How to spark your curiosity, scientifically
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0:01 - 0:04A friend called me a few weeks ago
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0:04 - 0:06with bad news.
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0:06 - 0:08She dropped her cell phone
into the toilet. -
0:09 - 0:11Anyone here done that before?
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0:11 - 0:13(Laughter)
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0:13 - 0:14So it was a bad situation.
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0:14 - 0:18You know, without getting into the details
of exactly how that happened -
0:18 - 0:20or how she got it out,
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0:20 - 0:22let's just say it was a bad situation.
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0:22 - 0:25And she panicked because,
like for many of us, -
0:25 - 0:29her phone is one of the most used
and essential tools in her life. -
0:29 - 0:32But, on the other hand,
she had no idea how to fix it, -
0:32 - 0:36because it's a completely
mysterious black box. -
0:36 - 0:39So think about it: what would you do?
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0:40 - 0:43What do you really understand
about how your phone works? -
0:43 - 0:46What are you willing to test or fix?
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0:46 - 0:50For most people, the answer is, nothing.
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0:50 - 0:52In fact, one survey found
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0:52 - 0:55that almost 80 percent
of smartphone users in this country -
0:55 - 0:58have never even replaced
their phone batteries, -
0:58 - 1:01and 25 percent didn't even know
this was possible. -
1:02 - 1:05Now, I'm an experimental physicist,
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1:05 - 1:06hence the toys.
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1:07 - 1:12I specialize in making new types
of nanoscale electronic devices -
1:12 - 1:16to study their fundamental
quantum mechanical properties. -
1:16 - 1:22But even I wouldn't know where to start
in terms of testing elements on my phone -
1:22 - 1:23if it broke.
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1:23 - 1:27And phones are just one example
of the many devices that we depend upon -
1:27 - 1:31but can't test, take apart,
or even fully understand. -
1:31 - 1:36Cars, electronics, even toys
are now so complicated and advanced -
1:36 - 1:39that we're scared to open and fix them.
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1:40 - 1:43So here's the problem:
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1:43 - 1:47there's a disconnect between us
and the technology that we use. -
1:49 - 1:53We're completely alienated
from the devices that we most depend upon, -
1:53 - 1:55which can make us feel helpless and empty.
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1:56 - 2:00In fact, it's not surprising then
that one study found -
2:00 - 2:03that we are now more afraid of technology
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2:03 - 2:06than we are of death.
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2:06 - 2:09(Laughter)
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2:09 - 2:14But I think that we can
reconnect to our devices, -
2:14 - 2:16rehumanize them in a sense,
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2:16 - 2:19by doing more hands-on experiments.
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2:20 - 2:25Why? Well, because an experiment
is a procedure to test a hypothesis, -
2:25 - 2:26demonstrate a fact.
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2:27 - 2:30It's the way that we use our senses,
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2:30 - 2:32our hands,
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2:32 - 2:33to connect the world
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2:33 - 2:36and figure out how it works.
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2:36 - 2:39And that's the connection
that we're missing. -
2:39 - 2:41So let me give you an example.
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2:41 - 2:43Here's an experiment that I did recently
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2:43 - 2:46to think about how a touchscreen works.
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2:46 - 2:47It's just two metal plates,
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2:47 - 2:52and I can put charge
on one of the plates from a battery. -
2:56 - 2:57OK.
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2:57 - 3:00And I can measure the charge separation
with this voltmeter here. -
3:00 - 3:02Now -- let's make sure it's working.
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3:02 - 3:04So when I wave my hand near the plates,
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3:04 - 3:07you can see that the voltage changes
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3:07 - 3:09just like the touchscreen
responds to my hand. -
3:10 - 3:14But what is it about my hand?
Now I need to do more experiments. -
3:14 - 3:16So I can, say, take a piece of wood
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3:16 - 3:19and touch one of the plates
and see that not much happens, -
3:19 - 3:22but if I take a piece of metal
and touch the plate, -
3:22 - 3:24then the voltage changes dramatically.
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3:25 - 3:28So now I can do further experiments
to see what the difference is -
3:28 - 3:30between the wood and the metal,
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3:30 - 3:32and I should find out
that the wood is not conducting -
3:32 - 3:35but the metal is conducting like my hand.
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3:35 - 3:38And, you see, I build up my understanding.
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3:38 - 3:41Like, now I can see why I can't use
a touchscreen with gloves, -
3:41 - 3:42because gloves aren't conducting.
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3:43 - 3:48But I've also broken down
some of the mystery behind the technology -
3:48 - 3:51and built up my agency,
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3:51 - 3:55my personal input and interactions
with the basis of my devices. -
3:57 - 4:00But experimenting is a step
beyond just taking things apart. -
4:00 - 4:04It's testing and doing
hands-on critical thinking. -
4:04 - 4:08And it doesn't really matter whether
I'm testing how a touchscreen works -
4:08 - 4:11or if I'm measuring how conducting
different types of materials are, -
4:11 - 4:15or even if I'm just using my hands
to see how hard it is to break -
4:15 - 4:17different thicknesses of materials.
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4:17 - 4:21In all cases, I'm gaining control
and understanding -
4:21 - 4:23of the basis of the things that I use.
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4:24 - 4:26And there's research behind this.
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4:26 - 4:28For one, I'm using my hands,
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4:28 - 4:30which seem to promote well-being.
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4:30 - 4:33I'm also engaging in hands-on learning,
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4:33 - 4:37which has been shown
to improve understanding and retention, -
4:37 - 4:39and even activate
more parts of your brain. -
4:40 - 4:44So hands-on thinking through experiments
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4:44 - 4:46connects our understanding,
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4:46 - 4:48even our sense of vitality,
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4:48 - 4:51to the physical world
and the things that we use. -
4:52 - 4:54Looking things up on the internet
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4:54 - 4:55does not have the same effect.
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4:58 - 5:00Now, for me this focus on experiments
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5:00 - 5:02is also personal.
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5:02 - 5:04I didn't grow up doing experiments.
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5:04 - 5:06I didn't know what a physicist did.
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5:06 - 5:09I remember my sister had a chemistry set
that I always wanted to use -
5:09 - 5:11but she never let me touch.
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5:12 - 5:14I felt mentally disconnected
from the world -
5:14 - 5:16and didn't know why.
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5:16 - 5:18In fact, when I was nine years old,
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5:18 - 5:21my grandmother called me a solipsist,
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5:21 - 5:22which is something I had to look up.
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5:22 - 5:26It means that you think
that yourself is all that exists. -
5:28 - 5:30And at the time I was pretty offended,
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5:30 - 5:32because whose grandmother calls them that?
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5:32 - 5:35(Laughter)
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5:35 - 5:38But I think that it was true.
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5:38 - 5:41And it wasn't until years later,
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5:41 - 5:44when I was in college
and studying basic physics, -
5:44 - 5:45that I had a revelation
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5:45 - 5:46that the world,
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5:46 - 5:48at least the physical world,
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5:48 - 5:51could be tested and understood,
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5:51 - 5:53that I started to gain
a completely different sense -
5:53 - 5:54of how the world worked
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5:54 - 5:56and what my place was in it.
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5:56 - 6:00And then later,
when I was able my own testing -
6:00 - 6:01and understanding through research,
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6:01 - 6:04a big part of my connection
to the world was complete. -
6:05 - 6:10Now, I know that not everyone is
an experimental physicist by profession, -
6:10 - 6:14but I think that everyone could
be doing more hands-on experiments. -
6:15 - 6:17And actually I think we sort of --
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6:17 - 6:19I'll give you another example.
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6:20 - 6:23I was recently working
with some middle school students, -
6:23 - 6:25helping them learn about magnetism,
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6:25 - 6:29and I gave them
a Magna Doodle to take apart. -
6:29 - 6:32Remember one of these things?
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6:35 - 6:39So at first, none of them
wanted to touch it. -
6:39 - 6:42They'd been told for so long
not to break things -
6:42 - 6:45that they're accustomed
to just passive using. -
6:45 - 6:47But then I started asking them questions.
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6:47 - 6:49You know, how does it work?
What parts are magnetic? -
6:49 - 6:51Can you make a hypothesis and test it?
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6:52 - 6:54But they still didn't want
to break it open. -
6:54 - 6:56They wanted to take it
home with them, really. -
6:56 - 7:01Until, one kid finally sliced it through
and found really cool stuff inside. -
7:01 - 7:04And so this is something
we can do here together. -
7:04 - 7:05They're pretty easy to take apart.
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7:09 - 7:14See, there's a magnet inside,
and I can just cut this open. -
7:18 - 7:20Cut it open again, you can split it.
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7:20 - 7:23OK, so when I do that --
I don't know if you can see this, -
7:23 - 7:27but there is sort of -- there it is,
this oozy white stuff in here. -
7:27 - 7:29Now you can see it on my finger.
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7:29 - 7:33And when I drag the pen on it,
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7:35 - 7:39you can see that these filaments
are attached to it. -
7:39 - 7:41So the kids saw this,
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7:41 - 7:43and at this point they're like,
this is really cool. -
7:43 - 7:45They got excited.
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7:45 - 7:48They all started ripping them open
and taking them apart -
7:48 - 7:51and yelling out the things
that they discovered, -
7:51 - 7:54how these magnetic filaments
connected to the magnetic pen -
7:54 - 7:56and that's how it wrote.
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7:56 - 7:59Or, how the oozy white stuff
kept things dispersed so it could write. -
8:00 - 8:02And as they were leaving the room,
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8:02 - 8:04two of them turned to me and said,
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8:04 - 8:05"We loved that.
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8:06 - 8:09Me and her are going home this weekend
to do more experiments." -
8:09 - 8:12(Laughter)
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8:15 - 8:17Yeah, I know, the parents
in there are worried about it, -
8:17 - 8:20but it's a good thing!
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8:20 - 8:23Experimenting is good, and actually
I found it extremely gratifying, -
8:23 - 8:28and I think hopefully it was
very life-enriching for them. -
8:28 - 8:31Because, even a basic magnet
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8:31 - 8:34is something that we
can experiment with at home. -
8:34 - 8:38They're both simple and complex
at the same time. -
8:38 - 8:39For example, you can ask yourself,
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8:39 - 8:43how can the same material
both attract and repel? -
8:43 - 8:46If I take a magnet,
is it useful if I can get one of them -
8:46 - 8:49to rotate the other, for example?
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8:49 - 8:53Or, you can take
this dollar bill over here, -
8:53 - 8:55and I can take a set of magnets,
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8:55 - 8:59and you can see that the dollar bill
gets lifted by the magnets. -
8:59 - 9:03There's magnetic ink hidden in here
that prevents counterfeiting. -
9:03 - 9:07Or, here I have some
crushed-up bran cereal. OK? -
9:07 - 9:10And that's also magnetic. Right?
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9:10 - 9:12That has iron in it.
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9:12 - 9:13(Laughter)
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9:14 - 9:16And that can be good for you, right?
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9:16 - 9:18OK, here's something else.
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9:18 - 9:20This thing over here is not magnetic.
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9:20 - 9:23I can't lift it up with the magnet.
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9:23 - 9:24But now I'm going to make it cold.
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9:24 - 9:27The same thing in here, cold,
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9:27 - 9:28and when I make it cold,
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9:33 - 9:35and put it on top of the magnet,
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9:37 - 9:39so --
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9:39 - 9:40(Applause)
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9:40 - 9:41It's amazing.
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9:46 - 9:48That's not magnetic,
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9:48 - 9:51but somehow it's interacting
with a magnet. -
9:51 - 9:55So clearly understanding this
is going to take many more experiments. -
9:55 - 9:58In fact, this is something that I've spent
much of my career studying. -
9:58 - 10:00It's called a superconductor.
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10:00 - 10:04Now, superconductors can be complex,
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10:04 - 10:08but even simple experiments
can connect us better to the world. -
10:08 - 10:13So now if I tell you that flash memory
works by rotating small magnets, -
10:13 - 10:16then you can imagine it. You've seen it.
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10:16 - 10:18Or, if I say that MRI machines
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10:18 - 10:22use magnetism to rotate
magnetic particles in your body, -
10:22 - 10:24you've seen it done.
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10:24 - 10:31You've interacted with the technology
and understood the basis of these devices. -
10:34 - 10:40Now, I know that it's hard
to add more things to our lives, -
10:40 - 10:42especially experiments.
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10:42 - 10:45But I think that
the challenge is worth it. -
10:45 - 10:49Think about how something works,
then take it apart to test it. -
10:49 - 10:53Manipulate something and prove
some physical principle to yourself. -
10:54 - 10:57Put the human back in the technology.
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10:58 - 11:01You'll be surprised at
the connections that you make. -
11:01 - 11:03Thank you.
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11:03 - 11:05(Applause)
- Title:
- How to spark your curiosity, scientifically
- Speaker:
- Nadya Mason
- Description:
-
Curious how stuff works? Do a hands-on experiment at home, says physicist Nadya Mason. She shows how you can demystify the world around you by tapping into your scientific curiosity -- and performs a few onstage experiments of her own using magnets, dollar bills, dry ice and more.
- Video Language:
- English
- Team:
- closed TED
- Project:
- TEDTalks
- Duration:
- 11:18
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