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0:00Well, hello, and welcome to
0:01this English lesson about science.
0:04Now, I do have to say, I am not a scientist.
0:08I am not an expert in the world of science,
0:11but I do know a thing or two about science.
0:14I had science classes, obviously, when I was
0:18really young in school, and I learned about
0:21all the fundamentals of the world of science.
0:24So in this English lesson, think you will enjoy this.
0:27It will probably bring back memories for you as well
0:30of being in a science class and learning about the
0:34whole world around us and how it works.
0:37So welcome to this English lesson about science.
0:40I think I have about 28 words to teach you
0:43today, and, I think they will be quite interesting.
0:47I've prepared slides.
0:48Every slide has a picture, the word,
0:51and then it has a definition.
0:52So I will show each slide, read the word, read
0:55the definition, and then talk about it for a bit.
0:57So, once again, welcome to
0:59this English lesson about science.
1:01An experiment, a test that is done to
1:04learn something new or see what happens.
1:07So the basis of the scientific world is
1:11to try things, to try and learn things.
1:14I'm sure many, many, years ago, someone decided
1:18to rub two pieces of wood together.
1:23That was their experiment.
1:24And then a fire started.
1:26It's not that instant, but something like that.
1:29So they decided to do an experiment.
1:32They decided to do a test, to learn
1:35something new or to see what happened.
1:37So if you know anyone who works in the
1:40world of science, they are often doing experiments.
1:43They are testing things and doing things to see
1:46what will happen so that can learn something.
1:50And then we have a verb as well, to experiment, to
1:52try something new, to see what happens or to learn.
1:56So again, you might be wondering, what's going on here?
1:59Why do you have two slides?
2:00Well, this is the verb I can experiment.
2:04I can decide to experiment with wood by pushing
2:07hard and rubbing one piece of wood on another.
2:10Because I want to see if something new will happen.
2:13So I'm using the verb experiment.
2:15I have decided to experiment and do that.
2:18Or you could say, I decided to do
2:21an experiment, which is the noun version.
2:23So just two different ways of talking about
2:26how to try something new, to see what
2:29happens and to hopefully learn something.
2:34So let me say that again.
2:35Hypothesis, an idea or guess that
2:38can be tested in an experiment.
2:40So let me use the example of starting fire.
2:43Again, I might be sitting there in my
2:46cave thinking, I wonder what would happen if
2:50I rubbed two pieces of wood together.
2:52Because I know already if I do it, they get warm.
2:56But what if I kept doing it?
2:58I think if I kept doing
2:59it, something else would happen.
3:01Maybe, I've seen fire when lightning hits a tree, maybe
3:07if I do this long enough, fire will start.
3:10That would be my hypothesis.
3:12So it's an idea or a guess, and
3:15then it can be tested in an experiment.
3:17So then, of course, my experiment would be to
3:19try and recreate, fire by rubbing two sticks together.
3:25By the way, have you ever tried
3:27to start a fire that way?
3:30I have never successfully started a
3:32fire by, rubbing two sticks together.
3:36But theoretically, it should work.
3:40Conclusion, what you learn from an experiment, If I did
3:43that long enough and a fire started, I could then
3:45tell all of my other caveman friends, hey, if you
3:48rub two sticks together long enough, you will have fire.
3:51So I would do a little presentation on the cave wall.
3:54I, probably wouldn't look as spiffy as this guy.
3:57And I would say, ugg and Og
3:59look, if you rub to stick together.
4:01Oh, I shouldn't use bad English.
4:03Let's pretend the cavemen speak perfect English.
4:06Ugg and Og, if you rub two sticks
4:08together long enough, you will start fire.
4:09As you can see from my chart on
4:11the cave wall, that is my conclusion.
4:14That is what I was able
4:16to learn from the experiment lab.
4:21A room where people do science work and experiments.
4:25So a lab is a unique kind of workplace.
4:28It is the place where someone
4:29who is a scientist will work.
4:32He or she will, most likely, if they are working
4:35in a medical field, they will have test tubes and
4:38they will have a computer, and they will have all
4:40kinds of equipment that they can use to do their
4:44experiments or to do their procedures.
4:47So when you walk into a hospital,
4:49there's an emergency room and there's doctor's
4:52offices and there's rooms for patients.
4:54But somewhere in the hospital, there might also be
4:56a lab where they test blood to see what's
5:00in the blood to see if you're healthy.
5:02So a lab, a room where
5:04people do science work and experiments.
5:08And then, of course, if you want to be safe in
5:10the lab, you need to wear a lab coat, a special
5:14coat worn in the lab to protect clothes and skin.
5:18It's often a white coat, and it's quite long.
5:21Like it goes down not to your
5:23knees, but probably halfway to your knees.
5:27And it usually has long sleeves because the reason
5:30you wear it is to protect your clothing, your
5:33normal clothes, but also to protect your skin.
5:38You, you want to make sure that
5:39whatever you're doing with your experiment doesn't
5:42splash on you or spill on you.
5:44And if it does, you want it to get on your
5:46lab coat, not onto your skin or onto your clothing.
5:51So lab coat, a special coat worn in
5:54the lab to protect clothes and skin.
5:57Our science teachers wear lab coats when
6:00they teach science classes at school.
6:02Safety goggles, Another important thing to wear,
6:06special glasses worn to protect the eyes.
6:09So the difference between glasses and
6:12goggles is really the size.
6:15So safety glasses would look a lot like
6:17reading glasses, the glasses that you wear, because
6:22you need help with your vision.
6:24But goggles usually cover the whole, the
6:28area around the face as well.
6:29So you can have ski goggles and you can have
6:33goggles that you wear when you play a sport.
6:35But these are safety goggles, special
6:37glasses worn to protect the eyes.
6:40And I do want to mention something.
6:43This is actually an AI image.
6:45And I'm a little bit astounded at
6:48how good AI images are getting.
6:51It's a little bit scary actually, because
6:53usually I don't use AI images because
6:57I like real photograph photographs.
6:59But this was the only one that
7:00I could find that highlighted the goggles.
7:03And I was kind of surprised it was made
7:05by AI but anyways, back to the lesson.
7:07Safety goggles, special glasses worn
7:14Scientist, a person who studies
7:16science and does experiments.
7:18So a scientist is usually someone
7:21who's trying to learn new things.
7:24But a scientist might also be someone
7:26who does things that are routine.
7:28Here's a good example.
7:29A scientist might test blood samples
7:32to see if someone is healthy.
7:34But a scientist might also look at
7:36developing a new drug, heal a disease.
7:40So a scientist, a person who
7:42studies science and does experiments.
7:44This is the person who works in the field.
7:46You can see he even has, looks like he has
7:49latex gloves on as well to protect his hands.
7:52He has, I think I would
7:54call those safety glasses, not goggles.
7:56And he's wearing a lab coat.
7:58So once again, scientist, A man or woman who studies
8:01science and does experiments course to learn new things.
8:08A, science teacher, a person
8:09who teaches students about science.
8:11Now here's what I will tell you about science teachers.
8:15There are not enough of them in Ontario, Canada.
8:19If you are a science teacher and you want to move
8:23to Canada, I guarantee you, if your English is stellar, if
8:26your English is amazing, and if you are certified, you will
8:30probably find a job as a science teacher.
8:33Because science teachers, they know enough to teach science, but
8:38they also know enough to work for a company.
8:42And they will probably make more money working
8:44for a company, more money than they would,
8:47if they taught a high School science class.
8:50But a science teacher is a
8:52person who teaches students about science.
8:55I always really enjoyed my
8:57science classes as a student.
8:58They were super fun and I'm just a very curious person.
9:02So it was fun to learn new
9:04things about the world around us.
9:07Biology, the study of living things
9:09like plants, animals and people.
9:11I should have put a comment there after Plants, the
9:14study of living things like plants, animals and people.
9:18So biology is one field of science.
9:22There are many fields, but the simplest
9:25three, the ones that we teach at
9:27our schools are biology, chemistry and physics.
9:32Biology, if you take a biology class, it is
9:36the study of living things, plants, animals, people, anything
9:40that lives and breathes and grows on the earth
9:43you will study in a biology class.
9:45You will learn about cells, you
9:48will learn about how things grow.
9:49You will learn about photosynth synthesis.
9:52Try to say that again.
9:54You will learn about the Krebs
9:56cycle and how we produce energy.
9:58Biology is a very cool class to take
10:01and it's one of the three what I
10:04would consider the basic fields of science.
10:08Chemistry is the study of substances and
10:10how they interact and or change.
10:13And I'm not sure if you've seen
10:16and or in a sentence before.
10:18This is how we talk about when
10:21something might be included, might be separate.
10:25So it could be that the things interact
10:28and change or they interact or change.
10:31Maybe they don't interact but they still change.
10:34That would be odd. But anyways.
10:35Chemistry, the study of substances and
10:38how they interact and or change.
10:39This is the classical image that people think
10:44of when they think of a scientist.
10:45They usually think of someone who is doing chemistry.
10:48They are mixing chemicals together and there are
10:50chemical reactions and they're trying to create something
10:54new, like the glue that goes on a
10:56post it note, that was discovered.
10:59Physics, the study of energy,
11:01motion and how things work.
11:03So physics to me was very fascinating.
11:06As a student I really enjoyed biology.
11:10Chemistry not so much.
11:12But physics I found very, very interesting.
11:15The study of, you know, if a ball is
11:18moving in space, it will just keep moving.
11:21But if a ball is moving on Earth, there's friction
11:24and air resistance that will eventually slow the ball down.
11:28So physics is the study of how the world works mechanically
11:33at a visual level, but also at a level that we
11:37would say is subatomic, like where you can't see it.
11:40So physics, the study of energy,
11:42motion and how things work.
11:44So once again in high school In Canada,
11:48grade 9 and 10, you study science.
11:52In grade 11 and 12 you choose
11:54to study biology, chemistry and physics.
11:58Usually, students study two of the three
12:01when they are in high school.
12:02Here, let's see here.
12:06Microscope, a tool that makes
12:08very small things look bigger.
12:11Let me see where I am on my slides here.
12:14That's not the next one.
12:14The next one is slide.
12:16A thin piece of glass used
12:18to hold something for a microscope.
12:21So a microscope is a very cool tool.
12:24It has lenses, and those lenses allow you
12:28to look at something that's very, very tiny.
12:31The first thing I ever looked at
12:33in a microscope was a human hair.
12:37And I was surprised to see how
12:38much detail there is human hair.
12:42So, again, a microscope, a tool that
12:44makes very small things look bigger.
12:48In fact, if I'm remembering right, I think we got
12:51a microscope as a gift from my uncle, or did
12:54my brother find it at my grandma's house?
12:57I just know we were looking at human hair.
12:59And then very quickly it
13:00progressed to looking at blood.
13:02Blood is very cool to look at, but under a microscope.
13:06But if you want to do that, you need to
13:09put that item on a slide, which is a thin
13:12piece of glass used to hold something for a microscope.
13:16And often you will put something between two slides, and
13:20then you will put it under the microscope, and you
13:23will look at it with one eye, like a pirate.
13:27Sorry, that didn't have anything to do with the lesson.
13:30But it's still baby giggle.
13:33So this is a handheld tool that makes
13:37things look bigger so you can see details.
13:40Now, as a kid, you are more likely
13:47to first use a magnifying glass when you're
13:50really little and you're at school.
13:52You might in grade three or four or in
13:55the fourth or fifth grade, use a magnifying glass.
13:59You might go outside and look at plants.
14:01You might go outside and look at
14:03ants or little insects on the ground.
14:06Because it's a very simple handheld tool that you
14:10can use to make things a little bit bigger.
14:12It's not as powerful as a microscope, but it is very
14:17portable, and you can use it outside or wherever you are.
14:21You can carry it around.
14:23So, magnifying glass, a handheld tool that makes
14:26things look bigger so you can see details.
14:29Here's what happens, though, when you give a group of
14:31children magnifying glasses very quickly, some of the students will
14:35try to start fire, which is a lot easier with
14:38a magnifying glass than it is with two sticks.
14:41If you hold a magnifying glass, like if the sun
14:45was coming down here, and I hold a magnifying glass,
14:48I can focus the, sunlight into A small spot.
14:52And that spot will, very quickly, if it's on
14:56something like a piece of wood, start to smoke
14:58and you will very soon have fire. Yep, definitely.
15:02Much easier than rubbing two sticks together.
15:05A test tube, a small glass tube
15:08used to hold and mix liquids.
15:11So you are probably familiar with these because if
15:13you ever have your blood taken so that they
15:17can test it, they usually take the blood and
15:19it goes into a little test tube.
15:21We also might call it a vial.
15:23When a test tube is really, really small,
15:26we might just call it a vial.
15:28But that's where your blood will go.
15:29And then they will take it and test it.
15:32When I was in school, we would put things in
15:35a test tube and then sometimes we would heat it
15:37up to see if heat made something happen to it.
15:40So, test tube, a small glass tube
15:43used to hold and mix liquids.
15:48A glass container used to hold and mix liquids.
15:50A flask, a glass container with
15:52a narrow top used in experiments.
15:54So these are just specific names for the kinds
15:58of things you will use when doing an experiment.
16:01So again, a test tube is long and narrow.
16:05A beaker looks more like a cup.
16:07Like if this mug was made of glass,
16:10it would look a lot like a beaker.
16:13And it's a glass container used
16:14to hold and mix liquids.
16:16By the way, if you've ever watched the Muppets,
16:18there is a scientist on The Muppets called Dr.
16:21Benson Honeydew, I think, and his assistant
16:24is called Beaker, which is kind of
16:26a joke because this is a beaker.
16:29And then his lab assistant is called Beaker as well.
16:32And then a flask, a glass container
16:34with a narrow top used in experiments.
16:36Now, what's unique about a flask is you
16:38can put a cork in the top.
16:40They also have corks that allow you
16:41to put a pipe through the cork.
16:43I'm not, again, a scientist, but that
16:46is my understanding of a, flask.
16:49Why a flask is different than a beaker.
16:53So you might say petri dish.
16:54You might say Petri dish.
16:57It's a small round dish made of
17:00glass, sometimes plastic, used to grow and
17:03study tiny living things like bacteria.
17:06My guess is back when we were in this, the pandemic,
17:11if you got a swab taken, they would probably put that
17:14in a petri dish to see if you had Covid.
17:17Again, I'm not a scientist.
17:19I don't really know exactly the details, but I
17:23do know if you watch a movie where there's
17:25a scientist and, there's a Plague or an outbreak.
17:28They usually have petri dishes, and they're
17:30seeing what will grow, determine what's happening.
17:34A Bunsen burner, a tool that makes a
17:36flame to heat things in the lab.
17:39This is another thing that I'm surprised that we
17:43have in schools, because anytime you allow students to
17:47start a fire, it can be dangerous.
17:49But we still use Bunsen burners at our school.
17:53So you can use a bunch and Bunsen burner
17:55underneath a flask or a beaker, heat something up.
18:00You can hold a test tube in the flame
18:02to heat up the contents of the test tube.
18:05And I was going to look up
18:09why it's called a Bunsen burner.
18:10I imagine it's named after the
18:12inventor, but I'm not sure.
18:14I will let that be your job, after this lesson, I
18:18will let you look up, what a Bunsen burner is.
18:22But again, a Bunsen burner, a tool that
18:23makes a flame heat things in the lab.
18:28Now, this isn't totally something that
18:31is used just for science.
18:32You can have one of these at home as well.
18:35An eyedropper is a small tool
18:37used to move drops of liquid.
18:39So if you squeeze the top and put it in
18:42liquid and then release, it will suck the liquid up
18:46into the little bottom glass piece, and then when you
18:49squeeze it again, the liquid will come out.
18:52Might use an eyedropper to put drops in your eye.
18:55Maybe you have a special medicine for your eyes and
18:59you use an eyedropper to put that in your eyes.
19:01Or you might use it to put drops in your ear.
19:04But if you are working in a lab, you
19:07probably have ones that have measurements on them, like
19:10this thermometer, A tool used to measure temperature.
19:15Now, my memory in the science lab is
19:17that the thermometers are really, really long.
19:20You can actually clamp them
19:22and put them into something.
19:24Like if you have a beaker, you can put a
19:26thermometer in the beaker, and it will sit there and
19:29it will measure the temperature of whatever you are doing.
19:34A scale, a tool used to measure weight.
19:37So this we would call a digital scale.
19:40You could probably set it to grams or ounces or,
19:43pounds or kilograms or whatever you want, and it will
19:46tell you what whatever you put on it weighs.
19:51So a scale, a tool used to measure weight.
19:55A balance, a tool used to compare or measure weight.
19:59So with a balance, you could put a mug on one
20:02side and you could put, a cup on the other side.
20:06And if it goes like this,
20:08then they are the same weight. They weigh the same.
20:11But you can also put a cup on one side and
20:13then you could put little weights in the other side until
20:17it balances and then you know how much the cup weighs.
20:21So a balance, a tool used to compare or measure weight.
20:26That's why we have the or there, the scientific method.
20:30A step by step way to do experiments
20:32and to learn by success and failure.
20:36So here is one version of the scientific method.
20:41Observe and question something.
20:43So you might think to yourself, why when lightning
20:46hits a tree, does it start on fire?
20:49And then you research the topic.
20:51So you go and find trees that have been hit
20:53by lightning and you notice they're charred and you notice
20:56that they, they smell like they were on fire.
20:59Then you come up with a hypothesis which is, you know,
21:05sorry, the research part would be you just saw a tree
21:07get hit and you know it's warm, and then you're like,
21:09if I rub wood together it gets warm.
21:12Will test this with an experiment.
21:14So you do a bunch of experiments, you
21:15analyze the data and you report your conclusions.
21:18There are many versions of this, some have
21:21different titles, but the basis is the same.
21:25You do something, you experiment, you look at
21:28your conclusions, you observe the result, you come
21:31up with a new hypothesis, you try something
21:34again, and eventually you discover fire.
21:36That's what happens.
21:40These are the three states of matter.
21:43So a liquid is of course
21:45a substance that flows like water.
21:49And a solid is a substance that keeps
21:51its shape like a rock or ice.
21:55And then a, gas is a substance that
21:57spreads out and fills space like air.
21:59Often gas is invisible, which can make it dangerous.
22:04But when you look at the world, you will most
22:07likely see one of these three types of things.
22:10You will probably see liquid like water or tea or
22:15soda, which really are just different forms of water.
22:17If you didn't know, you might see something that
22:20is solid like a rock or metal or ice.
22:24A substance that keeps its shape like a rock or gas.
22:28You may or may not see a gas.
22:31When water is in its gas form, it
22:34is steam or vapor, and it's a substance
22:37that spreads out and fills space like air.
