Where’s My Better Toaster?

Last week the radio show that I co-host, Atheists Talk, had Lawrence Krauss on the air. In preparing for that show I stumbled across an NPR radio interview in which Ira Flatow was speaking with Dr. Krauss about his newest book A Universe From Nothing. One of the audience questions was this:

CALLER: With all due respect, and I find what you’re saying fascinating, but where is the practicality for us on Earth? What is it doing for us today or even in the very near future?

How often do we hear this? “Why are you studying x, y, z?” “What could that study possibly have to do with anything?” “You want to do what to a mouse?”

Continue reading “Where’s My Better Toaster?”

Where’s My Better Toaster?
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Cool Galaxy Videos

Like almost every human being everywhere, I have a difficult time comprehending the size of our universe. This interactive infograph helps put things in scale. CLICK on the image for the cool interactive part. it will take you away from here, but it’s worth it.

This video helps to show us how some of the cool galaxy videos are created, and how some of our modeling works.

Seen at The Maddow Blog

Cool Galaxy Videos

The Poinsettia Mystery

I was a biology major in college. During that time I was a student employee and I got stuck with the mind-numbingly boring and frustrating task had the opportunity and challenge of gluing hundreds of friable, sometimes paper-thin plant specimens into specimen books. I also took a botany course, but it was only one semester long and I believe that the most I’ve retained from that class is an understanding of the differences between deciduous and coniferous trees. Actually, that was one of my big SCI-ENCE! moments. I remember being hugely impressed with needle-bearing evergreens’ adaptive strategies for surviving in nutrient-poor soil, and arid and low-sunlight conditions. Rah! Rah! Evergreens!

Anyway, that’s just a side story. The point is, I’m not a botanist, but I do imagine myself to be a bit of a naturalist and appreciator of ecological science. And what I’m…. Well… Hmmm… What I’m trying to say is that I learned something new, something that’s probably common knowledge and I’m a little embarrassed to have not known this, especially having studied a bit of botany. But on the other hand we all make assumptions about little things that don’t have much to do with out day-to-day needs or experiences, and it’s neat to have those misconceptions or ignorances cleared up. Here’s the story:

We, like many work offices, acquired a poinsettia over the holiday season. You know, one of these:

Image Source

And as is the fate of so many under-appreciated and ignored office plants this one didn’t get nearly as much water as it needed. Eventually all of the green leaves blackened and curled and fell off to their final resting place on the dry soil. For some reason, after the last of the green leaves dropped, the officemates and I were spurred into action. We became poinsettia paramedics, determined to bring this abused plant back from the brink of destruction to which we had driven it.

As we were considering the poinsettia several days later I had this conversation with my office mate, R.

Me: Isn’t it weird that the leaves fell off  before the petals did?

R: I think the red ones are leaves too, not petals. 

Me: No way! Why have two different types of leaves on a plant? And leaves have chloroplasts, and don’t those cause the leaves to be green?

R: (A PhD in virology and rather far removed from his own botany course) I don’t know. Maybe. But I don’t think it’s necessary to be green if you  have chloroplasts.

Me: I don’t know either. I bet the concentration of chloroplasts is less in the red parts than in the green leaves. I wonder how long the plant is going to live without the green leaves. Will it be able to produce enough energy to survive?

R: Hmm. [goes back to his computer]

Me: You know, if only there was someplace where we could easily look all of this stuff up.

R: [Playing with a ROC curve and only half listening to me ramble anymore] Have at it.

To the interwebs! As I knew it would be, the answer was immediately presented:

From the website BiologyReference.com

At first glance one might come to the erroneous conclusions that all leaves are green, and that which is green in nature is a leaf. While often this is the case, there are numerous exceptions. Plant organs are green because of the presence of chloroplasts in the cells near the surface, which reflect green light and absorb other wavelengths as a source of energy for photosynthesis. Certain cells in many leaves contain these organelles , but chloroplasts are also found elsewhere in other organs, such as the stems of cacti of the desert and twigs of sassafras trees in the deciduous forest. In addition, flowers such as the head of broccoli, and fruits such as watermelons also contain chloroplasts.Conversely, many leaves are not green. The winter holiday season brings potted poinsettia plants into many homes. The bright red or pink organs on these plants are not the flowers; they are specialized leaves called bracts, with cells that contain so much pigment that the limited amount of chlorophyll in the chloroplasts is obscured from view. Some poinsettias are white; usually a close look reveals that they have a green tinge due to the presence of a few chloroplasts. Poinsettias do, however, produce flowers. They are less conspicuous small, round yellow and green organs nestled at the apex of the stem, surrounded by the colorful modified leaves.

So – one mystery solved! But why bracts? Wikipedia says that the colorful red leaves serve the function of attracting pollinators. And an article on e-how provided some fascinating insight on why the poinsettia in our office is the way it is:

Why Colored Bracts Form: In nature, the poinsettia plant is deciduous and drops its leaves in the winter. Some of the leaves change color before they fall. Growers carefully control the light exposure of poinsettias cultivated for the home market to mimic this natural cycle and the topmost leaves, or bracts, turn color in response.

Special Breeding and Cultivating: Although all poinsettias have descended from the tall perennial Mexican plant, plant cultivators have bred and selected plants over decades to produce poinsettias with a height and appearance appropriate for inside decoration. In addition to shading leaves to induce color change, growers pinch the plants to produce side shoots for a fuller poinsettia.

Controlling Light Exposure:The amount of light a poinsettia receives controls its ability to produce colored bracts. Growers manipulate this natural process, called photoperiodism, to create colored leaves in time for the Christmas season, by giving the plants at least 12 hours of darkness for eight to 11 weeks.

Thanks, internets. I love when you prove me wrong get me the information I’m seeking!

And our Poinsettia is still hanging in there, although we’ll probably toss it out when it comes time to torture the poor potted Easter Lily that will show up in a couple of months.

The Poinsettia Mystery

Symphony of Science

I hadn’t visited Symphony of Science in a little while. The last video I watched was #8 The Big Beginning, and when I wasn’t looking John Boswell came out with four more productions:

  • Ode to the Brain (with Carl Sagan, Robert Winston, Vilayanur Ramachandran, Jill Bolte Taylor, Bill Nye, and Oliver Sacks)
  • Children of Africa (Carolyn Porco, Neil deGrasse Tyson, various presenters)
  • The Quantum World (Richard Feynman, Morgan Freeman, Stephen Hawking, Brian Cox, various presenters)
  • Onward to the Edge (Neil deGrasse Tyson,Carolyn Porco, various presenters

I like these videos because they highlight the wonder of the presenters’ words. They focus on the dreams that can be achieved with science, technology and innovation.

You can see the rest of the videos at the Symphony of Science website or the YouTube channel.

Symphony of Science

A Sad Day in the Science Classroom

I opened up the Star Tribune to a sad story. From the Star Tribune:

Thursday morning, ninth-graders in the second-hour science class at Maple Grove Junior High School had turned their desks toward the science table where teacher Matthew Achor conducted experiments for the class final.

The first time the teacher dropped a match into a jug of methanol, Neuberger said the experiment seemed to work. “It made a loud boom and a little flame,” he said. “Everyone thought that was cool and clapped.”

Neuberger looked down at his paper to begin writing down his observations. “I’m pretty sure he was starting it up to do it a second time,” Neuberger said. “And the next thing I know I’m on fire.”

Several students were injured during this science experiment. One of the students, Dane Neuberger, was severely injured with second degree burns to his face.  All of the students are expected to make a full recovery, and according to the article it doesn’t look like Neuberger will need skin grafts. Only minor damage was sustained to the classroom.

Details are slim in the article, but it sounds like the appropriate actions were taken after the explosion. A fire blanket was used to wrap Neuberger and an ambulance was called immediately. The room was evacuated and the fire department was called to investigate. The article doesn’t discuss the type of bottle or the amount or type of methyl alcohol employed in the experiment.

The science behind what was being taught.

The purposes of this experiment could be to demonstrate an exothermic reaction, oxygen supply in combustions (if a narrow-necked bottle is used as heat, flame and gas exits the bottle, fresh oxygen is sucked back into the bottle, re-igniting any remaining methanol vapor), detonation velocity, expansion of gases, etc.

This video shows the experiment as performed on four different alcohols:

The way it works is that liquid methanol is put into a bottle and allowed to evaporate, leaving methanol vapor in the bottle. Heat energy – a match, in this case – is added to the bottle, causing a combustible chemical reaction. Visible flame and a loud whoosh” is heard during the reaction. The methanol vapors are ignited, and liquid by-product (H2O) is left in the bottom of the bottle.

In the article above it’s mentioned that this teacher had been performing this experiment for years, and I found several online mentions of this as an acceptable high-school chemistry-level experiment. Some sites perform the study outdoors, some indoors. I do not remember this experiment performed when I was in junior high or high school.

Science teachers – Do you use this experiment in your classes? What safety precautions do you employ? For the rest of you – Do you remember this experiment from your days in the chemistry classroom? Did you have any larger-than-intended explosions?

A Sad Day in the Science Classroom

Upcoming Show: Atheists Talk with Alex Rosenberg

I had (great intentions for conceiving and writing) an awesome post for yesterday, but instead spent most of the evening (you know, after cooking dinner, preparing lunch for today and eating dinner over some Mythbusters with the Hubby; I totally knew those breast implants weren’t going to expand at high pressures!) writing up my first-ever Atheists Talk radio program notes for the MN Atheists website! And then I had to muddle my way through navigating the website for the first time. I admit, there were a few frantic emails between me and the other administrators last night and this morning (frantic on my part, not theirs), and at least one header that included the plea “HALP!”. But I finally got all of the content in the right place and in a format that I’m almost happy with(dadgummed HTML!).

On Sunday we’re interviewing the American philosopher Dr. Alex Rosenberg about his new book, The Atheist’s Guide to Reality: Enjoying Life Without Illusions. I’m currently halfway through it and I’m enjoying his writing style. It’s a lot of science and deep reading, but every so often Rosenberg will slip in some completely unexpected humor and I’m reminded that, oh yeah – this is actually really fun stuff! 

I’ll be interested to hear the interview because there are a few things in the book that I’m not completely on board with, and I’m excited to hear Dr. Rosenberg expound on his ideas. This will only be my second time hosting, so I’m still allowed to be a little star-struck about our guests, right?

If you want to learn more about the upcoming radio interview on this Sunday October 30th at 9am (and see my shiny write-up!) visit mnatheists.org

Upcoming Show: Atheists Talk with Alex Rosenberg

Lyme Disease – Always Learning.

If you’ve ever been camping or hiking or hunting or had an outdoor pet or gone anywhere near a tree or have a TV or know anyone who fits any of these situations, you’ve probably heard of Lyme Disease. I live in Minnesota, land of forests and lakes, big-ass mosquitos and lots and lots of ticks. I think it’s only natural and healthy for me to have an interest in the subject.

Disclaimers: I am not a doctor, nor an infectious disease researcher, nor a specialist on Lyme Disease or post-treatment Lyme disease syndrome (PLDS). I do have experience with serological testing, immunoassays and laboratory science. This blog post was inspired by a press release about antibodies linked to long-term Lyme symptoms. I welcome and appreciate any comments, corrections or conversation that are expressed with respect, and in the case of claims, with references. Also, I hold up the Centers for Disease Control and Prevention (CDC) as the gold standard for dissemination of accurate and reliable public information on infectious disease. If you think that the CDC or “western medicine” is misguided or intentionally evil, or that all American physicians are controlled by the mob (hat tip to an earlier commenter), you should probably stop reading here.

Continue Reading

Lyme Disease – Always Learning.

Academic Animal Dissection, FY!

This morning I saw one of my Facebook Friends showing off a t-shirt that really annoyed me:

Image shows a cartoon frog with the words “cut class, not frogs!” and “Don’t dissect.” “peta2”

Of course it’s a PETA shirt, which is one mark against it, but it’s the joyous anti-intellectualism of the message that first slapped me in the face. The cutesy message about cutting class makes me want to take a shower. Remember this summer’s marketing disaster for  JCPenny –  the “I’m too pretty to do my homework so my brother has to do it for me” t-shirt? Same sort of thing, but more gender-inclusive; Everyone can be anti-learning with this shirt! 

I’m making a lot of assumptions in these next couple of sentences, but they’ve held true in my experience. Don’t skip class – you miss out on interesting, important information. I’ve found that when I skipped classes, it was harder to grasp the big picture, and so the subject seemed more out of my grasp. Once this downward spiral starts, it’s easy to just pretend that the material is boring or irrelevant because you’re missing an entire hour’s worth (at least) of facts or information! Also, whatever you’ve missed is probably going to be on the test, and you’ll feel a lot less stressed and like more of a superstar if you do well on the test…you know, rather than failing it.

Second – do dissections! It’s not gross, it’s not weird, it’s cool as hell! You are looking at the internal workings of the machinery that drives a living being! The National Science Teacher’s Association supports animal dissection and believes that it can help students develop skills of observation and comparison, discover the shared and unique structures and processes of specific organisms, and develop a greater appreciation for the complexity of life.

The wet lab portions of my high-school and college A&P classes were amazing! Seeing how fine the nerves were, how intricate the cardiovascular system, with all of the tubes going into and out of the heart and through the lungs, and understanding how long the small and large intestines really were as they moved through my gloved hands for a length of time that seemed to go on forever – these experiences fueled my interest in anatomy and inspired me to ask questions in ways that I doubt a computer program would have. So much of what we do these days is digital, and I suspect performing a necropsy on a computer screen would be just another game for me.

So, I was feeling a little grumpy about the “cut class, not frogs” shirt. But this morning on Twitter I found a perfect way to raise my spirits. A teacher at Gaffney High School in Gaffney, South Carolina is requesting donations to help fund dissections in her classroom:

My Anatomy and Physiology students attend a high poverty school that has limited resources and monies available. They are juniors or seniors who have identified their career path to be in the health science field. Some have set goals to be lab technicians while others strive for their doctorates. All of them want to learn and are interested in the structure and function of the human body. We have an enormous amount of fun learning and utilizing the limited resources we have.

My Project: Future nurses, health care professionals, and doctors will be inspired to pursue their dreams by having hands on experience with preserved specimen dissections. Dissection tool kits, virtual dissection tutorials, and basic specimens of sheep eyes, hearts, and brains will create a curiosity of the structure and function of the human body that will last a lifetime.

Science is a difficult and intimidating subject to many teenagers. My goal is to remove these obstacles by providing lessons that motivate my students to learn and strive for a college degree. Hands on activities and labs are the pathway to see my students excel not only in science, but also in their life.

If you can spare $5 (or a few $5!) and you’re feeling sentimental about your old frog dissection days, why not stop by her website and help out? At the time of this posting, Mrs. Greene is only $109 away from meeting her goal.

Academic Animal Dissection, FY!

Do not fear the science!

Like many people, my gateway drug introduction to skepticism as a vibrant, evolving community was The Skeptic’s Guide to the Universe. If you listen to podcasts and like science and skepticism with occasional side of snark, you absolutely MUST give SGU a try.

This was the end-of-show quote from episode #303 (5/4/11), and it’s stuck with me for over a week now. I really enjoy it as a persuasive statement about the use and beauty of science.

“I love science, and it pains me to think that so many are terrified of the subject or feel that choosing science means you cannot also choose compassion, or the arts, or be awed by nature. Science is not meant to cure us of mystery, but to reinvent and reinvigorate it.”

-Robert Saplosky

Do not fear the science!