(h) TROM - 1.1 Science
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0:34 - 0:36Can you hear me?
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0:37 - 0:37Yes,
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0:38 - 0:39I think you can hear me now,
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0:39 - 0:41but you don't see me.
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0:41 - 0:43That's because you have ears.
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0:43 - 0:46If you close your eyes and reach for the screen
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0:46 - 0:48you will know it's there.
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0:48 - 0:50You feel it through your skin.
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0:50 - 0:53If you have not been allowed to touch it,
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0:53 - 0:55at least you can smell it,
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0:55 - 0:57and after the hot plastic smell
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0:57 - 1:00you will realize that your monitor has to be there.
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1:00 - 1:03Luckily, you have a nose.
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1:03 - 1:06But, what if you taste it?
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1:06 - 1:08Well, it would be more difficult,
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1:08 - 1:10but eventually you'll taste the plastic,
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1:10 - 1:12because you have a tongue.
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1:12 - 1:15You understand the world around you,
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1:15 - 1:17I mean, everything that is around you,
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1:17 - 1:19through those five senses.
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1:19 - 1:21If you have ears,
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1:21 - 1:22you can hear.
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1:22 - 1:23If you have eyes,
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1:23 - 1:24you can see.
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1:25 - 1:25Through your skin,
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1:25 - 1:27you can feel.
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1:27 - 1:28The tongue will help you taste,
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1:29 - 1:32and if you have a nose, you can smell.
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1:32 - 1:37Eyes, ears, nose, tongue and skin are the "tools"
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1:37 - 1:39with which you were born.
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1:39 - 1:42Tools that help you understand
the world around you. -
1:42 - 1:45But, how did you know all this?
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1:46 - 1:48Just because you noticed?
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1:48 - 1:52And how did we divide them into five senses?
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2:26 - 2:28The answer is science.
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2:28 - 2:30Because the world is so complicated
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2:30 - 2:33we use science to discover and define.
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2:34 - 2:35But, what is science?
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2:36 - 2:38"Investigation and study of nature
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2:38 - 2:41by observation and reasoning."
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2:41 - 2:42or "the sum of all knowledge
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2:42 - 2:44obtained through research."
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2:44 - 2:48Basically a sum of tests, numbers and letters,
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2:48 - 2:51which, all together can define.
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2:51 - 2:52But how?
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2:52 - 2:55Most people recognize marks as values,
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2:55 - 2:59and the best known groups are
letters and numbers. -
2:59 - 3:01They are inventions which help us
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3:01 - 3:03to understand our environment.
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3:04 - 3:06To better understand how these marks
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3:06 - 3:07came into existence
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3:07 - 3:10let's see a brief history of mathematics.
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3:14 - 3:16Human beings, from our earliest beginnings,
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3:16 - 3:19have searched for solutions to basic problems.
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3:20 - 3:21Building homes, measuring space,
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3:21 - 3:24keeping track of seasons and counting objects.
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3:25 - 3:26Over thirty thousand years ago
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3:26 - 3:28early paleolithic people
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3:28 - 3:29kept track of the passing seasons
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3:29 - 3:31and the changes of weather for planting.
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3:32 - 3:34To represent the passing of time
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3:34 - 3:36they carved tally marks on cave walls
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3:36 - 3:39or slashed tallies on bones, wood or stone.
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3:39 - 3:42Each tally stood for one.
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3:42 - 3:43But this system was awkward
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3:43 - 3:45when it came to large amounts.
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3:45 - 3:46So symbols were eventually created
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3:47 - 3:48that stood for groups of objects.
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3:48 - 3:51Sumerian clay stones have been found
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3:51 - 3:53that date to the fourth millennium BC.
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3:53 - 3:56A small clay column was used for one,
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3:56 - 3:58a clay ball was used for ten,
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3:58 - 4:00and a large cone stood for sixty.
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4:01 - 4:04Written records from around 3300 BC show
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4:04 - 4:06that Babylonians inscribed amounts
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4:06 - 4:07on clay tablets with a reed.
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4:08 - 4:10They used a nail shape for ones,
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4:10 - 4:13and a V on its side for tens,
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4:13 - 4:15combining these symbols to write other numbers.
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4:15 - 4:16For example,
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4:16 - 4:18Babylonians wrote the number 19 as...
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4:20 - 4:22The ancient Egyptians used objects
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4:22 - 4:24from their everyday life as symbols.
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4:24 - 4:27A rod stood for one, a cattle hobble was ten,
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4:27 - 4:28a coiled rope was a hundred,
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4:28 - 4:31a lotus flower was a thousand and so on.
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4:31 - 4:35The number 19 was a cattle hobble and nine rods.
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4:36 - 4:38The early Romans created a number system
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4:38 - 4:40that we still see today.
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4:40 - 4:41Along with other symbols
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4:41 - 4:44they used an X for ten and an I for one.
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4:44 - 4:45By the middle ages
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4:45 - 4:47Romans were putting the I to the right of the X
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4:47 - 4:50for eleven and to the left for nine.
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4:50 - 4:52So they wrote 19 as XIX.
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4:53 - 4:54All these creative number systems
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4:55 - 4:58show groups of objects, as well as individual objects.
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4:59 - 5:00Some of the oldest human counting systems
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5:00 - 5:03rely on fingers and toes.
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5:03 - 5:06So they were based on ones, fivers, tens and twenties.
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5:06 - 5:08The Zulu word for six means
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5:08 - 5:11to take the thumb of the right hand.
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5:11 - 5:12Meaning that all the fingers on the left hand
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5:13 - 5:16had been added up and the other thumb was needed.
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5:16 - 5:18Other systems evolved from commerce.
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5:18 - 5:20The Yoruba, in Nigeria,
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5:20 - 5:22used cowry shells as currency
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5:22 - 5:25and developed an amazingly complex number system.
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5:25 - 5:26It was based on 20s
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5:26 - 5:28and on the operations of multiplication,
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5:28 - 5:30subtraction and addition.
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5:30 - 5:31For example:
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5:31 - 5:36they thought of 45 as (3 x 20) - 10 - 5.
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5:37 - 5:39Knots tied in cords and strings were used
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5:39 - 5:41for recording amounts by many cultures,
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5:41 - 5:43like the Persians.
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5:43 - 5:44The Incas used a more refined version
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5:44 - 5:45called the "quipu":
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5:45 - 5:48A thick cord held horizontally
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5:48 - 5:49from which hung knotted string.
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5:50 - 5:52The kind of knot the Incas used
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5:52 - 5:53along with the length and color of the cord
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5:53 - 5:56represented 1s, 10s, and 100s.
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5:56 - 5:58In today's world almost every industrial culture
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5:58 - 6:00uses the numeral 0 through 9.
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6:01 - 6:02But these symbols weren't invented
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6:02 - 6:04until the third century BC in India
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6:05 - 6:06and it took another 800 years
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6:06 - 6:10for the idea of 0 with place value to be constructed.
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6:10 - 6:11This big idea
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6:11 - 6:13dramatically changed the face of mathematics.
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6:15 - 6:17We humans have always shared with one another.
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6:17 - 6:19When early cultures shared their food and water
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6:19 - 6:21or wanted to divide their land
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6:21 - 6:22in ways that were fair and equal,
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6:23 - 6:24fractions gradually emerged
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6:24 - 6:27as symbols for these fair share situations.
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6:28 - 6:30The ancient Egyptians used unit fractions.
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6:30 - 6:32Fractions where the numerator is 1,
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6:32 - 6:35like 1/2, 1/3 and 1/5,
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6:35 - 6:37and would add and halve these fractions.
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6:37 - 6:40If they wanted to divide three loaves of bread equally
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6:40 - 6:42among five family members,
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6:42 - 6:44they'd first divide the first and second loaves
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6:44 - 6:45into thirds.
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6:46 - 6:48Then, they'd divide the third loaf into fifths.
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6:50 - 6:51Finally, they'd take the remaining one third
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6:52 - 6:55from the second loaf and divide that into five pieces.
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6:56 - 7:00They wrote this as 1/3, 1/5, 1/15.
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7:01 - 7:02Today we would represent this sharing
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7:02 - 7:04with the fraction 3/5.
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7:04 - 7:063/5 of a loaf for each person,
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7:07 - 7:09or 3 loaves divided by 5 people.
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7:10 - 7:12The Sumerians and early Babylonians
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7:12 - 7:13invented a number system of fractions
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7:13 - 7:17based on 60, that we still use 4000 years later.
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7:17 - 7:19Our days have 60 minute hours
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7:19 - 7:20and 60 second minutes,
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7:21 - 7:23and our circles encompass 360 degrees.
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7:25 - 7:27Chinese societies used an abacus
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7:27 - 7:30with a system based on 10s, although it had no 0.
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7:31 - 7:32An early form of decimal fractions
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7:32 - 7:33came from the abacus.
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7:34 - 7:34For example:
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7:34 - 7:383/5 would be 6 out of 10 on an abacus
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7:38 - 7:41The Chinese lovingly named the numerator "the son"
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7:41 - 7:43and the denominator "the mother".
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7:44 - 7:45It wasn't until the 12th century
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7:45 - 7:46that common fractions,
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7:46 - 7:48with the bar notation that we use today,
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7:48 - 7:49were invented.
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7:50 - 7:52Even then, these fractions weren't widely used
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7:52 - 7:54until the renaissance period, only 500 years ago.
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7:56 - 7:58Throughout history every culture around the globe
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7:58 - 8:00has created inventive ways to calculate.
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8:01 - 8:03To solve a problem, say... 12 x 15,
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8:04 - 8:05early Russian peasants
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8:05 - 8:07used a system of doubling and halving.
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8:10 - 8:12When an odd number halved resulted in a fraction,
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8:13 - 8:14they rounded down,
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8:16 - 8:17then they added the factors
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8:17 - 8:19associated with the odd multipliers.
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8:24 - 8:27Ancient Egyptians relied on a doubling procedure
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8:27 - 8:28until they produced enough groups.
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8:32 - 8:35Then they added these groups to find the answer.
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8:41 - 8:43Across Europe and Asia, during the middle ages,
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8:43 - 8:46the abacus was the handheld calculator of its day.
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8:46 - 8:48But only very few people knew how to use it,
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8:48 - 8:50usually wealthy merchants and money lenders.
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8:51 - 8:53By simply moving beads that each had place value
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8:54 - 8:56an abacus was a highly efficient way to compute.
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8:57 - 8:59Then, the great Arab mathematician al-KhwÄrizmÄŤ
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8:59 - 9:02introduced the Hindu Arabic numerals 0 through 9,
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9:02 - 9:04into North America and Europe
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9:04 - 9:06and created new procedures for computation.
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9:07 - 9:09These algorithms could be written onto paper.
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9:10 - 9:12Over the centuries learning the algorithms
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9:12 - 9:14became the whole mark of an education
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9:14 - 9:15as students were taught to compute
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9:15 - 9:17long columns of figures,
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9:17 - 9:18borrow and carry,
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9:18 - 9:21and do long division efficiently and reliably.
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9:22 - 9:23They could now keep records of these procedures
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9:23 - 9:25and check results.
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9:26 - 9:28Today complex calculations
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9:28 - 9:30are done with a handheld calculator.
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9:30 - 9:31This means students need the ability
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9:31 - 9:33to check the reasonableness of the answer
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9:33 - 9:35and to have a rich repertoire
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9:35 - 9:37of mental math strategies to do that.
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9:38 - 9:40Most simpler computations like 12 x 15
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9:41 - 9:43can be solved mentally using a variety of strategies.
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9:54 - 9:55As we journey through the rich
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9:55 - 9:57and vibrant history of mathematics
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9:57 - 9:59we can see how ideas and creations
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9:59 - 10:01grew out of our very human need
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10:01 - 10:04to solve the problems in our everyday lives.
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10:04 - 10:06Through time, the mathematical explorations
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10:06 - 10:08of men and women from around the globe,
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10:08 - 10:10have given us fascinating lenses
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10:10 - 10:12that help us to mathematically view
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10:12 - 10:14and make sense of our world.
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10:15 - 10:17Science is the collection of facts
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10:17 - 10:20arrived at by defining what we observe
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10:21 - 10:23and running tests to discover.
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10:24 - 10:28Mathematics, chemistry, and physics represent fixed
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10:29 - 10:32languages which are not subject to interpretation.
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10:32 - 10:35Languages used to describe what we observe and
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10:36 - 10:39to test those observations in order to prove them.
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10:39 - 10:41Think of DNA,
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10:41 - 10:44cells, galaxies,
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10:44 - 10:46fruits,
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10:46 - 10:48laptops,
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10:49 - 10:51air conditioning.
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10:51 - 10:54Think about cars,
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10:54 - 10:57food,
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10:57 - 10:59houses,
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11:00 - 11:03fauna,
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11:03 - 11:06flora.
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11:06 - 11:09Think about atoms,
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11:09 - 11:11body parts,
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11:12 - 11:14climate,
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11:15 - 11:18or the clothes you wear.
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11:20 - 11:23And realize that everything is defined,
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11:23 - 11:25or created
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11:25 - 11:27by science.
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11:34 - 11:36To understand the whole concept of science,
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11:36 - 11:40you should know what a scientific theory is:
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11:41 - 11:42"A scientific theory
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11:42 - 11:45comprises a collection of concepts,
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11:45 - 11:48including abstractions of observable phenomena,
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11:48 - 11:51expressed as quantifiable properties,
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11:51 - 11:54together with rules (called scientific laws)
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11:54 - 11:56that express relationships
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11:56 - 11:59between observations of such concepts."
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11:59 - 12:02A scientific theory is constructed to conform to
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12:02 - 12:05available empirical data about such observations,
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12:05 - 12:09and is put forth as a principle or body of principles
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12:09 - 12:11for explaining a class of phenomena.
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12:12 - 12:14A scientific theory is totally different
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12:14 - 12:15from any other theory,
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12:16 - 12:18it is the most probable variant
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12:18 - 12:21resulting from recent discoveries.
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12:33 - 12:36Science is the best tool ever devised
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12:37 - 12:39for understanding how the world works.
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12:39 - 12:42Science is a very human form of knowledge.
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12:42 - 12:45We are always at the brink of the known.
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12:45 - 12:47Science is a collaborative enterprise
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12:48 - 12:50spanning new generations.
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12:51 - 12:53We remember those who prepared the way,
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12:54 - 12:57seeing through them also.
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12:57 - 12:58If you're scientifically literate
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12:59 - 13:00the world looks very different to you,
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13:00 - 13:03and that understanding empowers you.
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13:09 - 13:12There's real poetry in the real world.
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13:12 - 13:15Science is the poetry of reality.
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13:16 - 13:18We can do science, and with it,
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13:19 - 13:21we can improve our lives.
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13:21 - 13:24There's real poetry in the real world.
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13:24 - 13:27Science is the poetry of reality.
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13:27 - 13:30The story of humans is the story of ideas
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13:30 - 13:34that shine light into dark corners.
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13:40 - 13:44Scientists love mysteries, they love not knowing.
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13:46 - 13:48They don't feel frightened by not knowing things.
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13:49 - 13:51I think it's much more interesting.
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13:52 - 13:55There's a larger universal reality
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13:55 - 13:58of which we are all a part.
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13:58 - 14:00The further we probe into the universe,
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14:00 - 14:04the more remarkable are the discoveries we make.
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14:04 - 14:06The quest for the truth, in and of itself,
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14:06 - 14:09is a story that's filled with insights.
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14:16 - 14:18There's real poetry in the real world.
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14:19 - 14:22Science is the poetry of reality.
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14:23 - 14:25We can do science, and with it,
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14:26 - 14:28we can improve our lives.
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14:28 - 14:31There's real poetry in the real world.
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14:31 - 14:34Science is the poetry of reality.
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14:34 - 14:37The story of humans is the story of ideas
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14:38 - 14:40that shine light into dark corners.
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14:40 - 14:43From our lonely point in the cosmos,
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14:43 - 14:46we have through the power of thought
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14:46 - 14:49been able to peer back to a brief moment
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14:50 - 14:52after the beginning of the universe.
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14:52 - 14:53I think that science
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14:53 - 14:55changes the way your mind works.
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14:55 - 14:58To think a little more deeply about things.
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14:58 - 15:02Science replaces private prejudice
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15:02 - 15:04with publicly verifiable evidence.
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15:04 - 15:07There's real poetry in the real world.
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15:08 - 15:11Science is the poetry of reality.
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15:11 - 15:14We can do science, and with it,
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15:15 - 15:16we can improve our lives.
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15:16 - 15:19Science is a great tool
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15:20 - 15:22for understanding the surrounding world
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15:22 - 15:24think of it as a magnifying glass
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15:24 - 15:26through which you can see
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15:26 - 15:30the reality of the world.
- Title:
- (h) TROM - 1.1 Science
- Description:
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http://tromsite.com - Full documentary, very well organized (download, youtube stream, subtitles, credits, share, get involved, and many more)
Documentary´s description :
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TROM (The Reality of Me) represents the biggest documentary ever created, it is also the only one that tries to analyse everything : from science to the monetary system as well as real solutions to improve everyone's life.A new and ´real´ way to see the world.
"Before the Big-Bang, till present, and beyond."
------------------------------------------------------------------------- - Video Language:
- English
- Duration:
- 15:34
Andrés de Jesús Soto Elizondo edited English subtitles for (h) TROM - 1.1 Science | ||
Andrés de Jesús Soto Elizondo edited English subtitles for (h) TROM - 1.1 Science | ||
Andrés de Jesús Soto Elizondo edited English subtitles for (h) TROM - 1.1 Science | ||
Andrés de Jesús Soto Elizondo edited English subtitles for (h) TROM - 1.1 Science | ||
Tio Trom edited English subtitles for (h) TROM - 1.1 Science | ||
kwizrak2 edited English subtitles for (h) TROM - 1.1 Science | ||
kwizrak2 edited English subtitles for (h) TROM - 1.1 Science | ||
kwizrak2 edited English subtitles for (h) TROM - 1.1 Science |