

And this analogy comes from sports. 16:24

I know as a classroom teacher the danger of using analogies 16:26

because you remember the analogy, 16:29

and not the real thing that I'm talking about. 16:30

Just as we have professional football players, baseball 16:33

players, hockey players, and so on, we have sports fans. 16:35

Without those sports fans, you know 16:39

the interprofessional sports enterprise would be nothing. 16:40

You also know that's not an exaggeration. 16:44

So what we need, we need scientists 16:46

and we need science fans. 16:48

And we want those science fans not 16:51

to be sitting in the stands as passive spectators. 16:52

We want them to follow what we're doing. 16:55

Some of them might even show up on the playing field 16:56

to become scientists like us. 16:59

But we have to pay attention to them 17:01

so we can improve the level of science literacy. 17:02

Communications. 17:07

There are many elements to communications. 17:08

I just list five of them here. 17:10

One is to inform, to engage-- 17:11

that's what I hope to do very shortly. 17:14

I promised you I'll do experiments. 17:15

They're engaging. 17:17

I'm going to get to that-- 17:18

to educate, to advocate, and to persuade. 17:19

There are other parts of it. 17:23

There's entertain, all kinds of things you can think about. 17:25

But those are the five I want to try 17:27

to focus on as important elements of communication. 17:29

In the scientific community we communicate with each other 17:32

very well. 17:34

But we don't do it as well yet with people 17:35

in the science-poor sector. 17:37

So we have to work on that. 17:38

One purpose of communicating chemistry 17:40

is to showcase chemistry at its best 17:42

in addressing significant human and societal issues. 17:45

It's very important that we do that, very, very important 17:48

that we do that. 17:51

17:51

Here's a statement from a very famous person. 17:54

Everyone knows this person by name. 17:56

And he said, "Most of the fundamental ideas of science 17:58

are essentially m and may, as a rule, 18:02

be expressed in a language comprehensible to everyone." 18:04

You think about that. 18:07

He said most of the fundamental ideas of science 18:09

are essentially simple, or maybe simple to him. 18:11

But no, that's just a joke. 18:14

Now, you think about what he's saying. 18:16

OK. 18:18

So we have to find ways to improve our communication 18:19

skills to the public at large. 18:23

And so I want to mention to you very briefly 18:25

an activity we do at the Wisconsin 18:28

Initiative for Science Literacy, asking graduate students 18:30

to include in their thesis a chapter, explaining 18:33

the research that they just finished, to their mother, 18:37

to their grandfather, to their neighbor, 18:41

to anyone, to their former high school classmates. 18:44

So that they get to appreciate what it is that someone spent 18:48

five, six years, working hard, using 18:51

taxpayers' money and other people's money, 18:54

to improve knowledge and to give us rewarding experiences. 18:57

And the goal, as I say, is to explain the candidate's 19:00

scholarly research and its significance 19:02

to a wider audience, that includes 19:04

family members, friends, civic groups, newspaper reporters, 19:06

state legislator, and so on. 19:09

And if you do this, we give you $500. 19:10

We're beyond $10 now. 19:13

We're beyond $10 among the graduates. 19:14

This is catching on. 19:16

And we will assist in the public dissemination of this. 19:18

So I'm going to tell you how you can find out more about this 19:20

because you can read those chapters. 19:23

We have them posted them on my website. 19:24

My website is www-- 19:27

they all start with www, you know that, right? 19:29

And then scifun-- 19:32

S-C-I-F-U-N-- .org. 19:34

Somebody is writing it down. 19:36

You don't have to write it down. 19:37

Just say it quietly a couple of times, scifun.org-- 19:39

S-C-I-F-U-N-- .org, scifun.org, scifun.org. 19:42

Now, this is how we memorize things. 19:46

But why do we memorize things? 19:48

To store them in our memory banks? 19:49

They use them. 19:51

To use them. 19:53

So I'm going to check with my web master 19:54

in the next couple of days to see how many new hits 19:57

we get from the Cambridge area. 19:59

See if anybody's been to my website. 20:00

OK. 20:02

All right. 20:03

The great master Leonardo said, "There 20:04

is no higher or lower knowledge, but one only, 20:06

flowing out of experimentation. 20:08

We're getting close to my keeping my promise, 20:10

keeping my promise. 20:13

That's what you came here for. 20:14

So I'm going to do some experiments. 20:15

And my latest book is volume 5 in this series. 20:17

It deals with color, light, vision, and perception. 20:22

It deals with what happens in front of the eye. 20:25

But now because of advances in neurosciences, 20:27

we learn more about what happens behind the eye. 20:29

So that's included in this book here. 20:32

And there's a little flyer that you may pick up as you 20:34

walked in or when you walk out. 20:38

And if you have a favorite high school teacher, 20:40

you might want to give him a copy as a Christmas 20:43

gift or a holiday gift, if you wish to. 20:46

The book has been out now since February. 20:49

This is the cover of the book. 20:52

What are these three things that you see here? 20:54

What do they look like? 20:57

AUDIENCE: Drops of water. 20:58

BASSAM SHAKHASHIRI: Mumble, mumble, mumble. 20:59

I like that because everybody saying things-- 21:00

huh? 21:02

Are they paperweights? 21:03

They could be. 21:06

They're actually water droplets. 21:07

That's what are. 21:09

They're water droplets, as some of you said. 21:09

So here's an experiment that I want-- 21:12

the first experiment I want to ask to look at. 21:14

This is a checkerboard. 21:17

This is about perception because you're 21:18

going to be seeing things now. 21:19

And the brain, the brain sometimes plays tricks on us. 21:21

So here's the checkerboard. 21:24

And you see this object right here. 21:26

And you see it casts a shadow. 21:28

So my question to you is, is the shade 21:30

in square of number 1 the same as the shade in square number 21:34

2, yes or no? 21:37

AUDIENCE: Yes. 21:38

AUDIENCE: No. 21:39

BASSAM SHAKHASHIRI: How many say yes? 21:40

Raise your hand if you say yes. 21:42

And how many say no? 21:44

More people say no. 21:45

So we have to train ourself to do this. 21:47

Now, remember now, this one is labeled number 1. 21:49

This is labeled number 2. 21:52

I'm going to now cover this. 21:54

And now, you see that they both have the same shade. 21:58

You see that, right? 22:02

So those of you who said yes before probably have seen this. 22:04

[LAUGHTER] 22:08

And you know what? 22:10

Your brain is using the knowledge 22:12

that you had from before. 22:14

That's great. 22:15

So let's look at this one more time. 22:16

So I take it off. 22:18

You see. 22:19

So what's going on here? 22:19

The shadow is telling the brain something. 22:21

And we have to develop the skills with our brains 22:25

to sort out the information, and be very careful about it, so we 22:28

have the proper interpretation. 22:33

So this is when I cover it now. 22:35

You see this shadow cannot be seen. 22:36

And that's how we started with it. 22:39

So we have to make connections. 22:41

We have to make good connections. 22:43

We don't want to have any impedance problems. 22:44

That's what we don't want to have. 22:46

And I want to show you why we want 22:48

to do experiments and demonstrations, 22:51

why we want to be engaging. 22:54

This is why. 22:57

That's why. 22:59

That's why. 23:01

That's why. 23:03

That's why. 23:05

You just look at those faces. 23:06

You just look at those faces. 23:07

And each one of them is engaged. 23:10

Engagement is important. 23:13

But what's really important is what happens after that. 23:14

So we're going to now get into what 23:17

happens as you become engaged. 23:20

Lights out, please. 23:23

Because we're going to do some experiments, in addition 23:24

to the one we did. 23:27

Yes. 23:29

Yes. 23:29

I know you've waited too long. 23:29

I know. 23:31

I know. 23:31

When we do experiments, we'll obey all the safety rules. 23:32

You notice I have my goggles on. 23:35

Did you notice that? 23:36

I just pointed it out as a reminder. 23:38

For those of you who noticed and those of you who didn't, you 23:39

just saw that I have them on. 23:42

I have a fire extinguisher right here. 23:44

It's ready to be used, just in case something goes out 23:46

of control. 23:48

I'm not planning on anything going out of control. 23:49

But we have it as a safety precaution. 23:51

So what I'm going to do is take a match and strike it. 23:54

24:00

You like that, right? 24:03

[LAUGHTER] 24:04

So this is an example of what we call a combustion reaction. 24:05

I'm going to light a candle. 24:08

And-- 24:10

AUDIENCE: Whoa. 24:11

BASSAM SHAKHASHIRI: --I'm going to-- whoa is right, see. 24:12

Engagement. 24:15

I want to tell you something that I 24:17

have observed over the years. 24:19

I've been doing these demonstrations for over 40 24:20

years. 24:23

Youngsters and people in retirement homes 24:25

are not inhibited like the rest of us. 24:28

So we have to allow ourselves to express ourselves. 24:31

So this is an example of a combustion reaction. 24:34

And it is, of course, related to Michael Faraday. 24:38

You know who Michael Faraday was, right? 24:44

He used to gather young people around Christmas time 24:47

at the Royal Institution and do experiments with them. 24:49

And one of his most famous lectures 24:52

is on the chemical history of the candle. 24:54

So what I'm going to do now, because you're 24:57

paying good attention, I'm going to reach back 24:59

into my back pocket and get my wallet out. 25:02

What do people usually keep in their wallets? 25:05

AUDIENCE: Money. 25:07

BASSAM SHAKHASHIRI: Money. 25:08

What else? 25:08

AUDIENCE: Credit cards. 25:09

BASSAM SHAKHASHIRI: Credit cards. 25:10

What else? 25:10

AUDIENCE: Driver's license. 25:11

BASSAM SHAKHASHIRI: Driver's license, 25:12

if you're old enough to have one. 25:12

What else? 25:14

AUDIENCE: Pictures. 25:14

BASSAM SHAKHASHIRI: Pictures, all kinds of things. 25:15

So what I'm going to do now is I'm going to reach in here. 25:16

I'm going to take a dollar bill and I'm 25:19

going to put it into the flame, just like that. 25:20

AUDIENCE: Wow. 25:23

BASSAM SHAKHASHIRI: Was that too fast? 25:24

AUDIENCE: Yeah. 25:26

BASSAM SHAKHASHIRI: Well, I asked you to pay 25:26

close attention, didn't I? 25:28

I'm trying to engage your brain. 25:29

So that was not a real dollar bill. 25:33

[LAUGHTER] 25:37

That was a fake dollar bill. 25:38

That was a phony dollar bill. 25:40

It's called flash paper. 25:43

What we always do in science is repeat the experiment. 25:46

So I take out what looks like a dollar bill. 25:50

But it's not a real dollar bill. 25:52

I bring it close to the flame. 25:54

25:55

It disappears into thin air. 26:03

It looks like magic. 26:05

I love magic. 26:08

Magic is engaging, but not informative. 26:10

Magic is engaging. 26:15

So this is paper that has been treated with chemicals so 26:17

that when it burns, it doesn't leave any ash behind. 26:20

It's called flash paper. 26:23

And so what are the chemicals that are used for this? 26:25

You want to think about this, right. 26:28

So you want to educate yourself about it if you want to. 26:29

And you might want to go to my website 26:32

to learn more about this. 26:34

How do you get to my website? 26:35

AUDIENCE: www.funsci.org. 26:37

BASSAM SHAKHASHIRI: OK. 26:38

You got it. 26:39

So now I would like to ask someone 26:41

in the audience to volunteer to help me 26:43

with the next experiment. 26:45

Who wants to help? 26:45

Well, let me tell you first what I need help with, OK. 26:46

[LAUGHTER] 26:49

I'd like someone in the audience to let me borrow from them 26:50

a real $1 bill. 26:54

Is there someone in the audience who 26:55

would let me-- who would trust me 26:57

with a real $1 bill or a $5 bill? 26:58

Steve, how about a $20 bill, huh? 27:02

You got a $20 bill? 27:04

OK. 27:06

Here's a $1 bill. 27:07

It's a real $1 bill. 27:08

You know what I'm going to do with it, don't you? 27:09

You know where this is going. 27:11

So combustion, combustion is-- 27:14

AUDIENCE: You did say borrow. 27:17

BASSAM SHAKHASHIRI: Huh? 27:18

AUDIENCE: You did say borrow. 27:18

BASSAM SHAKHASHIRI: I did say borrow. 27:20

You know what? 27:21

That's a very important observation that you made 27:22

and you are reporting it. 27:26

Because the whole exchange for the benefit of society 27:28

works on the element of trust. 27:33

You trusted me with this $1 bill. 27:36

So I did say borrow, which means I'm going to give it back. 27:39

AUDIENCE: Right. 27:42

BASSAM SHAKHASHIRI: I didn't say what 27:43

form it's going to be in when I give it back. 27:44

[LAUGHTER] 27:47

27:48

So, well, I have a jar right here. 27:50

And I have in this jar-- 27:53

what does it look like? 27:55

I have a liquid. 27:56

What does it look like? 27:57

It looks like? 27:58

AUDIENCE: Water. 27:58

BASSAM SHAKHASHIRI: It looks like water. 27:59

The way we described this liquid is to say it's 28:00

a clear and colorless liquid, which is what water is. 28:02

So I'm going to take this liquid and-- 28:06

so I want everybody to see the jar right here, 28:10

get this out of the way. 28:12

I'm going to take the dollar bill. 28:14

I'm going to soak it in this clear and colorless liquid, 28:17

which looks like water. 28:21

And I'm going to fish it out using those tongs. 28:23

You see, it's dripping like any wet object would. 28:26

And then I'm going to take it to the flame. 28:28

Take a good look at it now. 28:30

It may be last time you see it. 28:31

So here is the dollar bill on fire, or is it? 28:33

AUDIENCE: No. 28:38

BASSAM SHAKHASHIRI: But you did see a flame, didn't you? 28:39

AUDIENCE: Yes. 28:41

BASSAM SHAKHASHIRI: So now I ask you, can this liquid be water? 28:42

AUDIENCE: No. 28:44

BASSAM SHAKHASHIRI: You know from experience 28:45

that water does not burn under these conditions. 28:47

So I will tell you what's in this jar. 28:50

This clear and colorless liquid is 28:52

a mixture of rubbing alcohol and water, isopropyl alcohol 28:54

and water. 28:59

You know also from experience that when you burn alcohol, 29:01

what color flame do you see? 29:05

It's kind of bluish. 29:07

Do you remember what color flame you saw here? 29:08

It was a little yellowish. 29:10

That's because we also added a little bit of sodium chloride 29:13

in there. 29:16

The eye is more sensitive to the yellow color 29:16

than it is to the blue color. 29:19

So we added the sodium chloride to enhance the visibility 29:21

of what's going on. 29:24

How can sodium chloride enhance the visibility? 29:26

So we're exciting the electrons and the sodium ions. 29:29

They go to a higher energy state. 29:32

Do you remember all the stuff that you learned 29:34

in atomic structure, and so on? 29:35

Make connections. 29:37

Make connections with that. 29:38

So I give you back this dollar bill 29:39

because I said I would borrow it. 29:44

So here it is. 29:47

So what does it feel like? 29:47

Of course, it's wet. 29:51

It's 50% water, 50% alcohol. 29:52

So wait a little bit until it dries. 29:55

And then you can-- 29:57

so thank you very much. 29:58

Give her a hand for helping out with this. 29:59

[APPLAUSE] 30:01

30:02

So when you burn something that has carbon in it, 30:03

you get carbon dioxide. 30:06

Carbon dioxide is a gas at room temperature. 30:08

We can't see it because it has no color. 30:11

And we can't smell it because it has no odor. 30:14

But everyone knows about carbon dioxide gas 30:17

because you know about carbonated beverages. 30:19

In fact, they're called carbonated beverages. 30:22

They have carbon dioxide in them. 30:25

I'm going to do an experiment right now 30:27

so that we can learn a bit more about how much carbon dioxide 30:29

is dissolved in this liquid. 30:33

And to do this experiment, I'm going to use a baby bottle. 30:34

[LAUGHTER] 30:37

You remember that, huh? 30:38

So this baby bottle has been modified slightly. 30:41

I have replaced the nipple that has the hole in it where 30:45

the milk flows out, with the rubber bulb from a medicine 30:48

dropper. 30:51

And this is a very strong piece of rubber. 30:52

I'm going to try to show you how strong it 30:54

is by attempting to blow air in it to see if I can inflate it. 30:56

Here we go. 30:59

31:00

Can't do it. 31:05

It's very, very strong. 31:05

So now, please listen carefully to this very familiar sound 31:07

as I open the can. 31:11

You've all done this or seen someone do it. 31:12

Here we go. 31:15

AUDIENCE: Yes. 31:15

BASSAM SHAKHASHIRI: Did you hear that? 31:17

Now, the can is open to the atmosphere. 31:18

That's the sound from the metal. 31:21

I'm going to take the liquid and put it in this baby bottle. 31:23

What do you see? 31:29

You see fizz. 31:31

You see bubbles. 31:32

What kind of bubbles are those? 31:33

They're carbon dioxide bubbles. 31:35

Where are they coming from? 31:37

They're coming from the drink, from the liquid. 31:39

But the pressure now is open to the atmosphere. 31:45

And that's why they're bubbling out. 31:49

So I'm going to fill it to the top, take the screw cap 31:50

and tighten it. 31:55

What should I do next? 31:56

AUDIENCE: Shake it. 31:58

BASSAM SHAKHASHIRI: You've done this experiment before, huh? 31:59

So I shake it. 32:01

32:02

And now you see how much carbon dioxide is dissolved 32:06

in this carbonated beverage. 32:09

There's so much carbon dioxide in there 32:12

it's able to partially inflate this strong piece of rubber, 32:14

that neither I, nor any other human being, 32:18

can inflate with all the powers of our lungs. 32:20

But you already know that there is 32:24

a lot of carbon dioxide in drinks like this 32:25

because what do you do after you take a sip or two? 32:27

AUDIENCE: Burp. 32:31

BASSAM SHAKHASHIRI: Burp. 32:31

Yes, you burp. 32:33

When you burp, please do it gently and politely. 32:34

Your burp because the carbon dioxide gas 32:37

is coming out of the liquid. 32:39

So now let's see if I can release 32:41

the pressure a little bit here. 32:43

I do it carefully. 32:45

If I don't do it carefully, what will happen? 32:47

I will make a mess. 32:50

You're right. 32:51

It'll spread out. 32:51

But I don't want to make a mess because 32:52

this carbonated beverage has, among other things 32:55

in it, sugar. 32:57

And that sugar is sticky. 32:58

I don't want to have. 32:59

So there it is. 33:00

It's open to the atmosphere now. 33:01

And the carbon dioxide still bubbles out. 33:02

You know from experience that when the drink goes flat, 33:05

it doesn't taste as good. 33:10

Right? 33:11

Right? 33:12

You're shaking your heads. 33:13

Why doesn't it taste good, as good? 33:14

Because all the carbon dioxide has disappeared. 33:17

So why do we like carbonated beverages? 33:20

Some of them have alcohol in them. 33:23

Some of them have some sugar or sweetener in them. 33:25

We like them because when we put the liquid in our mouth, 33:28

the tiny gas bubbles come out of liquid 33:31

and they tingle us under the tongue 33:34

and give us a pleasant sensation. 33:35

So that's about carbon dioxide gas. 33:38

It is a colorless and it is a odorless gas. 33:41

Now, what I'm going to do is an experiment using 33:46

another form of carbon dioxide. 33:49

It's called dry ice. 33:51

Dry ice is solid carbon dioxide. 33:52

And you'll notice I'm putting what on? 33:55

AUDIENCE: Gloves. 33:57

BASSAM SHAKHASHIRI: Putting gloves. 33:59

And I'm going to open this bucket 34:01

and pick up three chunks of carbon dioxide, solid. 34:03

This is solid carbon dioxide. 34:10

It's temperature is minus 78 degrees Celsius. 34:12

It's very cold. 34:17

That's why I use these gloves to protect 34:19

my hands from frostbite. 34:21

These gloves are not very good insulators. 34:24

But for this purpose, they're good because I'm not 34:26

squeezing on the dry ice. 34:28

Dry ice changes from being a solid to a gas by a process we 34:29

call sublimation. 34:32

Sublimation is happening right now. 34:34

But we can't see it. 34:36

How come we can't see it? 34:37

Because carbon dioxide is gas, is what? 34:39

AUDIENCE: Invisible. 34:41

BASSAM SHAKHASHIRI: It's invisible. 34:42

It has no color. 34:43

By the way, if you ever see a colored gas, 34:44

you run away from it. 34:49

You heard me. 34:51

If you ever see a colored gas, you run away from it 34:52

because all colored gases are poisonous. 34:54

All colored gases are poisonous. 34:58

The converse is not true. 35:00

There are some colorless gases that are deadly poisonous, 35:02

including the close relative to carbon dioxide? 35:05

AUDIENCE: Carbon monoxide. 35:08

BASSAM SHAKHASHIRI: Carbon monoxide. 35:09

OK. 35:10

So, all right. 35:10

So sublimation is happening right now. 35:11

We can't see it. 35:13

And I'm going to put those three back in here. 35:15

And I ask you to focus your attention on what you 35:18

see between my two hands here. 35:20

What do you see between my two hands? 35:22

AUDIENCE: Cylinders. 35:24

BASSAM SHAKHASHIRI: What shape are they? 35:25

Cylinders. 35:27

How many of them are there? 35:28

AUDIENCE: Six. 35:29

BASSAM SHAKHASHIRI: And are they big cylinders 35:30

or small cylinders. 35:31

AUDIENCE: Big. 35:33

BASSAM SHAKHASHIRI: Well, how big is big? 35:33

This big. 35:35

Yeah, I know. 35:36

That's this big. 35:37

[LAUGHTER] 35:37

35:39

I'm going to ask you to do the very same thing I 35:40

ask my students in my freshman chemistry course at Wisconsin 35:42

to do. 35:47

In order to sharpen your powers of observation 35:48

and develop the skills of reporting these observations, 35:50

I ask you to pretend to be the play-by-play radio announcer, 35:54

describing to someone who is not with us what's 35:58

going on, not the TV announcer. 36:00

That person has got it made because the picture tells 36:02

almost everything. 36:05

So there are how many cylinders? 36:06

AUDIENCE: Six. 36:08

BASSAM SHAKHASHIRI: And what do you see inside the cylinders? 36:09

AUDIENCE: Colored liquids. 36:11

BASSAM SHAKHASHIRI: Colored liquids. 36:13

OK. 36:14

I'm listening to you on the radio. 36:14

And what I hear you say is that there are six cylinders. 36:16

And they have in them colored liquids. 36:19

Come on. 36:21

Your brain learned a lot more information 36:22

than those two statements. 36:24

So they're about this big, you said. 36:27

I can see you on the radio saying, it's about this big. 36:28

You've got to do better than this. 36:31

Are they 100 millimeters in size? 36:33

Are they 10 liters in size? 36:36

Are they somewhere in between? 36:38

Yes. 36:40

We put a bracket on it. 36:40

When we estimate in science, we put a bracket on it. 36:41

And they have, yes, colored liquids. 36:44

How do you know they're liquids? 36:47

They could be gels. 36:50

How do we find out? 36:50

36:51

We shake them up a little bit because we 36:55

know from experience. 36:57

It's a keyword. 36:58

We learn things. 36:59

Our brain learns things. 37:00

So we use them. 37:02

So they're liquids. 37:03

And they seem to be arranged in some kind of order. 37:05

What is the order? 37:09

It's the order of the color in the liquids. 37:10

And they're arranged in pairs. 37:13

This pair has what colored liquid in it? 37:15

AUDIENCE: Blue. 37:17

BASSAM SHAKHASHIRI: This one? 37:18

AUDIENCE: Pink. 37:19

BASSAM SHAKHASHIRI: This one? 37:19

AUDIENCE: Purple. 37:20

BASSAM SHAKHASHIRI: All right. 37:20

So I'm going to take chunks of dry ice 37:21

and put them in the cylinders in a very special way. 37:24

And when I get done, you tell me what the special way is. 37:27

AUDIENCE: It's blowing out. 37:34

BASSAM SHAKHASHIRI: What's blowing out? 37:36

Do you see any bubbles? 37:39

What kind of bubbles are those? 37:42

37:43

I wish I had a camera and take a picture 37:52

of the facial expressions I see here. 37:54

37:55

A lot of interesting things are happening. 38:00

How interesting are they? 38:03

Are they interesting enough that you want 38:05

to ask questions about them? 38:06

AUDIENCE: Yeah. 38:08

BASSAM SHAKHASHIRI: Yeah. 38:08

Well, you want to know what's in there? 38:09

You already know what's in there, the dry ice. 38:10

I put the dry ice in there. 38:12

What did I put the dry ice into? 38:14

Into the cylinders that have colored liquids in them. 38:15

And I put the dry ice in every other cylinder. 38:18

I didn't put it in every cylinder 38:20

right, every other cylinder, leaving one 38:22

for comparison purposes. 38:24

So these are dyes. 38:26

They'll change color when the pH of the liquid changes. 38:27

Because carbon dioxide gas in water gives us carbonic acid. 38:30

Every time we drink a carbonated beverage, we're drinking acid. 38:34

Did you know that? 38:37

That's a weak acid. 38:37

But these cylinders have in them a little bit 38:40

of sodium hydroxide, before I did the experiment. 38:43

And they changed color because carbon dioxide, the gas, 38:48

combines with the base that's in there. 38:51

And the dyes are acid/base indicators. 38:55

So this pair had an indicator called bromothymol blue. 38:57

This has phenolphthalein. 39:03

And this had a mixture of indicators. 39:05

So in this pair, the color changed from what to what? 39:07

AUDIENCE: Blue to yellow. 39:10

BASSAM SHAKHASHIRI: How about this? 39:12

AUDIENCE: Pink to-- 39:13

BASSAM SHAKHASHIRI: To what? 39:14

AUDIENCE: Clear. 39:15

BASSAM SHAKHASHIRI: Clear. 39:16

This is a clear and colored liquid. 39:17

This is a clear-- 39:19

this is colorless, your right. 39:20

Clear and colorless do not mean the same thing. 39:22

From now on, no one in this audience 39:24

is going to confuse the words "clear" and "colorless." 39:26

This is a clear and colored liquid. 39:28

This is a clear and colorless. 39:30

So now I ask you to focus your attention on this cylinder. 39:32

Actually, you can focus your attention 39:37

on anything you want to. 39:39

You can even not pay attention if you want to. 39:42

We live in a free country. 39:44

But if you want to follow the experiment with me, 39:46

I want you to focus your attention on this one. 39:48

And tell me, count them out, how many different color changes 39:51

you see as I drop the dry ice in there? 39:53

[BUBBLING] 39:57

39:59

I'm listening to you on the radio. 40:04

AUDIENCE: Wow. 40:05

BASSAM SHAKHASHIRI: One. 40:06

Wow, I heard wow. 40:07

What kind of a count is that? 40:08

AUDIENCE: Three. 40:11

BASSAM SHAKHASHIRI: Three so far? 40:12

Three different color changes. 40:14

But you know, I'm listening to you on the radio. 40:16

And you want me to appreciate what you're seeing. 40:18

So what were the color changes that you saw? 40:21

Why couldn't you say those? 40:24

You see how we have to help our brain make 40:25

the right observations and make the right reporting. 40:29

So what about this stuff that's coming off of the top? 40:32

What does it look like? 40:35

AUDIENCE: Gas. 40:37

BASSAM SHAKHASHIRI: It looks like gas. 40:38

But actually what it is-- 40:40

it looks like smoke. 40:41

But it's not smoke. 40:42

What's the name of the stuff that floats up in the sky. 40:43

You can just say it. 40:46

You don't have to raise your hand. 40:46

Just say it. 40:47

AUDIENCE: Clouds. 40:48

BASSAM SHAKHASHIRI: Clouds. 40:48

It's a fog. 40:49

It's fog. 40:50

It's a mist. 40:50

It's condensed water vapor. 40:52

The condensation is taking place on the cold carbon dioxide gas 40:53

bubbles that are coming from the sublimation process. 40:57

That's why sublimation is happening right now, right 41:00

here, and also in this bucket. 41:04

But we can't see it. 41:06

But over here we can see it because gas 41:07

is mixing with what here? 41:08

AUDIENCE: Liquid. 41:10

BASSAM SHAKHASHIRI: Liquid. 41:11

And here gas is mixing with what? 41:11

AUDIENCE: Gas. 41:12

BASSAM SHAKHASHIRI: Gas. 41:13

OK. 41:13

So I always think, T-H-I-N-K, T-H-I-N-K, remember that. 41:14

If you remember anything about my visit with you today, 41:20

remember to T-H-I-N-K. Remember to think. 41:23

So condensed water vapor is coming out. 41:26

The mist is flowing downward. 41:28

Why is the mist flowing downward? 41:31

Because carbon dioxide gas is denser than air. 41:34

It's heavier than air. 41:37

And if we knew this, this is a beautiful way 41:38

to be reminded of it. 41:40

And if we didn't know it, we just learned it. 41:41

So what I'm going to do here-- 41:43

because she turned it off. 41:45

Ah. 41:47

No. 41:49

I wanted it on. 41:50

Let's see if it still works. 41:52

So I'm going to take this bucket, this bucket right here. 41:53

It's empty except for what? 41:56

AUDIENCE: Air. 41:58

BASSAM SHAKHASHIRI: You can't see air. 41:59

And I'm going to take the hot boiling-- 42:01

ah, well, it's hot. 42:04

I don't know if it's boiling. 42:05

It was boiling. 42:06

You could see it. 42:07

I'm going to use my gloves now to protect my hands from heat 42:07

because I don't want to burn myself. 42:12

And I'm going to dump this water in here. 42:13

42:15

I don't want to get the water trapped in the gloves 42:22

because you know what then will happen, 42:24

what will happen to my-- here we go. 42:26

So what do you see coming off the top? 42:28

AUDIENCE: Steam. 42:29

BASSAM SHAKHASHIRI: Steam is invisible. 42:30

You can't see steam. 42:32

What are you seeing? 42:33

AUDIENCE: Water vapor. 42:34

BASSAM SHAKHASHIRI: Water vapor. 42:35

This room is full of water vapor. 42:35

Otherwise, my throat would be drier than it is right now. 42:37

What are you seeing coming off the top? 42:39

AUDIENCE: Water vapor. 42:41

BASSAM SHAKHASHIRI: You're seeing a mist. 42:42

It's condensed water vapor. 42:44

The hot water vapor hits the cold air. 42:45

It condenses. 42:47

And then it gets the same temperature. 42:48

It disappears. 42:50

So what I'm going to do now is take the bucket of dry ice 42:51

and put the dry ice right in there. 42:56

[YELLS] 43:00

43:01

[LAUGHTER] 43:11

43:12

Just be careful not to touch the water 43:22

because the water is very hot. 43:24

All right. 43:26

OK. 43:27

So what I'd like you to do now is to go back and sit. 43:28

Go back and sit where you were sitting before. 43:32

I know that's-- 43:36

43:36

Condensed water vapor is what we see. 43:41

We see the fog is moving? 43:43

AUDIENCE: Down. 43:44

BASSAM SHAKHASHIRI: Downward. 43:45

Why? 43:46

Because the condensation is taking place. 43:46

And the carbon dioxide gas, which is denser than air. 43:48

This is a good way to demonstrate this. 43:52

So I'm going to take this out of the way and put it right here. 43:55

43:58

This is how they make fog in the movies sometimes. 44:03

Take boiling water, add dry ice to it. 44:05

And you put a fan on it and blow it. 44:08

And I have to tell you this little story 44:10

because it's a true story. 44:12

I do a lot of these presentations 44:14

all over the world. 44:16

In Madison, Wisconsin, my adopted hometown, 44:18

I was at the airport one time. 44:21

And a whole bunch of kids, about 20, maybe 25 kids, 44:24

they saw me from a distance. 44:28

They were getting on an airplane, going on a field trip 44:30

to Washington, DC. 44:32

And they ran to me. 44:33

And they didn't say, hi, Dr. Shakhashiri. 44:34

You know what they said? 44:37

Condensed water vapor. 44:39

[LAUGHTER] 44:41

44:42

That's what they said. 44:43

They learned it. 44:43

They learned it. 44:45

They said condensed water vapor. 44:46

So they learned it. 44:47

OK, good. 44:48

All right. 44:49

So now, we're going to do an experiment. 44:50

Let's see. 44:54

This is moving along very rapidly here. 44:56

I forgot the directions for the next experiment. 44:59

But you know, I brought my book with me. 45:01

So here's my new book. 45:03

So is it OK if I open the book and read 45:05

from the book a little bit? 45:07

Would that be OK? 45:08

Is that OK? 45:09

45:09

Ah. 45:12

You see, this is not an ordinary book. 45:13

This is a hot book. 45:15

45:16

Actually, it's just the book covers. 45:22

What's on the inside? 45:25

I'll show you. 45:27

There's a couple of batteries right here. 45:28

I'll walk around so everybody can see it. 45:30

I have two batteries. 45:32

Batteries have stored in them chemical energy. 45:34

And there is a filament up here. 45:36

And then there is a flint that I soaked with lighter fluid 45:40

when you were not looking. 45:43

And what I have not told you yet, and you have not seen it, 45:46

but I'm going to show it to you and tell you right now, 45:49

there's a button down here. 45:51

Can you can see the button down there? 45:52

Huh? 45:53

What color is the button? 45:54

AUDIENCE: Black. 45:56

BASSAM SHAKHASHIRI: Come on. 45:57

You're doing the play-by-play description. 45:58

Yeah, black. 46:01

It is black. 46:01

You have to report your observations. 46:02

So you know about the fire triangle. 46:06

It takes three things to have a fire. 46:08

What are they? 46:10

Something that burns. 46:10

Oxygen, usually from the air. 46:12

What's the third one? 46:14

Heat, a source of ignition, a source of ignition. 46:15

So you watch how I do this now. 46:18

I stand over here. 46:21

I move the book away from my face. 46:24

[LAUGHTER] 46:26

I'm connecting with you because you're paying attention. 46:28

And I open the book. 46:32

And when I push the button, chemical energy 46:35

changes into electrical energy. 46:37

And this light bulb filament is like all other filaments. 46:39

It is not 100% efficient. 46:43

It gives off light energy and-- 46:45

and so let's see what happens when I push the button here, 46:48

away from my face. 46:51

OK. 46:52

You saw that, right? 46:52

So you tell me now, you tell me what 46:54

happens when I close the book? 46:58

What happened when I closed the book? 47:00

Just say it out loud. 47:01

AUDIENCE: Cut off the oxygen. 47:03

BASSAM SHAKHASHIRI: Cut off the oxygen. 47:04

You're like the students in my class. 47:06

You give a correct answer, but not to the question 47:08

that I asked. 47:10

And that's why people sometimes don't do well 47:12

on tests because they don't answer the question. 47:14

So what was the question that I asked? 47:17

I asked you what happened when I closed the book? 47:20

What happened when I closed the book? 47:22

AUDIENCE: The fire went out. 47:23

BASSAM SHAKHASHIRI: The fire went out. 47:24

Why did the fire go out? 47:25

[LAUGHTER] 47:28

Because there is no oxygen. You get it. 47:28

We have to train our brains so we are connected 47:32

with each other properly. 47:34

So I open the book now. 47:36

Is there oxygen or not? 47:38

AUDIENCE: Yes. 47:39

BASSAM SHAKHASHIRI: But there's no flame. 47:40

How come there's no flame? 47:42

We're missing the heat. 47:43

What should I do? 47:44

Stop talking and push the button, right. 47:46

That's what I should do. 47:47

So I push the button. 47:48

There it is. 47:50

I'm running out of fuel. 47:51

OK. 47:52

OK. 47:53

So this book cover is from volume 5. 47:54

And now I have used it once. 48:02

I cannot take it back on the airplane with me. 48:04

But even if I could, I don't want 48:06

to because I want to give it to Professor Lippard 48:08

as a memento of my visit here. 48:11

[APPLAUSE] 48:14

48:15

So you can use it safely, Steve. 48:18

And you know why? 48:21

You know why we teach about the fire triangle? 48:23

Not to help people start fires, but to help 48:26

people put out fires. 48:28

You think about that. 48:30

So let's see. 48:32

We've got a couple of other things going on here. 48:33

What am I holding with my two hands right here? 48:36

AUDIENCE: Bottles. 48:38

BASSAM SHAKHASHIRI: What kind of bottles? 48:39

Come on. 48:40

Do I have to ask all the questions all the time? 48:40

Play-by-play description, right. 48:44

Are they what? 48:46

What size bottles are they? 48:47

What are they made of? 48:48

AUDIENCE: Plastic. 48:50

BASSAM SHAKHASHIRI: Do you realize 48:51

how much technology is involved in this, 48:52

in just making this bottle? 48:55

Look, there's a shoulder here. 48:56

There's an opening here. 48:58

A lot of science and applications of science 49:00

are involved in making those two-liter bottles, that 49:02

are made of? 49:06

AUDIENCE: Plastic. 49:07

BASSAM SHAKHASHIRI: Plastic. 49:08

They're made of plastic. 49:09

And there's a little bit of a clear and colorless liquid 49:11

near the bottom of each one of them. 49:13

And I'm going to tell you what the liquids are. 49:15

The liquid in here is hydrogen peroxide. 49:20

It is 30% hydrogen peroxide, not what you buy in the drugstore. 49:23

What you buying the drugstore is 3% hydrogen peroxide. 49:27

And what do you buy it for? 49:30

Because if you have a cut, you put the hydrogen peroxide 49:32

on your wound. 49:35

And what do you see? 49:36

AUDIENCE: Bubbles. 49:37

BASSAM SHAKHASHIRI: Bubbles. 49:38

What kind of bubbles are those? 49:38

They're oxygen bubbles. 49:40

Because hydrogen peroxide breaks down very, 49:42

very, very, very, very, very slowly into water and oxygen. 49:44

But if there is something that speeds up 49:48

that breakup, a catalyst, then it goes very fast. 49:51

And the blood and the skin have in them such substances. 49:55

So I'm going to take what looks like a small tea bag 49:58

right here. 50:01

I'm going to put it in there. 50:02

And see if we can catalyze the decomposition or the breakup 50:04

of the hydrogen peroxide. 50:09

You can see that already-- 50:12

what do you see on the inside? 50:16

What do you see coming off the top here? 50:17

AUDIENCE: Condensed water. 50:19

BASSAM SHAKHASHIRI: Condensed water vapor. 50:20

It's a mist. 50:21

It's a mist, right? 50:22

And where is it coming from? 50:24

This reaction of the breakup of the hydrogen 50:25

peroxide into water and oxygen is exothermic. 50:27

It gives off heat. 50:31

So the water is boiling. 50:32

And the boiling water, when it hits the cold air, 50:33

it condenses. 50:36

And we see that until the temperature 50:36

gets to be the same as the air temperature. 50:38

And we don't see it anymore. 50:41

So we always like to repeat the experiment in science. 50:42

But before I repeat the experiment, 50:45

I want you to look very, very closely, 50:47

if you haven't been doing so already, about what else 50:49

is happening to the plastic. 50:52

But what is this? 50:54

What is this? 50:55

I'm listening to you on the radio. 50:56

I can't see this. 50:57

What is this? 50:59

Tell me. 50:59

Tell me out loud. 51:00

Huh? 51:01

The plastic bottle is shrinking. 51:02

Amazing. 51:04

When I was a student at Boston University, 51:06

I learned that if you take a substance and you heat it, 51:08

it stretches. 51:10

But this is plastic. 51:12

This is made by people. 51:14

So plastics shrink. 51:15

You all know that plastics shrink because you've 51:17

heard of shrink wrapping. 51:20

How does shrink wrapping works? 51:21

You cover something up with a plastic sheet. 51:23

And then what do you do? 51:26

You heat it. 51:28

How come when we heat plastic, it 51:29

shrinks and when I heat a piece of copper, it stretches? 51:31

How come? 51:34

This is not a rhetorical question. 51:35

I want to do T-H-I-N-- 51:38

what? 51:40

"K" about this. 51:41

So be thinking about that. 51:44

So we repeat the experiment. 51:45

We're do the experiment right here. 51:47

And there it is again. 51:51

Let's see if the same thing happens. 51:52

As you're watching that, I'm going to do now an experiment 51:54

right here whereby I have this beaker. 51:57

It's volume is about 600 milliliters. 52:03

And it's empty, except for? 52:06

AUDIENCE: Air. 52:08

BASSAM SHAKHASHIRI: All right. 52:08

I'm going to put it on top of this other beaker. 52:10

They're going to flip around like this. 52:12

So everybody can see it. 52:14

And I'm going to take two liquids, a clear and colorless 52:16

liquid in my right-hand bottle and a clear and colorless 52:21

liquid in the left hand. 52:26

OK. 52:28

You see that, if you're paying attention over here. 52:29

But if you're still looking over there, 52:32

then you're not watching this. 52:34

And that's really what it's about. 52:35

You have the freedom to choose what you want to do. 52:38

And you will be effective in what you want to do. 52:42

Be very careful about it. 52:44

So that's kind of interesting right there. 52:46

And you know what? 52:48

Don't rush into anything. 52:50

I'm rushing right now. 52:52

I'm keeping an eye on the watch here. 52:53

You all have other things you want to do. 52:54

You probably want to go watch the Patriots play. 52:56

That's up to you. 52:59

But lots of fascinating, captivating, engaging, 53:01

educating, informing, changes, transformations 53:04

are happening over here. 53:08

So watch this. 53:09

I take this clear and colorless liquid and I put some of it 53:11

in the beaker, about a hundred milliliters. 53:14

How do I know it's about a hundred millimeters? 53:17

I'm reading the markers here, on the beaker. 53:20

And I take about a hundred millimeters 53:23

of a different clear and colorless liquid. 53:25

But you don't know it's different. 53:27

They look the same. 53:28

And look at this. 53:29

Look what's going to happen now. 53:30

AUDIENCE: It's yellow. 53:33

BASSAM SHAKHASHIRI: Isn't that one 53:34

of the most fascinating observations you make? 53:35

You take two clear, colorless liquids. 53:38

You mix them together. 53:40

And you get a yellow substance, that is insoluble in water. 53:41

And you notice what happened over here? 53:45

So this is-- this fell over. 53:48

So it's pretty hot. 53:50

I don't want to have it-- 53:51

there it is. 53:53

I want to have it-- 53:53

53:54

it's going to fall over again. 53:57

I'll prop it over here. 53:58

So the little tea bag has in it a catalyst 54:03

called manganese dioxide, MnO2. 54:05

It has large surface area. 54:08

It catalyzed the decomposition of the hydrogen peroxide. 54:09

Is this one going to fall off? 54:12

We'll wait and see. 54:13

This is lead iodide. 54:15

I mixed potassium iodide solution 54:17

with lead nitrate solution. 54:19

So the magician never tells you how the trick works. 54:21

But in science, we like to know what's going on. 54:23

So I close these back the same way. 54:26

And now I'm going to ask you a question. 54:31

I have a magnet coated with Teflon. 54:34

And it's sitting on top of a motor, which I want to turn on. 54:38

Can you see the bars spin? 54:41

AUDIENCE: Yes. 54:44

BASSAM SHAKHASHIRI: And you tell me 54:45

what direction is the bar spinning 54:46

when we look down at it? 54:48

What direction is it? 54:49

AUDIENCE: Clockwise. 54:50

BASSAM SHAKHASHIRI: When you look down at it-- 54:51

I'll slow it down a little bit so you can see it better. 54:53

AUDIENCE: Clockwise. 54:55

AUDIENCE: Clockwise. 54:56

BASSAM SHAKHASHIRI: It's spinning clockwise, 54:57

what we call clockwise. 54:59

Now, what I would like you to do is 55:00

to visualize that you're not looking down 55:02

at this spinning magnet. 55:05

But you're looking up at it. 55:07

Imagine there is a ceiling fan up there. 55:09

And it's moving in the same direction as this bar. 55:12

So what is that? 55:16

Here's what some of you are doing, is you're doing this. 55:17

And you're looking up. 55:20

And what do you see? 55:20

What do you see up there? 55:21

AUDIENCE: The light. 55:22

BASSAM SHAKHASHIRI: Counter-clockwise. 55:23

You're confusing me. 55:25

Is this my right hand or my left hand. 55:28

AUDIENCE: Right. 55:30

BASSAM SHAKHASHIRI: I'm looking up at it. 55:31

It's my right hand. 55:32

I put it down here. 55:33

It is my? 55:34

AUDIENCE: Right. 55:34

BASSAM SHAKHASHIRI: It's still in my right hand. 55:35

You're really confusing me. 55:38

What's going on here? 55:40

Here's what's going on. 55:42

I want everyone in the audience, everyone, 55:43

stick your finger out like this. 55:46

And you and I are going to rotate our fingers 55:48

in a clockwise direction. 55:50

Go. 55:51

Clockwise. 55:52

Hey, I said clockwise. 55:52

What are you doing? 55:54

Clockwise. 55:56

Watch me. 55:56

AUDIENCE: Clockwise. 55:57

BASSAM SHAKHASHIRI: I'm doing-- look. 55:58

When I turn around like this, I'm doing it clockwise too. 55:59

But when I turn around like this, what do you see? 56:03

AUDIENCE: Clockwise. 56:05

56:06

BASSAM SHAKHASHIRI: So you have to think. 56:08

You have to think about the perspective 56:10

that you have in making observations. 56:11

By the way, where does this idea of clockwise movement 56:15

and counter-clockwise come from? 56:19

AUDIENCE: Clocks. 56:20

BASSAM SHAKHASHIRI: Clocks. 56:21

Yeah, I know. 56:21

It comes from clocks. 56:22

[LAUGHTER] 56:23

Where does it really come from? 56:24

Do you know? 56:25

AUDIENCE: The Sun. 56:27

BASSAM SHAKHASHIRI: From the sundial. 56:29

It's from the sundial. 56:31

And as far as we know, was the sundial 56:33

first observed in the Northern Hemisphere 56:36

or in the Southern Hemisphere? 56:39

As far as we know, it's in the Northern Hemisphere. 56:41

So I want you to visualize, like you 56:44

did with the ceiling fan, the sundial 56:46

in the Southern Hemisphere. 56:50

Oh, yeah. 56:52

Right. 56:52

I want you to think about that and see 56:53

which direction it's going in. 56:55

All right. 56:57

It's moving. 56:58

So now what I want to do, two more experiments. 56:58

So here's a beaker. 57:03

I have a question for you. 57:07

Do you suppose there's a way for me to hold this beaker up 57:09

in the air without touching it. 57:13

AUDIENCE: Yes. 57:15

BASSAM SHAKHASHIRI: So let me borrow your book. 57:15

Now, it's your book, Steve. 57:17

I don't mean put it on a book like this. 57:20

I'm touching it right now. 57:21

Do you suppose there's a way to suspend this beaker up 57:23

in the air without touching it? 57:27

Yes or no. 57:28

AUDIENCE: Yes. 57:29

BASSAM SHAKHASHIRI: Some of you are saying yes 57:29

because you know how it's done. 57:31

And some of you are saying yes because you trust that I'm 57:33

going to show you how to do it. 57:36

So here's what we're going to do. 57:38

We're going to take-- 57:40

57:41

you're doing the play-by-play description. 57:44

What is this? 57:46

AUDIENCE: A balloon. 57:47

57:48

BASSAM SHAKHASHIRI: What else can you tell me about it? 57:51

Does it have a color? 57:54

AUDIENCE: It's blue. 57:55

BASSAM SHAKHASHIRI: Look. 57:58

I am told the brain receives every second about 11 57:59

million bits of information. 58:04

And a brain can't sort them all out at the same time. 58:07

So we have to train ourselves how 58:10

to make observations and report them. 58:12

So here we go. 58:13

58:14

Ta-da. 58:19

Is the beaker up in air? 58:21

AUDIENCE: Yep. 58:22

BASSAM SHAKHASHIRI: Am I holding it? 58:23

AUDIENCE: No. 58:24

AUDIENCE: Yes. 58:25

58:26

BASSAM SHAKHASHIRI: So can you explain what this is? 58:29

I pulled it out. 58:32

Can you explain how this works? 58:33

Can you explain how this works? 58:36

So I want you to think about this. 58:39

You also know what's going to happen when I let the air out 58:40

of here. 58:43

AUDIENCE: Let go. 58:44

BASSAM SHAKHASHIRI: Let go. 58:45

OK, I'll let go. 58:46

You've done that before. 58:47

Why does that happen? 58:48

Lots of interesting things happen in science 58:50

with familiar items. 58:53

So how do you explain what happened here? 58:56

What? 58:59

You're thinking about it? 59:00

Some people say that when I inflated the balloon in here, 59:01

there was a change in the pressure. 59:07

I want to tell you-- 59:08

you can think about that too. 59:09

I didn't bring it with me. 59:11

But I went to the glass shop at the University of Wisconsin 59:12

chemistry department and I sawed off the bottom of the beaker 59:16

and it still works. 59:22

So it's not the change in the pressure. 59:23

But everyone here everyone, everyone, 59:26

including the little kids, know the explanation 59:28

as to why this works. 59:31

But you haven't thought about it. 59:33

You haven't connected it yet. 59:35

So what I'd like you to do is take both hands right now 59:36

and rub them very fast with each other. 59:40

Rub very fast. 59:41

What do you feel? 59:42

AUDIENCE: Friction. 59:44

BASSAM SHAKHASHIRI: You feel friction? 59:44

You feel heat, which is the result of friction. 59:47

As I said, you're like the students in my class. 59:49

So friction. 59:52

So can friction be related to this? 59:54

You think about it. 59:55

You think about it. 59:57

So now what I want to do is do another experiment 59:58

with the balloon right here. 00:02

This time, I'll take what color balloon? 00:04

AUDIENCE: Yellow. 00:06

00:07

BASSAM SHAKHASHIRI: This balloon has a hole in it 00:09

so that doesn't work. 00:11

I'll try this one. 00:13

00:14

I inflate the balloon, let some air out. 00:18

And then I tie it. 00:21

And now I'm going to ask you a question. 00:23

Do you suppose there's a way for me to hold this balloon up 00:27

in the air without touching it? 00:31

So I don't mean put it in a beaker like this. 00:35

I'm not touching it now. 00:37

Do you suppose there's a way for me 00:39

to suspend this up in the air without touching it, yes or no? 00:41

AUDIENCE: Yes. 00:45

BASSAM SHAKHASHIRI: Those of you who say yes-- 00:45

those of you who say yes know how 00:48

it's done or trust that I'm going to show you 00:51

how it's going to be done. 00:53

So suppose I take this balloon and I blow air in it, 00:55

like this. 01:00

01:00

That was held up in the air without touching it. 01:04

But that's kind of hard on my neck. 01:06

So suppose I take-- 01:08

suppose I take this. 01:09

What is this? 01:10

AUDIENCE: Blow dryer. 01:12

01:13

BASSAM SHAKHASHIRI: Is the balloon up in the air? 01:18

Am I touching it? 01:20

AUDIENCE: No. 01:22

BASSAM SHAKHASHIRI: What is holding the balloon up 01:23

in the air. 01:25

AUDIENCE: Air. 01:26

BASSAM SHAKHASHIRI: Air? 01:28

There's air right now, but it's-- 01:29

now, you're going to help me with that. 01:31

01:33

Thank you. 01:36

Thank you. 01:37

Thank you. 01:38

AUDIENCE: Go faster. 01:38

BASSAM SHAKHASHIRI: No. 01:40

I was pushing the cold one. 01:41

Look, you know. 01:43

Each one of you knows. 01:45

What was coming out the nozzle here? 01:47

What was coming out of nozzle? 01:49

A stream of air, right? 01:51

A stream-- wind, that's what it was. 01:54

So here we go. 01:56

So do it again. 01:58

01:59

Now, watch what I do here. 02:04

Watch how I turn this. 02:06

Watch how I turn this to the side like this. 02:08

You can see how big of an angle you can get away with. 02:10

See that. 02:15

See that. 02:16

All right. 02:19

All right, I'll have it back from you please. 02:20

02:21

You're all thinking about what the explanation is. 02:24

Thank you. 02:26

You're all thinking about the explanation 02:28

because what I'm going to do next is take this. 02:29

What is this? 02:32

AUDIENCE: It's a ball. 02:33

02:35

BASSAM SHAKHASHIRI: A Styrofoam ball. 02:41

AUDIENCE: Whoa. 02:42

And a balloon. 02:45

BASSAM SHAKHASHIRI: And a balloon, up there. 02:47

Am I touching any of them? 02:50

AUDIENCE: No. 02:52

BASSAM SHAKHASHIRI: What was holding them up in the air? 02:54

Thank you. 02:57

Moving air, right. 02:59

Look. 03:00

You all know this effect. 03:01

You stand on a street corner and a big bus 03:02

goes by, what do you feel? 03:05

Woo. 03:07

And you're driving on a highway and the big lorry truck 03:07

passes by, what do you feel? 03:10

AUDIENCE: Nothing. 03:11

[LAUGHTER] 03:13

03:14

BASSAM SHAKHASHIRI: You know what? 03:16

I believe you. 03:17

That's your observation. 03:19

I respect you for making an observation. 03:21

But watch for it next time, OK? 03:24

Now, this is a scientific principle. 03:28

You all know what this principle is. 03:31

It's named after a Swiss mathematician. 03:34

It's called-- 03:36

AUDIENCE: Magic. 03:36

03:37

BASSAM SHAKHASHIRI: Bernoulli's principle, Bernoulli. 03:40

Look. 03:42

You all know about this. 03:43

I don't want to get too personal about this one. 03:44

You took a shower this morning. 03:45

You turned the water on. 03:47

Did the shower curtain move in or out, 03:48

if you have a shower curtain? 03:50

Sometimes we don't have shower curtains. 03:52

So there's a change. 03:55

There's a stream of air that causes things to happen, 03:56

as we just saw here. 04:00

So now I'm going to do an experiment. 04:02

This experiment, with this, with this. 04:04

What is this? 04:08

AUDIENCE: Plastic bag. 04:09

BASSAM SHAKHASHIRI: Could I ask you to help me 04:10

with this experiment? 04:12

OK. 04:13

So what is it that Lou and I are holding? 04:15

A plastic what? 04:18

A piece of plastic. 04:19

What color is it? 04:20

AUDIENCE: Blue. 04:22

BASSAM SHAKHASHIRI: Do I have to ask all the questions 04:23

all the time? 04:26

AUDIENCE: No. 04:27

BASSAM SHAKHASHIRI: No. 04:28

You are asking them. 04:28

You have to make these observations. 04:29

Look. 04:30

How long is it? 04:31

It's about what? 04:33

Is it about 1 meter, 10 meters? 04:36

It's 2 meters in length. 04:38

I have an opening at this end here. 04:40

Do you have an opening over there, Lou? 04:42

LOU: No. 04:43

BASSAM SHAKHASHIRI: It's sealed. 04:43

OK. 04:44

So I'm going to change sides with you. 04:45

I'm going to give you this opening right here. 04:46

You hold it like this. 04:48

You got it? 04:49

And I'd like you to blow air in here so that we 04:50

can count how many breaths it's going 04:53

to take her to inflate this. 04:55

And don't make her laugh now. 04:58

OK. 04:59

Come on, go. 04:59

05:00

One, two, three, four. 05:02

That's enough. 05:08

I don't want you to hyperventilate. 05:08

You know what hyperventilation is? 05:10

Is it related to carbon dioxide gas? 05:12

So this is what she did with four breaths. 05:15

Now, I'm going to let the air out that you put in there 05:19

and give you the closed end. 05:23

And then I'm going to show you, if you pay attention, 05:26

if you pay attention, I'm going to show you 05:30

how you can inflate this two-meter long bag with one 05:32

breath. 05:36

You're smiling at me. 05:38

You don't believe me. 05:39

Do you remember what she did? 05:41

She blew into it the same way you and I 05:42

blow into a paper bag. 05:44

So now I'm going to do it this way. 05:49

I'm going to open this up like this. 05:50

I lift it up a little bit so it's about-- yeah, right. 05:52

Here we go. 05:55

05:55

Let go. 05:58

[LAUGHTER] 05:59

06:01

[APPLAUSE] 06:02

06:04

Did you see how it was done? 06:06

Would you like to try it? 06:08

LOU: Yes. 06:10

BASSAM SHAKHASHIRI: Yeah. 06:11

That's the spirit. 06:12

See, Leonardo said, you know, about experiments. 06:13

So I take all the air out. 06:17

And now you do it the way I did it, 06:19

not the way you did it the first time. 06:22

One long breath, right down the middle. 06:24

Whenever you're ready. 06:26

Close it off. 06:29

[LAUGHTER] 06:30

Only one. 06:32

Only one. 06:32

06:33

A lot better than the first time, right? 06:38

[APPLAUSE] 06:40

06:41

So here's a question for you. 06:42

Do you think she has that much air in her lungs? 06:44

AUDIENCE: No. 06:47

AUDIENCE: Yes. 06:47

06:48

BASSAM SHAKHASHIRI: Do you think I have that much air 06:49

in my lungs to blow this? 06:52

What's the explanation? 06:55

What? 06:59

06:59

Well, the thing-a-ma-jigger doesn't have much in air in it 07:05

right now. 07:08

So look. 07:09

You all know the explanation for this 07:11

because we just went through it in the previous set 07:15

of experiments. 07:18

What did I blow out of my mouth and what did she do? 07:20

A stream of moving air. 07:24

Remember, one of my slides says connectivity. 07:28

You make connections. 07:30

You make connections between what you see 07:31

and what you already know. 07:33

So a stream of moving air creates 07:34

a partial vacuum and air comes in from the outside. 07:37

That's called "what's his name" principle. 07:40

What's his name? 07:42

AUDIENCE: Bernoulli. 07:43

07:43

BASSAM SHAKHASHIRI: The whole thing was a setup. 07:46

You knew that. 07:48

That's why-- OK. 07:49

So here's our grand finale. 07:50

07:51

Here's our grand finale. 07:56

It's a repeat of that experiment, 07:58

which we're going to do. 08:00

In this, you're doing the play-by-play description. 08:02

What is it? 08:05

AUDIENCE: Black. 08:06

BASSAM SHAKHASHIRI: Black what? 08:07

AUDIENCE: Black tub. 08:09

BASSAM SHAKHASHIRI: Black tub. 08:11

And what is this? 08:12

AUDIENCE: Cylinder. 08:14

08:15

BASSAM SHAKHASHIRI: And I take a clear and colorless liquid 08:25

from this bottle. 08:28

And I put it in there. 08:29

08:32

And this clear and colorless liquid 08:36

is 30% hydrogen peroxide, 35% hydrogen peroxide. 08:37

And I take what? 08:43

08:44

I put some of this in there. 08:47

08:48

But I want to help the hydrogen peroxide break down into water 08:54

and oxygen. So what do I need? 08:58

I need a catalyst. 09:00

I could use manganese dioxide. 09:02

But it's not the only catalyst. 09:04

I'm going to use this liquid right here. 09:06

This is a clear, but slightly colored liquid. 09:09

It's slightly yellow. 09:14

So I'm going to put some of that in there and see what happens. 09:15

09:18

AUDIENCE: It's yellow. 09:24

09:25

BASSAM SHAKHASHIRI: What's happening? 09:29

09:30

You're doing the play-by-play description, not me. 09:38

09:40

Ah, it's going out of control here. 09:52

I better put it down here. 09:54

09:56

So this is that the decomposition of hydrogen 10:01

peroxide using potassium iodide solution as the catalyst. 10:04

So the different catalyst caused a lot of different changes 10:09

to happen. 10:12

And this is why we need to learn more 10:14

about the science of the familiar, which is chemistry. 10:16

And I want to really thank you for coming 10:21

this afternoon-- this evening. 10:26

I want to ask you one more time, what does my T-shirt say? 10:28

AUDIENCE: Science is fun. 10:35

BASSAM SHAKHASHIRI: That's what I like, enthusiasm, science. 10:37

So whatever you do, do it-- do it-- do it 10:41

with a purpose in mind. 10:44

Try to help the plasticity in your brain. 10:47

But it's not just your brain that we're talking about. 10:52

It's what's in your heart. 10:54

Because one of the important elements of communication 10:56

is what you feel in your heart, which is not something 10:59

that was on my slide. 11:03

So thank you all very much. 11:04

Thank you, Steve. 11:06

Thank you, Lou. 11:06

Thank you, everybody. 11:07

[APPLAUSE] 11:09

And remember, no matter what you do, science is fun. 11:10

Thank you very much. 11:16

Thanks. 11:17

AUDIENCE: Thank you. 11:17

11:19

– 英语/中文双语歌词

🕺 听 "" 的同时记词？快进 App 热热身吧！

作者

观看次数

73,352

语言

英语

学习这首歌

歌词与翻译

[中文]

...

以下内容为根据 Creative

Commons 许可提供。

您的支持将会有所帮助麻省理工学院开放课程

继续提供高质量免费的教育资源。

进行捐赠或查看来自数百门麻省理工学院课程的附加材料

，请访问 ocw.mit.edu 上的麻省理工学院开放课程

。

...

[掌声]

...

巴萨姆·沙卡什里：非常感谢。

大家下午好。

快到晚上了。

很高兴回到麻省理工学院。

总是很高兴回到波士顿地区

因为这是

当我和家人来到我们第一次居住的地方 1957 年的美国。

事实上，我们到达了 1957 年 9 月 17 日。

我父亲来访来自美国的哈佛大学教授

贝鲁特大学。

然后哈佛说，再呆一年，再呆一年

。

他再也没有回去过。

所以我注册了波士顿大学。

然后我爸爸搬到了国立卫生研究院。

我的父母现在已经去世了。

但是波士顿地区对我们来说非常特别

，因为它是我们

住在这个伟大而美丽的地方的第一个地方我们美好的国家。

然后，我非常，很高兴作为利珀特教授的客人回来

，以及他班上的学生

和同事。

我向你保证时间，如果你注意的话。

[笑声]

...

所以我真的希望你做的

就是坐下来放松一下，因为我要

分享首先，

一些重要的信念关于我们在科学领域

做什么以及为什么这样做。

我希望我有更多是时候深入探讨了。

但我只是想去快速完成其中

个信念我深深地持有这一点。

所以让我们看看这是否将在这里工作。

我想看看你们的脸。

好的。

我仍然可以看到你们的脸。

所以科学很有趣学习的乐趣。

这就是标题我的演讲

科学很有趣并且学习的乐趣。

每个词都是精心挑选。

你知道，英语是我的第二语言。

所以我会考虑每一个词及其含义。

我还想说我很高兴

在这里见到一些老朋友，还可以结交新朋友。

并看到某人在新加坡看着我，当

我在新加坡时--

你在哪里？

就在那里，是的，是的 -

大约三年前。

非常欢迎。

所以我想要什么立即告诉你，

你的大脑然后我的大脑就会

有所不同这个演示，

如果你注意的话。

如果你不注意，我对此无能为力。

但是我的大脑和你的大脑大脑会有所不同。

35、40年前，当学生去了医学院，

他们被告知大脑是一个器官。

变化不大。

但现在我们了解更多。

通过神经科学，我们知道更多。

我们了解可塑性。

事实上，变化大脑发生。

这就是教育就是这样。

这就是学习的意义，如果这些变化没有

发生。

所以我只想与大家分享

集中注意力的重要性。

我们生活在最先进的人类社会。

这些进步是由于科学

和技术的进步。

我想让你想想我刚才发表的这个声明。

我们喜欢的一切现在是

科学进步的成果和技术方面。

进展如此之大太棒了，

比我们 50 年来所知道的要伟大得多以前当我第一次

来到这个国家时，或一百年前，

或 200 年前，或 500 年前很久以前，一千年以前。

很久以前，技术驱动社会。

印刷机被发明。

电力曾照亮世界我们了解了电子，

被发现了。

各种都有科学与技术之间的联系

。

但如今，这是科学推动技术发展。

我们的祖先非常优秀。

他们建造了城市。

他们修建了运河。

他们建造了金字塔。

但现在，我们可以构建原子水平上的金字塔。

您看过他们的照片。

大量奇妙的转变

之所以发生，是因为科学

和技术的进步。

这是大脑，我们的大脑，

负责这些变化。

我们都有能力做到美好的事物，我们每个人。

我们每个人都是有能力作恶。

这就是为什么我们有

我们有选择性地使用结果这些科学

和技术的进步。

这些是不同的部分我们所了解的控制机制

现在来说说大脑。

所以请注意请耐心等待。

你是来看一些实验的以及一些示威活动。

我保证我会找到他们。

[笑声]

我保证我会找到他们。

但我希望你明白进行这些实验的视角和背景

和那些示威活动。

所以我们都喜欢说化学

是核心科学。

这是核心科学。

我想说的是熟悉的科学。

事实上，我想要的就像说，这是

熟悉的科学因为我们周围的一切

都是由化学品制成的。

我们的空气呼吸是一种通常良好的化学物质的混合物

。

我们吃的食物是化学品的混合物。

我们穿的衣服由化学品制成。

我们自己的身体是由化学品制成。

里面发生了什么我们的身体只是

一系列生化反应。

我们的药生病时服用

是化学物质的混合物。

...

一些药物人们非常愚蠢地

用化学品进行实验。

啊，你们中的一些人在微笑。

我已经在联系了。

这就是为什么我们需要了解化学品、

其正确处理、安全处理、正确处置、

它们的好处。

太复杂了，但它很漂亮。

美是科学的一部分。

这是必不可少的科学的一部分。

现在已经告诉你了我们周围的一切

都是由化学品制成的，我想我想请你们每个人

立即与我们联系。

没关系，卢。

这是效果的一部分。

它已经有了对你有同样的效果。

所以这很好。

我想问问每个人你们中的一个人现在

联系我们并接触化学物质。

现在就开始吧。

有人正在点击某人的肩膀。

有人在拉某人的头发。

不要拉得太久。

有人正在到达在空气中。

是的。

化学品无处不在。

我们想要学习并享受我们生活的美丽的化学世界

。

这就是为什么我说化学是熟悉的科学。

这是科学熟悉的。

所以我想与你分享只需短短几秒钟

我选择的主题为美国化学

协会。

正如利珀特教授所说，从 1 月 1 日开始，我将成为总统

。

但我不会等待直到那时，因为我

想要保持良好的头脑开始并开始吧。

我选择的主题正在推进化学，

传播化学；推进化学，

交流化学；推进化学，

传播化学。

我想给你打电话注意 ACS 任务

声明。

最糟糕的事情之一演示者可以执行的

操作是展示幻灯片并然后继续阅读。

这是对观众的侮辱。

你可以阅读它。

但是请原谅我。

我无意侮辱你。

我想与你分享对此的强调。

所以它说：“为了推进更广泛的化学企业

及其从业者为了地球

及其人民的利益。”

如此深刻的一句话，我只希望是我写的。

然后是 ACS 愿景， “通过转型改善人们的生活

化学的力量。”

“变换”是非常有力的词。

这就是我们遇到的情况当我们受过教育时。

这就是我们遇到的情况我们成为博学的人。

这就是发生的情况当他们

变得先进和博学时，他们就会向社会提供帮助。

他们被改造了。

我选择了四项举措。

明年是《土地赠与法》一百五十周年

。

以及赠地行动吧，正如你们中的一些人

所知，我即将告诉您如果您不知道的话，

改变了美国。

麻省理工学院是一所授予土地的机构。

你知道吗？

如果你知道请举手麻省理工学院是一所授予土地的

机构。

好的。

如果您现在举手知道麻省理工学院是一所授予土地

的机构吗？

大家——对吧？

我的意思是，看，我问过你要注意了。

[笑声]

我说的是你的大脑会有所不同。

我的大脑正在已经不同了

因为我可以看出从你的反应来看，

当是视觉反应时，以及您与我分享的声音

。

所以我们要标记国家土地

授予法案一百周年 ACS 在圣地亚哥

和费城举行的会议回顾

哪些化学系过去 150

年所做的事情。

所以我们要进行自我教育关于我们的遗产。

我真正最重要的是什么感兴趣的是

我们要做的事情未来，你

将来打算做什么？

我不会周围更长。

我希望很长一段时间。

但不是只要你会的。

所以我们希望具有前瞻性。

我们想看一眼真正的视镜。

但我们想看看前进，以便我们

成为参与者和领导者

对我们人类社会有益的变革。

我们的第二项倡议优惠任命一个蓝带

委员会来审查研究生教育

的目的和研究化学科学。

看看目的。

为什么我们有研究生课程在化学科学中？

有德国型号为我们服务好吗？

是否合适 21世纪？

我们承诺研究生

当他们来到研究生院。

我们遵守这些承诺吗？

查看持续时间现在博士后聘任。

越来越长了。

所以我们谈论就业问题。

我们还查看个人资料研究生的

多样性，以及作为配置文件的国际部分

。

我们想要，当然，请记住

研究生之前都是本科生。

在此之前，他们正在读大学预科。

所以我们将继续讨论这一点。

但重点是现在这个水平。

将会有聆听会议。

将会有机会通过电子邮件、网络研讨会、

与这个蓝丝带委员会互动我已经指定了。

第三项举措是帮助公众了解

气候变化的科学。

气候科学改变，不是政治，

不是经济，而是气候变化科学。

什么是温室气体？

是什么使它成为温室气体？

你知道任何分子在气相中具有三个或更多原子

是温室气体吗？

你知道吗？

是还是不是？

你知道吗？

你不知道，对吧。

好吧，我刚刚告诉过你了。

好的。

中的每个分子气相，

具有三个原子或更多的是，是一种温室气体。

但它们并不都有效。

为什么不呢它们都有效吗？

它有什么作用分子

会变成温室气体吗？

我们都知道偶极矩。

是的。

你知道偶极矩吗？

好的。

所以我希望你做的是在您所知道的

和内容之间建立联系你现在听到我

说是因为这就是我们学习的方式。

这就是我们分享的方式彼此的知识。

所以需要偶极子立即生效，对吧？

你在摇头。

我开始与你联系，对吗？

但是有些分子有两个

的气相原子也具有偶极矩。

一氧化碳，对吧？

嗯，它不是温室气体。

怎么会呢？

那么需要什么成为温室气体？

想一想。

这是一个大问题。

振动如何能量转变为热能？

我不会问任何一个人告诉我

那个问题的答案。

但我问你想想吧。

振动如何能量转变为热能？

你知道，大部分空气是氮气和氧气。

但是现在，我们要放那里的温室气体比我们以前多了

。

为什么？

因为工业革命

是如此成功，非常成功。

这就是为什么我们拥有最多人类先进社会。

但是因为工业革命，

我们投入更多碳空气中的二氧化碳。

我们在空气中排放了更多的二氧化碳气体。

这是一件好事吗？

在某种程度上，这是一件好事。

如果不是因为温室气体，

表面行星将像火星上一样寒冷

，生命也会像火星上一样冷我们知道它不会存在。

所以有好的不太好的

件事温室气体。

这就是第三个倡议涉及。

第四个是考虑建立 ACS 高的可能性

学校教师奖学金

计划。

我们将听到稍后

从阅读中了解这一点化学工程

新闻和其他来源。

这就是简单的内容我想重点关注一下。

这不是唯一的事情。

但这就是我想要的明年重点关注。

如此前进化学，我们如何

通过研究来做到这一点。

研究是如此令人愉快。

这真是太有意义了。

我们提出问题。

我们想知道答案。

我们很好奇。

为什么天空是蓝色的？

为什么天空是蓝色的？

分散，你要告诉我散射。

好的，很好。

好的。

[笑声]

...

叶子为什么会变化秋天的颜色？

最美丽的之一我一生中的经历，

当我们第一次来的时候 1957 年到波士顿，

我父亲在哈佛的同事秋天带我们去了新罕布什尔州，

去了佛蒙特州。

它只是 - 它是 -

我无法使用足够的形容

之美的词语正在发生的化学转变

在叶子中

以及叶绿素如何反应停止。

以及所有其他颜色已经存在了。

但我们看不到它们，因为它们被叶绿素掩盖。

只是理解并提出问题

是我们正在尝试做的事情在研究和教育方面。

当然是高级化学也通过创新。

所以我想采取花几分钟告诉你

在社会中今天，我们有两个

部门，即富含科学的部门以及科学匮乏的部门。

谁在科学丰富的部门？

学院和大学，部分工业部门，

国家实验室。

谁在科学匮乏的部门？

其他人。

还有我们这些有幸成为

富含科学知识部门对身处其中的人们负有

的义务科学匮乏的部门。

我想让你花点时间想想科学丰富的

和科学匮乏的。

但我也希望你思考关于您在新闻

中听到的内容，现在每天都在交叉去掉“科学”一词

并划掉该词 “第二个科学。

然后看看我们所经历的混乱。

有一个间隙是我们之间以惊人的

速度扩大谁拥有丰富的知识

等，以及那些不是的人。

这是我们义不容辞的责任我们来缩小这一差距。

我们必须做很多事情有着深刻的社会原因。

但我会给你一个粗俗的理由

为什么它对那些人来说很重要我们在科学丰富的领域

与科学匮乏的部门。

你知道吗那个粗俗的理由是。

这里的人们这个部门在这里，他们

为我们所做的事情付出代价在科学丰富的领域，

政府资金，私人基金会基金。

所以我们需要考虑我们作为理科学生的角色，

作为科学家，所学到的个人在这方面。

好的。

所以这是有科学依据的能力，

这是我们获得的通过教育进行研究

。

有科学专业知识。

但还有科学素养。

我们的目标应该是增加人们的科学素养水平

科学匮乏的部门。

科学素养是对科学

的欣赏，但没有深入的了解化学、物理或生物学、

或任何其他科学。

这是一种欣赏。

让我给你打个比方我

知道如何清楚地阐明这一点。

这个类比来自体育。

我知道作为一名班主任使用类比的危险

因为你记得类比，

，而不是真实的东西我正在谈论的。

正如我们有专业的足球运动员、棒球

运动员、曲棍球运动员以及等等，我们有体育迷。

没有这些运动粉丝们，你们知道

跨专业运动吗企业将一无所有。

你也知道那是并不夸张。

所以我们需要的是，我们需要科学家

，我们需要科学迷。

我们想要那些科学迷不

坐在看台上作为被动的旁观者。

我们希望他们跟随我们正在做什么。

其中一些甚至可能出现在赛场上

，成为像我们一样的科学家。

但我们必须付费关注他们

，这样我们就可以改进科学素养水平。

通讯。

有很多元素到通讯。

我在这里仅列出其中五个。

一是告知、参与 -

这就是我所希望的很快就会做。

我答应过你我会做实验。

他们很有吸引力。

我将开始讨论这一点 -

进行教育、倡导、并说服。

还有其他部分。

各种娱乐活动应有尽有您可以考虑的事情。

但这些是五个我想尝试

来关注同样重要的事情沟通的要素。

在科学界我们彼此沟通良好

。

但我们不这样做与科学匮乏领域的

人相处还不错。

所以我们必须努力解决这个问题。

目的之一沟通化学

是为了展示化学在解决重大问题方面发挥了最佳作用

人类和社会问题。

非常重要的是我们这样做，非常非常重要

我们这样做。

...

以下是来自一个非常有名的人。

每个人都知道这一点人的名字。

他说：“大多数科学的基本思想

本质上是 m 通常，

可以用某种语言表达每个人都可以理解。”

你想想吧。

他说大部分科学

的基本思想本质上很简单，或者对他来说也许很简单。

但是不，这只是个玩笑。

现在，你想一下他在说什么。

好的。

所以我们必须想办法提高我们与广大公众的沟通

技能。

所以我想提一下非常简短地向您介绍

我们所做的一项活动在威斯康星州

科学素养倡议中，要求研究生

纳入他们的论文一章解释

他们刚刚进行的研究完成了，给他们的母亲，

给他们的祖父，对他们的邻居，

对任何人，对他们的前任高中同学。

让他们能够欣赏有人花了

五年、六年的时间，努力工作，用

纳税人的钱别人的钱，

来提高知识并给我们带来有益的经验。

正如我所说，目标是解释候选人的

学术研究及其对更广泛受众的意义

，其中包括

家庭成员、朋友、公民团体、报纸记者、

州立法者等等。

如果你这样做，我们给你 500 美元。

现在我们的价格已超过 10 美元。

我们的价格超过 10 美元毕业生之中。

这很流行。

我们将协助对此进行公开传播。

所以我要告诉你如何做您可以找到有关此

的更多信息，因为您可以阅读这些章节。

我们已将其发布他们在我的网站上。

我的网站是www--

他们都是以www开头，你知道，对吧？

然后是 scifun--

S-C-I-F-U-N-- .org。

有人正在写下来。

您不必写下来。

就小声说几句吧多次，scifun.org--

S-C-I-F-U-N--.org， scifun.org，scifun.org。

现在，这就是方法我们记住东西。

但是我们为什么要记住东西呢？

将它们存储在我们的记忆库？

他们使用它们。

使用它们。

所以我要检查一下在接下来的几天内与我的网站管理员

看看我们从剑桥地区获得了多少新点击

。

看看是否有人去过我的网站。

好的。

好的。

大师列奥纳多说：“

没有更高或更低知识，但只有一种，

是从实验中流出的。

我们即将我信守诺言，

信守诺言。

这就是你来这里的目的。

所以我要做一些实验。

我的最新书是本系列第 5 卷。

它涉及颜色、光线、视觉、感知。

它涉及发生的事情就在眼前。

但现在因为神经科学的进步，

我们了解更多关于什么发生在眼睛后面。

所以这也包括在内在这本书里。

还有一张小传单您可以在

走进或走出时拿起它。

如果您有最喜欢的高中老师，

你可能想要给予给他一份作为圣诞

礼物或节日礼物，如果你愿意的话。

这本书已经出版了现在从二月份开始。

这是这本书的封面。

这三个是什么你在这里看到的东西？

它们长什么样？

观众：水滴。

巴萨姆·沙卡什里：咕咕咕，咕咕咕，咕咕咕。

我喜欢这个，因为每个人都在说——

嗯？

它们是镇纸吗？

可能是这样。

它们实际上是水滴。

就是这样。

它们是水滴，正如你们中的一些人所说。

这是一个实验我想要的——

我的第一个实验想问看看。

这是一个棋盘。

这是关于感知的因为你现在

将会看到一些东西。

还有大脑，大脑有时会捉弄我们。

这是棋盘。

你会看到这个对象就在这里。

你会看到它投下了阴影。

所以我的问题是你是，是阴影

在数字 1 的平方中相同作为正方形数字

2 中的阴影，是还是否？

观众：是的。

观众：不。

BASSAM SHAKHASHIRI：有多少人说是？

如果您同意，请举手。

有多少人拒绝？

更多人说不。

所以我们必须训练我们自己来做这件事。

现在，请记住，这个一个标记为数字 1。

这个标记为数字 2。

我现在要介绍这一点。

现在，您看到他们两者具有相同的阴影。

你明白了吧？

所以那些说是的人以前可能见过这个。

[笑声]

你知道吗？

你的大脑是使用您之前拥有的

知识。

太棒了。

那么让我们看看再来一次。

所以我把它脱下来。

你看。

那么这是怎么回事？

影子在诉说大脑的东西。

我们必须开发我们的大脑

整理信息的技能，以及对此要非常小心，这样我们

就有了正确的解释。

所以现在我要介绍它。

你看到这个影子看不见。

这就是我们的方式从它开始。

所以我们必须建立联系。

我们必须做良好的联系。

我们不想任何阻抗问题。

这就是我们不想拥有。

我想展示你为什么我们要

做实验和演示，

为什么我们想要参与其中。

这就是原因。

这就是原因。

这就是原因。

这就是原因。

这就是原因。

你只需看那些面孔即可。

你只需看看那些面孔即可。

他们每个人都订婚了。

参与度很重要。

但真正重要的是什么之后会发生什么。

所以我们要现在来看看当你订婚时

会发生什么。

请关灯。

因为我们要做除了我们所做的

之外，还进行了一些实验。

是的。

是的。

我知道你等得太久了。

我知道。

我知道。

当我们做实验时，我们会遵守所有安全规则。

你注意到我戴着护目镜。

你注意到了吗？

我刚刚指出了它出来作为提醒。

对于那些注意到的人而那些没有看到的人，你们

刚刚看到我戴着它们。

我着火了灭火器就在这里。

已经可以使用了，只需以防出现

失控情况。

我没有计划任何事情失去控制。

但我们把它作为安全预防措施。

所以我要做的是拿一根火柴并划它。

...

你喜欢这样，对吧？

[笑声]

这是一个例子我们称之为燃烧反应。

我要点燃一支蜡烛。

并且 -

观众：哇哦。

BASSAM SHAKHASHIRI：--我要去——哇，是对的，瞧。

参与度。

我想告诉你这是我

多年来观察到的。

我一直在做这些示威活动已持续超过 40

年。

年轻人和人们在养老院

不受限制就像我们其他人一样。

所以我们必须允许自己表达我们自己。

这是一个示例燃烧反应。

当然，与迈克尔·法拉第有关。

你知道迈克尔是谁法拉第是吧？

他曾经聚集年轻人圣诞节前后

在皇家学院的人们和和他们一起做实验。

也是他最喜欢的作品之一著名讲座

是关于化学的蜡烛的历史。

那么我要做什么现在就做，因为你

非常集中注意力，我要把

伸进我后面的口袋里把我的钱包拿出来。

人们通常做什么放在他们的钱包里？

观众：钱。

BASSAM SHAKHASHIRI：钱。

还有什么？

观众：信用卡。

巴萨姆·沙卡什里：信用卡。

还有什么？

观众：驾驶执照。

巴萨姆·沙卡什里：驾驶执照，

（如果您年龄较大）拥有一个就足够了。

还有什么？

观众：图片。

巴萨姆·沙卡什里：图片、各种各样的事情。

那么我现在要做什么我要到达这里。

我要采取一美元钞票，我

将把它放入火焰，就这样。

观众：哇。

巴萨姆·沙卡什里：是不是太快了？

观众：是的。

巴萨姆·沙卡什里：好吧，我请你密切关注

，不是吗？

我正在尝试调动您的大脑。

所以这不是真正的美元钞票。

[笑声]

那是一张假钞。

那是一张假钞。

它被称为闪光纸。

我们在科学领域一直在做的事情就是重复实验。

所以我拿出看起来的东西就像一美元钞票一样。

但这不是真正的美元钞票。

我把它靠近火焰。

...

它消失在稀薄的空气中。

这看起来就像魔法一样。

我喜欢魔法。

魔法很吸引人，但信息不丰富。

魔法很吸引人。

所以这张纸有经过化学物质处理，所以

当它燃烧时，它不会留下任何灰烬。

它被称为闪光纸。

那么化学物质是什么用于此目的？

你想要思考关于这个，对吧。

所以你想自我教育如果你愿意的话。

你可能想要访问我的网站

以了解更多信息。

您如何访问我的网站？

观众：www.funsci.org。

巴萨姆·沙卡什里：好的。

你明白了。

所以现在我会想请观众中的某个人

自愿帮助我

进行下一个实验。

谁想帮忙？

好吧，我先告诉你我需要什么帮助，好的。

[笑声]

我想要观众中有人让我向他们借

一张真正的 1 美元钞票。

有人吗在

会让我——的观众中谁会相信我

并用真正的 1 美元账单还是 5 美元的账单？

史蒂夫，怎么样？ 20 美元的钞票，是吗？

你有一张 20 美元的钞票吗？

好的。

这是一张 1 美元的钞票。

这是一张真正的 1 美元钞票。

你知道我要做什么与它有关，不是吗？

你知道这是怎么回事。

所以燃烧，燃烧是--

观众：你确实说过借用。

巴萨姆·沙卡什里：啊？

观众：你确实说过借。

巴萨姆·沙卡什里：我确实说过借。

你知道吗？

这是非常重要的您进行

的观察，并且您正在报告它。

因为整个交换为了社会的利益

致力于信任要素。

你信任我有了这张 1 美元的钞票。

所以我确实说了借，这意思是我要把它还给你。

观众：好的。

巴萨姆·沙卡什里：我没有说

会是什么形式当我还给它的时候。

[笑声]

...

所以，好吧，我有这里有一个罐子。

我在这个罐子里 -

它看起来像什么？

我有液体。

它是什么样子的？

看起来像？

观众：水。

巴萨姆·沙卡什里：它看起来像水。

我们描述这一点的方式液体是说它是

一种透明无色的液体，这就是水。

所以我要采取这种液体和--

所以我希望每个人都看看这里的罐子，

把它拿开。

我要采取美元钞票。

我要把它浸泡在这个里透明无色液体，

，看起来像水。

我要去钓鱼使用那些钳子。

你看，它在滴水就像任何潮湿的物体一样。

然后我要把它带到火焰中。

现在仔细看看。

这可能是您最后一次看到它。

这是美元比尔着火了，是吗？

观众：不。

BASSAM SHAKHASHIRI：但是你你确实看到火焰了，不是吗？

观众：是的。

BASSAM SHAKHASHIRI：所以现在我问你，这个液体可以是水吗？

观众：不。

BASSAM SHAKHASHIRI：你根据经验

知道水不会燃烧在这些条件下。

所以我会告诉你这个罐子里有什么。

这个清晰且无色液体是

外用酒精的混合物和水、异丙醇

和水。

你也从经验中知道当你燃烧酒精时，

你看到什么颜色的火焰？

有点蓝色。

你还记得什么吗你在这里看到彩色火焰了吗？

有点淡黄色。

那是因为我们还添加了一个里面有一点氯化钠

。

眼睛更敏感黄色

比蓝色。

所以我们添加了氯化钠提高正在发生的事情的可见性

。

氯化钠怎么能提高知名度？

所以我们很兴奋电子和钠离子。

他们去了更高的地方能量状态。

你还记得所有的吗你在原子结构中学到的

的东西，等等？

建立联系。

与之建立联系。

所以我还给你这张一美元的钞票

因为我说我会借用它。

就是这样。

那么感觉如何？

当然，它是湿的。

50% 水，50% 酒精。

所以请稍等一下咬直到干。

然后您可以--

所以非常感谢您。

帮助她帮忙解决这个问题。

[掌声]

...

所以当你烧东西时里面含有碳，

你会得到二氧化碳。

二氧化碳是一种气体在室温下。

我们看不到它，因为它没有颜色。

而我们却闻不到它的味道因为它没有气味。

但每个人都知道关于二氧化碳气体

因为你知道碳酸饮料。

事实上，它们被称为碳酸饮料。

他们有碳其中的二氧化碳。

我要做一个现在就进行实验

，以便我们可以了解更多信息关于有多少二氧化碳

溶解在该液体中。

为了进行这个实验，我打算使用婴儿奶瓶。

[笑声]

你还记得吗？

所以这个婴儿奶瓶有稍作修改。

我已经更换了奶嘴里面有一个洞，

牛奶从那里流出，来自药物

滴管的橡胶球。

这是一个非常坚固的橡胶块。

我要尝试通过尝试吹入空气来向您展示

的强度看看我是否可以给它充气。

开始吧。

...

做不到。

它非常非常强大。

所以现在请仔细听当我打开罐头时，听到这个非常熟悉的声音

。

你们都已经做到了或者看到有人这样做。

开始吧。

观众：是的。

巴萨姆·沙卡什里：你听到了吗？

现在，罐子打开了到气氛。

那是金属发出的声音。

我要喝液体然后把它放进这个婴儿奶瓶里。

你看到了什么？

您会看到嘶嘶声。

您会看到气泡。

这些是什么类型的气泡？

它们是二氧化碳气泡。

他们来自哪里？

他们来自喝，从液体中。

但是现在的压力是向大气开放。

这就是为什么它们正在冒泡。

所以我要把它填满顶部，取下螺帽

并将其拧紧。

接下来我应该做什么？

观众：摇一摇。

BASSAM SHAKHASHIRI：你已经完成了这个实验以前做过吧？

所以我摇了摇。

...

现在您知道有多少二氧化碳溶解在这种碳酸饮料中

。

碳含量如此之多那里的二氧化碳

它能够部分膨胀这块坚固的橡胶，

，我和任何其他人，

都可以膨胀我们肺部的力量。

但你已经知道有

大量二氧化碳在这样的饮料中

因为你会做什么喝一两口之后？

观众：打嗝。

BASSAM SHAKHASHIRI：打嗝。

是的，你打嗝。

当你打嗝时，请这样做它温柔而有礼貌。

你打嗝是因为二氧化碳气体

从液体中出来。

现在让我们看看如果我可以稍微释放一下

这里的压力。

我做得很仔细。

如果我不小心的话，会发生什么？

我会把事情弄得一团糟。

你是对的。

它会散开。

但我不想因为

这种碳酸饮料而造成混乱除其他外，其中还含有

糖。

而且糖很粘。

我不想。

就是这样。

现在已对外开放。

还有二氧化碳仍然冒出气泡。

根据经验您知道当饮料变淡时，

味道就不那么好了。

对吧？

对吧？

你在摇头。

为什么不呢味道好，一样好吗？

因为所有的碳二氧化碳消失了。

那么我们为什么喜欢碳酸饮料？

其中一些有他们里面有酒精。

其中一些有一些其中含有糖或甜味剂。

我们喜欢它们，因为当我们把液体放进嘴里，

微小的气泡从液体中出来

，它们让我们感到刺痛在舌下

并给我们一个愉快的感觉。

大概就是这样二氧化碳气体。

它是一种无色且它是一种无味气体。

现在，我要做的 do 是一项使用

另一种形式的二氧化碳的实验。

它被称为干冰。

干冰是固态二氧化碳。

你会注意到我要穿什么？

观众：手套。

巴萨姆·沙卡什里：戴上手套。

我要去打开这个桶

并拿起三个块二氧化碳，固体。

这是固体二氧化碳。

温度是负78摄氏度。

天气很冷。

这就是我使用这些的原因手套来保护

我的手免遭冻伤。

这些手套不是非常好的绝缘体。

但是为了这个目的，它们很好，因为我没有

挤干冰。

干冰从通过我们的过程将固体变成气体

称为升华。

升华是正在发生。

但我们看不到它。

为什么我们看不到它？

因为二氧化碳是气体，是什么？

观众：隐形。

巴萨姆·沙卡什里：它是看不见的。

它没有颜色。

顺便说一下，如果你一旦看到有色气体，

你就会逃离它。

你听到了。

如果您见过彩色的气体，你逃离它

因为都是彩色的气体有毒。

所有有色气体都是有毒的。

反之则不然。

有一些无色气体具有致命的毒性，

包括接近的相对于二氧化碳？

观众：一氧化碳。

巴萨姆·沙卡什里：一氧化碳。

好的。

所以，好吧。

所以升华是正在发生。

我们看不到它。

我要把那三个人又回到这里了。

我请你集中注意力你的注意力集中在你

在我两只手之间看到的东西上。

你看到了什么在我的两只手之间？

观众：圆柱体。

巴萨姆·沙卡什里：它们是什么形状的？

个气缸。

有多少个？

观众：六人。

巴萨姆·沙卡什里：还有它们是大圆柱体

还是小圆柱体。

观众：大。

巴萨姆·沙卡什里：那么，多大才算是大呢？

这么大。

是的，我知道。

就这么大了。

[笑声]

...

我要请你做我

在大一时问我的学生的同样的事情威斯康星州化学课程

要做。

为了提高你的观察力

并培养以下技能报告这些观察结果，

我请你假装是实况广播播音员，

向某人描述谁不在我们身边，发生了什么事

，而不是电视播音员。

那个人已经成功了因为这张照片几乎说明了

一切。

那么有多少个气缸？

观众：六人。

BASSAM SHAKHASHIRI：那该怎么办你看到气缸内部了吗？

观众：有色液体。

巴萨姆·沙卡什里：有色液体。

好的。

我正在听广播里的你。

我听到你说的是有六个气缸。

他们有它们是有色液体。

来吧。

你的大脑学会了比这两个陈述更多的信息

。

所以他们是关于这么大，你说。

我可以在广播中看到你话说，都这么大了。

你必须做比这更好。

他们是 100 吗毫米大小？

尺寸是 10 升吗？

它们介于两者之间吗？

是的。

我们在上面放了一个括号。

当我们进行科学估算时，我们在上面放了一个支架。

他们有，是的，有色液体。

你怎么知道它们是液体？

它们可能是凝胶。

我们如何找到答案？

...

我们将他们摇匀一点点，因为我们

从经验中知道。

这是一个关键字。

我们学习东西。

我们的大脑会学习东西。

所以我们使用它们。

所以它们是液体。

而且它们似乎已经安排好了以某种顺序。

顺序是什么？

这是顺序液体中的颜色。

而且它们是成对排列的。

这对有什么里面有颜色的液体吗？

观众：蓝色。

BASSAM SHAKHASHIRI：这个？

观众：粉红色。

BASSAM SHAKHASHIRI：这个？

观众：紫色。

巴萨姆·沙卡什里：好的。

所以我要采取大块干冰

并将它们放入钢瓶中以一种非常特别的方式。

当我完成后，你告诉我我有什么特别的方法。

观众：风起云涌。

巴萨姆·沙卡什里：什么东西吹出来了？

你看到任何气泡吗？

这些是什么类型的气泡？

...

我希望我有一台相机并拍一张面部照片

我在这里看到的表达方式。

...

很多有趣的事情事情正在发生。

它们有多有趣？

它们有趣吗足够让您想要

询问有关它们的问题吗？

观众：是的。

巴萨姆·沙卡什里：是的。

好吧，你想知道里面有什么吗？

你已经知道什么是里面有干冰。

我把干冰放在那里。

我把干冰放进了什么？

进入有其中含有有色液体。

然后我放了干冰在所有其他气缸中。

我没放在每个气缸

右侧，每隔一个气缸，留下一个

用于比较目的。

所以这些是染料。

它们会在以下情况下改变颜色：液体的 pH 值发生变化。

因为二氧化碳气体水给我们提供碳酸。

每次我们喝碳酸饮料时饮料，我们喝的是酸。

你知道吗？

这是一种弱酸。

但是这些气缸有在其中加入一点

氢氧化钠，之前我做了实验。

他们改变了颜色，因为二氧化碳，气体，

与那里的基地。

染料是酸/碱指示剂。

所以这对有一个指标称为溴百里酚蓝。

这含有酚酞。

这有一个指标的混合。

所以在这双鞋中，颜色从什么变成了什么？

观众：蓝色到黄色。

巴萨姆·沙卡什里：这个怎么样？

观众：粉红色到--

BASSAM SHAKHASHIRI：什么？

观众：明白了。

巴萨姆·沙卡什里：好的。

这是一个明确的和有色液体。

这是透明的 --

这是无色的，你说得对。

透明无色不是同一件事。

从现在开始，没有人在这个观众中

会混淆这些词 “透明”和“无色”。

这是一个明确的和有色液体。

这是透明无色的。

所以现在我请你集中精力注意这个气缸。

实际上，你可以将您的注意力

集中在您想做的任何事情上。

你甚至可以不付款如果你愿意的话请注意。

我们生活在一个自由的国家。

但是如果你想关注和我一起做实验，

我希望你集中注意力关注这一点。

然后告诉我，把它们数出来，当我掉落时你会看到多少种不同的颜色变化

里面有干冰吗？

[冒泡]

...

我正在听广播里的你。

观众：哇。

巴萨姆·沙卡什里：一。

哇，我听到哇。

这是一个什么样的计数？

观众：三。

巴萨姆·沙卡什里：到目前为止三个？

三种不同的颜色变化。

但你知道，我在听通过广播给你。

你想让我欣赏你所看到的。

那么颜色是什么你看到的变化？

为什么你不能说这些？

你看我们是如何做到的帮助我们的大脑做出

正确的观察并且做出正确的报告。

那么这个东西怎么样那是从顶部掉下来的吗？

它是什么样子的？

观众：汽油。

巴萨姆·沙卡什里：看起来像气体。

但实际上它是什么 -

它看起来像烟雾。

但这不是烟。

这个东西的名字是什么漂浮在天空中的。

你可以直接说出来。

您不必这样做举起你的手。

就说吧。

观众：云。

BASSAM SHAKHASHIRI：云。

有雾。

有雾。

这是雾。

这是凝结的水蒸气。

正在发生凝结冷二氧化碳气体

气泡来自升华过程。

这就是升华的原因现在就发生在

这里，也在这个存储桶中。

但我们看不到它。

但在这里我们可以看到它是因为气体

与这里的什么混合了？

观众：液体。

BASSAM SHAKHASHIRI：液体。

这里的气体是与什么混合？

观众：汽油。

BASSAM SHAKHASHIRI：汽油。

好的。

所以我总是想，T-H-I-N-K， T-H-I-N-K，记住这一点。

如果你还记得什么关于我今天拜访你们的事

记得T-H-I-N-K。记得思考。

所以冷凝水蒸气冒出来。

雾气向下流动。

为什么是雾气向下流动？

因为二氧化碳气体比空气密度大。

它比空气重。

如果我们知道这一点，这是一种很好的提醒方式

。

如果我们不知道它，我们刚刚学会了。

所以我要在这里做什么 -

因为她把它关掉了。

啊。

不。

我想要它。

让我们看看它是否仍然有效。

所以我要接受这个桶，这个桶就在这里。

除了什么之外它是空的？

观众：空气。

巴萨姆·沙卡什里：你看不到空气。

我要采取热气沸腾--

啊，好热啊。

我不知道它是否沸腾了。

沸腾了。

你可以看到它。

我现在要戴手套了保护我的手免受热

因为我不想烧死我自己。

我要扔掉这里的水。

...

我不想得到水被困在手套里

因为你知道吗然后会发生，

会发生什么致我的——我们开始吧。

那么你看到了什么从顶部下来？

观众：Steam。

巴萨姆·沙卡什里：蒸汽是看不见的。

您看不到蒸汽。

你看到了什么？

观众：水蒸气。

BASSAM SHAKHASHIRI：水蒸气。

这个房间已满水蒸气。

否则我的喉咙就会比现在更干燥。

你看到了什么从顶部下来？

观众：水蒸气。

巴萨姆·沙卡什里：你看到的是一片雾气。

这是凝结的水蒸气。

热水蒸气碰到冷空气。

它凝结。

然后它得到相同的温度。

它消失了。

那么我现在要做什么就是拿一桶干冰

，然后把干冰放进去冰就在那里。

[大喊]

...

[笑声]

...

请小心不要接触水

因为水很热。

好的。

好的。

那么我希望你做什么现在就是回去坐了。

返回并坐在原处你之前坐过。

我知道那是--

...

冷凝水蒸气就是我们所看到的。

我们看到雾在移动吗？

观众：下来。

BASSAM SHAKHASHIRI：向下。

为什么？

因为凝结正在发生。

还有二氧化碳气体，其密度比空气大。

这是一个好方法来证明这一点。

所以我要把它从并把它放在这里。

...

这就是他们制造雾气的方法有时在电影中。

取沸水，添加干冰。

然后你放了一个风扇放在上面并吹它。

我必须告诉你可以听听这个小故事

，因为这是一个真实的故事。

我做了很多这些演示

遍布世界各地。

在威斯康星州麦迪逊，我的第二故乡，

有一次我在机场。

还有一大群孩子，大约 20 个，也许 25 个孩子，

他们从远处看到了我。

他们正在乘坐飞机，去华盛顿特区进行实地考察

。

然后他们跑向我。

他们没有说，你好，沙卡什里博士。

你知道他们说什么吗？

冷凝水蒸气。

[笑声]

...

他们就是这么说的。

他们学会了。

他们学会了。

他们说的是凝结水蒸气。

所以他们学会了。

好的，很好。

好吧。

所以现在我们要去做一个实验。

让我们看看。

这一切正在向前推进这里非常快。

我忘记了路线以进行下一步实验。

但是你知道，我带来了我的书和我在一起。

这是我的新书。

那么我打开可以吗书并阅读了书中的

？

这样可以吗？

这样可以吗？

...

啊。

你看，这不是一本普通的书。

这是一本热门书。

...

其实只是这本书涵盖了。

里面有什么？

我会告诉你。

有几个电池就在这里。

我会到处走走每个人都可以看到它。

我有两块电池。

电池已存储其中化学能。

这里有一根灯丝。

然后有一块燧石当你不注意的时候我用打火机液体

浸泡了。

还有我没有告诉你的然而，你还没有看到它，

，但我要把它展示给现在告诉你，

这里有一个按钮。

你能看到吗按钮在那里？

啊？

按钮是什么颜色？

观众：黑人。

BASSAM SHAKHASHIRI：来吧。

您正在执行以下操作逐场描述。

是的，黑色。

它是黑色的。

你必须举报你的观察。

所以你知道火三角形。

需要三件事生火。

它们是什么？

燃烧的东西。

氧气，通常来自空气。

第三个是什么？

热，火源，火源。

所以你看我现在是怎么做的。

我站在这里。

我移动这本书远离我的脸。

[笑声]

我与你联系是因为你很注意。

然后我打开书。

当我按下按钮，化学能

转变为电能。

还有这个灯泡灯丝就像所有其他细丝一样。

它不是 100% 有效。

它发出光能，并且--

让我们看看会发生什么当我按下此处的按钮时，

远离我的脸。

好的。

你看到了，对吧？

所以你现在告诉我，你告诉我当我合上书时

会发生什么？

发生了什么我合上书了？

大声说出来。

观众：切断氧气。

巴萨姆·沙卡什里：切断氧气。

你就像我班的学生。

你给出了正确答案，但不是我问的问题

。

这就是为什么人们有时做得不好

进行测试，因为它们不要回答这个问题。

那么什么是我问的问题？

我问你发生了什么事当我合上书的时候？

发生了什么我合上书了？

观众：火灭了。

巴萨姆·沙卡什里：火灭了。

为什么火灭了？

[笑声]

因为没有氧气。你明白了。

我们必须训练我们的大脑，因此我们彼此正确连接

。

所以我现在打开这本书。

有没有氧气？

观众：是的。

巴萨姆·沙卡什里：但没有火焰。

怎么没有火焰？

我们正怀念热度。

我应该做什么？

停止说话并推动按钮，右边。

这就是我应该做的。

所以我按下了按钮。

就是这样。

我的燃料快用完了。

好的。

好的。

所以这本书的封面来自第 5 卷。

现在我已经用过一次了。

我无法收回和我一起在飞机上。

但即使我可以，我不想

因为我想给予送给利帕德教授

，作为我访问这里的纪念品。

[掌声]

...

所以你可以安全地使用它，史蒂夫。

你知道为什么吗？

你知道我们为什么教书关于火三角？

不去帮助别人引发火灾，而是帮助

人扑灭火灾。

你考虑一下。

让我们看看。

我们有几个这里还发生其他事情。

我拿着什么我的两只手在这里吗？

观众：瓶子。

巴萨姆·沙卡什里：什么样的瓶子？

来吧。

我需要问所有的人吗？一直有问题？

详细说明，对。

它们是什么？

瓶子尺寸是多少？

它们是由什么制成的？

观众：塑料。

巴萨姆·沙卡什里：你知道

有多少技术吗参与其中，

只是制作这个瓶子？

看，这里有一个肩膀。

这里有一个空缺。

大量科学知识和科学的应用

参与了这些

是用两升瓶子制成的？

观众：塑料。

BASSAM SHAKHASHIRI：塑料。

它们由塑料制成。

还有一点靠近底部的透明无色液体

他们每一个人。

我要告诉你知道液体是什么。

这里的液体是过氧化氢。

它是 30% 的过氧化氢，而不是你在药店买的东西。

你在药店买的东西是3%的过氧化氢。

那你买它的目的是什么？

因为如果你有伤口，您将过氧化氢

涂在伤口上。

你看到了什么？

观众：泡泡。

BASSAM SHAKHASHIRI：泡泡。

这些是什么类型的气泡？

它们是氧气泡。

因为过氧化氢崩溃非常，

非常，非常，非常，非常，非常慢慢地变成水和氧气。

但是如果有加速

分手的东西，催化剂，然后事情进展得很快。

还有血液和皮肤其中含有此类物质。

所以我要采取什么这里看起来像一个小茶包

。

我要把它放在那里。

看看我们是否可以催化过氧化氢的分解或分解

。

你已经看到了 --

你在里面看到了什么？

您预计会发生什么离开这里了吗？

观众：冷凝水。

巴萨姆·沙卡什里：凝结的水蒸气。

这是雾。

这是雾，对吧？

它从哪里来？

这个反应氢

过氧化物分解成水并且氧气是放热的。

它会散发热量。

所以水沸腾了。

还有沸水，当它遇到冷空气时，

就会凝结。

我们看到了直到温度

与空气温度。

我们再也看不到它了。

所以我们总是喜欢重复科学实验。

但在我重复之前实验，

我想让你看看非常非常密切，

如果你还没有这样做的话现在，关于塑料还发生了什么

。

但这是什么？

这是什么？

我正在听广播里的你。

我看不到这个。

这是什么？

告诉我。

大声告诉我。

啊？

塑料瓶正在缩小。

太棒了。

当我还是学生时在波士顿大学，

我了解到，如果你采取一种物质，你加热它，

它就会拉伸。

但这是塑料的。

这是人做的。

所以塑料会收缩。

你们都知道塑料收缩，因为您

听说过收缩包装。

收缩包装是如何工作的？

你掩盖了一些事情用塑料片。

然后你会做什么？

你加热它。

为什么当我们热塑料，它

会收缩，当我加热时一块铜，它能拉伸吗？

怎么会呢？

这不是反问句。

我想做 T-H-I-N--

什么？

关于此的“K”。

所以要考虑一下这一点。

所以我们重复实验。

我们正在做在这里进行实验。

又来了。

让我们看看是否同样的事情发生了。

当你看到这个的时候，我现在要在这里做一个实验

我有这个烧杯。

其音量约为 600毫升。

它是空的，除了？

观众：空气。

巴萨姆·沙卡什里：好的。

我要穿上它另一个烧杯的顶部。

他们会翻转像这样周围。

这样每个人都可以看到它。

我要拿两个液体，一种透明无色的

液体，装在我右手边的瓶子里左手有透明无色的

液体。

好的。

如果您是注意这里。

但如果你仍然往那边看，

那么你就没有在看这个。

这确实是这是关于什么的。

您有自由选择你想做的事。

你会很有效率在你想做的事情中。

请务必小心。

所以这就是有趣的就在那里。

你知道吗？

不要急于做任何事情。

我现在正在赶时间。

我正在密切关注在这里观看。

你们都有其他的你想做的事情。

你可能想去看爱国者队比赛。

这取决于你。

但有很多令人着迷的地方，迷人、吸引人、

教育、告知、变化、转变

正在这里发生。

所以请注意这一点。

我认为这是透明无色的液体，我将其中一些

放入烧杯中，大约一百毫升。

我怎么知道它是关于一百毫米？

我正在阅读标记在这里，在烧杯上。

我花了大约一百毫米

不同的透明和无色液体。

但你不知道这是不同的。

它们看起来一样。

看看这个。

看看现在会发生什么。

观众：它是黄色的。

巴萨姆·沙卡什里：这不是最迷人的

之一吗？你的观察结果？

你拿了两个清晰的，无色液体。

将它们混合在一起。

你会得到一种黄色物质，不溶于水。

你会注意到什么发生在这里？

所以这是——这摔倒了。

所以天气非常热。

我不想拥有它——

它就在那里。

我想要它--

...

它又要倒下了。

我会把它支撑在这里。

所以小茶包其中含有一种催化剂

，称为二氧化锰，MnO2。

它具有很大的表面积。

它催化了分解过氧化氢。

这个会掉下来吗？

我们拭目以待。

这是碘化铅。

我混合了钾碘化物溶液

与硝酸铅溶液。

So the magician never tells 你知道这个技巧是如何运作的。

But in science, we like 知道发生了什么事。

所以我关闭这些以同样的方式返回。

And now I'm going to 问你一个问题。

我有一块磁铁涂有特氟龙。

它位于一个 motor, which I want to turn on.

Can you see the bars spin?

观众：是的。

巴萨姆·沙卡什里：然后你告诉我

方向是什么当我们低头看时，酒吧正在旋转

？

What direction is it?

AUDIENCE: Clockwise.

巴萨姆·沙卡什里：什么时候你低头看它——

我会放慢一点一点，这样你就可以看得更清楚。

AUDIENCE: Clockwise.

观众：顺时针方向。

巴萨姆·沙卡什里：它顺时针旋转，

，我们称之为顺时针旋转。

现在，我会做什么 like you to do is

to visualize that 你不会低头看着

这个旋转的磁铁。

But you're looking up at it.

假设有一个吊扇在那儿。

And it's moving in the 与此栏相同的方向。

那是什么？

Here's what some of you are 做，是你在做这个。

你正在抬头。

你看到了什么？

你在上面看到了什么？

观众：光。

巴萨姆·沙卡什里：逆时针方向。

你让我困惑了。

这是我的权利吗手或我的左手。

观众：好的。

巴萨姆·沙卡什里：我抬头看着它。

这是我的右手。

我把它写在这里了。

这是我的？

观众：好的。

巴萨姆·沙卡什里：这是仍在我的右手。

你真让我困惑。

这是怎么回事？

这是发生的事情。

我希望每个人都观众们，大家，

像这样伸出你的手指。

你和我要去顺时针方向旋转我们的手指

。

走吧。

顺时针方向。

嘿，我说的是顺时针方向。

你在做什么？

顺时针方向。

看着我。

观众：顺时针方向。

巴萨姆·沙卡什里：我正在做——看。

当我这样转身时，我也是顺时针做的

但是当我转身时像这样，你看到了什么？

观众：顺时针方向。

...

巴萨姆·沙卡什里：所以你必须思考。

你必须思考关于您的观点

进行观察。

顺便说一句，这是在哪里顺时针运动

和逆时针运动的想法从何而来？

观众：时钟。

BASSAM SHAKHASHIRI：时钟。

是的，我知道。

它来自时钟。

[笑声]

它到底来自哪里？

你知道吗？

观众：太阳报。

巴萨姆·沙卡什里：从日晷。

来自日晷。

就我们而言知道，日晷

是在北半球

还是南半球？

据我们所知，它位于北半球。

所以我希望你想象一下，就像你

对天花板所做的那样扇子，南半球的日晷

。

哦，是的。

对。

我想让你想想看看

它的方向。

好吧。

它在移动。

所以现在我想要什么做，再做两个实验。

这是一个烧杯。

我有个问题要问你。

你认为有办法吗让我把这个烧杯

举在空中而不碰它。

观众：是的。

巴萨姆·沙卡什里：所以让我借一下你的书。

现在，这是你的书了，史蒂夫。

我的意思不是把它放出来在这样的书上。

我现在正在触摸它。

你认为有办法吗将这个烧杯

悬挂在空中而不接触它？

是或否。

观众：是的。

巴萨姆·沙卡什里：一些你们中的一些人说是

，因为您知道它是如何完成的。

你们中有些人说是的，因为您相信我

会向您展示如何做到这一点。

所以这就是我们要做的。

我们将采取 --

...

你正在做逐场描述。

这是什么？

观众：气球。

...

巴萨姆·沙卡什里：还有什么你能告诉我一下吗？

它有颜色吗？

观众：它是蓝色的。

巴萨姆·沙卡什里：看。

有人告诉我大脑接收到每秒大约 11

百万位信息。

大脑无法对它们进行分类全部同时出来。

所以我们必须训练我们自己如何

进行观察并报告他们。

所以我们开始吧。

...

哒哒。

烧杯是否悬在空气中？

观众：是的。

巴萨姆·沙卡什里：我拿着吗？

观众：否。

观众：是。

...

BASSAM SHAKHASHIRI：也可以你解释一下这是什么？

我把它拉出来了。

您能解释一下这是如何工作的吗？

您能解释一下这是如何工作的吗？

所以我希望你想想这个。

你也知道会发生什么当我将这里的空气排出

时就会发生这种情况。

观众：放手。

BASSAM SHAKHASHIRI：放手。

好吧，我就放手了。

您以前已经这样做过。

为什么会发生这种情况？

很多有趣的事情科学

中的事情会发生在熟悉的事物上。

那么你如何解释这里发生了什么？

什么？

你在想吗？

有人说当我在这里给气球充气，

发生了变化在压力中。

我想告诉你--

你也可以考虑一下。

我没带。

但我去了玻璃店在威斯康星大学

化学系，我看到了从烧杯底部

出来，它仍然有效。

所以这不是改变在压力中。

但是这里的每个人每个人，每个人，

包括小孩子孩子们，请了解

为何有效的解释。

但你还没有想了想。

您尚未连接。

那么我希望你做什么现在就拿起双手

并充分揉搓彼此快速。

擦得非常快。

你有什么感觉？

观众：摩擦。

巴萨姆·沙卡什里：你感觉到摩擦吗？

你感到热，这是摩擦的结果。

正如我所说，你就像我班的学生。

所以摩擦。

那么摩擦力可以是与此有关？

你考虑一下。

你考虑一下。

所以现在我想做的在这里用气球做另一个实验

。

这次我要什么颜色的气球？

观众：黄色。

...

巴萨姆·沙卡什里：这个气球上有一个洞

，所以不起作用。

我会尝试这个。

...

我给气球充气，放出一些空气。

然后我把它系好。

现在我要问你一个问题。

你认为有办法吗让我把这个气球

举在空中而不碰它？

所以我并不是说把它在这样的烧杯中。

我现在不碰它。

你认为我有办法

将这件事悬而未决不碰它，是还是不是？

观众：是的。

巴萨姆·沙卡什里：那些那些说“是”的人--

那些说“是”的人说是知道

是如何完成的或相信这一点我将向您展示

如何完成。

所以假设我接受这个气球，我在里面吹气，

就像这样。

...

被搁置在空气而不接触它。

但这是一种狠狠地压在我的脖子上。

所以假设我接受-

假设我接受这个。

这是什么？

观众：吹风机。

...

巴萨姆·沙卡什里：是气球在空中？

我触碰它了吗？

观众：不。

BASSAM SHAKHASHIRI：什么正在将气球

举在空中。

观众：空气。

BASSAM SHAKHASHIRI：空气？

有空气吧现在，但是 -

现在，你要帮我解决这个问题。

...

谢谢。

谢谢。

谢谢。

观众：走快点。

BASSAM SHAKHASHIRI：不。

我推的是冷的。

看吧，你知道。

你们每个人都知道。

结果是什么喷嘴在这里？

喷嘴中流出了什么？

一股空气流，对吧？

一股溪流——风，就是这样。

所以我们开始吧。

所以再做一次。

...

现在，看看我在这里做什么。

看我如何扭转这个局面。

观看我如何扭转这一局面像这样到一边。

您可以看到有多大你可以逃脱的角度。

看看吧。

看看吧。

好吧。

好的，我这就去请从你那里回来。

...

你们都在想解释是什么。

谢谢。

你们都在想关于解释

因为我要做什么接下来要做的就是接受这个。

这是什么？

观众：这是一个球。

...

巴萨姆·沙卡什里：一个聚苯乙烯泡沫塑料球。

观众：哇哦。

还有一个气球。

巴萨姆·沙卡什里：还有气球，在上面。

我触碰过其中任何一个吗？

观众：不。

BASSAM SHAKHASHIRI：什么是将它们举在空中？

谢谢。

流动的空气，对。

看。

这个效果你们都知道。

你站在街道上街角，一辆大巴士

驶过，你有什么感觉？

呜。

而您正在行驶高速公路和

大货车经过，你有什么感觉？

观众：没什么。

[笑声]

...

巴萨姆·沙卡什里：你知道吗？

我相信你。

这是你的观察结果。

我尊重你进行观察。

不过下次注意一下，好吗？

现在，这是一个科学原理。

你们都知道什么这个原则是。

它以瑞士数学家。

这就是——

观众：魔术。

...

巴萨姆·沙卡什里：伯努利的原理，伯努利。

看。

你们都知道这一点。

我也不想得到个人对此的看法。

你今天早上洗了个澡。

你打开了水。

浴帘有吗入住或退房，

如果您有浴帘？

有时我们不这样做有浴帘。

所以有一个变化。

有一股气流导致事情发生，

，正如我们刚刚在这里看到的。

所以现在我要做一个实验。

这个实验，有了这个，有了这个。

这是什么？

观众：塑料袋。

BASSAM SHAKHASHIRI：可以我请你帮我

做这个实验？

好的。

那么这是什么我和卢抱着？

塑料什么？

一块塑料。

它是什么颜色？

观众：蓝色。

巴萨姆·沙卡什里：我可以吗必须一直问所有问题

？

观众：不。

BASSAM SHAKHASHIRI：不。

你在问他们。

你必须这些观察结果。

看。

有多长？

是关于什么的？

大约是1米、10米吗？

长 2 米。

我有空缺在这结束这里。

你有空缺吗那边，卢？

LOU：没有。

BASSAM SHAKHASHIRI：它是密封的。

好的。

所以我要与你改变立场。

我要给你这个开口就在这里。

你这样拿着它。

你明白了吗？

我想让你吹这里有空气，这样我们

就可以数出有多少呼吸就会

带她去充气。

现在别让她笑。

好的。

来吧，走吧。

...

一、二、三、四。

够了。

我不需要你过度换气。

你知道吗过度换气是？

是否与二氧化碳气体？

所以这就是她用四个呼吸就完成了。

现在，我要让将您放入其中的空气排出

，然后给您封闭的一端。

然后我将展示你，如果你注意的话，

如果你注意的话，我将向您展示

如何膨胀它两米长的袋子，一口气

。

你在对我微笑。

你不相信我。

你还记得她做了什么吗？

她吹了进去你和我也一样

吹入纸袋。

所以现在我要走了这样做。

我要打开就这样了。

我把它举起来一点所以它是关于——是的，对的。

开始吧。

...

放手。

[笑声]

...

[掌声]

...

你看到它是怎么做的了吗？

你想尝试一下吗？

楼：是的。

巴萨姆·沙卡什里：是的。

这就是精神。

看，莱昂纳多说，你知道，关于实验。

所以我将所有空气排出。

现在你就这么做我这样做的方式，

不是你的方式这是第一次。

长长地吸一口气，就在中间。

只要您准备好。

关闭它。

[笑声]

只有一个。

只有一个。

...

比第一次吧？

[掌声]

...

这里有个问题要问你。

你认为她有那个吗她肺里有很多空气吗？

观众：否。

观众：是。

...

巴萨姆·沙卡什里：你我的肺里有那么多空气

来吹这个吗？

解释是什么？

什么？

...

嗯，那个东西现在里面没有太多空气

。

所以看。

你们都知道对此

的解释，因为我们刚刚经历过它在之前的

组实验中。

我从我的身体里吹出了什么？嘴，她做了什么？

一股流动的气流。

记住，我的一位幻灯片显示连接性。

你建立联系。

你建立联系介于您所看到的

和您已经知道的之间。

所以一个流流动的空气产生

部分真空和空气从外面进来。

这就是所谓的“什么是他的名字”原则。

他叫什么名字？

观众：伯努利。

...

巴萨姆·沙卡什里：整件事都是一个安排。

你知道的。

这就是原因——好吧。

这是我们的大结局。

...

这是我们的大结局。

这是重复我们要做的实验

。

在此，您将执行以下操作逐场描述。

这是什么？

观众：黑人。

BASSAM SHAKHASHIRI：黑色什么？

观众：黑浴缸。

BASSAM SHAKHASHIRI：黑色浴缸。

这是什么？

观众：圆柱体。

...

BASSAM SHAKHASHIRI：我认为此瓶中的透明无色液体

。

我把它放在那里。

...

这清晰明了无色液体

是30%的过氧化氢， 35%过氧化氢。

我拿什么？

...

我把其中的一些放在那里。

...

但我想帮助氢过氧化物分解成水

和氧气。那么我需要什么？

我需要催化剂。

我可以使用二氧化锰。

但这并不是唯一的催化剂。

我要用这个液体就在这里。

这很清楚，但是略带颜色的液体。

略带黄色。

所以我要放一些在那里看看会发生什么。

...

观众：它是黄色的。

...

巴萨姆·沙卡什里：发生什么事了？

...

您正在逐场比赛描述，不是我。

...

啊，要出去了控制这里。

我最好把它写在这里。

...

所以这就是使用碘化钾分解

过氧化氢溶液作为催化剂。

所以不同的催化剂导致了许多不同的变化

将会发生。

这就是我们的原因需要更多地了解

的科学知识熟悉的，就是化学。

我真的很想感谢您今天下午——今晚来到

。

我还想问你一个问题时间，我的T恤上写着什么？

观众：科学很有趣。

BASSAM SHAKHASHIRI：就是这样我喜欢，热情，科学。

所以无论你做什么，做它——做它——做

，牢记目标。

尝试帮助你大脑的可塑性。

但这不仅仅是你的大脑我们正在谈论的。

这是你内心的想法。

因为重要的因素之一沟通要素

是您在自己的环境中感受到的心，这不是我幻灯片上的

。

非常感谢大家。

谢谢你，史蒂夫。

谢谢你，卢。

谢谢大家。

[掌声]

请记住，无论如何你所做的，科学很有趣。

非常感谢。

谢谢。

观众：谢谢。

...

[英语] Show

重点词汇

词汇	含义
conviction /kənˈvɪkʃən/ C1	noun - 信念
plasticity /plæsˈtɪsɪti/ C2	noun - 可塑性
combustion /kəmˈbʌstʃən/ C1	noun - 燃烧
catalyst /ˈkætəlɪst/ C1	noun - 催化剂
sublimation /ˌsʌblɪˈmeɪʃən/ C2	noun - 升华
insoluble /ɪnˈsɒljʊbəl/ C1	adjective - 不可溶的
exothermic /ˌeksəʊˈθɜːmɪk/ C2	adjective - 放热的
decompose /ˌdiːkəmˈpəʊz/ B2	verb - 分解
perspective /pəˈspektɪv/ B2	noun - 视角
innovative /ˈɪnəveɪtɪv/ B2	adjective - 创新的
literacy /ˈlɪtərəsi/ B2	noun - 素养
profound /prəˈfaʊnd/ C1	adjective - 深奥的
familiar /fəˈmɪljə/ A2	adjective - 熟悉的
essential /ɪˈsenʃəl/ A2	adjective - 必要的
engage /ɪnˈɡeɪdʒ/ B1	verb - 吸引

💡 “” 中哪个新词最吸引你？

📱 打开 App 查词义、造句、练会话，全都搞定！

重点语法结构

I wish I had more time to go in depth.

➔ wish + 过去式（不现实的愿望）

➔ 我 *wish* "有" 更多时间深入探讨。
If you don't pay attention, I can't do much about it.

➔ 第一条件句（if + 现在时，can + 动词原形）

➔ 如果你"不"注意，我"不能"对此做太多。
We have to be selective about how we use the results of those advances.

➔ 情态动词 + 动词原形（have to + 动词）表示义务

➔ 我们"必须"在"如何"使用结果上保持选择性。
The advances are so great, much greater than we knew 50 years ago.

➔ 比较结构 (much greater than + 过去式)

➔ 这些进步 "如此" 伟大，"比我们50年前所知的要大得多"。
Everything around us is made of chemicals.

➔ 被动语态 (is made of + 名词)

➔ "所有事物"在我们周围"是由化学物质构成的"。
I will be the president beginning January 1.

➔ 简单将来时 (will + 动词) 表示未来计划

➔ 我将在1月1日"成为"主席。
If we heat plastic, it shrinks, but if we heat a piece of copper, it stretches.

➔ 零条件句（if + 现在时，现在时）并列对比

➔ 如果我们"加热"塑料，它会"收缩"，但如果我们"加热"铜，它会"伸展"。
We need to think about the perspective that you have in making observations.

➔ 情态动词 + 动词原形（need to + 动词）表示必要性

➔ 我们"需要"思考你在做观测时"拥有的"视角。

相关歌曲